Free short notes and revision cards
Grade 10 Geography on Temari has 23 revision cards, arranged by the chapters of the Ethiopian national curriculum. Every card says when the rule applies, what each symbol in it stands for, and the mistake students most often make with it. They are free to read and need no account.
The Grade 10 Geography textbook is on this page as a free PDF, Ministry of Education edition, 204 pages. Go to the download
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When you use it
Use this when identifying whether Lake Victoria is structurally part of the East African Rift Valley graben floor.
Watch out
Lake Victoria is not inside the rift valley. It occupies a depression between the eastern and western rifts.
Drafted from Grade 10 Geography, pages 1-22, then checked twice before it went up
| Major Landform Region | Physical Regions |
|---|---|
| African Alpine System | Atlas Mountains |
| African Massif | The Sahara, The Sahel, The Savanna, The Tropical Rainforest |
| East African Highlands and Rift System | The Rift Valley and Great Lakes, Ethiopian and Eritrean Highlands |
| Southern Africa Platform | Mountains and desert systems of Southern Africa |
When you use it
Use this to classify Africa into its four major landform divisions and their physical subregions.
Watch out
Do not place the Sahara or the Sahel under the Alpine system. They belong to the African Massif.
Drafted from Grade 10 Geography, pages 1-22, then checked twice before it went up
| Surface Type | Description | Dominant Material |
|---|---|---|
| Erg | Sand sea | Reddish sand dunes |
| Reg | Desert pavement | Pebbles on flat sand sheets |
When you use it
Use this to distinguish between the two distinct desert surface types found in the Sahara.
Watch out
Do not confuse erg with reg. Erg is a sand sea with dunes, while reg is a pavement of pebbles on sand.
Drafted from Grade 10 Geography, pages 1-22, then checked twice before it went up
When you use it
Use when distinguishing between natural short-term fluctuations and long-term shifts in climate systems.
Watch out
Climate variability occurs over shorter timeframes with or without human action, while climate change is a persistent shift that lasts for decades or longer.
Drafted from Grade 10 Geography, pages 23-47, then checked twice before it went up
| Letter | Climate Group | Defining Criterion |
|---|---|---|
| A | Humid tropical | Temperature |
| B | Dry | Precipitation |
| C | Humid middle latitude with mild winters | Temperature |
| D | Humid middle latitude with severe winters | Temperature |
| E | Polar | Temperature |
| H | Highland | Altitude |
When you use it
Use when identifying the letter codes and defining criteria of Köppen climate groups.
Watch out
Group B is classified primarily by precipitation, and H by altitude, whereas groups A, C, D, and E are defined by temperature.
Drafted from Grade 10 Geography, pages 23-47, then checked twice before it went up
| Ocean Current | Type | Location | Impact |
|---|---|---|---|
| Guinea Current | Warm | West Africa | Supplies moisture and brings coastal rainfall |
| Mozambique Current | Warm | Southeast Africa | Supplies moisture and brings coastal rainfall |
| Canary Current | Cool | Western Sahara coast | Causes dry coastal conditions and forms rich fishing grounds |
| Benguela Current | Cool | Western Kalahari and Namibia coast | Causes dry coastal conditions and forms rich fishing grounds |
When you use it
Use when analyzing the effects of warm and cool ocean currents on coastal rainfall and desert formation in Africa.
Watch out
Cool currents cause coastal aridity rather than rainfall, but they create rich fishing grounds.
Drafted from Grade 10 Geography, pages 23-47, then checked twice before it went up
| Water Source | Share of Total Water | Share of Freshwater |
|---|---|---|
| World Ocean (Saline) | 96.5% | 0.0% |
| Glaciers and Permanent Snow | 1.74% | 68.7% |
| Fresh Groundwater | 0.76% | 30.1% |
| Freshwater Lakes | 0.007% | 0.26% |
| Rivers | 0.0002% | 0.006% |
| Atmospheric and Biological Water | 0.0011% | 0.043% |
When you use it
Use when calculating or stating the global distribution of water reserves and comparing saline versus accessible freshwater proportions.
Watch out
Total freshwater is only 2.5 percent of all Earth water, and over two thirds of it is locked in glaciers and ice, not in rivers or lakes.
Drafted from Grade 10 Geography, pages 48-80, then checked twice before it went up
| Basin | Length | Outlet | Key Characteristics |
|---|---|---|---|
| Nile | 6,650 km | Mediterranean Sea | Longest river in the world. 86% of its water originates from Ethiopia. |
| Congo | 4,660 km | Atlantic Ocean | Second largest globally by volume. Navigable year-round due to equatorial flow. |
| Niger | 4,200 km | Atlantic Ocean | Third longest in Africa. Features Kainji Dam and an inland delta. |
| Zambezi | 3,540 km | Indian Ocean | Features Victoria Falls and Kariba Dam. Has a 60 km wide delta at mouth. |
| Orange | 2,092 km | Atlantic Ocean | Longest river in South Africa. Navigation blocked by silt, falls, and rapids. |
| Chad | Inland basin | Lake Chad | Largest inland drainage in Africa. Shallow lake subject to high evaporation. |
When you use it
Use when comparing the six major African river basins, their flow characteristics, outlets, and economic infrastructure.
Watch out
The Congo River is navigable year-round because its basin spans both sides of the equator, whereas other rivers face seasonal volume drops and rapids.
Drafted from Grade 10 Geography, pages 48-80, then checked twice before it went up
| Soil Group | Coverage | Formation and Properties |
|---|---|---|
| Arenosols | 22% | Sandy, easily erodible, low nutrient holding capacity. Dominant soil in Africa, such as the Kalahari. |
| Leptosols | 17% | Shallow soils over hard rock or gravelly material with weak structure, common in mountains and deserts. |
| Cambisols | 11% | Young, moderately developed soils lacking distinct horizons, exhibiting slight color and structure variations. |
| Ferralsols | 10% | Strongly leached, weathered soils rich in iron and aluminium oxides, giving them red and yellow colors. |
| Calcisols | 6% | Soils with high calcium carbonate accumulation, forming a solid hard pan (calcrete) in dry areas. |
When you use it
Use when identifying the five major African soil groups, their proportional coverage, and their distinct chemical or physical traits.
Watch out
Arenosols make up the largest share of Africa's soils at 22 percent. Ferralsols have low nutrient holding capacity despite their deep red and yellow color.
Drafted from Grade 10 Geography, pages 48-80, then checked twice before it went up
| Category | Leading African Countries |
|---|---|
| Most Populous (Total Count) | Nigeria, Ethiopia, Egypt, DRC, South Africa |
| Most Densely Populated (Per Area) | Mauritius, Rwanda, Burundi, Comoros, Seychelles |
When you use it
Use this when distinguishing total population size from population density among African nations.
Watch out
Being populous does not mean being densely populated. Nigeria and Ethiopia lead in total count, but Mauritius and Rwanda lead in density.
Drafted from Grade 10 Geography, pages 81-112, then checked twice before it went up
| Region | Crude Density (Persons/km^2) | Urban Population (%) |
|---|---|---|
| Eastern Africa | 65 | 26 |
| Western Africa | 65 | 45 |
| Central Africa | 27 | 47 |
| Northern Africa | 31 | 51 |
| Southern Africa | 25 | 62 |
When you use it
Use this to compare spatial settlement patterns and urbanization levels across African regions.
Watch out
Southern Africa is the most urbanized region but has the lowest crude density, while Eastern Africa is the least urbanized.
Drafted from Grade 10 Geography, pages 81-112, then checked twice before it went up
| Framework | Leading Body | Timeframe | Core Focus |
|---|---|---|---|
| Agenda 2063 | African Union (AU) | 50 years (2013 to 2063) | Pan-African unity, transformation, integration, peace, and security |
| SDGs (Agenda 2030) | United Nations (UN) | 15 years (2015 to 2030) | 17 global goals to end poverty, protect the planet, and ensure prosperity |
When you use it
Use this to compare the vision, timeframe, and institutional leadership of Agenda 2063 and the SDGs.
Watch out
Agenda 2063 is an African Union 50 year plan, whereas the SDGs are a 15 year global UN framework that succeeded the MDGs in 2015.
Drafted from Grade 10 Geography, pages 113-136, then checked twice before it went up
| Sector | Core Activity | Examples |
|---|---|---|
| Primary | Extracting raw materials and natural resources | Agriculture, mining, forestry, fishing |
| Secondary | Manufacturing and processing raw materials into finished goods | Textiles, clothing, footwear, metal processing |
| Tertiary | Providing commercial and public services | Education, health, tourism, banking, transport |
| Quaternary | Knowledge-based information generation and sharing | ICT, research and development, financial planning |
When you use it
Use this to classify economic activities into primary, secondary, tertiary, or quaternary sectors.
Watch out
Tertiary involves selling general services, while Quaternary specifically handles knowledge, ICT, and research.
Drafted from Grade 10 Geography, pages 113-136, then checked twice before it went up
| Concept | Definition or Formula | Condition |
|---|---|---|
| Voluntary Unemployment | Jobless by personal choice | Worker leaves a job or chooses not to work at current wages |
| Involuntary Unemployment | Unable to find a job despite wanting one | Worker is willing and able to work for the prevailing wage |
| Unemployment Rate | (Number of unemployed / Total workforce) * 100 | Expressed as a percentage of the total active workforce |
When you use it
Use this to differentiate voluntary and involuntary unemployment and to calculate the unemployment rate.
Watch out
Only employable individuals actively seeking work at prevailing wages are counted as involuntarily unemployed.
Drafted from Grade 10 Geography, pages 113-136, then checked twice before it went up
| Adaptation Type | Alternative Name | Trigger and Decision Basis |
|---|---|---|
| Autonomous adaptation | Spontaneous adaptation | Unconscious response triggered by ecological changes or market and living habits |
| Planned adaptation | Deliberate adaptation | Conscious response resulting from deliberate policy decisions |
When you use it
Use when differentiating between spontaneous adaptation actions and policy-driven adaptation strategies.
Watch out
Autonomous adaptation happens without a deliberate policy decision, triggered naturally by living conditions or ecological changes.
Drafted from Grade 10 Geography, pages 137-151, then checked twice before it went up
| Adaptation Category | Measures and Approaches | Key Characteristics |
|---|---|---|
| Grey measures | Technological and engineering solutions | High-tech, innovative, often requires large funding and training |
| Green measures | Ecosystem-based adaptation options | Nature-based solutions (e.g. reforestation), ecosystem services, low-cost |
| Soft measures | Behavioral, managerial, and policy approaches | Decreases sensitivity, increases adaptive capacity, low-cost |
When you use it
Use when classifying human responses to environmental change into grey, green, or soft measures.
Watch out
Grey measures involve infrastructure and technology. Green measures specifically use natural ecosystem solutions such as reforestation.
Drafted from Grade 10 Geography, pages 137-151, then checked twice before it went up
| Theory | Core Principle | Historical Status |
|---|---|---|
| Environmental Determinism | Physical environment dictates and controls human culture and activities | Propagated in 19th century Europe, rejected in 1950s |
| Environmental Possibilism | Humans adapt and choose from alternatives, environmental influence declines with technology | Substituted determinism starting in the 1950s |
When you use it
Use when comparing the two main geographic theories explaining the relationship between human societies and the physical environment.
Watch out
Do not confuse the two doctrines. Determinism views nature as the master of humans, whereas possibilism views nature as offering options that humans choose from.
Drafted from Grade 10 Geography, pages 137-151, then checked twice before it went up
| Category | Key Features and Causes | Associated Impacts |
|---|---|---|
| Causes | Colonial legacy, IMF structural adjustment, neoliberal policies, weak planning institutions | Unregulated expansion and high urban primacy |
| Socioeconomic Impacts | Rapid rural-to-urban influx exceeding urban carrying capacity | Slums and squatter growth, 60 percent jobs in informal economy, social instability |
| Environmental and Health | Inadequate infrastructure for water, waste, sewage, and electricity | Communicable disease outbreaks and high vulnerability to climate flooding |
When you use it
Use this card when explaining why African cities expand without regulation and the resulting socioeconomic and environmental challenges.
Watch out
Urbanization itself is not inherently negative, but weak institutions, unregulated growth, and structural adjustment policies create severe urban crises.
Drafted from Grade 10 Geography, pages 152-165, then checked twice before it went up
| Factor Type | Underlying Drivers | Form of Movement |
|---|---|---|
| Push Factors | Poverty, unemployment, low wages, poor governance, war, drought, famine | Voluntary economic search or forced displacement |
| Pull Factors | Better employment, higher income, greater security, superior education and health | Voluntary migration toward destination |
When you use it
Use this card to distinguish between the conditions that drive people away from origin locations and those that attract them to destinations.
Watch out
Environmental disasters and violent conflict result in forced migration, whereas wage differences and educational prospects drive voluntary migration.
Drafted from Grade 10 Geography, pages 152-165, then checked twice before it went up
| Source Category | Origins | Major Pollutants |
|---|---|---|
| Land-Based Sources | Municipal sewage, industrial discharge, agricultural and urban runoff | Decomposable organic matter, heavy metals, excess nitrogen, plastic waste |
| Marine Sources | Shipping discharges, bilgewater, seabed mineral exploitation, accidental oil spills | Petroleum hydrocarbons, garbage dumping, persistent toxic chemicals |
When you use it
Use this card when identifying the origins, pathways, and pollutant classes affecting African coastal waters.
Watch out
Over 80 percent of marine pollution in regions like South Africa originates from land-based activities, not solely from offshore shipping.
Drafted from Grade 10 Geography, pages 152-165, then checked twice before it went up
| Property | Data | Information |
|---|---|---|
| Processing state | Unprocessed raw facts or figures | Processed and organized data in context |
| System role | Used as an input for the computer system | The resulting output of data |
| Dependency | Does not depend on information | Depends directly on data |
When you use it
Use this to distinguish between raw geographic observations and processed, contextualized outputs.
Watch out
Data is the unprocessed input, whereas information is processed data with context and meaning attached.
Drafted from Grade 10 Geography, page 166 onwards, then checked twice before it went up
| Component | Description and Role |
|---|---|
| Hardware | Computer and attached devices such as printers, plotters, and scanners |
| Software | Functions and tools including GIS software, DBMS, OS, and network software |
| Data | Spatial data (vector, raster, image) and attribute data |
| Methods | Well designed plans, procedures, specifications, and standards |
| People | Personnel ranging from technical specialists and managers to end users |
When you use it
Use this when listing or explaining the five essential parts required to operate a Geographic Information System.
Watch out
Do not treat GIS as software or hardware alone. It requires all five components including methods and people to function.
Drafted from Grade 10 Geography, page 166 onwards, then checked twice before it went up
| Feature Type | Vector Representation | Raster Representation |
|---|---|---|
| Point | Single coordinate pair | Single grid cell |
| Line | Sequential vertices ending at a node | Sequence of neighboring cells |
| Polygon / Area | Closed set of coordinate pairs | Collection of contiguous cells |
When you use it
Use this to compare how basic geographic features are structured and stored in digital spatial data models.
Watch out
Do not confuse vertices with nodes. A node specifically starts or ends a vector line segment.
Drafted from Grade 10 Geography, page 166 onwards, then checked twice before it went up
The student textbook for the new curriculum, free as a PDF. The cards on this page follow its chapters.
Ministry of Education edition, English
204 pages
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