Guidebook to Amani - MWUCE

© Laureate International school, 2006. 

First published 2006. 

Further copies of this publication may be obtained from: 

Laureate International School, 

Mbezi Beach, just off the main road, 

Behind Shamo Industries, Dar-es-salaam, Tanzania. 

Tel. +255(022)2627729/30, Email jw@laureatetz .org 

All rights reserved. No part of this publication may be 

reproduced in any form. 

The cover photograph shows Sigi Information Centre.

PREFACE 

A GUIDEBOOK TO AMANI for University of Cambridge International Examinations 

IGCSE Geography has been specifically written to support teaching at key stage 4. The 

topics covered match the requirements of the curriculum and links have been made 

between curriculum content and scheme of assessment and field trip activities at Amani. 

Furthermore, relevant IGCSE questions from past papers have been presented in chronological 

order. 

Students going for a field trip to Amani will be able to study real places and events in geography, 

which is both motivating and exciting. It is hoped that such an experience will 

improve their understanding and performance. 

The enquiry-based worksheets have been designed to help with independent learning 

and development of research skills (particularly relevant to paper 4: Alternative to 

Coursework). Furthermore, the extension tasks provide opportunities for open-ended 

response. 

Amani is also an ideal place for students planning to undertake coursework assignments 

(paper 3) including those suggested in the syllabus for Theme 2 and Theme 3 which are: 

. An analysis of the distribution, nature and possible reasons for the 

formation of selected landforms, e.g. along the course of a stream… 

. A study of agricultural patterns within an area. 

. The development of tourism in an area. 

. The nature of the environmental conflicts in an area. 

Some aspects relevant to theme 1: Population and Settlement are also covered in this 

guidebook. 

Amani is also a perfect place for students studying IGCSE Environmental Management 

(0680) to acquire knowledge and an understanding of the ways natural systems work 

and ways people use resources. Moreover, students get an opportunity to analyse ways 

development changes the environment and can suggest ways to develop the environment 

in a sustainable manner. 

I suggest students should be given an opportunity to discuss relevant IGCSE questions 

in the conference room at Amani after completing a particular fieldwork activity. Apart from 

Cambridge International Examinations Centres, questions/past papers can also be 

obtained at the library of the British Council; Samora Avenue/Ohio Street; Dar-es-salaam 

and from the website: http:// teachers.cie.org.uk. ( for registered teachers/centres). 

Students should also have enough OS Maps of Mnyuzi: Tanzania; Series Y742 (DOS 

422); Sheet 130/1; Edition 3-TSD/OSD 1989; Scale 1:50,000., for mapwork sessions. 

Copies can be bought at the Surveys and Mapping Division; Sokoine Drive; Dar-essalaam. 

Francis Bagambilana 

June 2006 

2006 © Laureate International School iii

ACKNOWLEDGEMENTS 

I would like to thank the following: The headmaster, Mr. John Walker who suggested to us 

to organise field trips to Amani during the half term holidays in order to improve students' 

knowledge of fieldwork activities and who also made it possible for me to visit the place 

for the first time in September 2003 so as to make arrangements for accommodation, 

meals, guides and encouraged me to write this guidebook since then; Mr. Japheth Kemboi 

for designing the guidebook; Teachers who assisted me during field trips and students 

who videotaped events i.e. Mr. Japheth Kemboi and Hassan Abdallah in 2003, Ms. Eileen 

Bernard and Carlos Alberto in 2004, Mr. Tom Mboya and Muyunda Muyunda in 2005 

respectively; Ms. Kinga Fentu for providing figures 21, 22, 23, 44, 46, 57 on pages 70, 

72 and 74; Parents for releasing students and students themselves for their good conduct; 

School drivers, Mr. Ramadhan Athuman and Mr. Shebe Thabit; School conductors, Mr. 

Damas Kalinga and Mr. Issa Yusuph. 

I would also like to thank the former Geography Product Manager of the University of 

Cambridge International Examinations, Mr. Peter Saunt for making constructive comments 

on an electronic copy of the guidebook and his successor, Ms Anne Smith for writing 

a letter to endorse the use of the guide book in the East Africa Region on page 77; The 

conservator of Amani Nature Reserve, Mr. Corodius Sawe for his encouragement; The 

Principal Statistician of the National Bureau of Statistics, Ms. Albina Chuwa for providing 

population data for villages in Amani; The editor of 'The Arc Journal' belonging to an 

environmental NGO-Tanzania Forest Conservation Group (TFCG), Ms. Nike Doggart for 

granting permission to use copyright material on page 61. Other staff members of Amani 

Nature Reserve, Amani Butterfly Project, Marikitanda Weather Station, Kwamkoro Tea 

Factory and the local guides for giving us lots of support during fieldwork. 

Note 

All maps and diagrams were drawn by the author. 

iv 

2006 © Laureate International School

CONTENTS 

1. Introduction: East Usambaras and Amani Nature Reserve - - - - - - - - - - - - - - - 1 

2. Maps: 

1. Eastern Arc Mountain Forests - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --- 7 

2. East Usambara Forests - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8 

3. Tanzania : North East - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9 

4. Amani Area - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 10 

5. Villages within and around Amani Nature Reserve - - - - - - - - - - - - - - - - - - - 11 

6. Western Amani - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 12 

7. Eastern Amani - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13 

3. University of Cambridge International Examinations IGCSE Geography 

Curriculum: Theme 2 and Theme 3; Topics relevant to the field trip underlined - 14 

4. University of Cambridge International Examinations IGCSE Geography: Scheme 

of Assessment; Aspects relevant to the field trip underlined - - - - - - - - - - - - - - 16 

5. Links between field trip activities and CIE IGCSE Geography Curriculum Content 

and Scheme of Assessment - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 18 

6. Amani Field trip Worksheets: 

Sigi Information Centre - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 25 

Walk from Ubiri to Lutindi- Mapwork session - - - - - - - - - - - - - - - - - - - - - - - 30 

Mapwork questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 32 

Rainforest and Savanna Vegetation Study - - - - - - - - - - - - - - - - - - - - - - - - - 35 

Hydro-electric power/Water powered mill study - - - - - - - - - - - - - - - - - - - - - 41 

Tourism study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 43 

Weathering study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 46 

River study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 47 

Weather study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 48 

Large scale system of commercial farming study - - - - - - - - - - - - - - - - - - - - 55 

Small scale systems of farming study - - - - - - - - - - - - - - - - - - - - - - - - - - - - 57 

Tea factory system study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 59 

Resource conservation and management study - - - - - - - - - - - - - - - - - - - - - 61 

7. Appendices: 

1. Amani field trip report for 2003 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 69 

2. Relative Humidity Table - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 76 

8. CIE Letter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 77 

9. References - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 78 

10. Further information/Resources - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 81 

2006 © Laureate International School v

INTRODUCTION 

THE EAST USAMBARA MOUNTAINS 

Location 

The East Usambara Mountains are located in Tanga region in North-East Tanzania and 

form part of the Eastern Arc Mountains (see map 1 and map 3). These consist of five major 

mountain blocks, including the Amani range in the south which is the largest (see map 2). 

The East Usambaras are separated from West Usambaras by the 4km-wide valley of 

Lwengera River (see fig.9 on page 38), which flows southwards to join Pangani River. 

Biodiversity 

The forests of the East Usambaras are a globally known biodiversity 'hotspot' among centres 

of diversity (Myers 1988, WWF & IUCN 1994): a biodiversity hotspot is a region with 

many endemic species. This biodiversity has been compared to that of the Galapagos 

Islands in the Pacific Ocean (Rogers and Homewood 1982, Kingdom 1990), hence the 

area has been nick-named 'Galapagos of Africa'. Finke, J. (2003:361) puts it succinctly: 

'East Usambara's rainforests contain well over 2000 vascular plant species, 

over a quarter of which are found nowhere else in the world as are sixteen of 

East Usambara's 230 different tree species. The proportion of unique species 

amongst animals is even more astounding, ranging from ten to sixty per cent 

depending on family and genera.' 

These forests, with trees which can reach heights of over 60m., form the catchment for 

Sigi River (see map 3 and fig. 9 on page 38 ). 

Conservation 

Several national and International initiatives have been taken to conserve the biodiversity of 

East Usambaras, after a long period of large-scale forest clearing to create coffee and tea 

plantations since the end of the nineteenth century and large-scale timber logging between 

1950s and 1980s (Atampugre 1990, Iversen 1991, Schulman et al.1998). 

Such initiatives include: The East Usambara Conservation and Agricultural Development 

Project (EUCADEP) which later on became the East Usambara Conservation and 

Development Project (EUCDP). The project aimed at supporting conservation efforts by 

developing local people's livelihoods e.g. fish ponds, cash crop cultivation, farm forestry, 

tree planting and was implemented by the Ministry of Agriculture and Livestock 

Development between 1987 and 1997 with financial support from the EU and technical 

assistance of IUCN- International Union for Conservation of Nature, now known as World 

Conservation Union (Sjöholm, H. et al. 2001). 

The East Usambara Catchment Forest Project (EUCFP) was run in two phases i.e. Phase 

I; 1990-1994 and Phase II; 1995-1998. The project focused on protecting water sources; 

establishing and protecting forest reserves; sustaining villager's benefits from the forest, 

rehabilitating the Amani Botanical Garden and establishing Amani Nature Reserve. 

1 


The project was implemented by the Forestry and Beekeeping Division (FBD) of the 

Ministry of Natural Resources and Tourism (MNRT) with financial support totalling 6.1 

million USD from the Government of Finland (Finke, J. 2003:362). 

The East Usambara Conservation Area Management Project (EUCAMP) was formed 

after the merging of EUCFP and EUCADEP (Vihemäki, H. 2005:7) and was run between 

1998 and 31December 2002 when it was phased out. The project aimed at protecting biodiversity 

and water sources while sustaining villager's benefits from the forest. The 

project was implemented by the Forestry and Beekeeping Division (FBD) of the Ministry 

of Natural Resources and Tourism (MNRT) with financial support totalling 4,168,456 

EUROS: The Government of Tanzania 7%; The Government of Finland 53%; The 

European Union 40% (EUCAMP 2002b: 5). One of the major achievements of 

EUCFP/EUCAMP was the establishment of the first nature reserve in Tanzania, at Amani, 

with the highest conservation status in 1997. 

Currently, the conservation of East Usambaras and the Eastern Arc Mountains in general (see 

map 1) is being financed through the Eastern Arc Mountains Conservation Endowment Fund 

(EAMCEF) - a joint initiative of the Government of Tanzania, the World Bank and the Global 

Environment Facility (GEF) registered in Tanzania on 6th June 2001 under the Trustees' 

Incorporation Ordnance No. 375 of 1956 (The Guardian, 21 December 2005). One of the 

projects closely linked to EAMCEF is the Conservation and Management of the Eastern Arc 

Mountain Forests (CMEAMF) Project which is funded by UNDP and GEF. 

Furthermore, the World Wide Fund for Nature (WWF) and the Government of Finland 

fund the Forest Landscape Restoration Project which aims to decrease forest fragmentation 

(see map 2) and promote sustainable livelihoods in the East Usambaras. The project 

is implemented by an environmental NGO: Tanzania Forest Conservation Project 

(TFCG). 

Moreover, Conservation International, through the Critical Ecosystem Partnership Fund 

(CEPF), and four East African organizations are planning to execute a major programme, 

involving about 64 conservation projects in the Eastern Arc and Coastal area (The 

Guardian, 23 February 2006). 

Achievements 

In November 2000, UNESCO designated the East Usambara Mountains as a Biosphere 

Reserve (EUBR) under its Man and the Biosphere Programme (MaB) which aims to 

promote and demonstrate a balanced relationship between humans and the biosphere 

(Hokkanen, T. et al 2002). Furthermore, BirdLife International designated East 

Usambaras in 2000 as the East Usambara Important Bird Area. (BirdLife International 

2005). 

2006 © Laureate International School 2

AMANI NATURE RESERVE 

The Amani Forestry Inventory and Management Plan Project officially proposed the 

establishment of Amani Nature Reserve in 1988 (Finnida 1988) and EUCFP prepared a 

plan frame in 1992 (The survey and mapping was completed in 1994). EUCFP collaborated 

with IUCN Law Centre to study the legal aspects for the establishment of Amani 

Nature Reserve. 

Amani Nature Reserve was established in 1997 for the protection of biodiversity of submontane 

rain forest. The Reserve combined six former forest reserves: Amani Sigi, Amani 

East, Amani West, Kwamsambia, Kwamkoro, Mnyuzi plus 1068 ha.of forest donated by 

the East Usambara Tea Company and some public land (see map 4 ). It covers an area 

of 8,380 ha., extending between 5 o 05' and 5 o 14' S and between 38 o 32' E and 38 o 40' 

E. The legal establishment was published in a special supplement to the Gazette of the 

United Republic of Tanzania no. 19, Vol.78 dated 9 May 1997 as Government Notice no. 

151 (Rules) and 152 (Declaration Order). The main objectives of Amani Nature Reserve 

are: 

1. to protect the unique, biologically important sub-montane rainforest ecosystem of 

the East Usambara Mountains; 

2. to maintain biodiversity, genetic resources, natural processes and cultural values 

in an undisturbed, dynamic and evolutionary state in order to have an ecologically 

representative example of the Eastern Arc forest ecosystem available for present 

and future generations, scientific study, environmental monitoring, education and 

sustainable and controlled local and recreational use. 

Clearly, these objectives are in line with the legally binding international agreement: The 

Convention on Biological Diversity (CBD) of 1992 which seeks to conserve biological 

diversity, promote the sustained use of its components and encourage equitable sharing 

of the benefits from the utilization of genetic resources (Basic Facts about the United 

Nations 2000: 264). 

According to Amani Nature Reserve General Management Plan 1998, the Amani Nature 

Reserve is divided into four zones: 

Zone 1; The Biodiversity Preservation Zone (77% of the area) 

Zone 2; The Nature Restoration Zone (13% of the area) 

Zone 3; Local Use Zone (6% of the area) 

Zone 4; The Amani Botanical Garden (4% of the area) 

Furthermore, a 'Buffer Zone' was established outside the Amani Nature Reserve to promote 

sustainable land and natural resource use practices through use of Village Resource 

Management Plans, farm activities and tree planting and to decrease the dependency of 

the local communities on the natural resources of ANR (see villages on map 5) . 

Amani Nature Reserve falls under Forestry and Beekeeping Division (FBD) in the Ministry 

of Natural Resources and Tourism (MNRT). The general responsibility on the management 

of Amani Nature Reserve lies with the conservator who reports to the director of 

FBD. The Advisory Board of Amani Nature Reserve oversees all activities and the implementation 

of the General Management Plan of 1998. 

3 


Achievements 

Amani Nature Reserve spearheaded the process of designating East Usambara as a 

Biosphere Reserve in 2000. Furthermore, the design of Amani Nature Reserve corresponds 

with the design of other Biosphere Reserves throughout the world. According to 

Wells et al. 1992, the design of the reserve must include a legally protected core area, a 

buffer area where non-conservation activities are prohibited and a transition zone where 

approved practices are permitted. 

Furthermore, Amani Nature Reserve won a gold medal during EXPO 2005 (Aichi, Japan) 

for integrating conservation efforts with the improvement of the livelihoods of surrounding 

local communities (see map 5) through various programmes such as fish farming, mushroom 

farming, butterfly farming, diary cow farming, beekeeping and an efficient stove 

project (Tanzania Wildlife, October-December 2005). 

Climate 

Lunogelo, B. et al (2002) give a summary of the climatic conditions experienced in the 

area: 

'Rainfall in Amani is generally high as it is for the East Usambara mountain area. The 

mean annual rainfall in the East Usambara mountains is 2,000 mm but increases 

towards the south. The Amani block is the wettest of all the East Usambara mountain 

area because it rains almost throughout the year with peaks from March to May and from 

October to December. The mean annual humidity at Amani is 87% in the morning and 

77% at midday. The mean annual temperature at Amani is 20.6 0 C with a mean daily 

maximum temperature of 24.9 0 C and a mean daily minimum of 16.3 0 C. The hottest season 

is in January-February and the coolest is July-September.' 

Access 

Amani is about 365km from Dar-es-salaam (see map 3). The road from Dar-es-Salaam 

to Muheza (330km) is tarred. From Muheza to Sigi gate (26km), is a graded all weather 

road. However, the road from Sigi gate to Amani village (9km) is rougher with hairpin 

bends and slippery during rains (see grid square 6036 on map 4 and map 7). 

Accommodation 

There are three rest houses within Amani Nature Reserve. Sigi Rest House has nine 

large bedrooms, each with three beds, hot shower, mosquito nets. Furthermore, there is 

a kitchen and a small restaurant. Amani Nature Reserve Rest House, is similar to Sigi 

Rest House. For reservations at Sigi or Amani Rest House, contact the conservator. P.O. 

Box 1, Amani. Tel/Fax.(0)27/264 0313 or 264 6907, Email: sawe59@yahoo.com . 

National Institute for Medical Research Centre Rest House has eight rooms, and a 

television lounge. Full board is available. For reservations, Tel. 027/264 0304/6/8. 

Moreover, Marikitanda Tea Research Centre Rest House is about 12km South West of 

Amani Nature Reserve Centre. It has three large bedrooms and other smaller ones which 

in total can accommodate 29 people, a kitchen, restaurant and a television lounge. Tel. 

0262741160. Email: mtrs@trit.or.tz .Early booking is strongly recommended. 


Walking trails and driving routes 

Visitors can choose from the following: (n b all distances shown assume the start point to be 

Amani, not Sigi). Visitors can download leaflets at: www.easternarc.or.tz.dl.htm#trail%guides 

Trail/ 

Drive 

No. 

Trail/Drive/ 

Name 

T.1 Amani Bot. 

Gdn (Med. 

Res. Centre). 

Time (hrs)/Distance (km) 

from Amani 

1-3 hours walk close to Rest 

House 

Ease of terrain 

Very easy 

T.2 Mbomole Hill 1-3 hours, 4 km walk Moderately difficult 

climb. Slippery in 

rains 

T.3 Kwamkoro 

Forest Reserve 

25 min (9km) drive to start; 

2-4 hour (6-10km) walk 

T.4 Monga Trail 15 min (6km) drive to 

start;1.5 hr (3.2km) walk 

Easy walk on flat 

terrain 

Easy walk on mainly 

flat terrain 

Points of special interest 

Wide range of indigenous and 

introduced plants. 

Natural forest, experimental tree 

plantation,fine views. 

Natural forest, Maesopsis plantation, 

African Violet sites, 

Arboretum. 

Natural forest and tea plantation. 

T.5 Ndola Trail 50 min (18km) drive to start; 

1.5-2.0 hr (5km) walk 

T.6 Derema Trail 5-7 hour (12km) walk with 

shorter options 

T.7 Amani Bot 

Gdn (Sigi) 


1-3 hour walk 

Moderately difficult 

with some climbing 

Long walk, mostly 

easy with some 

steep climbs 

Easy walk, mostly 

on flat terrain 

Village agriculture, open grassland, 

fine views, fortified hilltop. 

Forest, village agriculture, tea 

plantation, German grave, fine 

views. 

Palms, spices, fruit trees, water 

powered mill. 

T.8 Amani-Sigi 

Mountain 


4hr climb 

T.9 Tea Factory 20 min (9km) drive to start;1 

hr tour by prior arrangement 

" see note below"* 

Steep climb, slippery 

in rain 

Easy 

D.1 Ndola Drive 2-3 hr (43km) drive Rough road, 

hilly,4WD essential 

in rains 

D.2 Bulwa Drive 1.5-2.0 hr (22km) drive Easy drive except in 

rains 

D.3 Monga Drive 1.5-2.0 hr (32km) drive Fairly easy except 

in rains 

German railway and sawmill 

sites, village agriculture, lowland 

and submontane forest, treasure 

pit. 

Tea manufacture from start to 

finish. 

Farmland, tea and forests, magnificent 

scenery and views. 

Forest and tea plantations. 

Village, tea plantation, forest and 

open land, fine views. 

Source: Adapted from EUCFP, (1995): A Guide to Trails and Drive Routes in Amani 

Nature Reserve-Draft for Comments and Testing. Tanga. Available at : 

http://www.easternarc.or.tz/downloads/E Usam/EUCAMP web site pdf/tecpap17.pdf 

Note: 

* One of the local guides, who can be hired either at Sigi or Amani Conservation 

Centre, will be able to organise a tour if given prior notice (1-2 days). 

5 


Amani 

Fig. 1 Fig. 2 

Small scale farming 

Diverse Plant Species 

Fig. 3 Fig. 4 

Dining at Amani N. Reserve rest house 

Sigi Spice Garden 

Fig. 5 Fig. 6 

Butterfly farming 

African Violets 


7 



9 



11 



13 


UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS IGCSE GEOGRAPHY 

CURRICULUM CONTENT: THEME 2 AND THEME 3 

THEME 

2. The Natural Environment 

Topics relevant to the field trip underlined. 

2.1 Structure, landforms and landscape processes 

- Describe the origin, characteristics and broad distribution of seismic and 

volcanic activity, fold mountains and rift valleys. Show a basic 

understanding of plate tectonics. 

- Describe weathering, river processes, glacial processes, marine processes 

and processes of wind action in deserts. 

- Describe and explain the landforms associated with these processes. 

2.2 Weather, climate and natural vegetation 

- Describe the methods of collecting and measuring meteorological data. 

- Describe and explain the climate of a region of each of the following: 

tropical rain (evergreen) forest, 

tropical grassland (savanna), 

tropical desert, 

Mediterranean vegetation. 

- Describe the characteristics of the natural vegetation of the regions named 

above and show, in each case, the relationship between the climate and 

the natural vegetation. 

2.3 The inter-relationship of physical and human geography 

- Demonstrate the inter-relationship of the natural environment and human 

activities by reference to natural landscapes, climate and natural hazards. 

3. Economic Development and the Use of Resources 

3.1 Agricultural systems 

- Describe and identify the influence of inputs (natural and human) on the 

processes and outputs (products) of each of the following agricultural 

systems: 

a large- scale system of commercial farming, 

small- scale subsistence farming, 

small-scale cash-crop farming. 

- Recognise the causes and effects of over-production and shortage of food. 

3.2 Industrial systems 

- Classify industries into primary, secondary and tertiary. 

- Describe and identify the influence of inputs (materials, power, capital, 

labour, transport) on the processes and outputs (products and waste) of 

industrial systems. 


- Describe the factors influencing the location of each of the following 

processing and manufacturing industries: 

motor vehicle assembly, 

high technology industries, 

craft industries. 

3.3 Leisure activities and tourism 

- Describe and account for the growth of leisure facilities and tourism in 

relation to the main attractions of the physical and human landscape. 

- Assess the benefits and disadvantages of tourism to a receiving area. 

3.4 Energy and water resources 

- Describe the significance of non-renewable fossil fuels (coal, 

oil, natural gas) and renewable energy supplies (geothermal, wind, waves, 

tides, running water, solar, biogas). 

- Describe the factors influencing the development and siting of power 

stations (coal-fired, gas-fired, oil-fired, hydro-electric power, nuclear). 

- Describe the uses of and competition for water resources: agricultural, 

domestic and industrial demand. 

3.5 Environmental risks and benefits: resource conservation and management 

- Demonstrate the need for resource conservation and management in 

different environments. 

- Describe how agriculture, extractive industries, manufacturing industries, 

energy production, tourism and transport may improve the quality of life 

and/or pose threats to the environment including interference with natural 

ecosystems; soil erosion; the green-house effect and global warming; 

pollution. 

- Identify areas at risk and describe any attempts to maintain, conserve or 

improve the quality of the environment. 

15 


UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS IGCSE GEOGRAPHY: 

SCHEME OF ASSESSMENT 

Aspects relevant to the field trip underlined. 

All candidates will take Paper 1, Paper 2 and either Paper 3 or Paper 4. 

Paper 1 (1 hour 45 minutes). Candidates will be required to answer three questions 

(3x25marks). Six questions will be set: two on each of the three themes. Questions will 

be structured with gradients of difficulty, will be resource-based and will involve problem 

solving and free response writing. This paper will mainly be concerned with Assessment 

Objectives A, B, C. 

Paper 2 (1 hour 30 minutes) (60 marks). This paper will be taken by all candidates. 

Candidates must answer all questions. This paper will be entirely skills- based and will 

test a candidate's ability to handle various ways of depicting geographical information. 

The questions will be neutral in that they will not require specific information of a place. 

Candidates will be able to demonstrate skills of analysis and interpretation and application 

of graphical and other techniques as appropriate. 

One question will be specifically based on a large-scale (1:25,000 or 1:50,000) 

topographical map of a tropical area such as Zimbabwe, the Caribbean or Mauritius and 

will include a full key. 

Either 

Paper 3, Coursework (school based- assessment). 

Or 

Paper 4, Alternative to Coursework (1 hour 45 minutes) (60 marks). 

As an alternative to Coursework, candidates will be set a series of tasks in a written 

examination on issues relating to one or more of the syllabus themes: 

1. Population and Settlement 

2. The Natural Environment 

3. Economic Development and the Use of Resources. 

Candidates must answer all questions. This paper will provide a complementary 

assessment of the assessment objectives tested by Paper1 with an emphasis on the 

investigative Assessment Objective D. 

A primary feature of questions to be included in this paper is that they will involve an 

appreciation from a theoretical standpoint of the range of techniques appropriate to a 

variety of field work studies associated with this level of examination. 

In this context, relevant aspects of Assessment Objective D, Investigation, are significant. 

Questions will test the methodology used in the application of the following types of 

enquiry skills in field work: 

(a) questionnaires; 

(b) observation; 


(c) 

(d) 

(e) 

counts such as pedestrian and traffic counts; 

Measurement techniques appropriate to river, beach, and weather studies 

(Syllabus Theme 2.1 and 2.2). 

Methods used to process and to present data obtained by these enquiry skills 

will also be tested. 

These methods will include both cartographical techniques and statistical tech 

niques. Enquiry skills and presentation skills are to be studied against the 

background of the range of other aspects involved in field work. Questions 

may involve the aims of particular studies and in this context will include, 

for example, the development of suitable hypotheses appropriate to specific 

topics. An ability to analyse data collected and to formulate conclusions, as 

required by Assessment Objectives B and C, will be examined in this paper. 

Weighting of papers 

Paper 

Weighting 

1 45% 

2 27.5% 

3 or 4 27.5% 

Specification grid 

The relationship between assessment objectives and components of scheme of 

assessment. 

Paper 

A Knowledge 

with 

Understanding 

B Analysis 

C Judgement 

and decision making 

D Investigation 

1 40% 30% 30% - 

2 10% 80% 10% - 

3 or 4 20% 20% 20% 40% 

The assessment objectives are weighted to give an indication of their relative importance. 

They are not intended to provide a precise statement of the number of marks allocated to 

particular assessment objectives. 

17 


LINKS BETWEEN FIELDWORK ACTIVITIES AT AMANI AND CIE IGCSE 

GEOGRAPHY CURRICULUM CONTENT AND SCHEME OF ASSESSMENT 

Curriculum content: Theme 2.1 Landscape processes (weathering). 

Scheme of Assessment: (paper 1; question 3 or 4); possibly questions in paper 2 and 

paper 4. 

Students to look for evidence on different types of weathering i.e. physical/mechanical, 

chemical, biological and if possible draw diagrams or take photos to illustrate each within 

Amani Nature Reserve (see worksheet on page 46). 

Relevant IGCSE Questions 

Paper 1: core/2 extended (designated as paper 1 from 2004) 

. 11 May 1998; question 4 

. 2 Nov. 1999; question 3 

. May/June 2001; question 4 


Curriculum content: Theme 2.1 Landscape processes (rivers). 

Scheme of Assessment: (paper 4; Alternative to Coursework)-relevant enquiry skills to 

be considered; 

(b) Observation and (d) Measurement techniques appropriate 

to river studies. 

(paper 1; Question 3 or 4); possibly questions in paper 2. 

At selected sites along Sigi/Dondwe/Kwemkuyu/Nenguruwe/Lwengera River, students to 

look at the methods used and equipment required to measure: 

. Width and depth across a river 

. The gradient of a river’s course 

. The speed of flow 

. The size and shape of bedload 

They should also complete recording sheets and look at methods to calculate: 

. Speed of flow 

. Cross-sectional area of a river 

. Discharge of a river 

Furthermore, students should describe how a river erodes and transports eroded 

materials. They should also describe features such as interlocking spurs, V-shaped 

valleys, waterfalls, rapids, potholes, meanders and flood plains-especially along 

Lwengera River and explain how they are formed. (see river investigation on page 47; fig. 

44, 45, 46, 47, 48, 49, and 50 on page 72). 


Paper 5: Alternative to coursework (designated as paper 4 from 2004) 

. 11th Nov. 1998; question 1 

. 25th May. 1999; question 1 


. May/June. 2001; question 2 

. Oct./Nov. 2003; question 2 

. May./June. 2005; question 1 


Paper 3: (designated as paper 2 from 2004) 







Paper 1: core/2:extended (designated as paper 1 from 2004) 

. 3rd Nov. 1998; question 3 





Curriculum content: Theme 2.2 Weather- methods of collecting and measuring 

meteorological data. 

Scheme of Assessment: (paper 4: Alternative to Coursework)- relevant enquiry skills to 

be considered; 

(b) Observation and (d) Measurement techniques appropriate 

to weather studies. 

(paper 1: Question 3 or 4); possibly questions in paper 2. 

At Marikitanda weather station, students to look at methods used to record weather 

('observation') using the following instruments: 

. Maximum thermometer 

. Minimum thermometer 

. Dry bulb thermometer 

. Wet bulb thermometer 

. Cup anemometer 

. Rain gauge 

. Campbell Stokes Sunshine Recorder 

. Two B pans 

. Gunn Bellani 

Furthermore, students to look at factors considered when locating each instrument at the 

weather station. They can also ask to be provided with weather statistics for previous 

days/years and complete their recording sheets. (see worksheet on page 48; weather 

study on page 49 to 54; fig. 53, 54, 55, 56, 57 on page 73 and 74). 


Paper 5: Alternative to coursework (designated as paper 4 from 2004) 








19 




. 21st May. 1999; question 3 


. Oct./Nov. 2002;question 6 

. May/June. 2003;question 2 







. 2nd Nov. 1999; question 4 





Curriculum content: Theme 2.2 Natural vegetation (Tropical Rainforest). 

Scheme of Assessment: (paper 1:Question 3 or 4); possibly questions in paper 2 

and paper 4. 

During several visits within Amani Nature Reserve such as the walk from the Rest House 

to Mbomole hill, students should: identify the main features of sub-montane rainforest 

which are similar to tropical rainforest; explain the flow of energy and nutrient recycling in 

the rainforest. Local guides will provide them with relevant information about: 

. density of vegetation 

. number of plant species over a small area 

. height of tallest trees (emergent layer) 

. names of some endemic and exotic plant species (English and Latin) 

. names of common mammals, amphibians, reptiles, birds and insects. (see worksheet 

on page 35; vegetation study on page 39; fig. 21, 22 and 23 on page 70). 



. 31st Oct. 2000; question 4 






Paper 2 

. Oct/Nov. 2005; question 6 


Curriculum content: Theme 2.2 Natural vegetation (tropical grassland- savanna). 

Scheme of Assessment: (paper 1; question 3 or 4); possibly questions in paper 2 and 

paper 4. 

Students should be able to identify the main features of savanna vegetation during the 

walk from Ubiri to Lutindi hilltop (see trail 5 on page 5 and map 6). The local guides may 

assist in providing information about the common grass/shrub/scrub species covering the 

hills and the escarpments. Students should try to suggest reasons for the presence of 

savanna vegetation in the area (see worksheet on page 37; fig. 9 on page 38; fig. 38, 39, 

40, 41, and 42 on pages 71 and 72). 


Paper 1: core/2 extended (designated as paper 1 from 2004) 

. 2 Nov. 1999; question 4 

Curriculum content: Theme 2.3 The inter-relationship of physical and human 

geography. 

Scheme of Assessment: ( paper 1: question 3 or 4); possibly questions in paper 2 and paper 4). 

Students to recognise the links between the natural landscape in Amani (relief features, the 

rainforest etc) and human activities being carried out (types of farming, scientific researches, 

eco-tourism etc). Furthermore, students to recognise the effect of the growing population on 

the landscape leading to problems such as deforestation, soil erosion and land degradation. 


. Incorporated with questions for theme 2.1 and 2.2. 

Curriculum content: Theme 3.1 Agricultural systems (a large scale system of 

commercial farming; small-scale subsistence farming and 

small-scale cash-crop farming). 

Scheme of Assessment: (paper 1:Question 5 or 6); 

possibly questions in paper 2 and paper 4. 

During the visit to tea estates(Kwamkoro / Monga / Mgambo / Derema / Marvera / Bulwa 

/ Ndola), students should look at the influence of natural inputs such as climate, relief, soil 

and human inputs such as labour and capital. Students should also look for information 

about the various processes such as planting, plucking (even see tea pickers) and 

pruning. Furthermore, they should describe the outputs from the estates. Students should 

do the same for cassava and maize (small-scale subsistence farming) and, cloves and 

black pepper (small-scale cash crops farming). (see worksheets on pages 55 and 57; fig. 

58 and 59 on page 74). 


Paper 1:core/2:extended (designated as paper 1 from 2004) 


. 2nd Nov. 1999; question 6 

. 31st Oct. 2000; question 5 


21 


Curriculum content: Theme 3.2 Industrial systems. 

Scheme of Assessment: (paper 1:Question 5 or 6); possibly questions in paper 2 and paper 4. 

During the visit to a tea factory (Kwamkoro/Bulwa/Monga/Derema), students should look 

at the influence of physical and natural inputs such as raw materials, energy, labour on 

processes such as withering, fermentation, sorting and packaging and the outputs (products 

for sale and waste water). (see worksheet on page 59; fig. 60, 61, 62, 63 and 64 on 

page 74). 




Curriculum content: Theme 3.3 Leisure activities and tourism. 


Students will appreciate the physical landscape of Amani (with several attractions which 

could be promoted). The main attractions include: 

. the rainforest- considering various trails and drive routes (see page 5). 

. wild animals such as the Black and White Colobus Monkey and Hornbills 

(birds) 

. Amani butterfly project- a good example of eco-tourism activity 

. features such as mountains, hills, escarpments, rapids, and waterfalls. 

(see worksheet on page 43; fig. 2, 3, 5 on page 6; fig. 12, 13, 14 on page 69). 

Paper 4: Alternative to Coursework 



Paper 2 




. 3rd Nov.1998; question 6 

. May/June.2001; question 5 




Curriculum content: Theme 3.4 Energy and water resources. 

Scheme of Assessment: (paper 1:Questions 5 or 6); possibly questions in paper 2 and paper 4. 

Students will be able to understand the significance of renewable energy supplies (running 

water) that power the maize mill and some factors (physical) influencing the development 

and siting of hydroelectric power stations at small scale. Furthermore, students should 

describe the significance of eucalyptus timber to run boilers at tea factories. (see worksheet 

on page 41; fig. 24 on page 70). 







Paper 1:core/2:extended (designated as paper 1 from 2004) 





Curriculum content: 3.5: Environmental risks and benefits: resource conservation and 

management. 


Students to recognise that further development of agriculture, industry, tourism, energy resources and 

mining of gold may improve the quality of life/ standard of living of people in Amani or pose threats to 

the environment (soil erosion, landslides due to deforestation etc). 

Students will learn a lot from staff members of Amani Nature Reserve about the need for 

resource conservation and management. They can get more information about conservation 

and management of the rainforest by reading references cited on pages 1 to 5 of this 

guidebook. (see worksheet on page 61; references on page 77; further information/ 

resources on page 80). 


. Incorporated with questions for theme 3.1; 3.2; 3.3 and 3.4. 

23 


Mapwork 

Scheme of Assessment: (paper 2:Question 1 based on a large scale map (1:50,000 or 

1:25,000) topographical map of a tropical area such as Mauritius, the Caribbean or 

Zimbabwe and will include a full key). 

At Lutindi hill, Students to orientate the map extract(s) of Mnyuzi-Tanzania:Series Y742 

(DOS 422); Sheet 130/1; Edition 3-TSD/OSD 1989 (scale 1:50,000) using compasses. 

They should also locate places including Lutindi hill. They should make interpretation of 

map evidence (and by seeing) of physical landscape such as valleys; spurs; hills and 

escarpments. They should also make interpretation of map evidence (and by seeing) of 

human landscape such as settlements; the site factors and patterns of villages and 

hamlets. (see worksheets on pages 30 and 32; fig. 38, 39, 40 on page 71; fig. 41, 42, and 

43 on page 72). 


Paper 3; question1( designated as paper 2 question 1 from 2004) 

. 5th Nov. 1996; map extract of Hwange West (Zimbabwe); 1:50,000 

. June. 1998; map extract of part of the island of St. Lucia;1:25,000 

. 21st May. 1999; map extract of Rose Belle (Mauritius); 1:25,000 

. 4th Nov. 1999; map extract of Masvingo (Zimbabwe);1:50,000 

. May/ June. 2001; map of part of Jamaica; 1:50,000 

. Oct./Nov. 2001; map of the Concession area of Zimbabwe;1:50,000 

. May/June. 2002; map extract of part of the island of Jamaica;1:50,000 

. Oct./Nov. 2002; map extract of Zvishavane (Zimbabwe); 1:50,000 

. May/June. 2003; map extract-part of the island of Saint Lucia; 1:25,000 

. Oct./Nov. 2003; map extract (around Glendale in Zimbabwe); 1:50,000 

. May/June. 2004; map extract of part of the island of Grenada; 1:25,000 

. Oct./Nov. 2004; map extract of part of Trinidad; 1: 25,000 

. May/June.2005; map extract of part of Jamaica; 1:50,000 

. Oct./Nov. 2005; map extract of part of the island of Mauritius; 1:25,000 

. May/June. 2006; map extract for part of the island of Jamaica; 1:50,000 


FIELD TRIP TO AMANI IN TANGA 

SIGI INFORMATION CENTRE 

Suitable for Paper 1 (0460/1) 

Complete the worksheet about the East Usambaras. 

1. What are the Eastern Arc Mountains 

_____________________________________________________________________ 

_____________________________________________________________________ 

2. Why are these mountains nicknamed "the Galapagos of Africa" 

_____________________________________________________________________ 

_____________________________________________________________________ 

3. When was Amani Nature Reserve established 

____________________________________________________________________ 

_____________________________________________________________________ 

4. 25-30% of the flora is "endemic", what does that mean 

____________________________________________________________________ 

____________________________________________________________________ 

5. Fill in some details about each stage of the model "How a forest feeds life". 

Flowers 

Fruits and seeds 

Seedlings to saplings 

Mature trees 

Predators 

Dead tree 

25 


6. FAUNA 

Mammals 

(a) How many species are there ___________________________________________ 

(b) Write down the English and Latin names of any 6 common animals you might see. 

Table 1 

Common Name 

Latin Name 

1 

2 

3 

4 

5 

6 

Reptiles 

(a) How many species are there ___________________________________________ 

Look at the photos of reptiles 

(b) Which one would you like to see and why ________________________________ 

___________________________________________________________________ 

(c) Which one would you least like to see and why ____________________________ 

______________________________________________________________________ 

Amphibians 

(a) How many species are here____________________________________________ 

(b) Where do aquatic frogs spend their life ___________________________________ 

(c) Where do arboreal frogs spend their life__________________________________ 

(d) What is special about the Nectophrynoides thornier toad_____________________ 

______________________________________________________________________ 


Birds 

(a) Who was Reginald Morean and what did he do_____________________________ 

______________________________________________________________________ 

(b) How many bird species have been recorded in the East Usambaras 

______________________________________________________________________ 

(c) Write down the names of four endangered bird species which are found in the 

Usambaras ___________________________, ___________________________, 

_________________________________ and _____________________________ 

Insects: Butterflies and Moths 

(a) How many species __________________________________________________ 

(b) Write down the name of one species of "most unique moth". 

______________________________________________________________________ 

“Restoration of this building" 

In the second small room 

When was it built and what for ______________________________________ 

________________________________________________________________ 

Look at the photos of life during the German colonial period 

7. Flora: 

What economic activity is shown_____________________________________ 

At the front veranda 

(a) 

(b) 

(c) 

Which is the largest species _________________________________________ 

How many species are in Usambara 

_________________________________________________________________ 

What proportion of species is endemic to the Eastern Arc Mountains 

_________________________________________________________________ 

27 


African Violets 

(a) When was the African Violet first scientifically classified ____________________ 

__________________________________________________________________ 

(b) How many species are now known_____________________________________ 

Plant use in Usambara Forests 

(a) What do local people use the 'Msambo' tree for______________________ 

(b) What is the 'Mpumu' tree used for_________________________________ 

________________________________________________________________ 

Look at the samples and their notice(s) 

Write down the names of 5 other trees and what they are used for: 

______________________________________________________________________ 

______________________________________________________________________ 

______________________________________________________________________ 

______________________________________________________________________ 

______________________________________________________________________ 

8. Tea Manufacturing 

(a) What is green leaf 

_________________________________________________________________ 

_________________________________________________________________ 

(b) What is withering__________________________________________________ 

_________________________________________________________________ 

(c) What is a CTC machine ____________________________________________ 

_________________________________________________________________ 

(d) What is dhool ____________________________________________________ 

_________________________________________________________________ 


(e) How is tea 'fermented' 

______________________________________________________________ 

(f) What is the next process _________________________________________ 

(g) What is the final manufacturing process _____________________________ 

______________________________________________________________ 

9. Mapwork 

Look at three map extracts on the wall (scales: 1:50,000, 1:15,000 and 1:20,000). 

Give the compass direction of: 

(a) Monga Tea factory from Kwamkoro Tea factory____________________________ 

(b) Derema Tea factory from Kwamkoro Tea factory___________________________ 

10. The satellite image of East Usambara Mountains 

What do the following colours indicate in the infra-red image 

(a) dark red _________________ 

(b) red _____________________ 

(c) light red _________________ 

(e) white ________________________ 

(f) very white _____________________ 

(g) dark grey _____________________ 

(d) dark blue ________________ 

Note: 

You can view more Landsat ETM Satellite images of East Usambaras included in the 

work of Nina Sengupta at: 

http://scholar.lib.vt.edu/theses/available/etd-12282003-150656/unrestricted/NinaSengupta.pdf 

29 



MAPWORK SESSION DURING THE WALK FROM UBIRI TO LUTINDI HILL 


1.Observe the villages of Mlesa and Mikwinini which are wrongly marked on an 

Ordinance Survey map of Mnyuzi; 1:50,000 (Tanzania: Series Y742 (DOS 422), as you 

travel from Amani Nature Reserve Centre to Ubiri village for a mapwork session.(Trail 5/Drive 1). 

Give the grid reference for the correct location of: 

Mlesa ____________________________________________ . 

Mikwinini _____________________________________________ . 

2. Use an Ordinance Survey map of Mnyuzi; 1: 50,000 to plan a route for visitors from 

Ubiri village to Lutindi hilltop (See Trail 5 on page 5) on map 6 (1:25,000). 

You should mark the following on map 6: 

(a) Ubiri village. 

(b) Lutindi hilltop. 

(c) The route you have walked from Ubiri to Lutindi. 

3. What do you see (when you are at the summit of Lutindi hill) to the: 

(a) North __________________________________ hamlet/village. 

(b) North East _____________ and _______________(vegetation). 

(c) South _____________________________________________. 

(d) West __________________ valley and __________________. 

4. Look at the features shown on the Ordnance Survey map of Mnyuzi; 1:50,000 (of 

1989) within the Lwengera valley and then observe the features below the valley 

(when you are still at Lutindi hilltop). 

Describe the changes in terms of: 

(a) 

(b) 

(c) 

roads 

_______________________________________________________________ 

settlements 

_______________________________________________________________ 

crops 

_______________________________________________________________ 


5. Use a simple clinometer to determine the angle of slope/depression when you are 

at Lutindi hilltop as you observe one named settlement below the Lwengera valley. 

(Ignore your height). Show all your working. 

6. Suggest the site factors that have encouraged the growth of the settlements within 

Lwengera valley. 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

Extension Tasks 

Draw a field sketch to show the main human and physical features along Lwengera valley 

and take a photograph including an element of scale for the same area. 

After drawing the field sketch and processing the photograph 

(a) What type of photograph is it 

(b) What are the main advantages of your field sketch compared to your photograph 

(c) What are the main advantages of your photograph compared to your field sketch 

31 



MAPWORK QUESTIONS 


Study the map extract of Mnyuzi (Tanzania: Series Y742 (DOS 422); Sheet 130/1; 

Edition 3-TSD/OSD 1989). The scale of the map is 1:50,000. 

1. a) Give the six figure grid reference of the bridge carrying the road over Bululu 

River. 

__________________________________________________________________ 

b) What type of public building is found at grid reference 673361 

___________________________________________________________________ 

c) Measure the distance along the power line from the point where it crosses 

Mnyuzi River at grid reference 551204 to the point where it crosses Lwengera 

River at grid reference 462286. Give your answer in metres. 

__________________________________________________________________ 

d) State the direction of Mashewa at grid reference 630300 from Matombo at grid 

reference 670330. Give your answer both as a compass direction and a bearing 

from grid north. 

___________________________________________________________________ 

2. a) Study the course of the river called Pangani. Describe the physical features of 

the river's channel and direction of flow. 

__________________________________________________________________ 

__________________________________________________________________ 

__________________________________________________________________ 

b) State the settlement pattern in the following grid squares: 

6823 ______________________________________________________________ 

4740 ______________________________________________________________ 

4525 _____________________________________________________________ 

c) Why do few people live in the area of the map between Northings 33 and 34 and 

Eastings 45 and 54 


45 54 

34 34 

Area for question 2 (c) 

33 33 

45 54 

______________________________________________________________________ 

______________________________________________________________________ 

______________________________________________________________________ 

______________________________________________________________________ 

3. a) State the services provided in the built up area of Amani (5936). 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

b) State the evidence which suggests that a large-scale system of farming is 

important in this area. 

______________________________________________________________________ 

______________________________________________________________________ 

4. Mng'aza (grid reference 502403) and Lutindi hill (grid reference 546403) are situated 

approximately 4560 metres apart. The height of Mng'aza is 320 metres above sea 

level and that of Lutindi is 1140 metres. Calculate and state the average gradient 

between the two places. Show all your working. 

33 


5. Describe the land use other than buildings, railways, roads and tracks, in the South- 

West of the area bounded by Easting 60 and Northing 34: 

45 60 

34 34 

Area for question 5 

20 20 

45 60 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 



A STUDY OF THE RAINFOREST 

Suitable for Paper 1/2 (0460/1/2) 

Characteristics of Amani rainforest 

1. Match the following statements with the letters on Fig. 7 above: 

i. buttress roots ___________________________________________________ 

ii. 

iii. 

iv. 

branchless trunk _________________________________________________ 

canopy layer, 30-40m _____________________________________________ 

epiphytes attach themselves to branches _____________________________ 

v. topmost storey, 45-60m ___________________________________________ 

vi. 

crowns interlock, shuts out most of sunlight ___________________________ 

vii. lianas /vines / creepers ___________________________________________ 

viii. emergents / emergent layer ________________________________________ 

ix. 

little undergrowth ________________________________________________ 

x. trees grow close together __________________________________________ 

xi. 

under storey / first storey, 15-20m ___________________________________ 

xii. straight trunks ___________________________________________________ 

xiii. drip tips ________________________________________________________ 

xiv. evergreen forest: trees continously shed and regenerate leaves ____________ 

35 


2) Use the following phrases (lack of sunlight; allow water to flow off quickly; compete 

for sunlight; luxuriant growth) to link with the beginnings: 

i. Tall trees __________________________________________________________ 

ii. Little undergrowth __________________________________________________ 

iii. Drip tips __________________________________________________________ 

iv. Heavy rainfall ______________________________________________________ 



A STUDY OF SAVANNA VEGETATION 


Characteristics of Savanna vegetation to the West of Amani plateau and Lwengera valley. 

1. Name two grass species that cover the hillsides of Ndola and the escarpments of 

Amani: _______________ (broad leaves) and __________________ (finer leaves). 

2. Which of the two grass species is: 

a) widely used for erosion control ____________________________________ 

b) less combustible, hence used for thatching houses ____________________ 

3. Explain plant adaptations for both grass and tree species during the dry season. 

________________________________________________________________ 

________________________________________________________________ 

4. Describe the appearance for both grass and tree species during the wet season. 

________________________________________________________________ 

________________________________________________________________ 

5. Name the animals that are grazed within the area ( clue: look for animal waste in 

case animals are nowhere to be seen). 

_______________________________________________________________ 

_______________________________________________________________ 

_______________________________________________________________ 

37 


6. What may happen to vegetation if the area: 

a) becomes heavily overgrazed _______________________________________ 

b) is over-cultivated_________________________________________________ 

7. Study the diagram below which illustrates the gradual change of vegetation from 

the Indian Ocean. 

a) With the help of map 3, give the wind direction from the Indian Ocean. 

_______________________________________________________________ 

_______________________________________________________________ 

b) How does the diagram help to explain the variation of vegetation of Amani 

_______________________________________________________________ 

_______________________________________________________________ 

c) State the main differences between submontane forests and lowland forests of 

Amani. 

_______________________________________________________________ 

_______________________________________________________________ 


Take photos /draw diagrams of tree species such as acacia/combretum that cover the hillsides 

of Ndola and the escarpments of Amani and label their main features to illustrate plant 

adaptations to the local climatic conditions. 

Fig. 9 


VEGETATION STUDY 


A vegetation study was done in the Eastern Arc Mountains of Kenya and Tanzania on 

43 permanent forest health study plots established in 2000 and 2001(involving 3,871 

trees, saplings and seedlings). The permanent plots (FMH) are to be measured again in 

2006. Amani Nature Reserve was one of the three areas chosen for the study and the 

findings for the selected trails which illustrate the biodiversity of Amani Nature Reserve 

are summarised below: 

Mbomole Hill (5 FHM plots): See Trail 2 on page 5. 

Table 2 

Number Number of species 

Trees 128 37 

Saplings 22 15 

Seedlings 142 33 

Kwamkoro Forest Station (4 FHM plots): See Trail 3 on page 5. 

Table 3 

Trees 96 29 




Sigi Trail (5 FHM plots) : See Trail 8 on page 5. 

Table 4 


Trees 136 29 

Saplings 29 9 


Turaco Bird Trail (6 FHM plots) See Monga Trail (T 4) on page 5. 

Table 5 


Trees 149 29 



Source: Adapted from 'Forest Health Monitoring in the Eastern Arc Mountains of Kenya 

and Tanzania: a baseline report on selected forest reserves'. (Available at 

http://fhm.fs.fed.us/pubs/baseline/eam-01-02.pdf (accessed on 18/4/2006) 

39 


Use the information below to draw a pie chart (including the key) for each trail on separate 

papers: 

Mbomole Hill Trail Trees: See Trail 2 on page 5. 

Cinnamomum camphora 20% 

Maesopsis eminii 15% 

Allanblackia stuhlmannii 12% 

Afrocarpus falcatus 5% 

Myrianthus holstii 5% 

All others 43% 

Kwamkoro Forest Station Trees: See Trail 3 on page 5. 



Cephalospheara usambarensis 6% 

Greenwayodendron suaveolens 4% 

Macaranga kilimandscharica 4% 

Sorindeia madagascariensis 4% 


Use the information below to draw a divided bar graph (including the key) for each trail 

on separate papers: 

Sigi Trail Forest Trees: See Trail 8 on page 5. 

Leptonychia usambarensis 23% 

Funtumia Africana 15% 





Turaco Bird Trail Trees : See Monga Trail (T 4) on page 5. 

Greenwayodendron suaveolens 25% 

Allanblackia stuhlmannni 14% 


Rawsonia lucida 9% 

Strobosia scheffleri 6% 


Source: Adapted from 'Forest Health Monitoring in the Eastern Arc Mountains of Kenya 

and Tanzania: a baseline report on selected forest reserve'. (Available at 

http://fhm.fs.fed.us/pubs/baseline/eam-01-02.pdf (accessed on 18/4/2006). 



A STUDY OF HYDRO-ELECTRIC POWER 


Hydro- electric power is electricity produced by the power of falling water. Water from a 

reservoir or lake drops towards the water turbine through a long pipe called a penstock. 

The water turbine changes the energy of movement (kinetic energy) into energy in the 

form of mechanical power (mechanical energy). 

The distance the water falls before it strikes the water turbine is called the 'head'. 

There are three types of water turbine: 

. The Pelton wheel-used with 'heads' of more than 300metres. 

. The Francis turbine-used with 'heads' of between 30 and 300metres. 

. The Kaplan turbine-used with 'heads' of less than 30metres. 

The movable gates called guide vanes or nozzles aim the falling water at the blades or 

buckets. The blades are pushed hence turning the wheel and the axle which is mounted 

vertically or horizontally. The axle is directly or indirectly connected to a machine, an 

electric generator or a dynamo. 

The Kaplan turbine 

41 


1. Match the following words with the letters on fig. 10 on page 41: 

i. Turbine wheel ____________________________________________________ 

ii. Axle ____________________________________________________________ 

iii. Control gate ______________________________________________________ 

iv. Reservoir ________________________________________________________ 

v. Guide vanes ______________________________________________________ 

vi. Penstock ________________________________________________________ 

vii. Head ___________________________________________________________ 

viii. Electric Generator/ Dynamo _________________________________________ 

Extension tasks 

1. During a visit to the Water Powered Mill at Zigi/Sigi (Trail 7 and Trail 8 on page 5 ), 

students to measure or estimate the: 

. length of intake pipeline 

. diameter of the intake pipeline 

. head of water 

2. During the visit to the disused hydro electric power plant which supplied electricity 

to Amani Medical Research Centre between 1935 and 1978, about 150 metres 

from Amani Sigi road (Trail 7 and Trail 8), students to draw an annotated sketch of 

the area to illustrate the factors that were considered when locating the power plant. 

3. Students to mark a point on map 7 with a dot for the site of the disused hydroelectric 

power plant and write H.E.P against it. 



A STUDY OF TOURISM 


Note: 

*Visitors can obtain/buy the following at Sigi Information Centre or Amani Headquarters; 

. Leaflets on various trails (see page 5) designed by EUCAMP in 2002. 

. A Guide to Trails and Drive Routes in Amani Nature Reserve- Draft for Comments 

and Testing, prepared by EUCFP in 1995. Available at: http://www.easternarc.or.tz/down 

loads/E 0Usam/EUCAMP web site pdf/tecpap17.pdf 

. A book which describe in detail the most important trees of Amani Nature Reserve.'Trees 

of Amani Nature Reserve' by Schulman, L. Junikka, L. Mndolwa, A & Rajab, L. 1998; 

Helsinki University Press. 336pp.ISBN 9987 646 01 8. 

*Visitors can also download information (leaflets) from the new website: 

http://www.easternarc.or.tz.dl.htm#trail%20guides, about the following; 

. Amani Driving Trails 

. Botanical Garden Trail 

. Derema Trail 

. Kwamkoro Trail 

. Mbomole Hill Trail 

. Monga Trail (Turaco Bird Trail has been introduced here). 

. Sigi Spice Garden and Chemka Village Trail 

. Sigi Trail 

1. Apart from the rainforest, what other attractions (physical or human) does Amani 

have for visitors 

_________________________________________________________________ 

_________________________________________________________________ 

2. Suppose a foreign company made a development proposal to construct a large 

hotel with helipad within Amani Nature Reserve and a tarred road from Muheza to 

Amani. Evaluate its likely: 

a) economic effects 

______________________________________________________________ 

______________________________________________________________ 

b) social effects 

______________________________________________________________ 

______________________________________________________________ 

c) environmental effects 

______________________________________________________________ 

______________________________________________________________ 

43 


3. Suggest reasons why other people may have different points of view from yours 

___________________________________________________________________ 

___________________________________________________________________ 

4. Explain why an Environmental Impact Assessment for such development 

proposals/projects is obligatory according to the new Forestry Act of 2002 in Tanzania. 

___________________________________________________________________ 

___________________________________________________________________ 

5. According to 'A Modern Dictionary of Geography' (2001:84), eco-tourism is: 

‘a form of tourism that seeks to minimize the environmental impacts of visitor 

pressure and the construction of tourist infrastructure…an important aspect of 

ecotourism is that it should be owned and run by local people and the profits 

retained in the local area rather than leaking to a foreign company.' 

Complete table 6 about employment opportunities at Amani Nature Reserve and other 

questions below to assess if they reflect the common features of eco-tourism as 

summarised above. 

Table 6 

From Amani/East 

Usambaras 

% 

From areas beyond 

East Usambaras 

% 

Number of employees at 

Amani Rest Houses. 

Number of local guides 

. What percentage of entrance/ research fees to Amani Nature Reserve is remitted to 

villages adjacent to Amani Nature Reserve 

___________________________________________________________________ 

___________________________________________________________________ 

. Name any three items made by villagers of Amani/East Usambaras that are being 

sold to the visitors at the curio shop inside Sigi Information Centre. 

___________________________________________________________________ 

___________________________________________________________________ 

. Name any five food items from villages surrounding Amani Nature Reserve/East 

Usambaras that are being served during meals at the restaurants of Amani Rest 

Houses. 

___________________________________________________________________ 

___________________________________________________________________ 


TOURISM INVESTIGATION 


Note: 

*The Management of Amani Nature Reserve is encouraging eco-tourism but the number 

of tourists is still small. According to EUCAMP (2002a, 21), about 950 tourists visited 

Amani Nature Reserve between July 2001 and June 2002. Therefore, studies involving 

'count' of tourists as an enquiry skill may not be appropriate for the time being. 

*Visit http://www.geography-site.co.uk for further information on: When to use a 

Questionnaire, How to design a Questionnaire, Planning the Fieldwork, Approaching your 

Audience, Recording the Data and Data Analysis. 

Suitable titles: Are the leisure facilities at Amani adequate for the needs of tourists 

: What is the influence of tourism in Amani 

Hypotheses that can be tested in Amani 

Students to formulate relevant hypotheses in line with the title for the study they will have 

chosen. 

Pre field trip preparation (in class/school) 

Students individually or in groups to: 

. discuss the type of data they need to test the hypotheses (primary and secondary 

e.g. visitor's book) that they will have formulated. 

. devise a questionnaire as one of the methods of collecting data which 

may include questions (both open and closed) on the: main attractions; method of trans 

port; sphere of influence; use of leisure facilities; type of pollution and the quality of the 

environment. 

The website (www.geography-site.co.uk) has useful information on: When to use a 

Questionnaire, How to design a Questionnaire, Planning the Fieldwork, Approaching 

your Audience, Recording the Data, Data Analysis. 

. discuss how they could conduct a pilot study and sampling techniques if need be. 

Field work: collecting information using questionnaire and other data collection methods. 

Field trip follow up activities 


. present data using a variety of illustrative techniques such as graphs, sketch maps, 

diagrams, photographs, tables and charts. 

. use information as presented in a variety of illustrative techniques to identify the 

trends/patterns and make appropriate comments. 

. accept or reject the hypotheses they will have set at the beginning of the study. 

. look at all the work they have done and make comments on its strength/weaknesses. 

. write field trip report(s) using the following outline: Introduction; Aims; Hypotheses; Data 

collection; Data presentation; Data analysis; Evaluation and Conclusion. 

45 



A STUDY OF WEATHERING 


Chemical Weathering 

1. Explain how the following processes and agents cause chemical weathering around 

buildings and within the rainforest of Amani: 

. Chelation/organic acids 

_______________________________________________________________ 

_______________________________________________________________ 

. Oxidation/ oxygen 

_______________________________________________________________ 

_______________________________________________________________ 

Note: It is possible to study about 'carbonation': the other process of chemical weathering 

at Amboni Caves near Tanga town, about 40km., from Amani Nature Reserve (see map 3; 

fig. 9 on page 38). The formation of Amboni Caves, estimated to extend over 234 kilometres, 

is believed to have started about 14 million years ago (The Daily News, 24 May 2006). 

2. Suggest and describe any three possible factors that may make chemical weathering more 

effective at Amani. 

__________________________________________________________________ 

__________________________________________________________________ 

Biological/Organic/Biotic Weathering 

1. Describe any two possible rock features that influence the rate of biological weathering at 

Amani; 

___________________________________________________________________ 

___________________________________________________________________ 

2. Explain how biological weathering at Amani is often aided by chemical weathering. 

___________________________________________________________________ 

___________________________________________________________________ 

Extension tasks 

Take photographs, preferably along the road with hairpin bends between Amani 

Headquarters and Sigi gate (grid square 6036 on map 4 and map 7 ) to illustrate biological 

weathering due to tree roots. 

After processing your photograph 

Annotate the photographs to illustrate the process of biological weathering and prepare a 

display for your class/school. 


RIVER INVESTIGATION 


Note: 

Sigi River and its tributaries flows throughout the year (see map 4 and map 7; Trail 3, 6, 

8 and others on page 5 ). It can be accessed at many points. However, some sections are 

too deep and there are many boulders which are slippery. It is better to hire a local guide 

to move you along the river/tributaries during an investigation. 

Suitable title: How do landscape and processes change in a river valley 

Hypotheses that can be tested at Amani : 

. The river valley becomes wider downstream. 

. The volume of water in a river increases further downstream. 

. The size of material in the river bed change as a river moves downstream. 

. The gradient of a river valley is steeper in its upper course. 

. The speed of the river decreases downstream. 

. Water flows faster where the channel is deeper. 

. The roundness of pebbles (of the same rock type and size range) will increase 

downstream. 



. decide on the hypotheses they will investigate while at Amani. 

. discuss the type of data they need to collect (primary and secondary) through 

measuring, sketching and observing. 

. construct data collection/recording sheets (including details to make each one 

unique for future reference) to record data accurately appropriate to each of the 

hypotheses to be tested e.g. on the speed of flow; shape and size of bedload; 

depth of river; slope of a river/river banks. 

. consider the sampling techniques for selecting study points along the selected 

river/tributary. 

. familiarise with different river measurement techniques. 

. prepare equipment such as: quadrats, pantometer, tape measure, 

flowmetres/floating objects, stopwatch, metre rule e.t.c and familialise with their 

proper use. Visit http://www.geography-site.co.uk for further information on: River 

Velocity, River Discharge, River Cross Sections and River Gradient. 

Fieldwork: measuring (using specific equipment), sketching , observing. and recording 

data. 

Field trip follow up activities: 


. present data using a variety of illustrative techniques such as graphs, sketch 

maps, diagrams and photographs. 

. use information as presented in a variety of illustrative techniques to identify the 

trends/patterns and make appropriate comments. 

. accept or reject the hypotheses they will have set at the beginning of the study. 

. look at all the work they will have done and make comments on its strength/weakness. 

. write field trip report(s) using the following outline: Introduction; Aims; 

Hypotheses; Data collection; Data presentation; Data analysis; Evaluation and 

Conclusion. 

47 



A STUDY OF WEATHER AT MARIKITANDA STATION 


See Trail 5 and Drive 1 on page 5 

1. State where each of the following instruments is sited at Marikitanda weather station 

and describe how it is used: 

. Maximum and Minimum Thermometer 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

. Dry bulb and Wet bulb Thermometer 

__________________________________________________________________ 

__________________________________________________________________ 

__________________________________________________________________ 

. Rain Gauge 

__________________________________________________________________ 

__________________________________________________________________ 

__________________________________________________________________ 

. Campbell Stokes Sunshine Recorder 

__________________________________________________________________ 

__________________________________________________________________ 

__________________________________________________________________ 

. Cup Anemometer 

__________________________________________________________________ 

__________________________________________________________________ 

__________________________________________________________________ 

. B Pan (s) 

__________________________________________________________________ 

__________________________________________________________________ 

__________________________________________________________________ 

. Gunn Bellani 

_______________________________________________________________________________ 

_______________________________________________________________________________ 



A STUDY OF WEATHER AT MARIKITANDA STATION 

Suitable for Paper 2 (0460/2 

1. Try to ask (politely) for weather data for Amani area for the first 15 days of one month 

and complete the data collection sheet below: 

i) Name(s) of recorder(s) _______________________________________________ 

ii) Month ___________________________________________________________ 

iii) Year 

___________________________________________________________ 

iv) Weather station _____________________________________________________ 

Table 7 

Date 

Max. Temp. 

( 0 C) 

Max. Temp. 

( 0 C) 

Rain (mm) 

Humidity (%) 

Wind speed 

(km/hr) 

1st 

2nd 

3rd 

4th 

5th 

6th 

7th 

8th 

9th 

10th 

11th 

12th 

13th 

14th 

15th 

In case you are provided with 'Dry bulb' and 'Wet bulb' readings, use the relative humidity 

table on page 76 (appendix 2) to work out the humidity for each day and complete column 

5 of table 7 above. 

49 


2. Describe how, during the period 1st to 15th, rainfall may be related to each of the 

following : 

. Diurnal range of temperature (Diurnal = over 24 hours) 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

. Wind speed 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

. Humidity 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

3. Draw the line graph for minimum and maximum temperature on the graph paper. 


Table 8 

MONTHLY MEAN AIR TEMPERATURE AT MARIKITANDA TEA 

RESEARCH CENTRE: JANUARY 1998- DECEMBER 2003 

(In 0 C) Jan. Feb. Mar. Apr. May. June July Aug. Sept. Oct. Nov. Dec. 

1998 

Max. 26.6 28.4 27.4 28.3 24.6 22.9 21.8 22.8 22.8 23.9 24.8 26.8 

Min. 17.4 18.1 17.9 18.5 16.9 16.9 15.4 14.9 15.3 14.0 15.3 17.4 

Mean 22.0 23.3 22.7 23.4 20.8 19.4 18.6 18.9 19.1 19.0 20.1 22.1 

1999 

Max. 27.7 29.1 27.1 24.3 22.9 21.7 20.3 20.6 22.3 23.2 26.2 26.0 

Min. 17.4 17.2 17.7 17.3 16.7 15.6 15.4 14.3 14.9 14.0 16.4 16.2 

Mean 22.6 23.2 22.4 20.8 19.8 18.7 17.9 17.5 18.6 18.6 20.8 21.1 

2000 

Max. 28.0 29.1 27.4 24.9 22.2 21.3 20.3 21.4 22.4 24.0 26.2 26.1 

Min. 16.2 16.1 17.5 17.3 17.0 15.7 14.3 14.3 14.0 14.9 17.5 17.8 

Mean 22.1 22.6 22.5 21.1 19.6 18.5 17.3 17.9 18.2 19.5 21.9 22.0 

2001 

Max. 26.7 27.0 27.4 24.8 23.0 21.2 20.7 21.6 23.5 24.6 27.2 28.4 

Min. 17.2 16.8 17.3 17.9 17.3 15.8 14.0 13.5 13.4 15.2 16.5 18.2 

Mean 22.0 21.9 22.4 21.4 20.2 18.5 17.4 17.6 18.5 19.9 21.9 23.3 

2002 

Max. 28.0 29.0 27.0 23.6 23.0 22.0 22.0 21.2 22.5 24.3 25.6 26.4 

Min. 17.9 17.2 18.2 18.0 15.9 15.6 14.4 14.8 15.0 15.8 16.0 17.7 

Mean 23.0 23.1 22.6 20.8 19.5 18.8 18.2 18.0 18.8 20.1 20.8 22.1 

2003 

Max. 28.7 28.6 29.2 26.5 23.8 22.2 21.3 21.7 23.3 24.4 26.8 28.2 

Min. 18.9 17.1 17.3 17.9 17.3 15.6 14.5 13.6 15.5 15.6 16.9 17.3 

Mean 21.8 22.8 23.3 22.2 20.5 18.9 17.9 17.7 19.4 20.0 21.9 22.8 

51 2006 © Laureate International School

MONTHLY RAINFALL AT MARIKITANDA TEA RESEARCH CENTRE: JANUARY 

1998- DECEMBER 2003 

Table 9 

Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec. 

1998 170.6 180 228.3 518.1 341.4 123.9 43.4 69.7 123.9 82.7 43.3 15.3 

1999 56.1 8.2 235.9 394.2 323.7 229.6 174.1 147.6 85.9 63.6 281.5 69.9 

2000 2.8 17.8 261.1 264.8 295.3 185.3 38.3 98.0 51.3 71.4 94.5 144.7 

2001 129.4 79 175.6 381.2 262.1 126.2 25.1 36.9 3.7 41.4 4.4 71 

2002 16.4 9.8 110.2 282.9 143.9 29.7 72.2 231.1 181.8 441.7 245 168.6 

2003 8.9 36.7 88.0 119.2 334.2 128.6 69.1 58.4 44.7 143.9 12.7 59.4 

Note: 

The wettest year between 1967 and 2004 was 1972 which recorded 2823mm 

and the driest was 1996 which recorded 1031.5mm. 

1. Use the information on table 8 and table 9 to work out the annual range of temperature 

and annual rainfall for: 

. 1998 _______________________________________________ 

. 1999 _______________________________________________ 

. 2000 _______________________________________________ 

. 2001 _______________________________________________ 

. 2002 _______________________________________________ 

. 2003 _______________________________________________ 

2. Which table shows: 

. interval data ________________________________________ 

. ratio data __________________________________________ 

3. Study both table 8 and table 9. Describe the main features which proves that 

Marikitanda is located in the Southern hemisphere: 

____________________________________________________________________ 

____________________________________________________________________ 

4. The data below are annual rainfall for Marikitanda Weather Station from 1978 to 1997: 

2038, 2332, 1614, 1498, 2576, 1213, 2316, 1903, 1910, 1318, 1623, 1784, 1853, 

1379, 2087, 1735, 1804, 1322, 1032, 2441. 


Draw a line graph showing annual rainfall at Marikitanda from 1978 to 1997 

5. Measures of dispersion : descriptive statistics. Using rainfall data for the 20 year 

period, state 

. the maximum ________________________________________ 

. the minimum _________________________________________ 

. the range ____________________________________________ 

. the interquartile range __________________________________ 

. the standard deviation __________________________________ 

53 


WEATHER INVESTIGATION 


Note 

There is a small weather station at the National Institute for Medical Research Centre in 

Amani and a larger one at Marikitanda Tea Research Centre, 12km.,in the South West of 

Amani Nature Reserve Centre. 

Suitable title: How do different aspects of weather affect each other at Amani 

Hypotheses that can be tested at Amani: 

. as temperature increases, humidity decreases/ the higher the mean temperature the 

lower the humidity. 

. as humidity increases, rainfall increases. 

. as the mean temperature increases, the wind speed increases. 

. the greater the diurnal range of temperature the less the humidity. 

. the greater the cloud cover the higher the rainfall. 

. the higher the wind speed the lower the temperature. 



. decide on the hypotheses they will investigate while at Amani. 

. be made aware of what they are required to do (instructions) during fieldwork. 

. discuss on the type of data they need to collect (primary and secondary) and how they 

will collect it through measuring, sketching and observing. It is possible to obtain secondary 

weather data for the past 37 years at Marikitanda Weather Station. 

. prepare some simple weather instruments such as rain gauge and anemometer 

and familialise with their proper use. 

. construct data collection/recording sheets.(including information to make them unique for 

future reference) for the number of days during an investigation and time for recording. 

Fieldwork: students measuring (using specific equipment), sketching, observing. and 

recording data. If using their own simple made instruments, students should 

decide where to site them at the beginning of their investigation. 

Field trip follow up activities 


. present data using a range of techniques such as scattergraphs to show the relationship 

between two aspects/elements of weather, line graphs, bar graphs. 

. summerize in writing what the illustrative techniques show. 

. write whether each of the scatter graphs they have drawn shows a positive correlation, 

negative or no correlation. 

. use some statistical tests such as Spearman Rank Correlation to measure the association 

between two variables and describe/explain the results of their statistical analysis. 

. accept or reject the hypotheses they set at the beginning of their study. 

. say or write their thoughts and opinions about what may have influenced their findings/what 

part of the investigation went well and what could be improved. 

. write field trip report(s) using the following outline: Introduction; Aims; Hypotheses; 

Data collection; Data presentation; Data analysis; Evaluation and Conclusion. 



A STUDY OF A LARGE SCALE SYSTEM OF FARMING 


A case study of ________________________________ Tea Plantation/ Estate. 

A plantation can be described as a system, with inputs into the system, processes which 

take place in it and outputs from the plantation (system). 

Inputs 

Processes 

Outputs 

Expenditure Activities Income (profit/no profit) 

1. Describe Physical Inputs for ______________________________ Tea Plantation. 

Climate: Annual rainfall (in mm) __________________________________________ 

Average temperature (in 0 C) ______________________________________ 

Length of the growing season (number of months in a year) _____________ 

Relief: 

The main landforms _____________________________________________ 

Average altitude (in metres) _______________________________________ 

Soil: 

Type and fertility ________________________________________________ 

Drainage (well drained/poorly drained) ______________________________ 

2. Describe Human and Economic inputs for _____________________ Tea Plantation. 

Labour: Number of skilled labourers _________________________________ 

Average number of unskilled/semiskilled labourers _______________ 

Transport used between field and factory ____________________________ 

______________________________________________________________ 

Machinery or hand tools used in the tea plantation. 

______________________________________________________________ 

______________________________________________________________ 

Fertilizers and pesticides (give chemical names). 

______________________________________________________________ 

55 


Government policy towards the tea industry. 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

3. Fill in the spaces about the processes within Tea Plantation. 

Planting: Tea seedlings are grown first in __________________________ . 

After about _________ years of growth, tea seedlings can be 

transplanted to the field. 

Plucking: Begins when the trees are _________________ years old. 

The tea pickers have ______________________on their back into 

which they put plucked tea leaves. 

Perfect plucking means that only ____________ leaves and a bud 

are removed. 

Tea bush can be plucked every __________ to _________days. 

Pruning is done for two main reasons: 

To prevent the bush growing to its natural height hence 

______________________________________________________ 

______________________________________________________ 

To encourage the growth of more 

______________________________________________________ 

______________________________________________________ 

4. Describe the outputs from the tea Plantation. 

___________________________________________________________________ 

___________________________________________________________________ 

Note: 

A Case study of tea plantation can be used to answer IGCSE Geography questions 

similar to the one below: 

Paper 2; 3rd Nov.1998, question 5 (b) 

With reference to a large-scale system of commercial farming: 

(i) Name and locate an example. [2] 

(ii) Describe the factors that have encouraged this system of farming to 

develop in the area you have named in (i ). [8] 

(iii) Explain why this system of farming is organized on a large-scale. [3] 

2006 © Laureate International School 

56


SMALL SCALE FARMING SYSTEMS 


'The majority of the population [in Amani] depend on small-scale agriculture 

and they cultivate both subsistence and cash crops'( Vihemäki H 2006:14). 

1. Observe crops, listed in the table below, being grown along the road as you travel from 

Amani Rest House to Kwamkoro Tea estate. (Kwamkoro trail: T .3 ). 

For each crop, indicate by a tick in the appropriate column, whether it falls under 

small scale subsistence farming or small scale cash crop farming. 

Table 10 

Crop Small scale subsistence farming Small scale cash crop farming 

Banana 

Sugarcane 

Cinnamon 

Cardamom 

Cloves 

Black pepper 

Cassava 

2. Observe crops being grown by villagers of Chemka after crossing Nagaruwe River 

(Sigi Mountain Trail:T. 8) listed in the table below and indicate by a tick in the 

appropriate column, whether they fall under small scale subsistence farming or 

small scale cash crop farming. 

Table 11 


Coconut 

Cassava 

Cardamom 

Bananas 

Pawpaw 

Sweet potato 

Black pepper 

Cocoyams 

57 


3. Observe crops being grown by villagers of Mbomole: Monga Trail; T.4 (about 1.8 

km from Amani Nature Reserve Centre) listed in the table below and indicate by a 

tick in the appropriate column, whether they fall under small scale subsistence 

farming or small scale cash crop farming. 

Table 12 


Cloves 

Cinnamon 

Sugarcane 

Cocoyams 

Banana 


Choose one crop under small scale subsistence farming and one crop under small 

scale cash crop farming. Then prepare a system diagram for each crop similar to that 

of a large scale system of farming for tea plantation on page 55 and 56. 

4. Suggest the main problems that small scale farmers in Amani (Division) face. 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 



A STUDY OF AN INDUSTRIAL SYSTEM AND INDUSTRIAL LOCATION 


A case study of _____________________________ Tea factory. 

A factory can be described as a system, with inputs into the factory/industry, processes 

taking place in the factory and outputs from the factory. 

Inputs 

Processes 

Outputs 

1. Describe the following inputs for _____________________________ Tea factory. 

Raw materials ______________________________________________________ 

__________________________________________________________________ 

Energy supplies (types/amount per day) _________________________________ 

__________________________________________________________________ 

Site (shape of land and size) __________________________________________ 

__________________________________________________________________ 

Labour : number of skilled labourers ____________________________________ 

number of unskilled/semi skilled labourers _________________________ 

Market: ___________________________________________________________ 

Government control (i.e. policies and incentives) 

__________________________________________________________________ 

__________________________________________________________________ 

Capital (sources) ___________________________________________________ 

__________________________________________________________________ 

Machinery:(names of some machines) ___________________________________ 

__________________________________________________________________ 

Leisure facilities _____________________________________________________ 

59 


2. Explain the following processes in a Tea factory. 

Withering __________________________________________________________ 

__________________________________________________________________ 

Cutting ____________________________________________________________ 

__________________________________________________________________ 

Tearing ___________________________________________________________ 

__________________________________________________________________ 

Curling ____________________________________________________________ 

__________________________________________________________________ 

Fermentation _______________________________________________________ 

__________________________________________________________________ 

Drying ___________________________________________________________ 

__________________________________________________________________ 

Sorting ____________________________________________________________ 

__________________________________________________________________ 

Packing ___________________________________________________________ 

__________________________________________________________________ 

3) Outputs 

Brand of tea for export _______________________________________________ 

__________________________________________________________________ 

Brand of tea for domestic consumption __________________________________ 

__________________________________________________________________ 

Waste products (name two of them) _____________________________________ 

__________________________________________________________________ 


FIELD TRIP TO AMANI NATURE RESERVE 

RESOURCE CONSERVATION AND MANAGEMENT STUDY 

Suitable for Paper 1 (0460/1) and IGCSE Environmental Management (0680) 

Benefits of Rainforests 

Read part of newspaper extract (The Guardian 3 April, 2006) and answer the questions 

below: 

'A recent study by the University of East Anglia and the United Nations 

Development Programme (UNDP) indicates that excluding carbon sequestration, 

soil conservation and many other services, the Eastern Arc Mountains of 

Tanzania supply water, non timber products and electricity with a total value of 

USD175m per annum,' 

. Describe the sequestration functions of the rainforests. 

__________________________________________________________________ 

. Mention any six non timber (forest) products. 

__________________________________________________________________ 

Threats/Conflicts/Risks and Challenges to Conservation efforts 

Read part of the journal extract about gold mining in the Eastern Arc Mountains from: 

www.tfcg.org/index.html and answer the questions below; 

61 


. Name any two species included in the 2004 IUCN Red List of Threatened Species 

which may become extinct due to gold mining within Amani Nature Reserve. 

____________________________________________________________________ 

____________________________________________________________________ 

. Some people were a bit worried that mercury was being used during the process of 

mining. Suggest health hazards to people using water contaminated with mercury at 

Amani and Tanga town (see fig.9 on page 38). 

____________________________________________________________________ 

____________________________________________________________________ 

. At some point, one senior official from the Ministry of Energy and Minerals (MEM) 

made a statement to support small scale miners in the East Usambaras. Write a short 

paragraph to represent his views to defend the case for gold mining within the forest 

reserves/nature reserve. 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

Two studies revealed that some people developed negative attitudes following the crop 

compensation exercise in the: 

* villages such as Potwe Ndondondo and Mbomole due to the extention of the buffer 

zone for Amani Nature Reserve; see map 5 (Jambiya, G & Sosovele, H. 2001). 

* sub village of Makanya ( IBC Msasa) in order to create Derema Forest Reserve 

and Wildlife Corridor to join Amani Nature Reserve and Kambai Forest Reserve; 

see map 2 (Vihemäki, H. 2006). 

. Explain how people with negative attitudes in the villages mentioned above have been 

a threat to conservation efforts. 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 


According to Iversen, S. T 1991, cultivation of a valuable crop- Cardamom started in the 

Usambaras from 1950s. 

. Explain why the cultivation of Cardamom is also considered to be a serious threat to 

conservation efforts. 

____________________________________________________________________ 

____________________________________________________________________ 

Nitrate fertilizers have been used for a long time in the Tea plantations of Amani. 

. Describe one problem that could happen due to excessive use of nitrate/inorganic fertilizers 

near water sources. 

____________________________________________________________________ 

____________________________________________________________________ 

Several eucalyptus species have been planted for providing sources of energy to individuals 

and the tea factories at Amani. 

. Explain why the presence of eucalyptus species is also considered to be a threat to 

conservation efforts. 

____________________________________________________________________ 

____________________________________________________________________ 

Bush fires are very common in areas adjacent to the forest reserves/ nature reserve. 

. Explain the main causes of bush fires in areas adjacent to Amani Nature Reserve/ 

Forest Reserves of East Usambaras. 

____________________________________________________________________ 

____________________________________________________________________ 

One of the most common tree species whose seeds are dispersed by hornbills within 

Amani Nature Reserve is Maesopsis eminii. 

. Explain why this species is considered to be a threat to conservation efforts. 

____________________________________________________________________ 

____________________________________________________________________ 

Read the text adapted from Ellman, A.E (1996:4) about population growth and migration 

in the 1980s and 1990s. Then study table 8 about population statistics for villages within 

and around Amani Nature Reserve in 2002 from the National Bureau of Statistics: 

'the population of 54 rural villages in East Usambara at the time of the 1988 census 

was 113,400, while 13 villages on the Amani plateau had a population of 23,946. This 

represents not only a high population density (over 300 per sq km in some villages) but 

63 


also a rapid population growth rate (estimated at 2.6% pa between 1978 and 1988 

census). 

The population growth is due not just to natural increase, but also (in the case of Amani 

Division) to immigration from even more densely populated areas (mainly West Usambara, 

Iringa, Mbeya, Kigoma) in search of land and employment. A survey in 11 villages 

around estates of the East Usambara Tea Company (EUTCO) in 1994 showed that 

21.2% of household heads had moved in recently from other districts (Ellman 1995), 

while Owen's survey in 1992 gives a figure of 47% of families from outside the area'. 

Table 13 

Village District/Ward Total Male Female 

Ubiri Korogwe/Kwagunda 713 349 357 

Kwagunda Korogwe/Kwagunda 2,784 1,399 1,385 

Gereza Korogwe/Kwagunda 684 335 349 

Mkwakwani Korogwe/Mnyuzi 1053 542 511 

Kwamzindawa Korogwe/Mnyuzi 291 154 137 

Mnyuzi Korogwe/Mnyuzi 1,763 861 902 

Shamba Kapori Korogwe/Mnyuzi 1090 562 528 

Potwe/Mpirani Muheza/Potwe 1,123 567 556 

Potwe Ndondondo Muheza/Potwe 2,461 1,273 1,188 

Kimbo Muheza/Kimbo 690 351 339 

Mashewa Muheza/Kisiwani 2,185 1,106 1,079 

Kisiwani Muheza/Kisiwani 1,536 784 752 

IBC Msasa Muheza/Kisiwani 2,270 1,172 1098 

Mlesa Muheza/Kisiwani 2,749 1,459 1,290 

Mikwinini Muheza/Kisiwani 745 392 353 

Shebomeza Muheza/Kisiwani 1,595 836 759 

Mbomole Muheza/Misilai 1,949 979 970 

Source: The United Republic of Tanzania, 2002: Population and Housing Census. 

. Use table 13 to work out the total population of males and females in 2002. 

____________________________________________________________________ 

. Explain how population growth and immigration in Amani might threaten conservation 

efforts. 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 


Management Solutions 

Note: 

It has been recognized that good management solutions have to create a balance 

between strict control of Amani Nature Reserve and meeting the needs of adjacent local 

people (livelihoods). They should also focus on the sharing of costs and benefits. 

Strict Control 

. In which year was a ban on all logging in the Amani Division declared 

____________________________________________________________________ 

. How frequently are villagers allowed to collect dead wood from the local use zone 

(Zone 3 on page 3). 

____________________________________________________________________ 

. State the conditions for collecting medicinal plants within Amani Nature Reserve. 

____________________________________________________________________ 

____________________________________________________________________ 

. Who issues permits/licences to villagers to cut trees for house construction from the 

Public land 

____________________________________________________________________ 

. From which year will all villagers be banned from collecting timber (even dead wood) 

from the local use zone 

____________________________________________________________________ 

Involving local people in decision making processes: participatory approaches 

. Suggest any two advantages of participatory approaches in areas within East 

Usambaras. 

____________________________________________________________________ 

____________________________________________________________________ 

. How many members to the Amani Nature Reserve Advisory Board are representing the 

views of local communities 

____________________________________________________________________ 

65 


. Which other groups are represented in the Amani Nature Reserve Advisory Board 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

. Mention the main functions of Village Environmental Committees and Village Forest 

Committees. 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

. Who approves the Management Plans for Village Forest Reserves and by-laws 

____________________________________________________________________ 

Sharing of benefits 

. What percentage of entrance/research fees to Amani Nature Reserve is remitted to 

local communities (see map 5). 

____________________________________________________________________ 

. Give the total number of employees at Amani Nature Reserve Centre and at Sigi 

(including the local guides originating from Amani/East Usambaras (see page 44). 

____________________________________________________________________ 

Promoting alternative income generating activities (nature-based livelihoods) 

According to the EUCAMP Completion Report of Phase III (2002:29), The East Usambara 

Conservation Area Management Project (EUCAMP) did promote Beekeeping and Fish 

farming in the East Usambaras. At the end of the project in December 2002, there were: 

66 beekeepers in 13 villages with 207 beehives (6% women) and 2 schools with 26 

beehives at Amani. Furthermore, there were 107 fish farmers in 13 villages with 108 fish 

ponds (2% women) and 3 schools with 4 fish ponds in the same area. 

. Why was the percentage of women engaged in the two activities very small 

____________________________________________________________________ 


. Has the number of villagers adjacent to Amani Nature Reserve engaged in Beekeeping 

and Fish farming increased since the completion of the project in 2002 Why 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

The Tanzania Forest Conservation Group (TFCG) has been promoting Butterfly farming 

since 2003. Visit: www.amanibutterflyproject.org 

. How many villages/villagers are currently engaged in the project at Amani 

____________________________________________________________________ 

____________________________________________________________________ 

. What is the percentage of women engaged in butterfly farming 

____________________________________________________________________ 

Provide details about the number of villagers and names of villages in Amani area 

involved in other alternative income generating activities such as mushroom farming, 

diary cow farming and allanblackia farming. 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

Promoting fuel saving stoves 

According to the EUCAMP Completion Report of Phase III (2002:28), The East Usambara 

Conservation Area Management Project (EUCAMP) encouraged the use of fuel saving 

stoves in the East Usambaras. At the end of the project in December 2002, there were 

530 households in 17 villages, 1 school and 11 other institutions within and around Amani 

Nature Reserve using such stoves. 

. 

. Has the number of households using fuel saving stoves increased, why 

____________________________________________________________________ 

____________________________________________________________________ 

67 


Promoting Environmental Education 

. Mention the main ways that are being used to deliver environmental education to villagers 

and school children. 

____________________________________________________________________ 

Promoting Indigneous Knowledge 

A study by Kweka, D. (2004) in the villages of Potwe Ndondondo and Mwembeni 

Magoroto revealed some traditional taboos held by villagers that contribute positively 

towards the conservation of biodiversity such as not killing animals and cutting trees considered 

sacred. 

. Name one animal species that may not be killed by villagers. 

____________________________________________________________________ 

. Name one tree species that may not be cut by villagers. 

____________________________________________________________________ 

Creating Wildlife Corridor 

According to EUCAMP (2002b :33) The crop compensation to 1,128 peasants in Kambai, 

Kwezitu, IBC Msasa, Kisiwani and Kwedimu villages surrounding the Proposed Derema 

Forest and Wildlife Corridor (956ha., see map 2) did amount Tsh. 3,361,879,633.60 

(USD3,000,000). Estimates made earlier did amount US$ 1,000,000 (Hokkanen 

2002:31). 

. Why is it so important to secure the proposed Derema Forest Reserve and Wildlife 

Corridor 

____________________________________________________________________ 

. Find out the latest information about the delayed crop compensation exercise. 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 


a) Describe and explain the methods that have been used to conserve and 

restore the ecosystem of Amani Nature Reserve. 

b) To what extent have these methods been successful 


APPENDIX 1 

AMANI FIELD TRIP REPORT FOR 2003 

A group of 24 students and two teachers: Mr. Bagambilana and Mr. Kemboi went on a 

Geography field trip to Amani in the East Usambaras (Tanga) from the 18th to the 22nd 

October 2003. 

On Sunday 19th October, we visited the Sigi Information Centre located at the entrance to 

Amani Nature Reserve. The building used to house the railway stationmaster during 

German colonial era. Inside the building, we were able to complete our worksheets with 

questions about plant and animal species in the Usambaras and other economic activities. 

From the Information Centre, we proceeded to the Sigi Spice garden. We saw several 

spices such as Cinnamon and black pepper. Beyond the spice garden, we saw several 

species of the Rainforest, both endemic and exotic- including lianas and epiphytes. We 

also saw rapids along river Sigi and the water powered maize mill. 

After lunch, we made a walk to Mbomole viewpoint (1050m asl). On the top of the cliff, we 

had stunning views of: the tea estates; the canopy of the Rainforest and the buildings of 

Amani village. After dinner, we made a night walk and with torches, we were able to see 

several small creatures such as Chameleons, Cicadas, Frogs and Stick insects not easy 

to spot during daytime. 

Fig. 12 Fig. 13 Fig. 14 

The rest house at Sigi 

Sigi information centre 

Fig. 15 Fig. 16 Fig. 17 

A satellite picture of East 

Usambara 

Beautiful display inside the information centre: 

69 


Fig. 18 Fig. 19 Fig. 20 

A local guide describing species 

Nursery within Sigi spice garden 

Sigi spice garden 

Fig. 21 Fig. 22 Fig. 23 

Epiphytes on branches of trees 

Root system of a fig tree 

Lianas 

Fig. 24 Fig. 25 Fig. 26 

Water powered maize mill 

4 km Walk to Mbomole Hill 

Fig. 27 Fig. 28 Fig. 29 

Spectacular views at Mbomole 


Fig. 30 Fig. 31 

Fig. 32 Fig. 33 Fig. 34 

Small creatures spotted during the guided night walk 

Fig. 35 Fig. 36 Fig. 37 

On Monday 20th October, we walked from Ubiri village, crossing two hills up to the third 

and highest hilltop (Lutindi: 1141m asl). Along the way, we observed village cultivation and 

we had splendid views of open grassland, the Lwengera valley and the mountains of West 

Usambara. At Lutindi hilltop, we saw some holes and we were told that some people were 

looking for gold! Then, we had a map work session using OS maps (scale 1:50,000). We 

could easily relate several features that we saw to those shown on our OS maps. After 

lunch, we made several measurements during Dodwe river study. We had to find: the 

depth at different positions; the width; the speed of flow; the angle of slope of river-banks. 

We had also to work out cross section area and river discharge. 

Fig. 38 Fig. 39 Fig. 40 

Fine views during the 5 km walk from Ubiri to Lutindi 

Lwengera valley 

71 


Fig. 41 Fig. 42 Fig. 43 

Mapwork sessions at Lutindi hilltop 

Fig. 44 Fig. 45 Fig. 46 

Rapids along Sigi River 

Fig. 47 

Waterfall along Dodwe tributary 

Large boulders along Sigi River 

Fig. 48 

Measuring the width of Dodwe tributary 

Measuring the width of Kwemkuyu tributary 

Fig. 49 Fig. 50 

Using a quadrat to select pebbles 

Using a pantometer to measure angle of slope 


On Tuesday 21st October, we visited the Amani Butterfly project at Shebo Meza village. 

A presentation about the project was made to us by Mr. Theron Morgan from USA before 

visiting the live butterfly exhibit. Their market is mainly U.S.A and each butterfly pupa is 

priced between $ 1.00 and $ 3.00 USD. 

We then proceeded to the Weather station at Marikitanda Tea Research Centre. We 

learned a lot about instruments that measure: radiation; sunshine; evaporation; humidity; 

wind speed; atmospheric pressure; temperature and rainfall. We were also provided with 

some weather data for the past five years which has also been computerized. After lunch, 

we visited Kwamkoro Tea Factory and learned about various processes on estate such 

as planting; pruning; plucking and those in the factory such as weighing of the leaf, 

withering, cutting, tearing, curling, fermentation, drying, sorting and packing. 

A presentation about Amani butterfly project 

Fig. 51 Fig. 52 

Fig. 53 Fig. 54 

Campbell Stokes Sunshine Recorder 

Fig. 55 

B pan(s) 

73 


Fig. 56 Fig. 57 

Stevenson Screen at Marikitanda 

Stevenson Screen at Amani (NIMR) 

Fig. 58 Fig. 59 

Tea estates 

Fig. 60 Fig. 61 

Various processes within 

Kwamkoro Tea factory 

Fig. 62 Fig. 63 Fig. 64 


On Wednesday 22nd October, the conservator of Amani Nature Reserve (ANR) made a 

presentation in the conference room for about 30 minutes. He also gave each one of us 

a two page document titled "Management of Amani Nature Reserve". We left at 10:05am 

and arrived safely in Dar-es-salaam at 5:30pm. 

Fig. 65 Fig. 66 Fig. 67 

The conservator, Mr.Sawe, talking to students in the conference room 

Text by Frida.E.Sanga 

Year 11L 

75 


APPENDIX: 2 

RELATIVE HUMIDITY TABLE 

Relative Humidity at different Wet and Dry Bulb Temperatures 

Depression (difference from Dry Bulb Reading in 0 C) 

Dry Bulb 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 8.0 

Reading 

'C % % % % % % % % % % % % % % % % 

16 95 90 85 81 76 71 67 63 58 54 50 46 42 38 34 30 

17 95 90 86 81 76 72 68 64 60 55 51 47 43 40 36 32 

18 95 91 86 82 77 73 69 65 61 57 53 49 45 41 38 34 

19 95 91 87 82 78 74 70 65 62 58 54 50 46 43 39 36 

20 96 91 87 83 78 74 70 66 63 59 55 51 48 44 41 37 

21 96 91 87 83 79 75 71 67 64 60 56 53 49 46 42 39 

22 96 92 87 83 80 76 72 68 64 61 57 54 50 47 44 40 

23 96 92 88 84 80 76 72 69 65 62 58 55 52 48 45 42 

24 96 92 88 84 80 77 73 69 66 62 59 56 53 49 46 43 

25 96 92 88 84 81 77 74 70 67 63 60 57 54 50 47 44 

26 96 92 88 85 81 78 74 71 67 64 61 58 54 51 49 46 

27 96 92 89 85 82 78 75 71 68 65 62 58 56 52 50 47 

28 96 93 89 85 82 78 75 72 69 65 62 59 56 53 51 48 

29 96 93 89 86 82 79 76 72 69 66 63 60 57 54 52 49 

30 96 93 89 86 83 79 76 73 70 67 64 61 58 55 52 50 

31 96 93 90 86 83 80 77 73 70 67 64 61 59 56 53 51 

32 96 93 90 86 83 80 77 74 71 68 65 62 60 57 54 51 

33 97 93 90 87 83 80 77 74 71 68 66 63 60 57 56 53 

34 97 93 90 87 84 81 78 75 72 69 66 63 61 58 56 53 

35 97 94 90 87 84 81 78 75 72 69 67 64 61 59 56 54 

Adapted from: http://www.novalynx.com/reference-rh-table.html (accessed on 

27/4/2006) 

Note: 

When the difference between 'Dry bulb reading and Wet bulb reading' is 0 0 C, the relative 

humidity is 100% i.e. the air is saturated. 


77 


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Resources and Tourism, Tanzania. Forestry and Beekeeping Division. Dar-es-Salaam. 

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Basic Facts about the United Nations. 2000: United Nations Department of Public 

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BirdLife International 2005: BirdLife's online World Bird Database: the site for bird 

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birdlife.org (accessed 4/4/2006). 

CIE IGCSE Geography Syllabus for Examination in 2005. Available at: 

http://www.salcc.edu.lc/sylls/pdf/0460_y05_sy.pdf (accessed on 27/4/2006). 

CIE IGCSE Environmental Management Syllabus for Examination in 2008. Available 

at: 

http://www.cie.org.uk/CIE/WebSite/UCLESData/Documents/SyllabusPDF08/0680_y08_s 

y.pdf (accessed on 27/4/2006). 

Ellman, A.E. 1996: Handing Over the Stick: Technical Report 18, MTNRE, Forestry and 

Beekeeping Division, Tanzania, Department on International Development Co-operation, 

Finland Finnish Forest and Park Service. Available at : 

http://www.easternarc.or.tz/downloads/E%20Usam/EUCAMP%20_web%20site%20_pdf/ 

tecpap18.pdf (accessed on 18/5/2006). 

EUCFP. 1995: A Guide to Trails and Drive Routes in Amani Nature Reserve- Draft for 

Comments and Testing. Available at: 



EUCFP. 1997: Annual Report 1996. Administrative Report 1996. Tanga, Tanzania. 

EUCAMP 2002a: Administrative Report 38. Annual Report 2001/2002. MNRT, Forestry 

and Beekeeping Division, Tanzania, Ministry of Foreign Affairs, Indufor/Metsähallitus 

Group, Finland & EU, Delegation of the European Commission in the United Republic of 

Tanzania. 

EUCAMP 2002b: Administrative Report 40. Completion Report of the Phase III. MNRT, 

Forestry and Beekeeping Division, Tanzania, Ministry of Foreign Affairs, Indufor / 

Metsähallitus Group, Finland & EU, Delegation of the European Commission in the 

United Republic of Tanzania. Available at: 


EUCAMP%20completion%20report%20phase%203.pdf (accessed on 27/4/2006). 

Finke, J. 2003: The Rough Guide to Tanzania, Rough Guide Ltd. 

Finnida. 1988: Amani Forest Inventory and Management Plan Project. The East 

Usambara Mountains, Forests and Forestry. Joint Venture Forest Division of Tanzania- 

Finnmap-Silvestria. Helsinki. 


Hokkanen, T. J. 2002: Adapting UNESCO MAB- Principles to East Usambara Area, 

Tanzania; Technical Paper No. 62 EUCAMP, Tanga, Tanzania; Metsähallitus. Vantaa, 

Finland; Forestry and Beekeeping Division, Dar es Salaam, Tanzania. Available at: 



Iversen, S.T.1991: The Usambara Mountains, N.E. Tanzania: History, Vegetation and 

Conservation.- Uppsala University, Uppsala. 

Kweka, D. 2004: Role of Local Knowledge and Institutions in the Conservation of Forest 

Resources in the East Usambara, Tanga, Tanzania. A Report submitted to UNESCO-Man 

and Biosphere (MAB) Young Scientists Programme, June 2004. 

Kingdom, J. 1990: Island Africa,- Collins, London. 

Jambiya, G. & Sosovele, H. 2001: Conservation and Poverty: the Case of Amani Nature 

Reserve. Report of the Research on Poverty Alleviation (REPOA), Dar es Salaam. 

Lovett, J.C.& Wasser, S.K. (eds.) 1993: Biogeography and Ecology of the Rainforests of 

Eastern Africa. Cambridge University Press, Cambridge. 

Lunogelo, B. Magayane, F. Malekia, E. Ngetti, M. 2002: ILO/IPEC: Final Draft 1 Report 

on a Baseline Survey on Child Labour in Tea Farms and Plantations in Tanga Region, 

Tanzania. H. Development Consulting Associates Ltd. Dar-es-Salaam. Available at: 

http://www.ilo.org/public/english/region/afpro/daressalaam/document/comagri_survey2003.pdf 

(accessed on 28/4/2006). 

Madoffe, S. Mwang'ombe, J. O'Connell, B. Rogers, P. Hertel, G. and Mwangi,J. 2005: 

Forest Health Monitoring in the Eastern Arc Mountains of Kenya and Tanzania: a baseline 

Report on selected Forest Reserve. Available at: 

http://fhm.fs.fed.us/pubs/baseline/eam-01-02.pdf (accessed on 18/4/2006). 

Myers, N. 1998: Threatened Biotas: 'Hotspots' in Tropical Forests- Environmentalist 8:1-20. 

Rodgers, W.A. and Homewood, K.M. 1982: Species richness and endemism in the 

Usambara mountain forests, Tanzania- Biol. J. of the LINNEAN soc. 18:97- 242. 

Schulman, L. Junikka, L. Mndolwa, A. Rajabu, I. 1998: Trees of Amani Nature Reserve, 

NE Tanzania. Helsinki University Printing House, Helsinki. 

Sjöholm, H. Malimbwi, R. E. Turunen, J. and Willy, L.A. 2001: Mid-Term Review of the 

East Usambara Conservation Area Management Programme (EUCAMP), Phase III. 

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Service. Tanga, Tanzania. 

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79 


London. 

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Government Printer, Dar es Salaam. 

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Vihemäki, H. 2005: Politics of Participatory Forest Conservation: Cases from the 

East Usambara Mountains, Tanzania. Transdisciplinary Environmental Studies (TES) 

Volume 4, Number 2. Available at: http://www.journal-tes.dk (accessed on 18th of April 

2006). 

Vihemäki, H. 2006: Developments and Conflicts of Forest Conservation in Africa. IDS, 

University of Helsinki. Working paper 1/2006. 

http://www.valt.helsinki.fi/kmi/english/vihemakiwp.pdf (accessed on 18th April 2006). 

Wells, Michael & Brandon, Katrina and Lee. 1992: People and Parks; Linking 

Protected Area Management with Local Communities. The World Bank, Washington, D.C. 

Tanzanian newspapers, magazines and journals 

Doggart, N. Kahemela, A. & Mbaga, P. 2004: Gold mining threatens the forests of the 

Eastern Arc. The Arc Journal . Issue 16; 2-3. http://www.tfcg.org/docs/publications.htm 

(accessed on 18th of April 2006). 

The Daily News, 24 May, 2006: The fascinating tour of Amboni Caves. 

The Guardian, 21 December, 2005: Call for Project Proposals for Funding by EAMCEF. 

The Guardian, 23 February, 2006: Major forests conservation programme underway. 

The Guardian, 3 April, 2006: Eastern Arc Mountains water consumers asked to preserve 

sources. 

Tanzania Wildlife, October-December 2005: Amani Nature Reserve wins global 100 

ECO-TECH Award, No. 39, p. 42-43. 


FURTHER INFORMATION/RESOURCES 

Websites relevant to Amani/ East Usambaras 

www.amanibutterflyproject.org 

www.easternarc.org/html/eucamp.html 

www.easternarc.or.tz.dl.htm#trail%20guides 

www.earthwatch.org/europe/limbe/unpublimbe2.html 

www.tfcg.org/index.html 

Websites relevant to IGCSE Geography 

www.bbc.co.uk/education/gcsebitesize/index.shtml 

www.cie.org.uk 

www.geography.learnontheinternet.co.uk 

www.geography-site.co.uk 

www.georesources.co.uk 

www.schoolsnet.co.uk 

www.topmarks.co.uk 

81

Guidebook to Amani - MWUCE

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