Stage 2 Geography. Assessment Type 1: Fieldwork. Student Response

Transcription

1 Stage 2 Geography Assessment Type 1: Fieldwork Student Response Page 1 of 21

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5 Image removed due to copyright. Figure 5: A cause of the situation of the reservoir was from soil erosion caused by sheep farming, which is still currently done in the surrounding areas of the reservoir. SOURCE: Student Figure 6: The pipe outlet that blocks the flow of the creek because of the extreme siltation that occurred on the other side of the reservoir. Souce: Student. Figure 7: The reservoir now has a walking trail around it. Source: Student Page 5 of 21

6 Image removed due to copyright. Figure 8: The Giant Gum tree, located downstream of the Pekina Reservoir. Source: Student Figure 10: Photosketch produced by student from photo of reservoir during the construction of the wall obtained from South Australian State Library, 2010 ( Page 6 of 21

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10 Figure 14: Reservoir from Ground level November Supplied by Student Figure 15: Reservoir from Ground level July 2010 Source: Student Figure 16: Created by student on Nature Maps. Page 10 of 21

11 Figure 17: Field sketch by student of site 1 and approximate location of transect and quadrat. Page 11 of 21

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14 Figure 23: Photograph of Site 4. Source: Student. Figure 24: Photo of Site 4 from the top of the reservoir wall. Source: Student Figure 25: Shows the density of the reeds located in Site 4. Source: Student. Page 14 of 21

15 Figure 30: A suffering Eucalyptus camaldulensis located downstream of the Pekina Reservoir. Source: Student. Page 15 of 21

16 Figure 32: Aboriginal Carvings in Pekina Creek show evidence of aboriginal settlement. Source: Student. Figure 33: A form of primary succession when there are small shoots on an affected area. Source: Student. Figure 34: A form of secondary succession where young River Red Gums are growing in previously vegetated areas. Source: Student. Page 16 of 21

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19 Additional Comments This Fieldwork is an A+ standard. The Fieldwork is based on the following: Students are responsible for independently planning, organising, and carrying out fieldwork and completing a report. Students obtain, analyse, and evaluate primary data as the basis of their report which may be supported by information from secondary sources. Emphasis is on quality of fieldwork and the effective integration of field data. For the Fieldwork students should include: a hypothesis or clearly stated purpose The aims of the fieldwork are clearly stated in the Introduction in the form of a defined range of questions to guide the report and they are addressed and adequately answered throughout the report. an outline and evaluation of methods used, including planning and management The methods used to gather geographic data are extensive, highly appropriate and indicate careful planning. The methods are described in detail in the form of a table of primary and secondary sources and then evaluated in terms of usefulness. The transect and quadrant methods of analyzing plant communities were detailed and highly appropriate for this type of report. comment on geographical concepts, patterns, and processes relevant to the fieldwork An extensive range of geographic terminology was employed to qualify and quantify the field data gathered. Terms such as riparian vegetation community, biodiversity, plant community, climatic climax community, disclimax community, primary and secondary succession were all used in the context of evaluating vegetation change. The patterns of land use in the area and the processes, both human and physical, are described in detail throughout the report. the integration of evidence of field skills (e.g. maps, photographs, sketches, graphs, and statistical information) The full range of field evidence was integrated into the report successfully. a summary and interpretation of findings and/or a justified conclusion that - outlines possible implications - suggests realistic possible future actions or makes realistic recommendations The report concluded with a comprehensive range of recommendations in the form of a table based on solutions with reasons and consequences. These were drawn from the fieldwork and based on the various methods employed to gather data. appropriate acknowledgment of sources. Excellent and comprehensive range of sources were used and referred to in the text of the report. The fieldwork report should be a maximum of 1,800 words if written, or a maximum of 11 minutes for an oral presentation, or the equivalent in multimodal form. The report was well written showing a high level of cohesion and coherence in text structure and was within the required word count. Page 19 of 21

20 Assessment Design Criteria For this Assessment Type, students provide evidence of their learning in relation to the following Assessment Design Criteria: Knowledge and Understanding Application Analysis Knowledge and Understanding KU1 Geographical inquiry, knowledge, and understanding. Outstanding understanding of the geographic inquiry technique with supporting knowledge on the topic of study. Application Ap1 Ap2 Selection, application, and evaluation of a range of geographical skills and technologies in a range of contexts Clear and affective use of maps, aerial photos, photographs and other data gathering techniques such as transects and quadrant studies to define the geographic elements of the topic of study. Organisation, integration, and communication of geographical information using appropriate technologies, forms, terminology, and acknowledgment of sources Very effective integration and communication of geographical information throughout the report. All sources are acknowledged throughout the report and shown as a comprehensive Reference List. Analysis An1 An2 Analysis of the patterns and processes related to geographical issues Well-informed analysis of the processes related to the issue identified in the report. Perceptive outline of the topical landscape patterns of the area of study and the impact of the built environment element and change over an extended period of time. Analysis of the complex interactions between, and interdependence of, people and the natural environment, in local, national, and global contexts The study was based on a local context issue with a side reference to the national context. It showed a high level of understanding of the interaction of people with their environment. The global context of this type of issue was not covered in the report. Page 20 of 21

21 Performance Standards for Stage 2 Geography Knowledge and Understanding A Comprehensive geographical inquiry, knowledge, and understanding. B Some depth of geographical inquiry, knowledge, and understanding. C Considered geographical inquiry, knowledge, and understanding. D Use of some basic geographical inquiry skills, with some awareness and understanding of geographical concepts. E Recognition and attempted use of some basic geographical inquiry skills, with emerging awareness of some geographical concepts. Application Analysis Evaluation and Reflection Proactive and constructive selection, application, and evaluation of a variety of geographical and fieldwork skills and technologies in a variety of contexts. Highly effective organisation, integration and communication of geographical information using highly appropriate technologies, forms, terminology, and acknowledgment of sources. Well-considered selection, application, and evaluation of different geographical and fieldwork skills and technologies in different contexts. Effective organisation, integration, and communication of geographical information using appropriate technologies, forms, terminology, and acknowledgment of sources. Considered selection, application, and evaluation of different geographical and fieldwork skills and technologies in different contexts. Competent organisation, integration, and communication, of geographical information using mostly appropriate technologies, forms, terminology, and acknowledgment of sources. Selection and application of a few geographical and fieldwork skills and technologies in one or more contexts. Some organisation and communication of aspects of geographical information using technologies in one or more forms and some terminology that may be appropriate, with limited acknowledgment of sources. Selection and application of one or more geographical and/or fieldwork skills and/or technologies in a familiar context. Emerging skills in organisation or communication of geographical information. Perceptive and well-informed analysis of patterns and processes related to geographical issues. Insightful analysis of the complex interactions between, and interdependence of, people and the natural environment, in local, national, and global contexts. Well-informed analysis of patterns and processes related to geographical issues. Thoughtful analysis of the complex interactions between, and interdependence of, people and the natural environment, in local, national, and global contexts. Informed analysis of patterns and processes related to geographical issues. Considered analysis of the interactions between, and interdependence of, people and the natural environment, in local, national, and global contexts. Basic consideration and description of a few patterns and processes related to geographical issues. Superficial consideration of an aspect or aspects of the interactions between, and interdependence of, people and the natural environment, in one or more contexts. Brief or attempted description of one or more patterns and/or processes related to a geographical issue. Limited recognition and description of the interactions between, and interdependence of, people and the natural environment. In-depth evaluation of the environmental, social, political, and/or economic implications of responses to geographical issues. Perceptive and well-informed evaluation of conflicting demands and diverse values, perceptions, and views related to geographical issues, with well-justified conclusions. In-depth reflection on sustainability when examining geographical issues. Well-considered evaluation of the environmental, social, political, and/or economic implications of responses to geographical issues. Well-informed evaluation of conflicting demands and diverse values, perceptions, and views related to geographical issues, with justified conclusions. Well-considered reflection on sustainability when examining geographical issues. Considered evaluation of the environmental, social, political, and/or economic implications of responses to geographical issues. Informed evaluation of conflicting demands and diverse values, perceptions, and views related to geographical issues, with considered conclusions. Considered reflection on sustainability when examining geographical issues. Recognition and some superficial consideration of one or more of the environmental, social, political, and/or economic implications of responses to geographical issues. Basic consideration and description of conflicting demands and diverse values, perceptions, and/or views related to geographical issues. Superficial reflection that tends towards description of sustainability in relation to geographical issues. Brief or attempted description of the need to consider environmental, social, political, or economic implications of responses to geographical issues. Limited consideration and brief description of one or more conflicting demands and diverse values, perceptions, or views related to geographical issues. Recognition of the need to consider sustainability issues. Page 21 of 21