year 11 atar geography · • the study of the geography atar course draws on students’ curiosity...

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YEAR 11 ATAR GEOGRAPHYUNIT 1 – Natural and Ecological Hazards

Unit 1 – Natural and ecological hazardsIn this unit, students explore the management of hazards and the risk they

pose to people and environments. Risk management is defined in terms of

preparedness, mitigation and/or prevention.

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YEAR 11 ATAR GEOGRAPHY SYLLABUS UNIT 1 – Natural and Ecological Hazards

GEOGRAPHY KEY CONCEPTS“Don’t forget SPICESS”

The 7 Key Geography Concepts are the high level

ideas involved in helping teachers and students to

think from a geographical perspective.

These are part of the unique vocabulary, language

and conceptual understandings that can help students

and teachers to…

“Think like a Geographer!”


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• The study of the Geography ATAR course draws on students’ curiosity about the diversity of the world’s

places and their peoples, cultures and environments.

• It provides students with the knowledge and understanding of the nature, causes and consequences of

natural and ecological hazards, international integration in a range of spatial contexts, land cover

transformations, and the challenges affecting the sustainability of places.

• In the ATAR course, students learn how to collect information from primary and secondary sources, such as

field observation and data collection, mapping, monitoring, remote sensing, case studies and reports.

https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social-sciences/geography

SYLLABUS




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Unit description

• Natural and ecological hazards represent potential sources of harm to human life, health, income and

property, and may affect elements of the biophysical, managed and constructed elements of

environments.

• This unit focuses on understanding how these hazards and their associated risks are perceived and

managed at local, regional and global levels.

• Risk management, in this particular context, refers to prevention, mitigation and preparedness.

• Prevention is concerned with the long-term aspects of hazards, and focuses on avoiding the risks

associated with their reoccurrence.

• Mitigation is about reducing or eliminating the impact if the hazard does happen. Preparedness refers to

actions carried out prior to the advance notice of a hazard to create and maintain the capacity of

communities to respond to, and recover from, natural disasters.


SYLLABUS – Unit 1

…..NOTE THE KEY WORDS/DEFINITIONS, ALSO REFER TO SYLLABUS GLOSSARY…..



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• Preparedness starts at the local community level, but may branch out to national and international levels

through measures such as planning, community education, information management, communications and

warning systems.

• Building on their existing geographical knowledge and understandings, students explore natural hazards,

including atmospheric, hydrological and geomorphic hazards, for example, storms, cyclones, tornadoes,

frosts, droughts, bushfires, flooding, earthquakes, volcanoes and landslides. They will also explore

ecological hazards, for example, environmental diseases/pandemics (toxin-based respiratory ailments,

infectious diseases, animal-transmitted diseases and water-borne diseases) and plant and animal

invasions.

• Students develop an understanding about using and applying geographical inquiry tools, such as spatial

technologies, and skills, to model, assess and forecast risk, and to investigate the risks associated with

natural and ecological hazards. The potential for fieldwork depends on the hazard selected, such as a visit

to the town of Meckering to study earthquakes, or the impact of a specific cyclone, flood or bushfire on a

town or region.


SYLLABUS – Unit 1



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SYLLABUS Glossary


../BBB_Links/Syllabus Glossary.pdf



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SYLLABUS Support Materials


SCSA Website (Extranet) also contains a variety of support materials for Year 11/12 Geography including:

• Sample course outline

• Sample assessment outline

• Sample assessment tasks

• Work Samples

• Past ATAR Examinations




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SYLLABUS Unit 1 - OverviewOverview of natural and ecological hazards

• the nature of natural and ecological hazards with particular reference to:

➢ the concept of hazard geography

➢ classification of natural hazards (atmospheric, hydrological and geomorphic)

➢ examples of natural hazards, including storms, cyclones, hurricanes, typhoons, tornadoes,

frosts, droughts, bushfires, flooding, earthquakes, volcanoes and landslides

➢ ecological hazards, including environmental diseases/pandemics (toxin-based respiratory

ailments, infectious diseases, animal-transmitted diseases and water-borne diseases) and

plant and animal invasions

• the concepts of risk and hazard management as applied to natural and ecological hazards

• the spatial and temporal distribution, magnitude, duration, frequency, probability and scale of spatial

impact of natural and ecological hazards at a global scale

• the role of spatial technologies in the study of natural and ecological hazards


HAZARD GEOGRAPHY

….and disasters!

GEOGRAPHY“Hazard Geography”

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WHAT IS A HAZARD?

• Natural processes and human activity can cause loss of life, injury and damage to property.

• Our awareness of these is increased by improved global communication systems (TV, Internet).

• Natural and ecological hazards represent potential sources of harm to human life, health, income and

property, and may affect elements of the biophysical, managed and constructed elements of environments.

• For something to be defined as a ‘hazard’, it must involve a risk of damage to people, property or the

environment.

• NATURAL HAZARDS occur when extreme natural events such as heavy rain, strong winds or earth

movements interact with human activities such as transport, industry or settlement.


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• Natural Hazards can be classified into three categories:

➢ Atmospheric hazards – those which are associated with our weather and climate e.g. tropical

cyclones, hailstorms.

➢ Geomorphic hazards - those caused by processes which operate inside the earth e.g. earthquakes

and volcanoes, tsunamis and on the surface of the earth e.g. avalanches, landslides.

➢ Hydrological hazards – those which are associated with water e.g. floods, droughts.


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• The geophysical processes operating in the lithosphere, hydrosphere, atmosphere and biosphere provide

people with opportunities and constraints.

• The opportunities are the resources we use e.g. forests, fertile crop land on flood plains or near volcanoes,

water and energy resources.

• The constraints are the natural hazards that can occur.

• People have adapted their social and economic systems to what they perceive as the ‘normal events’ within

these geophysical systems.

• More extreme events can endanger human life and possessions (as shown in Figure 1 - over) .


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FIGURE 1: Sensitivity to environmental hazards: geophysical processes and human systems.


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• We can therefore also define a natural hazard as a naturally occurring process or event which has the

potential to cause damage or loss of life to property or the environment.

• Natural hazards are not just natural events, since without people they are just natural processes.

• It is the interaction between people and the environment that defines a hazard.

• When studying natural hazards, we need to understand both the geophysical processes involved and the

human systems.


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• ECOLOGICAL hazards are those which are generally not the result of natural processes in any major way,

but are caused by human activity e.g. environmental diseases/pandemics (toxin-based respiratory

ailments, infectious diseases, animal-transmitted diseases and water-borne diseases) and plant and animal

invasions.

• Ecological hazards are human caused events/activities that are deemed to have a negative effect on the

ecology of an environment.

• They can also include: spills of materials (e.g. oil), war, transport accidents.

• Since many hazards occur at the interface between natural and human systems, there is a continuum from

natural to quasi/semi natural (na-tech) to human caused (Figure 2).


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FIGURE 2: Hazard continuum.


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• There is mounting evidence that worldwide environmental changes, especially those associated with the

enhanced greenhouse effect, will produce large-area hazards.

• These are referred to as context hazards (as opposed to site-specific hazards), because they will

exacerbate atmospheric hazards such as storms and floods, and facilitate the spread of diseases such as

malaria.

TASK: Use appropriate Internet searches to complete the summary table below.

FIGURE 3: Summary of natural and ecological hazards.

NATURAL HAZARDS ECOLOGICAL HAZARDS

Atmospheric Geomorphic Hydrological Biological Transport &

Industrial

Diseases &

Pandemics


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FIGURE 3: Summary of natural and ecological hazards. – class answers.

NATURAL HAZARDS ECOLOGICAL HAZARDS

Atmospheric Geomorphic Hydrological Biological Transport & Industrial Diseases & Pandemics

(Human)

severe storm earthquake drought pesticides oil spill malaria

tornado volcano flood koala chlamydia toxic Waste cholera

tropical cyclone tsunami whirlpools Locusts release of toxic gas influenza

hurricane landslides Water spout Foxes asbestos Ebola

severe blizzard avalanches Seiche (Lake Erie) Rabbits nuclear waste and

transport

yellow fever

hail Storms sink holes Cane Toads pollution

extreme Fog limnic eruptions (Co2

release)

koala chlamydia

dust/sand storms subsidence Locusts

heat wave liquefaction Algal Blooms

bushfire coastal erosion

solar flares


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FIGURE 4: A typology of hazards.


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WHAT IS A DISASTER?• Figure 5 introduces another term used in hazard geography – that of disaster.

FIGURE 5: The relationship between hazards, disaster and human vulnerability.


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• A disaster is difficult to define but may be seen as the realisation of a hazard at a ‘large’ scale and with a

‘substantial’ loss.

• There is no universally agreed definition of the scale on which loss has to occur in order to qualify as a

disaster.

• There have been many attempts to put loss boundaries into the definition of a disaster but these depend

upon many variables and the assignment of monetary values becomes quickly dated.

• Hazards and disasters can vary in a number of ways:

➢ CAUSE: They can be natural or human caused.

➢ FREQUENCY: Some occur more often than others.

➢ DURATION: Some be over quickly while others go on for long periods.


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➢ SPEED OF ONSET: Some give no warning while others have a long lead-up period.

➢ AREA AFFECTED: This may vary from a small area to a whole region or country.

➢ DESTRUCTIVE POTENTIAL: Some cause only minor damage while others may cause massive

destruction of life and property.

➢ PREDICTABILITY: Some follow certain patterns, others do not.

➢ CONTROLLABILITY: Humans are able to control or modify the impact of some hazards, but not

others.

➢ VIEWPOINTS/PERCEPTIONS: The different ways that people view a hazard and how this

influences their ability to prepare, cope and respond.


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• These characteristics of hazards are often shown using hazard profiles such as the ones shown in Figure 6.

FIGURE 6: Sample hazard profiles.


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• There are a number of reasons why people may have different viewpoints of hazards:

➢ ATTITUDE: Some people are willing to live with the risk, while others are not.

➢ COMPETING FACTORS: Many people accept the risk of living in a potential hazard zone because of

the advantages the area offers.

➢ KNOWLEDGE: People will view a hazard differently if the risk is well known.

➢ EXPERIENCE: People’s viewpoints can be changed once they have experienced a hazard.

➢ INFORMATION: Viewpoints are influenced by how much an individual knows about a particular

hazard.


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➢ TYPE OF HAZARD: Hazard viewpoints may be shaped by the individual characteristics of individual

hazards (e.g. speed of onset, destructive potential).

➢ CUSTOMS AND BELIEFS: Traditional behaviours and beliefs may influence people’s feelings about

particular hazards.

➢ WEALTH: The different abilities of rich and poor people to cope with hazards is an important

influence on hazard viewpoints.


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Hazard Vulnerability,

Risk, Impacts,

Magnitude & Responses



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HAZARD MAGNITUDE, INTENSITY & FREQUENCY

• Magnitude: The size of hazard event or process. Can also represent the amount of geophysical energy

output by the event e.g. earthquake.

• Low magnitude events tend to have less impact on people than high magnitude events.

• Many geophysical processes have magnitude scales to understand the event and likely impacts e.g. Richter

scale


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FIG:

Mercalli/Richter

Scale


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• Frequency: The number of events of a given magnitude that occur over a

period of time.

• Data from monitoring geophysical events tends to be relatively recent and

only cover a few decades.

• It is therefore difficult to predict events with long-term return periods, since

there may be no record of these.

FIG: The relationships between magnitude, frequency and return periods.


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• The Figure below indicates the approach used to predict hazards by giving

statistical probabilities of an event occurring and which then enables

responses to be made.

• Using this type of data, decisions can be made about the nature of the

threat, the degree of risk and whether protection measures will need to be

taken.

FIG: Probability of hazardous events.


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• Hazards can be classified by the length of time involved in the impact on people and the warning time that is

available before the event happens.

• Sudden impact hazards, such as an earthquake (measured in seconds) to cyclones (minutes) or flash floods

(hours), are judged by their casualty and damage figures since warning times are usually short.

• Slow onset or creeping hazards may take weeks or months (e.g. drought, some volcanic eruptions) or even

years with some types of ground subsidence.

• These hazards usually affect larger areas and have longer warning times.

• The duration of the impact needs to be extended when we consider human systems and the post disaster

period (see over).


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FIG: Hazard impacts on human systems


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HAZARD VULNERABILITY

• Vulnerability: The social or economic sensitivity of place to the effects of hazards.

• People live in hazardous environments for many complex, interrelated reasons, and place themselves at risk

from hazardous events.

• The impacts and scale of a hazard are largely determined by human factors.

• There are differences in how vulnerable people are to hazard risks.

• Vulnerability refers not only to the hazardous event itself but also the ability to recover afterwards.


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Factors influencing hazard vulnerability for a society/people…

• Location (e.g. ring of fire).

• Wealth & Technical ability (e.g. home buildings).

• Education (awareness and protection measures).

• Societal organisation (e.g. local, national, community, health groups’, emergency services…. preparation

and post relief efforts).

• Population demographics (age, income, social class – resilience and ability recover/absorb losses).


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• It is the increasing vulnerability of people which accounts for the increasing impact of natural hazards

identified over recent years.

• As the worlds population has increased, so too has the number of people living in more hazardous areas.

• The higher population and rates of population increase in the LEDC’s (Less Economically Developed

Countries), the greater their vulnerability relative to MEDC’s (More Economically Developed Countries).

• In LEDC’s, people have been moved on to more marginal and vulnerable land for a number of reasons.

• In MEDC’s, people knowingly place themselves at risk (e.g. development of Tokyo and Los Angeles –

hazardous earthquake prone regions).


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FIG: Location of the world’s 100 largest urban areas (1985) in relation

to earthquake zones, volcanoes, tsunami-affected coasts.


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HAZARD RISK

• Risk is the exposure of people to a hazardous event (a potential threat to people, property or possessions –

including buildings and structures.

RISK = Hazard x Vulnerability

5 steps to calculating risk…

✓ Assess: characterize the hazard regime;

✓ Mitigate: reduce vulnerability;

✓ Prepare: educate; warn; evacuate;

✓ Respond: remove bodies, locate and treat survivors,

destroy unstable structures;

✓ Recover: rebuild communities and infrastructure


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FIG: The Risk Equation


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FIG: Risk-Vulnerability relationship


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Assessing Types of Risk

▪ “physical” = living in a hazardous area

▪ “personal” = your age/gender/education influences your risk

▪ “economic” = poverty reduces your options

▪ “structural” = poor quality buildings and lifelines

▪ “political” = limited access to information and/or resources

▪ “institutional” - your local, state or nationalgovernment does not enforce regulations


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HAZARD IMPACTS & TRENDS

• Figure 1 (over) represents that the impacts of a hazard can produce direct and indirect losses and disruption

to human systems. This can include death and injury, property damage and disruption of social services (e.g.

Police, Health, Education) and communication systems (TV, radio, mobile, satellite).

• It should be noted that there can also be ‘gains’ (positives) as a result of a hazard. These could include:

➢ Ecological invigoration (e.g. bushfires, fertility of soils)

➢ Improvement in hazard mitigation and response strategies (learning from previous).

➢ International relationships (e.g. aid, sharing of experiences and resources). There is likely to be a

need for help from outside the affected area.


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FIG: Impacts of Hazards


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• The impacts of hazards are not equal at the global scale.

• 90% of hazard related deaths occur in less economically developed countries (LEDC’s or developing/less

developed), while 75% of economic losses occur in the more economically developed countries (MEDC’s or

developed).

• In MEDC’s the number of deaths has decreased from an average of 38 deaths per hazard during the period

1947-67 to 19 deaths per hazard in 1969-1989.

• In LEDC’s however the death toll continues to rise from 1000 per hazard during 1947-1967 to 2000 during

1969-1989.

• E.g. The current death toll for the Nepalese earthquake (LEDC) is approximately 8000 and rising.

• The type of impact is dependent on the type of hazard (Figure 2).


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FIG: People’s suffering caused by different types of natural hazard as a percentage

of the people affected throughout the world (1968-1992)


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• The number of hazardous events (Figure 3) and the scale of the impacts (Figure 4) from natural hazards has

shown an upward trend in recent decades.

• In the 1960’s, fewer than 50 million people were affected each year, but by the mid 1990’s the number had

risen to 250 million each year.


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FIG: Reported disasters (1960s-1980’s)


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FIG: The trend in economic and insured losses from

disasters recorded 1960-1992)


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HAZARD RESPONSES(Proactive v Reactive)

• People respond to hazards and the threats they pose to human life and possessions in a way that is designed to

reduce the risk.

• These responses can occur at a range of levels, from the individual and local communities to national or

international level.

• The response chosen (if any) will depend on:

✓ The nature of the hazard

✓ Past experiences of these events

✓ Economic ability to take action

✓ Technological resources

✓ Knowledge of options

✓ Social/political framework

• People and governments must be willing to and able to put resources into reducing hazard impacts. This is

known as hazard salience.


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• The range of responses available can be divided into three broad groups:

1. Prevent or modify the event (proactive)

o Hazard prevention and environmental control.

Try to prevent the hazard occurring (not always realistic). Examples….

o Hazard resistant design (protection).

Aims to protect people and structures from the impacts of hazards. The focus is on building

design and construction of engineered defences. Examples…

2. Modify Vulnerability (proactive)

Aims to change human attitudes and behaviour towards hazards either before or during.

o Prediction & Warning

If a hazard can be predicted before the event then action can be taken to reduce its impact.

Examples…


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o Community Preparedness

Involves prearranged measures which aim to reduce the loss of life and property damage.

Examples……public education and awareness, evacuation procedures, provision of emergency

medical, food and shelter supplies.

o Land Use Planning

Aims to prevent new development from occupying hazardous areas. Examples….

3. Modify the loss (reactive)

o Aid.

Provided at community, national or international level for relief, rehabilitation and

reconstruction. Can be physical, medical, financial etc. Examples….


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o Insurance (both proactive & reactive).

A key strategy in MEDC’s The principle is that people join with

a financial organisation to spread the costs. Individual needs

to perceive that a hazard exists and ‘purchase’ a policy by

paying a premium over a number of years. Insurers need to

determine that the overall claim for losses will be less than

the total premiums paid.

To this end, some insurers will either not offer insurance in

high risk areas of set the cost (premiums) to a level that can

be prohibitive.


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FIG: The Risk Management

Cycle (shows the sequence of

assessment, response, and

education – essential for

successful hazard mitigation).


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SYLLABUS Unit 1 – Depth Study 1

“Natural Hazards”Depth study one

Using fieldwork and/or secondary sources, students investigate one natural hazard and the means by which the

risks associated with the hazard are being managed. The scale of study is determined by the nature of the

natural hazard selected.

Students study the hazard in order to investigate:

• the nature and causes of the hazard

• the nature of the risks to be managed, such as:

➢ loss of property/life

➢ effects on infrastructure, jobs and the economy

➢ the impact on physical and mental health

• the spatial and temporal distribution of the hazard and how an understanding of biophysical and human

processes can be used to explain the patterns that are identified


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“Natural Hazards”

• the stakeholders affected by the hazard and their values and viewpoints on recovery and adaptation to

future hazards in terms of modifying:

• human vulnerability (susceptibility to future loss)

• loss burden (cost of loss mitigation and adaptation)

• the sustainability of risk management policies, procedures, and practices designed to reduce the impacts of

the hazard, in the short and long term, through prevention, mitigation, and preparedness



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“Ecological Hazards”

Exactly the same objectives as for

Depth Study 1 – Natural Hazards



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CHOOSING DEPTH STUDIES“Thinking about fieldwork”

Focus on a study area region – SW WA

Natural Hazard Case Study – Bushfires

Ecological Hazard Case Study – Phytophthora Cinnamomi (Jarrah Dieback Pathogen)

Link/connection to ATAR Biology

Mineral Ore Case Study – Bauxite (Alumina)

SYLLABUS CHALLENGE:• The environmental, economic and social impacts of the hazard in a developed country such as

Australia compared with those in at least one less developed country or region.

• The scale of study is determined by the nature of the natural/ecological hazard selected.



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STUDY AREA REGION – SW WA

TEACHER RESOURCE

“The SW Region”

SOURCE: Australian Environments: Place

Pattern & Process (2nd Edition)

• A little dated but still useful for this.

• Previous Year 12 text (many copies still in

schools?).


../BBB_Links/READING_The SW Region of WA.pdf

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NATURAL HAZARD DEPTH STUDYBushfires



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STUDENT/TEACHER RESOURCE

“Bushfires: A Geography Resource for Secondary Students”

SOURCE: Geography Teachers’ Association of Victoria

• Very lengthy (57 pages)

• Unsure if still available

• There is ‘bucketloads’ of resources freely available on this topic



../BBB_Links/Bushfires_txt.pdf

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STUDENT/TEACHER RESOURCE

“FIRE: The Force of Life”

SOURCE: LANDSCOPE MAGAZINE (Special Edition)

• Unsure if still available

• Many schools may still have copies

• There is ‘bucketloads’ of resources freely available on this topic



../BBB_Links/READING_Landscope_FIRE-TheForceOfLife.pdf

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“Natural Hazards”

• the magnitude, duration, frequency, probability and scale of spatial impact of the hazard

• the physical and human factors that explain why some places and people are more vulnerable to the hazard

than others

• the means by which the activities of people can intensify the impacts of the hazard, such as:

➢ land clearance and its impact on the intensity and frequency of flooding

➢ removal of coastal dune barrier systems

➢ building of settlements on low lying coastlines threatened by tsunamis

➢ using construction techniques unable to withstand seismic activity

• the environmental, economic and social impacts of the hazard in a developed country such as Australia

compared with those in at least one less developed country or region


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ECOLOGICAL HAZARD STUDYPhytophthora Cinnamomi (Dieback Pathogen)

• A useful resource for students/teachers is ….

The Jarrah Forest: A Local Ecosystem

SOURCE: Guy, D., (1997) World Biomes (GAWA)

• Many teachers are cautious about undertaking a case study in

phytophthora as they don’t feel confident or feel that there is a lack

of resources. There’s lots out there if you just look and Nearer to

Nature can help ??? Teacher/Student notes can be found on the

following slides…..



../BBB_Links/READING_The Jarrah Forest-A Local Ecosystem.pdf

ECOLOGICAL HAZARD DEPTH STUDY

…phytophthora cinnamomi

(Dieback Pathogen)

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INTRODUCTION

• Also known as ‘dieback’.

• Phytophthora dieback is affecting millions of hectares across Australia.

• It is a recognised key environmentally threatening process under federal

legislation (along with the predation by the European red fox, land clearance, and

loss of habitat from climate change).

• It has the potential to be more devastating to the environment than salinity.

• Phytophthora dieback has the potential to cause economic costs of around $1.6

billion on a nationwide scale over the next 10 years.

VIDEO: Introduction to Phytophthora (approx 8 mins)https://www.youtube.com/watch?v=RDoN1Kj5rfM&feature=youtu.be

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https://www.youtube.com/watch?v=RDoN1Kj5rfM&feature=youtu.be


WHAT IS PHYTOPHTHORA CINNAMOMI?

• Phytophthora dieback is a disease caused by a microscopic soil-borne water mould, Phytophthora

cinnamomi, that kills many plants in the forests, woodlands and heathlands of Southwest Australia.

• The organism is invisible to the human eye but its impact on ecosystems is enormous.

• Probably originating in Asia, it is likely to have been brought to Australia soon after European settlement. As

the early settlers needed a horticulture industry for self-sufficiency, live plants (particularly fruits) were

imported from overseas, which most probably included some soil infested with the Phytophthora pathogen.

• PATHOGEN: a bacterium, virus, or other microorganism that can cause disease.

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WHAT IS PHYTOPHTHORA CINNAMOMI? Contd…

• The Phytophthora pathogen invades a plant’s roots and stems to obtain nutrients for growth and

reproduction. This process kills plant cells and reduces the plant’s ability to transport water and nutrients.

• The disease is not restricted to native flora or natural bushland but is also prevalent in domestic gardens.

• Throughout urban areas there is increasing evidence of infestation. It threatens the region’s biodiversity and

has serious economic impacts.

• Field detection of the disease is difficult until the plant is dead (e.g. banksias) or it displays severe

symptoms of decline (e.g. jarrah). Dead and dying plants are easily visible in infested areas such as roadside

verges, national park walking tracks and private gardens.

• Phytophthora cinnamomi moves through ecosystems by two mechanisms. The most destructive is when

infested soil or plant material is relocated around the landscape. This leads to new site infections from

which Phytophthora dieback will spread independently.

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• It can also move in free water or by root-to-root contact between plants. Upslope it moves slowly,

about one metre a year - this is known as autonomous spread.

• The spread is a result of the transportation by humans and some animals. It is easily carried on boots,

muddy tyres, in flowerpots and by animals such as horses and wild pigs.

• Any process that transports soil in the landscape can potentially move the pathogen to a disease free

site where a whole new cycle of infection is established.

• Downslope it can move rapidly and cover long distances if infested water is allowed to move freely.

• Spreading Phytophthora dieback to a new area of the landscape is disastrous. It results in the death of

susceptible plant species and ecosystem breakdown.

• Without applying the urgent action necessary to remove this key threatening process, it is likely that

many more species will be driven closer to extinction.

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VIDEO: The Phytophthora Pathogen via

microscope

https://www.youtube.com/watch?v=lB4QYN7dlgc

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https://www.youtube.com/watch?v=lB4QYN7dlgc



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DISTRIBUTION AND RISK OFPHYTOPHTHORA CINNAMOMI

• As a general rule, all high rainfall plant communities and low elevation temperate vegetation communities

are susceptible to Phytophthora dieback.

• Hundreds of thousands of square kilometres are at risk in Southwest Australia alone.

• In Western Australia, Phytophthora dieback is killing stretches of forests, woodlands, heathlands, home

gardens and horticulture properties from Eneabba in the north to Esperance in the Southeast.

• It can be found on the coast in areas such as Two Peoples Bay Nature Reserve and bushland areas within the

Perth Metropolitan Region such as Lightning Swamp Bushland and in places including the Stirling Range

National Park.

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DISTRIBUTION AND RISK OF PHYTOPHTHORA CINNAMOMI Contd…

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• Southwest Australia is one of the world’s 25 Biodiversity Hotspots and Australia’s only Global Hotspot,

reflecting its high level of species richness.

• Biodiversity hotspots were defined in a study undertaken by Conservation International which was published

in February 2000. In this study, a biodiversity hotspot is defined by five key factors including species per area

ratios and habitat loss.

• Southwest Australia is also included in the WWF Global 200 Ecoregion list, which identifies the richest, rarest

and most distinct examples of Earth’s diverse natural habitats under the highest risk.

• The loss of biodiversity in Southwest Australia is causing a significant change in the make-up of the region. It

is estimated that between 15-20% of the jarrah forest has been infested and more than 60% of the Stirling

Range banksia woodlands have also been affected.

• In the Stirling Range, 48% of woody plant species are susceptible to Phytopthora dieback.

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• Death of these plants can lead to the loss of more than 50% vegetation cover and large changes in vegetation

structure.

• The risk to native vegetation from Phytophthora dieback are serious and research is revealing that the impact

of the pathogen is not confined to flora.

• Native fauna species have already severely suffered from the devastating effects of feral animals, and native

vegetation clearance.

• Phytophthora dieback adds another layer of harm impacting upon native fauna in Southwest Australia.

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• The spread of dieback increases the threat to endangered species such as the dibbler (Parantechinus

apicalis) and potentially to Australia’s most threatened mammal, Gilbert’s potoroo (Potorous gilbertii). Both

of these threatened species occur in Southwest ecosystems that are at high risk of degradation caused by

Phytophthora dieback.

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ECONOMIC & SOCIAL IMPACTS OFPHYTOPHTHORA CINNAMOMI

• Residents of Southwest Australia communities value the natural environment with its abundant bird life,

bushland and nature-based recreational activities. Phytophthora dieback is harming wildflowers through the

Southwest, damaging local bushland areas and native gardens.

• Phytophthora dieback is responsible for the closure of many parts of National Parks at times, thereby

restricting public access and enjoyment of natural areas.

• Backyards, gardens and local bushland areas are being impacted, reducing community amenity and

aesthetics. This hidden cost is borne by the community.

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ECONOMIC & SOCIAL IMPACTS OF PHYTOPHTHORA CINNAMOMI Contd…

• The cost to the community is substantial. Western Australia is a rich source of some of the world’s most

beautiful wildflowers and fauna which support a substantial tourist economy.

• Many of our world-renown flowering plants, such as the banksias, hakeas, grasstrees, eucalypts and peas,

are killed if their habitats become infested with the pathogen.

• Horticultural crops such as macadamias, chestnuts, azaleas, avocados, and floristic species such as proteas

are killed by Phytophthora dieback.

• Important timber species such as jarrah are also severely affected. Direct economic costs are predicted for

the Western Australian forestry industry with the loss of royalties to the State estimated at $742,000 p.a.

• The economic cost to Australia, per year, is $160 million, however, the cost to our economies through the

loss of ecosystem services and ecosystem breakdown is unknown.

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MANAGING THE RISK OFPHYTOPHTHORA CINNAMOMI

(individual & collective)

• Currently, there are no eradication methods for Phytophthora cinnamomi.

• Limiting the spread to prevent future harm is the most effective way to manage the disease caused by it. This

will require cooperation, partnerships and investment from government, industry, landholders, non-

government organisations and the community (stakeholders).

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MANAGING THE RISK OF PHYTOPHTHORA CINNAMOMI Contd…(individual & collective)

Threat Abatement Plan

• The Australian Government has listed Phytophthora dieback as a Key Threatening Process under the

Environment Protection and Biodiversity Conservation Act 1999 (is this still current?).

• This resulted in the preparation of a national “Threat Abatement Plan” with two broad goals:

1. To protect threatened species and communities from the disease; and

2. To prevent further species and communities from becoming endangered through exposure to the

pathogen.

• The plan encourages implementation of management programs, improved understanding, education and

coordination.

• This plan is the overarching plan for the management of Phytophthora dieback in Australia.

• The threat abatement plan has identified priorities on a broad scale, but more state, regional and site

specific investment and implementation is required for the effective management of Phytophthora dieback.

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Western Australian Dieback Response Framework

• In March 2004 the Western Australian Government established an action orientated Dieback Response Group

to implement a state-wide Dieback Response Framework.

• The Dieback Response Framework is aimed at taking a more cohesive and coordinated approach to

effectively manage Phytophthora dieback across government agencies.

Dieback Consultative Council

• The primary function of the Dieback Consultative Council is to provide high quality advice to the Minister for

Environment in relation to Phytophthora dieback in Western Australia.

Dieback Working Group

• The Dieback Working Group was formed in 1996 by Perth Metropolitan Area local government authorities,

community groups and state government land management agencies concerned with the management of

Phytophthora dieback.

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Murdoch University Centre for Phytopthora Science and Management

• The Murdoch University Centre for Phytophthora Science and Management aims to work in partnership with

industry, government, and community to provide science and management training to mitigate the threats

posed by Phytophthora cinnamomi.

• The Centre for Phytophthora Science and Management centre has conducted a number of research programs,

which include the biology of the pathogen in ecosystems, managing the disease, conservation, biodiversity

and ecosystem restoration, as well as detection, diagnosis and mapping of the disease.

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Quarantine & Hygiene

• Industry, government and community are responsible for preventing the spread of Phytophthora dieback from

infested to non-infested sites.

• The aim of quarantine and hygiene measures is to eliminate the transfer of soils between sites by people.

• The objective of protecting non-infested areas is to be “clean-on-entry”.

• Some strategies employed to avoid the cross-contamination between infested to non-infested areas include

temporary seasonal closure of roads and walk trails, signage, permanent closures, and the establishment of

hygienic entry and clean-down points.

• It is important that everyone follows these hygiene guidelines to prevent the further spread of Phytophthora

dieback.

http://www.dpaw.wa.gov.au/

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Use of Phosphite

• Phosphite is a chemical used to fight Phytophthora dieback. In the last 10-15 years, phosphite has been

successfully used to reduce the spread and impact of Phytophthora dieback in small infested areas.

• Phosphite can be applied to trees through injections in the trunk or aerial spraying of whole plant

communities. Research has shown that it increases the resistance of susceptible or infected species to

Phytophthora attack.

• Broadscale spraying techniques can prolong the survival of plants for up to two years. Trunk injections are

more effective, with up to five years of containment, but are more labour and cost intensive.

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What can you do?

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In the news…

West Australian

Wed Nov 4, 2015

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In the news…In the news…

West Australian

June 7, 2012

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TEXT BOOKS


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SYLLABUS Sample Course Outline


../BBB_Links/11GEOG_SAMPLE-Course Outline.pdf

../BBB_Links/11GEOG_SAMPLE-Course Outline.pdf

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SYLLABUS Course Outline TEMPLATE

A PRINT COPY

IS

IN YOUR PACK

DIRECT LINK TO

LOWER SCHOOL

Don’t forget to

review what your

school/students

do/have done in

Year 8 Landforms

& Landscapes

and Year 9

Biomes & Food

Security/Geog of

Interconnections


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SYLLABUS Assessment OutlineTeachers are required to use the assessment table to develop an assessment outline for the pair of units

(or for a single unit where only one is being studied).

The assessment outline must:

• include a set of assessment tasks

• include a general description of each task

• indicate the unit content to be assessed

• indicate a weighting for each task and each assessment type

• include the approximate timing of each task (for example, the week the task is conducted, or the issue and

submission dates for an extended task).

In the assessment outline for the pair of units, each assessment type must be included at least twice. In the

assessment outline where a single unit is being studied, each assessment type must be included at least once.


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SYLLABUS Assessment Outline• The set of assessment tasks must provide a representative sampling of the content for Unit 1 and Unit 2.

• Assessment tasks not administered under test/controlled conditions require appropriate

validation/authentication processes. This validation can involve a task (for example, short

closed and/or open questions requiring the analysis of data or an extended response) which is

completed in class after the final presentation has been submitted.



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SYLLABUS Assessment OutlineType of assessment WeightingGeographical inquiry

Students plan and conduct investigations, process and translate information, and communicate findings

following ethical protocols and procedures.

Both primary and secondary information sources are used.

Formats can include: investigation, assignment, report and/or an oral or multimedia presentation.

20%

Fieldwork/practical skills

Fieldwork involves students actively engaged in collecting primary data.

Practical skills involve the collection and interpretation of data from a number of sources.

Formats can include: excursions, map interpretation, and/or data analysis.

20%

Short and extended response

Questions can require students to respond to stimulus material.

Formats can include: multiple-choice questions, short responses, sectionalised extended responses,

extended responses, and/or a combination of these.

Typically these tasks are administered under test conditions.

30%

Examination

Typically conducted at the end of each semester and/or unit. In preparation for Unit 3 and Unit 4, the

examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this

course.

30%


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SYLLABUS Sample Assessment Outline


../BBB_Links/11GEOG_SAMPLE-Assessment Outline.pdf

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SYLLABUS Assessment Outline TEMPLATE

A PRINT COPY

IS

IN YOUR PACK


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SYLLABUS Grading

Grade Interpretation

A Excellent achievement

B High achievement

C Satisfactory achievement

D Limited achievement

E Very low achievement

WORK SAMPLES

A Grade – Ecological Hazard (Inquiry)

B Grade – Ecological Hazard (Inquiry)

C Grade – Ecological Hazard (Inquiry)

Source: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-

materials/humanities-and-social-sciences/geography

The grade is based on the student’s overall performance as judged by reference to a set of pre-determined standards. These standards are defined by grade descriptions and annotated work samples.



../BBB_Links/Geography-ATAR-Year-11-Geographical-inquiry-Grade-A-Ecological-hazard.PDF

../BBB_Links/Geography-ATAR-Year-11-Geographical-inquiry-Grade-B-Ecological-hazard.PDF

../BBB_Links/Geography-ATAR-Year-11-Geographical-inquiry-Grade-C-Ecological-hazard.PDF


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SYLLABUS Grade Descriptions - A

A

Geographical knowledge and understandings

Presents comprehensive and accurate discussions providing detailed information about features, activities, spatial patterns and

associations, processes, relationships and/or factors.

Makes detailed and relevant references to geographical concepts and/or theories.

Geographical terminology and concepts

Uses geographical terminology accurately and applies related geographical concepts to develop cohesive and relevant responses.

Geographical skills

Applies appropriate geographical thinking, skills and processes, and clearly shows links between them.

Accurately analyses and applies mapping and/or diagrammatic skills and processes in a wide variety of contexts to enhance

responses.

Presents detailed effective responses, including extended responses with well-developed sentences and paragraphs.

Use of supporting evidence

Selects and correctly applies a wide range of appropriate supporting evidence, including examples, quotations, sources,

statistics, data, maps and/or sketches, when developing responses.

Can be ‘useful’(?) when developing marking rubrics for tasks…

Source: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social-sciences/geography




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TEACHING/LEARNING/ASSESSING“Some hints and Tips!”



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Geographical Inquiry & Skills“Assessments and Skills Checklist”

Print copy in your pack.

Can be a very useful tool for

student accountability and

study/revision.

Particularly useful over the 2

years.


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Geographical Inquiry

SUGGESTED INQUIRY TOPIC

Year 11 – Unit 1

Conduct a geographical inquiry on a specific case study of a natural or

ecological hazard of your choice. Make reference to specific case studies and your chosen hazard’s impact on an LEDC v an MEDC.

STUDENT WORK SAMPLES

Earthquakes Oil Spills Tsunamis



../BBB_Links/Yr11 Inquiry Samples_2015/Earthquakes.pdf

../BBB_Links/Yr11 Inquiry Samples_2015/Oil Spills.pdf

../BBB_Links/Yr11 Inquiry Samples_2015/Tsunamis.pdf

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Geographical Inquiry

INQUIRY RESOURCES

GEOGSPACE: Geographical inquiry

http://www.geogspace.edu.au/support-units/geographical-inquiry/gi-introduction.html

GEOGRAPHY.ORG (UK): Geographical enquiry

http://www.geography.org.uk/gtip/thinkpieces/geographicalenquiry

BBC Bitesize – Geographical enquiry

http://www.bbc.co.uk/bitesize/ks3/geography/geographical_enquiry/


http://www.geogspace.edu.au/support-units/geographical-inquiry/gi-introduction.html

http://www.geography.org.uk/gtip/thinkpieces/geographicalenquiry

http://www.bbc.co.uk/bitesize/ks3/geography/geographical_enquiry/

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DIGITAL GAMES

AUSTRALIA’S NATURAL HAZARDS (Cloze Exercises)

AUSTRALIA’S NATURAL HAZARDS (Mapping)

AUSTRALIA’S NATURAL HAZARDS (Memory Game)

stopdisastersgame.org


../BBB_Links/GAME_AusNatHazardsCloze.exe

../BBB_Links/GAME_AusNatHazardsMap.exe

../BBB_Links/GAME_AusNatHazardsMem.exe

stopdisastersgame.org

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ATLAS’

SOURCE:

Pearson

Atlas


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FESA WEBSITE & RESOURCES

https://www.dfes.wa.gov.au/Pages/default.aspx

https://www.dfes.wa.gov.au/schooleducation/Pages/default.aspx


https://www.dfes.wa.gov.au/Pages/default.aspx

https://www.dfes.wa.gov.au/schooleducation/Pages/default.aspx

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FESA WEBSITE & RESOURCES


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FIELDWORK

2020 King’s Park Education Programs

http://www.bgpa.wa.gov.au/kings-park/events/kings-park-education



http://www.bgpa.wa.gov.au/kings-park/events/kings-park-education

Nearer 2 Nature Schools

Year 11 ATAR Geography

Unit 1 Excursions

Stephen CraneN2N School Program Coordinator

What is on offer?

• Currently offer a fire themed excursion

at Mundaring, Dwellingup and

South West

• Developing dieback themed excursion

in collaboration with Dieback Working

Group to be offered at Mundaring and

possibly Dwellingup

Fire Excursion

• Original excursion used Parkerville Fire as a case study and study site

• Parkerville is now rebuilt with

few signs of event

• We now use our Centre as study

site

• Students investigate –

➢ the need to reduce fuel loads (prevention/preparedness)

➢ assess our preparations for a bushfire (preparedness), and

➢ develop a fire safety action plan for our Centre (preparedness/mitigation)

• Students engage in hands-on

activities throughout the day

Wide range of resources available

Maps

Fact sheets

Dieback excursion

Three key areas for excursion -

• Hygiene plan – how do we stop/limit

entry of dieback, boot cleaning stations

• Hands-on injecting of trees along tracks

• GPS recording of area treated and map

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwjCvpid-sbVAhUBMJQKHQ2tCwUQjRwIBw&url=http://garmin62xx.blogspot.com/&psig=AFQjCNEx8YMQqwXDrgYv08jbVxaQdv0wAw&ust=1502258214425818

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwivvsL4-sbVAhXEGpQKHWv4AxsQjRwIBw&url=http://naturalarea.com.au/dieback-services-perth-wa/&psig=AFQjCNHylWPpCGRq7Bm1O_5JGa9xn5nY4g&ust=1502258392176155

• Excursions being trialled. Interested in being involved in development or trialling?

• Contact for more info.

https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjQ0Njj-8bVAhVDVZQKHWdOBV4QjRwIBw&url=https://www.walkgps.com.au/access-issues/die-back/&psig=AFQjCNFwrx3V-rLaeYLKvCQfNg77oiIfrQ&ust=1502258570185544

Contacts

Nearer to Nature92956149

https://www.dpaw.wa.gov.au/get-involved/nearer-to-nature/schools

Stephen CraneN2N School Program Coordinator

0404819175

[email protected]

https://www.dpaw.wa.gov.au/get-involved/nearer-to-nature/schools


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USING NEWSPAPERS & OTHER MEDIA


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MULTIPLE CHOICE QUESTIONSSOURCE: Sem 1 & Sem 2 Past Examination Papers (GAWA)


A hazard is best defined as

(a) natural events which may grow to be very strong

and powerful.

(b) natural or human induced events that severely

impact people, property and the environment.

(c) naturally occurring events that cause widespread

injury and death.

(d) natural or human induced events that have the

potential to negatively impact people, property and

the environment.

The term temporal distribution refers to

(a) the distribution of geographical phenomena over

distance.

(b) the distribution of geographical phenomena

overseas.

(c) the distribution of geographical phenomena over

space.

(d) the distribution of geographical phenomena over

time.


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In relation to hazards, adaptation refers to the

(a) ability to prevent or moderate the impact of a

hazard.

(b) adjustments made to better cope with the

impacts of a hazard.

(c) impacts of a hazard.

(d) methods used to avoid a hazard.

In relation to hazards, magnitude refers to

(a) how long the hazard event lasts.

(b) how often a hazard event occurs.

(c) the likelihood of a hazard event occurring.

(d) the size of the hazard event.


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Which of the following are all forms of remote

sensing technologies?

(a) environmental surveys, online surveys,

questionnaires

(b) ground photographs, aerial photography, digital

photography

(c) satellite imagery, radar imagery, aerial

photography

(d) weather instruments, satellite photography,

weather balloons

Which one of the following is a fieldwork skill?

(a) interpreting indexes

(b) sketching and annotating

(c) internet research

(d) using databases


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An easting is best described as a

(a) compass direction

(b) horizontal grid line on a topographic map

(c) vertical grid line on a topographic map

(d) meridian of longitude on a small scale map

In the context of hazards, vulnerability refers to

(a) human intervention in natural processes.

(b) comparison of the location and distribution of

hazards.

(c) the strength of the relationship between

geographical features.

(d) the way a hazard or disaster will affect human life

and property.


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A causal relationship occurs when there is a/an

(a) spatial association

(b) identified trend over time

(c) cause and effect association

(d) correlation between variables

The validity of geographic primary and secondary

sources refers to

(a) the ability to give the same or similar results

(b) information that is collected during fieldwork

(c) information collected from remote sensing

sources

(d) the ability to accurately describe the real world


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Which one of the following is classified as a natural

geomorphic hazard?

(a) Landslide.

(b) Storm.

(c) Drought.

(d) Bushfire.

In relation to hazards and risk, proximity refers to

(a) how close the hazard event is to people and

places.


(c) the effects of a hazard on people and places.

(d) the strength and intensity of a hazard.


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Hurricanes, typhoons, floods and landslides are all

examples of

(a) ecological hazards.

(b) geomorphic hazards.

(c) hydrological hazards.

(d) natural hazards.

In relation to hazards and risk, proximity refers to

(a) how close the hazard event is to people and

places.


(c) the effects of a hazard on people and places.

(d) the strength and intensity of a hazard.


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In relation to hazards, a pandemic refers to

(a) an animal transmitted disease.

(b) an organism that lives off or in another organism,

causing illness.

(c) the rapid spread of a disease across a region or

group of people.

(d) the worldwide spread of a new disease.

A biological or chemical hazard that has the

potential to impact adversely on the wellbeing of

people or on the environment more generally, is

known as

(a) an atmospheric hazard.

(b) an ecological hazard.

(c) a human hazard.

(d) a natural hazard.


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SHORT RESPONSE QUESTIONSSOURCE: Sem 1 & Sem 2 Past Examination Papers (GAWA)


Question (3 marks)

Define the following terms and provide an example of

each

Geomorphic hazards:

Pandemics:

Plant or animal invasions:

Question (4 marks)

Describe how one (1) example of a spatial technology

may be used to study or monitor the occurrence of a

natural hazard and how one (1) example of a spatial

technology may be used to study or monitor the

occurrence of an ecological hazard.

Natural Hazard:

Ecological Hazard:


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Question (6 marks)

Identify and describe two [2] ways in which human

actions can intensify the impact of either a natural or

an ecological hazard.

Question (4 marks)

Using an example from either a natural or an

ecological hazard, explain the terms mitigation and

preparedness.


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Question (5 marks)

(a) Define what is meant by the term infrastructure.

(2 marks)

(b) Describe how the level of infrastructure in a

region may influence the level of risk experienced in

relation to a hazard event. (3 marks)

Question (4 marks)

Define the following terms and give an example of

each.

Atmospheric hazards:

Hydrological hazards:


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Question (4 marks)

Identify two (2) different ecological hazards and

describe the nature of each hazard.

Question (4 marks)

Identify two (2) different natural hazards and

describe the nature of each hazard.


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EXTENDED RESPONSE QUESTIONS“Glossary of Key Words” (from SCSA)


../BBB_Links/Glossary-of-key-words-used-in-the-formulation-of-questions.pdf




EXTENDED RESPONSE QUESTIONS“Writing Geographically”

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../BBB_Links/Writing Geographic Responses.pdf


EXTENDED RESPONSE QUESTIONS“Writing Geographically”

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../BBB_Links/Extended Response_Marking Key (10 marks).pdf


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EXTENDED RESPONSE QUESTIONSSOURCE: Sem 1 & Sem 2 Past Examination Papers (GAWA)


Question (20 marks)

(a) With reference to a natural hazard that you have

studied, describe the risks the natural hazard may

present in relation to property, infrastructure and loss

of life. (8 marks)

(b) Assess the means by which the activities of

people can intensify the impacts of a natural hazard

you have studied. (12 marks)

Question (20 marks)

(a) Describe the magnitude, duration, frequency and

scale of spatial impact of a natural hazard you have

studied. (8 marks)

(b) Account for the variations in environmental and

social impacts of a natural hazard between a

developed country such as Australia and in a less

developed country or region. (12 marks)

NATURAL HAZARDS


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Question (20 marks)

(a) Describe the nature and causes of an ecological

hazard you have studied. (8 marks)

(b) Evaluate the physical and human factors that

help explain why some places and people are more

vulnerable than others to a type of ecological hazard


Question (20 marks)

(a) Describe how one (1) biophysical process and one

(1) human process can be used to explain the spatial

and temporal distribution of an ecological hazard you

have studied. (8 marks)

(b) Evaluate the sustainability of risk management

policies, procedures and practices designed to reduce

the impacts of an ecological hazard you have studied.

(12 marks)

ECOLOGICAL HAZARDS


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Question (20 marks)

(a) Compare and contrast the impact of an

‘ecological hazard’ on a developed and a less


(b) Describe and account for the spatial and

temporal distribution of a ‘natural hazard’.

(10 marks)

Question (20 marks)

(a) Describe the nature of the risks to be managed

for an ecological hazard you have studied.

(8 marks)

(b) Evaluate the physical and human factors that

help explain why some places and people are more

vulnerable than others to a type of natural hazard

that you have studied. (12 marks)

NATURAL & ECOLOGICAL HAZARDS


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Question (20 marks)

(a) Describe the magnitude, duration, frequency and

scale of spatial impact of a natural hazard you have

studied. (8 marks)

(b) Account for the variations in economic and social

impacts between a developed country such as

Australia and a less developed country or region for

an ecological hazard you have studied.

(12 marks)

Question (20 marks)

(a) Describe the nature and causes of an ecological

hazard you have studied. (8 marks)

(b) Identify two (2) stakeholders affected by a

natural hazard you have studied. Describe the values

and viewpoints of each on recovery and adaptation to

future natural hazards. (12 marks)

NATURAL & ECOLOGICAL HAZARDS


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Question (20 marks)

(a) Describe the typical locations and causes of a

natural hazard you have studied. (8 marks)

(b) Identify two (2) stakeholder groups affected by a

natural hazard you have studied and evaluate their

values and viewpoints on recovery and adaptation

measures undertaken. (12 marks)

Question (20 marks)

(a) Describe two (2) ways in which the activities of

people can intensify the impacts of a natural hazard


(b) Evaluate the sustainability of risk management

policies and practices, deployed in both the short and

long term, designed to reduce the impacts of a

natural hazard you have studied. (12 marks)

NATURAL HAZARDS


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Question (20 marks)

(a) Describe the nature of the risks to be managed

for an ecological hazard you have studied in relation

to:

• the impacts on physical and mental health and

• the effects on the economy. (8 marks)

(b) Evaluate why the environmental, economic and

social impacts of an ecological hazard you have

studied will be different in a developed country such

as Australia compared with those in at least one less


Question (20 marks)

(a) Describe the nature of an ecological hazard you

have studied by referring to it’s:

• duration and frequency, and

• the scale of its spatial impact. (8 marks)

(b) Identify two (2) stakeholder groups affected by

an ecological hazard you have studied and evaluate

their values and viewpoints on recovery and

adaptation measures undertaken. (12 marks)

ECOLOGICAL HAZARDS


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Australian Geography Competitionhttps://www.geographycompetition.org.au/

(late March)


https://www.geographycompetition.org.au/

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GAWA

Young Geographer of the year Competition

https://www.gawa.asn.au/students/geogr

aphy-competition/

Closing date....WEDNESDAY 22nd July

Cash prizes available.


https://www.gawa.asn.au/students/geography-competition/

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Earthwatch Student Challenge (Yr.. 10-12)

https://earthwatch.org/education/student-fellowships/student-challenge-australia

Successful students have the chance to visit Calperum Station in the beautiful Riverland district of South

Australia in April to study landscape restoration techniques in a semi-arid environment.


https://earthwatch.org/education/student-fellowships/student-challenge-australia

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Young Travel Writers Competition

(Yr. 7-12)

https://mediaeducation.com.au/teacher-hub/competition/young-travel-writer/

Win camera’s and possibly a trip to Coral Bay with The West Australian Travel Writing journalistic

team and have your travel writings published in the West Australian.

Entries close March 20.


https://mediaeducation.com.au/teacher-hub/competition/young-travel-writer/

year 11 atar geography · • the study of the geography atar course draws on students’ curiosity...

Documents