geography study guide
Study Guide When Good Rivers Turn Bad - Extreme Flooding
Extracts from the
Queensland Senior Syllabus in Geography 1999
(Click on links for direct access to course materials)
Theme 1: Managing the natural environment
This theme introduces students to physical studies in geography. The
theme explores the relationships of people with the natural
environment. The theme draws on studies in climatology,
geomorphology, hydrology
and biogeography.
The actions of people have an impact on the physical environment. These
actions may or may not stem from management decisions. The core units
illustrate the importance of understanding the operations of the
natural environment, to
mitigate
hazards and manage
catchments. The elective unit(s)
may explore other examples of
issues related to the management of natural environments.
The understanding of natural environment management encourages students
to consider the links that exist between all components of the natural
environment and the responsibilities this places on all people.
Core unit 1: Responding to natural hazards
Rationale
This unit introduces students to the geographical study of natural
hazards. Natural
hazards are relatively rare in
most communities. However, their
potential to
cause immense damage and loss of life is substantial. The vulnerability
of the
Australian and Asia-Pacific environments to natural hazards means that
it is
important for geographers to understand their patterns of occurrence
and causes,
and help plan the strategies
for prevention, mitigation, recovery and reconstruction.
The geographical study of natural hazards is a multidisciplinary one.
It draws
on ideas from geomorphology, climatology,
psychology, economics,
sociology and
engineering. Geography’s special contribution to the study of
natural
hazards
lies in its focus on synthesising ideas from the natural and social
sciences
to produce a comprehensive explanation of the causes
and effects of natural hazards
and detailed plans to minimise loss
of life and damage to property.
This unit provides a focus for the study of a range of concepts and
processes
in physical geography and of the social processes that influence human
responses
to the physical environment.
Scales of study
The study of this unit should provide students with a broad
understanding of
the natural and social processes involved in the geographical study of
natural
hazards at a general level.
Key ideas
The investigation of these key questions should lead to an
understanding and
consideration of the following key geographical ideas, using the case
studies
selected by the school:
- Natural hazards are a
potential source of harm or damage
resulting from the
forces of nature and occur where
decisions have been made to locate
human activities in areas where extreme physical events also occur.
- Extreme physical events
are geographical processes which may
be caused by geological processes inside the earth (e.g. earthquakes)
or on the geomorphological surface of the earth (e.g. landslides),
and
atmospheric and meteorological processes (e.g. tropical
cyclones), or some combination
of these (e.g.
floods or
bushfires).
- Geophysical processes and
associated hazardous events may be
described by indicators such as their speed of onset, magnitude,
duration, spatial extent and frequency. These indicators help determine
the severity of the damage caused.
- Many human factors
influence the severity of the impact of
natural hazards including population density, level of development,
degree of preparedness, and the speed and effectiveness of relief and
reconstruction services.
- Human activities of
various kinds (e.g. overstocking,
deforestation, dam construction) can intensify the onset and effect of
‘natural’ hazards.
- The
levels of economic damage caused
by natural hazards tend to be
worse in economically developed countries whereas the levels of loss of
human life tend to be more severe in less economically developed
countries.
- Human perceptions and
social, cultural, economic and political
structures interact to determine how individuals and communities will
interpret and respond to the threat, the occurrence, and the effects of
natural hazards.
- Action is necessary on
local, national and international
scales to plan ways of predicting
the onset of natural hazards,
preventing them or mitigating
their effects, and developing
places for relief and reconstruction.
Sample learning experiences
- Select and record
relevant information (summarise and
note-make, note-take) from expository teaching, print sources,
audiovisual and computer
technologies, maps and photographic
records
to describe and define hazard types and their location.
- Map
from
primary data sources including
field surveys and interview where
possible, to identify the relationships between the occurrence, types
and impacts of natural hazards.
- Construct a sequence
wheel to demonstrate the complex impacts
of a natural hazard.
- Gather and
interpret
data from media
reports relating to natural
hazards to analyse critically treatment
given a hazard event and its impacts.
- Use technology such as
CD–ROM, computer
simulations and websites
to analyse hazard processes
and impacts.
- Research from the
Internet to track the progress of a hazard
(e.g.
track a flood or
cyclone’s course from Bureau of Meteorology
websites).
- Draw a hazard profile
from statistical data to predict
the severity of impacts.
- Interview and read
accounts of those who have experienced
hazards (e.g. SES personnel, local government employees, Bureau of
Meteorology officers, residents) to appreciate the severity of impacts
and alternative response strategies.
- As part of a group,
role-play community contributors and
decision makers to identify and evaluate future responses to a natural
hazard and alternative strategies.
- Facilitate classroom
discussion to evaluate disaster response
strategies of governments and the SES (e.g. through techniques such as
playing the devil’s advocate, Socratic questioning, hypothetical
scenarios) and so
develop critical listening skills.
- Write letters to decision
makers using the results of
classroom inquiry to enhance student understanding of democratic
processes and citizenship.
- Design a web page about hazards, their potential impacts and effective community response strategies using the results of classroom learning to communicate and present information effectively.
Core Unit 2: Managing catchments
Rationale
This unit introduces students to the
geographical study of catchments.
Catchment studies demonstrate the
interrelatedness of people and the environment. A catchment is a dynamic
system
which includes land, water, vegetation, crops, wildlife, people,
animals, farms, industries and cities. No matter where a person lives,
that person lives in a catchment.
The geographical study of catchments is a multidisciplinary one,
drawing on ideas from geomorphology, climatology, hydrology, economics
and sociology. Geography’s special contribution to the study
of
catchments lies in its focus on synthesising ideas from the physical
and social sciences to produce a comprehensive explanation of the
health of a catchment. These explanations can help in the development
of catchment management plans and biodiversity conservation.
This unit provides a focus for the study of a range of concepts and
processes in physical and human geography.
Scales of study
The study of this unit should provide students with an awareness of
catchment environments generally, including case studies illustrating
the interrelationships within catchments and management strategies to
ensure their sustainable and balanced use.
The unit should be illustrated by case studies representing the
following two scales:
- local, e.g.
local
catchment or sub-catchment
- regional, e.g. the Murray
Darling Basin, the Lake Eyre basin, or one of
Queensland’s
catchments.
Key ideas
The investigation of these key questions should lead to an understanding and consideration of the following key geographical ideas, using the case studies selected by the school:
- River
catchments are geographic units that vary in size and complexity of
characteristics.
- Elements of catchments can
be mapped and quantified. These
include topography,
drainage
patterns,
geology, vegetation cover, rainfall,
soil types, land use,
settlement patterns.
- Land and water resources
are basic and interactive components of
natural ecosystems within catchments.
- River catchments are continuously
changing in response to natural
processes and human activity.
- Changes within the
catchment affect
the
natural systems and the
social
and economic
systems of people living within
the catchment.
- People make short-term
responses to the changes in the catchment,
such as tree planting,
damming, fencing, catchment
monitoring and
flood
mitigation.
- Longer-term responses
require planning and coordinated action
through the informed action of individual users and managers of
resources in order to achieve the sustainability
of and balance between economic development and conservation of land
and water resources.
- Individuals should take
opportunities to contribute to the
resolution of catchment management issues through participation in
community groups.
Sample learning experiences
- Select and record relevant
information (summarise
and
note-make, note-take) from
expository teaching, print sources,
audiovisual and computer
technologies, maps
and
photographic
records to describe and define
catchments and their elements.
- Illustrate data in diagrammatic,
graphic,
photographic
and cartographic
formats gathered from primary
and
secondary sources to
identify geographic processes and patterns relating to catchments.
- Use GIS, aerial photographs
and satellite
imagery
to analyse the relationships existing within catchments between the
physical and human elements.
- Read and interpret data
sources such as topographic
maps,
aerial
photographs and satellite imagery to assess the impacts of human
activity and the extent of changes over time in a catchment area.
- Listen to and question
catchment management, Waterwatch,
Bushcare, Landcare conservation group, and local
government representatives to
appreciate catchment issues at a
local scale.
- Search the internet for
catchment groups, local government,
state agencies and non-government organisations to identify issues and
responses in local areas.
- Gather and record
information from the field—observation,
sketching, plotting, calculation, measurement using field
equipment—to
identify catchment patterns, processes, impacts and current issues.
- Participate, as part of a
school team, in a monitoring program
to collect primary data about catchment health (e.g. Saltwatch, Pasture
Watch, Waterwatch).
- Role-play stakeholders, and
debate catchment issues in groups to
gain an appreciation of their interests in and the role of negotiation
in management responses.
- Participate in a woolley
thinking activity where students take
on stakeholders in a catchment to explore relationships and analyse
impacts.
- Discuss
catchment management issues using a set of criteria to
understand and apply integrated catchment management principles.
- Review
an existing catchment management plan
or part thereof to highlight
the complexity of issues associated with management in terms of impacts
and alternative strategies.
- Prepare an action plan for
the local catchment (either
individually or in a team) to report inquiry findings and make
recommendations for improvement.
- Present an action plan
using suitable technology (e.g.
Powerpoint presentation, oral delivery) to a local community catchment
coordinating group.
- Design a web page to raise
awareness levels and community
involvement in a catchment management issue.
Possible electives for theme 1
The choice of elective units
is entirely at the discretion of the
school, subject to resource availability, student interest, and other
local conditions. The elective unit for a semester should relate to the
theme for the semester. Provisions regarding the number and role of
elective units is described in section 5. The following suggestions are
intended to indicate case studies that might be appropriate for student
geographical investigation.
There is some overlap with possible elective topics from other themes,
to illustrate how a topic may be adapted to reflect different themes.
The list is neither finite nor compulsory:
- minimising blue-green algae
in your local catchment
- constructing artificial
wetlands in urban areas
- managing acid sulfate soils
in Queensland coastal areas
- conserving water through
water-wise practices in your school
- investigating current or emerging issues and future scenarios in managing the natural environment.