Geography 2019 v1 - Home | Queensland Curriculum and ......171606. Geography 2019 v1.1 IA1 sample...

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Geography 2019 v1.1 IA1 sample assessment instrument September 2018

Examination — combination response (25%) This sample has been compiled by the QCAA to assist and support teachers in planning and developing assessment instruments for individual school settings.

Assessment objectives This assessment instrument is used to determine student achievement in the following objectives:

1. explain geographical process by describing the features, elements and interactions between biophysical and anthropogenic processes that shape the identity of places and result in land cover change of the earth’s surface and a changing climate

2. comprehend geographic patterns by recognising spatial patterns of land cover change and indications of climate change at global, regional and local scales of study, identifying relationships and implications for people and places

3. analyse geographic data and information by selecting and interpreting climate and land cover data to infer how patterns, trends and relationships represent a geographical challenge in relation to climate change for a selected land cover type

4. apply geographic understanding by extrapolating from their analysis to generalise about the impacts of climate change on anthropogenic and biophysical environments

6. communicate geographical understanding of the impacts of land cover change and climate change at a variety of scales, by selecting and using cartographic, graphic, written and mathematical skills in short and extended responses.

Note: Objective 5 is not assessed in this instrument.

Geography 2019 v1.1 IA1 sample assessment instrument

Queensland Curriculum & Assessment Authority September 2018

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Subject Geography Instrument no. IA1

Technique Examination — combination response

Unit 3: Responding to land cover transformations

Topic 1: Land cover transformations and climate change

Conditions

Response type

Short and extended responses

Time 2 hours Planning 15 minutes

Other During planning time you may make notes and annotations but may not commence responding to the assessment in the response space/book. Non-programmable calculator, ruler free from markings other than measurement indicators, pencil and coloured pencils are permitted.

Instructions

PART A: Short response Questions 1–5: answer in the space provided on the test paper and on the relevant map as indicated. PART B: Extended response Question 6: answer on paper provided.

Criterion Marks allocated Result

Explaining Assessment objective 1 5

Comprehending Assessment objective 2 5

Analysing and applying Assessment objectives 3, 4

8

Communicating Assessment objective 6

7

Total 25



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Part A: Short responses

Question 1

With reference to Figure 1, describe the processes that explain the concept of an anthropogenic biome. Respond on the paper provided in no more than 150 words.

Figure 1: A dypterocarp forest in Borneo located between 3 °S and 6 °S and 110 °E and 117 °E is typical of South-East Asia. Images: Palm forest, by Sandra Díaz, Creative Commons 2.5 Generic Licence, https://commons.wikimedia.org/w/index.php?curid=1480704 accessed 4 June 2018.

https://creativecommons.org/licenses/by/2.5/

https://creativecommons.org/licenses/by/2.5/

https://commons.wikimedia.org/w/index.php?curid=1480704



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Question 2

Using the data from Table 1, create a graph representing the change in world natural forest cover for the regions between 1990 and 2015. Respond on the graph paper provided.

Table 1: World — Natural Forest Cover, 1990–2015

million hectares

Year

Africa Asia Europe North and Central America

Oceania South America

1990 749 576 989 708 199 946

2000 709 570 998 705 198 904

2005 691 584 1,001 705 197 882

2010 674 593 1,005 705 191 864

2015 600 462 929 707 169 827

Source: Earth Policy Institute compiled from data from UN Food and Agriculture Organization www,fao.org/forestry/fra/fra2010/en/



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Question 3

a. Using the data from Table 2 and the attached world map, create a choropleth map to show the % change in agricultural land for the selected countries between 1990 and 2015.

b. Referring to the map you have created, describe the spatial pattern of land cover change. Respond in no more than 70 words.

c. Identify the implications agricultural land cover change has for people and places. Respond in no more than 80 words.

Table 2: Percent change in agricultural land cover for 1990–2015

Country Agricultural land — change (%)

Argentina 7.1

Australia -12.8

Bolivia 2.0

Brazil 4.9

Chile -0.18

China 2.3

Democratic Republic of Congo 0.15

France -3.37

Gabon -0.08

India -0.66

Indonesia 6.6

Lao, People’s Democratic Republic, 3.1

Myanmar 3.5

Nigeria 10.0

Paraguay 11.9

Philippines 4.3

Tanzania 8.68

United States of America -2.2

Vietnam 17.1

Zimbabwe 8.3

Source: World Bank, Creative Commons Attributions 4.0 International license, https://data.worldbank.org/indicator/AG.LND.AGRI.ZS

https://data.worldbank.org/indicator/AG.LND.AGRI.ZS



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Question 4

Referring to the graph you constructed for Question 2 and the map you created for Question 3, describe the patterns of land cover change for the period 1990–2010. Identify the implications for people and places in these regions. Respond in no more than 120 words.

Question 5

Referring to the map below, identify the spatial pattern of global temperature anomalies between 2012 and 2016. Identify the implications of an increasing global temperature for people and places. Respond in no more than 80 words.

Global temperature anomalies from 2012–2016, NASA's Scientific Visualization Studio. Data provided by Robert B. Schmunk (NASA/GSFC GISS) https://climate.nasa.gov/climate_resources/139/graphic-global-warming-from-1880-to-2017

https://svs.gsfc.nasa.gov/4609

https://climate.nasa.gov/climate_resources/139/graphic-global-warming-from-1880-to-2017

https://climate.nasa.gov/climate_resources/139/graphic-global-warming-from-1880-to-2017



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Part B: Extended response

Question 6

In a written response of approximately 500 words, select data and information from the stimulus provided (A3 sheet) and respond to the following: • analyse the data and information to make inferences about how the patterns, trends and relationships

have resulted in a specific geographical challenge • from your analysis, make generalisations about the biophysical and anthropogenic impacts of the

identified challenge for a specific region or place in the world.



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Outline map of the world (use this map for Question 3)

Source: D-maps, https://d-maps.com/carte.php?num_car=13181&lang=en

https://d-maps.com/carte.php?num_car=13181&lang=en



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Sea level contributions 1965–2000 (Source NASA)

Antarctica ice change 2004–2017 Greenland ice change 2004–2017 Surface temperature anomaly 1880–2017

Global elevation model (Source: NASA, https://www.nasa.gov/multimedia/imagegallery/image_feature_1545 .html) Change in surface reflectivity 1 March 2000 – 31 December 2011

Shades of blue mark areas that have increasing albedo, and orange areas denote areas that have lower albedo over time. Scientists estimate Earth’s average albedo is about 0.30 (Source: NASA Earth Observatory, https://earthobservatory.nasa.gov/images/84499/measuring-earths-albedo)

Sea surface height 1993 – 2016 mm/year (Image: Avisio+ Credit: G. Garric, Mercator-Ocean, https://www.aviso.altimetry.fr/en/data/products/ocean-indicators-products/mean-sea-level/other-techniques.html)

PART B: STIMULUS — use this material to answer question 6 (you may also refer to the population density map in question 5)

Anthropogenic Biomes: Global Creative Commons Attribution 3.0 http://sedac.ciesin.columbia.edu/downloads/maps/anthromes/anthromes-anthropogenic-biomes-world-v1/anthromes-v1-global.png

https://earthobservatory.nasa.gov/images/84499/measuring

http://sedac.ciesin.columbia.edu/downloads/maps/anthromes/anthromes-anthropogenic-biomes-world-v1/anthromes-v1-global.png



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Instrument-specific marking guide Criterion: Part A — Explaining

Short response items

Assessment objective 1. explain geographical process by describing the features, elements and interactions between

biophysical and anthropogenic processes that shape the identity of places and result in land cover change of the earth’s surface and a changing climate

The student work has the following characteristics: Marks

• in-depth explanations describing a variety of features and elements of biophysical and anthropogenic processes that shape the identity of places

• comprehensive explanations of the complexity of interactions that result in land cover change and a changing climate.

4–5

• clear explanations describing detailed features and elements of biophysical and anthropogenic processes that shape the identity of places

• thorough explanations of the complexity of interactions that result in land cover change and a changing climate.

2–3

• elementary explanations describing features and/or elements of biophysical and anthropogenic processes that shape the identity of places and interactions that result in land cover change and a changing climate.

1

• does not satisfy any of the descriptors above. 0



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Criterion: Part A — Comprehending

Short response items

Assessment objective 2. comprehend geographic patterns by recognising spatial patterns of land cover change and

indications of climate change at global, regional and local scales of study, identifying the relationships and implications for people and places


• comprehensive recognition of spatial patterns of land cover change • critical recognition of indications of climate change • identification of significant relationships and implications for people and places.

4–5

• fundamental recognition of spatial patterns of land cover change • appropriate recognition of indications of climate change • identification of simple relationships and implications for people and places.

2–3

• vague recognition of spatial patterns of land cover change and/or indications of climate change, and relationships and/or implications for people and places. 1




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Criterion: Part B — Analysing and applying

Extended response item

Assessment objective 3. analyse geographic data and information by selecting and interpreting climate and land cover

data to infer how patterns, trends and relationships represent a geographical challenge in relation to climate change for a selected land cover type

4. apply geographic understanding by extrapolating from their analysis to generalise about the impacts of climate change on biophysical and anthropogenic environments


• discerning selection of data and information • astute interpretations and inferences that identify how patterns, trends and relationships

represent a geographical challenge • sophisticated extrapolation from the analysis to make generalisations about the impacts

of climate change on biophysical and anthropogenic environments.

7–8

• considered selection of data and information • coherent interpretations and inferences that identify how patterns, trends and

relationships represent a geographical challenge • effective extrapolation from the analysis to make generalisations about the impacts of

climate change on biophysical and anthropogenic environments.

5–6

• appropriate selection of data and information • basic interpretations and inferences that identify how patterns, trends and relationships

represent a geographical challenge • sufficient extrapolation from the analysis to make generalisations about the impacts of

climate change on biophysical and anthropogenic environments.

3–4

• superficial interpretations and inferences that identify how patterns, trends and relationships represent a geographical challenge

• narrow generalisations about the impacts of climate change on biophysical and anthropogenic environments.

2

• unclear interpretations that identify a geographical challenge and/or identify impacts of climate change on biophysical and anthropogenic environments. 1




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Criterion: Parts A and B — Communicating

Assessment objective 6. communicate geographical understanding of the impacts of land cover change and climate

change at a variety of scales, by selecting and using cartographic, graphic, written, and mathematical skills in short and extended responses


• proficient transformation and representation of geographical data and information • creates sophisticated cartographic and graphic forms • accomplished use of geographical terminology and the conventions of written

communication.

6–7

• competent transformation and representation of geographical data and information • creates purposeful cartographic and graphic forms • considered use of geographical terminology and the conventions of written

communication.

4–5

• adequate transformation and representation of geographical data and information • creates simple cartographic and graphic forms • appropriate use of geographical terminology and the conventions of written

communication.

2–3

• minimal transformation and representation of geographical data and information • inconsistent use of geographical terminology and the conventions of written

communication. 1


Geography 2019 v1 - Home | Queensland Curriculum and ......171606. Geography 2019 v1.1 IA1 sample...

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