Presentation is loading. Please wait.

Presentation is loading. Please wait.

2014 NCEA Level 3 Geography Exam Preparation for External Achievement Standards. 91426 Demonstrate Geographic Understanding of how interacting natural.

Similar presentations


Presentation on theme: "2014 NCEA Level 3 Geography Exam Preparation for External Achievement Standards. 91426 Demonstrate Geographic Understanding of how interacting natural."— Presentation transcript:

1 2014 NCEA Level 3 Geography Exam Preparation for External Achievement Standards Demonstrate Geographic Understanding of how interacting natural processes shape a New Zealand geographic environment Demonstrate Understanding of how a cultural process shape(s) geographic environment(s) Demonstrate understanding of a given environment(s) through selection and application of geographic concepts and skills.

2 Assessment specification 2014
Use specific case study information in all answers. Bring a scientific calculator, coloured pencils and ruler. Coloured pencils for maps/diagrams. Annotations of maps/diagrams in pen. Any pencil will not be eligible for reconsideration. 91246 and you will have a choice of 2 questions. Answer one question, supported by relevant annotated map(s) or diagram(s). 91249 you will have 3 questions. Each involve selecting and applying geographic skills and concepts to demonstrate an understanding of a given NZ geographic environment.

3 91249: Skills In the examination a resource booklet is provided which is used to assess the students’ understanding and application of geographic skills and concepts. This may include a variety of resources such as maps, tables, diagrams, photographs, opinions. These will generally be about a particular geographic issue in a setting which this year is in NZ. The resources provided at level 1 are more straight forward that those at levels 2 and 3. For example, a topographic map at level 1 will be relatively easy to interpret. At level 3 topographic maps will be in their original state and be more complex to interpret. Complex satellite imagery will only be used at higher levels. The examination text is appropriate to the particular level with material being significantly abridged for level 1 and more complex at level 3.

4 Basic skills applicable at all levels
Mapping: Distance, use of six figure grid references, use of latitude and longitude, compass direction, bearings, scale, area calculation, location of natural and cultural features, determination of height, cross sections, use of a key, précis map construction, recognition of relationships, application of concepts, interpretation of other geographic maps like weather maps, cartograms, choropleth maps. Visuals: Interpretation of photographs, cartoons or diagrams including age-sex pyramids and models such as a wind rose; interpreting and completing a continuum to show value positions. Graphing: Interpretation and construction of bar graphs (single and multiple), line graphs (single and multiple), pie and percentage bar graphs, scattergraphs, dot distribution, pictograms, and climate graphs Tables: Recognition of patterns, simple calculation such as mean, mode, and conversion to percentages.

5 Examples of increasing complexity
Skills Basic Complex Latitude and longitude Degrees and minutes only. Degrees, minutes and seconds Direction To nearest inter-cardinal point (8 point compass). To the nearest 16 compass direction. Scale Simple linear scale measurement on a map. Recognition of different scales. Changed ratio scale with size. Converting linear to ratio or vice versa. Use of other scales apart from distance ie time. Graphing Scattergraph (interpretation or completion only). Triangular graphs Cumulative graphs Scattergraph construction Positive/negative Statistical mapping Proportional circle maps Tables All statistics given are used. Not all statistics given may be necessary for completion of tasks. Percentage change calculations.

6 Candidates are given more direction at level 1 with less guidance at level 3.
For example, at level 1 a candidate will be told which type of graph to construct and be provided with axes or asked to complete a graph that has been partially done, for example, complete the rainfall for a climate graph where the temperature is given. At level 2 candidates will be told the type of graph to construct within a given space, whilst at level 3 candidates will have to select which is the appropriate graph to construct using more complex resources. At level 1 candidates will have to locate major features on a précis map; at level 2 to locate features where some outline is provided; and by level 3 only a minimal outline is provided for guidance.

7 At level 3 the intention is for students to select and apply skills
At level 3 the intention is for students to select and apply skills. This means that while the same skills are assessed as at level 2, students need to be able to select appropriate skills to answer questions. For example, students may be asked to give the location of a feature which requires them to use a combination of skills such as grid references, latitude and longitude, or direction and distance from another feature. They may be asked to describe the physical geography of a region which would draw on skills such as interpreting contour lines, cross sections, climate graphs and wind roses. Questions at level 1 are related to the use of a specific resource only. At level 2, one or two resources may have to be used to answer questions. At level 3 several resources from throughout the resource booklet may be used to apply a skill. Instruction words will also differentiate the levels where longer written explanations are required. At level 1 most of the questions will be based around describe or describe and explain. At level 2 and 3 terms such as justify and evaluate may be used.

8 Key concepts Conceptual understandings underpin the knowledge and skills assessed by the achievement standards (NCEA level 1 to 3) and scholarship performance standards. Students are required to understand how these concepts can be applied to new settings, as well as applying them to the contexts they have studied specifically. Differentiation of concepts applies across the levels. A student’s understanding of a concept at level 1 will be at a more basic level than an understanding at levels 2 or 3. As students build geographical knowledge and skills, they will approach these concepts in different ways. By revisiting them in different contexts, they will come to refine and embed understandings.

9 91427  Demonstrate comprehensive understanding of how a cultural process shapes geographic environment(s) involves: providing an insightful analysis of aspects of the cultural process and how they shape the geographic environment(s) integrating comprehensive supporting case study evidence. An insightful analysis includes an analysis of the links between the elements of the cultural process to draw conclusions. Aspects of the cultural process may include: how it creates variations (spatial and/or temporal) in the geographic environment(s) how it has impacted on people and the environment(s). 

10 91426 Demonstrate comprehensive understanding of how interacting natural processes shape a New Zealand geographic environment involves: providing an insightful analysis of the interacting natural processes and how they shape the environment integrating comprehensive supporting case study evidence. An insightful analysis includes an analysis of the interaction between the processes and/or elements and/or features of the environment to draw conclusions. Interacting natural processes refer to processes that operate together to shape the environment and may include how natural processes operate at different rates and different scales to create variations (spatial and/or temporal) in the geographic environment. Students should be able to describe and account for the nature and distribution of different features in an environment because these are the results of the changes caused by the processes operating in the past, present and future. Human action is relevant, where it has had an effect on a process operating.

11 Past examiners comments. Look at NZQA website.

12 Words used in exam questions.
Describe-means give an overview/outline of the main points/characteristics of something. You may need to classify features into natural/cultural. Examine-means look at advantages/disadvantages. Explain-means give detailed reasons why. Analyse-means Examine and Explain. The quality of the EXPLANATION is critical - a description is not enough. In Detail and Comprehensively-means that this is an Excellence question. It refers to the depth or breadth of your answer and requires case studies. Justify-give reasons for choosing a course of action with specific evidence from resources/case studies. Why is your choice better than the alternatives. Evaluate/ Critically Evaluate- means look at the strengths/weaknesses of each course of action and then look at alternative methods and implications of such alternatives..

13 Geographical Words-from the examiners report
Geographical Words-from the examiners report. Do you know what they mean? Geographic environment- Element- Process- Feature/Phenomena- Interaction- Spatial variation- Temporal variation- DO NOT USE words like more, most, majority, few, etc!

14 Maori concepts applied to Geography/Matauranga matawhenua
Aroha- love and empathy- underpins environment management systems of Maori. Kaitiakitanga-to care for the environment. Carried out by Local Councils, protecting wildlife, stabilising dunes. Aim of RMA is sustainability. DOC plays a part in some areas. Korero Purakau-a legend or story that explains an event or activity. Mana-esteem/respect for person derived from spirituality and ancestral linkages. Toanga-a physical or cultural resource in the environment. Tino Rangatiratanga-control/management of land. Waiata Tawhito-song passed down that may include events relating the environment. Manaakitanga-welcome of visitors/guardianship of manahuri, whenua, taonga, tangata/responsibility of hosts. Deep rooted in Maori culture.

15 Maori are the kaitiaki of their land
Maori are the kaitiaki of their land. This Maori concept of kaitiakitanga should inspire anyone who is interested in sustainability. The kaitiaki must make sure that the mauri or vital principle of their taonga is healthy and strong. For example, during the construction of a shellfish cannery along the long shore of the Ninety Mile Beach, the kaumatua, on discovering that the shellfishes would be canned and sold, gathered, discussed and came to the conclusion that the mauri of the shellfish would depart from Ninety Mile Beach. There would not be any left within fifteen or twenty years. Their predictions proved to be perfectly accurate.

16 There are also challenges as non-Māori engage with kaitiakitanga
There are also challenges as non-Māori engage with kaitiakitanga. It allows non-Māori to reflect on the notion of kinship with nature, and how this idea might be useful in an environmentally threatened world. Legislation Kaitiakitanga has been included in some legislation. The Resource Management Act 1991 aims to enable sustainable management of environmental resources. It states that people managing resources under the act must take kaitiakitanga into account. The act defines kaitiakitanga as ‘the exercise of guardianship by the tangata whenua of an area in accordance with tikanga Māori in relation to natural and physical resources; and includes the ethic of stewardship’. Kaitiakitanga was also included in the Foreshore and Seabed Act 2004, where it has the same meaning.

17 Perspectives Perspectives are different ways of thinking about the world and different ways of organising knowledge, practices and beliefs. Maori studies relevant to Maori, that can be described in Te Reo or rely on use of Maori terms and concepts. Indigenous - viewpoints of native peoples. Gender/Age/Ethnicity- how these groups respond differently to their environment. Feminist perspectives are an example. Scientific- using the scientific method by testing data against hypothesis. Objective and neutral. Environmental- sustainability of the environment. Post-colonial - challenging the colonial system. Radical – Feminist/anti-racism Exam questions want to know WHY people hold these viewpoints, what factors have influenced their values.

18 Topographic Maps Topographic maps show features on the earth’s surface. These features include: Cultural: roads, buildings, urban development, railways, airports, names of places and geographic features Hydrography: lakes, rivers, streams, swamps, tidal flats Relief: mountains, valleys, slopes, depressions Vegetation: wooded and cleared areas, vineyards and orchards.

19 KEY may or may not be provided

20 Drawing a Precis Map within a blank square
Put grid lines on your map, where possible, for accuracy and check the area of the map or photo that you are asked to draw. Most precis maps at this level involve a change of scale. Some are from aerial photos or a combination of information sources. Use pencil and coloured pencils, not felts. The key must be the same as the map. Symbols for a point, shading for an area, with a line around the area. Use the question for the title.

21 Drawing a Precis Map Put grid lines on your map, where possible, for accuracy of position and size. Check that the area of the precis map is the same as the map before you draw grid lines. Use pencil and coloured pencils, not felts. The key must be the same as the map. Symbols for a point, line around an area and then shade it in. Use the question for the title. DIRECTION N W E S

22 Precis Map from Aerial Photo What is the orientation of the photo
Precis Map from Aerial Photo What is the orientation of the photo? Student can locate an aerial photo on map Student can calculate scale

23 Sketch from an aerial photo
Student can compare photos to explain geographic changes Photos can be vertical or oblique (adv/disadv) Recognise and interpret patterns and processes/analyse a photo to support an argument/IGI

24 Map Scales You need to be able to apply different scales through transfer The level of detail shown on a map depends on the scale of the map. On a 1:50,000 map, one centimetre on the map represents centimetres, or 500 metres, on the ground. The Larger the number, the Less detail, the Larger the area shown on the map. The Smaller the number, the More detail, the Smaller the area shown on the map. The scale of the first map is 1: The scale of the second map 1:

25 Direction from data, text etc.

26 Deductions made from contour lines
Deductions made from contour lines. Identify a ridge, a valley, a conical hill.

27 Draw a Profile from a range of sources
Vertical and horizontal scales need to be accurate and labelled correctly, height in metres, distance in kms Title: use words of question X-section may not be simple as shown in the next slide, but uses information from writing, photos etc

28 Refer to Resource 9: The Red Sea–Dead Sea Canal (RSDSC) project components on page 8
of Resource Booklet 90704R, and your answers to previous questions. In the frame below, construct a cross section of the RSDSC from the Red Sea intake at Aqaba to the outflow at the Dead Sea. Locate on this cross section the following features: • Aqaba• the pumping station • the regulating and pre-treatment reservoirs • the desalination plant• the Dead Sea. Follow all conventions in the drawing of this cross section.

29

30 Calculating Slope Angles from Topographical-maps
The steepness, or gradient, of a slope can be calculated from a map. It can be expressed in several ways: as an angle, in degrees, a percentage, or a ratio. Slope (gradient) = Difference in height (m) in degrees Horizontal distance (m 341 – 100 = 241m. From A to B is 5cm. This equals 2.5km but it must be in same unit as height so it equals 2500m. To give a slope in degrees Slope = 241m = 0.096 2500 m This is a decimal answer but if we take the inverse tangent of this value (usually shift tan on most scientific calculators) we will get our answer in degrees! = 5.5 ° A 200m 250m 300m 341m B Scale: 1: (1cm = 500m)

31 To give a slope as a percentage:
Our decimal answer can easily be converted to a percentage by multiplying by 100. 0.096 x 100 = 9.6% (round to 10%) so our slope as a percentage is 10%. This is commonly shown on some road signs, particularly in Europe. This means for every 100m horizontal, we rise (or fall) 10m. Extra for experts! A percentage can become a ratio by converting it to a fraction and then getting the numerator to 1. In the above example: 10% is 10 or As a ratio this is 1:10 i.e. for every 10 m horizontal there is a 1m rise. Ratios are also used for some road signs and are commonly used in roading and railway engineering.

32 The lines of latitude and longitude on Topo50 maps are not parallel to the grid because of the effects of the Earth’s curvature and projection used

33 6 figure Grid References
61 62 63 64 65 66 67 68 69 70 71 72 Northing Easting 51 52 53 54 55 56 57 58 59 60 61 62 Types of Maps · Map Reading · Map Drawing

34 Statistical Mapping 1 Choropleth Map: Shading areas using a colour key. 2 Dot Distribution Map 3 Bar graphs 4 Proportional circles: 5 Isoline map: 6 Flow Map:

35 Latitude and Longitude
Latitude is measured from the equator, which is zero, with degrees north and south to 90. Longitude is measured from the Prime Meridian (which is the longitude that runs through Greenwich, England and is zero), with degrees west and east to 180 where they meet at the International Dateline. There are 60 seconds in 1 minute and 60 minutes in 1 degree.

36 Construct an appropriate statistical map from a range of sources Choropleth map: Proportional circles: Flow map:Dot distribution map Isoline map

37 Read, interpret and construct and/or complete relevant models/diagrams
1 Inputs---Processes---Outputs Feedback 2 Tourist types and impacts model- Plog’s Continuum 3 Elements and Interaction Model SPENT 4 3 stage model of tourism development 5 Mind map 6 Flow diagram

38 Models and Diagrams

39 Cartoon analysis Describe, analyse, implications

40 Analysing viewpoints A range of opinions or values have to be identified and a full explanation of why people hold these views may be asked for. Students need to understand how aspects of the world are viewed from a range of perspectives When analysing or interpreting viewpoints, you must make specific reference to the resources to support your answers. You can quote statistics, place names, examples, resource numbers, grid references. Viewpoints can be placed on a continuum, be positive or negative and be related to Perspectives. You need to justify your own opinion. Analysing viewpoints is subjective. Your reasoning and justification is more important than the right answer. When choosing one viewpoint rather than others, decide on criteria and assess against the criteria and then rank them in order of importance.

41 Graphing: construct, read and interpret
Plot data accurately, use a ruler, a protractor, label both axis, label 0, divide vertical axis equally, give your graph a title, shade bars and draw a key. Recognise the difference between continuous and discrete data when choosing a graphing type or technique. One set of data over a number of time periods=line graph, lots of different data for one time period=bar or pie graph. Draw grids on your graph for accuracy. You may be asked to compare 2 sets of information, show a trend line on your graph, process data, maybe by percentaging absolute numbers. You may need 2 scales if 2 sets of data are very different, or negative and positive scales.

42 Multi-axis, multi-line, +ve/-ve

43 Simple Calculations % change Last year 20 students, this year 25. Largest 25-smallest 20 x 100= 5x100 Initial figure = 500 = 25% increase 20

44 Use of statistical information to determine patterns and support an arguement
Example: 2007 exam gives data on bus movements in the city of Christchurch and then asks students to describe the frequency of bus movements between north-east Christchurch and the central city and suggest two reasons why this pattern of bus movement occurs. Statistical Mapping Locating data on a map by shading an area according to a key, bar graphs, proportional circles, etc

45 Geographic Concepts or big ideas
Geographic concepts allow for the exploration of relationships and connections between people and both natural and cultural environments. They have a spatial component. They provide a framework that geographers use to interpret and represent information about the world. The development of understanding of these concepts will allow students to participate as critical, active, informed and responsible citizens. Environments: May be natural and/or cultural. They have particular characteristics and features which can be the result of natural and/or cultural processes. The particular characteristics of an environment may be similar to and/or different from another. Perspectives: Ways of seeing the world that help explain differences in decisions about, responses to, and interactions with environments. Perspectives are bodies of thought, t heories or worldviews that shape people’s values and have built up o ver time. They in volve people’s perceptions (how they view and I nterpret environments) and viewpoints (what they think) about geographic issues. Perception s and viewpoints are influenced by people’s values (deeply held beliefs about what is important or desirable).

46 Processes: A sequence of actions, natural and/or cultural, that shape and change environments, places and societies. Some examples of geographic processes include erosion, migration, desertification and globalisation. Patterns: May be spatial: the arrangement of features on the earth’s surface; or temporal: how characteristics differ over time in recognisable ways. Interaction: Involves elements of an environment affecting each other and being linked together. Interaction incorporates movement, flows, connections, links and interrelationships. Landscapes are the visible outcome of interactions. Interaction can bring about environmental change. Change: Involves any alteration to the natural or cultural environment. Change can be spatial and/or temporal. Change is a normal process in both natural and cultural environments. It occurs at varying rates, at different times and in different places. Some changes are predictable, recurrent or cyclic, while others are unpredictable or erratic. Change can bring about further change.

47 Sustainability : Involves adopting ways of thinking and behaving that allow individuals, groups, and societies to meet their needs and aspirations without preventing future generations from meeting theirs. Sustainable interaction with the environment may be achieved by preventing, limiting, minimizing or correcting environmental damage to water, air and soil, as well as considering ecosystems and problems related to waste, noise, and visual pollution. Additional geographic concepts: such as location, distance and region, rehabilitation and mitigation, sustainability, globalisation and citizenship.

48 Patterns Grid pattern Linear pattern Clustered pattern
Random or Scattered pattern Equally spaced pattern Dense pattern Sparse pattern Radial pattern Concentric pattern Core/Periphery Concentration/Dispersal Sectors or Zones

49 Natural Processes 91426 You need to know: Where is Omaha, what is the environment like, what natural features occur and where are they located? What are the natural processes, interacting to form these features. What is the scale of these processes? How and why do these processes show temporal variations? How and why do these processes show spatial variations? How and why is the whole environment being modified at the present and is likely to be changed in the future?

50 Specific Data Names of places like Ti Point, Te Kie Point, Whangateau Harbour, Broadlands Names like greywacke, waitemata sandstone, feldspar, quartz, basalt, aeolian, spinifex, pingao, marram Numbers like wave frequency 6-8 or per min, wind from SE 20-50kph, sand less than 1mm diam, 80% sand moved by saltation Cliff 25m high, platform 90m wide, dunes 2-6m high angle of slope 15* Dates like 1978 storm, groynes built

51 the size and extent of the geographic environment and the natural features of this geographic environment Name Location Size Extent Natural Features and their Distribution Headlands in Omaha coastal environment (Ti Point N, Te Kie Point S) FEATURES = Cliff, shore platform Ocean Beach between the 2 headlands FEATURES= beach, fore and back dunes.

52 The natural processes that operate (and may interact) in the geographic environment.
HEADLANDS Weathering(exfoliation due to wetting and drying, salt crystal growth etc) and mass wasting (rock falls) on cliffs and shore platform, Ti Pt and Te Kie Pt. Wave erosion(hydraulic action, wave pounding, abrasion, attrition) on cliffs and shore platform (destructive waves) OCEAN BEACH past weathering under peri-glacial conditions after last ice-age(10,000yrs ago) to produce sand offshore when sea level 100m lower than today. Wave transportation(LSD)and wave deposition(constructive waves) Wind transportation(saltation, surface creep and suspension) and wind deposition. The best processes (2) to choose are linked to an agent ie wave erosion because it allows the student to explain a process as a series of actions initiated by the agent when explaining how the process operates. Understand how a process changed over time or with human modification.

53 A process is an action, a sequence of events (this happens, then this, then this) which maintains or modifies the environment. 1. It MUST have an agent attached to it. Erosion is NOT a process, Wave Erosion is a process. 2. You should be able to identify at least 4 natural processes and show : where they operate on a map of your environment : you should be able to draw a sequence of diagrams to show how they operate : you should be able to show how they interact to produce a feature 3. You should also be able to choose 1 Process that operates differently in different parts of your environment(wave action)

54 Interaction of Processes to produce features
2 processes may interact to produce a feature eg Sand dunes 1 Wave transportation or Longshore drift and 2 Wind transportation. Waves transport the sand S-N along the beach, and constructive waves then push the sand up the beach. The sand dries and is picked up by the wind and transported inland to the sand dunes. 1 Wave erosion(abrasion and attrition) 2 Wave transportation Waves break up rock of cliff until small enough to be transported S to N along beach.

55 The Distribution and The formation of natural features within a Coastal Geographic Environment.
Processes responsible for Cliff and Shore Platform at headlands: Weathering-salt-crystal growth, wetting and drying, oxidation Wave erosion by destructive waves, per min, hydraulic action, wave quarrying or pounding, abrasion and attrition. Processes responsible for Beach, Sand Dunes, on Ocean Beach: Wave transportation by longshore drift S-N Wave deposition by constructive waves, 6-8 per min. Wind transportation-surface creep 20kph, saltation gusts over 50kph, suspension. Wind deposition-when the wind drops or it hits marram grass planted on the 20m high dunes.

56 The formation of ONE natural feature within a Coastal Geographic Environment: Sand Dunes
SE wind direction waves approach Ocean beach from SE, transporting sand, less than 1mm diam.feldspar + quartz, constructive waves( ) push sand up beach( ) SE wind picks up sand as it dries (saltation moves 80%) and blows it inland up the leeward slope( ) of the dune and over the crest (?m high)and down the steeper slipface

57 the cliff retreats 3.Wave erosion (hydraulic action etc)
at H.tide erodes cliff, leaving shore Platform ( ) of harder Greywacke 1.Sub-aerial weathering affects cliff shape so not 90*. Waitemata sst. ( ?m ) 2.Undercutting of cliff Causes collapse and mass wasting the cliff retreats

58 Spatial and temporal variations in the operation of natural processes in the geographic environment

59 Spatial and temporal variations in the operation of natural processes in the geographic environment. Spatial variation in operation of one process: Wave Action. How waves operate differently in different parts of Omaha. Waves transport (LSD) and deposit sand On Ocean Beach Waves erode at Te Kie Pt (S) And Ti Pt (N)

60 Spatial variation in operation of 4 processes
1 Weathering(salt crystal Growth) of cliffs 3 Waves transport (LSD) and deposit sand 0n Ocean Beach 4 Wind transports sand onto dunes 2 Waves erode at Te Kie Pt (S) And Ti Pt (N)

61 Temporal variations You must specify the time period
Short Term: one year with variations in the feature between winter and summer and draw winter and summer beach or river profiles. Long Term: the 22 million years it has taken to produce the features of Muriwai m years ago, eruption of offshore volcano produced rocks now forming Manukau Breccia of Waitakere Ranges m years ago, Waitakere area uplifted and andesitic dykes intruded. 14-7 m years ago area eroded. 7-2 m years ago Auckland-Waitakere block uplifted again. 2m-10,000 years ago ice-ages, changing sea-levels ,000 years ago, Auckland volcanoes started erupting ,000 to present, sea level has risen, valleys drowned, cliffs eroded, sand built up.

62 Short Term variations: Winter/Summer beach profiles
Winter: beach flatter, 2degrees, no berm, sand wet and heavy from rain, dunes eroded, 10-20m high, dominant SW wind, 30-50km per hr, destructive waves, per min, strong backwash, sediment moved offshore onto offshore bar. Summer: beach steeper, 5 degrees, berm, sand dryer and lighter, dunes higher, 20-30m, frequent NE winds, less than 20kph, constructive waves, 6-8per min, strong swash, sediment moved onshore.

63 A summer profile is created by the gentle waves which occur in summer and move sand landward This sand accumulates on the berm. A summer beach profile is gently sloped. Summer is typically the season for accretion along the foreshore. A winter profile is created by steep waves from local storms that move sand seaward in the surf zone. The result is a longshore bar, a deep trough landward of the bar, a steeper beach face, and coarser material composing the beach. Winter, then, is the season for erosion of the beach.

64 Human modification of processes
sand mining of 380,000m3 from sandbank E of Whangateau Harbour. Caused ebb tide to change direction from S to SE so sand supply to beach ended. Used for Beach Replenishment on Ocean Beach N of southern groyne. 1970 beginning of subdivision and golf course and causeway. Developers bulldozed the fore dunes and built a timber seawall. Jun/July 1978 storms destroyed seawall and eroded sections. 1979/80 beach protection following major erosion. Because of fear of loss of property. Groynes built to interupt longshore transport of sand along the beach by waves. Quartz dolerite blocks from Flat Top Hill quarry,Wainui,10km W of Orewa and Greywacke from quarry at end of Omaha Valley Rd.

65 Northern groyne :directs ebb tide currents parallel to the beach.
GROYNES Northern groyne :directs ebb tide currents parallel to the beach. Swash groyne:to protect the base of the southern groyne by trapping sand between southern and swash groyne. Southern groyne: protects original subdivision, traps sand forming wide beach. =accretion of ocean beach by 30-90m 1990’s 100m protection zone for northern subdivision (fenced, planted, raised wooden walkways) and southern subdivision dune protection. =erosion of northern end of ocean beach. May be short or long term.(either human or natural) Long term erosion may be occurring on harbourside. Tends to be caused by weather patterns, landforms, geology, tidal currents, storm events. Short term erosion and accretion tends to be result of human interference.

66 1953-1988 Human action(dredging) That affected the process of
Sand redistribution by tides And longshore drift.

67 OTHER MEASURES Dune fences: N end trap wind transported sand and build dunes. Cloth has short life-span and fences get buried. Pedestrian accessways: elevated timber boardwalks and fencing to protect dunes and plants and promote wind deposition. 20 provided Harbourside walls: 1.8km of seawall. Southern 1km around golf course rip-rap and fibrolite, northern section gabion baskets to prevent tidal flow eroding sand. Need repair over next 5-15yrs.

68 Human Actions that modify natural processes and the outcomes
Human action 1. planting Marram grasses on the fore dunes. 2. trampling the dunes Process modified- wind deposition 1. the rate of wind deposition SPEEDED UP or ACCELERATED 2. the rate of wind deposition SLOWED DOWN Outcome 1. dunes increased in height 2. dunes decreased in height. Building 3 groynes at 90* to the beach. Process modified- wave transportation(LSD) wave transportation was interrupted, trapping sand to the s of the Southern Groyne Beach widened to 30-90m s of southern groyne

69 Human action= building of groynes to modify the process of wave transportation(LSD), resulting in growth of beach to s of southern groyne to 100m 2. 3 groynes built In southern, Swash and northern 1. before groynes 3.Sand trapped to s of s groyne, widening beach to 100m wide.

70 Cultural Process 91427 The cultural process of Tourism Development using Queenstown and sacred Valley as examples. Spatial and Temporal variations now relate to the environment (new) as well as to the process (old). Why are there more tourist attractions over here than over there? The process must be of a scale that allows you to adequately apply the criteria. This means you should be able to see the outcomes of it as distinct spatial patterns; it should have changed significantly over time (temporal variation) and had an impact on people and an environment INPUTS PROCESSES OUTPUTS Meaning The elements needed for the process to occur The interaction between the elements The stages of the process (how it operates) What results from the operation of the process. This is what you can see (spatial patterns), impacts (people and place) and change (temporal variations).

71 Learning outcomes 1 How does the cultural process operate? 2 The features/characteristics that result from this process(what it looks like) 3 How has it operated at different rates in the past, present and future?(temporal variations and what makes it change over time) 4 How does the process act differently in different parts of an environment(spatial variations) 5 How has this operation shaped/influenced the geographic (cultural and natural) environments

72 Facilities set up to cater for increased tourists needs - supply
Elements: Process Look at the stages in the operation of the process. What happens leading to what next? Initial attraction Facilities set up to cater for increased tourists needs - supply More tourist attractions set up to cater for demand Outputs. Map the attractions, accommodation, CBD retail and transport facilities etc. for each environment used. What are the spatial patterns identified? Where is the core of tourism development and where is the periphery? What are the reasons for this spatial variation? Link it to history, accessibility, cumulative causation, tourist type and needs of different phenomena like those needing more land. TOURISTS TOURIST ATTRACTIONS TOURIST FACILITIES Numbers Origin Length of Stay Type Natural Attractions examples Cultural attractions examples Accommodation (type) Retail Transport Services

73 Look at how the process has shown change over time (temporal variations). What are the patterns of each stage? Link it to the three stages. When is the process happening at a fast rate and when at a slower rate? What are the factors causing a change in the operation of the process at these times? What was the trigger that made it move from one stage to another? Think of social, political, environmental, economic, historical, political and technological factors. What factors could cause a change in the future?  What are the impacts of this process on people? Break this down into social (eg trends, crowds, attitudes), cultural (eg commercialism, cultural promotion) political (eg visa and airport restrictions, planning zones) and economic affects (eg jobs, investment, transport). Include both positive and negative. How has this effected the operation of the process  What are the impacts of this process on places? Break this down into the natural (pollution, ecosystems) and the cultural environment (buildings, shopping centres, transport, infrastructure). How has this effected the operation of the process?

74 SKILLS THAT NEED TO BE USED TO ANSWER THE EXAM QUESTION.
Drawing a geographic map of an environment using mapping techniques such as the use of a frame, arrow, appropriate colour, key, scale and title. Being able to annotate maps or diagrams. This means to put simple notes by the appropriate spot that allow analysis or explanation to occur Being able to write essays. While they are not marked on their structure it is a good habit to provide a simple introduction (what you intend to cover), body and conclusion. Use of a plan helps an answer to flow, which gets better marks. Know the requirements to analyse. You must say WHY or HOW something happens not just describe it. Not ‘tourists occur mainly in the CBD’ but ‘tourists occur mainly in the CBD as this is the most accessible and where facilities catering for them are found”.  Appreciate the importance of referring to a specific environment all the time. The title is about SPECIFIC environment(s) so this must be the focus. If you do not name an environment in each answer you will not pass the standard. You are able to mention as many as you like. Learn a few statistics you can quote to back up answers. ‘Excellence’ relates to the amount of technical detail given as well as the linkage between the elements involved in the process.

75 NZ Case Study: Overseas Case Study: Name of environment Location Size
Extent 2 The features/characteristics that result from this process(what it looks like) Overseas Case Study:

76

77

78 1 How does the cultural process operate
1 How does the cultural process operate? 3 How has it operated at different rates in the past, present and future?(temporal variations and what makes it change over time) 4 How does the process act differently in different parts of an environment(spatial variations) Remember a process is a sequence of events that maintains or modifies the environment A sequence of events can best be shown by temporal variations or how the process has developed over time. The resultant spatial variations,or impact on the environment can be shown by naming or highlighting areas of concentration, dispersal, and linear patterns. Spatial and temporal variations found in the cultural process means: How the process operates differently in different locations of your case study areas and in different time periods

79 3 Temporal variations Look at how the process has shown change over time (temporal variations). What are the patterns of each stage? Link it to the three stages. When is the process happening at a fast rate and when at a slower rate? What are the factors causing a change in the operation of the process at these times? What was the trigger that made it move from one stage to another? Think of social, political, environmental, economic, historical, political and technological factors. What factors could cause a change in the future?

80 You can highlight areas in your environment:
4 Spatial variations You can highlight areas in your environment: 1 with lots of features/concentration/psychocentric travellers/fast growing/in existence for 100yrs. 2 with few features/dispersed/allocentric travellers/slow growing/only recently developed, linear, coastal or peripheral development 3 spread along a road or river/linear 4 peripheral/along way from other developments You must also explain WHY these patterns develop 1 may be accessible/historically the first to develop/zoned for development / agglomeration occurs/cumulative causation model/changing tourist demand/preferences and changing type of accomodation. 2 may have natural attractions that are fixed in location/inaccessible/far away 3 transport routes give accessibility 4 linkages to other regions but still part of this tourist region.

81 Temporal patterns Queenstown
Time period 1 Demand from wealthy tourists (allocentric) for natural attractions like tramping, fishing boat rides on Earnslaw They demanded luxury hotels like Eichardts 1880 (accommodation and food) and transport like trains 1878 from Dunedin to Kingston, then boat to Queenstown Bay. Concentrated along accessible lake shore. Summer destination. Time period 2 Demand from ordinary people for 2/3 weeks summer holiday. Demand cheaper accomodation like Motels, and want to be entertained with cultural (Kawerau jet 1960, Gondola 1967 and restaurant 1964) as well as natural attractions (1947 rope tow on Coronet Peak). Cultural attractions can locate where other attractions are located and agglomeration results. Tourists more psychocentric , staying a week in 1 place. This led to spatial pattern of concentration of tourist facilities/a core area developed. Summer and winter destination. Dispersed attractions at places like Arrowtown benefited from the increased tourist numbers and also developed. Time period 3 Demand from adventure tourists and niche activities or attractions like vineyards. Travel on cheaper airlines especially from Australia 1990’s weekly flights to Sydney but stay in backpackers like KiwiPaka and travel on Kiwi Experience or Magic Bus. Allocentric. Spend money on activities like Bungy jumping in dispersed locations (Kawerau Bridge 1988) but also stay in core areas/concentrations like Queenstown. A linear pattern may develop along roads as motor car use spread and visited Gibbston valley vineyard tours 1990’s. Tourists now visit in all 4 seasons. Glenorchy peripheral location at end of L Wakatipu, entrance to Routeburn Track.

82 Spatial patterns :Queenstown
Concentration or Core area in CBD with Earnslaw, Jet Boat, Gondola plus luge, paragliding, bungy, accomodation like Novotel and Eichardts,Park Royal and Rydges, Pinewood Lodge, Southern laughter backpackers. Natural-lake shore, Historical- lake shore 1st to be developed Political-lake shore zoned for tourist developments. Results in clustering/ agglomeration with Economic-benefits. Dispersed at Arrowtown, Remarkables, Coronet skifield, Gibbston Valley Vineyards , Frankton, Kawerau Bridge, Airport. Accomodation like Blanket Bay, Matakauri. Many locals pushed out by high prices. Some dispersed due to fixed location eg Kawerau Bridge, Arrowtown dispersed due to gold mining past. Linear along a) the highway 6A (Millenium Copthorne) and b) Lake Shore. Accessibility- airport crucial for Australian market- linear pattern along transport routes. Periphery- Glenorchy-fishing L Wakatipu and Routeburn Track. Links to the wild west and access to Routeburn Track.

83 Periphery, part of Queenstown
Lakes Region and access to Routeburn Track Dispersed due to fixed, natural and historical. factors Linear along SH6 accessibility Core/concentration at Lake Shore and around gondola. Accessible, agglomeration

84 What are the factors that cause change from 1 time period to another?
Technology important agent of change. 1 began due to T coming of railways, accessibility. 2 T caused by spread of motor car and growth of airlines after the war, rope tow technology, jet boat technology, gondola technology. 3 T bungy technology, upgrade of airport and larger jets landing. Political factors favoured TD 1 and 2 by zoning land on lake shore for growth, building hotels etc. Economic investment in T 2 and 3 by NZ entrepreneurs like Alan Brady at Gibbston valley winery, Skyline Enterprises. Social acceptance in T 3 by local residents of large numbers of tourists at Winter Festival, often drunk and disorderly and Asian tourists. Naturally, the change from being a summer destination T1 to Summer and Winter destination T2 and 4 seasons in T3.

85 Temporal patterns Sacred Valley
1 Early Tourism Development: explorers like Hiram Bingham 1911 discovered Machu Picchu. Dispersed. Early 1900’s Highways built from Lima to Cusco, Tourists were rich Americans looking for adventure. 2 Tourism begins to grow: 1948 onwards after the road was built to Machu Picchu. Cuzco Velazco Astete Airport built in Inca ruins at Ollantaytambo and markets at Pisac visited by tourists flying into Cuzco then travelling through Sacred Valley. Mostly from S American countries. These 3 became concentrations. 3 Mass Tourism: The disintegration of the terrorist groups ‐ Shining Path and Tupac Amaru Revolutionary Movement 1983‐ and growth of democracy and peace, led to increased safety and political stability in the country, enabling an increase in tourism. Around 100 people per day would visit Machu Picchu, compared to 1500 people nowadays government gave 30yr concession to UK/USA Co. Orient-Express to run railway from Cuzco to Machu Picchu. 1st helicopter flight Hotels and backpackers multiply in Agua Calientes, dispersed, where there are hot springs Inca trail , , % visitors go to Cuzco 47% to Machu Picchu. The daily cap on tourists allowed into the sanctuary is 2,000 people

86 Spatial Patterns : Sacred Valley Peru
Linear 1 along the Sacred Valley, following the Urubamba river valley from Pisac to Ollantaytambo. The Sacred Valley was home to several cultures prior to the rise of the Inca Empire. These pre-Inca cultures include the Chanapata ( BC), the Qotacalla ( AD), and the Killke ( AD). 2 Along the railway from Machu Picchu to Cuzco-1990 Orient Express. CONCENTRATIONS occur at either end of the valley where Inca citadels guard the valley floor. The stronghold at Ollantaytambo controlled the western end of the valley and Pisac at the eastern end. Cuzco is also a concentration of 300,000, the vast majority of whom are Native Quechua Indians. 90% of visitors to Peru go to Cuzco because of the airport as well as the ruins, Sacsayhuaman. DISPERSED attractions like Machu Picchu, single major attraction discovered in 1911 by Hiram Bingham (2450 m) 1and 1/2 hour train journey and 1hr bus journey up a road built in Inca Trail-6,000 Also Aguas Calientes with backpackers, hotels, hot springs.

87 What are the factors that cause change from 1 time period to another?
Historical T1 discovery by Bingham began the tourist growth. Technology important agent of change. T1 began due to coming of railways, accessibility and T2 road 1948 T2 and 3 upgrade of airport and larger jets landing. Political stability 1983 TD 2 and 3 Economic investment in T 2 and 3 by entrepreneurs building hotels like Eco Hotel cuzco, and backpackers in Aguas Calientes Social acceptance in T 3 by local residents of large numbers of tourists with large busus on narrow streets, tourists visiting their houses to see guinea pigs etc Naturally, overcoming problems like floods in 2010.

88

89

90 Impacts/Effects Queenstown
Queenstown is a “Tourism driven city” 20,000 residents and 2.5m visitors. Socio-negative -changes in ethnic mix of locals due to migrant workers. (Brazilian) Immigration debate. Population increase . Traffic congestion. Drinking related crime- “misuse of alcohol is an issue” Mike Cooke Police Commander. Courts are clogged with “misbehaving, drunk tourists” Global travel news. Rowdy behaviour, noise, litter. Safety-April 2013, Korean tourists attacked in Queenstown causing “irreparable harm” Tourism NZ CEO Kevin Bowler. positive- enhances “community identity”, increases accessibility for locals, promotes good international relations. Cultural – Maori legends ( giant Matua, sleeping on his side curled up forms L. Wakatipu and Queenstown is on Matua’s knee) and cultural heritage preserved. ( The earnslaw operating since 1912 carrying sheep etc, still operating) Also, “Church Lane Development” Williams and Archer cottages restored and integrated with modern buildings. Political-Council have to provide sewerage (infrastructure) but who pays when there are 2.5m visitors to 20,000 residents paying rates. Cant keep up with resource consents.

91 Impacts/Effects Economic –positive- businesses benefit, make more profit (domestic spend $163 p.p.p.day, international $248) and hire more staff. 22% of businesses benefit from winter festival, hotel occupancy increases 75% 2013, 70% for every 1 tourist job indirect jobs created. 90% of jobs in Queenstown related to tourism. negative- FIT’s spend less than Asians. Rates burden on residents for infrastructure, seasonal work or temporary contracts for workers and poor pay rates, high prices generally. Overseas ownership eg Starbucks, Dotti, Portmans means profit overseas. Cost of $31m upgrade of airport. 10% of staff on fixed term contracts that finish april (low season) Natural or Environmental-positive-move to sustainability-30 operators to use 20% bio-diesel. Council spending on beautification of lakeshore - CBD beautification 1/2m trees and cobblestones Negative- sediment in lake after rain, visual, airport and jetboat noise, wastewater plant needs to be extended and additional resevoirs built for water. Litter. Negative Impacts on landscape of new infrastructure and transport links like proposed tunnel to Milford Sound. Technological- positives-snow machines/bungy equipment etc

92 Impacts/Effects Sacred Valley
Social benefits: Brings in outside dollars to support community facilities and services that otherwise might not be developed. Provides cultural exchange between hosts and guests. Encourages the preservation and celebration of local festivals and cultural events. Facilities and infrastructure supported by tourism (e.g. the railway) can also benefit residents. Encourages the learning of new languages and skills. Peru is experiencing a gastronomic boom reflected by a near doubling of restaurants over the last ten years. Over 90% of tourists are highly satisfied with the food and would recommend it to their friends and relatives. Social Costs: May lead to the loss of traditional values and culture through imitation of visitor behaviour. Overloading of porters on Inca Trail leads to health problems. Now regulate the number of trips per week. Crowding and congestion on the roads, footpaths and in the narrow streets. Leads to an increase in crime in the area. Desecration of burial sites and the removal and display of human remains from Machu Picchu to further stimulate tourism. This has contributed to the destruction of the Indian spiritual heritage.

93 Environmental Benefits
Environmental Benefits. Fosters conservation and preservation of natural, cultural and historical resources. Could be considered a clean industry. Establishment of public entities to oversee Peruvian tourism, including CANATUR (National Bureau of Peruvian Tourism), which “promotes sustainable development and growth of the tourism sector” Environmental Costs. Up to 2,000 people visit the Machu Picchu citadel every day, with visitor numbers growing at 6 percent a year. The site is being slowly eroded by tourists' feet. Timber has been cut along the Inca trail for fuel for cooking and forest fires in the vicinity have threatened Machu Picchu on several occasions. The number of people hiking along the Inca Trail rose from 6,000 in 1984 to 82,000 in The trail is being eroded and tea bags and water bottles litter the route, where campsites are scarce. Unorganized urban growth in the area with human waste pumped direct into the Urubamba river. Aguas Calientes has mushroomed in size as more hotels and restaurants have been built to accommodate the needs of tourists, and the burden is evident in the heaps of garbage piled along the banks of the Urubamba river. Helicopters have been allowed to fly in tourists and operate low- flying tours, thereby disturbing not only the peaceful quality of the ruins, but potentially damaging them. Peru's Institute of Natural Resources said those flights led to the disappearance of a rare species of orchid and the Andean Condor from the area.

94 Economic Benefits. Earns valuable foreign exchange. Provides governments with extra tax revenues each year through accommodation and restaurant taxes, airport taxes, sales taxes, Inca trail and Machu Picchu entrance fees, employee income tax etc.. At $20 an entrance ticket, Machu Picchu generates $6 million a year for Peru, while the Inca trail brings in another $3 million, according to Machu Picchu Management. Creates local jobs and business opportunities. These include those jobs directly related to tourism (hotel and tour services) and those that indirectly support tourism (such as food production and housing) Economic costs. Inflates property values and prices of goods and services. Employment tends to be seasonal. Workers are laid off in the low season. Tourist numbers can be adversely affected by events beyond the control of the destination e.g. terrorism, economic recession. This is a problem in Peru for the country is over-dependent upon tourism. leakage- the money earned by tourism does not stay in the country but is used to pay for imports required by tourists. The jobs provided are usually poorly paid. Cost of the expansion of Lima airport 2005 and 2009 encouraged oversees visitors but not funded by them. Corruption has also been a problem in Peru. In 2009, Peru ranked 75 out of 180 countries on Transparency International’s Corruption Perceptions Index.

95 Graph to Compare Tourism development

96 airlines are LAN Perú (domestic and international), TACA Peru (international), and Star Peru (domestic). The country's airports are also served by many international airlines from other nations. The Jorge Chavez International Airport in Lima is the nation's leading international airport and received 7,507,811 passengers in 2007.

97 External exam: tourism development
Choose one of the external exam questions for tourism development and answer it using your information on the Sacred Valley. Draw labelled diagrams or maps to show how your selected cultural process operated during a named time period in the past AND how it operates today. Comprehensively analyse (examine and explain)factors that have brought about change in the operation of the cultural process


Download ppt "2014 NCEA Level 3 Geography Exam Preparation for External Achievement Standards. 91426 Demonstrate Geographic Understanding of how interacting natural."

Similar presentations


Ads by Google