Video transcript
Kia ora and welcome.
This webcast is intended to provide guidance and advice on the requirements for Geography 91932: Demonstrate understanding of the spatial distribution of a phenomenon and its impacts on place. Specifically, this webcast will explore the requirement for students to describe the spatial distribution of a phenomenon.
Here we have the aspects needed to meet the Achieved criteria as shown in Explanatory Note 1. A description of the spatial distribution is required.
A strong description will support achievement at the higher grades.
It is important to carefully consider what the phenomenon will be used to ensure that the other parts of the standard can be met.
Let鈥檚 have a look at some words students could use to describe the spatial distribution.
The selection of words will depend on the phenomenon and how it is distributed. An Achieved response will include supporting evidence within the description.
One method to determine if the description is sufficient is a person should be able to read the description and draw this on a map. If they can鈥檛, then a more detailed description and further supporting evidence is needed.
Let鈥檚 have a look at an example with the phenomenon of tropical cyclones, where it would be noted these have different names depending on their location.
The global spatial distribution could be identified as a linear pattern. The description could include:
- The line is north or south of the equator, not crossing the equator.
- The linear distribution is not immediately to the north or south (within 5-7 degrees).
- The line is not continuous.
- Their occurrence over water.
- In the linear pattern, the distribution becomes less concentrated and storm rating decreases further away from the equator, the width of the line extends further North than South.
The decision whether to use a local, regional, national, or global scale should be influenced by which most clearly shows a special pattern. For example, a global scale may clearly show the spatial distribution of tropical rainforests, whereas tropical cyclones may be clearer on a smaller scale such as the Southern Pacific.
For more explanation and examples of what is required for this aspect of the standard, see the exemplars on the 色诱直播 website. There are also annotated samples of student evidence on the Assessor Practice Tool for 91932. These clearly show the type of evidence required for the aspect discussed in this webcast.
Further assessor support for the internal Achievement Standards in Geography, can be found on the Geography Subject page on the 色诱直播 website. Thank you.
Geography 91932: Spatial distribution (3:34 mins)
This video outlines how to describe the spatial distribution and examines an example.
Video transcript
Kia ora and welcome. This webcast is intended to provide guidance and advice on the requirements for Geography 91933 鈥楨xplore an environment using data鈥�.
Specifically, this webcast will explore the requirement for students to present data.
The standard requires a focus on the use of presented data to show understanding of an environment. As shown in Explanatory Note 3, data includes primary sources, secondary sources, and can be qualitative and quantitative.
The focus of this standard is on using data, and it allows for both primary and or secondary data to be used.
While the inclusion of primary data supports the learning of a research skill, a reliance on primary data alone reduces the opportunity for students to explain the findings when compared to students using both primary and secondary data.
The presented primary data shows 鈥榳hat鈥�, but additional presented secondary data is often needed to explain 鈥榳hy鈥�.
Explanatory Note 3 states presented data refers to visuals processed from data and generated by the student. This means the secondary data needs to be used by the student to produce a new image. This requires students to demonstrate skills of data selection, interpretation and application, all of which will provide a clearer understanding of what the data tells you about the environment.
Here, secondary data has been used in the form of an aerial photograph. It has been generated into a new image using appropriate techniques and geographic conventions.
Areas have been shaded, streams highlighted and labels added.
This evidence supports explanation of changes in water quality due to streams flowing through industrial areas, and also enables flood risk areas to be identified and assessed.
It is important that the selected environment is clearly identified. As we look at some examples, consider the use of geographic conventions, appropriate techniques, and how the use of both primary and secondary data can support each other.
In this example, primary data in the form of a sketch map was used to define the environment being explored.
In this example, secondary data in the form of a topographic map was used to identify the extent of the environment.
The student processed the image by adding annotations, noting key geographic features which will support explanation of stream flow.
This image has been generated by the student using correct geographic conventions.
Remember that this standard requires a focus on the use of presented data to show understanding of an environment.
Explanatory Note 3 defines what data can include. For the purposes of this Achievement Standard, presented data refers to visuals processed from data and generated by the student using appropriate techniques and methods.
For more explanation and examples of what is required for this aspect of the standard, see the exemplars on the 色诱直播 website.
There are also annotated samples of student evidence on the Assessor Practice Tool for 91933. These clearly show the type of evidence required for the aspect discussed in this webcast.
Further assessor support for the internal achievement standards in Geography can be found on the Geography subject page on the 色诱直播 website. Thank you.
Geography 91933: Presenting data (4:47 mins)
Helpful guidance on the requirement for students to use presented data to show understanding of an environment.
Video transcript
Kia ora and welcome. This webcast is intended to provide guidance and advice on the requirements for Geography 91933 鈥楨xplore an environment using data鈥�.
Specifically, this webcast will explore the requirement relating to the findings based on the process data.
The first aspect directly assessed by the standard is the requirement to use the process data to provide findings or understandings about an environment. Simply describing what the process data shows, such as describing a graph or map, does not show evidence of the skill of interpreting the data to formulate findings.
Findings could be addressed by asking 鈥淲hat does the data tell me about this environment?鈥�
The requirements for each level of achievement are outlined in Explanatory Note 1.
The range and quality of data available for students needs to enable the findings to be described, explained, and a valid conclusion formulated.
While primary data can be used, additional secondary data will likely need to be processed to enable the findings to be explained and a valid conclusion formulated.
The first step is to describe the findings. Consider these two pieces of processed primary data.
How could you describe what they tell you about the environments?
For the bar graph, a description could include 鈥渢he Maraetotara river is warmest at Site 3, with a little difference in temperature at the other sites.鈥�
For Merit, students need to go beyond description and explain findings about the environment.
Consider what data might be needed to explain the findings why Site 3 is warmer.
For the wind rose a description could include the predominant wind being a westerly, but winds recorded from the North East were strong.
The site is protected from southerly winds.
Consider what data would be needed for Merit to explain the findings of what is protecting the site from southerly winds, and why is it exposed to westerly winds.
In this example, data from the annotated aerial image could be used to explain findings from the temperature graph.
Note that annotations were two reasons are given for Site 2 being relatively cool.
Site 2 was relatively cool, showing little increase from Site 1. This is a result of the water sheltered by vegetation and the rocks were out of the sunlight and the river was fast flowing.
In this example, two secondary data sets were processed to explore an urban environment.
The processing involved adding annotations to the graph and map showing some interpretation of the data.
The graph would support description of the population change.
The map enables the reasons for growth in Kumeu to be explained. For example, the availability of housing and impacts of population growth on Kumeu.
In this example, both primary and secondary data have been processed. The graph supports a description of findings and the map allows for an explanation of the findings. For example, the Ecoli findings could be explained by the proximity of agricultural activities from the map.
For more explanation, and examples of what is required for this aspect of this standard, see the exemplars on the 色诱直播 website.
There are also annotated samples of student evidence on the Assessor Practice Tool for 91933.
These clearly show the type of evidence required for the aspect discussed in this webcast.
Further assessor support for the internal achievement standards in Geography can be found on the Geography subject page on the 色诱直播 website. Thank you.
Geography 91933: Findings - Describe, Explain (4:58 mins)
Guidance and advice on the requirements for Geography standard 91933, Explore an environment using data.
Video transcript
Kia ora and welcome.
This webcast is intended to provide guidance and advice on the requirements for Geography 91933: Explore an environment using data.
Specifically, this webcast will explore the requirement for students to describe and explain how data can strengthen and limit understanding of the environment.
As shown in Explanatory Note 1, the quality of the evidence progresses from a description to an explanation for Merit and discussion of the use of additional data for Excellence.
Here we have three examples of student response. At Achieved, a description of either how the data strengthened understanding of the environment, or how the data limited understanding of the environment is required. Note the focus is on the data used, not how the data was collected or other aspects of geographic research. These examples explicitly link the data to their understanding of the environment.
In this Merit example, a fluvial environment was explored. This is an explanation of how data in the form of the catchment boundary map strengthened understanding.
Note that a Merit response would also include how the data can limit understanding of the environment.
In this example, a school environment was explored. Excellence builds on the Merit evidence, meaning that how the data strengthened and limited understanding of the environment needs to be addressed.
It is important that the evidence identifies the additional data and discusses how it would further improve their understanding of the environment.
This Excellence example discusses how additional data would improve understanding of the school microclimate environment.
For more explanation and examples of what is required for this aspect of the standard, see the exemplars on the 色诱直播 website. There are also annotated samples of student evidence on the Assessor Practice Tool for 91933. These clearly show the type of evidence required for the aspect discussed in this webcast. Further assessor support for the internal Achievement Standards in Geography can be found on the Geography Subject page on the 色诱直播 website.
Thank you.
Geography 91933 鈥� Data understanding (2:55 mins)
This video discusses how data can strength or limit understanding of an environment, and how additional data can help.