Advice for students of LEVEL THREE GEOGRAPHY
before the externally assessed standards being examined in November
Page 1: General advice; Page 2: Topic reminders; Page 3: Skills List; Page 4-9: Terms; Page 10: Term 4 plan
Organise your notes by Standard – put the Assessment Specifications on
top and highlight the focus areas being assessed
REVISE
Revise your glossary / vocabulary list of specialist geog terms
Learn your case studies thoroughly for each topic
Re-read the information about the Standard – what does this Standard
require of anyone who is trying to meet it?
FOCUS
Focus your revision on one Standard at a time – revise your weakest
areas the most – this may well be the topic you covered early this year.
Take advantage of all opportunities in class and in tutorials between now
and the date you sit the examination - do not give up!
REVISE
Pay close attention to advice from your teacher about revision techniques
and hints for sitting examinations in Geography
Get all the necessary equipment for the exam – coloured pencils etc
Ask questions and get answers!
FOCUS
Re-read the feedback and advice given on practice exam papers you have
done – now act on it!!
Have another go at questions you were given in the practice examinations –
this time following advice for improvement!
Did I say REVISE
Where is the Geography in your answer? – make sure you have used
appropriate terms and that you have followed conventions in skills work
Make a commitment to doing the best you can – this means you will have to
put in effort and do some work before November – your attitude is the key to
success! Stay positive and persevere!!
Good luck and good Geography!! Remember:
Geography is EVERYWHERE.
You cannot get ANYWHERE without Geography!
Geography takes you PLACES. Where do YOU want to go?
☺
GEOGRAPHY – LEVEL THREE
Externally assessed standards – SUCCESS CRITERIA
Rate yourself …
NOTE: Be aware of plurals
Do you know…? (geographic terms / diagrams / maps / details / info about…)
90701
90702
90704
No
Sort of
Yes
The size & shape of the ablation zone of the Tasman Valley
What natural features you can see in the lower Tasman Valley
How glacial, climatic, tectonic etc processes work
How several landforms have been formed / changed in Tas Vly
How & why nat processes work differently in various locations
How nat processes have worked at different times in that area
How people have affected nat processes there & consequences
Specific details about the terminus, Tasman Lake, & surrounds
The 3 major elements of the Tourism Development (TD) process
How those elements affect each other (interact) = operation of TD
How the Process works differently in diff. parts of Aoraki Vill…
How the Process has worked at different times in that setting
What has caused changes to the TD process & how it works
How the TD process has affected people & places in NZ setting
General geog of Kenya (places; relief; climate; ecosystems…)
How TD process works in Kenya in general
How the TD process works differently in 2-3 Kenyan locations
How the TD process has worked at different times in Kenya
What factors have caused changes in the TD process in Kenya
How (Kenyan) TD has affected various people and places
IGIs
How to fully justify views / opinions
Interpreting multiple resources to draw conclusions
Construction skills (maps and graphs etc) - see separate list
Several Maori terms that relate to the Geography topics
Your reflection on the indicators above should help you to decide what areas you will need to target for
revision leading up to the examinations. NOW is the time to formulate an action plan. Unless you
have a very good reason to omit a Standard, you should be attempting all the standards that have been
covered in this year’s course. It is not too late to prepare for SUCCESS.
If you are one of the students who has bought a Revision Booklet from Mrs G. make sure you work
your way through it – noting areas of particular concern which need addressing in Tutorials
Do you have anything in particular you want to discuss at the October Conferencing appointment?
GEOGRAPHY – LEVEL THREE SKILLS LIST
These are the geographic skills that NZQA requires you to be able to do at this level
(Indicate which ones you can do – tick; & those you need help with - cross)
MAPS
Précis Maps:
Draw a précis map within a blank
square
Locate aspects from an oblique photo
Topographical Mapping:
Use a more complex topographical
without key
Apply different scales through transfer
Identify direction through the
interpretation of data such from text or
other sources
Make deductions from contour lines
Calculate slope angles
Draw a profile from a range of sources
Locate and determine reference using
14 figures GR
Accurately state GR in various forms
Identify degrees of longitude and
latitude.
Other Maps:
Construct an appropriate statistical
map from a range of resources
STATISTICAL
Show an understanding of the following
(Levels 1 and 2)
•
Percentages
•
Percentage change
•
Mean
•
Median
•
Range
•
Mode
•
Data presentation
VISUALS
Recognise photographs
• Satellite
• Aerials – oblique and
vertical
• Ordinary
Recognition and interpretation of
detail, patterns and processes
Use an analysis of a photograph to
support an argument and / or
geographic idea
Diagrams/models:
Read, interpret and construct
and/or complete relevant
diagrams/models
Recognise & provide a detailed
interpretation of patterns and
processes
Provide an analysis of a
diagram/model to support an
argument/geographic idea
GRAPHS
Read, interpret and construct the
following graphs (Level 1)
• Column/bar
• Histogram
• Line
• Pictograph
• Pie
• Percentage bar
• Scatter
• Climate
• Age/sex pyramid
• Positive/negative
PLUS
Construct, read and interpret the
following graphs (Level 2)
•
•
•
•
Triangular
Scatter
Positive/negative graph
Compound graphs
PLUS
Construct, read & interpret
graphs which may include the
following (Level 3)
•
Multi-axis
Cartoons:
•
Positive/negative graph
Provide an analysis of a cartoon to
support an argument/geographic
idea
•
Multi-line graph using two
scales
Select the most appropriate
graph for the context
GEOGRAPHIC IDEAS
VALUING …
Select and then apply an IGI in
relation to a geographic context
Identify and describe a range of
opinions or values
Select and apply a relevant GI
within a defined context
Understand how aspects of the
world are viewed from a range
of perspectives
Fully justify your own opinion
PLUS
Show an understanding of how to use
statistical information to determine
patterns and to support an argument
Note a range of ways you can gain the skills you have identified (as areas of concern) in the table above:
GEOGRAPHY – SELECTED MAORI TERMS
Note: this glossary has been compiled to help apply these ideas to Geography. The list is only a selection and there are
more meanings than those shown. The terms commonly used at Level Three are highlighted.
Aroha
love and empathy. It is an attitude and an important cultural value of Māori, derived from a Māori view of the
natural world and the place of Māori within it. Aroha is an important concept that underpins a Māori
environmental management system.
Hekenga
migration occurs to meet the needs of Māori at any one time and in response to outside forces.
Iwi
a tribe who has geographical boundaries outlining the region in which they have mana whenua status.
Kaitiakitanga
to “care for” the environment. It is the sustainable use, management and control of natural and physical
resources that are carried out to the mutual benefit of people and resources.
Karakia
incantations or prayers for a specific purpose, such as lifting the tapu off an area of land in order that it may be
cultivated.
Koha
the concept of koha is related to manaakitanga and the appropriate acknowledgement of sharing hospitality
and/or information. Koha may take the form of food, gifts or more recently money.
Kōrero pūrākau
a legend or story that explains an event or activity.
Mana whenua
the right to use, manage and control land depends on the protection of mana whenua. Mana whenua is based
on ahikā (Iwi maintaining residence in a particular place) and is an important part of tino rangatiratanga (selfdetermination).
Mana
derived from spirituality, land and ancestral linkages of a person, of people or a taonga and manifests itself as
the respect, which is paid to that person, those people or that taonga as a result of the esteem accorded by
others. The practice of kaitiakitanga is carried out by Iwi and hapū, through exercising Iwi and hapū Mana,
which is embodied in the concept of Tino Rangatiratanga.
Manaakitanga
is a concept that involves hospitality and how visitors are cared for. It is important that such hospitality is
acknowledged and reciprocated.
Mihi
is a process of formally acknowledging people you meet, the purpose of the meeting, and the place (where the
meeting is being held), through protocols set by the iwi.
Taonga
is a resource either physical or cultural that can be found in the environment (including features within the
environment e.g. lakes, mountains, rivers, also including people, te reo, whakapapa, etc.).
Tapu/noa
is the state of being sacred or special. All taonga are tapu. The tapu of taonga needs to be removed temporarily
in some cases before people can make use of, or tend them. Karakia are important for the removal of tapu and
rendering the taonga noa (free of tapu, contactable or useable).
Tikanga Māori
the customs and traditions Māori live by and practise within the environment.
Tino Rangatiratanga
includes the rights, responsibilities and obligations involving the use, management and control of the land and
other resources.
Waiata tawhito
a song or chant that has been passed down through generations within iwi. It may include information that
explains events relating to the environment.
Whakanohonoho
Māori settlement was chiefly governed by access to resources.
Whakapapa
the geneaology of a taonga or person (ancestral and/or historical) with linkages to other taonga or persons.
Whanaungatanga
Māori share a common whakapapa with other people/taonga and therefore a strong sense of responsibility and
reciprocal obligations toward those people/taonga. This forms an important part of a holistic world-view. All
taonga are interrelated, interconnected and interdependent. The life force (mauri) of taonga must be protected.
The sustainable management of taonga is therefore paramount to our survival.
IMPORTANT GEOGRAPHIC IDEAS - for senior (Lev 2-3) Geography
The ideas of LOCATION and DISTANCE are basic to an understanding of many relationships in geography.
They can be combined to provide the higher level concept of ACCESSIBILITY… some ideas …
LOCATION means the position of phenomena in terms of distance and direction. It may be given in absolute
terms, eg. latitude and longitude, or in relative terms by reference to the position of other phenomena.
DISTANCE may be measured not only in terms of length, but also in such terms as travel time, transport cost, or
rank in a hierarchy.
Location or distance may be an advantage or a constraint.
Technological change may alter the effect of location or distance.
Location and distance are perceived by societies and individuals in different ways.
Location and distance may affect ACCESSIBILITY, which is a measure of the ease of movement of people,
objects and ideas.
A more accessible place may play a more important role in a system.
The greater the accessibility of a place or an area, the greater will be its potential for interaction and change.
-----------------------------------------------------------------------------------------------------------------------------------------------Spatial PATTERNS and PROCESSES delimit REGIONS and simplify perception of the world and its
inhabitants …. Some ideas…
Phenomena which are interrelated form PATTERNS in space. Such patterns can be identified and interpreted.
Some spatial patterns are the result of people’s organisational structures, either social, economic or political.
All spatial patterns are the result of processes.
Sequences of related actions which modify or maintain the environment are known as PROCESSES.
Processes vary in time, space, magnitude and frequency.
Some processes encourage concentration, some encourage dispersal.
-----------------------------------------------------------------------------------------------------------------------------------------------The surface of the Earth may be subdivided into units according to different spatial patterns and processes.
A spatial unit defined by selected phenomena may be termed a REGION.
Regions may vary in size or characteristics and may be defined by their natural features or cultural activities.
The character of a region is continuously changing..
-------------------------------------------------------------------------------------------------------------------------------------------------Elements of an environment affect each other - this is INTERACTION
Interaction takes place at different scales and with varying degrees of intensity and complexity.
Interaction involves movement of such phenomena as material, energy, and ideas.
Movement implies linkages. Linkages may form networks.
There are both natural and cultural barriers to movement. These barriers offer degrees of restraint and may be
overcome.
Interaction may lead to such things as co-operation, specialisation, competition, friction, erosion..
Spatial interactions may require the development of facilities at appropriate locations.
Landscapes are visible products of processes interacting in the environment.
Cultural processes interact with the natural environment to establish certain patterns in particular places.
------------------------------------------------------------------------------------------------------------------------------------------------Ideas and concepts developed by historical geographers help us to study such contemporary themes as the
impact of management decisions on the environment, or ways people respond to natural hazards…
CHANGE is a normal process in both natural and cultural environments. It occurs at varying rates at different
times and in different places.
People, individually or collectively, through their decisions and actions, may bring about change.
Decisions and actions, either through intention or ignorance, may destroy elements of the natural environment.
Changes, such as destruction or development, may e viewed as good or bad according to the value
judgements of the people involved.
Spatial patterns may change as a result of the diffusion of ideas.
As people interact with their environment, both are changed.
Some changes are predictable, recurrent or cyclic, others erratic..
Change in one part of an environment may induce further changes.
--------------------------------------------------------------------------------------------------------------------------------------------------The total environment may be viewed as a dynamic, interacting SYSTEM, composed of natural and cultural
features and processes, capable of change and adjustments.
A SYSTEM is a set of natural and/or cultural phenomena which are linked together and interact with one another
to form a whole.
The inputs, throughputs, and outputs of energy, materials, and ideas through a system make it dynamic
The major components of a system are:
• Sources of energy eg. sun, oil, horse
• Natural and/or cultural elements eg plants, soil, people, towns..
• Linkages eg. roads, rivers, radios
• Flows eg. precipitation, messages, migration
• Processes eg. manufacturing, farming, frost shattering..
• Dimensions eg. time, space..
A system may be broken down into sub-systems eg. a farm unit in an economy; a stream in a river basin…
A system tends towards a balanced condition – “dynamic equilibrium”
Change in one part may lead to change in other parts of the system.
These changes frequently occur from human impact (+ve / -ve)
According to human values, change may be perceived as benefit/cost
Open systems have flows of energy, matter etc across boundaries eg. a river basin or a village
A closed system has no such flows (except for import/export of energy) eg. the hydrological cycle
-----------------------------------------------------------------------------------------------------------------------------------------------People living in groups develop a common way of life (CULTURE) which influences the way they view and
interpret their environment (PERCEPTION)
People’s appraisal and use of resources depends on such things as their environment, social systems, values
and technology, economic and political ideology.
As societies change through innovation and contact with other cultures, their appraisal and use of their
environments change.
Cultural landscapes bear the imprints of different people’s appraisals and use of the earth’s surface.
Cultural landscapes change through time.
-----------------------------------------------------------------------------------------------------------------------------------------------
Consider each of the topics you have studied. In each case, what are the key
IGIs that can be applied? Look back through the statements above – which
ones could you use in your extended responses (essays) to show your
understanding of these concepts? As they appear here, each would be a useful
opening sentence in a paragraph. Do not forget to paraphrase – use your own
words, rather than trying to rote learn them! Remember – you have to be able
to understand the ideas to be able to apply them!!
LEVEL THREE (YEAR 13) GEOGRAPHY GLOSSARY – add others too. Tick those you know. Draw some?
90701 – NATURAL PROCESSES – GLACIATION focus
Natural process
Equilibrium line
Ball Glacier
Geomorphic cycle
U-shaped valley
Hochstetter Ice Fall
Land forming processes
Truncated spurs
Aoraki-Mt Cook peak
Weathering & erosion processes
Hanging valleys
Avalanche
Transportation processes
Moraine walls
Deposition processes
Downwasting
Tectonic uplift
Kettle lakes (coalescing)
Tectonic plates
Proglacial lake
Plate boundary
Outwash stream
Folding & faulting
Terminal face
Orogenesis
Ice tongue
(young) Fold mountains
Basal calving
Climatic elements
Ice berg
‘Roaring forties’
Thermal notching
Moist westerlies
Thermal layers
Precipitation (snowfall)
Rock flour
Accumulation (zone)
Surface melting
Cirque
Insulation (effect of moraine)
Neve field
Freezing – thawing
Firn
Diurnal temperature range
Compaction
Scree (slopes)
Basal melting
Seasonality
Icefall
Mount Acolyte
Valley glacier / trunk glacier
Liebig Range
Seracs
Botannical Spur (landslide)
Tributary glaciers
F & F – tilted strata
Moraine (lateral, surface, medial,
englacial, terminal)
Murchison River
Plucking
Abrasion
Plastic deformation
Moulins
Ice age
Interglacial
Water budget (in > out)
Gullying
Fluvial erosion
Deforestation (impact) – burning
Accelerated erosion
Accelerated retreat(glob wrmg)
Invasion of exotics (eg.apples
Glacial recession
& flowering cherries)
Ablation (zone)
Introduction of pests
LEVEL THREE (YEAR 13) GEOGRAPHY
90702 – CULTURAL PROCESS – GLOSSARY (1) – TOURISM DEVELOPMENT in NZ SETTING
Cultural process
National Park
Glentanner Park / Station
Tourism development
Concessionaires
SH 81
Tourist
Spatial distribution (eg. accom)
Linear pattern
Domestic tourist / tourism
International Hotel (Herm.)
Concentration (W’n end)
International tourist (foreign..
Rack rate
Dispersal (Huts)
Operation of the process (model)
Iconic view (premier room)
Ratios
Purpose of visit
On-line booking
International : Domestic
VFR
Walk-ins
Day : Stay
Cultural tourism
Chalets
Historic pines
Historic tourism
Motels
Alpine clubs (eg. Unwin)
Scenic tourism
(Alpine) Lodge
Deerstalkers Assoc’n
Allocentric tourist
(YHA) Backpackers Hostel
Ngai Tahu (Kai Tahu)
Psychocentric tourist
Climbers Huts (eg Mueller)
Legend of Aoraki
Mid-centric tourist
Camping Ground
Tapu head / peak
Package tour
Restaurants (Silver Service;
Sacred waters
Long-haul travel
Buffet; Self-serve café)
Tupuni – cloak
FTI = free independent traveller
(Old Mountaineers) Café
Treaty Settlement
Accommodation types
Information Centre (DOC)
Iwi influence
Amenities
Conservation measures
‘Residents’ area no pets
Infrastructure
Education Centre
Poo ponds
Seasonality
Retail (section)
Outsourcing (laundry…)
Circuit tour
Souvenir shop
Gateway
SEHAC (museum)
Roading maintenance
(Fulton Hogan) – cost!
Tourist node
Planetarium & 3D movies
Accessibility
Glacier Explorers
Interaction
Mueller Lake Kayaking
Change
4WD Safari Tours
Externalities
Air Safari
Short-stay
Heli-skiing
“Silvers” (Japanese) – retirees
Guided Walks & Climbs
Backpackers
Flora tours
Active tourism
Scenic flights
Passive tourism
Airport terminal (change)
R&R
Glencoe Wing
& Bar
70:30
Impact of climate
Recession – incr domstc
Catering to diff grps?
LEVEL THREE (YEAR 13) GEOGRAPHY
90702 – CULTURAL PROCESS – GLOSSARY (2) – TOURISM DEVELOPMENT in KENYA
Cultural process
Independence
Tourism development
Leakage
Tourist
Ethnic violence
Domestic tourist / tourism
Corruption
International tourist (foreign..
Nepotism
Operation of the process (model)
Tourism as a panacea
Purpose of visit
Demonstration effect
Safari
Servile positions
Sunlust
Culture contact
Cultural tourism
‘Beach boys’
Historic tourism
Transport modes
Slum tourism (“dark tourism”)
Hot Air Balloon
Allocentric tourist
Glass-bottomed boat
Psychocentric tourist
Pop-top minibus
Package tour
Sleeper car (train)
Budget safari
Long-haul travel
Amenities
Infrastructure
Seasonality
Circuit tour
Gateway
Accessibility
Interaction
Change
Externalities
Equatorial destination
Northern winter
Colonial links
‘Out of Africa’
‘White Maasai’
Butler’s Model
Destination Life Cycle
Colonial phase
Premature decline
TERM 4 COURSE & TUTORIAL OUTLINE
YEAR 13 / Level 3 GEOGRAPHY – 2010
Week 1: (Internals & Skills)
11/10 – Class: Internals catch-ups 90705 & skills prep
12/10 – Class: Skills – 90704 (2009) paper analysis; Map types
- lunchtime – Internals catch-ups
- 3.30-5pm Internals catch-ups
13/10 – Class: Pre-conferencing review+ skills – direction, scale, lat/long,
14/10 – No class: senior conferencing day
Week 2: (Skills & 90702 – Kenya)
18/10 – Class: Mapping skills – topo; Grid refs, contours, slope angles
19/10 – Class: précis maps; cross sections; orientation (map vs photo)
- Tute: 3.30-5pm: statistical maps applied to 90702
20/10 – Class: Skills – visuals – Graphs – types & interpretation
21/10 – Class: 90702 Kenya revision – temporal variations; Butler – model/s
Week 3: (Skills & Kenya)
25/10 – No class: Labour Day
26/10 – Class: Graphs - construction – apply to Kenya
- 3.30-5pm: 90704 papers – applying mapping & graphing skills
27/10 - Class: Visuals – diagrams / models / photographs …
28/10 – Class: Revision: Kenya – spatial variations; maps and models
Week 4: (TD & Aoraki-Mt Cook / both settings & 90701 overview)
1/11 - Class: Revision – TD @ Aoraki-Mt Cook NP – apply skills
2/11 – Class: Revision – local setting TD – spatial & temporal variations
- Tute: 3.30-5pm TD: local & overseas settings compared
3/11 – Class: Impacts on People & Places in both settings
4/11 - Class: Identifying natural processes in selected environment 90701
Week 5: (90701 – Glacial processes in lower Tasman Valley)
8/11 – Class: Revision – landforms & processes in lower Tas. Valley
9/11 – Class: Revision – temporal variations / change – Glaciation
- Tute: 3.30-5pm – modification of natural processes in Tas Vly
* Tuition available at other times by arrangement –
(eg. class scheduled for 10/11 – topic by negotiation)
bring prac answers; questions... be specific!
GOOD LUCK – GOOD GEOGRAPHY!!!