Teaching Analysis Skills for Managing Catchments Fieldwork Derek Cantle - GTAQ Conference July 2015

Living With Climate Change

Teaching Analysis Skills for Managing Catchments FieldworkDerek Cantle - GTAQ ConferenceJuly 2015

1Teaching Analysis Skills for Managing Catchments FieldworkOutlineReflections on recent Queensland practicesConsiderations for field work successAnalysis and key Geography syllabiCausal Chain Analysis (CCA)Applying CCAAddressing anomalies and contributing factorsHelpful resources21. Reflections on recent Queensland PracticesThree Key issues from the State Review Panel Geography 2013/2014 Reports

Students are confused about the difference between analytical processes and decision-making processes

Analysis is too simple

Collected data is too weak for robust analysis32. Considerations for successSuccessful field work:

Employs suitable expertise.

to facilitate robust quantitative data collection, transformation and interpretation.

so that a small number of well defined problems or impacts

can be analysed.

and addressed by a proposal selected from a range of options

in a well designed report that adheres to geographic conventions.

42. Considerations for successSuccessful field work:

Explicitly connects with syllabus requirementsEngages students with robust quantitative data collection and transformationHas a well defined and limited scope53. Analysis and key Geography syllabi in AustraliaSyllabus definitions of analytical techniques:Australian Curriculum (draft):

Consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences.(Australian Curriculum (n.d), Senior Secondary Curriculum Geography, Achievement Standards Glossary)

63. Analysis and key Geography syllabi in AustraliaSyllabus definitions of analytical techniques:New South Wales:

Identify components and the relationship between them; draw out and relate implications.(Board of Studies Teaching and Educational Standards NSW (2012), A Glossary of Key Words)

73. Analysis and key Geography syllabi in AustraliaSyllabus definitions of analytical techniques:Queensland (2007):

recognise trends, similarities/differences and patterns..to explain the possible causes and relationships of an issue/problem.

(Geography Syllabus, page 7)

83. Analysis and key Geography syllabi in Australia the Queensland syllabus (2007)Topics closely linked with studying river catchments are:

Focus unit 2: Managing catchments (Syllabus pages 29-31)Focus unit 6: Sustaining biodiversity(Syllabus pages 49-51)93. Analysis and key Geography syllabi in Australia the Queensland syllabus (2007)Field reports:

are mandatorymust be based on primary datashould include subsections with headingsare 800-1000 words in lengthinclude materials such as maps, tables, diagrams, appendices, sketches and imagesmust be assessed by three criteria:C2Analytical processesC3Decision-making processesC4Research and communication(See Syllabus, pages 69-70 and 71)

10

3. Analysis and key Geography syllabi in Australia the Queensland syllabus (2007)Analytical processes

from the A standard descriptor (page 73)

in-depth identification and explanation of geographical patterns and processes

insightful transformation, interpretation and extrapolation of geographical information

accurate identification and thorough explanation of simple and complex relationships, including anomalies11


from the B standard descriptor (page 73)

detailed identification and explanation of geographical patterns and processes

effective transformation, interpretation and extrapolation of geographical information

mostly accurate identification and significant explanation of simple and complex relationships (no anomalies)12


from the C standard descriptor (page 73)

(not detailed nor in-depth) identification and explanation of some geographical patterns and processes

some transformation, interpretation and extrapolation of geographical information

(not detailed) identification and (not significant nor thorough) explanation of simple relationships (not complex)13


from the D standard descriptor (page 73)

identification and explanation of simple geographical patterns and processes

superficial transformation, interpretation and extrapolation of geographical information

Identification (no explanation) of simple relationships14


from the E standard descriptor (page 73)

identification and explanation of simple geographical patterns (no processes)

unsubstantiated (no transformation, interpretation nor extrapolation) geographical information

Relationships are inadequately identified or established15


from the A standard descriptor (page 73)

in-depth identification and explanation of geographical patterns and processes

insightful transformation, interpretation and extrapolation of geographical information

accurate identification and thorough explanation of simple and complex relationships, including anomalies163. Analysis and key Geography syllabi in Australia the Queensland syllabus (2007)Start with the end in mind.

Reverse engineer the task to ensure students will achieve.

What is the problem/impact?What data is needed to prove it exists?How is the data created?What techniques need to be used to collect the raw data?

If the data proves that the problem/issue exists, students are more likely to engage.

Without a defined problem/impact, analysis risks becoming weak.173. Analysis and key Geography syllabi in Australia the Queensland syllabus (2007)Impact/ProblemData collection and transformation possibilitiesDeterioration in water quality (eg. elevated salinity)Indicators such as Electrical Conductivity and phosphate concentrationDeterioration in stream habitat Habitat rating guideInvertebrate diversity variations Simpsons Diversity IndexReduced natural amenity User surveysLand productivity reduction Site analysis and remote sensingOthers?Some possible impacts/problems:184. Causal Chain Analysis (CCA)Causal Chain Analysis

Analysis of the immediate, underlying and root causes of an impact or problem

194. Causal Chain Analysis (CCA)

Focus of data collection in the fieldPossible field observations Field workClassroom research204. Causal Chain Analysis (CCA)

Research using print/digital/secondary sourcesClassroom researchField work214. Causal Chain Analysis (CCA)

Step by step construction of a causal chainStep 4Step 3Step 2Step 1Step 5(last)224. Causal Chain Analysis (CCA)Step 1 Define the problem/impact

Describe the impact as recorded/observed during field work.

Poor water quality is a recurring problem in Lockyer Creek (Author, year) As indicated by the measurement of the five indicators used in this study, water quality is lowest at Site 3. The water quality indicator which demonstrated the greatest deterioration was phosphate levels, which increased 250% from Site 2 (0.1 mg/l) to Site 3 (0.35 mg/l).

Step 1234. Causal Chain Analysis (CCA)Step 2

Investigate and describe the immediate cause(s).

Elevated phosphate levels were probably caused by fertilizer runoff from surrounding market gardens. It may also have been caused by effluent discharge from the town of Gatton............


Investigate and describe underlying causes.

Underlying causes are those that contribute to the immediate causes. They can broadly be defined as underlying resource uses and practices, and their related social and economic causes.

Resource uses and practices include:

Land uses (urban, mining, agriculture).Damaging or unsustainable agricultural practices (overcropping, over-irrigation, poor crop/livestock management, deforestation)Uses of water (diversion, storage etc)

Step 3254. Causal Chain Analysis (CCA)Step 3 (continued)

The social and economic causes include:

Increased development of an industryExpansion of an urban areaLack of investment, operation and maintenancePoor awareness or educationGovernance failures - legislation, regulation, enforcement


The underlying cause of fertilizer runoff in the Lockyer Valley is intensive agriculture, which is the dominant land use in the area. This includes market gardening, cropping and intensive livestock grazing. Products such broccoli, beetroot, lucerne hay and corn are sold to consumers in locations as far away as Sydney and Melbourne (Author, year)

Step 3274. Causal Chain Analysis (CCA)Root causes are the underlying social and economic causes and are often related to demography, consumption patterns, environmental values, broad changes in society and access to information and democratic processes. Step 4

Investigate and describe roots causes.


Root causes



Intensive agriculture in the Lockyer Valley is supported by increasing wealth in urban areas such as Brisbane, Toowoomba, Sydney and Melbourne. This underlies the demand for fresh, good quality vegetables such as those grown on many Lockyer Valley farms..


Investigate and describe socio-economic impacts.

One socio-economic impact of fertiliser run-off in the Lockyer Valley is the increased cost to farmers of having to reapply fertilizer because it has washed into the creek. This is an issue in many parts of the world including.

Step 5315. Applying CCABrymaroo catchment:

Small number of well defined problems:WaterloggingSalinity (focus)

Data collected:electrical conductivity of water samples using EC meters

Ample scope for thorough and in-depth explanation of simple and complex relationships.

Also suitable for superficial explanation of simple relationships.

325. Applying CCABrymaroo catchment:

Step 1 Define the problem/impact

Describe the impact as recorded/observed during field work.

Salinity is a significant problem in the Brymaroo catchment (Author, year) As indicated by EC measurements at the five sites shown on Map 2 and Graph 1, salinity is highest at Site 5. There is a clear pattern of increasing salinity from the upper reaches of the catchment (627 S/cm at Site 1) to the lower reaches (28,000 S/cm at Site 5).

Step 1


Step 2

Investigate and describe the immediate cause(s).

The immediate cause of high salinity measurements in the catchment is a raised water table. This is illustrated in Figure 4 and is a common cause of saline soils throughout the world (Author, year)............

Step 2


Step 3

Investigate and describe underlying causes.

The clearing of native vegetation in the 1950s meant that water that previously was used by plants now percolated into the local groundwater zone. This process occurred because.and is illustrated in Figure 4

Step 3


Step 4


Tree clearing in the 1950s was driven by agricultural expansion that had been occurring widely across eastern Australia since the 1800s (Author, date). During this period of Australias history..

Step 4


Step 5

Investigate and describe socio-economic impacts.

The most obvious socio-economic impact of increased soil salinity in the Brymaroo catchment is reduced farm profits due to declining crop yields.. This has reduced farm profitability which may have several flow-on effects. One of these is increased unemployment in local towns such as..

Step 5

376. Addressing anomalies and contributing factors

Anomaly 1. an odd, peculiar, or strange condition, situation, quality, etc.

Or

2. an incongruity or inconsistency.

Source: Dictionary.com (2015), Accessed at http://dictionary.reference.com/browse/anomaly?s=t on 24 July 2015386. Addressing anomalies and contributing factors

Anomaly

An unexpected observation was the successful spread of Old Man Saltbush (Atriplex nummularia) at sites 4 and 5. This species is regarded as a useful fodder crop for sheep by the NSW Department of Agriculture (Author, year).

or

One unusual observation was..

or

The inconsistent salinity measurement recorded at Site 3 may be due to396. Addressing anomalies and contributing factors

Contributing factors

Some causal chains are multi-path because a phenomenom may have more than one cause.

For example:Elevated water tableUnderlying geologySoil compactionFine sediment depositionClearing of native vegetation406. Addressing anomalies and contributing factors

Contributing factors

Determine the primary cause.

Classify other causes as contributing factors.Elevated water tableUnderlying geologySoil compactionFine sediment depositionClearing of native vegetation41Helpful ResourcesResource 1 Causal Chain Analysis of the Madeira River Basin (academic paper)

Resource 2 Geographic Conventions Compiled by the QSA, 2009

42

Documents

Teaching Analysis Skills for Managing Catchments Fieldwork Derek Cantle - GTAQ Conference July 2015