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prices centres IB Diploma Geography Internal Assessment, 3days EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: Freshwater (Discharge, stream flow and channel shape) Syllabus links: Part 2, Option A: Freshwater – issues and conflicts. Sub-topic 2 - Drainage basins and flooding. Sub-topic 3 - Management issues and strategies. Example Learning Objectives • To consider how key river variables such as discharge and channel shape are related. • To relate river landforms observed during the day to physical processes. • To develop case study knowledge on a local drainage basin scale. Potential Learning Outcomes All students will: • Outline a clear fieldwork question relating to stream discharge. • Describe the geographical context to their investigation. • Define the terms discharge, stream flow, channel shape, channel roughness and hydraulic radius. • Demonstrate an awareness of the formulas used to calculate variables such as discharge and hydraulic radius. • Use OS map extracts, aerial photographs and/or satellite imagery to identify geographical characteristics of the sampling sites. • Identify key risks involved with river fieldwork and suggest ways of managing these risks. • Collect primary information on discharge, stream flow and channel shape to answer their initial fieldwork question. • Describe the sampling strategy employed during the study. • Identify landforms created by the processes of erosion, transportation and deposition. • Describe the processes of erosion, transportation and deposition. • Use appropriate methods to display primary information (e.g. scattergraphs, stream cross sections, proportional symbols). • Identify trends and anomalies in the information (e.g. from scatter graphs). Most students will: • Use OS map extracts and/or GIS extracts to justify the sampling locations. • Justify the use of the chosen sampling strategy. • Explain how the processes of erosion, transportation and deposition have formed the resultant landforms. • Explain any anomalies in the information (e.g. those shown on scattergraphs) and relate these to the initial fieldwork question. • Carry out an appropriate statistical test (e.g. Spearman Rank) to support the initial fieldwork question. • Explain the nature of the relationship between discharge, stream flow and channel shape. Some students will: • Use secondary data to assess the extent to which the primary information collected reflects the river’s usual characteristics. • Critically evaluate the methods used to collect the information and the resulting impact on the reliability and validity of the results and conclusions. • Compare and contrast different ways of presenting data (e.g. scattergraphs, stream cross sections, proportional symbols) and select the most appropriate technique for their information. FSC Head office, Preston Montford, Montford Bridge, Shrewsbury, Shropshire, SY4 1HW Tel: 01743 852100 Fax: 01743 852101 Email: enquiries@field-studies-council.org Website: www.field-studies-council.org Field Studies Council is a limited Company, registered in England and Wales No. 412621 and a Charity No. 313364. Registered Office; Preston Montford, Shrewsbury, Shropshire SY4 1HW
prices centres IB Diploma Geography Internal Assessment, 3days EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: Coastal margins Syllabus links: Part 2, Option B: Oceans and their coastal margins. Sub-topic 5 – Coastal margins. Example Learning Objectives • To consider how successful coastal management requires an understanding of both physical and human aspects. • To evaluate the effectiveness of a costal management strategy. • To develop case study knowledge of coastal management strategies. Potential Learning Outcomes All students will: • Outline a clear fieldwork question relating to coastal environments. • Describe the geographical context to their investigation. • Use OS map extracts, aerial photographs and/or satellite imagery to identify geographical characteristics of the coastline and possible survey locations. • Identify key risks involved with coastal fieldwork and suggest ways of managing these risks. • Describe the sampling strategy employed during the study. • Collect primary information (e.g. wave type and frequency, beach profiles at managed and unmanaged sites, cost/benefit analyses) to answer their initial fieldwork question. • Observe a number of different coastal defences and map their location. • Use appropriate methods to display primary information (e.g. proportional symbols, annotated maps, beach profiles). Most students will: • Suggest appropriate fieldwork techniques to use to investigate the effectiveness of different coastal defence strategies. • Justify the use of the chosen sampling strategy. • Explain the advantages and disadvantages of different coastal defence strategies observed during the day. • Compare and contrast the beach profiles in front of coastal defences with unmanaged locations. • Carry out an appropriate statistical test (e.g. Mann Whitney U) to support the initial fieldwork question. • Explain any anomalies in the information and relate these to the initial fieldwork question. Some students will: • Critically evaluate the methods used to collect the information and the resulting impact on the reliability and validity of the results and conclusions. • Explain how beach profile shape and size relates to the function of different coastal defences. • Evaluate different coastal defence strategies in order to justify which strategy is the most appropriate for a particular location. • Use information from the Shoreline Management Plan to inform suggestions of how the coastline should be managed in the future. High Quality teaching It is the same inside the classroom as it is outside the classroom; the teacher delivering the content plays a vital role in ensuring successful learning outcomes are achieved. This is why every FSC Centre has taken great care in developing a team of gifted field teachers with a real passion for the subject being taught. Not only are they experts, they are gifted teachers with a real passion for the subject being taught. FSC field teachers are the reason why many schools return year after year. Protecting fieldwork opportunities for everybody Growing pressures on outdoor learning has led the FSC to take on an important role; championing the rights and opportunities for people of all ages to experience the environment at first hand. The FSC has lead in campaigns to reverse the continuing decline in fieldwork within secondary schools and to build opportunities for out-of-classroom learning. As a registered charity, the FSC receives no statutory funding. It relies solely on fees charged for courses and membership. Therefore, by visiting an FSC Centre not only are you receiving a high quality educational experience for your students, you are also you are helping to protect fieldwork opportunities for everybody. FSC Head office, Preston Montford, Montford Bridge, Shrewsbury, Shropshire, SY4 1HW Tel: 01743 852100 Fax: 01743 852101 Email: enquiries@field-studies-council.org Website: www.field-studies-council.org Field Studies Council is a limited Company, registered in England and Wales No. 412621 and a Charity No. 313364. Registered Office; Preston Montford, Shrewsbury, Shropshire SY4 1HW
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