QCAA Geography Land cover transformations and climate change
15 sample questions with marking guides and sample answers · Avg. score: 71.3%
Which statement best describes an impact of land drainage and reclamation? It
causes the degradation of aquatic and marine environments.
causes habitat destruction in forested areas being cleared for urban development.
creates areas of land that have been rehabilitated, which mitigates future land cover changes.
reduces ocean levels, which may mitigate the impacts of climate change.
Reveal Answer
causes the degradation of aquatic and marine environments.
Land drainage and reclamation involve converting wetlands or shallow coastal waters into dry land, which directly destroys and degrades these sensitive aquatic and marine habitats.
causes habitat destruction in forested areas being cleared for urban development.
While urban development can cause deforestation, land drainage and reclamation specifically refer to the conversion of wetlands or water bodies into dry land, rather than clearing forests.
creates areas of land that have been rehabilitated, which mitigates future land cover changes.
In this context, land reclamation refers to creating new land from water bodies for human use, not rehabilitating degraded land to prevent future land cover changes.
reduces ocean levels, which may mitigate the impacts of climate change.
Reclaiming land from the ocean displaces water, which would theoretically cause a minuscule increase in sea levels, not a reduction.
Remote sensing refers to
a navigation system that collects geolocation data to record the location of land cover features on the earth's surface.
the science of obtaining information about objects or areas from a distance, typically from aircraft or satellites.
the digital mapping process used to show the spatial distribution of a country or regions population in terms of its age, sex and income.
a computer software system for capturing, manipulating, analysing, and projecting data related to locations on the earth's surface.
Reveal Answer
a navigation system that collects geolocation data to record the location of land cover features on the earth's surface.
This describes a Global Positioning System (GPS), which is used for navigation and recording specific geolocation data, rather than remote sensing.
the science of obtaining information about objects or areas from a distance, typically from aircraft or satellites.
Remote sensing is exactly this: the science of collecting data about the Earth's surface from a distance, usually using sensors on aircraft or satellites.
the digital mapping process used to show the spatial distribution of a country or regions population in terms of its age, sex and income.
This describes thematic or demographic mapping, which visualizes statistical data about populations, not the physical collection of data from a distance.
a computer software system for capturing, manipulating, analysing, and projecting data related to locations on the earth's surface.
This is the definition of a Geographic Information System (GIS), which is a software tool used to analyze and map spatial data, often including data gathered via remote sensing.
Outline the impact of growing affluence on the type and rate of land cover change using one example to support each answer.
Reveal Answer
Answers could include:
For type of land cover change:
- growing global affluence has led to greater consumption of meat and dairy products, expanding and intensifying agricultural land use and the removal of remnant vegetation
- growing global affluence has driven greater demand for raw materials, contributing to greater land cover change in the form of mining and the removal of remnant vegetation.
For rate of land cover change:
- growing global affluence has rapidly accelerated the area of land being cleared for meat production particularly in developing countries
- growing global affluence and subsequent urbanisation has led to a high rate of urban fringe areas being cleared for urban development.
Type of land cover change
Marking Bands| Descriptor | Marks |
|---|---|
Outlines an impact of growing affluence on the type of land cover change. Uses a relevant example | 2 |
Makes a generalised statement about an impact of growing affluence on the type of land cover change. Uses no example | 1 |
None of the above | 0 |
Rate of land cover change
Marking Bands| Descriptor | Marks |
|---|---|
Outlines an impact of growing affluence on the rate of land cover change. Uses a relevant example | 2 |
Makes a generalised statement about an impact of growing affluence on the rate of land cover change. Uses no example | 1 |
None of the above | 0 |
Describe the present and/or projected impacts of climate change or biodiversity loss in one anthropogenic environment.
Reveal Answer
Answers could include:
Anthropogenic environments are the result of sustained direct human interactions with ecosystems and include agricultural, mining and urban areas.
For climate change:
- increases in rainfall variability in agricultural environments, resulting in increases in droughts in rural areas will lead to lower crop yields or failures, and collapse of vulnerable ecosystems
- increasing intensity of rainfall patterns in agricultural environments resulting in flooding of rural areas will lead to the displacement of people and reductions in agricultural outputs
- an increase in heat stress and in vector borne diseases in urban environments will increase health risks and death
- sea level rise near urban environments resulting in permanent flooding, tidal inundation and increases in storm surges will lead to loss of urban land.
| Descriptor | Marks |
|---|---|
Describes the present and/or projected impacts of climate change in one anthropogenic environment Presents a wide range of appropriate supporting evidence and examples | 8 |
The student response meets all criteria of the 6-mark band, and additionally meets the majority of criteria in the 8-mark band. | 7 |
Describes the present and/or projected impacts of climate change in one anthropogenic environment Presents a range of appropriate supporting evidence and examples to | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Outlines the present and/or projected impacts of climate change in anthropogenic environments Presents some relevant evidence and examples to support the outline. | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
Makes generalised statements about the present and/or projected impacts Limited evidence to support statements and generalisations. Limited or no | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Explain two strategies designed to address the impacts of land cover change on local and/or regional environments.
Reveal Answer
Answers could include:
Strategies selected can address impacts of land cover change including:
- changes to the water cycle
- soil erosion and/or degradation
- loss of habitat and biodiversity
- loss of ecosystem services
- urban heat islands
- the degradation of aquatic and/or marine environments.
Examples of specific strategies include:
- Yarra Yarra Biodiversity Corridor
- Dirk Hartog Return to 1616
- Beeliar Wetlands Restoration
- Gondwana Link
- Perth and Peel Urban Greening Strategy
- Drains to Living Streams.
Strategy 1
Marking Bands| Descriptor | Marks |
|---|---|
Explains a strategy designed to address the impacts of land cover change on local and/or regional environments. Presents a wide range of appropriate supporting evidence and examples to develop and strengthen the explanation. Applies accurate and relevant geographical terminology and concepts to develop a cohesive response | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Describes a strategy designed to address the impacts of land cover change on local and/or regional environments. Presents some appropriate supporting evidence and examples to develop the description. Uses relevant geographical terminology and concepts to develop a response | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
Makes generalised statements about a strategy designed to address the impacts of land cover change on local and/or regional environments. Limited or no evidence to support statements and generalisations. Limited or no use of geographical terminology and concepts in a largely unstructured response | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Strategy 2
Marking Bands| Descriptor | Marks |
|---|---|
Explains a strategy designed to address the impacts of land cover change on local and/or regional environments. Presents a wide range of appropriate supporting evidence and examples to develop and strengthen the explanation. Applies accurate and relevant geographical terminology and concepts to develop a cohesive response | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Describes a strategy designed to address the impacts of land cover change on local and/or regional environments. Presents some appropriate supporting evidence and examples to develop the description. Uses relevant geographical terminology and concepts to develop a response | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
Makes generalised statements about a strategy designed to address the impacts of land cover change on local and/or regional environments. Limited or no evidence to support statements and generalisations. Limited or no use of geographical terminology and concepts in a largely unstructured response | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Describe the key elements of two of the following natural systems:
- heat budget, including the greenhouse effect
- hydrological cycle
- carbon cycle
- atmospheric circulation
OR
Describe the key elements of ecosystem structure and dynamics, including:
- food chains and webs
- biomass
- trophic levels
- flows of matter and energy.
Reveal Answer
For hydrological cycle:
- description of evaporation, condensation, advection, precipitation and transpiration
- water vapour assists in natural greenhouse effect thus warming the atmosphere.
For atmospheric circulation:
- atmospheric cells – Hadley, Ferrel and Polar and distribution of heat and precipitation
- seasonal movement of pressure belts within the annual variations in atmospheric circulation influences location, timing and amounts of precipitation.
Natural System 1
Marking Bands| Descriptor | Marks |
|---|---|
Describes the elements of a natural system Presents a wide range of appropriate supporting examples to develop and support the description. Applies accurate and relevant geographical terminology and concepts to develop a cohesive and concise response | 4 |
Describes briefly the elements of a natural system Presents a range of appropriate supporting examples to develop and support the description. Applies relevant geographical terminology and concepts to develop a cohesive response | 3 |
Outlines a natural system Presents some relevant examples to support the outline. Uses some relevant geographical terminology and concepts | 2 |
Makes a generalised statement about a natural system Limited examples to support statements and generalisations. Limited or no use of geographical terminology and concepts, in a largely unstructured response | 1 |
None of the above | 0 |
Natural System 2
Marking Bands| Descriptor | Marks |
|---|---|
Describes the elements of a natural system Presents a wide range of appropriate supporting examples to develop and support the description. Applies accurate and relevant geographical terminology and concepts to develop a cohesive and concise response | 4 |
Describes briefly the elements of a natural system Presents a range of appropriate supporting examples to develop and support the description. Applies relevant geographical terminology and concepts to develop a cohesive response | 3 |
Outlines a natural system Presents some relevant examples to support the outline. Uses some relevant geographical terminology and concepts | 2 |
Makes a generalised statement about a natural system Limited examples to support statements and generalisations. Limited or no use of geographical terminology and concepts, in a largely unstructured response | 1 |
None of the above | 0 |
Discuss how two strategies aim to mitigate either global climate change or loss of biodiversity.
Reveal Answer
Answers could include:
Mitigation involves the implementation of the strategies to eliminate or minimise the severity of a hazard or similarly adverse occurrence.
For climate change:
- alternative energy sources (at varying scales)
- dietary changes
- carbon capture and storage schemes
- emission trading schemes
- carbon emission targets
- carbon taxes
- alternative agricultural practices
- development of alternative fuels.
For loss of biodiversity:
- seed and gene banks
- dietary changes
- breeding programs
- conservation strategies
- preservation strategies
- restoration and/or revegetation strategies
- use of quotas, restrictive licencing and seasonal restrictions.
Strategy 1
Marking Bands| Descriptor | Marks |
|---|---|
Discusses how a strategy has, or aims to mitigate either global climate change or loss of biodiversity | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Explains how a strategy has, or aims to mitigate either global climate change or loss of biodiversity | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
Makes generalised statements about a way in which a strategy has or aims to mitigate either global climate change or loss of biodiversity | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Strategy 2
Marking Bands| Descriptor | Marks |
|---|---|
Discusses how a strategy has, or aims to mitigate either global climate change or loss of biodiversity | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Explains how a strategy has, or aims to mitigate either global climate change or loss of biodiversity | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
Makes generalised statements about a way in which a strategy has or aims to mitigate either global climate change or loss of biodiversity | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Describe one major type of evidence through geological time and one major type of evidence in recent human history for either climate change or loss of biodiversity.
Reveal Answer
Answers could include:
Major type of evidence through geological time for climate change:
- proxy data developed to establish past climate conditions
- coral cores demonstrating changes in temperature, increases/decreases in sea-level rise, and ocean acidification
- pollen sediment demonstrating changes to vegetation due to climate change
- ocean sediments showing changes in shell and micro-organisms due to climate and ocean acidification
- ice cores demonstrating changes in atmospheric gas concentrations and therefore temperature
- tree rings showing seasonal variation in climate and change over time.
Major type of evidence in recent human history for climate change:
- direct data which uses instruments to measure changes in climate
- temperature records which demonstrate changes in average surface temperature of earth (increase of 1.1 degrees Celsius)
- records that demonstrate changes in atmospheric composition – methane, nitrous oxide, carbon dioxide and synthetic greenhouse gases
- temperature data records which demonstrate changes to ocean temperatures
- ocean data that demonstrates changes to sea level and rates of sea level rise
- ocean data that demonstrates ocean acidification and its impacts.
Major type of evidence through geological time for loss of biodiversity:
- evidence of mass extinction events such as 65 million years ago, 75% plant and animal species impacted
- fossil evidence from between layers of rock strata that demonstrate change to, and loss of biodiversity
- fossil evidence from plants, insects, mammals, burned tree trunks and conifer branches
- evidence that the Chicxulub asteroid impact reduced biodiversity levels.
Major type of evidence in recent human history for loss of biodiversity:
- records that demonstrate changes to, and loss of biodiversity due to climate change
- records that demonstrate a decline of genetic diversity
- records that demonstrate land cover change and habitat destruction
- records that demonstrate the extinction of food varieties.
Major evidence geological time
Marking Bands| Descriptor | Marks |
|---|---|
Describes a major type of evidence through geological time for either climate change or loss of biodiversity | 4 |
Describes briefly a major type of evidence through geological time for either climate change or loss of biodiversity | 3 |
Outlines a major type of evidence through geological time for either climate change or loss of biodiversity | 2 |
Makes a generalised statement about a major type of evidence through geological time for either climate change or loss of biodiversity | 1 |
None of the above | 0 |
Major evidence recent human history
Marking Bands| Descriptor | Marks |
|---|---|
Describes a major type of evidence in recent human history for either climate change or loss of biodiversity | 4 |
Describes briefly a major type of evidence in recent human history for either climate change or loss of biodiversity | 3 |
Outlines a major type of evidence in recent human history for either climate change or loss of biodiversity | 2 |
Makes a generalised statement about a major type of evidence in recent human history for either climate change or loss of biodiversity | 1 |
None of the above | 0 |
Evaluate one strategy designed to address the impacts of land cover change, using the social and economic factors of sustainability.
Reveal Answer
Answers could include:
Sustainability refers to meeting the needs of current and future generations through simultaneous environmental, social and economic adaptation and improvement.
Strategies in place to reduce impacts of land cover change, including preservation strategies/programs, regulation and restrictions, use of reserves, and policy and legislation.
Dirk Hartog Island National Park: Return to 1616
Social evaluations:
- community engagement, half yearly updates
- education program, interactive web based primary school package
- community arts project – conservation and removal of feral species education
- heritage agreement with Yamatji Marlpa Aboriginal Corporation.
Economic evaluations:
- funding of grants – Caring for our Country, Gorgon Barrow Island Net Conservation Benefits fund
- removal of domesticated sheep, goats and feral cats
- Minister for Environment approved funding; employment of manager, project officer and local Aboriginal trainee.
Yarra Yarra Biodiversity Corridor
Social evaluations:
- training and educational opportunities – Morawa Agricultural College
- carbon neutral – partnered with 11 local and national organisations
- five indigenous archaeological sites registered
- mental health benefits from community connection – regional attachment and association to area.
Economic evaluations:
- local employment opportunities
- carbon neutral – working agreement with Midwest Employment and Economic Development Aboriginal Corporation
- contributes up to ＄63 million in biodiversity value and ＄30 million in economic value
- development of new knowledge and skills
- carbon credits through reforestation – 'plant a tree' program.
Gondwana Link
Social evaluations:
- visits by groups to sites, email communication with regular updates on program
- academic and independent experts study region and collect data/survey sites
- volunteer based dependence promotes community group involvement and 'buy-in' approach to the social sustainability of the program
- parts of the region are declared as an Indigenous Protected Area managed by Ngadji Conservation Aboriginal Corporation
- Heartland Journeys initiative website socially involves people to learn about importance of conservation of the region.
Economic evaluations:
- privately owned land self-funded or supported by volunteers – Chingarrup Sanctuary; Chereninup Creek Reserve; Nowanup reserve
- minor links to tourism to help generate income (early stages – low income)
- commercial funding – carbon sequestration credits and investment in sandalwood.
Social factors
Marking Bands| Descriptor | Marks |
|---|---|
Evaluates the selected strategy designed to address the impacts of land cover change, using social factors of sustainability | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Explains the selected strategy designed to address the impacts of land cover change, using social factors of sustainability | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
Makes generalised statements about the selected strategy designed to address the impacts of land cover change or refers generally to social factors of sustainability relating to the strategy | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Economic factors
Marking Bands| Descriptor | Marks |
|---|---|
Evaluates the selected strategy designed to address the impacts of land cover change, using economic factors of sustainability | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Explains the selected strategy designed to address the impacts of land cover change, using economic factors of sustainability | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
Makes generalised statements about the selected strategy designed to address the impacts of land cover change or refers generally to economic factors of sustainability relating to the strategy | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Describe one major type of evidence through geological time and one major type of evidence in recent human history for climate change or loss of biodiversity.
Reveal Answer
Answers could include:
Climate change evidence – through geological time
- proxy data extracted from ice core modelling
- proxy data from sedimentation in marine environments
- records of fossilised pollen distribution.
Climate change evidence – recent human history
- records of average land surface temperature
- records of average ocean surface temperature
- records of changes to mass of the cryosphere.
Loss of biodiversity evidence – through geological time
- records of rock layers and fossils from extinction events
- records of marine fossils
- asteroid impacts.
Loss of biodiversity evidence – recent human history
- records of the impact of industrial agriculture
- data for ecosystem and genetic diversity
- sampling data of species richness.
Evidence through geological time
Marking Bands| Descriptor | Marks |
|---|---|
Describes in detail a major type of evidence and uses accurate information to clearly demonstrate how the evidence provides knowledge about either climate change or loss of biodiversity. Presents a wide range of appropriate supporting evidence and examples to strengthen the description. Applies accurate and relevant geographical terminology and concepts to develop a cohesive and concise response. | 4 |
Describes a major type of evidence and uses relatively accurate information to demonstrate how the evidence provides knowledge about either climate change or loss of biodiversity. Uses a range of appropriate and supporting evidence and examples to develop and strengthen the description. Applies relevant geographical terminology and concepts to develop a cohesive response. | 3 |
Identifies a major type of evidence and uses some generalised information to indicate how the evidence provides knowledge about either climate change or loss of biodiversity. Uses limited evidence and examples to support statements and generalisations. Limited use of geographical terminology and concepts. | 2 |
Provides a generalised statement about a major type of evidence. Limited or no information is provided on how the evidence provides knowledge about either climate change or loss of biodiversity. Limited or no use of geographical terminology and concepts, in a largely unstructured response. | 1 |
None of the above | 0 |
Evidence in recent human history
Marking Bands| Descriptor | Marks |
|---|---|
Describes in detail a major type of evidence and uses accurate information to clearly demonstrate how the evidence provides knowledge about either climate change or loss of biodiversity. Presents a wide range of appropriate supporting evidence and examples to strengthen the description. Applies accurate and relevant geographical terminology and concepts to develop a cohesive and concise response. | 4 |
Describes a major type of evidence and uses relatively accurate information to demonstrate how the evidence provides knowledge about either climate change or loss of biodiversity. Uses a range of appropriate and supporting evidence and examples to develop and strengthen the description. Applies relevant geographical terminology and concepts to develop a cohesive response. | 3 |
Identifies a major type of evidence and uses some generalised information to indicate how the evidence provides knowledge about either climate change or loss of biodiversity. Uses limited evidence and examples to support statements and generalisations. Limited use of geographical terminology and concepts. | 2 |
Provides a generalised statement about a major type of evidence. Limited or no information is provided on how the evidence provides knowledge about either climate change or loss of biodiversity. Limited or no use of geographical terminology and concepts, in a largely unstructured response. | 1 |
None of the above | 0 |
Assess a program designed to address the impacts of land cover change on local and regional environments, giving consideration to two of the following aspects of sustainability:
- environmental
- economic
- social
Reveal Answer
Answers could include:
Programs selected should be specific programs that have a primary focus on
addressing the impacts of land cover change.
Specific program could include:
- agroforestry
- forest management programs – silviculture
- wetland restoration
- pest control.
Impacts that may be addressed include:
- biodiversity loss
- soil salinity
- water quality
- pollutant runoff
- flood mitigation
- displacing native species and altering habitat.
Aspect of Sustainability 1
Marking Bands| Descriptor | Marks |
|---|---|
Assesses a program designed to address the impacts of land cover change on local and regional environments, accurately relating the outcomes of the program to the chosen aspect of sustainability. Presents a wide range of appropriate supporting evidence and examples to develop and strengthen the assessment. Applies accurate and relevant geographical terminology and concepts to develop a cohesive and concise response. | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Explains a program designed to address the impacts of land cover change on local and regional environments, relating the outcomes of the program to the chosen aspect of sustainability. Uses some supporting evidence and examples to develop and strengthen the explanation. Applies relevant geographical terminology and concepts to develop a cohesive response. | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
States some general information about a program designed to address the impacts of land cover change on local and regional environments. Provides little or no information on how the outcomes of the program relates to a chosen aspect of sustainability. Limited evidence is used to support statements and generalisations. Limited or no use of geographical terminology and concepts in a largely unstructured response. | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Aspect of Sustainability 2
Marking Bands| Descriptor | Marks |
|---|---|
Assesses a program designed to address the impacts of land cover change on local and regional environments, accurately relating the outcomes of the program to the chosen aspect of sustainability. Presents a wide range of appropriate supporting evidence and examples to develop and strengthen the assessment. Applies accurate and relevant geographical terminology and concepts to develop a cohesive and concise response. | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Explains a program designed to address the impacts of land cover change on local and regional environments, relating the outcomes of the program to the chosen aspect of sustainability. Uses some supporting evidence and examples to develop and strengthen the explanation. Applies relevant geographical terminology and concepts to develop a cohesive response. | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
States some general information about a program designed to address the impacts of land cover change on local and regional environments. Provides little or no information on how the outcomes of the program relates to a chosen aspect of sustainability. Limited evidence is used to support statements and generalisations. Limited or no use of geographical terminology and concepts in a largely unstructured response. | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Describe the present and/or projected impacts of climate change or biodiversity loss in one natural environment.
Reveal Answer
Answers could include:
Natural environments include naturally occurring ecosystems and biomes.
For climate change:
- increased drought which can lead to stunted tree growth, vulnerability of natural vegetation to pests and diseases and a general decline in forest health making it susceptible to significant weather events and fire
- increased heat causing glaciers and ice sheets to melt leading to increased sea levels and subsequent inundation of low-lying natural areas, increases in tidal inundation causing salinity levels in aquifers and estuarine systems to rise
- changes in the hydrological cycle, such as increased evaporation and precipitation which increases runoff levels and subsequent erosion and movement of nutrients and pathogens to natural waterways which can cause eutrophication of rivers and wetland systems
- ocean warming which affects the production of sea ice, and results in a reduction in the creation of Antarctic Bottom Water which may cause deep ecosystems to change to ecosystems adjacent to them.
OR
For loss of biodiversity:
- biodiversity and habitat loss, and fragmentation, reduces the ratio of certain species which can change trophic interactions, change distribution patterns and can lead to a decline in a species ability to reproduce and ultimately extinction
- biodiversity loss leads to climate change, due to the reduction in carbon sequestration and storage, which puts heat and water stress on natural environments
- biodiversity loss in marine environments reduces the general health of the ecosystems, which are critical in providing clean filtered water, balanced trophic levels and nursery habitats which are fundamental to resilient marine ecosystems.
| Descriptor | Marks |
|---|---|
Describes the present and/or projected impacts of climate change or biodiversity loss in one natural environment. Presents a wide range of appropriate supporting evidence and examples to develop and strengthen the description. Applies accurate and relevant geographical terminology and concepts to develop a cohesive response | 8 |
The student response meets all criteria of the 6-mark band, and additionally meets the majority of criteria in the 8-mark band. | 7 |
Describes the present and/or projected impacts of climate change or biodiversity loss in one natural environment. Presents a range of appropriate supporting evidence and examples to develop the description. Applies relevant geographical terminology and concepts to develop a response | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Outlines the present and/or projected impacts of climate change or biodiversity loss in natural environments. Presents some relevant evidence and examples to support the outline. Uses some relevant geographical terminology and concepts | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
Makes generalised statements about the present and/or projected impacts of climate change or biodiversity loss in natural environments. Limited or no evidence to support statements and generalisations. Limited or no use of geographical terminology and concepts in a largely unstructured response | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Explain two ways human activity has adapted, or may be required to adapt, to either global climate change or loss of biodiversity.
Reveal Answer
Answers could include:
Adaptation requires an alteration or adjustment in response to a changed environment.
For climate change:
- construction of desalination plants and water storage facilities in response to changing rainfall patterns
- increasing the number of prescribed burns to reduce the size and severity of bushfires that occur due to increasing fires risks caused by climate change
- advances in agricultural technology and practices such as genetically modified selective breeding, no-tillage practices, and the introduction of insect and virus resistance species to adapt to changing climate patterns.
OR
For loss of biodiversity:
- alternative charcoal, such as bamboo and coconut shells to adapt to the reduced availability of naturally occurring firewood for charcoal
- aquaculture industries that are supplementing traditional fisheries due to depleted natural fish stocks
- the development of geological and technological carbon sequestration systems to enable carbon to be managed and stored as the level of natural biological sequestration is diminished.
Adaptation 1
Marking Bands| Descriptor | Marks |
|---|---|
Explains a way human activity has adapted, or may be required to adapt, to either global climate change or loss of biodiversity. Presents a wide range of appropriate supporting evidence and examples to develop and strengthen the explanation. Applies accurate and relevant geographical terminology and concepts to develop a cohesive response | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Describes a way human activity has adapted, or may be required to adapt, to either global climate change or loss of biodiversity. Presents some appropriate supporting evidence and examples to develop the description. Uses relevant geographical terminology and concepts to develop a response | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
Makes generalised statements about a way human activity has adapted, or may be required to adapt, to either global climate change or loss of biodiversity. Limited or no evidence to support statements and generalisations. Limited or no use of geographical terminology and concepts in a largely unstructured response | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Adaptation 2
Marking Bands| Descriptor | Marks |
|---|---|
Explains a way human activity has adapted, or may be required to adapt, to either global climate change or loss of biodiversity. Presents a wide range of appropriate supporting evidence and examples to develop and strengthen the explanation. Applies accurate and relevant geographical terminology and concepts to develop a cohesive response | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Describes a way human activity has adapted, or may be required to adapt, to either global climate change or loss of biodiversity. Presents some appropriate supporting evidence and examples to develop the description. Uses relevant geographical terminology and concepts to develop a response | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
Makes generalised statements about a way human activity has adapted, or may be required to adapt, to either global climate change or loss of biodiversity. Limited or no evidence to support statements and generalisations. Limited or no use of geographical terminology and concepts in a largely unstructured response | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Explain one of the following impacts of land cover change. Use one example to support your answer.
- changes to the water cycle
- soil erosion and/or degradation
- loss of habitat and biodiversity
- loss of ecosystem services
- urban heat islands
- the degradation of aquatic and/or marine environments
Reveal Answer
Answers could include:
For soil erosion:
- natural vegetation is removed for agricultural purposes. Rainfall hits the bare ground and compacts the soil before running off. The runoff washes the topsoil containing nutrients away. Runoff also deposits soils in other areas such as waterways and causes gulley erosion which may render the area unusable for agriculture. For example, in Western Australia the annual cost is approximately ＄10 million in lost production
For loss of habitat and biodiversity
- natural vegetation is removed for agricultural purposes. Areas can be preserved but these are generally fragmented and too small to sustain ecosystems leading to biodiversity loss. For example, threatened mammals in Australia have decreased by 41% since 2000. Loss of habitat and biodiversity reduces ecosystem services such as carbon sequestration which mitigates the effects of climate change and reduces pollination services which are required in agriculture
For urban heat island
- warming of temperature in an urban area, relative to its rural surrounds due to the removal of natural vegetation. Man-made surfaces including concrete, dark roofs, asphalt and roads which absorb sunlight and radiate that energy as heat, creating a warming effect. For example, some outer suburbs in the newer growth zone of Perth, such as Alkimos, can be up to 3° hotter than the surrounding rural areas.
Impact explanation
Marking Bands| Descriptor | Marks |
|---|---|
Explains an impact of land cover change | 3 |
Describes an impact of land cover change | 2 |
Makes a generalised statement about an impact of land cover change | 1 |
None of the above | 0 |
Example
| Descriptor | Marks |
|---|---|
Uses a relevant example to support the answer | 1 |
Outline an impact that an advancement in technology has had on the type and rate of land cover change.
-
Type of land cover change: ...
-
Rate of land cover change: ...
Reveal Answer
Answers could include:
For the type of land cover change:
- advances in irrigation systems has enabled agriculture to occur in ecologically vulnerable marginal lands which has led to soil degradation, salinity, contaminated runoff and biodiversity loss
- advances in bioenergy production has encouraged an increase in biofuel production, causing the deforestation of natural forests leading to biodiversity loss and habitat fragmentation.
For the rate of land cover change:
- advances in machinery including automation and size has enabled deforestation to occur at a faster rate than it previously occurred and has led to rapid deforestation for agriculture and mining purposes
- advances in satellite land monitoring systems can monitor land conversion from forests to cleared land that can lead to a slowing down of deforestation rates in some countries.
Type
Marking Bands| Descriptor | Marks |
|---|---|
Outlines an impact that an advancement in technology has had on the type of land cover change | 2 |
Makes a generalised statement about an impact an advancement in technology has had on the type of land cover change | 1 |
None of the above | 0 |
Rate
Marking Bands| Descriptor | Marks |
|---|---|
Outlines an impact that an advancement in technology has had on the rate of land cover change | 2 |
Makes a generalised statement about an impact an advancement in technology has had on the rate of land cover change | 1 |
None of the above | 0 |
Define the term 'anthropogenic biome'.
Reveal Answer
Anthropogenic biomes are biomes that are the result of sustained direct human interactions with ecosystems.
| Descriptor | Marks |
|---|---|
Defines the term anthropogenic biome, including reference to ecosystems and sustained direct human interactions. | 2 |
Defines the term anthropogenic biome, including reference to ecosystems or sustained direct human interactions. | 1 |
None of the above | 0 |
Describe one natural cause and one anthropogenic cause of global climate change or declining biodiversity.
Reveal Answer
Answers could include:
Natural causes of climate change:
- solar variations
- changes to earth’s orbit
- movement of tectonic plates
- volcanic eruptions.
Anthropogenic causes of climate change:
- agriculture
- forestry
- urban development (transportation, energy consumption, industrial activities).
Natural causes of biodiversity loss:
- changes to climate through geological time
- flood basalt events
- volcanic eruptions
- asteroid impacts.
Anthropogenic causes of biodiversity loss:
- land cover change - habitat fragmentation
- pollution
- enhanced climate change
- invasive species
- over exploitation.
Natural cause
Marking Bands| Descriptor | Marks |
|---|---|
Describes in detail a cause and uses accurate information to clearly demonstrate how the cause brings about either climate change or loss of biodiversity. Presents a wide range of appropriate supporting evidence and examples to strengthen the description. Applies accurate and relevant geographical terminology and concepts to develop a cohesive and concise response. | 4 |
Describes a cause and uses relatively accurate information to demonstrate how the cause brings about either climate change or loss of biodiversity. Uses a range of appropriate and supporting evidence and examples to develop and strengthen the description. Applies relevant geographical terminology and concepts to develop a cohesive response. | 3 |
Identifies a cause and uses some generalised information to indicate how the cause brings about either climate change or loss of biodiversity. Uses limited evidence and examples to support statements and generalisations. Limited use of geographical terminology and concepts. | 2 |
Provides a generalised statement about a cause. Limited or no information is provided on how the cause brings about either climate change or loss of biodiversity. Limited or no use of geographical terminology and concepts, in a largely unstructured response. | 1 |
None of the above | 0 |
Anthropogenic cause
Marking Bands| Descriptor | Marks |
|---|---|
Describes in detail a cause and uses accurate information to clearly demonstrate how the cause brings about either climate change or loss of biodiversity. Presents a wide range of appropriate supporting evidence and examples to strengthen the description. Applies accurate and relevant geographical terminology and concepts to develop a cohesive and concise response. | 4 |
Describes a cause and uses relatively accurate information to demonstrate how the cause brings about either climate change or loss of biodiversity. Uses a range of appropriate and supporting evidence and examples to develop and strengthen the description. Applies relevant geographical terminology and concepts to develop a cohesive response. | 3 |
Identifies a cause and uses some generalised information to indicate how the cause brings about either climate change or loss of biodiversity. Uses limited evidence and examples to support statements and generalisations. Limited use of geographical terminology and concepts. | 2 |
Provides a generalised statement about a cause. Limited or no information is provided on how the cause brings about either climate change or loss of biodiversity. Limited or no use of geographical terminology and concepts, in a largely unstructured response. | 1 |
None of the above | 0 |
Assess two current or proposed strategies implemented to mitigate the adverse effects of either global climate change or loss of biodiversity.
Reveal Answer
Answers could include:
Climate change – strategies that reduce the impacts of climate change
- carbon sequestration strategies
- renewable energy strategies.
Loss of biodiversity – strategies that reduce the impacts of biodiversity loss
- urban infill/growth boundaries
- land conservation and preservation strategies.
Strategy 1
Marking Bands| Descriptor | Marks |
|---|---|
Assesses a current or proposed strategy. Accurately relates the strategy to mitigating the adverse effects of global climate change or biodiversity loss. Presents a wide range of appropriate supporting evidence and examples to develop and strengthen the assessment. Applies accurate and relevant geographical terminology and concepts to develop a cohesive and concise response. | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Explains a current or proposed strategy. Relates the strategy to mitigating the adverse effects of global climate change or biodiversity loss. Uses some supporting evidence and examples to develop and strengthen the explanation. Applies relevant geographical terminology and concepts to develop a cohesive response. | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
States some general information about a strategy. Provides little evidence of the relationship between the strategy and mitigating the adverse effects of global climate change or biodiversity loss. Limited evidence is used to support statements and generalisations. Limited or no use of geographical terminology and concepts in a largely unstructured response. | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Strategy 2
Marking Bands| Descriptor | Marks |
|---|---|
Assesses a current or proposed strategy. Accurately relates the strategy to mitigating the adverse effects of global climate change or biodiversity loss. Presents a wide range of appropriate supporting evidence and examples to develop and strengthen the assessment. Applies accurate and relevant geographical terminology and concepts to develop a cohesive and concise response. | 6 |
The student response meets all criteria of the 4-mark band, and additionally meets the majority of criteria in the 6-mark band. | 5 |
Explains a current or proposed strategy. Relates the strategy to mitigating the adverse effects of global climate change or biodiversity loss. Uses some supporting evidence and examples to develop and strengthen the explanation. Applies relevant geographical terminology and concepts to develop a cohesive response. | 4 |
The student response meets all criteria of the 2-mark band, and additionally meets the majority of criteria in the 4-mark band. | 3 |
States some general information about a strategy. Provides little evidence of the relationship between the strategy and mitigating the adverse effects of global climate change or biodiversity loss. Limited evidence is used to support statements and generalisations. Limited or no use of geographical terminology and concepts in a largely unstructured response. | 2 |
The student response meets all criteria of the 0-mark band, and additionally meets the majority of criteria in the 2-mark band. | 1 |
None of the above | 0 |
Mitigation is characterised by the
combination of physical and human forces that form and transform our world.
implementation of strategies to eliminate or minimise the severity of a hazard or similarly adverse occurrence.
alterations or adjustments in response to a changed environment.
capture and long-term storage of atmospheric carbon dioxide by the natural biogeochemical cycling of carbon.
Reveal Answer
combination of physical and human forces that form and transform our world.
This describes geographical processes or environmental interactions, not the concept of mitigation.
implementation of strategies to eliminate or minimise the severity of a hazard or similarly adverse occurrence.
Mitigation refers to the proactive actions and strategies implemented to reduce, minimize, or eliminate the severity and impacts of a hazard or adverse event.
alterations or adjustments in response to a changed environment.
This is the definition of adaptation, which involves adjusting to actual or expected future conditions rather than trying to reduce the severity of the hazard itself.
capture and long-term storage of atmospheric carbon dioxide by the natural biogeochemical cycling of carbon.
This specifically describes carbon sequestration. While carbon sequestration is a specific method of climate change mitigation, it does not define the general concept of mitigation.
The process of the intensification of agriculture is best described as increasing the
agricultural productivity of an area of land by increasing the agricultural inputs, such as labour and technology.
conversion of forest to other land uses independently of whether human-induced or not.
rate of changes that have taken place in natural environments due to a variety of natural and/or human induced causes.
agricultural productivity by increasing the area of land being used for agricultural activities, such as grazing and cropping.
Reveal Answer
agricultural productivity of an area of land by increasing the agricultural inputs, such as labour and technology.
Correct. Agricultural intensification specifically refers to increasing the yield per unit of land by utilizing higher levels of inputs like labor, fertilizers, and technology.
conversion of forest to other land uses independently of whether human-induced or not.
Incorrect. This describes deforestation or general land-use change, whereas agricultural intensification focuses on maximizing output on existing farmland.
rate of changes that have taken place in natural environments due to a variety of natural and/or human induced causes.
Incorrect. This broadly defines environmental change rather than the specific agricultural practice of increasing crop yields on a given plot of land.
agricultural productivity by increasing the area of land being used for agricultural activities, such as grazing and cropping.
Incorrect. Increasing agricultural output by expanding the total area of land used is known as agricultural extensification, not intensification.
Describe the impact of world population growth on the rate of biodiversity loss.
Reveal Answer
| Descriptor | Marks |
|---|---|
Describes the impact of world population growth on the rate of biodiversity loss. | 2 |
States an impact of world population growth on the rate of biodiversity loss. | 1 |
None of the above | 0 |
Describe the impact of advances in technology on the extent of land cover change.
Reveal Answer
| Descriptor | Marks |
|---|---|
Describes the impact of advances in technology on the extent of land cover change. | 2 |
States an impact of advances in technology on the extent of land cover change. | 1 |
None of the above | 0 |