QCAA Geography Responding to local land cover transformations
6 sample questions with marking guides and sample answers · Avg. score: 72.6%
Explain the impact on land cover over time of one land management practice used by Aboriginal and Torres Strait Islander peoples.
Reveal Answer
Answers could include:
Names:
- firestick farming
- mosaic burning
- cool burning.
Impacts:
- created and maintained a mosaic pattern of vegetation that would assist seed germination, encourage new growth, reduce fire load and attract game for hunting. Over time this practice encouraged growth of different plant species
- relatively controlled low intensity burns of varying frequency caused the introduction of new varieties of plants, encouraged vegetation to adapt and caused growth of smaller undergrowth vegetation which slowly transformed dense bush/forest land cover into more open, low vegetated areas
- created access paths through dense, prickly, and thick vegetation which, over time became clear paths and points of communication and travel.
| Descriptor | Marks |
|---|---|
Explains the impact on land cover over time of one land management practice used by Aboriginal and Torres Strait Islander peoples | 3 |
Describes the impact on land cover over time of one management practice used by Aboriginal and Torres Strait Islander peoples | 2 |
Makes a generalised statement about a land management practice used by Aboriginal and Torres Strait Islander peoples | 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 |
Explain one indigenous peoples' land management practice and its impact on land cover over time.
Reveal Answer
A good answer will show how land cover has been changed over time. e.g.:
‘Firestick farming’ was a land management practice used by Aboriginal peoples where areas of land were regularly burned in a coordinated way. The use of low intensity burns favoured certain species of plants, such as smaller undergrowth varieties, leading to a less dense and more open vegetation cover. In addition, larger species, such as eucalypts, thrived and spread into areas more suitable to rainforest. As areas were burnt at different times and were at different stages of regeneration, the practice created patchy ‘mosaic’ patterns of landcover.
| Descriptor | Marks |
|---|---|
Explains (cause and effect) one indigenous land management practice and its impact on land cover over time. | 3 |
Describes one indigenous land management practice and its impact on land cover over time. | 2 |
States one indigenous land management practice or its impact on land cover over time. | 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 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 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 |