The purpose of the assessment process is to rank each candidate's answer to each question or part of it according to the criteria set out in the assessment scales. Discrepancies between the two awarded grades are pointed out to the senior evaluator, who then awards a third grade without prior knowledge of the previous grades. In most cases, the average of the three grades is awarded twice.
Before the end of the marking operation, SMs and Markers are asked to comment on the degree of competence with which candidates handled specific questions. Constructive criticism of individual questions and the paper in general is also for the attention of the. Each year the Board invites expressions of interest for membership of the Geography Examination Committee.
The board, in consultation with the chairman of the curriculum advisory committee, selects applicants for membership of the examination committee, which normally consists of six members, four of whom are practicing teachers who did not teach in year 12, and two university academics. Syllabus from which they are drawn and the syllabus results examined. iv) members of the examination committee reviewed all generalized marking guides for use in the examination.
Comments
There was some ambiguity in part (a) which required a season to be specified, although a cyclone could occur any time from October to May. The least well understood component appeared to be part (d), which required the weather that would be experienced in Perth within the next 24 hours. It was difficult to assign two grades for identifying changes across a range of weather variables.
Candidates appeared to have a good understanding of graphic interpretation and map reading skills, including points and areas, latitude and longitude and scale. The question gave students an opportunity to demonstrate their understanding of fieldwork and topographic map interpretation skills, as well as contemporary issues.
Options
Natural Resources
Use the Renewable Energy Resources map on page 1 of the Broadsheet and your knowledge of natural resources to write a comprehensive answer to:. Relationship to the syllabus document Reference to syllabus document pp 36-37 1. the implications of the unequal distribution of natural resources. environmental, social, political, economic and technological issues arising from resource use. sample studies and active research methods. recognition of the fact that natural resources are unevenly distributed over space and time. an understanding of resources, including their renewable, recyclable or exhaustive nature and their uses in particular contexts. analysis of environmental, social, political, economic and technological issues related to the use of natural resources at different scales and times. use of active research methods and sample studies. Nature of natural resources - renewable, recyclable and exhaustible. patterns of economic and political control over the distribution of natural resources and the effects of such controls on production and consumption.
Issues related to the use of natural resources:. environmental, social, political, economic and technological issues in reference to case studies. Here candidates:. a) • explained the concept of natural resources. distinguished between the different types of resources, with supporting examples. used the term sustainability when describing resource use. The intent of the syllabus is to study an example of each type of natural resource at different scales - local, national, regional and global - and over a period of time that would address patterns, issues related to use and strategies of resource management . .
Discuss the natural resource management strategies adopted by the government and non-governmental organizations with reference to a number of sample studies. Strategies adopted by governmental and non-governmental organizations, political or economic blocs, transnational corporations and business entities at a variety of scales. Candidates appeared to be confused about the difference between natural resource and fragile ecosystem sampling.
There is some tendency for students to answer both the natural resources question and the fragile ecosystems question using the same sample surveys. Management strategies to preserve and conserve fragile ecosystems at local, national, regional and global levels. Discussion of management strategies must be clearly linked to an ecosystem rather than based on generalizations or a problem.
Isolated piecemeal studies, which do not address scale and do not provide integration and continuity, should be avoided.
Large Cities
When selecting samples, an attempt should be made to indicate the relationship(s) between them based on scale and integration of fragile ecosystems. Another example study may relate to coral reefs, with a focus on the Barrier Reef Marine Park. The issue of scale and integration could be addressed through studies of watersheds draining to the reef and intertidal wetlands associated with the fluvial and marine environments.
The role of large cities as population, consumption, exchange, finance and business as well as political decision-making. Those who used Sydopolis as a case study had little idea of the concept, were clearly unable to discuss roles and presented a poorly understood case study. The concept of scale must be reinforced when students are referred to topographical maps or other stimulus material.
The features or characteristics of an urban area and its roles or functions should be clarified. Students should practice comparing a major study of a large city with a variety of cities from developed and underdeveloped countries at a variety of scales: primary, regional, global. Changes over time in the degree and direction of urbanization; rapid urban and suburban expansion, counter-urbanization, urban consolidation.
Economic, social, cultural, political and environmental forces that influence the nature and rate of urbanization at different times and places. Students need to understand changes that have taken place in urbanization patterns, both spatially and temporally. Students should clarify the forces driving change, show how they differ from time to time between and across nations, and give examples to illustrate this.
Productive Activity
This option required the highest number of answer diversions between questions 24 and 25, as a result of selecting a productive unit when answering question 24 or selecting a productive activity for question 25. The syllabus specifies the choice of ONE productive activity from the agriculture, manufacturing or service sector. Selections outside of these parameters should not be made as students doing so may be disadvantaged in the exam.
Describe and account for the impact of technological change on ONE production unit you have studied. The syllabus should be carefully examined and a productive unit should be chosen which allows all aspects of the syllabus to be covered. One productive unit should be selected for investigation rather than a productive group such as a hotel chain or farmers' cooperative.
Fieldwork for the productive unit should be used with extensive interpretation and analysis rather than description. The fact that technological impact has a time context to be analyzed before, during and after implementation should be clearly stated.
3 Unit (Additional)
Biophysical Studies
Describe and explain the forces that cause changes in ONE component of the biophysical environment. Students need a thorough understanding of the process of change in order to determine the magnitude and rate of change in ANY component of the biophysical environment resulting from forces of natural and human origin.
Development Geography
Case studies should be relevant and used appropriately to substantiate or illustrate concepts rather than simply being listed. Identifying and understanding the list of development issues cited in the Syllabus is essential.
Political Geography
Students should use sample studies at different scales to illustrate the topic in the syllabus. The nature and causes of political tensions and conflicts differ on different scales.'
