IB Geography Workshop

Level 1/2 Geography Workshop

Adelaide April 2009

Internal assessmentSession 9

1 A.Mair

CONTENTS. INTERNAL ASSESSMENTPages

3 – 4 What is the IA component

4 – 5 Analysis of data

5 - 6 Suitable topics for field investigations

7 Writing up the fieldwork

8 – 10 Marking criteria

11 Recommendations for future teaching

12 – 13 Urban Geography exemplar

14 – 15 Coastal fieldwork exemplar

16 – 23 Rivers fieldwork exemplar

24 Guidance on word count

To be used in conjunction with the IA resources found in the main workshop booklet.

2 A.Mair

FIELDWORK / IA COMPONENT from Sept 2009

Aim is to amplify, reinforce and extend geographic concepts and skills. Intended to enrich the study of the

particular theme.

Integral part of course and COMPULSORY for both SL and HL

One piece of written fieldwork of maximum 2500 words length

HL(20%) and SL(25%) 20 hours. Total 30 marks

Could relate to any theme from the syllabus but should be at the local scale and involve primary information collection

Topics must relate to material in a sub-topic or development column of the syllabus

Should be woven into the course as far as possible

Many of the skills cited in the syllabus should be used Emphasis of the written report is analytical

The fieldwork investigation involves

• preparation-hypothesis formulation

• data collection-observing, collecting and recording raw data in the field

• analysis-based on information collected and application of scientific logic in testing hypotheses

• presentation

Candidates are allowed to undertake preparation and data collection in groups.

However analysis, justification of methods, conclusion and final written report must be entirely the candidate's own work (criteria D-F)

3 A.Mair

The fieldwork topic, question and methods of information collection may be chosen by the teacher

The fieldwork reports are internally assessed by the teacher and externally moderated by the IBO.

Teacher advice can be given to students on their first draft only. Advice on way it may be improved can be given but avoid heavy annotations and editing. The next version is the final one

All work submitted must be authenticated by the teacher.

Marked by using the level descriptors- best-fit of criterion

All secondary material must be referenced

Personally I put together a booklet using the Teacher Support Material (available on line on OCC) with a contents page. I then add material on various techniques

• designing questionnaires and interviews• using questionnaires• making the most of sketches and photos• project pitfalls

• The narrower the focus of the hypothesis/question the easier it is to collect data and the more relevant the subsequent discussion.

• Many centres sent work that carried no teacher’s marks or comments. This helps the moderator to see how or why marks have been awarded and also authenticates the work.

Analysis of Data

Some of the more useful techniques that could be employed include the following:-

graphical techniques· line graphs· bar graphs (simple, compound, component, histograms)· pie graphs, clock graphs· scattergraphs

mapwork· simple locational, geomorphological and land use sketch maps

4 A.Mair

· isoline maps (pedestrian frequencies, distance decay, temperature, etc)

· choropleth maps (residential characteristics, population densities)· density and distribution maps· flow line maps· desire lines

statistical techniques· calculation of means, medians, modes, deviations· correlations (Spearman Rank)· hypothesis testing (Chi-squared test)· nearest neighbour analysis· centre of gravity and index of dispersion· calculation of break-points (gravity models)

Suitable Topics for Field Investigations Urban

• Comparison of urban land-use and traditional models • Variations in environmental quality in the urban area • Changing patterns of pedestrian distribution in the CBD over 24 hours • The distribution of vacant property • Patterns of urban decay and dereliction using indicators (litter, graffiti) • Patterns of litter distribution in the town centre • Distribution of particular types of crime related to different urban

environmental conditions • Delimiting the CBD using Land values and building heights and other

indicators Pedestrian perception of PLVI location • Patterns of perceived residential desirability over the whole urban area • Student mental maps of urban area in relation to origin of students • Sphere of influence of parks and sport centres • Sphere of influence of supermarkets of different sizes • Identification of retail hierarchy in the urban area Location of fast food

outlets in a town • The impact of a football ground on local residents• Patterns of informal street trade in a large CBD • Patterns of illegal parking in a town centre at different times of day

Rural or Agricultural Topics • Perceptions of the village as a community by long-term and short-term

residents • Counter-urbanisation in a rural district • Service provision and threshold populations in local villages

5 A.Mair

• Variations in village service provision with distance from a major town • Comparison of land-use patterns around a town with Von Thunen or Sinclair

models • The effect of agricultural pollutants on stream water quality

Geomorphological/Hydrological topics

• Stream channel changes downstream • Pool and riffle sequences in a meandering stream • The effect of channelisation on velocity and discharge Cliff profiles in relation

to materials and processes • Infiltration rates on different gradients/different land uses• Pollution patterns in an urban watercourse • Evidence of seasonal variations in the form and composition of a beach • Patterns of footpath erosion on different gradients and with distance from a

focal point

• The response of two adjacent beaches with different orientations to wave conditions

• Comparison of beach profiles and sediment size and shape • The effect of weathering on different types of gravestones• Patterns of longshore drift with seasonal change • Seasonal variations in river bank erosion rates by boats and other users

Biogeographical Topics • Variations in soil characteristics down a slope or under different types

of vegetation • Vegetation patterns across a salt marsh Vegetation succession on a

sand-dune • Assessment of urban air pollution on lichen growth on gravestones• Comparison of pollution levels between urban and rural streams

Climatic Topics

• The variations in temperature, humidity, gustinesss on and around a school site Study of the urban heat island effect by night and day and between summer and winter

• The effect of street aspect and sky view area on urban temperatures• The effectiveness of different types of hedgerows as windbreaks• The microclimate of a woodland in comparison to an adjacent field• The effect of wind chill changes upon the use of a beach by holiday makers

6 A.Mair

WRITING UP THE FIELDWORK.

This section shows how you should lay out your work in the correct way.

1. TITLE PAGE.

2. CONTENTS PAGE.This should list by page number the various headings which split up the work

so that the reader has an idea of what the work contains.

3. INTRODUCTION.This should include the hypothesis, the background to the study stating the

location (map), what you intend to do and any other details that are relevant.

4. METHODOLOGY.This describes the way in which you collected data. In this work you were

told what primary data to collect though you may have collected data from secondary sources as well.

5. RESULTS AND ANALYSIS.This is where you present your information in a suitable form. Use various methods to show your data….tables, graphs, statistical methods etc.Field sketches and photographs must be labelled and referred to.

Then decide what the results mean. What do they show?

6. CONCLUSION.Must refer back to the original hypothesis. Are you able to prove the hypothesis or do you have to qualify the answer in some way.Summarise your findings.Include a critique…..what were the limitations of your study? how couldit best be modified or extended?

7. BIBLIOGRAPHY.This should be a list of books, resources, newspapers etc that you used.

7 A.Mair

Higher Level Internal Assessment(Fieldwork) Criteria Criterion A Aims, fieldwork question & geographical context 3 marks

Criterion B Methods of investigation 3 marks

Criterion C & D Quality and treatment of information collected

and written analysis (integrated) 5 + 10 marks

Criterion E Conclusion 2 marks

Criterion F Evaluation 3 marks

Criterion G Formal requirements 4 marks

Total 30 marks

A. Fieldwork question and geographic context 300 wordsLevel descriptor0 The work does not reach the standard described by the descriptors below.1 The fieldwork question is inappropriate, or the geographic context or locational or

relationship to the syllabus is missing2 The fieldwork question is adequate with an acceptable attempt to place it in its

geographic context and relate it to the syllabus. A locational map is presented.3. The fieldwork question is well focused and with a detailed, accurate explanation of

the geographic context and is related to the syllabus. A good locational map is presented.

B. Methods of investigation 300 words

0 The work does not reach the standard described by the descriptors below.1 There is only a brief description of the method(s) used for information collection,

and the methods are generally inappropriate to the investigation of the fieldwork question.

2 There is an adequate description but limited justification of the method(s) used for information collection. The methods used are generally appropriate for the investigation of the fieldwork question.

3 There is a clear description and justification of the method(s) used for information collection. The methods used are well suited to the investigation of the fieldwork question.

C. Quality and treatment of information collected 1,350 words 0 The work does not reach the standard described by the descriptors below.1 Limited or inappropriate information has been collected and very little attempt has been

made to treat or display the information collected. 2 Some relevant information has been collected and some attempt has been made

8 A.Mair

to treat or display the information collected.3 The information collected is generally relevant to the fieldwork question and allows

for some analysis. Limited techniques have been used for both the treatment and display of information collected

4 The information collected is generally relevant to the fieldwork question and is sufficient in quantity and quality to allow for analysis. Appropriate techniques have been used for both the treatment and display of information collected

5 The information collected is directly relevant to the fieldwork question and is sufficient in quantity and quality to allow for in-depth analysis. The most appropriate techniques have been used effectively for both the treatment and display of information collected

D. Written Analysis Included in above

0 The work does not reach the standard described by the descriptors below.1-2 The report reveals very limited knowledge and understanding. The approach is

descriptive with little or no attempt at analysis.3-4 The report reveals some knowledge and understanding. There is an attempt at

analysis, which may be incomplete or superficial, making little or no reference to the fieldwork question, geographic context, information collected and illustrative material

5-6 The report reveals an adequate level of knowledge and understanding. There is an adequate level of analysis, which generally refers to the fieldwork question, geographic context, information collected and illustrative material.

7-8 The report reveals a good level of knowledge and understanding. There is a well reasoned, detailed analysis of the results with references to the fieldwork question, geographic context, information collected and illustrative material. There is an attempt to explain any anomalies.

9-10 The report reveals a very good level of knowledge and understanding. There is a clear and well reasoned, detailed analysis of the results with strong references to the fieldwork question, geographic context, information collected and illustrative material. The attempt to explain any anomalies in results is good.

E. Conclusion 200 words

0 The work does not reach the standard described by the descriptors below.1 There is some attempt to draw a conclusion to the fieldwork question, which may

not be completely consistent with the analysis.2 There is a clear conclusion to the fieldwork question, consistent with the analysis.

F. Evaluation 300 words

0 The work does not reach the standard described by the descriptors below.1 There is some attempt to evaluate methods of collecting fieldwork information or

some suggestion is made for improvement or extension.2 Methods of collecting fieldwork information have been evaluated or there are valid

recommendations for improvement or extensions.3 Methods of collecting fieldwork information have been evaluated clearly. There are

valid and realistic recommendations for improvement or extensions. There may be some suggestions for modifying the fieldwork question.

9 A.Mair

G. Formal structure n/a5 formal requirements

a) 2,500 word limitb) overall presentation is neat and well-structuredc) pages are numberedd) references used for background information follow standard conventionse) all illustrative material is numbered, is fully integrated into the body of the

report and is not relegated to the appendix

0 The work exceeds the 2,500 word limit or meets none of the other formal requirements

1 The work is within the 2,500 word limit and meets one of the other formal requirements

2 The work is within the 2,500 word limit and meets two of the other formal requirements

3 The work is within the 2,500 word limit and meets three of the other formal requirements

4 The work is within the 2,500 word limit and meets the other four formal requirements

10 A.Mair

Recommendations for the teaching of future candidates:Teachers should:

1. start coursework sufficiently early in the course to avoid the submission of unsuccessful investigations for which no substitute could be found.

2. select investigations that involve hypothesis testing and the collection of ample primary data.

3. ensure that there are only one or two hypotheses and that they can be realistically tested.

4. encourage the use of headings that conform to the guidelines and assessment criteria

5. all topics for field work or research must contain a spatial element

6. ensure that candidates do not exceed the word limit.

7. encourage candidates to use a wide range of data processing techniques.

8. emphasise the need for creative thinking in their evaluations.

9. Make sure primary-secondary ratio does not exceed 60-40

10. Place all illustrative material close to the relevant text. Number these and refer to them in the main body of the text

11. Refer back to and quote their data in the analysis

12. Ensure that candidates include a bibliography and a reference to all sources in the text

13. Make sure candidates are aware of the weighting of the different criteria

14. Despatch all reports in a strong cover (we bind them)

11 A.Mair

IB URBAN FIELDWORKUrban areas are a function of numerous factors - topography, history, economic motives, human culture and chance. The characteristics of the town that result from these factors are subject to constant change in both time and space. However, general patterns and processes of internal urban characteristics can be identified and mapped and used to test various hypotheses.Browns Bay is a small settlement, aligned to Browns Bay Beach in the East Coast Bays of North Shore City. It has established itself as mainly a residential suburb, with a small Central Business District parallel to the shore. Built in 1876, it initially grew in the 1920’s as a popular weekend and holiday centre, but real development commenced in the 1940’s.

HYPOTHESIS

“Functional magnetism and linkages create landuse groupings in which activities benefit from close proximity”.

AIM

The hypothesis states that shops and services of similar functions are often drawn together and benefit from being located near to each other. The aim of this study is to use the data collected in Browns Bay to prove or disprove this hypothesis.

There is evidence from past Geographical studies in the settlement that there is functional magnetism between certain services in some of the areas of the town.

The aim of this fieldwork is to extend the previous work to include the suburban areas in which there are some interesting patterns.

Traditionally, high order or comparison goods show a clustered distribution and low order or convenience goods show a more dispersed distribution. The clustering of the comparison shops is due to functional magnetism as the comparative high prices, infrequent purchases and high threshold population mean that being located closely together gives the consumer a more informed choice. Price and quality does not matter as much between convenience goods, which are purchased on a regular basis.Services in the New Zealand town also show functional magnetism. Services have a final output that is non-material, whilst goods have a material final output.

12 A.Mair

METHODOLOGY• To discover whether functional magnetism causes businesses of similar types

to locate in close proximity to one another, urban transects and mapping the land uses and lengths of selected roads in different parts of the town should be carried out. To be presented using colour, a key and scale.The following coding will provide some uniformity:

1. Financial2. Professional services3. Other services eg vehicles4. Manufacturing5. Retailing. Convenience and commercial6. Public and Administration7. Residential8. Accommodation9. Food outlets10. Derelict/vacant11. Under construction12. Educational/religious13. Entertainment

Pacing between selected shops/services Sketch Maps and photographs are essential Secondary research to try to explain current patterns. Measurement of Linear Nearest Neighbour Analysis. Shows clustering,

uniformity or random distribution of a series of points. Looks at points in relation to each other.

Measurement of Index of Dispersion should be attempted. Looks at points in relation to a central areaLook for evidence of clustering of related activities eg cafes, estate agents, car services.

Further work could plot Lorenz Curves and the Gini Coefficient. Further work could include interviews with shop and service owners to discover

their views on the proximity of other businesses.

13 A.Mair

The Impact of Marine Processes on the Geomorphology of Omaha Beach

BackgroundOmaha Beach is located in Little Omaha Bay at the mouth of the North Island’s Hauraki Gulf. The beach itself faces east towards Little Barrier Island 25km offshore with Great Barrier Island on the other side of the Gulf, 50km distant. Mangatawhiri Spit fills the head of this bay with its southern base tucked in behind Te Kie Point. The sand spit beach curves smoothly north to finish inside Ti Point where a narrow channel forms the entrance to Whangateau Harbour (refer to topographical map).

The symmetrical shape of the bay is striking, with inner and outer rocky headlands on either side of the sand spit. The shallowing seabed near the bay margins refracts entering waves, producing a curving wave front. The interaction of refracting waves with the sand of the seabed leads to a crescent shape of stable beach. In this case the beach is detached from the northern headland by the tidal channel to the Whangateau Harbour. Whereas the shape of the crescent or half-moon bay is reasonably stable, the tip of the spit is in a delicate balance. Any disturbance of this balance by man can lead to substantial changes in its overall geometry.Bedrock in the hinterland behind the bay is Waitamata Sandstone. Cape Rodney and Takatu Point are predominantly greywacke. Ti Point, the northern headland of Whangateau Harbour comprises a mass of olivine basalt.

The sand on the floor of the bay is in the main not locally derived but has been transported into the Hauraki Gulf by the Waikato River during the last Ice Age. At this time, sea levels were 50-100m lower than at present, and the mouth of the Waikato lay between North Auckland and Great Barrier. The sand deposits in the outer Hauraki Gulf region have been accumulated by interaction of waves with the changing sea level.

The Omaha development comprises some 140 hectares in the northern two-thirds of this spit.

Overall Aims of the Investigation

• To investigate the seasonal impact of marine processes on the geomorphology of Omaha Beach.

• To understand the role played by the interaction wind and wave energy, wave incidence, particle size and refraction influencing erosion, transportation and deposition in littoral environments.

Statement of HypothesisYour task is to undertake a fieldwork investigation and produce a written report (2,500 words) which tests the following hypothesis:

That the geomorphology of Omaha Beach is directly related to seasonal variations in marine processes.

14 A.Mair

Omaha Field Study - Data Sheet x2 Date:

Wave Climate1. Wave height (h): __________ m

2. Wave period (T): __________ sec

3. Water depth (d): __________ m

Calculate wave length (L):

Use the formula 3.13 x T x √d: ____________ m

Calculate wave steepness (∝).

Use formula ∝ = h/L

If wave steepness < 0.025 = constructive (spilling) waves cause accretion.

If wave steepness > 0.025 = destructive (plunging) waves will erode the beach.

Steepness = __________

Significance today: plunging / spilling

__________

Wave energy (E)

Use the formula E = 740 x h2 x L Joules/metre:

____________ J/m

Width of surf zone (estimate from a high place): __________ m

Use the clinometer to measure beach slope at lowest possible tide.* ___________°

Width of beach face (maximum)*: ___________ m

Beach Sediment

12. Average sediment diameter ____________ mm

Longshore Drift13. Direction of longshore drift:_____________

14. Velocity of longshore drift:__________ m/s

Dune Morphology17. Height and slope of the fore dune: *

__________ m ____ °

15. List the types of vegetation found on the foredune. You may wish to collect samples now for later identification.

Beach Profile16. Conduct a beach transect using the dumpy level. Use the data asterisked (*) to

construct an annotated beach profile.

15

FIELDWORK - WAITAKERE RANGES.WAITAKERE RIVER.

Hypothesis: ‘Discharge increases downstream and varies markedly between seasons'.

Stream discharge is one of the more easily measured components of the hydrological cycle. It is defined as the volume of water passing a point on a river bank in a given time. The volume is expressed in cubic metres per second (cumecs).

Discharge = velocity x cross-sectional area.

The aim of this study is to determine just how true the above hypothesis is when applied to this relatively small drainage basin.

How much has man changed the nature of the rivers course, and how much does the depositional nature of the tidal estuary affect the results?

How much does the discharge change throughout the year?

Make sure that you think about any other variables that may effect the run-off or discharge into and through this river.

INTRODUCTION:

The drainage basin is an open, dynamic system which is under the continuous influence of natural and human factors. In addition to inputs in the form of precipitation, outputs as evapo-transpiration or channel flow, and stores in natural or artificial reservoirs, there are components which act upon a river system throughout its course. Examples of natural factors affecting the river system include relief, basin size and shape, rock and soil type, the distribution, intensity, and type of precipitation, temperature, drainage density, vegetation cover, and tidal patterns. However, natural influences alone do not determine the nature of the river and its drainage basin; the impact of human activity also plays a crucial role. For instance, certain types of land use along a river frequently alters the natural vegetation cover which in turn changes the degree of interception store, and urbanisation may increase the amount of overland flow as a result of creating impermeable surfaces.

16 A.Mair

THE TEXTBOOK DEFINITION OF A “NORMAL” RIVER:

A river is turbulent in its upper course, narrow, has rough beds, is relatively shallow in depth, straight and contains clear waters. As it flows downstream, velocity, volume, discharge, cross-sectional area, efficiency and sediment load increase; whereas sediment size and river bed gradient decrease.

Background to the WAITAKERE RANGES.About 16 million years ago, forces deep within the earth pushed the Auckland region upwards out of the sea. The ancient Waitakere volcano initially stood as a high sentinel out to the west, with somewhat lower hills over Auckland (uplifted Waitemata Sandstones). By about 5 million years ago both had been eroded down to an extensive coastal and subtidal plain.Around 3-5 million years ago, the Hauraki gulf area was forced upwards,tilting the Coramandel to the east and the Auckland region to the west. The eastern Auckland area was pushed up further resulting in erosion of a great thickness of rocks in the east. In some places all of the overlying rocks were stripped off exposing the older greywacke rocks beneath. The Waitakere ranges are the remnants of the uplifted coastal plain underlain by more resistant volcanic rocks and therefore has not been completely eroded away. Ranges mainly composed of early Miocene rocks from volcanic activity, uplifted, eroded over last 15 –20 million years. Its shape is still preserved in the flat tops of the higher ridges.Towering bluffs and huge fallen boulders are made of erosion-resistant volcanic conglomerate that accumulated low on the submarine slopes of the Waitakere Volcano. The size of boulders reflect the power of this stream in flood.At Te Henga Beach (Bethells Beach) the rocks are mostly pillow lavas (underseas lava flows) overlying beds of volcanic conglemerate.In summary, the Waitakere ranges are composed of volcanic material which are more resistant to erosion than that of the sandstones of the Auckland isthmus. Despite this, the area has been subjected to fluvial erosion which has resulted in the characteristic ridge and valley pattern.

17 A.Mair

WAITAKERE RIVER Catchment area = 71km sq

The Waitakere river has many source tributaries all starting to the west of the main ridge. The longest is the Anderson Stream which sources at just under 300 metres, and is initially a small tributary which falls quite steeply in a westerly direction with many rapids and waterfalls. Large rounded boulders found in the stream bed reflect the power of this stream in flood. The Cascade Falls (35 metres) are the most marked of the waterfalls, and have a large plunge pool. The top of falls is a band of erosion resistant volcanic conglomerate.In this upper part representing 50% of the catchment, there are steeply sloping gullies with deeply incised stream. Steeply sloping part is covered in native bush: 75% still native bush of kauri, also totara, tanekaha and rimu. Also exotic pine. Less steep is gently rolling & grass covered. Soils are largely stoney clay with a low water holding capacity so low infiltration rates & high run off.After the falls the stream widens out and flows in a north westerly direction in a well-defined channel before being joined by other sizeable tributaries. More gentle relief than bushMangakahi loam is soil found here (alluvium). At GR 4480 it enters its lower course and flows west to the sea. Meanders are present as it moves through a swampy floodplain (Te Henga Swamp 80ha) (vegetation of manuka and cabbage trees).The wetlands have been formed due to the siltation of the river following the milling of flax from the area at the turn of the last century. As the river approaches the sea, its course changes depending on the sand accumulation across the mouth of the river. Discharges at Bethells Beach/Te Henga across the northern end of the sandy beach. Extensive sand dunes are found behind the beach, and the lower reaches of the river are subject to tidal variations. The river flows along flat sandy bed in the lower reaches

18 A.Mair

METHODOLOGYA. VELOCITY

Float method

In a comparatively clear stretch of river the simple float method will suffice.

Select a straightish reach of river 10-30m long, preferably with no pools, eddies or waterfalls. Measure the distance with a tape.

Use floats whose velocity you can record over the measured reach. The best are those which float mostly beneath the surface and are thus unaffected by wind, for example dog biscuits or oranges.

Time the float over the measured distance at least three times and calculate the average. If the channel is sufficiently wide, it may be possible to calculate the velocity in the centre of the river and also towards the banks.

Multiply the average time by 0.85, because the water on the surface flows faster than under it, and this conversion ensures an accurate velocity reading for the whole cross-section.

Calculate the velocity:

Velocity (metres per second) = distance (m) Time (seconds)

19 A.Mair

B. CROSS – SECTIONAL AREA

• Measure the steam width with a measuring tape.• Hold the tape taut across the stream and measure the water depth at regular

intervals across the width (e.g. every 25 cm in a 2-metre-wide stream). Take into account the fact that the water will splash up around the ruler.Cross-sectional area = dw

Where d = average depth W = channel width

• The average depth is the sum of all the depth readings divided by the number of readings (n) plus 1

20 A.Mair

C. HYDRAULIC RADIUSThis is how you measure channel efficiency. The efficiency of a channel is controlled by the degree of contact between the bed and banks and the flowing water. Where there is a lot of contact between the water and banks (a wide, shallow bedload stream, for example), the loss of energy due to friction is high and the channel is inefficient. Narrower channels with high cohesive banks are more energy efficient.A measure of channel efficiency is hydraulic radius, which is the ratio of cross-sectional area to wetted perimeter

HR = CSA WP

Wetted perimeter represents the resistance to river flow (friction) and cross sectional area the energy of the flowing water.Hydraulic radius is not expressed in any unit, but the higher the value, the more efficient the channel.

21 A.Mair

D. RIVER GRADIENT

The gradient of a river is a measure of how steeply it loses height. The long profile graph shows how much the gradient of a river changes along its length.

Using two poles (up to 1.5 metres) or surveying poles and a clinometer (which measures angles), divide your river into 5-15 metre sections. Try to keep the same distance for each of your sections.By recording gradient at regular intervals, you can reconstruct the long profile of the river.

22 A.Mair

E. QUALITATIVE OBSERVATIONS

Using annotated photographs, and sketch maps record the human influence on the river and the land use surrounding each site. Can any unusual measurements be explained by

artificial changes in the course of the river. Are there any observations you can make about friction along the course of the river.Field sketches can pick out features relevant to your study. A feature might not be clear or seen on a photo but can be drawn and labelled on a field sketch.

F. CARTOGRAPHYDraw a scale map of the drainage basin. Include all tributaries, the estuary and any human modifications to the natural landscape.

G. STREAM ORDERINGCalculate (and show) the stream ordering for the Waitakere River Drainage Basin. Similarly the bifurcation ratio.

Bibliography. Fieldwork techniques and Projects in Geography. Lenon & Cleves. Collins Educational 1996 Geography Review. November 2002. Philip Allen Updates

23 A.Mair

GEOGRAPHY INTERNAL ASSESSMENT WORD COUNT CLARIFICATION The word limit for the ONE Geography internal assessment written reports is 2,500 at HL and at SL. These notes clarify what is included in the word count. There is still misunderstanding about what is counted in textboxes and annotations, particularly as candidates have been trying to avoid the word limit by putting information in long annotations that should be in the main body of the text.

Definitions Label: less than, and including, 10 words Annotations: over 10 words

Words not included in the word count Title page Acknowledgements Contents page Titles and subtitles Citations, references and bibliography Footnotes (up to a maximum of 15 words) Appendices—containing only raw data and/or calculations Photographs Map legends and/or keys Labels—notation must be less than 10 words Tables—tables of statistical, numerical data, or categories, classes or group names Calculations

Words included in the word count Every word of all annotations. Main text:the introduction, hypotheses, analysis, conclusion and evaluation, wherever these appear.

Where work is over the limit, moderators are advised to stop reading and students are likely to lose marks not only under criterion G but also under other criteria, such as E and F.

24 A.Mair

25 A.Mair