171601 Geography 2019 v.1.1 Unit 1 sample assessment instrument June 2018 Examination — combination response This sample has been compiled by the QCAA to assist and support teachers in planning and developing assessment instruments for individual school settings. Schools develop internal assessments for each senior subject, based on the learning described in Units 1 and 2 of the subject syllabus. Each unit objective must be assessed at least once. Assessment objectives This assessment instrument is used to determine student achievement in the following objectives: 1. explain geographical processes by describing the features, elements and interactions between biophysical and anthropogenic processes that shape the identity of places and result in hazard zones at global, regional and local scales 2. comprehend geographic patterns by recognising and representing spatial patterns of hazard zones at global, regional and local scales of study, identifying relationships and implications for people and places in these zones 3. analyse geographical data and information by selecting and interpreting vulnerability data to infer how patterns, trends and relationships represents risk for people and environments in hazard zones 4. apply geographical understanding by extrapolating from their analysis to generalise about the potential impacts for environments and/or people in hazard zones 6. communicate geographical understanding of vulnerability and risk for environments and/or people in hazard zones and identify adaptation and/or mitigation strategies by selecting and using written, cartographic, graphic and, mathematical skills for a particular purpose Note: Objective 5 is not assessed in this instrument.
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1716
01
Geography 2019 v.1.1 Unit 1 sample assessment instrument June 2018
Examination — combination response This sample has been compiled by the QCAA to assist and support teachers in planning and developing assessment instruments for individual school settings. Schools develop internal assessments for each senior subject, based on the learning described in Units 1 and 2 of the subject syllabus. Each unit objective must be assessed at least once.
Assessment objectives This assessment instrument is used to determine student achievement in the following objectives:
1. explain geographical processes by describing the features, elements and interactions between biophysical and anthropogenic processes that shape the identity of places and result in hazard zones at global, regional and local scales
2. comprehend geographic patterns by recognising and representing spatial patterns of hazard zones at global, regional and local scales of study, identifying relationships and implications for people and places in these zones
3. analyse geographical data and information by selecting and interpreting vulnerability data to infer how patterns, trends and relationships represents risk for people and environments in hazard zones
4. apply geographical understanding by extrapolating from their analysis to generalise about the potential impacts for environments and/or people in hazard zones
6. communicate geographical understanding of vulnerability and risk for environments and/or people in hazard zones and identify adaptation and/or mitigation strategies by selecting and using written, cartographic, graphic and, mathematical skills for a particular purpose
Note: Objective 5 is not assessed in this instrument.
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum & Assessment Authority June 2018
Page 2 of 12
Subject Geography
Technique Examination — combination response
Unit 1: Responding to risk and vulnerability in hazard zones
Topic 1: Natural hazard zones
Conditions
Response type
Short and extended responses
Time 2 hours Planning 15 minutes
Other During planning time you may make notes and annotations but may not commence responding to the assessment in the response space/book Equipment required: coloured pencils for choropleth mapping
Instructions
PART A: Short response Questions 1–5 answer in the space provided on the test paper, and on relevant maps and diagrams PART B: Extended response Question 6 answer on lined paper
Feedback
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum & Assessment Authority June 2018
Page 3 of 12
PART A: Short responses
Question 1
Explain the geographical processes that result in earthquakes and the secondary hazard of tsunami that contribute to the hazard zones shown in Map 1.
In your response you should: • describe the general pattern of hazard zones • identify specific hazard zones for earthquakes and tsunamis and explain the processes for these
locations.
Answer in the space below in no more than 150 words.
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum & Assessment Authority June 2018
Page 4 of 12
Map 1: Quake epicentres — 358, 214 events, 1963–1998
Source: Quake epicentres 1963–1998 by NASA, DTAM project team, Public Domain (https://commons.wikimedia.org/wiki/File:Quake_epicenters_1963-98.png Sourced from: http://denali.gsfc.nasa.gov/dtam/seismic/
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum & Assessment Authority June 2018
Page 5 of 12
PART A: Short responses
Question 2
On the diagram below showing the tectonic plates for Japan, label the following features: • each of the four tectonic plates • the direction of movement of the plates (use arrows) • the two upper layers of the Earth’s surface.
Source: Copyright © 2009 Volcano Lovers Exhibition Committee. Used with the permission of the designer, Yukihiko Aizawa, www.volcanolovers.net.
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum & Assessment Authority June 2018
Page 6 of 12
PART A: Short responses
Question 3
For the location marked with the on the diagram of tectonic plates for Japan in Question 2, answer the following:
• identify the type of boundary movement • explain the processes that are occurring at this specific boundary • identify the hazards that may be generated at this type of boundary.
Answer in the space below in no more than 80 words.
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum & Assessment Authority June 2018
Page 7 of 12
PART A: Short responses
Question 4
Using the data provided in Table 1 create a choropleth map showing the average tsunami wave height for the selected prefectures (use the map provided).
TABLE 1: Average tsunami wave height Tōhoku earthquake 2011
Prefecture Average wave height (m)
Aomori 6.2
Chiba 3.35
Fukuoka 2
Fukushima 6.11
Hokkaidō 2.8
Ibaraki 5.5
Iwate 14.94
Kagoshima 1.22
Kanagawa 1.18
Kōchi 2.37
Mie 2.22
Miyagi 7.21
Miyazaki 1.35
Niigata 0.4
Okinawa 0.6
Ōsaka 0
Shizuoka 1.27
Tokushima 1.84
Tōkyō 2.3
Wakayama 1.27
Yamagata 1.5
Source: The National Oceanic and Atmospheric Administration, https://ngdc.noaa.gov/nndc/struts/results?EQ_0=5413&t=101650&s=9&d=92,283&nd=display
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum & Assessment Authority June 2018
Page 8 of 12
Use this map for Question 4
Source: d-maps, ‘Map Japan with Ryukyu Islands’ www.d-maps.com/carte.php?num_car=29465&lang=en
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum & Assessment Authority June 2018
Page 9 of 12
PART A: Short responses
Question 5
Referring to the choropleth map you created for Question 4, describe the spatial pattern of the tsunami hazard as a result of the Tōhoku earthquake in 2011.
Answer in the space below in no more than 50 words.
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum & Assessment Authority June 2018
Page 10 of 12
PART B: Extended response
Question 6
In a written response of approximately 450–600 words, respond to the following on the lined paper provided:
• Analyse and interpret the vulnerability data presented in the stimulus material to explain how the patterns, trends and relationships represent risk for people and environments in the Miyagi Prefecture during the Tohoku earthquake in 2011.
• Apply your understanding to generalise about the potential impacts for people and environments in the Miyagi Prefecture for two specific locations: the place of maximum water height and the place of maximum inundation.
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum
Page 11 of 12
Part B: STIMULUS — use this material to answer question 6
Soil liquefaction map
Earthquake intensity map
Population density map
Elevation map
Power grid of Japan
1
2
3
4
5
6 7
8 9
Geography 2019 v.1.1 Unit 1 sample assessment instrument
Queensland Curriculum & Assessment Authority June 2018
Page 12 of 12
References for Part B stimulus 1. Google Earth, data ©2017 ZENRIN
2. Google Earth, data SIO NDAA, US Navy, NGA, GEBCO, ©2017 ZENRIN
3. Miyagi Prefecture data: Tsunami wave data: The National Oceanic and Atmospheric Administration, https://ngdc.noaa.gov/nndc/struts/results?EQ_0=5413&t=101650&s=9&d=92,283&nd=display
4. Land subsidence data: Graph created from data from Wikipedia, ‘2011 Tōhoku earthquake and tsunami’ https://en.wikipedia.org/wiki/2011_T%C5%8Dhoku_earthquake_and_tsunami
5. Power grid of Japan by Callum Aitchison (2012), Public domain https://commons.wikimedia.org/wiki/File:Power_Grid_of_Japan.svg. Accessed 4 June 2018.
6. Elevation map: ‘Japan Physical Map’ Free World Maps, www.freeworldmaps.net/asia/japan/
7. Earthquake intensity map: Japan Meteorological Agency, ‘A strong aftershock of the 2011 Great East Japan Earthquake occurred Thursday 7 April’ www.jma.go.jp/jma/en/News/20110407_aftershock.html
8. 2011 Tokoku earthquake soil liquefaction map, data by: Pekachu, map by Alexrk2 (2015), Public domain https://commons.wikimedia.org/wiki/File:2011_Tohoku_earthquake_Soil_liquefaction_map.png. Accessed 4 June 2018.
9. Population density map: Statistics Japan, prefecture comparisons, http://stats-japan.com/t/kiji/13400.
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