iGeo 2010, Теренна работа — Задача 3. Bird habitat protection

Landcover/landuse change and conservation in Guandu

Fieldwork Test: Part I – Mapping Exercise

31 July, 2010

The theme of the Fieldwork Test is landcover/landuse change and conservation in Guandu. In the morning session (7:40am until 11:40am), students are expected to observe, record and map features that are related to this issue.

• In the file, there are index maps (source 1), a base map, (source 2), and other materials (sources 3 to 10; reference maps, short essays and photographs). Please check and report to the group leader if any of these items are missing.
• Students can use any maps to record field observations, to draw or to take notes. Important: The final map to be submitted has to be drawn on the plastic cover sheet with a base map in it. Use the markers (pen), provided by the group leaders, to complete the final version. This is the only map that will be assessed by the fieldwork jury. Write your name and team on the back of the plastic cover sheet NOW. Do not take the map out of the plastic cover sheet.
• Field observation should finish by 10:30. The file has to be returned to the Group Leader at the end of the field exercise at 11.10am. The file, except the final map from the morning, will be returned to students at the beginning of the geographical issue written test in the afternoon.
• In addition to what you have observed in the field, more information will be provided at the beginning of the geographical issue written test, and there will be 5 minutes reading time provided at the start of the test.
• In the field, we will stop at the sites marked A, B, and C on the base map (Source 2). Apart from making observations at these sites, please also make careful record of the vegetation, land use, and relief.
• In the Guandu Nature Park, please do not enter unauthorized areas. You should act responsibility at all times, and avoid dropping litter.

2.1 The intent of guidelines was written into the classroom test, for which a series of additional resources were provided. The resources include a map that provided a “ideal” map that showed clearly the dike and floodgates. The map complemented the students own maps, which were returned to students for the exercise to avoid “double jeopardy” of a poor map in the first part of the exercise.

2.2 The answers were written on an answer book, for which indicative spaces were provided for candidates’ answers. Five minutes were allowed for reading the test, and getting familiar with the new resources provided. The time available for the test was 2 hours for English speakers and 2.5 for those for which English is a second language.

2.3 The questions required two graphics (a time line and a cross section, each worth 10% of the final fieldwork mark). The spatial analysis (changes in space through time) required an understanding of the habitat relationships within the Nature Reserve (20% of the final fieldwork mark). The geographical commentary presented a context statement and then asked students to think about planning for the lowland, to identify the groups who might want to make statements on the future use of the lowland, and to link these interest groups more generally to those that are found in many urban environments where there is competition for land use.

The marks for the field mapping and written field work assignment were lower than expected but the range (26.8-7.6/40) was approximately the same as for the written response test (34-13/40). The component marks for most candidates were consistent; if they scored well on one item, they scored well on most and vice versa. The markers did an excellent and collegial job; only one of the five tasks required extensive moderation, and only one task required Committee approval for a change in the assessment initially agreed.

For information, neither scripts nor marks for the components of the field work will be made available, and papers will not be returned to students.

(Important note, this is an adaption of the advised Guidelines to meet the specific field context of Taipei)

Format of the exercise

The field work assignment consists of three parts: a mapping exercise, spatial issue relating to the field area, and a geographical analysis and commentary

Part 1: the mapping exercise. Part 1 will take place in the field. Skills that are required during the mapping exercise are observation, naming observed phenomena, locating the phenomena on the map, describing the phenomena in a map key, using appropriate graphic symbols, including scale and orientation statements. Students could, for instance, be provided with a base map and asked to add information to it using cartographic skills.

Part 2: the spatial analysis exercise. Part 2 will take place in the classroom where a spatial problem will be presented to participants for analysis. The problem may relate to physical and/or environmental planning. The problem will be introduced and documented for participants and the procedures and conditions for working on the problem-solving exercise will be outlined. The introduction to this exercise can be done in a number of ways: a presentation, a workshop and/or short excursions to the field area for gathering additional data.

Phase 3: geographical analysis and commentary. On the basis of the mapping exercise and spatial analysis in the area, participants have to respond to the problem presented, and explain their responses. The commentary needs to show that the participant has understood the nature of the problem and made connections between the properties/qualities of the field area and the spatial analysis they have carried out. In the commentary, the use of pictures, statistics, tables and graphs is preferred over lengthy texts.

Assessment of the exercise

The field work assignment is worth 40% of the final mark.
The field work assignment is carried out by individuals not teams.
The mapping exercise and commentary are mandatory parts of the assignment
The nature of the additional information provided is determined by the host.
The following components will be assessed

• The map of (a part of) the fieldwork area,
• The problem-solving exercise, to include spatial analysis of the problem presented,
• The visualisation of the field work area,
• The commentary on a suggested plan/strategies/activities.

Required skills for the field work exercise

• mapping skills (read, analyse, interpret and produce maps)
• inquiry and problem solving skills that underpin geographical writing (thinking and writing skills)
• graphicacy skills (produce pictures, statistics, tables and graphs)

In May – July 2009 a draft of these guidelines was sent for comment to International Board members in all countries that participated in iGeo 2008. The guidelines were formalised by the iGeo Task Force on September 15, 2009. The local organiser of iGeo 2010 in Taiwan therefore had sufficient time to design the fieldwork exercise, and all team leaders time to prepare their participants for the fieldwork and related assignments. The guidelines will be reviewed for the 2012 iGEO field work test in Cologne, and any changes will be advised.