Fieldwork task

Learning Activities

Outcomes and Indicators

Review with students the elements of bad air quality and the geographical processes, such as wind, particles, transport, visual air quality and whiffers that affect air quality.

This allows students to then decide what they will be measuring. Students  should refer to Airwatch-make the link and the following pages to decide what they will measure:

Wind

• Wind direction (p.14) (atmos_7.pdf 66kb)
• Estimating wind speed (p.15) (atmos_8.pdf 55kb)
• Calculating wind speed (p.16) (atmos_9.pdf 58kb)

Particles

• Designing a particle collector (p.28) (airpoll_5.pdf 64kb) 
• Collecting particles (p.29) airpoll_6.pdf 37kb)
• It's raining what? (p.30) (airpoll_7.pdf 59kb)
• Using the Regional Pollution Index (p.41) (airpoll_12.pdf 38kb)
• Looking at the Regional Pollution Index (p.42) (airpoll_13.pdf 37kb)

(Extension activity: Look up the National Environment Protection Measures (NEPMs) for air quality at www.ephc.gov.au)

Transport 

• The family car (p.58) (local_1.pdf 38kb)
• Car log (p.59) (local_2.pdf 51kb)
• Passenger count (p.60) (local_3.pdf 51kb)
• Comparing exhausts (p.66) (local_9.pdf 59kb)

Visual air quality

• Measuring visual air quality (p.68) (local_11.pdf 38kb)
• VAQ record sheet (p.69) (local_12.pdf 38kb)
• VAQ results (p.70) (local_13.pdf 37kb)
• Hazy days (p.71) (local_14.pdf 52kb)

Whiffers  

• What's that smell (p.76) (local_19.pdf 39kb)
• Whiffing out the source (p.77) (local_20.pdf 46kb)

In addition, weather information can be measured using thermometers in a Stevenson's screen and a rain gauge or with an electronic weather station. Otherwise, weather data can be obtained from the Bureau of Meteorology (www.bom.gov.au).

5.1 Identifies, gathers and evaluates geographical information

• Makes decisions about what to test based on sound reasoning

Learning Activities

Outcomes and Indicators

Guide students, as a class, to develop a map of the selected 'test site'. This should be done with the use of topographic maps of the area and if possible air photos.

Students gather and process the data they have collected on each of the following geographical processes:

• wind
• particles
• transport
• visual air quality
• whiffers
• weather (optional).

Using groups of 'experts' in each area, each group will complete all or some of the above fieldwork activity over a period of six weeks or within a set week.

5.4 Demonstrates a sense of place about Australian environments

• Develops a map of the test area using topographic and aerial photos

5.1 Identifies, gathers and evaluates geographical information

• Cooperatively carries out fieldwork techniques as chosen by the class and records data.
• Evaluates the usefulness of data before contributing it to the class project

Learning Activities

Outcomes and Indicators

Students come back to class to analyse, organise and synthesise their data, developing graphs and tables to present and communicate the data.

Students in their expert groups should then look at how the issue is currently managed and evaluate alternative solutions. (Students should also submit relevant data to the Airwatch website www.airwatch.gov.au ).

Each group should then make a presentation of how they did their data gathering and how the results were obtained, with recommendations on how the class, as individuals and a group, can address the issue.

5.2 Analyses, organises and synthesises geographical information

• Produces useable fieldwork data in a form that can be understood by people not directly involved in their group
• Explains how their issue is currently managed and able to develop and justify alternative solutions

5.3 Selects and uses appropriate written, oral and graphic forms to communicate geographical information

5.5 Explains the geographical processes that form and transform Australian environments

5.9 Applies geographical knowledge, understanding and skills to demonstrate active and informed citizenship

• The fieldwork is presented in a report format using graphs and text to explain the task undertaken, results found and recommendations for addressing the issue.
• Report includes an evaluation of the task undertaken and the results obtained.

Learning Activities

Outcomes and Indicators

Students should then individually, or in groups, prepare a report on 'Air Pollution within the Test Area'. This report should include recommendations for individuals and groups in the community, to address the issues raised by the fieldwork as well as an evaluation of the task. 

See Outcomes and Indicators for 'Propose individual/group actions to address the issue'.

Learning Activities

Outcomes and Indicators

The best reports should be handed on to relevant groups in the community such as the School Council, local council, or the Environment Protection Authority.

See Outcomes and Indicators for 'Propose individual/group actions to address the issue'.

Optional activity

As a follow up longer-term activity demonstrating active citizenship, students could form an 'Airwatch Action Group' as detailed in the Airwatch - make the link booklet and become active in solving local air quality problems

5.9 Applies geographical knowledge, understanding and skills to demonstrate active and informed citizenship