On completion of this unit the student should be able to analyse and evaluate the nature, purpose and effectiveness of a range of responses to selected hazards and disasters.
Presentation of processed data and information
A required section in the fieldwork report is the presentation of processed data and information. The purpose of this activity is to guide students through this part of the report in Unit 1. In order to scaffold the task for students, teachers could provide them with the specific requirements for data to be included and in what format. The use of a separate visual data book is not a mandated format for the fieldwork report; however, it may be an effective way of managing this part of the report when it is introduced in Unit 1. Students could then be given the option of integrating the use of processed data in the written analysis when writing a fieldwork report in Unit 2.
Sample student instructions
Prepare a visual data book that will form part of your fieldwork report.
Consider organising your data under headings such as: location, impacts on people, impacts on environments, hazard prevention, risk assessment.
You should include the following:
- a location map of the area(s) visited
- a map(s) showing the location of sites where data was collected, including photographs. This map should be created using GIS software (Google My Maps or ArcGIS).
- an annotated field sketch
- a range of annotated photographs
- a table showing the results of observations/water quality tests/summary of key information from an interview
- results of data collection for analysis using graphing software (Microsoft Excel or Google Sheets) and/or map creation using GIS software (Google My Maps or ArcGIS)
- an annotated cross-section showing relevant data collected in the field.
Number all visual data and use titles for easy reference in the written report: for example, Figure 1 Field sketch of retarding basin.
Give students written instructions regarding the appropriate conventions for presenting graphs, maps, tables, cross-sections, field sketches, annotated photographs and other forms of geographic data.
Give students class time to process and present data.
Provide guidance in choosing the techniques most appropriate for conveying the meaning in the data.