Australian Geography Series: Year 7 / Unit 1 - Resources of the World

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Ready-Ed Title: Australian Geography Series Year 7 - Unit 1: Resources In The World

Publications

© 2013 Ready-Ed Publications Printed in Australia Author: Fiona Back Illustrator: Alison Mutton

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

iii. Wikimedia Commons. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled “GNU Free Documentation License”. iv. istockphotos

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ISBN: 978 186 397 881 1 2

Contents

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Teachers' Notes National Curriculum Links

Section 1: Using and Classifying Environmental Resources Renewable And Non-Renewable Resources 1 Renewable And Non-Renewable Resources 2 Social And Economic Uses Of Resources Spatial Distribution Of Resources 1 Spatial Distribution Of Resources 2

Section 2: Water Water: Forms And Accessibility Reclaimed Water Using And Accessing Water Rainfall And The Water Cycle Surface And Groundwater 1 Surface And Groundwater 2 Availability Of Fresh Water Distribution Of Fresh Water Limited Stocks Of Water 1 Limited Stocks Of Water 2 Direct, Indirect And Competing Water Usage Irrigation Indigenous Water Management 1 Indigenous Water Management 2 Indigenous Water Knowledge 1 Indigenous Water Knowledge 2 Water Management Strategies 1 Water Management Strategies 2 Water Management Strategies 3 Trading In Virtual Water

4 5

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Section 3: Environmental Hazards

Floods 1 Floods 2 Floods 3 Floods 4 Floods 5 Thailand’s Flood Management 1 Thailand’s Flood Management 2 Thailand’s Flood Management 3 Environmental Resources Glossary

Section 4: Non-Renewable Resources

33 34 35 36 37 38 39 40 41 42

Coal Creates Electricity 1 Coal Creates Electricity 2 Oil 1 Oil 2 Natural Gas Australia's Coal, Oil And Gas Industries Non-Renewable Resources 1 Non-Renewable Resources 2 Australian Oil Production And Consumption Global Oil Consumption 1 Global Oil Consumption 2 Fieldwork Investigation Natural And Financial Capital 1 Natural And Financial Capital 2 Natural And Financial Capital 3

43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58

Resources Glossary Difficult Word Chart

59 60

Answers

61-64

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Teachers’ Notes

This is a Ready-Ed Publications' book preview.

Year 7 - Unit 1: Resources In The World and Year 7 - Unit 2: Place And Liveability have been written by the same author for Year 7 students studying Geography in Australia. This book contains four sections which are clearly linked to Unit 1 of the Year 7 Australian National Curriculum.

The first section of this book investigates environmental resources: renewable resources, non-renewable resources and continuous resources. It explains how they are used and how we classify them.

The second section of the book is an in-depth study of water as an essential and renewable resource. It encourages the students to think about how we access water and how we can save this precious resource. It creates an awareness of the unequal distribution of water around the world and describes how different countries manage the water that they have. Indigenous water management and knowledge is also considered and the concept of virtual water is introduced.

The third section of the book is entitled Environmental Hazards. It concentrates on floods that have occurred in Australia and Thailand and compares how each country has managed flooding disasters in their own area. It examines different types of floods and why they occur.

The final section of the book explores the non-renewable resources: coal, oil and gas. It looks at how each non-renewable resource is created, used and managed in Australia and overseas. It introduces the terms 'natural capital' and 'financial capital'.

The activity sheets in this book have been designed to help students appreciate environmental resources and begin to understand the importance that they play in all of our lives. Students are given the opportunity to develop their Geography skills, knowledge and understanding, through: observing, questioning, planning, collecting, evaluating, processing, analysing, interpreting and concluding.

Year 7 - Unit 1 and Year 7 - Unit 2 are both part of the Australian Geography Series which compromises nine books in total.

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National Curriculum Links

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Geographical Knowledge and Understanding

The classification of environmental resources and the forms that water takes as a resource (ACHGK037) •

classifying resources into renewable, nonrenewable and continuous resources, and investigating examples of each type

•

describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice or water vapour

The ways that flows of water connect places as it moves through the environment and the way this affects places (ACHGK038) •

explaining how the movement of water through the environment connects places

•

investigating the environmental, economic and social effects of water as it connects places

The quantity and variability of Australia’s water resources compared with those in other continents (ACHGK039) •

investigating the main causes of rainfall and applying their knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall

•

interpreting the spatial distribution of rainfall in Australia and comparing it with the distribution of that of other countries

•

comparing the quantity and variability of rainfall, runoff and evaporation in Australia with that in other continents

The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040) •

investigating the causes of water scarcity, for example, an absolute shortage of water (physical), inadequate development of water resources (economic), or the ways water is used sustainably

•

discussing the advantages and disadvantages of strategies to overcome water scarcity, for example, recycling (‘grey water’), stormwater harvesting and reuse, desalination, interregional transfer of water, transfer and trade in virtual water, and reducing water consumption

•

examining why water is a difficult resource to manage, for example, because of its shared and competing uses and variability of supply over time and space

The economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region (ACHGK041) •

examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation, for example, rice production in Leeton in NSW and the Mekong Delta in Vietnam or Java in Indonesia

•

exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander Peoples

•

examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value

•

investigating the spiritual significance of water in an Asian culture

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The causes, impacts and responses to an atmospheric or hydrological hazard (ACHGK042) •

explaining the physical causes and the temporal and spatial patterns of an atmospheric or hydrological hazard through a study of either droughts, storms, tropical cyclones or floods

•

explaining the economic, environmental and social impacts of a selected atmospheric or hydrological hazards on people and places, and describing community responses to the hazard 5

Section 1: Publications' This is a Ready-Ed Using Andpreview.

Classifying book Environmental Resources

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Renewable And Non-Renewable Resources 1

This is a Ready-Ed Publications' i book preview. ď ą Read the information then complete the tasks.

Resources

Natural resources are environmental resources which are found naturally in the environment. So far, only natural resources which are found on Earth are used by people around the world. However, scientists are exploring natural resources that they have found on items such as asteroids in outer space! Natural resources are divided up into three categories: renewable, nonrenewable and continuous.

Renewable Resources

Non-Renewable Resources

Renewable resources are those which are unlimited and include: water, air, sunlight, plants, trees, soil, wind energy and tidal energy. It is important to remember that renewable resources, such as water, need to be conserved and that we all need to be educated about the conservation of renewable resources.

Non-renewable resources cannot be regrown or reproduced over and over again. Non-renewable resources include: oil, metals (such as coal and uranium), salts and sand. For example, oil has developed beneath the earth over billions of years and once it is all used, no more can be made.

A. Label the resources renewable or non-renewable.

Resources

R or NR

Resources

1. river

6. coal

2. petroleum (oil)

7. water

3. farmland

8. uranium

4. plants

9. metals

5. soil

10. air

R or NR

B. Which of the above resources are used to make:

1

2

3

4

______________________________________________________________________________

Challenge C. Find out how a continuous resource is different to a renewable and non-renewable resource.

Write your answer below.

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____________________________________________________________________________

____________________________________________________________________________ ____________________________________________________________________________

Section 1: Using And Classifying Environmental Resources

7

Renewable And Non-Renewable Resources 2

This is a Ready-Ed Publications' book preview. ď ą Use the information on page 7 to complete the tasks.

A. List nine key words used in the information on page 7.

1.

4.

7.

2.

5.

8.

3.

6.

9.

B. Write a paragraph (5-7 sentences) which summarises the information on page 7.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

C. Complete the ladder.

1. Continuous resources

because

are different to nonrenewable resources...

2. Unlimited resources such as air, sunlight and trees are important...

because

3. People need to be careful about their use of nonrenewable resources...

because

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4. Scientists are exploring the resources from outer space ‌

8

because

Section 1: Using And Classifying Environmental Resources

Social And Economic Uses Of Resources

This is a Ready-Ed Publications' book preview. ď ą Read the information on page 7, then complete the tasks below.

A. Environmental resources are used to make many of the items that we use every day. Fill in each space with the name of an every day item pictured below.

1. Balls of cotton grow on plants. The cotton is picked, cleaned, made into thread and woven into cloth.

2. Aluminium is made from the mined resource bauxite. Huge amounts of electricity is used to extract the aluminium from the bauxite using machinery. A factory then converts the aluminium into sheets ready for use.

3. Trees are cut down and a carpenter makes the wood into furniture.

4. Made from the skin of animals.

5. Steel is made from three mined resources: iron ore, limestone and coal. A blast oven is used as a part of the process to change the three resources into one - steel.

6. Wax which comes from bees.

B. Are the above resources renewable or non-renewable? Place a tick in the correct box and then explain why it is a renewable or non-renewable product.

Resource

Renewable

NonRenewable

Explanation

1. wood 2. leather 3. cotton 4. aluminium 6. wax 6. steel

Challenge C. The quantity of resources that a country naturally possesses has a huge impact on a country’s potential wealth or the wealth of those who own the rights to mine the resources. Use the internet to find out which resources Australia is rich in, and record your answer below.

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____________________________________________________________________________

Section 1: Using And Classifying Environmental Resources

9

Spatial Distribution Of Resources 1

This is a Ready-Ed Publications' book preview.  Complete the tasks and read the information.

A. Complete the table below.

Integrated

i

Relating to space or area.

To divide in to portions.

To join with something else.

The Earth’s population is always growing. As the population grows, the demand for all resources increases. All resources are provided by the Earth and it is our responsibility to share them. All resources are interconnected, so a shortage in one area puts pressure on other areas.

Water: Who Uses It And How? Mapping the spatial distribution of a resource such as water is possible by looking

at how water is used in certain areas.

Recently, Australians have done a great job of reducing their water use. Communities, businesses and individuals have become much more aware of the need to conserve water.

It is important that this trend continues given Australia’s dry climate in many regions.

Everyone needs to reduce their water use to ensure that we have enough water for all, well into the future.

B. Read the case study below.

Jerome’s family consists of his mum, dad, little brother and big sister. They live in a house with four bedrooms and two bathrooms. They have a standard kitchen, laundry, lounge room and media room. In the backyard there is a pool and a patio area. At the front of the house Jerome’s family have a grassed area and a rose and flower garden.

According to the Australian Water Corporation, residential households are the highest users of public water, using approximately 71% of water supplied from the Integrated Water Supply System. This means that households have the greatest potential to save water. 19% of our water is used by businesses and for other commercial use, and 10% of our water is used for fire fighting, waste water management and is lost due to leaks.

patio area

lounge room

C. Shade blue the areas of the house where the most amount of water can be saved. Shade red the areas where no water can be saved.

kitchen

Distribution

Put The Word Into Your Own Sentence

media room

Spatial

Meaning

pool

Glossary Word

bedroom 1

bedroom 2

bedroom 4

bedroom 3

bathroom 1

bathroom 2

entrance

grassed area

laundry

rose and flower garden

D. Tick the boxes which could help Jerome’s family to save water at home.

1.

2.

3.

4.

5.

6.

7.

8.

9.

Shower for at least ten minutes.

Recycle pool overflow water into the garden.

Fill the pool up regularly even when rain is due.

Only use the sprinklers on your allocated day.

Shower for only four minutes.

Use the economy cycle on the washing machine.

Put the dishwasher on when it is only half full.

Leave the tap running while brushing teeth.

Decrease the reticulation time by four minutes.

q q q q q q q q q

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Section 1: Using And Classifying Environmental Resources

Spatial Distribution Of Resources 2

This is a Ready-Ed Publications' book preview. ď ą Complete the tasks on this page to show how water (a renewable resource) can be saved.

Saving water in one area can help equalise the distribution of water in the world.

A. Fill in the table to show how your household could save water.

Household Water Saving Strategies

Rooms

How My Family Could Save Water

bathroom kitchen toilet laundry front garden back garden patio area spa/pool living area

B. Divide into groups of three or four and conduct some field research. Write down the main areas in your school, i.e. canteen, science block, administration block, etc.

Investigate how each area currently uses water and how it could potentially be saved.

School Area

Current Use Of Water

Suggestion For Saving Water

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Challenge

C. Write a report to the school Principal outlining how water could be saved at your school.

Use the back of this sheet or your workbook.

Section 1: Using And Classifying Environmental Resources

11

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Water: Forms And Accessibility

This is a Ready-Ed Publications' book preview.  Read the information and complete the tasks.

Water Forms – Water can be found in three main different states: solid (ice), liquid (water) and gaseous (steam or vapour). Fresh water is for drinking and salt water is from the ocean.

A. Label the different forms of water below. Use the words: solid, liquid and gaseous.

B. Complete the sentences.

Fresh water is: _ ______________________________________________________________________ Salt water is:_ ________________________________________________________________________

i

accessibility Water, is of course, essential for all aspects of human life.

Most people in the world have clean water for drinking and for irrigation on farms to produce their food, but accessing clean water is a major problem in the poorer areas of the world.

Water pollution such as that found in parts of Asia can lead to dangerous bacterial diseases, such as E coli, which is life threatening. It is estimated that 1.8 million people die each year from water-related diseases. In Australia the water industry is regulated. The Water Corporation is responsible for delivering water to homes and businesses. This water must have gone through various processes such as: purification,

sewage treatment, distillation, plumbing and filtering.

Due to the ever increasing population of Australia, two more ways of increasing our fresh water supply have been put into practice: desalination plants and the recycling of sewage water. Desalination plants remove the salt from ocean water and turn it into water for humans to drink and use in irrigation. Recycled sewage water is known as reclaimed water. Sewage is treated to remove solids and impurities, and in Australia it is then used in irrigation and to recharge groundwater (water naturally found under the ground). Singapore has been

one of the leading countries in the use of reclaimed water. Since the 1970s they have been advancing their technology and the amount of reclaimed water that they use.

In Queensland in 2006, a trial to use reclaimed water was suggested by the Queensland water authority, however the Queensland people did not support it. As our population grows and our rainfall is unreliable people may need to become more open to the idea of using recycled water.

C. Circle the correct answers.

1.

2.

3.

4.

5.

Ocean water can be converted into drinking water.

Australia has problems with bacteria in its water.

Reclaimed or recycled water uses sewage water.

Water in solid form is called liquid.

Purification, plumbing and filtering all treat water.

q FACT q FACT q FACT q FACT q FACT

q FICTION q FICTION q FICTION q FICTION q FICTION

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D. How would you feel about drinking recycled sewage water, watering your garden with it and showering in it? Reflect and respond to this question on the back of this page or in your workbook. Before doing this, think about the claim that the population of Australia will increase from 22 million to 35 million over the next 20 years.

Section 2: Water

13

Reclaimed Water

This is a Ready-Ed Publications' book preview.  Complete the tasks.

A. Research the full process of recycling sewage water for human consumption. Complete the Synthesis Journal below by finding information from four sources and then drawing your own conclusion about whether or not Australia needs to use reclaimed water. Write your conclusion on the back of this sheet or in your workbook.

Synthesis Journal

Name: __________________ Source 1: Key Information

Subject: _________________

Source 2: Key Information

Source 3: Key Information

Date: _______________ Source 4: Key Information

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B. Write a short story about a city or town which has no water left. Write your story in your workbook or on the back of this sheet.

C. Create a poster promoting why people should embrace recycled (reclaimed) water. Think about your target audience, headings for the poster, slogans and jingles. Create a good copy of your poster on the back of this page, on A4 paper or in Comic Life posters (MacBook application).

14

Section 2: Water

Using And Accessing Water

This is a Ready-Ed Publications' book preview.  Read the information and complete the tasks.

Distribution Of The Earth's Water fresh water 3%

A. Record the information left as a pie graph and a bar graph.

The Distribution Of The Earth's Water

saline (oceans) 97%

Distribution Of Fresh Water

The Distribution Of Fresh Water

surface water 1%

groundwater 22% ice caps and glaciers 77%

B. Think about your family’s daily water usage. Estimate how much water you use for each activity listed in the table right. You could choose from the percentages below to complete the table.

1. showers and baths

2% 25% 9% 39% 1% 4% 7% 6%

2. toilets

Water Use

Estimated Percentage

3. washing machines 4. taps – brushing teeth, washing hands, glasses of water 5. evaporative air conditioners 6. dishwashers 7. watering gardens 8. pool and/or spa

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Did You Know?

Businesses and industries in Australia use less scheme water in total than private users. To ensure that businesses achieve this they are required to submit a Water Efficiency Management Plan.

Section 2: Water

15

Rainfall And The Water Cycle

This i is a Ready-Ed Publications' book preview. ď ą Read the information and complete the tasks.

It is hard to imagine, but there is a limited amount of water in the world. The water that you may drink today has actually been recycled millions of times before it reaches your cup. This process of water recycling is known as the water cycle. The next time you have a drink of water think about where it has come from - it may have been a part of the iceberg that the Titanic hit or water which was once snow on the top of Mount Everest!

Water is constantly being recycled throughout the world.

Water is considered a precious resource due to the large differences in its availability

in different countries. Some countries have an abundance of water such as New Zealand; other countries, such as Australia, have little water due to long periods of drought and large desert areas. Even within one country the availability of water can change greatly.

For example, parts of Australia such as New South Wales and Victoria often suffer from extreme flooding due to heavy rainfall, while other outback regions frequently experience droughts.

Water is capable of taking many forms to serve many purposes. Firstly, water in its liquid form evaporates.

Evaporation occurs when the sun heats up the water in lakes, rivers and oceans, and turns it into vapour or steam. The vapour then rises into the air.

This is the start of the water cycle. The water vapour gets cold in the air and changes back into a liquid, forming the clouds. This is called condensation. The third step in the water cycle process is precipitation - another name for rain. Rainfall occurs when the air can no longer hold the condensed air, and it falls back to Earth. The last step in the water cycle is collection - the return of the rain (water) back into the Earth’s oceans, rivers, lakes and groundwater.

A. Label the diagram to show the four stages of the water cycle. You could provide further explanation of each stage in the spaces around the diagram.

The Water Cycle

B. Tell a partner how the water cycle works without looking at this sheet.

Challenge

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C. The Australian Bureau of Meteorology (BOM) publishes daily reports on dam water levels, rainfall predictions and actual annual rainfall in each region of Australia. Look up the actual rainfall recorded in your area for June for the last three years. Has the amount of rainfall increased or decreased during this time? Record your findings on the back of this sheet.

16

Section 2: Water

Surface And Groundwater 1

Thisi is a Ready-Ed Publications' book preview.  Read the information and complete the tasks.

Groundwater

If you have ever tried digging a hole in your backyard and you live near a river, lake or ocean, you may have come across water as you have dug down. This water is known as groundwater.

Groundwater is the water which has soaked into the ground from rain, hail, snow

and sleet. Groundwater is used for drinking, irrigation, and for use in households and businesses. Due to gravity, the water moves down into the ground between the particles of soil, gravel, sand and rock until it reaches the other stored groundwater - this area is called the saturation zone.

The top of this zone is called the water table. An aquifer is the name given to the waterbearing permeable rock from which the groundwater is extracted through a water well.

The water table can be either close to the ground’s surface or hundreds of metres below it.

A. On the back of this sheet or in your workbook draw a diagram which explains how groundwater is formed and extracted. Label your diagram using the words: new groundwater; particles of soil, gravel, sand and rock; stored groundwater and saturisation zone.

i

Surface Water The water in rivers, lakes and ponds is called surface water.

Surface water can soak down into the ground and become groundwater. Surface water is replenished by the water cycle.

The management of water resources is very important.

In Australia the Rights in Water and Irrigation Act (1914) regulates how companies such as The Water Corporation manage the use of available water. Water allocation plans, state how much water is available from a particular

B.

groundwater aquifer at any given time and how much water needs to remain in order for the groundwater to replenish. Licences are issued to companies and councils in order to make them accountable for their usage. For example, Perth’s Kwinana Peel region has five groundwater resources: Cockburn groundwater, Murray groundwater, RockinghamStakehill groundwater, Serpentine groundwater and South West Coastal

groundwater. Licences are issued to all those in need of the water; they are then accountable for how the water is used and how much is used.

Explain what is happening in the diagram above left. Label surface water and groundwater.

______________________________________________________________________________

______________________________________________________________________________

C. Define surface water and groundwater in your own words.

Surface water:____________________________________________________________________

______________________________________________________________________________

Groundwater:____________________________________________________________________

______________________________________________________________________________

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17

Surface And Groundwater 2

This is a Ready-Ed Publications' book preview.  Complete the tasks.

A. Water is regulated in Australia thoroughly. Each region has its own office representing the Government’s Department of Water. Look at the divisions listed in the table below. Use the internet to find out what each division is responsible for and how they meet their responsibilities.

Go to the Government Department of Water in your state or territory to find your answers.

Divisions

Notes – What Do They Do?

Questions / Thoughts

Water Licensing

Resource Planning Groundwater and Surface Water Allocation River Care/River Restoration Waterways Planning and Recreation Management Information Collection, Management and Analysis B. Ask your parents if they know anyone who works in the water industry. Find out what their job title is and what they do. Share your information with the class in a feedback session.

i

C.

soil moisture Soil moisture is an important source of water. Farmers measure the level of soil moisture on their land in order to use their irrigation systems more efficiently by using only the minimum amount of water required to grow their food crops.

Measuring soil moisture is also important as plants grow best in optimum soil moisture for each product. Soil moisture sensors are used more in suburban gardens to save water and on public and private golf courses to prevent over-watering as well as in agriculture.

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Bananas require a high soil moisture level in order to grow. Explain what would happen to a banana plantation if there was low rainfall or drought.

_ ____________________________________________________________________________________

_ ____________________________________________________________________________________

18

Section 2: Water

Availability Of Fresh Water

This is a Ready-Ed Publications' i book preview.  Read the information about why fresh water is limited more in Australia than in other continents, then complete the task.

Fresh water is water which naturally occurs on the Earth’s surface. It exists in glaciers, ice caps, ponds, lakes, rivers, bogs, streams and as groundwater in aquifers and underground streams.

The amount of fresh water varies greatly from continent to continent, country to country and region to region.

Fresh water is essential for all ecosystems to survive. We need fresh water for irrigation, to grow food or for industry to produce goods and resources.

If fresh water is contaminated it can have a negative effect on ecosystems. For this reason water is carefully managed.

Rainfall adds to the amount of fresh water available in an area. Australia has a lower rainfall than Europe, Africa, North America, South America, and Asia (excluding Antarctica). Low rainfall leads to low surface water and seasonal river systems which affects water availability. Each year Australia’s rainfall can

vary greatly - this is due to a phenomenon known as El Nino. The El Nino-Southern Oscillation is linked to ongoing seasonal anomalies in many parts of the Earth. Tropical cyclones, heat waves and bushfires are all associated with El Nino. Australia’s low and variable rainfall causes environmental concern about the availability of and the use of fresh water.

Other countries and continents in the world have a larger fresh water supply than Australia, however, they also have much higher populations to sustain. Five hundred million people live in southern Asia alone. The challenge in Asia and countries like it, is not so much how much water they have, but how it is managed and who can access it. Millions of people die each year from contaminated water supplies in many parts of Asia.

Australia is the driest inhabited continent in the world and also the largest. It has

many different climates and landscapes. Fresh water is a limited resource and is affected by the landscape and climate it is in. The natural environment in Australia includes arid inland tropical regions in the north, and cooler temperate climates in the south-east and south-west. Australia has been very successful in managing its water supply and building structures which allow water to reach mainly dry inland areas.

This has meant that extensive rural industry, productive mining and tourist activities have flourished due to careful handling and legal restrictions.

Settlement and economic growth have been made possible due to large scale damming, diversion, pumping and drainage of surface waters, extraction of groundwater for domestic and industrial use and the reclamation of wetlands. Balancing the needs of our nation is a major task carefully undertaken by the Australian Government.

A. The statistics below show how fresh water is used each year in Australia. Record the information as a pie chart.

Fresh Water Consumed In Australia Each Year (Approx)

Total Agriculture Households Water Supply, Sewerage And Drainage Services Electricity And Gas Manufacturing Mining

Gigalitres

%

22186 15502 1829

100 70 8

1706

8

1308 725 570

6 4 4

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19

Distribution Of Fresh Water

This is a Ready-Ed Publications' book preview. ď ą The information on page 19 together with your research skills will help you to complete the tasks on this page.

A. Analyse the following pictures to determine where fresh water is being used in each area of the Australian community.

1.

2.

3.

4.

5.

6.

B. When there are only limited amounts of resources available for a community to use, who do you think is involved in making sure that the resources are used fairly? Write down a list of people who you think would be involved in monitoring this process and say why.

Person's Role

Why

C. Use the back of this sheet to plan a newspaper article entitled 'Australians Use More Than One Million Litres Of Fresh Water Per Person Each Year’. Write up the final copy in your workbook or use the computer to make it look like a real newspaper article.

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Challenge

D. Write a persuasive piece of writing to convince someone that water will not always be classified as a renewable resource.

20

Section 2: Water

Limited Stocks Of Water 1

This is a Ready-Ed Publications' book preview.  Complete the task and read the information.

A. Before reading the information below, complete the ‘Before Reading’ section of the Anticipation Guide. When you have read the information below, record how accurate you were by completing the 'After Reading' section of the Anticipation Guide.

Anticipation Guide - Global Water Stocks

Selected Statements 1. The world’s population currently stands at four billion.

2. The melting of polar ice caps will increase the world’s fresh water supply.

3. Fresh water stocks are readily available worldwide.

4. Nine countries in the world hold half the world’s water.

5. A significant increase in the world’s population will not affect fresh water availability.

i

Before Reading

After Reading

I think this statement is …

q True q False

I think this statement is …

q True q False

I think this statement is …

q True q False

I think this statement is …

q True q False

I think this statement is …

I think this statement is …

I think this statement is …

q True q False q True q False q True q False

I think this statement is …

I think this statement is …

I think this statement is …

q True q False q True q False q True q False

Global Stocks Of Fresh Water It is estimated that the world’s population currently stands at six billion. It is thought by some scientists that in the next 40 years the world’s population will double.

This means that there will still be the same amount of water in the world but the human demand for it will be twice as much. Already, only 3% of the world’s water can be used directly for human consumption.

Fresh water is not evenly distributed throughout the world. Half of the world’s water supply is located in just nine countries: the USA, Canada, Brazil, Colombia, the Democratic Republic of Congo, Russia, India, China and Indonesia. Even in these

countries some people go without clean drinking water due to a lack of sanitation. The amount of fresh water in the world is estimated at about 10 million cubic kilometres, it is mostly contained in polar ice caps and underground aquifers. The rest comes from the following four areas: • rainfall: 119,000 cubic kilometres; • lakes: 91,000 cubic kilometres; • human-made reservoirs: 5,000 cubic kilometres; • rivers: 2,120 cubic kilometres.

There is some concern that if global warming continues to melt glaciers in polar regions the amount of available fresh

water may actually decrease.

The first threat comes from the fresh water in the glaciers melting and merging into the oceans’ salt water. The second threat comes from an overall increase in the oceans’ volume from the melted glaciers - two thirds of the world’s fresh water is locked up in glaciers which could cause a rise in the sea level resulting in the contamination of fresh water sources along coastal regions.

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21

Limited Stocks Of Water 2

This is a Ready-Ed Publications' The Earth's Water book preview.

Oceans  The information on this page and on page 21 will help you to complete the tasks below.

A. Use the information in the diagram to explain the current status of fresh water available in the world. _________________________________

97%

_________________________________

1%

3%

_________________________________ _________________________________ _________________________________

Fresh Water

_________________________________ _________________________________ _________________________________

1% 22% Groundwater

77% 1% Frozen Water

1% Lakes, Rivers and1% Streams

_________________________________ _________________________________

B. List the nine countries in the world that hold the most water.

1.

4.

7.

2.

5.

8.

3.

6.

9.

C. What Am I? Solve the riddles.

1. I hold 77% of the Earth’s fresh water but nobody can drink from me.

2. I am under the ground but not everyone knows that I am there for them to drink.

3. I currently have six billion inhabitants but that will double in the next 40 years.

4. I flow on the Earth’s surface for all to see but I hold only 1% of the world’s fresh water.

5. I hold 97% of the world’s water but no matter how thirsty you are you can’t drink me.

Challenge

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D. A group of islands known as the Maldives have already been affected by rising sea levels. Find out how this group of islands has been affected. On the back of this sheet or in your workbook write down what they have done to adjust to this situation.

22

Section 2: Water

Direct, Indirect And Competing Water Usage

Thisi is a Ready-Ed Publications' book preview. ď ą Read the information then complete the task.

Direct And Indirect Uses Of Water

Water can be used either directly or indirectly. Direct water use is when you turn on a tap to take a shower or to fill your glass with water, or flush the toilet. Indirect water use is when you use a service or product that requires water. For example, you swim in a public swimming pool or buy a soft drink which has water as an ingredient.

Competing Uses Of Water In any given rural or semi-rural area, water is used for many reasons. In some rural towns companies are allowed to bottle the groundwater and sell it for a profit. In other towns bottle water has been banned in the shops as it is considered an unnecessary use of groundwater.

This is an example of competing interests in water usage.

The three main areas which compete for water usage are: domestic, agricultural and industrial. In the past agriculture has taken up the majority of water usage each year, with approximately 65 % of water being used in this area. Industry is the second greatest user at 23 %, followed by domestic use at 12 %.

Urban and rural planning by the Australian Government manages these competing interests.

In many towns in Australia water has to be carefully managed.

Pastoral farming would not be possible without viable access to groundwater. Similarly, many large-scale mining projects and much of the oil production industry are completely dependent on groundwater to run their projects. Much of this water is non-renewable.

A. Complete the tree diagram by showing how you use water both directly and indirectly on a typical day.

Water Direct Use

Indirect Use

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23

Irrigation

This i is a Ready-Ed Publications' book preview. ď ą Read the case study then complete the task.

Case Study: Kununurra

Water needs to be shared by industries, agriculture and households. Kununurra is a town in the far north of Western Australia. The town was deliberately placed among the hills and ranges of the far north-east Kimberley Western Australia region. This area had an abundance of fresh water conserved by the Ord River Diversion Dam and the main Ord River Dam.

Over time the area has harvested crops, (sugar cane, melons, sorghum seeds, chickpeas, pumpkins, mangoes, bananas and citrus), irrigated pasture and tropical forests. 134 kilometres of open channels carry water from Lake Kununurra to farms, while about 155 kilometres of open channels collect drainage water which discharges into the Ord River.

Tourism and mining have become important to the local economy as well as agriculture. The Ord River Irrigation Area makes it possible for many other communities to exist in the region.

A. Kununurra and its surrounding communities have economies based on irrigation. Use the planning sheet below to research the area and find out how the irrigation system supports local agriculture, mining, industry and townships.

My Research Notes About: Kununurra And The Ord River Irrigation Area Name:_________________________________

Research Question 1

DATE:________________________

Research Question 2

Research Question 3

Research Source 1

Research Source 2

Research Source 3

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Section 2: Water

Indigenous Water Management 1

This is a Ready-Ed Publications' book preview.  Read the information then complete the task.

Indigenous people’s

relationship with water,

land and resources are interrelated. Inland water, rivers, wetlands, the sea, islands, reefs, sea grass beds and sandbars are all part of an inseparable understanding of the Earth.

Indigenous people have always understood how water is stored below the land and is part of river or creek systems.

In the desert a ‘soakage’ or ‘soak’ is the non-indigenous name given to water sources.

The indigenous people depend on these ‘soakages’ in times of drought. Indigenous people scoop out the mud or sand of groundwater by using a tool known as a coolamon. They often dig down for several metres until clean water appears at the base of the hole.

These ‘soaks’ are also known as a native well.

Indigenous people cover wells with dead branches and uprooted trees to keep away dead animals. They can maintain wells up to fifteen feet deep by using the coolamon to throw peat against the wall -

this sets like cement and helps to hold the loose sand on the sides of the well.

For the Aboriginal people water is protected by Lore, a system of sustainable management which was misunderstood by the European settlers. To a certain extent there is still a poor representation of Aboriginal knowledge of water in government laws and regulations. For example, in Aboriginal traditions, water is never to be separated from the sky or the features of the landscape. Modern regulations have treated each of these as completely separate entities - however, with further recognition of Aboriginal ownership of the land more consultation now takes place with the traditional land owners of Australia.

There has been recent

consultation with the Aboriginal people regarding the Gnangara Mound in Western Australia. This groundwater supply extends from the Moore River and Gingin Brook in the north; Ellen Brook in the east; the Swan River in the south; and the Indian Ocean to the west. The mound is of vital importance to supporting population and economic growth in the region. Water from the mound supplies public ovals, recreation grounds, household gardens, horticultural centres, businesses and industries.

Water from the mound needs to be carefully regulated. The Aboriginal people request that water flow and vitality are protected from development.

Long-term strategies to manage the mound include consultation with the Aboriginal people as a part of the spirit of inclusion and co-operation. The Aboriginal Heritage Act of 1972 and the Native Title Act of 1993 ensure that sites of heritage or spiritual significance for the Aboriginal people are protected.

Challenge Why is it important that Aborigines and Torres Strait Islanders of Australia are consulted about the use of water in Australia today?

____________________________________________________________________________

Go to www.readyed.net

____________________________________________________________________________

____________________________________________________________________________ ____________________________________________________________________________

Section 2: Water

25

Indigenous Water Management 2

This is a Ready-Ed Publications' book preview. ď ą Read the information on page 25 then complete the task below.

A. Use the traditional Aboriginal art symbols below to create a drawing or painting which shows the importance of water to the Aboriginal people. Use the box provided to practise drawing the symbols and then create your art design in your workbook.

rainbow or cloud or cliff or sandhill

rain

man

two men sitting

fire or smoke or water or blood

usually means four women sitting

camp site, stone, well, rock hole, fire, hole or fruit

water holes connected by running water

footprints

clouds, boomerangs or windbreaks

water, a rainbow, a snake, lightning, a string, a cliff or honey store

resting place

star sitting down place

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Section 2: Water

Indigenous Water Knowledge 1

This is a Ready-Ed Publications' book preview.

The Aboriginal people of Australia believe in oneness with nature. Rocks, canyons, waterfalls, rivers, islands, beaches and other natural features such as the Sun, Moon, visible stars and animals all have their own stories of creation and interconnectedness. To the traditional Aborigine they are all sacred. The knowledge that Aborigines have about water is an important part of the government consultation process today. It is important that in a country such as Australia where traditional land owners believe in the inter-connectedness of humans and resources, that consultation continues for a long time to come.

 Read the Dreamtime story entitled The Origin of Water then complete the task on page 28.

The Origin of Water

(adapted by Fiona Back)

In the beginning the land had no water, or so the animals thought. The only way to get a drink or quench their thirst was to chew ‘Gulbirra’, kangaroo grass or to lick the dew from the plants.

One day the short-nosed bandicoot Gudjilla saw Bangarra the blue-tongued lizard drying himself out of sight behind a rock. When the other animals heard about it they were very angry and they said to Bangarra, “You must have some water hidden away! Where have you hidden it?”

Bangarra would not tell them because he wanted the water for himself.

The animals called a meeting and they chose Gudjilla the bandicoot to follow Bangarra wherever he went. But Bangarra was very smart and could see Gudjilla out of the corner of his eye. He never revealed where the water was hidden.

The animals did not know what to do. Bangarra was too clever. Then Gula, the rat, the smallest of the animals said that he could follow Bangarra but all the other animals laughed at him, and Midin, the ring-tailed possum came forward and told Gula that he was too small and they would not listen to him.

Gula was very hurt, but he decided to follow Bangarra anyway and he crept up very close behind Bangarra, the blue-tongued lizard. Now and then Bangarra thought someone was following him, he would look to the left and then jump to the right but he couldn't see anybody. So the little rat Gula followed the blue-tongued lizard Bangarra to a spring that was hidden under a big flat rock. When Bangarra lifted the rock to let the spring flow, Gula jumped out from where he was hiding and frightened Bangarra away, and all the other animals praised Gula for what he had done.

The animals were so happy because now they all had bubbling water from the spring. They all jumped in and began to splash water everywhere and the kingfisher was so glad, he swam to and fro, and with his beak made drains and gullies in front of the running water all the way down to the sea. That is how the small creeks and gullies were made.

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The moral of this story: water is a resource that should be shared.

Section 2: Water

27

Indigenous Water Knowledge 2

This is a Ready-Ed Publications' book preview. ď ą Read the Dreamtime story entitled The Origin of Water on page 27 and recreate the story as a storyboard below.

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

Go to www.readyed.net

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

28

Section 2: Water

Water Management Strategies 1

This is a Ready-Ed Publications' i book preview.  Read the following case studies about how Australia and overseas countries are managing their water, then complete the Find-A-Fact tables.

CASE STUDY 1: Kurnell Desalination Plant, Sydney, Australia

The Kurnell Desalination Plant was built in 2010 and is located in Kurnell, New South Wales. It generates 250 megalitres of water per day and was built at a cost of $1.896

billion dollars. Desalination is the process of using reverse osmosis to convert ocean water to fresh water. The plant is generated by 100% renewable energy.

Find-A-Fact 1. Find out how much of Sydney’s water supply the Kurnell Desalination Plant currently supplies.

2. Which three areas in New South Wales does Kurnell supply water to?

i

CASE STUDY 2: The Warragamba Dam, Sydney, Australia The Warragamba Dam supplies 80% of Sydney’s water supply.

The dam took 12 years to build and was completed in 1960.

Warragamba is the largest concrete dam in Australia and is used specifically to supply water to urban areas.

Find-A-Fact 1. Find out what the name Warragamba means in the traditional Aboriginal language.

2. How is the dam used to combine recreation and water supply?

CASE STUDY 3: Increasing The Cost Of Water Increasing the cost of water for consumers can be an effective tool for getting people to reduce their use of water. Discuss with your class whether this is an effective strategy.

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29

Water Management Strategies 2

This is a Ready-Ed Publications' i book preview. ď ą Read the following case studies about how Australia and overseas countries are managing their water. Complete the Find-A-Fact tables.

CASE STUDY 4: Reclaimed Water for Drinking

In 2006 the town of Toowoomba in Queensland faced severe water restrictions due to long term drought conditions. The community was encouraged to back a plan to pump purified sewage water back into their dams for drinking. There was so much

public outcry that a referendum took place. The scheme failed with 62% of the residents rejecting the proposal. The project had an estimated cost of $73 million and would have put Australia onto the worldwide map of countries using the scheme to generate fresh water.

Find-A-Fact 1. What needs to be removed from reclaimed water before it reaches the public?

2. The WHO has approved reclaimed water. What does WHO stand for?

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CASE STUDY 5: Recycling Treated Wastewater By 2015, the New South Wales Government aims to recycle about 70 billion litres of water a year to reuse in homes, industry and irrigation. Nearly 50 billion litres of recycled water was used in Sydney and the Illawarra between 2010-2011.

This water would have been used previously in bathrooms, laundries, kitchens, and in businesses. It is treated to a high

standard so that it is safe to use.

Recycled water can be used for the following purposes: for the irrigation of sports grounds, golf courses and public open spaces; industrial processing; groundwater replenishment; toilet flushing; clothes washing; garden watering; maintaining wetlands; irrigation for food crops; irrigation for trees, flowers, turfs, building construction; dust

suppression and fire fighting.

Find-A-Fact 1. Look up your local council and find out what facilities in your area use recycled water.

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2. Find out how many billions of litres of recycled water have been used by your council.

30

Section 2: Water

Water Management Strategies 3

This is a Ready-Ed Publications' i book preview.  Read the following case study about how Indonesia is managing its water. Complete the tasks below.

OVERSEAS CASE STUDY: Water Supply And Sanitation In indonesia

In comparison to Australia’s population of 22 million, Indonesia has 220 million people. Indonesia is one of the nine countries in the world that holds half of the world’s water. Indonesia has enormous amounts of water at its disposal, however, Australia is far more efficient in delivering its limited water to the entire country and meeting the specific requirements of each region. This is due to the efficiency of the Australian Government, both at a state and federal level.

In 2001 Indonesia’s Government was decentralised.

This resulted in a backward step in providing safe drinking water to the people

Australian Population: 22 million

Indonesia Indonesian Population: 220 million

of Indonesia, as provincial governments lacked the funds and mechanisms to carry out the vast infrastructures required to supply water.

Indonesia has now undertaken Millennium Development Goal Planning which should greatly improve the conditions of people by the year 2015.

As part of the Indonesian Government’s planning - pollution, domestic waste and industrial waste are all

being considered. Sanitation systems need to be upgraded in order to cope with all of the waste. Indonesia has a high industrial waste output as they are huge producers of goods for worldwide consumption.

Waste from agriculture, textiles, pulp and paper, petrochemical, mining and gas and small scale industry all contribute to the pollution of Indonesian water supplies.

A. Complete the Retrieval Chart below to show the current water supply and sanitation situation in Indonesia. Suggest some possible solutions.

Problems

Solutions

B. Research what Indonesia will need to do in order to change their current water resource management issues. Use the key words below to conduct your research. Present your findings to the class as a PowerPoint, written report or oral presentation.

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pollution

sewage treatment

government

Section 2: Water

waste

planning infrastructure

31

Trading In Virtual Water

This is a Ready-Ed Publications' i book preview.  Read the information and study Table A and Table B to help you to complete the questions.

If something is ‘virtual’ it means that it does not actually exist in the form you may expect.

Virtual water is water used in the production process of food or other commodities such as electricity. For example, in order to produce one kilogram of wheat it takes approximately

1,000 litres of water. This gives the wheat produced a virtual water content of 1,000 litres.

A way in which water can be spatially redistributed is by measuring the amount of virtual water in products traded with other countries.

Countries with significant

Table A

amounts of water can produce products which require large amounts of water and export those products to countries which lack the water to produce those goods. This relieves pressure on the water resources of different countries. This is how ‘virtual water trade’ occurs.

Table b

Product glass of milk cup of coffee cup of tea slice of bread slice of bread with cheese glass of orange juice hamburger beef cheese butter

Virtual Content Per Litre 250 ml 250 125 ml 140 125 ml 20 30 g 40 30 g + 10 g 90 200 ml 170 150 g 2400 1 kg 15500 1 kg 4400 1 kg 18000 Quantity

Virtual Product Quantity Content Per Litre car 1100 kg 400000 cotton 75 g 810 t-shirt jeans 1 pair 1 kg 10850

A. Use Table A above to work out how much virtual water is needed to make the following meals.

1. A glass of milk with a slice of bread and cheese.

2. A hamburger and glass of orange juice.

3. A cup of coffee and two slices of toast.

B. How much virtual water is used to make the following everyday products that you own?

1. How many cars do your family own? How many litres of virtual water was used to manufacture them?

2. How many pairs of jeans do you own? How many litres of virtual water was used to make them?

3. How many t-shirts do you own? How many litres of virtual water was used to make them?

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C. Explain the term ‘virtual water trade’ in your own words.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

32

Section 2: Water

This is a Ready-Ed Section 3:Publications' book preview.

Environmental Hazards

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Floods 1

This is a Ready-Ed Publications' i book preview. ď ą Read the information then complete the task.

Floods usually occur when an area of land which is usually very dry suddenly receives a large amount of rainfall. In northern Australia flooding is often caused by large tropical storms or cyclones. Floods are also caused in Australia by low pressure systems which usually develop in the winter and spring.

El Nino and El Nina Oscillations are weather systems which have a three to six year cycle. They can result in slight changes in sea temperatures which can cause unusually high rainfall.

Floods can also occur when low pressure systems form into tropical cyclones. Cyclones cause a storm surge to inundate the land. Tsunamis or giant waves created by earthquakes or underwater volcanic eruptions can also cause substantial flooding.

In the case of a natural disaster or engineering fault, dams can

Rapid-onset floods occur more quickly, but they can be more catastrophic since there is less warning than slow-onset floods.

Rapid-onset floods occur near rivers found in coastal areas.

also cause floods. In theory, dams are built on rivers in order to reduce the chance of flooding, however downstream flooding can still occur.

Main Types Of Floods In Australia There are three main types of floods which occur in Australia: slow-onset floods, rapid-onset floods and flash floods.

Slow-onset floods occur when a river overflows its natural banks. They usually happen on inland rivers such as those found in central and western New South Wales, central and western Queensland and parts of Western Australia. These floods are due to a build up of water over several months until the river can no longer hold the extra water. These floods can usually be well-managed as residents have some warning of their arrival.

Flash floods occur when there has been extremely heavy rainfall due to intense storms.

Drainage systems, both natural and human-made can overflow very quickly. These floods occur with little or no warning, and as a result, often cause loss of life.

The best defence against floods is early detection. The Bureau of Meteorology monitors river levels and rainfall, and issues flood warnings as necessary.

Some rivers have electronic data collection systems that transmit river levels to meteorologists.

Flash floods are still difficult to predict due to their nature.

A. Circle True or False.

1. A change in sea temperature can be linked to flooding.

True or False

2. Flash floods are most likely to cause a loss of life.

True or False

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34

3. Coastal areas are not affected by slow-onset floods.

True or False

4. Low pressure systems are not linked to flooding.

True or False

5. Slow-onset floods are due to rivers flooding.

True or False

Section 3: Environmental Hazards

Floods 2

This is a Ready-Ed Publications' book preview. ď ą Complete the tasks.

A. Imagine that you are living in an area at risk of flooding. Fill in the Flood Safety Plan below which has been modelled on the South Australian State Emergency Services Flood Plan.

Phase 1: As the flood approaches ‌

Step 1: Advise neighbours and friends.

Names:_______________________________________________________________

Contact numbers:______________________________________________________

Email addresses:_ ______________________________________________________

_____________________________________________________________________

Step 2: Move important documents, personal possessions, precious photographs and

vital medical supplies to a safe and easily accessible place with your emergency

flood kit.

Step 3: Locate your emergency flood kit.

Step 4: Locate your pets.

Step 5: Raise items to a higher level, e.g. rugs, electrical appliances, laptops, furniture.

Step 6: Secure hazardous items e.g. gas bottles.

List items:_____________________________________________________________

Step 7: Elevate or move dangerous items, e.g. chemicals in sheds, laundries or kitchens.

List items:_____________________________________________________________

Step 9: Install flood proofing devices, e.g. sand bags.

Where:_______________________________________________________________

Step 10: Monitor the Bureau of Meteorology forecasts and warnings, listen to ABC 891 radio.

Challenge B. Discuss with your class what other types of communication might be available to you before or during a flood. How reliable would these forms of communication be? Explain what the most reliable form of communication would be and why. Use the space below to make some notes.

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______________________________________________________________

______________________________________________________________ ______________________________________________________________

Section 3: Environmental Hazards

35

Floods 3

This is a Ready-Ed Publications' book preview.  Complete the tasks.

A. Imagine that you are living in an area at risk of flooding. Fill in the Flood Safety Plan below which has been modelled on the South Australian State Emergency Services Flood Plan.

Phase 2: Immediately before and during the flood …

Step 1: Switch off electricity at the switchboard.

Location of switchboard:_ _______________________________________________

Step 2: Turn off gas at the meter.

Location of gas meter:___________________________________________________

Step 3: Turn off water at the meter.

Location of water meter:_________________________________________________

Step 4: Block toilet bowls with a strong plastic bag filled with earth or sand. Cover _

drains in showers, baths, laundries, etc. with a strong plastic bag filled with _

earth or sand.

Drain locations:________________________________________________________

Step 5: Shelter in the highest part of the building. If you evacuate be sure to tell a

neighbour or friend where you are going.

Step 6: Continue to monitor the Bureau of Meteorology forecasts and warnings.

Step 7: If you become separated from the people you are with, you will meet at:

_____________________________________________________________________

Never drive, ride or walk in flood water – this is the main cause of death during floods as water may be deeper or faster flowing than you think and contain hidden snags and debris.

B. List five major floods that have occurred in Australia during the last five years in the table below.

Say what type they were and where they were located.

Year of flood

Major Floods in Australia Location

Type

2011

Toowoomba

flash flood

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Section 3: Environmental Hazards

Floods 4 ď ą Before reading the text on page 38 complete the 'before reading' section of the Think Sheet below.

This is a Ready-Ed Publications' t Sheepreview.

Thinkbook Name:___________________________ Date:__________

Question 1 Would a disaster such as a flood be managed the same way in Australia as it would be in Asia? Explain your response.

Prediction (before reading):______________________________________________ _______________________________________________________________ What The Text Says (after reading):_________________________________________ _______________________________________________________________

Question 2 How would the Australian Government respond to a flood crisis? Explain your response.

Prediction (before reading):______________________________________________ _______________________________________________________________ What The Text Says (after reading):_________________________________________ _______________________________________________________________

Question 3 Would the threat of disease from flood waters be greater in Australia or in a developing country? Explain your response.

Prediction (before reading):______________________________________________ _______________________________________________________________

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What The Text Says (after reading):_________________________________________ _______________________________________________________________

Section 3: Environmental Hazards

37

Floods 5

This i is a Ready-Ed Publications' book preview.  Read the text then fill in the rest of the Think Sheet on page 37.

In Australia every precaution is taken to try and prevent the harm which can potentially be caused by a natural disaster such as a flood.

Flood mitigation projects are undertaken in flood prone areas in order to build up defences against nature. For example, building levees or walls are built around riverbanks to prevent water from reaching unwanted areas.

Australia also has a National Flood Risk Advisory Group which outlines the objectives of flood risk management and provides guidance on the responsibility of the government to effectively manage floods in the local community. The objectives of the Advisory Group are set out for the benefit of all. The following are objectives from the Flood Risk Management Vision: • to ensure that all levels of government and the local community accept their responsibilities for managing flood risk; • to ensure that flood risk and flood behaviours are understood and considered in a strategic manner in the decision-making process;

The Australian Government took action. The Government forced the evacuation of over 200,000 people in order to ensure their safety.

Three-quarters of Queensland was affected. The Government declared it a `State of Emergency’, which meant that emergency financial relief could be given to those affected so they could ‘get back on their feet’, and it allowed the Australian Defence Force to coordinate a relief response. A relief fund was also set up which encouraged all Australians to donate money to those affected by the floods. Furthermore, the Queensland Reconstruction Authority was immediately formed to co-ordinate the rebuilding program. Lastly, a Commission of Inquiry was established in order to investigate how the flood happened and how to prevent it from happening again. Thirty five people died in the floods.

55,000 volunteers registered to help clean up the streets of Brisbane and surrounding regional areas. The Prime Minister at the time, Julia Gillard said, “Today people have got up, they’ve marched out of their homes and they’ve gone to find people to help. It’s a tremendous spirit of volunteering right across Queensland”.

To assist people further in the time immediately after the flood, the Australian Government provided a ‘Disaster Recovery Payment’. This payment consisted of $1000 for each adult affected and $400 for each child affected.

This allowed families to pay for emergency accommodation, clothing, food and water.

• to ensure that land use planning and development controls, minimise both the exposure of people to flood hazards and damage costs to property and infrastructure.

The government also has connections with agencies who provide resources for the local community affected by the floods.

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The Queensland Floods - 2011

In January 2011, a series of floods hit Queensland, including its capital Brisbane.

38

Section 3: Environmental Hazards

Thailand’s Flood Management 1

Thisi is a Ready-Ed Publications' book preview.  Read the information then complete the tasks on pages 40 and 41.

The emergency response to natural disasters can vary greatly from country to country.

Australia’s Government and support agencies are carefully managed and very efficient in minimising causalities and restoring services to affected areas as quickly as possible. This was seen during the Queensland floods in 2011.

Thailand also experienced enormous flooding in 2011 when vast areas of the country were flooded including the capital Bangkok - the response was not as effective.

Why Did Thailand Flood?

Thailand does not have the same level of legislation in relation to building practices as Australia. As a consequence, homes and buildings do not withstand flood waters as well as Australian buildings. Thai houses are traditionally built on stilts in order to allow monsoon flood waters to safely pass through populated areas.

In the last 20 to 30 years, increased urbanisation has meant that flood preventing canals have been either filled in or not maintained.

In Australia, urban planners work with The Department of Sustainability, Environment, Water, Population and Communities to ensure that any development is not going to cause disturbances to waterways and catchments. There is not the same level of management in countries such as Thailand.

Deforestation, the clearing of land, has taken place in Thailand to make way for industry without the required level of consideration for the environment. Factories such as Sony, Ford and Toyota have huge divisions in Thailand which require large amounts of land. More planning needs to be undertaken to deal with Thailand’s seasonal monsoonal rains to prevent mass flooding.

The lack of planning regarding how to manage the country’s annual monsoonal rains has contributed to ongoing mass flooding. Furthermore, there is a lack of management in relation to building and maintaining dams in Thailand. In some cases, too much water is being retained in the dams during monsoonal months to irrigate

areas during the dry months. When heavy rain comes, the dams cannot house the water. It is said that Bangkok is actually sinking two centimetres every year!

Emergency Response Time

During the Queensland floods authorities were quick to provide advice about water safety and in particular hygiene in order to prevent disease spreading from contaminated water supplies.

Communities mobilised volunteer work forces to clear debris, sweep away water and bury animals killed in the floods.

In contrast, when the people of Thailand experienced mass flooding in 2011, they reported that they urgently needed food and fresh drinking water supplies. They quickly started to suffer from skin disease and illness due to either drinking or coming into contact with contaminated water.

The Thai Government’s response to the crisis was not as fast or as well-organised as the Australian Government’s response. Calls for international aid were made but not immediately. The southeast Asian Communication Manager for the International Federation of Red Cross said in response to the disaster, “These people are increasingly isolated and face growing health risks such as dysentery, skin infections and vectorborne diseases like malaria and dengue fever when the waters stagnate.” In total 315 people died during the floods.

Many Thai people had to go without electricity, running water or proper access to food for weeks after the flooding in 2011. People did not want to leave what was left of their communities or homes, evacuation centres were set up far away and many had no way of accessing them.

On top of everything else they also had to face the threat of crocodiles in the receding flood waters that had escaped from crocodile breeding farms!

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For financial help, Thailand could have applied for a grant from The Disaster Relief Fund Advisory Committee set up by international aid groups.

However, this would have taken many months for people to access.

39

Thailand’s Flood Management 2

This is a Ready-Ed Publications' book preview.  Read the information on page 39 then complete the tasks below.

A. Complete the place mats below to compare the Australian Government’s response with the Thai Government’s response to the flooding of their countries in 2011.

Government Response

Aid Received

Locals' Response

Australia

Government Response

Aid Received

Number Of Deaths

Locals' Response

Thailand

Number Of Deaths

B. Write two letters to a friend. In the first one, imagine that you are a 12 year old living in Queensland during the floods. In the second one imagine that you are a 12 year old living in Thailand during the floods. Explain what happened to your home, family and the effect that it had on your every day life. Plan your letters on the back of this sheet, then write your final copies of the letters in your workbook.

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Challenge

C. Which country in the world is most affected by flooding? Find out if that country has an Emergency Response Plan and what it is. Write your answer in your workbook.

40

Section 3: Environmental Hazards

Thailand’s Flood Management 3

This is a Ready-Ed Publications' Australia book preview.Thailand ď ą Read the information on page 39 then complete the tasks below.

A. What could you have done to help either Thailand or Australia when they experienced floods? Fill in the T Chart below. Discuss your ideas in a class feedback session.

B. Below are items that you could take with you as a volunteer cleaning up in the Brisbane floods. Rank them from 1 (most important) to 10 (least important). Discuss your answers in class to determine why students ranked certain items where they did.

1.

6.

2.

7.

3.

4.

5.

Go to www.readyed.net 8.

9.

10.

Section 3: Environmental Hazards

41

Environmental Resources Glossary

This is a Ready-Ed Publications' book preview. ď ą Complete the glossary below.

WORD

MEANING OR EXPLANATION IN CONTEXT

give an example in your own words

aquifer

biodegradable condensation conservation

contamination depletion discharge drought evaporation groundwater hazard irrigation overuse pollution precipitation recharge runoff saturation zone seepage

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water cycle

water table 42

Section 3: Environmental Hazards

This is a Ready-Ed Section 4:Publications' book preview.

Non-Renewable Resources

Go to www.readyed.net 43

Coal Creates Electricity 1

This Publications' i is a Ready-Ed How Coal was Formed book preview.  Read the information about coal then complete the tasks on page 45.

SWAMP 300 million years ago

water 100 million years ago

rocks and dirt Dirt dead plants

Before the dinosaurs, many giant plants died in swamps.

coal

Over millions of years, the plants Heat and pressure turned the were buried under water and dirt. dead plants into coal.

What Is Coal And How Is Coal Used?

Over millions of years heat and pressure from the top layers of soil have turned dead plants, which have been covered in water and dirt, into energy laden plants. The remains turn into coal.

Coal is valued for its energy content, and since the 1880s it has been widely used to generate electricity.

How Is Coal Used In The Household?

Coal provides 85% of electricity to Australian homes. It is estimated that there are currently 7.6 million households in Australia. It can be easy to associate electricity with lights in a house but in fact there are hundreds of items which use electricity in each household - hair dryers, recharging mobile phones, televisions and heaters are just a few.

How Is Coal Used In Agriculture?

Agriculture uses enormous amounts of electricity to operate machinery and equipment, to heat or cool buildings, for lighting and for electrically powered tools used on farms. Coal is also used indirectly by agriculture in fertilisers, tar roads and chemicals.

Most of Australia’s coal is mined in New South Wales, Queensland and Victoria, a small amount is mined in Western Australia. Coal is exported to Korea, Taiwan, China, India and Europe.

Coal is used by different industries to make a variety of products. For example, the chemicals methanol and ethylene found in coal are used to make plastics, tar for roads, fertilisers and medicines. Coal is used to extract iron from iron ore for cement production. Coal is also used to make steel which is commonly used in cars, buildings and bridges.

How Is Coal Managed?

The Australian Government is committed to creating and maintaining policies consistent with the principles of environmental responsibility and sustainable development in relation to the coal mining industry. Mining companies must abide by these policies and legal requirements.

A Major Industry In Australia

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Australia is the world’s leading exporter of coal.

Each year nearly half a million tonnes of coal is mined, about half of it is used for the needs of Australians and the other half is exported for profit.

44

Section 4: Non-Renewable Resources

Coal Creates Electricity 2

This is a Ready-Ed Publications' book preview. ď ą Complete the tasks on this page after reading the information on page 44.

A. Make a list of all the items in your home which use electricity. If you have more than one item write how many you have next to it, i.e. TV (3).

1.

6.

11.

2.

7.

12.

3.

8.

13.

4.

9.

14.

5.

10.

15.

B. Look at this picture of a lounge room. Circle all of the items which use electricity.

List five of the items that you have circled.

1. _ _______________________________________ 2. _ _______________________________________ 3. _ _______________________________________ 4. _ _______________________________________ 5. _ _______________________________________ What else could be found in a lounge room which uses electricity? _ __________________________________________

Creating Energy Efficient Homes C. There are many ways to reduce the use of energy in homes which results in using less electricity and produces lower energy bills. Find out how the following items/ procedures contribute to creating an energy efficient home, then complete the table.

Ways To Reduce Energy Use

What Is It?

Source Of Information

efficient refrigeration efficient warming replace incandescent bulbs with CFLs install lighting controls purchase green electronics efficient cooling

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efficient drying

efficient washing

D. In groups of two or three prepare a presentation for the class demonstrating how to create an energy efficient house. Presentation ideas: role play, PowerPoint, movie, poster or advertisement.

Section 4: Non-Renewable Resources

45

Oil 1

This Publications' i is a Ready-Ed OIL formation book preview.  Read the information about oil then complete the tasks on page 47.

OCEAN 300-400 million years ago

OCEAN 50-100 million years ago

sand and silt rock sand and silt plant and animal remains

Tiny sea plants and animals died and were buried on the ocean floor. Over time, they were covered by layers of silt and sand.

Over millions of years, the remains were buried deeper and deeper.

The enormous heat and pressure turned them into oil and gas.

oil and gas deposits

Today, we drill down through layers of sand, silt and rock to reach the rock formations that contain oil and gas deposits.

What Is Oil And How Is Oil Used?

A Major Industry In Australia

Oil or petroleum is formed from the remains of plants and animals that lived millions of years ago in a water environment. Over time, heat and pressure from the layers of the earth have turned the plants and animals into oil. The word ‘petroleum’ means ‘rock oil’. Oil is used in agriculture, industry and in households. Oil is used to produce fuel for cars, trucks, aeroplanes, boats and trains. It is also used for a wide variety of other products including asphalt for roads, lubricants for all kinds of machines, plastics for toys, bottles, food wrap and computers.

Currently Australia has the capacity to produce the majority of its oil requirements. There are seven petroleum refineries in total: two in Queensland, two in New South Wales, two in Victoria and one in Western Australia. Oil is still imported and exported out of Australia. It is mainly exported to New Zealand and imported from Korea, Singapore and Taiwan.

How Is Oil Used In The Household?

Oil is used indirectly in households through the use of cars, trucks, boats, aeroplane flights, lubricants for machines, asphalt in roads and in plastics such as bottles, televisions, toys and mobile phones.

How Is Oil Managed?

Oil producing companies in Australia are guided by a detailed Environmental Code of Practice covering all aspects of industry operations. The aim is to have minimal impact on the environment and to meet the highest health, safety and environmental standards.

Australian Federal, National, State and Territory Governments regulate legislation in relation to the oil industry.

How Is Oil Used In Agriculture?

Agriculture uses enormous amounts of oil in establishing and harvesting crops such as wheat, barley and canola. Agriculture is dependent on the long distance transportation of goods in vehicles such as long-haul trucks and cargo ships. The price that consumers pay for goods is linked to the cost of oil at any given time.

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46

Section 4: Non-Renewable Resources

Oil 2

This is a Ready-Ed Publications' book preview.  Complete the tasks on this page after reading the information on page 46.

A. Complete the oil quiz to test your knowledge. Write Fact or Fiction.

1. Oil comes from dead plants and animals which lived millions of years ago.

2. Plastic for toys is not related to oil in any way.

3. The price of goods and services increase when the price of oil increases.

4. There are only four petroleum refineries in Australia.

5. Oil is mainly exported to New Zealand from Australia.

6. An Environmental Code of Practice helps manage the oil industry.

_____________ _____________ _____________ _____________ _____________ _____________

B. Use an atlas to find the following places in Australia where oil refineries are located.

Place them on the blank map.

1) Kurnell

5) Clyde

2) Kwinana

6) Lytton

3) Bulwar Island

7) Pt Stanvac

4) Altona

C. Complete the timeline below to map the Australian oil industry over time. Use the internet to research your answers.

Oil Industry In Australia

1980

Population: _______________.

We produce ______ barrels of crude oil annually.

We use ______ barrels of oil annually.

We export oil to _______________. We import oil from _______________.

Present Population: _______________.

We produce ______ barrels of crude oil annually.

We use ______ barrels of oil annually.

We export oil to _______________. We import oil from _______________.

2040

Population: _______________.

We produce ______ barrels of crude oil annually.

We use ______ barrels of oil annually.

We export oil to _______________. We import oil from _______________.

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47

Natural Gas

This Publications' i is a Ready-Ed gas formation book preview. ď ą Read the information about natural gas.

OCEAN 300-400 million years ago

OCEAN 50-100 million years ago

sand and silt rock sand and silt plant and animal remains

Tiny sea plants and animals died and were buried on the ocean floor. Over time, they were covered by layers of silt and sand.

Over millions of years, the remains were buried deeper and deeper.

The enormous heat and pressure turned them into oil and gas.

What Is Gas And How Is Gas Used?

The main ingredient in natural gas is methane.

Millions of years ago the remains of plants and animals decayed and built up into thick layers of organic material. Over time, the silt and sand turned to rock and covered the organic material.

Pressure and heat changed some of the organic material into coal, some into oil and some into natural gas.

Historically people saw flames coming from small gaps in rocks and they experimented with them and learned that they could use them for heat and light. The gas is now harnessed by companies to be sold for use in industry, agriculture and domestic households.

oil and gas deposits

Today, we drill down through layers of sand, silt and rock to reach the rock formations that contain oil and gas deposits.

Australia will be either the largest or second largest exporter of gas. The industry is targeting production levels of at least 60 million tonnes per year.

How Is Gas Managed?

The Department of Energy, Resources and Tourism plays a vital role in the development of Australia's gas industry. The Department's primary focus is on ensuring that gas development proposals are: consistent with good oil field practice; safe; meet stringent environmental standards; benefit the Australian economy and community; and that regulatory approval is carried out in an efficient and consistent manner.

How Is Gas Used In The Household?

Gas is used in the household for cooking, producing hot water and for heating.

How Is Gas Used In Agriculture?

The agricultural sector relies on natural gas for irrigation, crop drying, food processing, heating farm buildings and homes, and in the use of fertilisers.

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A Major Industry In Australia

Australia’s major markets for exporting gas are: Japan, China and South Korea and more recently India. It is estimated that by 2020 48

Section 4: Non-Renewable Resources

Australia's Coal, Oil And Gas Industries

This is a Ready-Ed Publications' book preview.

TT After reading the information on pages 44, 46 and 48 complete the tasks on this page.

A. Complete the summary chart.

Coal

Oil

Gas

Question 1

What is it?

Question 2 How is it used in the household?

Question 3 How is it used in agriculture?

Question 4 Is it a major industry in Australia?

How do you know?

Question 5 How is it managed?

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Your Opinion

B. Australia is rich in natural resources. In your opinion how does this affect the quality of life for everyday Australians? Write your response on the back of this sheet.

Section 4: Non-Renewable Resources

49

Non-Renewable Resources 1

This is a Ready-Ed Publications' book preview. ď ą After reading the information on pages 44, 46 and 48 complete the tasks on this page.

A. Answer the following questions to the best of your ability. Put an "X" in the column that best describes your answer to each question.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Statement 1

It is important that people conserve their use of oil, gas and coal as they will not last forever.

Statement 2 It is ok to use as much oil, gas and coal as you like as there are now renewable energy sources to use instead.

Statement 3 If people had a choice between driving a solar-powered car and a petrol operated car for the same price, the majority of people would choose a solar-powered car.

Statement 4 I am happy to shorten the length of my showers in order to save electricity.

Statement 5 I only put the heater on when it is really cold. I like to save gas when possible.

Statement 6 Industry and agriculture should be made to use less coal, oil and gas products so that households can access those products for longer.

Statement 7 Households should use renewable power sources so that industry and agriculture can continue to produce goods and food.

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Challenge

B. Compare your responses above to other students' responses. Summarise the responses by writing a report on the back of this sheet or in your workbook. In the report, use statistics from your survey, i.e. 25% of all students in our class thought it was important to conserve their use of oil, gas and coal.

50

Section 4: Non-Renewable Resources

Non-Renewable Resources 2

This is a Ready-Ed Publications' book preview. ď ą After reading the information on pages 44, 46 and 48 complete the tasks on this page.

The Natural Gas Industry

Oil

Households

Compressor Station

Separation Tank

Cities

Natural Gas Company

Gas Processing Plant Water

LNG Storage Tank

production

transmission

Industries

distribution

A. Study the diagram which shows what happens to natural gas before it is distributed. Write a paragraph explaining the process from start to finish. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

B. The line graph below shows how natural gas production has greatly increased in Australia since 1990.

Write down in your own words why you think domestic consumption has increased as well as exports to foreign countries. Use the back of this page or your workbook to record your response.

Natural Gas Consumption And Exports

5000 4500 4000 3500 3000 2500 2000 1500 1000 500 0

Historical

Projections

Exports

Section 4: Non-Renewable Resources

2020

2018

2016

2014

2012

2010

2008

2006

2004

2002

2000

1998

1996

1994

1992

1990

1988

1986

1984

Domestic Consumption

1982

1980

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51

Australian Oil Production And Consumption

This Publications' i is a Ready-Ed Australia - Oil Consumption And Production book preview.

Oil is found by scientists and engineers by exploring rock sample from below the earth.

Measurements are taken and if enough oil seems to be present, drilling begins deep into the ocean.

The chart right shows how much oil is produced and consumed in Australia.

Thousand Barrels Per Day

 Read the information and complete the tasks.

1000 900 800 700 600 500 400 300 200 100 0

Consumption Production

1965

1970

1975

1980

1985

1990

1995

2000

2005

2010

A. 1. Has oil production increased or decreased in Australia since the year 2000? Why do you think this is? _ _____________________________________________________________________

_ ___________________________________________________________________________

2. Why has consumption of oil continually increased over the past 45 years?

_ ___________________________________________________________________________

B. Write a short paragraph summarising the consumption and production of oil in Australia between 1965 and 2010.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Challenge C. Australia is often referred to as the ‘lucky country’. This is because it possesses large quantities of natural resources, both renewable and non-renewable. If we are to remain the ‘lucky country’ Australia may need to change its consumption habits. How would this affect your family in terms of petrol use? Hint: Think about how many cars, motorbikes, dirt bikes and/or scooters your family has. How might you need to change your travel habits? Write your answer in your workbook or on the back of this sheet of paper.

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52

Section 4: Non-Renewable Resources

Global Oil Consumption 1

Thisi is a Ready-Ed Publications' book preview.  Read the information and complete the tasks.

The demand for oil is generally spread over four main areas: residential, commercial, industrial and transportation. Transportation is actually the largest sector and continually increases its demand for oil each year throughout the world. *All figures in gallons

A. Look at the diagram right which shows how oil is used.

Order the information from the most to least oil consumed.

1.

5.

gasoline 19.4 diesel fuel & heating oil 10.5 jet fuel 4.1

6.

3.

7.

4.

8.

Oil

heavy fuel oil 1.7 propane 1.5 asphalt & road oil 1.3 petrochemical feedstocks 1.1 other products 5.0

B. Study the graph right. In no more than 20 words explain the change in the world’s oil production between 1900 and 2080.

Think about the change in the world’s population and increase in inventions which use oil, such as cars and planes.

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

World Oil Production 1900-2080 90

Millions Of Barrels Per Day

2.

80 70 60 50 40 30 20 10 0

1900

1920

1940

1960

1980

2000

2020

2040

2060

2080

"I'd put my money on the sun and solar energy. What a source of power! I hope we don't have to wait until oil and coal run out before we tackle that."

— Thomas Edison, 1931 C. In your own words explain what Thomas Edison, the inventor of electricity and the light bulb meant, when he said the above words. Write it down on a post-it note, place it on the classroom board and participate in a class discussion about ‘The End Of Oil’.

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ Section 4: Non-Renewable Resources

53

Global Oil Consumption 2

This is a Ready-Ed Publications' book preview. ď ą Complete the tasks below.

A. Use your research skills to complete the table.

Name Of Region/Continent

Population (Estimate)

United States

Canada and Mexico Europe Middle East Africa Eurasia Asia and Oceania Central and South America B. Using the completed table above and the graph below answer the questions.

Thousands Of Barrels Per Day

Oil Consumption 100 90 80 70 60 50 40 30 20 10 0

1980

Key United States Canada and Mexico Central and South America Europe Middle East Africa Asia and Oceania

1984

1988

1992

1996

2000

2004

2008

2012

1. Does the number of people reflect the use of oil in each region, i.e. does the region with the highest population use the most oil? Explain your answer. _

_ ___________________________________________________________________________

2. Judging by the graph, do you think that the use of oil will increase or decrease worldwide by the year 2015? _ 3. According to the graph, the amount of oil people are using is increasing each year. What do _ _ 54

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_ ___________________________________________________________________________ you think people will do when oil supplies run out?

_ ___________________________________________________________________________ Section 4: Non-Renewable Resources

According t

Fieldwork Investigation

This is a Ready-Ed Publications' i book preview.  Conduct some fieldwork by following the steps below, to find out what people in your local community are prepared to do in order to conserve resources such as coal, oil and gas.

In the ‘field’ you can really investigate your local environment or a particular topic.

Fieldwork involves the following skills: observing, measuring, mapping, questioning, collecting and

recording information.

An investigation can include: people, places, your human environment, your natural environment, how people interact with each other and issues that people are facing with their environment.

Taking photographs, recording video footage, sketching, conducting surveys, interviews, questionnaires and analysing information are all important aspects of fieldwork.

Your Investigation Topic: The demand for resources both renewable and non-renewable are continually increasing. The Earth’s population is growing at a very fast rate.

Your Investigation Question: ‘The Earth’s non-renewable resources are slowly running out, how long can we continue to live the way that we do?’

Step 1:

Take some photographs of items in the local area which are powered either by coal, oil or gas. Download your photographs on a computer making sure that you name and number them.

Step 2:

Find five people to interview either at school or in your local community. (Hint: test your questions on your classmates first.)

Question: What would you do in order to conserve non-renewable energy sources?

Person Person Person Person Person 1

2

3

4

5

1) Walk 15 minutes to the shops rather than drive your car or be driven?

q Yes

q Yes

q Yes

q Yes

q Yes

q No

q No

q No

q No

q No

2) Turn the TV off at the power switch at bed time?

q Yes

q Yes

q Yes

q Yes

q Yes

q No

q No

q No

q No

q No

3) Set your heater to 18 not 20 degrees in winter?

q Yes

q Yes

q Yes

q Yes

q Yes

q No

q No

q No

q No

q No

q Yes

q Yes

q Yes

q Yes

q Yes

q No

q No

q No

q No

q No

q Yes

q Yes

q Yes

q Yes

q Yes

q No

q No

q No

q No

q No

4) Pay to offset a flight overseas?

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5) Own a scooter instead of owning a car?

Step 3:

Summarise and present your information in a bar or column graph on the back of this sheet or in your workbook.

Section 4: Non-Renewable Resources

55

Natural And Financial Capital 1

This is a Ready-Ed Publications' i book preview.  Read the information then complete the task.

Natural capital relates to the natural environment. It is the part of the ecosystem which can be indefinitely sustainable.

For example, in the ecosystem the trees or the fish are the ‘stock’. Natural capital refers to the Earth itself: the Earth's minerals, land, soil, oceans, fresh water, genomes, and biota; everything that was not created by human beings.

Human beings themselves are considered human capital.

The following items are also natural capital: • wood and fibre;

• water supply and regulation; • treatment assimilation and decomposition of wastes; • soil formation; • biological control of pests; • pollination.

Financial capital is the money with which a company’s assets are purchased and operations funded. Financial capital is required to fund a business.

Natural capital ensures the production of goods through sustainability - it is important economically, financially, culturally and socially. Financial capital must

be invested in relation to the value of natural capital in order to generate financial profit which can then be partly reinvested in the environment.

Natural income is the annual takings from sources of natural capital - timber, ores, fish and plants. The point at which the amount of natural capital used, exceeds its natural capacity to continue providing the same amount of natural income in the future, is the point at which sustainable scale has been exceeded. It is important that this does not happen in order to ensure our future.

A. Label the images below either: natural capital, financial capital or human capital.

Teacher

Hairdresser

1

2

Drinking Water

4

7

56

3

Waitress

5

Office Furniture

Computer

Tree

6

Mining Truck

Sun

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9

Section 4: Non-Renewable Resources

Natural And Financial Capital 2

This is a Ready-Ed Publications' book preview. ď ą Read the information then complete the tasks.

A. Cakes for sale! Imagine that you are having a cake stall to raise money for your school to buy new equipment. Think about the process involved in making and selling them, as well as the ingredients that is needed. Complete the mind map below to show how the three types of capital go in to making and selling a cake.

Natural

Capital used to make and sell a cake

Financial

Human

B. Complete the flow chart below to show the process of making and selling a cake from start to finish. Think about how and where the ingredients were grown, transport, packaging, purchasing, the people involved, equipment involved, and the final sale.

C. Summarise in your own words how all three forms of capital (natural, financial and human) are used in the process of producing and selling a cake.

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____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________ Section 4: Non-Renewable Resources

57

Natural And Financial Capital 3

This is a Ready-Ed Publications' book preview.  Read the information on pages 46 and 56 then complete the tasks.

A. Think of an argument for and against the following statements.

Human capital is more important than natural capital.

For

Against

Without financial capital, natural capital could not be utilised by humankind.

For

Against

It is more important that oil is conserved for domestic use rather than agricultural use.

For

Against

It doesn’t matter that oil is running out, renewable forms of energy such as solar will produce enough energy for all.

For

Against

B. Decide as a class which topic above you would like to research further and then prepare a debate. Prepare a planning sheet based on the outline below.

Debate topic: Affirmative (supports the topic) Facts that prove our point:

Negative (against the topic) Facts that prove our point:

•

•

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What our opponents might say against us… What our opponents might say against us…

What we could say back…

What we could say back…

58

Section 4: Non-Renewable Resources

Resources Glossary

This is a Ready-Ed Publications' book preview. ď ą Complete the glossary below.

WORD

MEANING OR EXPLANATION IN CONTEXT

assets

A resource with economic value that an individual, corporation or country owns.

code of practice

A document prepared for the purpose of providing practical guidance and preventative strategies to people.

consumption

The process in which the substance is completely destroyed, used up, or incorporated or transformed into something else.

ecosystem

An ecosystem is a complex set of relationships among the living resources, habitats, and residents of an area. It includes plants, trees, animals, fish and birds.

export

A function of international trade whereby goods produced in one country are shipped to another country.

GIVE AN EXAMPLE IN YOUR OWN WORDS

Money that has been invested. For example, financial capital capital is used when building a factory to make a new product.

human capital

The skills, knowledge, and experience possessed by an individual or population.

import

A good or service brought into one country from another.

natural income

The annual takings from sources of natural capital.

natural capital

Resources essential for human survival and economic activity, provided by the ecosystem.

non-renewable resource

A natural resource such as coal, gas or oil that, once consumed, cannot be replaced.

renewable resource

Any natural resource that can be replenished naturally with the passage of time, e.g. solar power.

sustainable

Capable of being continued with minimal longterm effect on the environment.

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59

Difficult Word Chart

This is a Ready-Ed Publications' book preview. ď ą Note down any difficult words that you have come across during your Geography studies to complete the table below.

Name:______________________

Word

Page

Context Clues

Natural resource

7

Environment from nature.

Your Explanation

Something that comes from the earth that humans use.

Definition

Natural resources are materials which are found naturally in different environmental conditions.

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Section 4: Non-Renewable Resources

Answers

This is a Ready-Ed Publications' book preview.

Page 7 A) 1. R 2. NR 3. R 4. R 5. R 6. NR 7. R 8. NR 9. NR 10. R B) 1. farmland 2. plants 3. petroleum 4. river C) Continuous resources are usually large portions of geologic formations in which resources are trapped and cannot be accessed in the usual way. They cover a large area of land.

Page 8 A) Suggested answers: 1. renewable 2. energy 3. non-renewable 4. natural 5. resources 6. continuous 7. oil 8. metal 9. Earth

Others as teacher sees suitable.

C) 1. Continuous resources are different to nonrenewable resources because they are trapped in rock formations.

2. Unlimited resources such as air, sunlight and trees are important because they create renewable sources of energy for people to use.

3. People need to be careful about their use of non-renewable resources because they can run out.

4. Scientists are exploring the resources from outer space because they may discover a resource that they can use on Earth to create energy.

Page 13 A) solid, gas, liquid.

B) Fresh water is for drinking.

Salt water is found in oceans and cannot be consumed.

C) 1. Fact 2. Fiction 3. Fact 4. Fiction 5. Fact

Page 9 A) 1. jeans 2. soft drink can 3. table 4. leather shoes 5. spoon 6. crayons B) 1. Wood is renewable because it can be replaced by new trees being planted.

2. Leather is renewable because it can be replaced by new animals being bred.

3. Cotton is renewable because it can be replaced by new crops being planted.

4. Aluminium is non-renewable because it can only be mined from what is available in the ground.

5. Wax is renewable because bees can replace it by making more.

C)

6. Steel is non-renewable because it can only be mined from what is available in the ground.

1. uranium 2. oil 3. natural gas 4. coal

Page 10 C) Students should shade blue: the bathrooms, the laundry, the kitchen, the pool, grassed area, and the rose and flower garden. All other rooms should be shaded red.

D) Students should tick 2, 4, 6 and 9.

Page 15 A) saline (oceans) 97% fresh water 3%

80 60 % 40 20 0

surface water

groundwater

ice caps and glaciers

Types Of Water B)

Possible answers: 1. 25% 2. 9% 3. 7% 4. 6% 5.

4% 6. 1% 7. 39% 8. 2%

Page 16 condensation

evaporation

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collection

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Page 17 A) Below is an example of a diagram which students might draw.

Suggested at home activity: If you have a school vegetable garden or a vegetable garden at home, check the soil moisture by placing a trowel deep into the soil to see if the soil is dry or wet.

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Page 19

new groundwater

soil, gravel, sand and rock

stored groundwater and saturisation zone

B)

The diagram shows how rain is collected in rivers, lakes or oceans. This is known as surface water. When surface water soaks into the ground, it becomes groundwater.

surface water

groundwater

C)

Surface water is water which is held in rivers, dams and oceans, etc. Groundwater is water which has soaked into the ground.

Page 18 A) Water Licensing: The issuing of licences for people to use water.

Resource Planning: Protecting and managing water for the community and for business and industry.

Groundwater and Surface Water Allocation: Plan how water will be allocated in the community.

River Care / River Restoration: A team which ensures rivers are cared for and restoration works are carried out.

Waterways Planning and Recreation Management: Proactive policy development and management to ensure waterways are clean.

Information Collection, Management and Analysis: A system set up to collect data on the use of water.

C) Bananas would not grow to their full size or have their usual flavour if the soil moisture content was not high enough due to low rainfall or soil moisture.

Manufacturing 4% Mining 4% Electricity And Gas 6%

Water Supply 8% Households 8%

Agriculture 70%

Page 20 A) 1. In the mining industry.

2. For food production.

3. For tourism or recreation.

4. In households.

5. In agriculture (food production).

6. In a rural household.

B) Possible answers: farmers, government department representatives, local community members, police officers, volunteer fire brigades, etc.

Page 21 A) After Reading: 1. True 2. False 3. True 4. False 5. True Page 22 A) The majority of fresh water in the world is frozen in icebergs, 22% is located in groundwater and 1% is found in lakes, rivers and streams. 97% of the Earth's water is salt water found in oceans.

B) 1. USA 2. Canada 3. Brazil 4. Colombia 5. The Democratic Republic of Congo 6. Russia 7. India 8. China 9. Indonesia C) 1. glaciers 2. groundwater 3. Earth 4. surface water 5. oceans

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Page 23 A) Direct (suggestions): showering, using the tap, drinking, washing hands, washing clothes, washing dishes.

Indirect (suggestions): eating food produced with water, swimming in a pool, using a public oval, using electricity.

Page 25 A) It is important that the Aboriginal people and Torres Strait Islanders of Australia are consulted as they are the traditional owners of the land and they have their own knowledge about the use and location of water in Australia. (Students will have their own responses.)

country as they do not have services in place to act quickly enough to stop the spread of disease.

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Page 29 1. 15% 2. Sydney, Illawarra and the Blue Mountains.

1. Water running over rocks.

2. It is a tourist picnic area.

Page 30 1. Suspended solids, bacteria, algae, viruses, fungi, minerals such as iron, manganese and sulphur, and other chemical pollutants such as fertilisers.

2.

World Health Organisation.

Page 31 A) Possible problems: the number of people living there, not efficient in delivering water to its people where needed, lack of funds, lack of mechanisms, industrial and domestic waste.

Possible solutions: improve planning, improve infrastructure, bring in international consultants, manage waste more efficiently.

Page 32 A) 1. 340 litres 2. 2570 litres 3. 240 litres Page 34 A) 1. True 2. True 3. False 4. False 5. True Page 36 B) Lockyer Valley 2011 - slow-onset flood.

Rockhampton 2011 - slow-onset flood.

Brisbane 2011 - slow-onset flood.

Sydney 2012 - flash flood.

Page 37 1.

In Australia the flood would be managed in a controlled manner. In Asia there is less government involvement in flood management.

2. The Australian Government would coordinate with different agencies to resolve the crisis as soon as possible.

3.

The threat would be greater in a developing

Page 40 A) Australia:

Government Response: Provided financial assistance, organised volunteers, organised rescue squads, declared it a state of emergency.

Locals' Response: Volunteered to help clean up.

Aid Received: Disaster Recovery Payment from the government.

Number Of Deaths: 35 people died.

Thailand:

Government Response: Slow, disorganised, refused aid.

Locals' Response: People were poorly resourced and had very little means of helping.

Aid Received: Needed to apply for a grant from The Relief Fund Advisory Committee - a process which takes months.

Number Of Deaths: 315 deaths.

Page 41 B) Discuss students answers as a class to determine the reasons why they ranked certain items where they did.

Page 45 B) Telephone, T.V., heater, ceiling light, laptop, mobile phone.

C) Answers will vary.

Ways To Reduce Energy What Is It? Use

Source Of Information

efficient refrigeration

Keep fridge on low setting, buy top rating fridge.

Harvey Norman internet review.

efficient warming

Close curtains, fill in Alinta Gas website. gaps, buy energy efficient heating.

replace incandescent bulbs with CFL’s

Buy low electricity use light bulbs.

purchase green electronics

Buy products with a 6 star Good Guys review. energy rating.

efficient cooling

Buy energy efficient air conditioners, cool naturally using windows where possible.

Global warming website.

efficient drying

Use the washing line rather than a dryer, or used top rating dryer.

Personal knowledge.

Wash on an efficient cycle, buy top rating washing machine.

Personal knowledge.

Synergy website.

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Page 47 A) 1. Fact 2. Fiction 3. Fact 4. Fiction 5. Fact 6.

Fact B)

places more demand on the need of gas in households, agriculture and industry.

Page 52 A) 1. It has decreased because the amount of oil left to mine is being managed in order to sustain it.

2. The population continues to grow using more oil.

Page 53 A) 1. gasoline

2. diesel fuel

3. other products

4. jet fuel

5. heavy fuel oil

6. propane

7. asphalt and road oil

8. petrochemical feedstocks B) Between 1900 and 2010 the graph shows that world oil production has progressively increased. This might be due to the rising population and therefore an increase in the demand for oil. The graph predicts that between 2010 and 2080 there will be a decrease in world oil production possibly due to the invention of new technologies which will rely less on oil.

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3) Bulwar Island

2) Kwinana

6) Lytton

5) Clyde 1) Kurnell 7) Pt Stanvac 4) Altona

C)

1980: 14.5 million, 380,000 barrels per day, 594,000 barrels per day, New Zealand, Indonesia 2012 : 22.7 million, 360,000 barrels per day, 960,000 barrels per day, New Zealand, Indonesia 2040: 35 million, 320,000 barrels per day, 150,000 barrels per day, New Zealand, Indonesia

Page 49 Answers will vary.

Coal Qu 1

Oil

Gas

Formed over millions Formed over millions The main ingredient of years from heat of years from plants is methane. and pressure forming and animals. over plants.

Qu 2

For electricity.

To fuel cars, trucks, plastics.

For cooking.

Qu 3

To operate machinery, heat or cool buildings.

For harvesting crops, transportation of goods.

For irrigation, crop drying, food processing, heating.

Qu 4

Australia is the leading exporter of coal in the world.

It is a major Australian industry, it is exported out of Australia.

Australia is the second largest exporter of gas, it is a major industry.

Qu 5

Maintenance policies are managed by the Australian Government.

Detailed Environmental Code of Practice covers industry operations.

The Department of Energy, Resources and Tourism plays a vital role in managing gas supplies.

Page 51 A) The natural gas is drilled from beneath the land or ocean, it then passes through a separation tank which divides the gas into water and oil, it then passes through a gas processing plant and into a compressor station, at this stage the gas is ready for storage in a LNG storage tank. It is then distributed as necessary to households, cities and industries.

B) As the population of the world grows, it

Page 54 A) Name Of Region/ Continent United States Canada and Mexico Europe Middle East Africa Eurasia Asia and Oceania Central and South America

1.

2.

3.

Population (Estimate) 528 million 150 million 738 million 250 million 994 million 4.6 billion 4.2 billion 400 million

Yes, the number of people in a region reflects the use of oil there.

Most likely to increase as there has been a constant increase in the graph data.

People will switch to solar, wind thermal and nuclear power.

Page 56 A) 1. human capital

2. human capital

3. financial capital

4. natural capital

5. human capital

6. natural capital

7. financial capital

8. financial capital

9. natural capital

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