Catchments: water for Living
Water is essential for all forms of life, but only 1% of the world's water is available fresh
water. Pollution is the one major impact on water quality, greatly affecting catchments and
freshwater environments.
A catchment is an area of land surrounded by mountains or hills, over which water flows and
is collected. Within a catchment, water runs by gravity to the lowest point. When water
reaches the lowest point in a catchment it eventually flows into a creek, river, lake, lagoon,
wetland or the ocean.
Humans have modified the natural water cycle to ensure a constant water supply of fresh
water and the safe disposal of wastewater.
Acknowledgments
These teachers’ resources have been prepared by the Australian Museum and Sydney Water - June 2011.
Thanks also to the Sydney Catchment Authority and Sydney Olympic Park Authority for additional resources.
What’s in the Box
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Aim
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Syllabus Links
5
Catchment Model Activities Summary
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Field Work and Testing Activities Summary
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Curriculum diagrams
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Stage 6 Senior Science
Stage 6 Biology
Stage 6 Geography
Stage 6 Chemistry
Stage 6 Earth and Environmental science
Stage 4/5 Science
Stage 4/5 Geography
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27
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Water Catchment Model Operation Instructions
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Water: in history
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Reducing your impacts
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Properties of water
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Water Facts
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2
Books
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DVDs
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Related websites
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3
What’s in the Box?
Specimens
 Catchment model
 5 x double-sided information panels
 2 x invertebrate identification charts
 Giardia toy
 E. coli toy
Equipment
 Water flow cup
 turbidity tube
 data logger (Ultrameter II)
 pH strips
 ammonia strips
 phosphate strips
 Dissolved Oxygen tablets
 spray bottle
 water pipette (small, medium and large)
 food colouring (yellow, blue and red)
 thermometer
 brush
 buffer solution
 standard solution
 clay
CD
What's in a Drop?
A4 booklets
 Teachers’ Guide
 Activities
 History of Water
 Sydney water fact sheets
Plastic Folders
Aerial images and overlays of Sydney Olympic Park
Sydney Catchment Authority activities
DVD’s
 What’s in a Drop?
 River Health - Caring for our waterways
 Rivers - Global Environment Series
 Global Environmental Issues
Books
 The Atlas of Water
 Australia's Water Resources
 Water Not Down the Drain
4
Aim
The Catchment: Water for Living box aims to provide a variety of hands-on resources for
Stages 4, 5 and 6 students to enrich their understanding of catchment management and
water quality.
The basic information that students require for the programs can be found within the activities, the
information panels, and the books provided in the box. Supplementary materials can be found in the
school library and on the internet, including the Sydney Water education
(www.sydneywater.com.au/education) and the Australian Museum website
(www.australianmuseum.net.au).
5
Syllabus Links
The Catchments – Water for living Box focuses on Stage 5 Science and Geography and Stage 6 Biology, Earth and
Environmental Science, Chemistry, Senior Science and Geography Syllabus. The following tables outline the key dot
points for each syllabus. Several of the skills outlined in each syllabus are achieved by completing these activities
but are not addressed specifically in this document.
The coloured flow diagrams following the tables summarise the activities which use the catchment model, field work
and testing and then each specific syllabus.
Stage 6 - Chemistry
8.4 Water
Students learn to:
1. Water is distributed on Earth as
a solid, liquid and gas
Students:
 define the terms solute, solvent and solution
 identify the importance of water as a solvent
 compare the state, percentage and distribution of water in
the biosphere, lithosphere, hydrosphere and atmosphere
 outline the significance of the different states of water on
Earth in terms of water as:
- a constituent of cells and its role as both a solvent and a
raw material in metabolism
- a habitat in which temperature extremes are less than
nearby terrestrial habitats
- an agent of weathering of rocks both as liquid and solid
- a natural resource for humans and other organisms
6
9.4 Chemical Monitoring and Management
1. Much of the work of chemists involves
monitoring the reactants and products
of reactions and managing reaction
conditions
5. Human activity also impacts on
waterways. Chemical monitoring and
management assists in providing safe
water for human use and to protect the
habitats of other organisms
Students learn to:
 outline the role of a chemist employed in a named
industry or enterprise, identifying the branch of
chemistry undertaken by the chemist and
explaining a chemical principle that the chemist
uses
Students:

gather, process and present information from
secondary sources about the work of practising
scientists identifying:
- the variety of chemical occupations
- a specific chemical occupation for a more
detailed study


perform first-hand investigations to use
qualitative and quantitative tests to analyse and
compare the quality of water samples

gather, process and present information on the
range and chemistry of the tests used to:
- identify heavy metal pollution of water
- monitor possible eutrophication of
waterways

gather, process and present information on the
features of the local town water supply in terms
of:
- catchment area
- possible sources of contamination in
this catchment
- chemical tests available to determine
levels and types of contaminants
- physical and chemical processes used to
purify water
- chemical additives in the water and the
reasons for the presence of these
additives
identify that water quality can be determined by
considering:
- concentrations of common ions
- total dissolved solids
- hardness
- turbidity
- acidity
- dissolved oxygen and biochemical oxygen demand

identify factors that affect the concentrations of a
range of ions in solution in natural bodies of water
such as rivers and oceans

describe and assess the effectiveness of methods used
to purify and sanitise mass water supplies

describe the design and composition of microscopic
membrane filters and explain how they purify
contaminated water
7
Stage 6 – Earth and Environmental Science
8.3 The Local Environment
3
4
The impact of humans on local
aquatic and terrestrial environments
will differ with locality
The need for governments and local
councils to design and enact laws to
protect the biotic and abiotic
environment
Students learn to:
 summarise and assess the changes in the local
environment in the last fifty years in terms of:
– vegetation cover and diversity
– animal diversity and abundance
– water flow and quality
Students:
 gather and process information from secondary
sources to describe changing vegetation cover,
plant and animal diversity and abundance, and
water flow and quality in the local environment
over the last fifty years
 explain why different groups in the local society have
different views of the impact of human activity on the
local environment
 identify data, gather, process and analyse firsthand information and use available evidence to
assess current human impact on the local biotic
and abiotic environment
 identify one environmental issue that requires some
government regulation or management, such as:
–
sustainable development
–
exploration
–
mining
–
environmental planning
–
air and water quality management
–
land use and rehabilitation
 gather, process and analyse information from
secondary sources to identify and discuss the
scientific basis of the issues in the chosen local
environmental document
 gather information from secondary sources to
discuss one government regulation based on
ecologically sustainable development principles
of land use
 identify an appropriate local environmental document
that aims to address one of the issues above (eg
environmental impact study, catchment management
plan)
5 The activities of humans can cause
systematic habitat alteration
 assess the impact of human alterations to the
environment, including land clearing, in terms of
some specific consequences, such as increased runoff,
increased soil erosion, changes in river flows, instream sedimentation
 describe, using examples from the local environment
if possible, ways in which artificial structures can
disrupt natural surface processes
 gather, process and present information about
the consequences of land clearing in a particular
catchment
 process and analyse secondary information to
prepare a case study on the impact of an
artificial structure on natural surface processes
8
8.4 Water Issues
Students learn to:
1
Interacting sub-systems of the Earth
that together produce a unique
biome
2
Water is an important ingredient in
the maintenance of Australian
environment
 identify common water pollutants that can affect the
growth of plankton
3
Water plays an important part in
weathering and the subsequent
production of soils
 describe the water cycle in terms of the physical
processes involved
4
Water resources
 discuss methods used to conserve water including the
re-use of water after treatment
Students:
 outline an estimate of Earth’s total water budget and
the percentage available for terrestrial organisms
 assess efficiency of water usage both locally and in
Australia
 outline problems that may occur in ground water
systems, such as pollution, salt water intrusion and
ground salinity, and give examples of these problems
occurring in Australian environments
 gather and analyse information from secondary
sources to evaluate the effect of common
pollutants, including detergents and fertilisers,
on growth of algae in ponds
 gather, process and present information to
illustrate the effect on an ecosystem of a change
in water availability
 gather information and analyse one method of
waste water management and outline the
scientific principles involved that allow the reuse of the water
9
9.4 Caring for the Country
3. Salinity of soils and water
Students learn to:
 identify regions of Australia with naturally saline soils
 examine the possible consequences for soil salinity of
land clearing and irrigation and outline precautions
that could minimise the problem in each case
Students:
 identify data sources and gather, process and
present information as a case study of a
successful rehabilitation program or a saltaffected area including:
- the origins of the problem
- the impact of the salinity problem on the
biotic and abiotic environment
- the rehabilitation strategy used and the
scientific basis for this strategy
4 The effect of excessive use and longterm consequences of using some
pesticides
 discuss the effect of continually introducing new
pesticides into the environment, including
– effect on non-target species
– accumulation in individuals (bio-accumulation)
and magnification in animals higher up the food
chain (biomagnification)
– human health impacts
 assess alternative management practices that do not
require the use of pesticides
 gather and analyse information from secondary
sources about alternatives to pesticides as a
management practice
5 Maintenance of environmental flows
and natural processes in water
 assess management strategies and technologies used
to assist in the maintenance of natural processes in
surface water by:
– licensing irrigation/bore water users
– treating stormwater
– providing environmental flows from dams
 present information as a flow chart to
summarise the steps in forms of sewage
treatment
10
Stage 6 - Senior Science
8.2 Water for Living
2. Water is an important factor in the
maintenance of Australian
environments
Students learn to:
Students:
 outline types of surface and ground waters in the
hydrological cycle such as:
– bore water
– artesian water
– the water table
– dams
– rivers
– lakes
– wetlands
– cave environments
 process information from secondary sources to
map the location and type of surface and ground
water in the local area
 discuss the effects of water pollution and ground
salinity on the continued supply of fresh water to
living things and provide examples of these occurring
in Australian environments
 analyse information from secondary sources to
outline the relationships between rainfall and
types of Australian ecosystems
 process, analyse and present information from
secondary sources to assess human impact on
one aquatic ecosystem or water source in
Australia and identify some consequences of
this impact and one possible rehabilitation
technique
 identify possible solutions to environmental
problems associated with the use of ground water
 outline one local, State or Federal Government policy
on water-related issues in relation to increasing
problems with water supplies across NSW
11
3. A wide range of chemicals used in
human activity may impact on water
systems
 define the terms fertiliser, herbicide and pesticide and
explain, using examples, why each is used in the Australian
context
 identify the conditions under which fertiliser and pesticides
may be carried into water systems
 assess the impact on water systems of the release of
substances produced or used by households, such as:
– oils
– detergents
– bleaches and toilet cleaners
– insoluble materials
– sewage
 identify the use of and impact on water systems of
substances such as:
– heavy metals (lead and mercury)
– phosphates
– nitrates
 identify the impact on aquatic ecosystems of factors such as
– accumulated sediment
– leaching from tips
– bioaccumulation
4. Strategies to reduce water pollution
can be a result of personal initiative
or government legislation
 describe some of the strategies that households can use to
reduce water pollution
 identify conditions under which algal blooms may occur in
the rivers of New South Wales
 describe impacts of algal blooms in rivers
 discuss alternative strategies to the use of chemicals in
agriculture to reduce water pollution
 plan, choose equipment and resources for,
and perform a first-hand investigation to
determine the effect of various
concentrations of fertiliser on plant
growth
 process information from secondary
sources on methods of bioassay for water
purity
 gather information from secondary
sources to identify causes and impacts of
algal blooms in waterways in NSW
 gather, process and present information
from secondary sources on the latest
technologies being used to purify and treat
water
 identify an example of technology being used and developed
to reduce water pollution and discuss possible long-term
effects of this strategy
12
5. Water pollution at the local level
impacts on global water quality
 discuss types of indicator organisms that are found in safe
water supplies and those found in polluted water
 define what is meant by a catchment area
 identify a local catchment area and the sources of water
feeding into this catchment
 describe possible sources of contamination that may enter
catchments
 describe the types of tests that are used to monitor and
assess local water quality
- explain how water quality in one area can impact on the
water quality in other areas
 plan, choose equipment or resources for,
and perform a first-hand investigation to
determine the indicator organisms present
in a local catchment area and from these
deduce the chemical purity of water
 gather information on the source of water
feeding into the local catchment area
using maps or field trips
 gather information from secondary
sources concerning the use and treatment
of local water
 gather, process and present information
from secondary sources to identify some
major disasters involving water pollution
13
8.5 Local Environment
Students learn to:
3. Each local aquatic or terrestrial
ecosystem is unique
4. The impact of humans on aquatic and
terrestrial environments varies from
place to place
Students:
 plan, choose equipment or resources for,
and perform a field study of a local
terrestrial or aquatic ecosystem to:
– measure abiotic variables in the
ecosystem being studied using
appropriate instruments and where
possible combine with recorded
values and relate this to the
distribution of organisms

describe the effects of a range of human impacts on the local
environment

identify features of the local environment which may vary in
importance for different groups in the local society

discuss views that different groups in the local society have
on human impact on the local environment
 outline some criteria for local government regulations
concerning zoning of the land for uses such as:
– domestic housing
– units
– schools
– public transport facilities
– commercial developments
– primary produce
– industry
 perform a first-hand investigation to
gather information by surveying local
residents and discuss concerns about
human impact on the local area

process, analyse and present information
from secondary sources to trace the use of
the local environment over the last 50
years
14
Stage 6 - Biology
8.2 A Local Ecosystem
Students learn to:
1.
The distribution, diversity and
numbers of plants and animals
found in ecosystems are determined
by biotic and abiotic factors
2.
Each local aquatic or terrestrial
ecosystem is unique
Students:

compare the abiotic characteristics of aquatic and terrestrial
environments


identify the impact of humans in the ecosystem studied

process and analyse information obtained
from a variety of sampling studies to
justify the use of different sampling
techniques to make population estimates
when total counts cannot be performed
choose equipment or resources and
undertake a field study of a local
terrestrial or aquatic ecosystem to
identify data sources and:
– measure abiotic variables in the
ecosystem being studied using
appropriate instruments and relate
this data to the distribution of
organisms
– estimate the size of a plant population
and an animal population in the
ecosystem using transects and/or
random quadrats
– collect, analyse and present data to
describe the distribution of the plant
and animal species whose abundance
has been estimated
– describe two trophic interactions
found between organisms in the area
studied
– identify data sources and gather,
present and analyse data by:
- tabulation of data collected in the
study
- calculation of mean values with
ranges
- graphing changes with time in the
measured abiotic data
- evaluating variability in
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measurements made during
scientific investigations
16
9.4 The Search for Better Health
2. Over 3000 years ago the Chinese and
Hebrews were advocating cleanliness
in food, water and personal hygiene
7. Increased understanding has led to
the development of a wide range of
strategies to prevent and control
disease
Students learn to:
Students:
 explain why cleanliness in food, water and personal hygiene
practices assist in control of disease

identify data sources, plan and choose
equipment or resources to perform a
first-hand investigation to identify
microbes in food or in water

gather, process and analyse information
from secondary sources to describe ways
in which drinking water can be treated
and use available evidence to explain
how these methods reduce the risk of
infection from pathogens
 identify the conditions under which an organism is
described as a pathogen
 explain how one of the following strategies has controlled
and/or prevented disease:
– public health programs
– pesticides
– genetic engineering to produce disease-resistant plants
and animals
 gather and process information and use
available evidence to discuss the
changing methods of dealing with plant
and animal diseases, including the shift
in emphasis from treatment and control
to management or prevention of disease
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Stage 6 – Geography
8.2.1 Biophysical Interactions
Students learn to:
investigate and communicate
geographically by
•
use geographical skills and tools such as
•
•
•
•
•
•
asking and addressing geographical questions such as
–
what are the biophysical interactions which occur between components of the biophysical
environment?
–
what are the effects of human impacts on the functioning of the hydrosphere?
–
how is the biophysical environment changing in response to climatic variations?
constructing and interpreting flow charts describing the key biophysical processes operating within a given
area
identifying, collecting and recording data about erosion and deposition from primary sources
constructing a transect to describe the variety and distribution of plants in a specific area
planning a field work activity to assess the impacts of flood or drought
interpreting ternary graphs to describe elements of biodiversity or soil variation
recognising the key features of changing weather patterns to describe atmospheric processes in a given
location.
contributing to Environmental Impact Assessments
collecting and analysing field data
environmental mapping
the relevance of a geographical understanding of biophysical interactions to a particular vocation such as:
planning hazard mitigation, practising environmental law, meteorological forecasting, local council
maintenance of coastal areas.
identify geographical methods applicable
to, and useful in, the workplace such as
•
•
•
•
the biophysical environment
•
the nature and functioning of the four components: the atmosphere, hydrosphere, lithosphere and
biosphere in a specific biophysical environment including:
–
atmospheric processes, climatic components, climatic variation
–
operation of the water cycle and the role of water in geomorphological processes
–
parent material, slope processes, weathering, mass movements, erosion, transport and deposition,
and the fluvial, aeolian and/or coastal geomorphological processes
–
the variety and distribution of plants and animals and soil formation
•
the issue should be selected from ONE of the following components:
biophysical processes and issues
–
in the hydrosphere, one issue such as river regulation, urban run-off, coastal sediment budgets, flood
or drought
18
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8.2.3 Senior Geography Project (all aspects… a study on catchments or desalination plants etc)
8.3.1 Ecosystems at Risk
Students learn to:
investigate and communicate
geographically by
use geographical skills and tools such as
•
•
•
•
•
•
•
•
•
identify geographical methods applicable
to, and useful in, the workplace such as
Students learn about:
ecosystems and their management
•
•
•
•
•
•
•
asking and addressing geographical questions such as
–
what action is appropriate for managing wetland ecosystems sustainably?
calculating the gradient of a slope as a ratio
calculating the vertical exaggeration of a cross section describing a specific ecosystem
determining sight lines between two points
recognising features of changing pressure patterns on weather maps in order to describe characteristics of
different ecosystems
constructing a log of events and activities to manage the development of a fieldwork activity explaining
human impacts on an ecosystem at risk
interpreting frequency distributions and diagrams about energy flows in different ecosystems
constructing a precis map from an aerial photo or satellite image to describe spatial patterns of overland
flow
using GIS to examine spatial and ecological issues relevant to the protection and management of
ecosystems.
using meteorological data, satellite imagery and aerial photography
constructing environmental maps and compiling environmental impact reports
the relevance of a geographical understanding of ecosystems at risk to a particular vocation such as:
managing a national park, guiding tourist groups, ecological mapping for surveyors, evaluating dune
stabilisation programs preserving heritage sites.
biophysical interactions which lead to diverse ecosystems and their functioning
vulnerability and resilience of ecosystems
–
impacts due to natural stress
–
impacts due to human induced modifications to energy flows, nutrient cycling, and relationships
between biophysical components
the importance of ecosystem management and protection
–
maintenance of genetic diversity
–
utility values
–
intrinsic values
–
heritage values
–
need to allow natural change to proceed
evaluation of traditional and contemporary management strategies.
20
case studies of ecosystems
•
TWO case studies of different ecosystems at risk to illustrate their unique characteristics including:
–
spatial patterns and dimensions: location, altitude, latitude, size, shape and continuity
–
biophysical interactions including:
– the dynamics of weather and climate
– geomorphic and hydrologic processes such as earth movements, weathering, erosion, transport
and deposition, soil formation
– biogeographical processes: invasion, succession, modification,
resilience
– adjustments in response to natural stress
–
the nature and rate of change which affects ecosystem functioning
–
human impacts (both positive and negative)
–
traditional and contemporary management practices.
The selected ecosystems at risk could include areas such as coastal dunes, freshwater wetlands, inter-tidal
wetlands, coral reefs, arid areas, alpine areas, rainforests, temperate forests.
21
8.3.2 Urban Places
Students learn to:
•
asking and addressing geographical questions such as
–
what are the challenges of living in mega cities?
•
•
calculating population density using maps of a large city
constructing a transect to show land use change in a local area
•
•
•
•
using GIS, satellite imagery and aerial photography
analysing maps including topographic, cadastral and land use maps
collecting and analysing urban field data
the relevance of a geographical understanding of urban places to a particular vocation such as: urban and
regional planning, designing effective city infrastructure, planning the delivery of social services,
monitoring environmental quality and sustainability, preserving heritage sites.
mega cities
•
the challenges of living in mega cities such as housing, traffic infrastructure, water and power supplies,
sanitation services, employment, and other social and health issues
urban dynamics
•
a case study of the results of the urban dynamics in a large city selected from the developed world including
its
– growth, development, future trends and ecological sustainability
a case study showing one of the urban dynamics listed above, operating in a country town or suburb.
investigate and communicate
geographically by
use geographical skills and tools such as
identify geographical methods applicable
to and useful in the workplace such as
Students learn about:
•
22
Stage 4/5 Science
Prescribed focus area
Students learn about:
4/5.2 the nature and practice of science
Students learn to:
b) distinguish between scientific argument and economic or legal argument
c) apply scientific processes to test the validity of ideas and theories
e) use examples which show that scientists isolate a set of observations, identify trends and patterns and
construct hypotheses or models to explain these
4/5.3 the applications and uses of
science
a)
b)
4/5.4 the implications of science for
society and the environment
a)
b)
c)
4/5.5 current issues, research and
developments in science
d)
b)
c)
d)
identify and describe examples of scientific concepts and principles that have been used in technological
developments (including Australian examples)
discuss, using examples, the positive and negative impacts of applications of recent developments in science
discuss viewpoints about some issues with a major scientific component
give examples to show that different cultures or groups within a society (including Aboriginal and other
Indigenous people) may use or weight criteria differently to make a decision about an issue involving a
major scientific component
identify choices that need to be or have been made when considering whether to use particular scientific
advances
discuss the place of social and ethical considerations in scientific practice and in applications of science.
evaluate the potential impact of some issues raised in the mass media that require some scientific
understanding
identify scientific skills that can be useful in a broad range of careers
identify possible career paths in science.
Knowledge and Understanding
Students learn about:
4.7.5 mixtures
Students learn to:
b) identify, using examples, the importance of water as a solvent
d) identify situations where the processes of filtration, sedimentation, sieving, distillation, chromatography,
evaporation, condensation, crystallisation and magnetic attraction are appropriate to separate components
of a mixture.
Additional Content
 explain why crystallisation can be used as a method of purification or separation of substances
4.8.3 unicellular organisms
a)
identify the beneficial and harmful effects that microorganisms can have on living things and the
environment
23
4.9.5
4.10
the hydrosphere
ecosystems
a)
d)
describe the water cycle in terms of the physical processes involved
discuss some effects of bushfires, drought and flood on Australian ecosystems.
4.11
natural resources
a)
b)
distinguish between natural and made resources
give examples of resources from living things and resources extracted from the air, Earth and oceans
5.10
ecosystems
a)
b)
c)
distinguish between biotic and abiotic features of the local environment
describe the importance of cycles of materials in ecosystems
describe some impacts of human activities on ecosystems.
5.11.2 waste from resource use
c)
discuss strategies used to balance human activities and needs in ecosystems with conserving, protecting
and maintaining the quality and sustainability of the environment.
5.12
d)
describe ways in which technology has increased the variety of made resources.
technology
24
Stage 4/5 Geography
Focus Area 4G2 Global Environments
Focus: The geographical processes that form and transform global environments, and human interactions within environments.
Students learn about:
Students learn to:
Geographical Tools
At least ONE global environment selected
Maps
 describe the geographical processes that shape the
from the list above:

use various types of maps
selected environment

the spatial distribution of the selected global

identify physical and cultural features on a
environment
map
 describe the interaction of humans with the

the major geographical processes that

identify and interpret relief
environment
operate within the chosen environment:

construct a sketch map
Graphs and Statistics
– atmospheric processes

identify and calculate maximum and
– biotic processes

describe the interrelationship of the environment and a
minimum, total, range, rank and average
– geomorphic processes
specific community

construct and interpret bar, column, line,
– hydrologic processes
 explain how individuals, community organisations
climatic and proportional graphs
 the way humans, including indigenous
and government actions are contributing to the
Photographs
groups, interact with the environment
current management of the environment

draw a line drawing

collect and interpret photographic images
At least ONE community and the way it
 identify the responsibility of government to the
 distinguish between oblique, aerial,
interacts with the selected global
community and its environment
ground-level photographs and satellite
environment:

the way the environment influences the
community

the way the relationship between the
community and the environment is
changing

strategies and processes that individuals,
groups and governments use to
influence change

the way the community is responding to
these changes

describe current use of the environment and
suggest strategies for future ecological
sustainability
imagery
25
Focus Area 5A3 Issues in Australian Environments
Focus: Ways in which geographical understanding contributes to the sustainable management of issues affecting the Australian environment.
Students learn about:
Students learn to:
Geographical Tools
Maps
 describe each geographical issue in relation to:
 geographical issues affecting Australian
–
its
nature
 calculate the density of a feature
environments including:
–
its impacts
– the responses by individuals, groups and
 calculate local relief
– air quality
governments to the issue
– coastal management
–
–
–
–
land and water management
spatial inequality
urban growth and decline
waste management
At least TWO geographical issues
affecting Australian environments,
selected from the list above (one study must
include fieldwork):
– the geographical processes relevant to
the issue
– the perceptions of different groups
about the issue
– individual, group and government
responses to the issue
– decision-making processes involved in
the management of the issue
– management of the issue and
implications for sustainability, social
justice and equity
 investigate a geographical issue through
fieldwork by developing and
implementing a research action plan (as
outlined on page 17)

outline how a range of geographical issues are affecting
Australian environments

explain the interaction of the physical and human
elements of the environment

recognise the responsibility of the levels of government to
the issue

propose actions that promote:
–
–
–

sustainability
social justice
equity
 identify the aspect of a slope
 measure bearings on a map
 construct a cross-section
 calculate the gradient of a slope
 construct a transect
 construct a land use map
 read and interpret synoptic charts
evaluate the success of individuals, groups and the levels
of government in managing the issue
Fieldwork

develop a research action plan

apply fieldwork techniques
 use a variety of techniques to collect and
record primary and secondary data

present geographical information in an appropriate
format
Graphs and Statistics
 recognise and account for change using
statistical data

demonstrate active citizenship by proposing
individual/group action to address the issue
Photographs
 collect and use digital images
 develop a research action plan
26
Activity 5 - What is
a catchment?
Activity 26 - The
Wastewater System
Activity 22 Aquifers,
groundwater and
contamination
Activity 7 - The
Managed Water
Cycle
Catchment
Model
Activity 8 - The
Story of Water
Activity 11 - Rain on
Your Catchment
Activity 18 Catchment
Rescue
Activity 16 Natural Disasters
27
Activity 32 Buckets of Water
Activity 27 Wastewater and
Stormwater
testing
Activity 23 - Water
Testing and Macro
invertebrate
Sampling
Activity 2 Evaporation and
salinity
Activity 10 - A
Watery Journey to
School
Field
Work and
Testing
Activity 17 - What is
Stormwater?
Activity 19 - School
Water Audit
Activity 20 - Drip,
drip, drip
28
What is Water?
Activities 1&2
What is a
catchment?
Careers in Water
Activity 36
Activities 3-11
Stage 6
Senior
Science
Valuing Water
Activities 32-35
Water Technology
Catchment
Management
Activities 26-31
Activities 17-25
Changes over
Time
Activities 12-16
29
What is Water?
Activities 1&2
What is a
Catchment?
Careers in Water
Activities 3-9
Activity 36
Stage 6
Biology
Changes Over Time
Activity 14
Valuing Water
Activities 32-35
Water Technology
Catchment
Management
Activities 26-31
Activities 23&24
30
C
What is Water?
Activity 2
Careers in Water
What is a
Catchment?
Activity 36
Activities 3, 5-11
Stage 6
Geography
Changes over
Time
Valuing Water
Activities 12-16
Activities 32-35
Water Technology
Catchment
Management
Activities 26,27,31
Activities 17-25
31
What is Water?
Activities 1&2
What is a
Catchment?
Sydney Catchment
Authority activities - in
plastic folder
Activities 4-8
Stage 6
Chemistry
Catchment
Management
Careers in Water
Activity 36
Activity 23
Water Technology
Activities 26-31
32
What is Water?
Activities 1&2
What is a
Catchment?
Careers in Water
Activities 3-8, 10&11
Activity 36
Valuing Water
Stage 6
Earth &
Environmental
Science
Activities 33-35
Water Technology
Catchment
Management
Activities 26-29,31
Activities 17-25
Changes over
Time
Activities 12-16
33
What is Water?
Activities 1&2
What is a
Catchment?
Careers in Water
Activity 36
Valuing Water
Activities 3-11
Stage 4/5
Science
Changes over Time
Activity 15
Activity 34, 35
Water Technology
Activities 26-31
Catchment
Management
Activities 17-21, 23
34
What is Water?
Activity 2
What is a
Catchment?
Careers in Water
Activity 36
Valuing Water
Activities 3, 5-11
Stage 4/5
Geography
Changes over
Time
Activities 12-15
Activities 32-35
Water Technology
Activities 26,27,31
Catchment
Management
Activities 17-21, 23
35
Water Catchment Model Operation Instructions
 Preparation
Start by placing the model on a long level table (greater than 1.6 metres) in a wet tolerable area. Fully extend the
two lower drawers.
Expose the Outlet Nozzle from underneath the lowest model and connect the Hose Extension to a bucket or
container placed under the table, or connect a garden hose to drain area.
Prime the model by adding approximately 2 litres of water (prepared with a drop of blue food dye for a pale tint and
add a drop of dishwashing detergent, to break surface tension) into the Mountain Range sponge containment. Also fill
the Ocean, River Ponds, Water Treatment Tanks, and Cattle Water Trough.
Dampen the other two sponge inserts (House in middle section and garden in the Good Factory)
River will flow by pouring water onto the sponge areas in the Mountain Range, and will run for approx.
ten minutes. Check drain points for any blockages restricting flow.
Have ready a jug or bottle of water with stronger blue tint for in/out tidal demonstration, and fill the water sprayer
with the nozzle adjusted for ideal rain effect.
 Demonstrations
Erosion: Paint moist clay with small paint brush to Bare Earth features of the model (Erosion rut on Bad Farm,
Orchard without Ground Cover, Degraded Area in the Upper Catchment, Dirt Driveway on Beach House). After
application of clay, create rain shower with water sprayer.
36
Pollution Run-off: Add a drop of food dye to various features such as Re-fuelling Tanks, Oil Drums, Wrecked or
Parked Cars, Caravan Waste Pipe and Man Washing Car. The Good Factory spill areas have Bunding and a Retention
Pit and a Drainage Garden to assist pollution run-off.
After dye application, create a light rain shower. Spills caught in Pits or Artificial Ponds can be retrieved with syringe
in time to prevent spills entering main waterways.
Incoming/Outgoing Tides: To create a tidal cycle, pour some water into the Oceans. This can be coincided with
flooding river to create some flooding, or with Stormwater Run-off demonstration to illustrate pollution back up.
 Clean Up
After Session, Rinse away any dye or clay residue. Use the larger baster to remove water out of the Ocean, River,
Ponds etc.
Disconnect the Hose Extension and insert Outlet Nozzle back under the model. Close up the drawers starting with the
middle level section followed by the lower level.
With model closed, take model to a draining area and lay model on its side to allow for a complete drain of water from
the model.
Without removing sponges, press and squeeze them to release water. Allow model to drip dry for as long as possible
before packing back into box. The model can be packed and returned while it is still damp.
37
Water: in history





The first cities to have water pipes were in the Indus Valley in south Asia.
The first known sewer pipe was built in about 3,000 BCE in the Orkney Islands of Scotland.
The oldest dam still in use is in Orontes in Syria, and was built in 1300 BCE.
The ancient Greek physician, Hippocrates, directed the ancient Greeks to boil and strain water before drinking it.
The ancient Greeks invented the first piped showers in 300 CE.
History of water in Sydney
1788 - 1859
Sydney's first man-managed water supplies were holding tanks. These tanks were cut into The Tank Stream — a
stream of water that flowed through the settlement and into Sydney Harbour at Circular Quay.
By 1826, the stream was polluted with sewage and rubbish. It was abandoned in favour of water from Busby's Bore: a
convict-built tunnel that ran from the Lachlan Swamps to Hyde Park. The water from Busby’s Bore was distributed
throughout the city in water carts.
In 1857, the first planned sewerage system was built. This system included five pipes which discharged raw sewage into
Sydney Harbour.
1859 - 1888
In 1859, a new water supply scheme from the Botany Swamps began supplying water for Sydney following a severe
drought in 1852. The Upper Nepean Scheme followed in 1888. The Upper Nepean Scheme involved water from the
Nepean, Cataract, Cordeaux and Avon rivers being pumped to Sydney through 64 kilometres of canals and pipes. The
first attempts at sewage treatment began during this time at the Botany Sewage Farm, with wastewater released into
Botany Bay.
38
1888 - 1960
As a result of a year-long drought from 1901-1902, the Cataract, Cordeaux, Avon and Nepean dams were built between
1907 and 1935. These dams were built to serve Sydney's south and the Blue Mountains. Another severe drought broke
out again between 1934 and 1942, prompting the building of Warragamba Dam. The building of Warragamba Dam
began in 1948 and was completed in 1960.
The Sydney sewerage system was extended in the southern suburbs — with sewage released through Botany Sewage
Farm. Sewage from the northern suburbs was directed through Folly Point Treatment Works.
The South Western Suburbs Ocean Outfall Sewer at Malabar was completed in 1916; the Wollongong Sewerage Scheme
in 1929; and the Northern Suburbs Ocean Outfall Sewer in 1930. These schemes treated very little wastewater before it
was released to the environment.
In 1936, the Bondi Sewage Treatment Plant was constructed, which began a period of better wastewater treatment. In
1938, the first inland schemes were also built at Fairfield, Campbelltown and Camden. The Port Kembla Sewerage
Scheme began in 1958, and in 1959 the Cronulla Sewage System and Malabar Sewage Treatment Plant began.
1960 - 2000
The Shoalhaven Scheme came about from concern that Warragamba Dam wouldn't be enough. The scheme involved
water from Tallowa Dam, Fitzroy Falls Reservoir and Wingecarribee Dam being fed into Warragamba Dam and the
Upper Nepean Dams to top-up the Sydney and Illawarra water supply systems. This scheme was completed in 1977.
During this period, there was growing awareness of the environmental impacts human activities had on water systems.
North Head Sewage Treatment Plant was completed in 1972; and from 1984- 1990, deepwater ocean outfalls were built
at Bondi, North Head and Malabar. These plants pumped the treated effluent approximately four kilometres offshore
— improving the water quality on Sydney's beaches.
2000 to today
Today, there are 21 dams and reservoirs in greater Sydney managed by the Sydney Catchment Authority.
39
In 2006, Sydney experienced a severe drought which lead to water levels in Warragamba Dam dropping to 32%.
The drought, the increasing demand for water for a growing population; and concerns about climate change; lead the
government to develop the Metropolitan Water Plan. This plan describes how to secure water for Sydney's future,
including: water recycling programs, desalination, improving the storage capacity of existing dams and improving
water efficiency.
Today, there are 29 sewage treatment plants treating 1.2 billion litres of wastewater daily. Due to advances in
wastewater treatment technology, treated wastewater is increasingly seen as a resource and new uses are being found
for this water.
Recycled water plants are increasing, and by 2015, 70 billion litres of wastewater will be recycled every year —
providing 12% of Sydney's water needs.
Sydney Water's operations








Sydney Water's areas of operations include: Sydney, the Illawarra and the Blue Mountains.
Sydney Water is Australia's largest water utility, with about 3,200 staff.
Sydney Water collects and treats over 1.5 billion litres of wastewater a day.
Sydney Water supplies clean water to over 4 million people— with over 1.3 billion litres of water supplied to over 1.7
million homes and businesses each day.
Sydney Water has 261 reservoirs and 156 pumping stations to help distribute water to its customers.
Sydney has the capacity for very large water storage, but a highly variable rainfall.
Sydney Water tests water straight after it is treated— both in the pipes and at the tap.
Sydney Water's pipes would stretch from Sydney to Los Angeles and back if laid end to end.
Reduce your impacts
 Reduce indoor water use by choosing water efficient showers, toilets, taps and appliances
40
 Minimise outdoor water use by reducing grassy areas and planting native species. Minimise paving
outdoor areas as it increases heat radiation and water run-off from the site
 Wash cars and bikes on the lawn so that the grass is watered at the same time.
 Sweep your paths and drives instead of hosing them down.
 Reuse water where possible.
Water footprint reduction at home
As a consumer, you can reduce your ‘direct water footprint’ by:
 installing water-saving toilets
 applying a water-saving showerhead
 turning off the tap while brushing your teeth
 using less water in the garden
 not disposing medicines, paints or other pollutants through the sink.
41
Properties of Water (at normal pressure 101kPa)
 Water freezes at zero degrees Celsius
 Water boils at 100 degrees Celsius
 Water is a tasteless, odourless liquid at ambient temperature and pressure.
 Water appears colourless in small quantities, although it has its own intrinsic light blue hue.
 Pure water has a neutral pH of 7, which is neither acidic nor basic.
 Water dissolves more substances than any other liquid.
 Wherever it travels, water carries chemicals, minerals, and nutrients.
 Water consists of molecules, each of which has three atoms: two hydrogen atoms and an oxygen atom
that are bound together by electrical charges in a covalent bond.
 Water is polar - -oxygen attracts electrons much more strongly than hydrogen, resulting in a net
positive charge on the hydrogen atoms, and a net negative charge on the oxygen atom.
 A litre of water weighs approximately 1 kilogram.
 Water is unusual because its solid form, ice, is less dense than the liquid form. This is why ice floats.
 The density of water is one gram per cubic centimetre.
 Water is a good solvent due to its polarity.
42
Water Facts
 Water is the most common substance on Earth.
 In nature water exists in liquid, solid, and gaseous states.
 97% of the Earth's water is saltwater found in oceans and seas.
 Of the three per cent of water that is freshwater, only one per cent is available for drinking.
 Over 90% of the world's supply of freshwater is located in Antarctica.
 About 71% of the Earth's surface is water. - 1,358 million cubic kilometres of water on Earth.
 In a 100 year period, a water molecule spends 98 years in the ocean, 20 months as ice, about two
weeks in lakes and rivers and less than a week in the atmosphere.
 The droplets of condensed water that make clouds are 1,000 times smaller than a raindrop.
 Water freezes, to become ice, from the top down.
 Once evaporated, a water molecule spends 10 days in the air.
 There is a fixed amount of water on earth and it is constantly moving from one place to another in a
process called the water cycle.
 The same water that existed on the earth millions of years ago is still present today.
 Water usually makes up 55% to 78% of the human body.
43
Water in our bodies




About 66% of the human body is water. Some parts of the body contain more water than others.
80% of your brain and 25% of your bones are made up of water.
An average adult has 37 litres of water in their body.
Human blood is 83% water.
Water and health
 Drinking water is important for health and body processes. The human body can only survive a
month without food, but only five to seven days without water.
 Once you drink water, it leaves your stomach in about five minutes!
 To maintain health, a person should drink two litres of water a day.
 We drink an average of 75,000 litres of water in our lifetime.
 Water regulates the temperature of the human body. If you have a fever, drink lots of water.
 Water removes waste from your body.
 Your drinking water may be fluoridated to help prevent dental cavities.
 Water can cause serious health problems if contaminated by bacteria or other microorganisms.
 In most Australian cities and towns, tap water is treated so people don't get sick.
44
School water use








The NSW DET has set a water saving target of 15% for all its government schools.
Schools in Sydney Water's area of operations use 7,790 million litres of water a year.
Schools use about 6% of all non-residential water in greater Sydney.
A water efficient primary school uses less than nine litres of water a student a day.
A water efficient high school uses less than 12 litres of water for each student, per day.
Up to 70% of water used by schools can be lost through leaking taps, toilets or pipes.
One drop a second from a leaking bubbler wastes 7,000 litres of water a year.
An average primary school spends about $5,150 on their water bill. A high school spends about
$5,300.
 When we pay for water, we also pay for the sewage we discharge.
Quantities of water on Earth





97% of the Earth’s water is saltwater found in oceans and seas.
Of the three per cent of water that is freshwater, only one per cent is available for drinking.
Two per cent of the Earth's water is frozen.
Over 90% of the world's supply of freshwater is located in Antarctica.
About 71% of the Earth's surface is water.
Fun facts
45




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
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The automatic dishwasher was invented in 1889.
Making recycled paper instead of new paper uses, on average, 64% less energy and 58% less water.
Construction workers' hard hats were invented when the USA built the Hoover Dam in 1933.
The phrase 'raining cats and dogs' began in 17th century England, when during heavy rain, many cats
and dogs drowned and floated through the streets.
A horse needs 40 to 50 litres of water a day to survive.
A sheep needs 4 to 10 litres of water a day.
Cows bred for their meat need 40 to 140 litres of water a day.
Cows bred for milk need 147 litres of water a day.
One litre of milk is about 86% water.
It takes 148,000 litres of water to make a new car — including its four tyres.
60% of the world's desalination plants are in the Middle East.
46
Books
The Atlas of Water - Mapping the World's Most Critical Resource
The planet's finite supply of fresh water is under such pressure that soon it may be the most valuable commodity on
earth. The new edition of this crucial and timely atlas shows water distribution worldwide, and reflects the latest
thinking and emerging issues. With updated data throughout, the atlas covers a wide range of topics to map how our
limited water resources are shared and used around the world, as well as the challenges posed to their management
by today's unprecedented population and environmental pressures.
It includes completely new maps on climate change, water for tourism, dam construction, biodiversity, and water
management, commerce and legislation. With snapshots of especially vulnerable areas and major polluters as well
the global picture, this is a unique resource for general readers as well as policy makers and students.
Divided into six parts, each prefaced with an introductory essay, The Atlas of Water investigates the nature of the
resource itself, through its uses in all kinds of human activity, to the vexed questions of how to manage water well
and avoid the threat of 'water conflicts'.
Australia's Water Resources - From Use to Management
Australia’s Water Resources seeks to explore the circumstances underpinning the profound reorientation of
attitudes and relationships to water that has taken place in Australia in recent decades. The changing emphasis from
development to management of water resources continues to evolve and is reflected in a series of public policy
initiatives directed towards rational, efficient and sustainable use of the nation's water.
Australia is now recognised as a pacesetter in water reform. Administrative restructuring, water pricing, water
markets and trade, integrated water resources management, and the emergence of the private sector, are features of
a more economically sound and environmentally compatible water industry. It is important that these changes are
47
documented and their rationale and effectiveness explained. This timely work provides an important synthesis of
these issues.
Water Not Down the Drain: A Guide to Using Rainwater and Greywater at Home
Water Not Down the Drain is a comprehensive guide to sustainable water use around the home. With Australia
experiencing one of its driest phases in history, every Australian has to think about how they can use the water
available to them and find ways to reduce their day-to-day water use. The good news is that with rainwater and
greywater, people have more water available to them than they think.
Water Not Down the Drain includes case studies from author Stuart McQuire’s house, including examples of how he
uses rainwater, greywater and stormwater. Useful household tips and advice also appear throughout the book.
All these book and many more useful resources can be purchased through CSIRO publishing
www.publish.csiro.au/home
48
DVDs
River Global Environments Series
The world's lakes and rivers constitute only one percent of the Earth's total water. Yet, this fresh water is absolutely
vital to all land-based life, providing water for drinking and agriculture. Since the beginning of civilisation, rivers
have also been used for transport and cities have grown on their banks. But now, population pressures are putting
all waterways under increasing stress. In this program, we examine the geographical processes that form and
transform rivers and take a close look at the human interactions with them, using examples from Australia and
across the world.
River Health: Caring for Our Waterways
River health is an issue of concern for all of us. The quantity and quality of the water flowing through them has been
affected by a range of human activities. This beautifully-filmed program examines our impacts on rivers, river
management and ways of assessing river health. It also looks at the potential conflicts between users of our rivers
and the need for sustainable and practical management strategies to be implemented. This thought-provoking
program will act as a conversation-starter for students everywhere.
Global Environment Issues
There has always been a struggle to balance the goals of economic development with the need to protect the
environment. With world population growing and global climate change threatening to effect us all that balance is
important. Today the developed world uses much of the world's energy resources to fuel modern lifestyles and
contribute to the majority of global greenhouse gases. However billions of people in the developing world seek the
same benefits. Students will learn about the positive and negative effects of industrialisation.
49
Websites
Australian Museum Sites
www.australianmuseum.net.au/image/Freshwater-Habitats/
www.australianmuseum.net.au/Freshwater-habitats/
Sydney Water
www.sydneywater.com.au/education
www.sydneywater.com.au/Education/SecondaryStudents/games.cfm
www.sydneywater.com.au/Education/SecondaryTeachers/careerinwater.cfm
Water footprint
www.waterfootprint.org
www.h2oconserve.org
NSW Department of Primary industries
www.dpi.nsw.gov.au/fisheries/habitat/aquatic-habitats/freshwater
50
Waterwise
www.derm.qld.gov.au/waterwise/education/index.html
National Geographic
environment.nationalgeographic.com/environment/habitats/freshwater-profile/
Brisbane Floods 2011 - before and after images
www.abc.net.au/news/infographics/qld-floods/beforeafter.htm
Brisbane Floods close up - 2011
www.abc.net.au/news/infographics/qld-floods/beforeafter2.htm
Water for life
www.waterforlife.nsw.gov.au/about/program/advertising_campaign
The water cycle game
apps.southeastwater.com.au/games/education_kidsroom_wcactivity.asp
Complete the water cycle quiz at
www.earthguide.ucsd.edu/earthguide/diagrams/watercycle/index
51