This Excursion can be used as a model for a DEPTH STUDY (5 Hours) 

Note: This excursion can be combined with Investigating Science.

Focus – ‘Ecosystem Dynamics’ – Population Dynamics

Outcomes:  *BIO 11-11    *BIO 11-3 *BIO 11-4.     *BIO 11-5           

By working scientifically students investigate the key question of: ‘How healthy is the Penrith Lakes ecosystem?

Activities include: Introduction to Penrith Lakes and the investigation site, instruction on using abiotic equipment, biotic and abiotic data collection, evaluation and conclusions related to the key question.
Evaluations and conclusions involve a discussion of human impacts at Penrith Lakes and a recent local extinction event.

Inquiry questions :
‘What effect can one species have on another species in a community?’
‘How can human activity impact on an ecosystem?’ are explored.

This excursion can be used as a model for a DEPTH STUDY (5 hours).

Note: This excursion can be combined with Biology.

Outcomes: *INS 11-1 *INS 11-2 *INS 11-3 *INS 11-5

Students conduct a collaborative practical investigation into water quality and collect a range of qualitative and quantitative primary data from Penrith Lakes.
Students make inferences and conclusions derived from the primary data. It tests the hypothesis that the water quality at Penrith is suitable for the recreation activities currently operating and proposed in the future.

The basic inquiry question is:
‘What inferences can be drawn from observations?’

This Excursion can be used as a model for a DEPTH STUDY (5 Hours)

Focus – ‘Human Impacts’- Introduced Species – An Investigation in a Kayak

Outcomes: *EES 11-1 *EES 11-2    *EES 11-3 *EES 11-11

This program involves a canoe paddle on the Nepean River or at Penrith Lakes.
The program focuses on the introduced aquatic plant, Salvinia. Through primary research, students discover how introduced species affect ecosystems.

Student numbers are limited to 16 as set down in DET guidelines.

** If you have more the 16 students please refer to our Human Impacts – Water Management/Intro Species Program**

Focus – Earth’s Natural Systems

Outcomes: *GE-11-01, *GE-11-02, *GE -11-05, *GE -11-06 , *GE-11-07 , *GE-11-08 , *GE-11-09 

The new Year 11 syllabus commencing in 2024 emphasises the importance of fieldwork  and will contribute 4.5 hours of mandatory fieldwork in Year 11.

 ‘Fieldwork is an integral and mandatory part of the study of Geography. It enables an understanding of geographical processes and geographical inquiry. Fieldwork should be an enjoyable experience that enhances learning opportunities for all students because it provides for a variety of teaching and learning approaches. The experience of active engagement in fieldwork helps to create and nurture a lifelong interest in, and enthusiasm for the world in which students live.’

The program formulates geographical questions for investigation.

Geographic inquiry address three main questions: What is it? Where is it? Why is it there?

A fourth question has been suggested in recent times: Why care? This relates to sustainability concerns.

With this new program students:

• use local maps, a geographical tool, to examine – What is it and where is it?
• receive an explanation of the natural systems which formed the floodplain at Penrith, highlighting the interaction of the atmospheric, hydrological and geomorphic systems – Why is it there?
• take a short tour of the area to observe the floodplain and the associated geographical terms.
• conduct first hand investigations to collect a range of biophysical data. This is achieved by

1. 1. using fieldwork instruments including water testing equipment and clinometers.
   2. identifying, collecting and recording geographical data related to ecological systems on the Penrith In particular looking at macroinvertebrate and water bird populations.

• synthesise and interpret fieldwork data incorporating Why care?