Transcript Fieldwork in Thailand

Why? What? Where? and How?
Why fieldwork?
 Syllabuses require knowledge of fieldwork techniques and skills.
 Students get a firsthand experience and direct contact with the
organisms, materials and systems of real life and can relate this to
classroom instruction.
 Fieldwork arouses interest in a topic.
 It generates positive learning attitudes and sharpens teamwork skills.
 Students better understand the complexity of natural systems and the
limits of experimental science.
Fieldwork
can help
students to
gain a
different
perspective
Fieldwork in Biology
CIE IGCSE biology;
Requirement to study examples of food chains and food webs occurring locally.
Fieldwork techniques and skills may be examined in the practical papers.
Section 4; Relationships of organisms with one another and with their environment.
Includes 1. Energy flow, 2. Food chains and food webs, 3. Nutrient cycles, 4 Population
sizes, 5. Human influences on the ecosystem all of which are suitable areas for fieldwork.
CIE A-level Biology;
Part K Ecology contains this syllabus statement; “An ecosystem should be studied in
relation to an area familiar to the candidates”
Fieldwork is also helpful in improving the understanding of;
Part P Selection and evolution
Part Q Biodiversity and conservation.
Part T Crop plants
IB Biology;
Option G ecology and conservation can be supported extensively by fieldwork.
Fieldwork in geography
CIE IGCSE geography;
Coursework (Paper 3)
The coursework assignment may be on Physical, Human or on an interaction between
Physical and Human Geography which is related to one or more of the Syllabus themes
(Population and Settlement; The Natural Environment; Economic Development and the
Use of Resources)
Requirement to complete a school-based assignment. Collection of primary data using
fieldwork techniques such as undertaking questionnaires, mapping or sketching
observation, recording counts or measurements.
Alternative to coursework (Paper 4)
Exam which requires knowledge of a range of techniques used in fieldwork studies.
Questions test the methodology of questionnaires, observation, counts, measurement
techniques, and may involve developing hypotheses appropriate to specific topics.
CIE A-level Geography (AS and A2);
Fieldwork is complementary (not compulsory) to the course and is used to build on
existing skills of enquiry. Collecting, recording and interpreting information from
fieldwork sources.
IB Geography (Standard Level and Higher Level);
Internally assessed report based on fieldwork.
No textbook or video can give you the sensation of being knee deep in the river you are
studying (or provide the memory of picking off the leeches afterwards!)
Fieldwork in other subjects
 Fieldwork can help bring other subjects to life too.
 Chemistry
 History
 Business studies
 Art
 Languages
Are examples of subject areas where imaginative
teachers have devised and run great fieldwork trips for
their students
Can we generate a list of examples of fieldwork exercises our
teaching areas?
Fieldwork topics in
biology
 Ecology
 Farming
 Plant studies
 Human impact
Ecology topics
• Adaptations in insects
• Rainforest insect survey and classification.
• Decomposers in the rainforest.
• Adaptations in rainforest plants
• Rainforest food web
• Termite population study
• Changes in plant populations along a transect
between two different microclimates.
• Soil profile comparison in grassland and
woodland.
Insect Studies
• Biodiversity
• Systematics
• Adaptation
• Random sample
techniques
Example fieldwork exercise for Biology
Insect Studies: Insect taxonomy and biodiversity
The students will learn how to collect insects and other invertebrates using random sample methods such
as netting and branch beating. Selected insect taxa will be collected and identified. These methods can be
used to determine biodiversity in different habitats.
The same process can also be used to answer
these research questions:
•
What are appropriate random sample techniques
for specific insect groups?
•
How can we identify insects and other invertebrates
and place them into the right taxonomical system?
•
How does the land use in different habitats effect
insect biodiversity?
Habitats with different forest types will differ significantly in
their insect biodiversity. Plantations will have lower numbers
of insect species than secondary and primary forest’.
Additional research and background.
Understanding the taxonomic classification system
(Phyla, genera etc. - using field guides and
Internet resources)
Insect Studies - Beating Method (Picture P. Schuetz)
Example of a fieldwork exercise for Biology
Adaptation of insects: This large group of invertebrates occupy all parts of rainforest areas at
Khao Yai. Each species needs specific adaptations to survive in their environment.
One family of insects stand out: its members are able to fly, swim, walk and to dive:
Whirligig beetles (Gyrinidae)
The students will learn to study the behaviour
of these exceptional beetles. They possess unique
hunting and enemy prevention strategies.
Whirligig beetles live on the surface of rivers
at Khao Yai and have turbine like legs to manoeuvre.
Their compound eyes are split into surface and
under water sections. These beetles dive if they
need to escape enemies and they also possess the
ability to fly from one freshwater habitat to another or
walk across river banks.
The Whirligig beetle study will answer the following
research questions
• How do these beetles behave in order to
survive in their risky environment?.
• What specific morphological adaptations enable
this beetle family to live on the water surface?
Whirligig beetle head (Picture P. Schuetz)
Farming topics
• Trophic levels in dairy farming.
• Selective breeding in dairy farming.
• Fish farming study
• Pollinators and pests in fruit orchards.
Plant topics
 Variation of tree species
with height and aspect on
mountain slopes.
 Vegetation succession in
Tropical Rainforest.
 Forest and Grassland
productivity in Khao Yai
National Park
 Comparison of
photosynthetic ability of
leaves in canopy and
understory in TRF.
Human Impact topics
• Impact of tourism on plant and animal
populations.
• Use of indicator species to measure water
pollution.
• Lichens as an indicator of air pollution.
• Banana and bamboo as indicators of
disturbance in tropical Rain Forest.
• Land use on the boundaries of Khao Yai
National Park and its impact on conservation.
Fieldwork topics in geography
 Environmental
 Transport
 Physical
 Amenity
 Population
 Rural
 Urban
Recommended titles on fieldwork in geography
Environmental topics
 To what extent do the resident’s perception of
flood threats match the reality of these events in
town/area Y?
 A study of the impact of
afforestation/deforestation in area Z.
Transport topics
 During peak times of the day, traffic reaches saturation
at various points in town/village X.
 A review of the nature, use and adequacy of car
parking in town Z.
Physical topics
 An investigation into the impacts of coastal protection
schemes along coastline Z.
 What is the impact of rock type Z on the scenery, soils,
vegetation and land usage in area Y?
 What factors influence the rates of weathering on
several buildings in town X?
Amenity topics
 A survey of the impacts of tourism and recreation on Z
(a particular settlement or area).
 A study of the differences between visitors and
residents in their perceptions of resorts X and Y.
Population topics
 A survey to show how and why the population
structure in town Y has changed over the last 30 years.
 Population and migration surveys of two contrasting
villages X and Y.
Rural topics
 What evidence is there of conflict between agricultural
practices and conservation in area Z?
 Are golf courses generally an environmental, economic
and social asset in rural area X?
Urban topics
 A survey of the
distribution of
particular types of
shops within the
town centre X.
 What is the nature
and extent of urban
pollution in
selected parts of
town X.
Fieldwork
encourages
good
teamwork
Example of a fieldwork exercise for biology
Vegetation Studies: Identifying stages of plant succession within Khao Yai National Park.
The students will learn how to sample along a transect and will collect plant data. Areas are chosen
which have been cleared at various times recently due to human action, fire or the fall of one or more
large trees and comparisons are made between the cleared area and the surrounding, established
vegetation. Simple keys are used to identify plant types.
The same process can also be used to answer
these research questions
• How do micro-climates affect vegetation
density and diversity.
• How does human activity affect the density
and diversity of vegetation in Khao Yai
National Park?
Vegetation transects are established which cross
boundaries between areas of different land use
e.g. grassland and footpath, or between areas
with variation in an abiotic factor such as soil type,
aspect, gradient, water (near a stream or river).
Additional research and background.
The origins and subsequent maintenance of the
grasslands at Khao Yai can be studied at the visitor
centre and using the internet.
Vegetation Studies - Quadrat Method (Picture J. Gibbs)
Example of fieldwork exercise for geography
What is the sphere of influence of Khao Yai national park?
Purpose:
To collect primary data using questionnaires and traffic/pedestrian counts.
Method:
Questionnaires
Students use a questionnaire that they have produced and use a systematic sampling
technique to ask park visitors about why they visit Khao Yai national park.
Traffic count
Students do a traffic count at various sites in the park. Can be done at different times
of the day and on different days.
Pedestrian count
Count the number of people around various facilities, sites, footpaths. Can be done at
different times of the day and on different days.
Prior and post visit research:
Total visitor numbers per year/month information can be obtained at the visitor centre
and the internet.
Local trip or residential?
Self organised or fieldwork center?
Where can we access suitable fieldwork sites in safety?
Where can we go for advice?
Comparing residential
fieldwork trips vs day trips.




Advantages
More in-depth study
Can do more activities
Travel further
More opportunities for crosscurricular study




Disadvantages
More expensive
Time constraints can affect
how far the trip is
Risk assessment more
difficult to carry out
Staffing –teachers/TA absent
for longer time
Comparing center based field
trips vs self organised field trips
ADVANTAGES
Centre Based
Self Organised
•Easy to organise
•Prepared and tested activities.
•Centre staff familiar with area.
•Secondary data available to
support investigations.
•No need for a pre-visit.
•Risk assessments done.
•Secure accommodation and
suitable food.
•May have laboratory facilities.
•Wider range of expertise at the
centre means wider choice of
supporting activities.
•Lower teacher-student ratio
required.
•You have control of the program
and activities.
•Possibly cheaper.
•Expands the possible locations
and the range of activities available.
•Less “institutional”.
Survey of fieldwork centres in
Thailand
 List of centres.
 Ask group for feedback on any of centres and for any
others to add to the list.
•Students needs
•Parents’ needs
•Staff needs
•School needs
•Education ministry needs
Students
Students need:
 To understand why they are doing fieldwork and how it
fits in to their course of study
 Do preparation work prior to the trip:
- secondary data collection;
- get information about the field work location;
- be familiar with what primary data collection they will
be doing.
• be informed about health and safety requirements at
field work sites
• what equipment to bring.
Parents.
Parents need;
 Timely information as to dates, purpose, location and cost of the trip.
 A clear payment schedule and the terms of payment (i.e. whether the deposit is
returnable, cost implications of late withdrawal of their children etc.)
 Reassurance that accommodation and activities are safe for their children.
 Information about insurance cover.
 Good value for money.
 A detailed itinerary including contact details for the centre, the teachers and
their children.
 Information as to special clothing, and equipment
 A packing list, including a list of any items which are NOT to be brought.
Staff
Staff need to:
 Ensure that field work is relevant to
curriculum requirements;
 Do a survey trip to the field work location
and carry out a risk assessment;
 Organise relevant field work equipment and
materials;
 Make enough time for planning processes
(6-8 weeks?);
 Follow school policies and procedures for
school trips;
 Compile a list of emergency contact
numbers for the area they are visiting, e.g.
ambulance, hospital, police.
School.
The school needs the organisation of the trip to follow school policies
as to ;
 The timeline of the organisation process
 The staffing ratio
 The type of activities planned
 Risk assessments
 Cost to parents and to the school
 Type of accomodation and transport used.
Teachers thinking of planning any off campus visit should familiarise
themselves with these policies before starting the planning process, and
obtain approval from Senior Management before informing children or
parents of the trip.
Education Ministry
“The best way to deal with bureaucrats is with stealth and sudden violence.”
Butros Butros-Ghali
The Education Ministry must be approached for approval for any overnight school
trip and any school trip which goes outside the school’s home region at least 2
weeks before the date of departure. In most schools this is done by the Thai
Administrative Staff under the school’s Thai Head as everything is done in Thai.
The package sent to the ministry will contain;
 The names and ages of all students
 The names of the staff accompanying the trip
 The purpose of the trip (learning outcomes)
 The procedures followed in organising it.
 A detailed itinerary
 The cost to students
 A formal letter from the school asking for approval
As there is a lot of paperwork involved in preparing and translating these
documents, most schools require this information from the teacher in charge
about 1 month before the date of departure.
Risk Assessment for Residential
Risk assessments try to
Fieldwork.
assess
1. The likelihood of an
accident occurring and;
2. The severity of the
consequences of that
accident.
Be Prepared... the meaning of the motto is that a scout
must prepare himself by previous thinking out and
practicing how to act on any accident or emergency so
that he is never taken by surprise. Robert Baden-Powell
.
A formula can then be applied to decide whether the
risks are acceptable, and plans can be made to
mitigate the more serious risks.
The templates in use in my
school are typical. Here is an
example for a raft building
activity in a local river. These
pages identify hazards.
TRAFFIC
Vehicles - cars, lorries, farm machinery
Roads and tracks
Car parks
Cattle grids
Yes
Yes
Yes
No
HAZARD
IDENTIFICATION
crossing road for snacks
ENVIRONMENT
Extreme temperatures - hot or cold
Yes
Can be hot but shaded
NAME OF SITE
Moo Si Springs
Exposure to sun
No
Extreme
amounts
of rain, hail, snow
Yes SITE TO BE
Thunderstorms
season
DATE
OF ASSESSMENT
…Nov 1 2011…… DATE
USED ……Dec in
2011………
High wind
No
PERSON(S) COMPLETING ASSESSMENT
.…Tony
Infection
Yes Mallia………
Water not chlorinated or treated
ACCESS TO WORKING AREA
Transport
HAZARD
Access
Grouped
by Outcomes
Egress
Tidal
SLIPS
Flooding
Yes
PRESENT/
No
ABSENT
No
 OR
No X
Yes
Slippery surfaces
eg. pathways
Yes /
HAZARDS
LINKED
WITH PLACE
ACTIVITY
Unsuitable footwear
eg. Farms,
Industrial
Sloping
Surface past or present
Crushing
Rain, Sleet, Frost, Snow
Cutting / shearing TRIPS
Entanglement
Uneven surfaces
Changes
in levels
Drawing
in / Trapping
Holes, cracks
Impact Obstacles across walking area
Bumps, ridges, protruding nails etc
Stabbing
BUMPS
Contact with - causing
abrasion
Low level ceilings
Electrical
hazard
Static / fixed objects
Bacteria
Poor lighting
Trees
CUTS OR SCRAPES
ContactJagged
with edges
farm animals
ContactBroken
animals
without
control
or sharp
objects
Contact with strangers
FALLS
Falls onto
INDIVIDUAL
CAPABILITY
Falls into
Mobility
from a height
Health Falling
problems
Objects falling from a height
Require special information / training
HAZARDOUS SUBSTANCES
Yes
No
Yes
Yes
Yes
Yes
Yes
No
No
No
No
Yes
Yes
Yes
Yes
No
Poisonous plants - fungi
Chemicals
Faeces
Other hazardous substances
No
No
No
No
Yes
Carrying objects - tools, equipment
Yes
TEMPORARY
HAZARDS - for
MANUAL HANDLING
example
road
works,
wasps nestsYes
Task - lifting,
twisting,
stooping
Possible in storms
Muddy paths and slopes to river. Slippery
concrete slopes down to dam
No
No
No
Yes
Yes
No
No
Yes
No
Yes
Yes
No
Yes
Yes
Short slopes to river/spring.
Ropes used to construct raft
If river in spate semi submerged
branches/roots
Tree roots and rocks
Building materials and rocks
Outside environment
of stray dogs and snakes
SomePossibility
rocks
Site used by public
Possible to fall onto paths, tree roots
River or spring
Max 3m
Yes
HAZARDS
IDENTIFIED
AND NOT
Water - streams,
rivers, ponds, wells
Yes
INCLUDED
ON
LIST
Gas
No
Oil
Drowning
School transport or song-thaew
EXAMPLES OF HAZARD
River and pools
Yes
Water depth greater than 1.5 m
Possibility of insect bite/sting
Raft building and handling completed raft
Knives and saws can be used
This page evaluates the identified risks
FSC RISK ASSESSMENT PRO-FORMA
WITHOUT
CONTROLS IN
PLACE
1
2
3
4
5
(A x B)
Often
5
Sometimes
4
RISK
RATING
PROBABILITY
Infrequently
3
Unlikely
Likelihood/
Probability
Inconvenience
ALL
Public
Visiting staff
Students
Employee
X
OUTCOME
2
LIKELIHOOD /
B
Rarely
A
1
Worst Case
Outcome
WORST CASE
Fatality / Multiple
RISK
RATING
NO.
WITH
CONTROLS IN
PLACE
WITH CONTROLS
Major Injury
Grouped by Outcomes
PERSONS AT RISK
FROM EXPOSURE
TO HAZARD
Date of Assessment Nov 2011
Injury / Illness
HAZARDS IDENTIFIED
Raft Building
Minor Injury
ACTIVITY / SITUATION
1
Drowning
2
Raft/students swept
downstream
3
Falls/slips while building and
moving around site
x
x
x
10
4
Animal incidents – dogs,
snakes, insects
x
x
x
5
5
Injuries through use of
tools/materials
x
9
6
Attack/abduction by strangers
x
5
5
1
5
7
Motor Vehicle accident.
Journey/car-park/road
x
x
x
10
5
1
5
8
Sickness (associated with river
or spring water)
x
x
x
3
1
3
9
Foot injury from
rubbish/rocks/thorns etc.
x
x
x
8
x
x
x
x
10
5
5
5
1
1
3
3
2
4
5
3
2
5
1
3
8
6
2
4
8
No
Risk
Rating
This page lists the control measures to be taken to minimise risk.
THESE CONTROL MEASURES ARE TO BE IN PLACE. FSC TUTOR TO ENSURE ACCOMPANYING STAFF AND ADULTS ARE CLEARLY BRIEFED, BEFORE THE
START OF THE ACTIVITY REGARDING THEIR SUPERVISORY ROLE + ACTION TO TAKE IF ANY PROBLEMS OCCUR
5
Students swimming in the springs (clear water) supervised by an adult who can affect a rescue. Non-swimmers wear a BA. All swimmers offered a BA
and poor swimmers advised to use one. All participants in the rafting and swimmers in the river (water is not clear) must wear a BA. Bas to be
properly fastened and correct size.
1
Safety lines attached to rafts so they can be pulled back to start point. Students briefed on current direction, use of safety line and told to swim to
the nearest bank if they become detached from the raft. Activity is cancelled if the river is in spate due to heavy rain.
2
3
3
8
4
5
5
6
6
6
7
5
School drivers used where possible. Journeys in song-thaews done at moderate speeds. Students have to ask permission to cross the road to food
stalls and can be reminded about safety. Younger students (below Y7) are accompanied in car park and on the road outside.
8
3
Aim to avoid doing this activity at the busiest times and when the use of the spring is intensive. Advise swimmers to avoid ingesting water and not to
swim with open wounds.
9
8
Shoes worn during the building phase. Flatter areas with level access chosen for raft building. Whole group assists with carrying/moving the
completed raft.
Area inspected for threats before beginning the activity.
Bamboo and ropes pre-cut to convenient sizes. Sharp points removed from bamboo. Students only allowed bladed tools on request and are closely
supervised in their use.
Teachers are vigilant for threatening behaviour. Group has emergency signal for immediate assembly around the group leader.
Wear shoes while building the raft and moving around on the river bank. Advise shoes for the swimming. Inspect area for broken bottles etc before
starting.
Assessment carried out by: ……………Tony Mallia………………………………………………………………………
•Three different sites. One river/forest, one coastal, one
urban. Several photos of each site.
•Work in groups, single subject or multidisciplinary.
•Choose one site, plan a fieldwork exercise for that
location and complete a risk assessment.
•Each group select a spokesperson to report back to the
workshop.
The river/forest site
A
Picture A: shows a river site in Khao
Yai national park. Forest layers are
clearly visible. This site is a short walk
from the main access road and a five
minute drive to the visitor centre.
Picture B: Khao Yai national park
shows a managed grassland area with
a footpath not far from the main access
road into the park. It’s a 5 minute drive
to the visitor centre.
B
This is a river
site at Erawan
national park. A
five minute walk
to the visitor
centre.
The coastal site
Monkey Island Site
Google Map satellite image of the site.
This island is
uninhabited but
regularly visited by
tourists who leave
food for the resident
population of crab
eating macaques.
The shore is mostly
rocky with a spit of
sand uncovered at
low tide on the
Eastern end. It is
approximately 15 km
from Jomtien bay.
Urban site
Road safety is of particular
importance in an urban
environment. Being familiar
with the area to be visited is key
in ensuring safety.
Share experiences, centre reviews, fieldwork ideas,
worksheets and risk assessments.