Free VCE Year 11 Outdoor and Environmental Studies Flashcard Review
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What does Country mean when written with a capital C?
Usually capitalised: ancestral connections with lands, waters and skies and relationships involving people, other living things and cultural knowledge. Meanings differ among First Nations; use the relevant people’s account.
What is Kinship in this study?
Culturally organised relationships and responsibilities, including family networks. Specific relationships, authority and responsibilities differ among communities.
Why is wilderness a contested term?
A term for relatively little-modified landscapes, sometimes a formal management designation. It does not mean absence of Indigenous history or care; check the relevant designation and jurisdiction.
Distinguish managed parks from private land.
A managed park has management arrangements and visitor rules; private land describes tenure. Do not equate management with ownership: some Victorian parks are jointly managed on Aboriginal title. Establish the actual access arrangements and permissions for a school visit.
Distinguish urban environments from built environments.
Urban environments are towns and cities as a whole, including their creeks and parks; built environments are the constructed structures and spaces themselves, such as an oval, a sea wall or a climbing wall.
Name the eight biomes listed for Unit 1 Area of Study 1.
Alpine, coastal, inland waterways, grassland, heathland, forest, marine and arid. These syllabus categories can overlap at a particular site.
What distinguishes heathland from forest?
Heathland commonly has low, dense shrubs on nutrient-poor soils, sometimes with scattered trees. Forest is characterised by trees; its canopy and understorey vary by community. Describe the whole vegetation structure, not one plant.
Give three features of the alpine biome.
Cold conditions and a short growing season above the climatic treeline; low herbs, grasses and shrubs; soils varying from shallow ridge soils to peat in wet bogs. Snow cover varies by site and season.
What is the difference between a motivation and a response?
A motivation is the reason for choosing to experience an outdoor environment; a response is what the person thinks and feels during and after the experience, such as fear or appreciation.
List six different motivations for experiencing outdoor environments.
Any six of: adventure and challenge, social connection, health and fitness, mental wellbeing, appreciation of beauty, solitude, learning, spiritual connection, cultural obligation, competition, livelihood.
What are the five ways Indigenous and non-Indigenous peoples experience and understand outdoor environments?
Through custodianship, as recreation, as a resource, as spiritual connection and as a study site.
How is safe participation in outdoor experiences evidenced for this outcome?
Through actual supervised participation and teacher-observed skills, supported by dated, clearly documented logbook entries made during the experience or in class. Record relevant observations under the teacher’s requirements; a written plan or logbook alone does not certify safe participation.
What counts as a 'depiction' of experiencing outdoor environments?
A representation of an outdoor environment or experience, including your own or another person’s media, art, music, writing or advertising. It selects aspects of the experience rather than reproducing everything.
Which five questions structure an analysis of a depiction's effect on personal responses?
Who made it and what supports a purpose; who might encounter it; what details/techniques are supplied and what information is absent; what responses are plausible; what further evidence could test those impressions. This is an author-provided study aid, not a mandatory VCAA formula.
How can socioeconomic status limit access to outdoor experiences, and what can widen it?
Equipment, fees, transport and time costs can limit participation when a person cannot meet them. Equipment pools, subsidies or affordable local opportunities may reduce particular barriers; avoid unsupported claims about where all lower-income people live.
Give two ways physical ability affects access and two enablers.
Terrain and facilities can limit access. Suitable routes and adaptive equipment with appropriate assistance may widen it. Grade 1 indicates an easier track, including assisted wheelchair access, but personal needs, current conditions, toilets and transport still require checking.
Name six useful categories of technology for analysing outdoor experiences.
Clothing and shelter; cooking and water treatment; navigation and communication; transport; information and media; image capture. These overlapping categories are an author-provided study aid, not a compulsory VCAA list.
How can a navigation technology lower perceived risk without lowering real risk?
A walker might feel reassured by an app yet choose an unsuitable route or rely on one device without backup. That is a possible mismatch, not a universal effect: appropriate navigation technology can also support safer decisions. A distress beacon does not remove hazards or guarantee immediate rescue.
Define real risk.
The actual probability and severity of harm in a situation, arising from environmental hazards and human factors, regardless of how dangerous it feels.
Define perceived risk.
A person's subjective judgment of how likely and how serious harm is, shaped by experience, competence, depictions, the group and emotions.