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Nerang River Catchment Study Guide

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ContentsContents 2�Section 1� Background ............................... 4�1.1� The Nerang River Catchment Study

Guide ................................................... 4�1.2� Aims and objectives............................. 4�1.3� How to use this Study Guide ............... 4�Section 2� The Nerang River Catchment... 5�2.1� Location of catchment.......................... 5�2.2� Environmental features........................ 5�

2.2.1� Waterways............................................. 5�2.2.2� Sub-catchments..................................... 7�2.2.3� Reaches of the catchment ..................... 8�2.2.4� Catchment vegetation.......................... 11�

2.3� Environmental processes .................. 13�2.3.1� Flooding............................................... 13�

2.4� Areas of environmental significance.. 14�2.4.1� Lamington National Park ..................... 14�2.4.2� Springbrook National Park................... 14�2.4.3� Numinbah-Springbrook Conservation

Corridor................................................ 14�2.4.4� Beechmont Range Conservation

Reserves ............................................. 14�2.4.5� Hinze Dam (Advancetown Lake) ......... 14�

2.5� Nerang River Catchment history ....... 15�2.5.1� The Nerang River Catchment arose from

Gondwana ........................................... 15�2.5.2� Aboriginal cultural heritage .................. 15�2.5.3� European settlement of the catchment 22�

2.6� Current catchment land-use .............. 24�2.7� Current catchment health .................. 25�2.8� Catchment management ................... 26�

2.8.1� Vegetation loss .................................... 26�2.8.2� Stormwater quality and movement ...... 27�2.8.3� Drinking water quality and management29�

Section 3� Study Guide resources........... 30�

3.1� Waterway and catchment health monitoring...........................................30�

3.1.1� Macro-invertebrates .............................30�3.1.2� Habitat assessment..............................35�3.1.3� Physical/chemical testing .....................38�3.1.4� Data Collection .....................................46�3.1.5� Safety ...................................................48�

3.2� Useful reports for water testing ..........49�3.3� Useful websites for water testing........49�Section 4� Activities toolkit .......................50�4.1� Curriculum objectives .........................50�4.2� Broad learning activities .....................62�

Lesson 1 – What is a catchment?....................71�Lesson 2 – Homes for our flora and fauna.......74�Lesson 3 – Our catchment hydrological cycle .77�Lesson 4 – Healthy catchments, healthy homes83�Lesson 5 – Traditional way of life in the Nerang

River Catchment...................................85�Lesson 6 – How healthy is the Nerang River

Catchment now? ..................................87�Lesson 7 – Get to know your catchment..........89�Nerang River Catchment tour ..........................91�

4.3� Specific learning activities ................105�Learning Activity Booklet for Year Level 3 .....106�Learning Activity Booklet for Year Level 4 .....110�Learning Activity Booklet for Year Level 5 .....115�Learning Activity Booklet for Year Level 6 .....120�Learning Activity Booklet for Year Level 7 .....124�Learning Activity Booklet for Year Level 8 .....129�Learning Activity Booklet for Year Level 9 .....136�Learning Activity Booklet for Year Level 10 ...146�

Section 5� Additional Resources............152�Section 6� Glossary..................................167�Section 7� Bibliography...........................169�Section 8� Acknowledgements ...............172�

List of Tables Table 1� Learning information, lessons and

activities for the Nerang River Catchment Study Guide ................... 4�

Table 2� Kombumerri place names and meanings ........................................ 18�

Table 3� Outline of sections of Nerang River Catchment Study Guide activities toolkit .............................................. 50�

Table 4� Australian Curriculum Science Learning Area Focus ...................... 50�

Table 5� Science achievement standards for Year 3-10 ........................................ 52�

Table 6� Learning activities for the Nerang River Catchment Study Guide ........ 62�

Table 7� Science achievement standards for Year 3-10 being met by the Nerang River Catchment Study Guide Learning Activities .......................... 63�

Table 8� Estuarine full day Nerang River Catchment tour ............................... 91�

Table 9� Freshwater full day Nerang River Catchment tour ............................... 92�

Table 10� Mountain to Mangrove full day Nerang River Catchment tour......... 93�

Table 11� Management Strategy full day Nerang River Catchment tour......... 94�

Table 12� Site locations for the Nerang River Catchment tour ............................... 95�

Table 13� Activity Booklets for the Nerang River Catchment Study Guide...... 105�


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List of Figures Figure 1� Location and extent of the Nerang

River Catchment, Gold Coast........... 6�Figure 2� Sub-catchments of the upper area

of the Nerang River Catchment ........ 7�Figure 3� Lower sub-catchments of the

Nerang River Catchment .................. 8�Figure 4� Upper reach of the Nerang River

Catchment – relatively undisturbed .. 9�Figure 5� Upper reach of the Nerang River

Catchment – cleared for grazing and rural living .................................. 9�

Figure 6� Lower freshwater reach of the Nerang River Catchment .................. 9�

Figure 7� Mixing zone of fresh and estuarine water, upper estuarine reach.......... 10�

Figure 8� Upper estuarine reach of the Nerang River Catchment ................ 10�

Figure 9� Lower estuarine reach of the Nerang River Catchment ................ 11�

Figure 10� Remnant vegetation within the Nerang River Catchment ................ 12�

Figure 11� Vegetation associated with waterways is called riparian vegetation ....................................... 12�

Figure 12� Nerang River Catchment land use . 24�Figure 13� Incomplete life cycle of a dragonfly 31�Figure 14� Complete life cycle of a diptera

species such as flies....................... 31�Figure 15� Examples of the pH of commonly

found substances (adapted from DERM, 2007b) ................................ 40�

Figure 16� Dissolved oxygen calculation chart based on water temperature (Australian Government, 2005) ...... 42�

Figure 17� Cross section of a waterway (Australian Government, 2005) ...... 44�

Figure 18� Site locations for the Estuarine Nerang River Catchment tour......... 91�

Figure 19� Site locations for the Freshwater Nerang River Catchment tour......... 92�

Figure 20� Site locations for the Mountain to Mangrove Nerang River Catchment tour ............................... 93�

Figure 21� Site locations for the Management Strategy Nerang River Catchment tour.................................................. 94�

List of Boxes Box 1� Catchments on the Gold Coast ........... 1�Box 2� Tributaries of the Nerang River listed

from north to south of each creeks headwaters .......................................... 1�

Box 3� What is a catchment? .......................... 1�Box 4� Reaches of a catchment...................... 1�Box 5� The Nerang River Love Story .............. 1�Box 6� The story of Gowanda and Dolphins

hunting fish together ............................ 1�Box 7� How does land use influence

catchment health and water quality?... 1�Box 8� Eutrophication...................................... 1�


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Section 1 Background 1.1 The Nerang River Catchment Study Guide

The Nerang River Catchment Study Guide is designed for use by school students and teachers, particularly those located within the Nerang River Catchment. This guide details specific catchment processes, water quality and waterway cultural information and provides learning activities designed to be utilised in both outdoor and class room activities.

The Nerang River Catchment is the largest and most significant river system on the Gold Coast and as such, requires significant attention in catchment and waterway health education programs on the Gold Coast.

1.2 Aims and objectives

The major aim of this Study Guide is to educate and engage school and TAFE students, teachers, and to raise community awareness of the Nerang River Catchment health, water quality and management. The audience of this guide includes primary, secondary and TAFE students undertaking studies within the Studies of Society and Environment (SOSE). The guide is also designed to be utilised in conjunction with existing waterway and environmental monitoring and education programs such as Gold Coast Waterwatch.

1.3 How to use this Study Guide

This Study Guide has been developed for use by students, teachers and education operators, to assist with developing and undertaking classroom and outdoor learning activities. A breakdown of how this guide is structured is outlined in Table 1 below. Section 2 provides broad information on catchment and waterway health as well as specific information on the Nerang River Catchment. Information on the cultural significance of the Nerang River Catchment and waterways is also provided to assist with learning about the impacts of land use and land use change on waterway health. Section 3 provides resources to assist with applying the Study Guide in lessons and learning activities. A series of classroom and outdoor learning activities are provided in Section 4 that are designed to be used for lesson planning and/or to be utilized directly in lessons.

Table 1 Learning information, lessons and activities for the Nerang River Catchment Study Guide TOC Title Objective Page

Section 2 Nerang River Catchment

Provides information on Nerang River Catchment including processes, history, health and management issues

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Section 3 Study Guide resources

Provides resources to be used by teachers during learning activities including information on water quality testing and safety, data sheets for water quality, references for useful reports, websites and organisations

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Section 4 Activities toolkit

Provides a series of broad and specific activities to be used by teachers to deliver lessons on the Nerang River Catchment while meeting curriculum outcomes

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Section 5 AdditionalResources

Provides printable black and white drawings of macroinvertebrates and other aquatic fauna which can be used for colouring in as part of lessons for younger aged students

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Box 1 Catchments on the Gold Coast

The population of people on the Gold Coast is 515,517 living across an area of 1,400 square kilometres within six main catchments:

� Pimpama River Catchment � Coomera River Catchment � Broadwater Creeks Catchment � Nerang River Catchment � Tallebudgera Catchment. � Currumbin Creek Catchment

All of these catchments are influenced by the same broad land uses but the impacts vary. For example Nerang River Catchment has more agricultural use than the Broadwater Creeks Catchment.

For more information on how to reduce your impact visit:

http://www.goldcoast.qld.gov.au/t_standard.aspx?pid=1177

Box 2 Tributaries of the Nerang River listed from north to south of each creeks

headwaters

� Mooyumbin Creek � Crane Creek � Bridge Creek � Gin House Creek � Boobegan Creek � Gardiners Creek � Worongary Creek � Mudgeeraba Creek � Bonogin Creek � Reedy Creek � Nixon Creek � Small Creek � Wyangan Creek � Little Nerang Creek

Section 2 The Nerang River Catchment 2.1 Location of catchment

The Nerang River Catchment is situated in the centre of the Gold Coast region, extending from the west in the McPherson Ranges and Springbrook Plateau through to the east near Southport. It is bounded to the north by the Coomera Catchment and to the south by the Tallebudgera Catchment; covering an area of approximately 493.3 square kilometres (see Figure 1). For more information on catchments on the Gold Coast and what catchments are see Box 1 and 3.

2.2 Environmental features

2.2.1 Waterways

The total length of the waterway networks within the Nerang River Catchment is 928 km. The Nerang River is the major waterway of the catchment. It flows from McPherson Ranges in a northeast direction through the Numinbah Valley, before entering Advancetown Lake above the Hinze Dam wall. Downstream, the river passes through Nerang and then turns to the east towards Surfers Paradise before finally entering the Broadwater at Southport.

Fourteen named tributaries feed directly into the Nerang River (see Box 2), and these each make up part of the Nerang River Catchment. The five largest of these named tributaries include:

� Crane Creek � Worongary Creek � Bonogin Creek � Mudgeeraba Creek � Reedy Creek


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.3 0 31.5 Kilometers

LegendMain Road

Wetland

Waterway

Beaches

Nerang River Catchment

ROBINA

NERANG

BENOWA

GILSTON

BUNDALL

MERRIMAC

BEECHMONT

MUDGEERABA

SPRINGBROOK

AUSTINVILLE

ADVANCETOWN

NATURAL BRIDGE

NUMINBAH VALLEY

Figure 1 Location and extent of the Nerang River Catchment, Gold Coast

Box 3 What is a catchment?

A catchment is an area of land bounded by ridges, hills or mountains from which all surface run-off water drains into a river, stream, lake, wetland or estuary. When it rains, water drains to the lowest point of the land due to gravity. This is like water in a bathtub flowing to the plug hole. In a natural catchment water travels downhill through a system of waterways to the lowest point, such as a wetland, lake, junction with a river, or river mouth where it enters the sea. This allows water to drain from an area that can be many square kilometres in area.


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2.2.2 Sub-catchments

Waterways within the Nerang River Catchment form sub-catchments that are derived from major ridges and valleys such as the Numinbah and Mudgeeraba Valley in the Nerang River Catchment, which combine into the floodplain at Robina and Carrara.

There are 13 sub-catchments in the upper area of the Nerang River Catchment including Cave Creek, Numinbah Creek, Little Nerang Creek East and Little Nerang Creek West Branch, Little Nerang Creek, Pine Creek, Nixon Creek, Mudgeeraba Creek – Mudgeeraba, Mudgeeraba Creek - Alstonville, Bonogin Creek, Tonys Creek and Advancetown (see Figure 2). The waterways in these sub-catchments are located 150 m above sea level and contain freshwater only.

Figure 2 Sub-catchments of the upper area of the Nerang River Catchment

The lower sub-catchments include lower freshwater, mixed estuarine, upper estuarine and lower estuarine areas below the Hinze Dam spillway (see Figure 3). The elevation of the waterways in this area is lower than 150 m above sea level (DERM, 2010). This half of the catchment has greater landscape modification from urban and commercial development and much greater riparian and stream bank alteration.


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Box 4 Reaches of a catchment

A catchment can be divided into sections called reaches based on position in the catchment and the salinity of the water:

� Upper catchment � Lower freshwater � Mixed estuarine � Upper estuarine � Lower estuarine

Figure 3 Lower sub-catchments of the Nerang River Catchment

2.2.3 Reaches of the catchment

During the journey from the upper to the lower catchments and sub-catchments, water passes through a number of different environments. These environments are defined by the landform that the waterway passes through and the salinity of the waterway (see Box 4). The landform describes the elevation of the land, either upland or lowland, and the level of salinity is divided into freshwater, mixed or estuarine.

� Upper freshwater reaches

The upper reaches of the Nerang River Catchment are typically characterised by forested mountain plateaus, ridges and gullies down to the edge of waterways (see Figure 4). There is also good in-stream vegetation cover and structure, good water quality and health populations of in-stream and terrestrial fauna. A large proportion of this region is within the protection of Springbrook National Park and other conservation reserves, which also help to safeguard water that flows into Hinze Dam, the Gold Coast’s primary water source.

The majority of freshwater flow in the upper reaches of the catchment is received by Advancetown Lake, with a limited supply of freshwater spilling over the Hinze Dam wall into the river. The amount of freshwater released from the dam is regulated by government authorities who balance water supply, flood mitigation and ecological requirements.


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Figure 4 Upper reach of the Nerang River Catchment – relatively undisturbed

In some areas, outside national parks and protected areas, the vegetation has been cleared for farming and rural living land-uses (see Figure 5). Often this has occurred right up to the water’s edge, although generally some riparian vegetation remains. In these locations water quality may be influenced by nutrient inputs from stock grazing in adjacent paddocks and increased turbidity due to erosion and runoff from cleared areas and eroded stream banks. However, the condition of the system is generally considered to be good due to the relatively low levels of development and stream bank alteration.

Figure 5 Upper reach of the Nerang River Catchment – cleared for grazing and rural living

� Lower freshwater reaches

The waterways of the lower freshwater reaches are located below the Hinze Dam wall and upstream of Weedons Crossing in Nerang. These reaches have a mixture of forest, landscaped gardens and grassy slopes along the bank and are used for rural, rural residential, residential uses and parks (see Figure 6). Water quality in these areas may be influenced by nutrient inputs from domestic animals, decreased aquatic and riparian vegetation cover, increased turbidity due to erosion and runoff from cleared areas and eroded stream banks, as well as contaminants and rubbish from stormwater runoff from roads and residential areas.

Figure 6 Lower freshwater reach of the Nerang River Catchment


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� Upper estuarine reaches

A weir is located where the freshwater and estuarine water mixes in the Nerang River Catchment (see Figure 7), known as Weedons Crossing in Nerang. Many rivers in Australia have similar weir structures at this location within the catchment. As a result of the construction of the weir at Weedons Crossing, there is limited tidal mixing in the Nerang River. Instead, there is an abrupt salinity change from the estuarine to the freshwater side of the weir. This section is also the transitional stage between semi rural and suburban/residential living with very little remnant vegetation remaining in this area of the catchment. The riparian vegetation also begins to change from freshwater to estuarine (mangrove) vegetation. The water quality in this part of the catchment is potentially the most vulnerable to urban influences (see Figure 8). Land uses around this part of the catchment include: industry, agriculture, residential allotments, and rural allotments, sporting fields, schools, transport infrastructure and open space/parks.

Figure 7 Mixing zone of fresh and estuarine water, upper estuarine reach

Figure 8 Upper estuarine reach of the Nerang River Catchment

� Lower estuarine reaches

The Southport Seaway is the main tidal connection between the Pacific Ocean and the Nerang River, with the tidal zone extending for 23 kilometres upstream from the river mouth to Weedons Crossing, adjacent to the Nerang State High School (see Figure 9). This reach is the most visible, easily recognisable and regularly visited of all the reaches in the catchment. The highest levels of modification have occurred in this reach, mostly for urban development. Mangroves are the main riparian vegetation type that occurs in this reach, although vast areas have been removed for canal estates, reducing available fish breeding habitat.

Freshwater

Estuarine

Shallow mixing zone

RockBarrage

Tidal River


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Figure 9 Lower estuarine reach of the Nerang River Catchment

2.2.4 Catchment vegetation

A large proportion of the Nerang River Catchment area is covered in remnant vegetation, which has either never been cleared or is very old regrowth (see Figure 10). The upper reaches of the catchment consist primarily of densely vegetated bush land, with the majority of land downstream of the Hinze Dam wall being dedicated to urban uses, primarily canal estates.

Most of the vegetation in the catchment is Eucalyptus forest, with species including Spotted Gum (Corymbia citriodora), Iron Bark (Eucalyptus siderophloia), Grey Gum (Eucalyptus major, Eucalyptus propinqua) and Stringy Bark (Eucalyptus campanulata). There are also vast areas of rainforest and wet sclerophyll forest, particularly in sheltered gullies and on the Springbrook Plateau with species including Moreton Bay Fig (Ficus macrophylla), Water Gum (Syzygium francisii ), Bangalow Palm (Archontophoenix cunninghamiana), Grey Gum (Eucalyptus grandis, Eucalyptus saligna), Stringy Bark (Eucalyptus microcorys) and Brush Box (Lophostemon confertus). Montane forest borders the rainforest on the Springbrook Plateau, particularly on the edge of escarpments and cliffs and in rocky areas.


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Figure 10 Remnant vegetation within the Nerang River Catchment

The vegetation along the edges of waterways is called riparian vegetation and includes both aquatic and terrestrial vegetation (see Figure 11). This area provides habitat for a diverse range of flora and fauna and often hosts a number of threatened species.

Figure 11 Vegetation associated with waterways is called riparian vegetation

ShrubsHerbsGrasses

Floating vegetation

Submerged vegetation Bank vegetation

Emergent vegetation Verge vegetation

Trees


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2.3 Environmental processes

2.3.1 Flooding

Catchments provide vital flood mitigation services. Flooding occurs when water accumulates in the river during heavy rainfall events. This results in flooding if the water cannot move downstream fast enough. Catchments can help slow down the movement of water over the land natural vegetation helps to slow down surface water, allowing water to move away rapidly downstream in the creek system without backing up from runoff entering too quickly. However, when the land is modified into urban areas, water moves rapidly over roads, pavements, car parks and other man made surfaces. This results in storm water and other surface water congesting drains and drainage channels, potentially flooding the waterway system. This can result in the flooding of roads, houses and other structures in our communities.

In the Nerang River Catchment, flooding of areas downstream of the Hinze Dam is partially controlled by the Hinze Dam and Little Nerang Dam (GCCC, 2011c; BOM, 2011). The flood plain in the lower reaches of the catchment also helps with dispersing water across the greater land area, preventing it from backing up the creek system (GCCC, 2011c). This is important as much of the catchment is long, narrow and has steep valley sides, which causes surface water to move rapidly over the land and into the creeks. If the water does not move away fast enough, flash flooding can occur where the water accumulates in the creeks and breaks its banks.

Flooding in the lower reaches of the Nerang River is affected by the large amount of water that feeds into the floodplain to the south of the Nerang River (GCCC, 2011c). This water comes from six sub-catchments of the Nerang River Catchment, accounting for 57 percent of its area. Peak flood levels can also be affected by high tide events or storm surges from the ocean which enters the Nerang River via the Broadwater (GCCC, 2011c). The Gold Coast City Council (GCCC) has undertaken extensive flood mapping to determine which areas are at risk of flooding under a variety of rainfall events and when storm surges and high tide events occur. Catchment management such as planting trees in creek banks, restoring riparian systems and streams can also help to mitigate flooding in the catchment.


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2.4 Areas of environmental significance

There are a number of environmentally significant areas within the Nerang River Catchment including National Parks, State Forests and Conservation Reserves. The significance of these areas to catchment and waterway health is described below:

2.4.1 Lamington National Park

The water flow from the Binna Burra section of Lamington National Park feeds into the western side of the Numinbah Valley and is part of the McPherson Ranges, rising to more than 1100 metres in altitude on the crest of the range. It is part of the Gondwana Rainforests of Australia World Heritage Area, with its geologic and ecological history arising from Gondwana origins.

2.4.2 Springbrook National Park

Springbrook National Park provides a significant proportion of the Nerang River Catchment water supply as well as for the Gold Coast City. The park is divided into four sections, with three sections in the Nerang River Catchment; Springbrook Plateau, Natural Bridge and Numinbah. It is also part of the Gondwana Rainforests of Australia World Heritage Area.

2.4.3 Numinbah-Springbrook Conservation Corridor

The conservation areas of the Numinbah-Springbrook Conservation Corridor comprise five properties that were acquired by the Gold Coast City Council. These areas provide a corridor linkage from Springbrook National Park, across the Springbrook Plateau, into the Numinbah Forest Reserve to the north. This ensures the ecological viability of these areas and also helps to protect the health of waterways that pass through. This also enhances the sustainability of the Gold Coast water supply by buffering the existing of reserves within the dam catchment for Hinze and Little Nerang Dam.

2.4.4 Beechmont Range Conservation Reserves

These reserves cover an area of 92 hectares and include the Darren Smith Reserve, Beechmont Range Conservation Area, Little Beechmont Reserve and Rosins Lookout Conservation Area as well as a number of smaller forest remnant reserves. Although relatively small in size, these reserves adjoin larger tracts of protected areas within the Nerang River Catchment including Hinze Dam, Numinbah Forest Reserve and Rosin’s Lookout Conservation Park. This helps to protect waterways that pass through, thereby helping to maintain waterway health in the Nerang River Catchment. These reserves also contain six distinct ecosystems including rare sub-tropical rainforest, wet sclerophyll forest, gully vine forest and dryer open forest vegetation, and provide habitat for a number of threatened fauna.

2.4.5 Hinze Dam (Advancetown Lake)

The Advancetown Lake is the primary water supply for the Gold Coast, with the Hinze Dam Wall located approximately 15 km from Nerang. The dam wall was originally constructed in 1976 to secure water for the Gold Coast (GCCC, 2011). The catchment area for the dam is 207 square kilometres and includes the Numinbah Valley, Springbrook Plateau and part of Lamington National Park, with approximately 77 percent covered in natural vegetation in State Forests and National Parks and 15 percent used for agricultural land use including dairy farm pastures. The large forested areas within the catchment provide water filtration and large habitat systems for native flora and fauna.


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2.5 Nerang River Catchment history

2.5.1 The Nerang River Catchment arose from Gondwana

The present day catchment, from the mountains, cliffs and waterfalls to the lowland streams and flood plains are the result of a 225 million year history of geological changes that started during the formation of Gondwana (the separation of two super continents: Laurasia and Gondwana). Aside from Australia, the continents that once formed Gondwana include Africa, Antarctica, Arabia and other parts of the Middle East, India, Madagascar, New Guinea, New Zealand and South America. These continents begun to separate from Gondwana 180 million years ago, with Australia separating from Antarctica 80 million years ago.

Australia moved northwards after separating from Antarctica, resulting in a gradual warming and drying of the climate over millions of years. This caused rainforests to restrict to cooler and wetter areas in South-East Australia and in high altitude mountains in eastern Australia such as the McPherson Ranges and Springbrook Plateau, which form the south-western boundary of the Nerang River Catchment.

The McPherson Ranges and Springbrook Plateau were formed from volcanoes 20-23 million years ago, as part of the creation of the Tweed Volcanic Rim. These areas are the result of multiple lava flow events from a large shield volcano centred at where Mt Warning is today. The maximum elevation of the volcano was approximately 2000 metres high, with a width of approximately 80 kilometres. Most of the lava flows were basalt, which provides the fertile soils in the Numinbah Valley today. Other lava flows included layers of ash and boulders, which produced the poor fertility soils found around the McPherson Ranges.

After the volcanoes became dormant, water took over the role of forming the landscape. The waterways we see today are formed by the erosion of soft rock and soil being gouged from the landscape as rain fell onto the land surface and travelled toward the Pacific Ocean. This erosion of creek beds and subsequent depositing of sediment during heavy rainfall formed the lower catchment of the Nerang River. The remaining hard rocks that eroded more slowly formed the mountain ranges, cliffs and hills of the Gold Coast Hinterland.

2.5.2 Aboriginal cultural heritage

The Kombumerri

An account of the Nerang River Catchment cannot be told without telling the story of its pre-settlement inhabitants, the Kombumerri. They were the original custodians of this area and were but one of a group of tribes in this region, which shared the Yugumbir language, sometimes written as Yugumbeh (Curr 1887, Watson 1943). The land, the sea, the rivers and plants and animals were part of the Kombumerri spiritual world, with all having greater significance than for their uses alone (Longhurst, 1994).

The Nerang River catchment was highly populated and was a very desirable place to live (Steele, 1983). Tribal boundaries were known to be fluid but it is thought that the Kombumerri tribes of the Nerang catchment ranged from the coast and South Stradbroke Island, along


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the coastal creeks through to Southport, Nerang, and up into the middle reaches of the Numinbah Valley (Gresty, 1947, Hanlon, 1940 and Steele, 1983). Dated archaeological evidence has confirmed the Kombumerri people’s occupation of the Gold Coast area for at least the last six thousand years (Hall et al., 1988 and J Hall, 1986). Older evidence of residency is thought to have been destroyed by rising sea levels around ten thousand years ago.

The traditional lifestyle of these people in a place of plenty must have been wonderful. Unlike some parts of Australia the Kombumerri’s local environment had abundant resources with wild fruits and edible ferns and lilies, seafood of every kind and an amazing array of wildlife (Gresty, 1947, Hall et al.,1988, Hanlon, 1935, Hanlon, 1940).

The Kombumerri understood the seasons, the ocean tides and how to use animals and plants to provide for a comfortable life (Longhurst, 1994). They are known to have created conditions suitable for favoured food plants and left tubers, seed and seedlings for regrowth of their preferred food trees, shrubs and vines (Gresty, 1947 and Petrie, 1992). Fire was used skillfully to promote the growth of edible plants and pasture (Gresty, 1947 and Petrie, 1992) for kangaroos known locally as muni(Watson, 1943) and wallabies that would later be hunted. It is said they even cooperated with dolphins which helped them catch fish and trained dingoes to help them herd wallabies and kangaroos (Gresty, 1947). These people never took more than they needed and always used their resources wisely. The Kombumerri were surely the original environmentalists, intimately understanding their surroundings and living in a sustainable manner.

Travel, movements and a nomadic lifestyle

The use of canoes on waterways was one of the easiest forms of travel in coastal areas with numerous rivers and waterways to cross. The waterways were the arteries of the land, the equivalent of modern highways, used for movement and nomadic travels (Petrie, 1992). It was reported that the Aborigines of South East Queensland used their canoes very skillfully to cross rivers, to traverse Moreton Bay (Petrie, 1992) and the Broadwater and even venture out to sea. Canoes were made by stripping large sections of bark 75-100 millimeters thick from a tree and heating, shaping and moulding it into the finished canoe. The preferred canoe tree in this area was the Swamp Box (Lophostemon suaveolens) which is still a common local species (Petrie, 1992, Steele, 1983 and Watson, 1943). When travelling, canoes were left at strategic points on the river adjacent to low traversable ridges where travel would continue on by foot. Canoes could then be picked up from the same point to be used on the return trip down to the coast.

The Kombumerri were exceptionally attuned to seasonal cues for movement from one area to another to utilise the available resources. Natural calendars or seasonal markers such as the flowering of a certain tree or the arrival of a particular animal often indicated that a resource was ready to be used. One local example regarding kambullum, the Silky Oak (Grevillea robusta) and Woodooroo, the Tea Tree (probably Melaleuca bracteata) points out that turtles were best when the Silky Oak was in bloom and the Mullet were schooling and were plentiful in late Autumn or Winter when the Tea Tree was flowering (Gresty, 1947). It was with this knowledge and guidance that the people followed the available resources from the coast to the hinterland and back again (Steele, 1983). Generally speaking, they followed game and other available resources upstream during the warmer months and returned to the coast for the winter fish runs (Hanlon, 1940).


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The Kombumerri and Ngarang-Wal (as described by authors such as Gresty, 1947 Hanlon, 1935 and 1940)

The Kombumerri as described in the mid to late 1800’s were said to be among the most intellectually and physically developed of the Australian Aborigines. The traditional rites of the tribe were strictly observed. These people were kind, faithful and trustworthy, with dishonesty of any kind extremely rare. They were fond of children and ever thoughtful of their health and welfare. As well as a keen sense of humour, they possessed the qualities of determination and endurance and responded to kindness with gratitude. Sympathy for others in sorrow or distress was readily expressed, regardless of race.

The Kombumerri tribal group or clan that inhabited the Nerang River area were saltwater people known as the Ngarang-bal or Ngarang-Wal or the ‘Nerang River Family’. In his 1983 book Aboriginal Pathways in Southeast Queensland and the Richmond River, J.G. Steele calls them the Ngarangbal.Various interpretations of similar sounding words propose Ngara, Ngarang (pronounced narang) as meaning little or little river and Neerang or Neerung meaning shovel-nosed shark. An interpretation of words or sounds was a real challenge for recorders of spoken Aboriginal languages and thus many words were wrongly recorded. Also, words were often interchangeable or had a slightly different meaning from one area to another. That is why it is common to find several interpretations for a single word or phrase (Curr, 1887, Gresty, 1947, Hall et al., 1988, Steele, 1983).

Place names

We are fortunate that at least some of the local Yugumbir place names for the Nerang River catchment remain. Many names were simply not recorded, were replaced by European names or were corrupted. Some historians have offered explanations stating that it was important for the European settlers to deny or at least downplay the Aboriginal ownership of land. Whether maliciously or not this helped to effectively make the land their own. By ignoring the local Aboriginal place names they could effectively wipe out or at least devalue the spiritual link and the history of the indigenous people with their land (Dann, 1990).

Some localities and creek names that are known by their former Yugumbir names include Numinbah,Carrara, Bundall, Mudgeeraba, Benowa and Mooyumbin Creek. Other places now have European names but their native Kombumerri names are not forgotten. All parts of the catchment landscape had significant and well known meanings (Hall et al., 1988). The suffix bin, burra and bah (and iba) (Hall etal., 1988 and Dillon, 2011) on the end of words signified the place, area or spot where something happened, could be found or existed. Examples of Kombumerri place names are listed in the following table.


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Table 2 Kombumerri place names and meanings Place Name Name Meaning Carrara (Karara) A Long flat. Stretching from Nerang to Broadbeach (Steele, 1983). Benowa (Boonow) Benowa is a corruption of the local Aboriginal name Boonow

which means Red Bloodwood (Gresty, 1947 and Hanlon, 1940) Bundall A prickly vine, possibly suggesting the area contained prickly vines

or a specific prickly vine (Steele, 1983) Mudgeeraba (Mudjira)-bah Muddy, sticky place or telling tall stories (Hanlon, 1940, Watson,

1943) Mooyumbin Creek The word Mooyumbin referring to a local legend (The Nerang River

Love Story as told below) was formed by the joining of Muyim (Blue water lily) and yimbun (Bulrush Typha spp.). Muyim or Mooyum and the suffix ‘bin’ meaning place of, or area completes the last part of the word (Oodgeroo Nunuccal, 1990)

Numinbah Hold tight country, from Nyummin, as the Aborigines believed the narrow valley held the mountains together (Steele, 1983)

Near the Nerang River Ejuncum meaning grassy, grass, the Nerang River flats (Steele, 1983).

Living from and with the land and waterways

Prior to the 1900s the coastal estuaries of the Kombumerri homeland were teaming with life with abundant shellfish, dugong, fish, turtles and crabs readily available (Longhurst, 1994, Hall et al.,1988). Middens that lined the banks of the Broadwater, the Nerang River and its tributaries are testament to the length of occupancy and the feasts that the Kombumerri had over the millennia. Middens are waste heaps usually composed of the discarded parts of shellfish such as Eugaree or Yugari (Donax deltoides), oysters (known to the Kombumerri as caningera or kinyingara), cockles, periwinkles and to a lesser extent fish, crab, turtle and other animal remains, (Haglund-Calley and Quinnell, 1973, Longhurst, 1994 and Watson, 1943).

Mangroves and extensive weed beds existed through to the 1950s and 1960s in the area from near The Southport School (TSS) past Macintosh Island, what was known locally as Gardiner Island and through to Shark Bay, where tall buildings now stand in Surfers Paradise (Dillon, 2011).

Life centred around the river, even into recent historical times fish such as Flathead (Platycephalus fuscus), were plentiful and could be speared at low tide, Mud Crabs were located and caught in the small openings in the weed beds and in the winter months thick schools of mullet (Mugil cephalus)where caught and fed many people (Hanlon, 1940 and Watson 1943).


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Box 5 The Nerang River Love Story

This story was originally passed down through Jenny Graham, the grandmother of local Kombumerri descendants, to Hilma Blundell as she was approaching womanhood. She later told her story to Oodgeroo Noonuccul (formerly known as Kath Walker) who tells it in Legends and Landscapes (1990).

A long time ago there was a young man and a young woman. They always went together and would soon be married. She looked very beautiful. Every time they came close to the water, a bad

spirit who lived in it became very jealous of the young man, and he decided to take the girl for himself. When he had taken her, he changed the girl into the blue flowering waterlily, Muyim. This

way he could always be reminded of her.

But the young man felt great grief at the loss of his companion. He searched for her along the water’s edge where she disappeared. Even the bad spirit felt sorry for him. But he would not give back the young woman. So he took the young man too and changed him into Yimbun. In this way the young man could again be close to his woman, because both grow together and in a breeze

the tall Yimbun will bend over to be ever closer to his woman Muyim, the blue waterlily.

Yimbun, the Bulrush (Typha spp.) can still be found growing in many small creeks, farm dams and wetlands throughout the Nerang River catchment, The Giant Water Lily (Nymphaea gigantea)which was most likely the one known to the Kombumerri as Muyim is now locally extinct and has been replaced in local waterways by an exotic weedy species of water lily.

In the upper part of the river, the freshwater creeks, lagoons and swamps could be found a huge variety of animal and plant resources. By the scrubs that bordered the river and the interspersed grassy flats, grazing Kangaroos and Wallabies were hunted with dogs-Dingoes (Watson, 1943) and nets (Gresty, 1947), Echidnas, Possums, Flying Foxes and Bandicoots were captured and roasted, as were Koala’s (Gresty, 1947 and Hall et al., 1988) locally called boorabee (Hanlon, 1934) or borrobi (Watson, 1943). Reptiles also found favour with the Kombumerri including Carpet snakes, Goanna’s, Bearded Dragons and Turtles. These are confirmed to have been eaten locally, through remains found in middens (Haglund-Calley and Quinnell, 1973, Haglund, 1976, Longhurst, 1994).

Abundant plant resources supplied fresh fruits, nuts, edible flowers, roots and tubers. Many plants with edible parts can still be found growing along parts of the Nerang River and throughout the


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Box 6 The story of Gowanda and Dolphins hunting fish together

In parts of South East Queensland early recorders of Indigenous ways of life observed the cooperation between the native people and Dolphins in herding fish together. A Gold Coast legend exists about a man of high standing called Gowanda, a cultural hero of the Nerang Valley people. The story was told by the Duncan brothers to Jack Gresty a Senior National Park Ranger who worked in the Numinbah Valley district. It goes as follows:

Gowanda was a hunter and a notable trainer of hunting dogs. He was very skilled in teaching dogs (Dingoes) to hunt game to where the men were waiting in ambush. He lived long and happily with his people in the valley and was easily distinguished by his splendid physique and white hair,

but like all mortals, he at last returned to the dreamtime from where he came. There was great grief and sorrow amongst the people that Gowanda was with them no more. One day some

children were playing on the sandy beach between the Nerang River and the ocean at a place we know as Main Beach when one cried out ‘look, there is Gowanda in the waves’. The other children

looked and were quite sure it was him. They ran to the camp to tell the others they had seen Gowanda in the waves. Men, women and children came running out to the beach and there was Gowanda swimming close to the shore. They could see him clearly and could recognise him by

his white fin, although in the dreamtime he had been changed into a Dolphin. They could see him teaching the other Dolphins to drive fish onto the beach so that his people could net them. Among every shoal of Dolphins you will see the leader with a white fin, which the Aborigines believed to

be a descendant of Gowanda or another hunter returned from the dreamtime. Dolphins were greatly appreciated for their services and were not hunted in this area (Gresty, 1947).

catchment. The Quandong (Elaeocarpus grandis) known as the caloon grows in the freshwater parts of the river, producing blue edible fruits. Creek Figs (Ficus coronata) and larger fig species produced fruit that were a favoured food source (Hall et al., 1988 and Steele, 1983). Bungwall Fern (Blechnum indicum), Bungwall being an imported Aboriginal name most probably from down south was locally known as gulmoohran (Gresty, 1947). It grew profusely in the swamps beside the river and in the coastal freshwater wetlands. The swollen starchy roots of this plant (called rhizomes), were considered a staple food in South-East Queensland (Longhurst, 1994).


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Plants not only provided food but also medicines, fish poisons and many of the natural materials essential for a traditional life. Gum trees such as local Eucalyptus and Corymbia species produced gum from wounds in the tree which could be used to treat tooth ache or haft spear points to shafts. Their crushed leaves could be infused in water to produce a lotion to treat cuts, burns or sores. The Paperbark (Melaleuca quinquenervia) was a very useful tree for the Kombumerri, with more than a dozen uses known (Curr 1887, Hanlon, 1934 and Watson 1943). The soft inner bark could be used for baby’s nappies or toilet paper, great sheets of bark were perfect for waterproofing huts, bark strips were used as blankets, smaller pieces for food wraps for cooking and storage and they could be shaped and used as disposable cups to scoop up a drink of water (Leiper, 1985, Longhurst, 1994 and Petrie, 1992). Bark was even used to carefully wrap the bones of deceased loved ones for burials (Petrie, 1992). Paperbark leaves, containing oil well known for its medicinal properties, could also be used for mosquito and sandfly protection when crushed and rubbed onto the skin or as an antiseptic for cuts, burns and sores. It was also a popular cold or cough cure.

Aboriginal people throughout Australia usually made spears, digging and fighting sticks, shields, nullas and boomerangs from hard timbers taken from trees including various Acacia and Eucalyptusspecies, the Whalebone Tree (Streblus brunonianus) and the Grey Mangrove (Avicennia marina), to name but a few. A range of plants growing close to the water provided fish poisons through their crushed bark or leaves. Fish poison plants such as the Soap tree (Alphitonia excelsa), Foambark (Jagera pseudorhus) and the Tape Vine (Stephania japonica) are still commonly found throughout the Nerang catchment today. Beautiful baskets, mats, carry bags and other campsite items were skilfully crafted from Common Reeds (Phragmites australis), Club Rushes, Bulrush (Typha spp.), Flax Lilies and Mat Rushes, (Lomandra) species. To the Kombumerri the scrubs and forests adjoining the Nerang River and its tributaries were a warehouse of resources needed to sustain traditional lifestyles (Gresty, 1947, Hall et al., 1988, Leiper, 1985, Petrie, 1992, Steele, 1983).

Early contact with Europeans

Early contact between the Europeans and the Kombumerri increased from the 1840s through to the 1870s and 1880s as the European population around Southport and Nerang continued to grow. Timber getters following the Nerang River into its valley during the 1840s and 1850s were the first to regularly encounter the Kombumerri. These were soon to be followed by a stream of farmers who took up, settled and cleared the land (Longhurst, 1994). The spread of first settlement can be seen in the names given to these areas, Gilston, Nixon Creek, Adder Creek, Pine Creek, whereas areas with Aboriginal residents tended to retain their indigenous name albeit in a sometimes modified version.

Some of the earliest recorded contact between the Europeans and the Kombumerri occurred at Southport where the Nerang River meets the Broadwater. In the 1870s there was a sizeable indigenous population living in the area (Steele, 1983). It was said that so many names were given by the Aborigines to the area we know today as Southport, that an indigenous name could not be decided on (Steele, 1983). At least, this is the European version of events. A different interpretation is offered by a Kombumerri elder recalling the place being known as gurang (Dillon, 2011) which was a local name for the Moreton Bay Ash (Corymbia tessellaris).

Just a little further upstream on the western bank of the river is Bundall, meaning a prickly vine in the Yugumbir language (Steele, 1983). This place had been a meeting and corroboree ground for all of the Kombumerri and various other tribes, including those from Northern New South Wales (Steele, 1983). On the river many middens (shellfish remains and waste heaps) located along the bank confirmed the level of Aboriginal occupation in the area. Evidence of the Bundall gathering grounds


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and camp sites are reported to have survived well into the twentieth century, until the development of canal estates wiped most of the last remaining evidence from the landscape (Steele, 1983).

Likewise a major Bora ground once existed in Nerang in the vicinity of the current Coles Centro shopping centre and where the road to Broadbeach crosses over the Pacific Highway (Steele, 1983 and Gresty, 1947). The destruction of this ceremonial ground around the 1870s is a sad tale, with timber getters driving their bullock teams across it, a road being surveyed and later constructed through it and a house built on part of it (Steele, 1983 and Gresty, 1947). The second smaller ring to the west of the service station near the shopping centre survived longer but was probably destroyed through farming and human movements during the latter part of the 19th century or the early 20th

century (Hall et al., 1988). In the same area a patch of bushland exists which until the 1980s still contained a huge gum tree approximately 500 years old. On its trunk were two large canoe scars. The tree had been ring-barked possibly 100 years earlier (Gresty, 1947, King 2011), had died, was decaying and no longer exists today. A protected Bora ring, the Jebribillum Bora that survived the destruction that wiped away so many others is located on the eastern side of the Pacific Highway at Sixth Avenue, between Burleigh Heads and Miami.

As the European population of the Nerang area increased the Kombumerri were forced to change their ways. Their world was rapidly changing, hunting grounds were ruined, water holes were muddied by livestock and trees and plants used for economic resources had been destroyed (Gresty, 1947). Destruction of a fully traditional way of life had a profound effect on the Kombumerri and many of them died. Remnants of various clans went to the Tweed area and Beaudesert, while some remained about the Nerang River. The remaining Kombumerri tried to retain some of the traditional ways which was difficult with a new way of life imposed on them (Gresty, 1947). Some became fishermen; others became farm workers assisting with various tasks before moving on and returning some time later. Many of the European settlers of the Nerang catchment area owe their early survival and much of their success to the Kombumerri (Hall et al., 1988).

Contemporary Aboriginal Society and the Kombumerri Today

Today’s contemporary Kombumerri descendants are rebuilding their knowledge of traditions, spirituality and dreamtime stories. The descendants of the Nerang River people the people are involved in Cultural Heritage protection and education not only for their own people but of the wider community. Today cultural heritage monitoring consultants work with government departments and industry in preserving and ensuring that the current and future development of the Gold Coast preserves the Kombumerri’s remaining places of Cultural Heritage significance.

It important that we recognise the historical and continuing cultural heritage of the Nerang River Catchment for the Kombumerri people when we learn about the catchment and its values, and plan how to best manage the catchment today.

2.5.3 European settlement of the catchment

The landscape of the Nerang River Catchment started to change dramatically after surveyors reported the abundance of forest suitable for felling for the timber industry between 1839 and 1841. This resulted in 2000 Europeans establishing within timber cutters camps by 1850. Over 33,000 Europeans had settled on the Gold Coast region by 1861, enabling vast areas of forest in the catchment to be felled for the timber industry. Cotton and sugarcane plantations were established on the cleared land at the present day Carrara, Bundall and Benowa, as well as cattle farming further up the catchment.


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The township of Nerang established in 1865, and by 1869 the conversion of the landscape along the Nerang River had reached the Nerang River mouth, with the township of Southport first surveyed in 1875.

The settlement further up the catchment followed the felling of the forest for timber, allowing agricultural settlements to take hold. This followed the movement of timber getters primarily from Murwillumbah in the 1870s that were in search of the valuable red cedar. This industry helped to support the local agricultural industry which followed, including dairies, banana plantations and beef production.

The headwaters of the catchment, at Springbrook and Beechmont were the most difficult to clear for timber and settle due to difficult access up the steep and heavily forested mountains. Springbrook was also included in a timber reserve, deterring settlers. Aside from a few timber getters and explorers, Springbrook was first surveyed in 1906. The original surveying party organized a group settlement program, creating a number of dairy farms on the plateau, although leaving vast areas of forest untouched. In this century, the protection of the remaining forest on the plateau by GCCC and state government has allowed this section of the Nerang River Catchment to remain in a relatively pristine state.


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Box 7 How does land use influence catchment health and water quality?

� Waterway modification (e.g. drains, culverts, bridges in streams) � Urbanisation and industrialisation � Riparian and other vegetation loss � Storm water � Stream and water flow barriers (e.g. Hinze Dam, Little Nerang Dam, Weedons Crossing weir) � Introduced plants (e.g. water weeds in the river, weeds on the stream bank) � Introduced animals (e.g. exotic fish such as gambusia (mosquito fish) � Erosion of stream banks (e.g. boat wash, loss of riparian vegetation) � Sedimentation (e.g. can be increased due to vegetation loss and soil disturbance in the catchment) � Point source pollution (from a known source e.g. stormwater drains) � Diffuse source pollution (from an unknown source e.g. water runoff) � Increased nutrient levels (e.g. animal manure and fertiliser in gardens, parks and farms).

2.6 Current catchment land-use

The dominant land use of the Nerang River Catchment today is primarily open space, which includes state and council reserves and parks within urban areas (see Figure 12). The majority of the reserve areas are in the upper catchment, above the Hinze Dam wall, which aids in providing good quality drinking water for the Gold Coast. In contrast, the majority of the urban areas are close to the coastline. This has resulted in the majority of protected ecosystems being located in the hinterland, along ridges and in more remote valleys. The majority of wetland and floodplain systems have been converted to urban areas. For more information on land use impacts to catchments refer to Box 7.

Figure 12 Nerang River Catchment land use


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2.7 Current catchment health

The Nerang River Catchment was one of the first catchments settled on the Gold Coast by Europeans. This meant a long history of development pressures which began with forest clearance for timber and agriculture and continues today with large areas of urban development. As a result there has also been a long history of agricultural and urban pressures on the waterways within the catchment. The two dams constructed in the catchment have also dramatically altered water flows and removed large areas of habitat in the land flooded.

The lower freshwater and estuarine sections of the catchment have been the most significantly affected by urban and agricultural development. The majority of flood plain areas have been modified through a gradual change from woodland and forest to grazing paddocks for agriculture to housing estates, commercial and light industrial precincts and shopping centres. Canal estates have dramatically altered estuarine areas through the initial earthmoving and removal of riparian and aquatic habitats and through the subsequent altering of water and sediment movement.

� Freshwater health

For the purpose of assigning a health score, Healthy Waterways separates freshwater and estuarine reaches into two sections titled ‘Nerang Catchment’. The health of the freshwater section of the Nerang River Catchment has been assessed by Healthy Waterways as being in generally good condition with a B+ score (Healthy Waterways 2011). Since 2009 there has been an increase in nutrient cycling, fish and macroinvertebrate populations. This has resulted in an increase in the ranking from 2009 (from a score of B), and an overall increase in the ranking since assessments began in 2001 (from a score of B-), although the overall health has fluctuated over this period.

� Estuarine health

The estuarine section of the catchment received a lower score of B- in 2010 due to an increase in the abundance of phytoplankton and nutrients in the waterway. However, dissolved oxygen and turbidity remained fully compliant with water quality guidelines. The poorer health in the estuarine section is primarily due to the greater urban development in this part of the catchment, with this estuary having the lowest amount of natural riparian zone of any estuary that is monitored (Healthy Waterways 2011). Canal estates in particular have resulted in limited freshwater inflow and an increased tidal prism (flow of water) from the seaway into the estuarine section of the river. Tidal influences are therefore the primary source of horizontal water movement in the estuary (Mirfenderesk and Tomlinson, 2009), as opposed to freshwater flows.

Weedons Crossing, Nerang Stormwater drain outlet, lower Nerang Catchment


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Gold Coast Catchments

There are a number of catchment associations on the Gold Coast. These

volunteers are the backbone of sustainable efforts to restore and

manage our catchments and are much more than just workers. Government provide expertise and support, and

contractors will do much of the work; however nothing will happen without the

community becoming informed and involved. An informed and passionate

community will in turn influence our decision makers and politicians.

For more information on volunteering:

http://www.goldcoastcatchments.org/members.htm

2.8 Catchment management

The GCCC is responsible for managing the majority of the Nerang River Catchment, with Scenic Rim Council responsible for major areas in the McPherson Ranges. Several catchment management groups also play a role in managing the Nerang River Catchment, including Numinbah Valley Landcare, Springbrook Landcare, Nerang River Keepers and Hinterland Regional Park Bushcare Group. These volunteer groups undertake riparian restoration programs including revegetation, weed removal, monitoring and maintenance.

2.8.1 Vegetation loss

In the past, there has been significant vegetation loss in the catchment as a result of clearing for the timber industry, to create grazing areas and to provide access for livestock to the creek. Since that time clearing has continued with extractive industries and urban development.

Riparian vegetation loss is of particular concern, which is typically removed for:

� increase in land available for development � increased water views � extending grazing areas for stock � creating access for stock to water source � dredging waterways to create access for boats

Impacts of riparian vegetation loss

The removal of riparian vegetation results in the following impacts:

� increase in sediment in the water – impacts aquatic vegetation and fauna and can result in sedimentation further down stream

� decrease in bank stability and increased erosion � increase in aquatic plant and algae growth with increased light � increase nutrient in load – can result from stock accessing waterway and a

reduction in nutrient uptake in the riparian zone due to the vegetation clearance � weed invasion in cleared areas reduces biodiversity and alters ecological

processes

Cleared riparian area, Nerang River


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Riparian vegetation protection and rehabilitation

Protecting and maintaining riparian vegetation is the best way to reduce these impacts. This can be achieved by managing weeds without promoting bank erosion, fencing off the riparian vegetation and waterway from stock and reducing the speed of boats and jet skis along water ways. It is also essential to re-establish riparian vegetation in areas where it has been removed. This can help reduce impacts by:

� increasing biodiversity – planting native riparian plants helps to create habitat for fauna

� increasing bank stability – plantings improve bank stability through the action of holding soil in the bank

� improving water quality – by reducing light penetration through increased vegetation cover and increasing nutrient uptake by increasing the biomass of plants

� Government roles and responsibilities

The Gold Coast City Council and State Government is responsible for managing developments and activities that seek to clear riparian vegetation. They use planning schemes, codes and policies that have been developed to ensure a balance between environmental protection, sustainable development and resource allocation.

� Community roles and responsibilities

Individual land owners are responsible for managing riparian vegetation on their own land. People living along waterways are encouraged to plant species native to the area, manage exotic species where damage to the soil will not occur, and restrict access of stock in the riparian area and waterway. Boat owners and jet skiers can also help reduce bank erosion by reducing speed in waterways to minimise boat wash and the resulting wave action against the stream bank.

2.8.2 Stormwater quality and movement

Stormwater is rainwater and anything that is carried along with it. In urban areas, stormwater flows from the roof and hard surfaces such as driveways, roads and pavement into gutters and drainage systems and eventually into our waterways. This water is usually untreated when it enters the waterway.

Erosion along river bank, Nerang River Weed invasion along Nerang River


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From the mountains to the ocean

Spend a weekend helping to protect your catchment. You could do this by helping planting trees with catchment groups, beach care or even plant trees in your back yard. For more information on this go to the following websites:

� http://www.griffith.edu.au/environment-planning-architecture/griffith-centre-coastal-management/community-programs/beachcare

� http://www.goldcoastcatchments.org/members.htm

� http://www.greeningaustralia.org.au/

� http://www.gcparks.com.au/parks.aspx?page=96&pid=7015

� http://www.goldcoast.qld.gov.au/t_standard2.aspx?pid=7030

Stormwater impacts

The impact of stormwater on our waterways lies in the increased speed of water entering the waterway as well as from the components that are carried suspended in the water. This includes:

� nutrients from fertilizer, garden waste (leaves, grass clippings and animal waste) � sediment from garden beds and housing development sites � detergents and oils � rubbish � terrestrial and aquatic weeds

� Government roles and responsibilities

The Gold Coast City Council uses its planning scheme and management plans to enforce more ecological sustainable development, which is helping to reduce pressures on our waterways. Several tools that Council uses to manage urban and agricultural pressures include:

� Water-sensitive urban design (WSUD) guidelines (GCCC, 2011d) include the use of erosion and sediment control devices, bio-retention systems, constructed wetlands and vegetated swales.

� Nerang River Integrated Catchment and Waterway Management Plan (Parsons Brinckerhoff, 2006)

These tools are designed to assist Council with managing the ecological health, water quality, recreational and economic functions of the Nerang River Catchment. This is achieved by providing a plan for sustainable development and resource allocation that is sensitive to waterway issues.

� Community roles and responsibilities

Everyone in the community has a role in reducing the amount of waste that enters our waterways.

� Dispose rubbish correctly (e.g. put a rubbish bag in the car or dispose of at home).

� Dispose of all chemicals, oils, pesticides and herbicides correctly (e.g. take them to a GCCC waste transfer station for correct disposal).

� Pick up pets droppings and put them in the bin. � Wash cars or boats on the lawn so detergents do not run directly into the

stormwater drain. � Sweep driveways and paths instead of hosing. � Compost garden waste and apply as a soil conditioner to gardens rather than

using chemical fertilizer.� Never dispose garden waste in the stormwater drain (e.g. GCCC transfer station).


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2.8.3 Drinking water quality and management

The Hinze Dam, within the Nerang River Catchment, is the major water supply for the Gold Coast and is located approximately 15 kilometres from Nerang. The dam was originally constructed in 1976 to secure water for the Gold Coast (GCCC, 2011). It was upgraded in 1989 to a storage capacity of 161,070 million litres with a surface area of 972 hectares (GCCC, 2011). It is currently being upgraded again for flood mitigation and increased water supply (GCCC, 2011).

The catchment area for the dam is 207 square kilometres and includes the Numinbah Valley, Springbrook Plateau and part of Lamington National Park. Approximately 77 percent of this land is covered in natural vegetation in State Forests and National Parks, and 15 percent is used for agricultural land use including dairy farm pastures. Within the Hinze Dam catchment is the Little Nerang Dam, which has a storage capacity of approximately 9.3 million litres.

The large forested areas within the catchment of the Hinze Dam help to keep water quality in relatively good condition by providing water filtration services. People are also restricted from entering much of this area, and farms, factories and golf courses are prohibited from being built in the catchment. Recreational boats are also restricted to electric powered types to minimise the amount of oil and petrol entering the water supply. These management measures have resulted in the Hinze Dam having clean potable water for the Gold Coast.


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Note on this section

The following section provides information on water quality and catchment health monitoring that can be used by teachers and students to assist with learning activities in the Nerang River Catchment. It has been written with reference to the Queensland Community Water Quality Monitoring Manual (DERM, 2007a). For further information visit:

http://www.qld.waterwatch.org.au/resources/pdf/cwmmanual/cwmmanu

al small.pdf

Section 3 Study Guide resources 3.1 Waterway and catchment health monitoring

The health of our waterways and catchments is strongly influenced by what is happening on the land. Monitoring the health of our waterways and catchments lets us know the impact our activities are having – good or bad. This is essential for good management decisions and evaluating the effects of these decisions on maintaining or improving waterway health.

Waterway and catchment monitoring can be grouped into the following types:

� Biological� Physical/Chemical

Biological monitoring includes macro-invertebrate and other aquatic indicators, as well as riparian and in-stream habitat assessments. Physical/chemical testing includes measurements of the physical and chemical properties of the waterway. This is similar to what you do in chemistry lab for science, although is normally undertaken directly at the waterway.

The following section provides background information on each of these waterway and catchment health monitoring techniques.

3.1.1 Macro-invertebrates

A macro-invertebrate is an organism that is large enough to be seen with the naked eye (macro) and does not have a backbone (invertebrate). Many types of macro-invertebrates find habitat within water bodies and they include species such as shrimps, yabbies, insect larvae, worms, bugs and beetles. A group of macro-invertebrates living within one habitat are known as a macro-invertebrate community. They can be a very effective way to estimate water quality (biological indicator). This is because different organisms are able to tolerate different levels of aquatic pollution (sensitivity rating). This means, at low levels of pollution, highly sensitive organisms will not be found in the waterway, while less sensitive species may be dominant. As the pollution levels increase, more tolerant organisms will begin to decrease to the point where a waterway becomes uninhabitable.

Life cycles

There are a series of stages that the majority of macro-invertebrates go through during their life cycle from an egg to adult. When this occurs, it is termed ‘metamorphosis’ and can occur as either ‘complete’ or ‘incomplete’ metamorphosis. Examples of this are shown in the following diagrams


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The incomplete life cycle consists of 3 stages: egg stage, nymph stage, adult stage. Macro-invertebrate going through this type of life cycle can either remain aquatic or become terrestrial.

Figure 13 Incomplete life cycle of a dragonfly

The complete life cycle consists of 4 stages: egg stage, larval stage, pupal stage and adult stage. Organisms going through this type of life cycle generally become terrestrial during their adult stage. These different components of the life cycle require a narrow and stable range of environmental conditions to ensure successful development. Small changes to the aquatic chemistry can have a negative effect on the organism’s health.

Figure 14 Complete life cycle of a diptera species such as flies

Mating

Eggs

Nymph Metamorphosis

Adult

Eggs

Larvae

Pupa/emergent


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Monitoring Macro-invertebrates

The following steps are undertaken when assessing the macro-invertebrate community of a waterway:

� Select a site to sample

There are two types of habitats that provide the best macro-invertebrate sampling sites. These are riffles and edge-waters (DERM, 2007a). Riffles provide the best habitat conditions for the widest range of macro-invertebrate organisms. These sites are the first choice when choosing a suitable site to sample. If no riffles can be sampled, edge-waters are a suitable alternative (DERM, 2007a).

It is best to choose a number of sampling sites along a waterway that provide similar habitat opportunities. By comparing data from various sites, negative human impacts can be identified through a sudden change in community structure or drop in sensitive organism populations.

� Select a method for sampling

The use of a fine net (0.25 – 0.3mm mesh) in the form of triangular or D-frame net is the most effective method to sample macro-invertebrates. Other, more cost effective methods may also be considered for example, pool nets, kitchen sieves or even a coat hanger with a stocking. Consideration should be given however, to sediment being able to move through the net without clogging.

The method of use for the net is dependent on the type of sampling site. The ‘Kick Method’ works best for riffles and the ‘Sweep Method’ is most effective for edge-waters.

� Kick Method

This method requires a net to be placed in approximately knee deep water, ensuring the net is pressed firmly into the riverbed. Rocks slightly upstream from the net are disturbed in an effort to dislodge organisms from their hiding places. The force of the stream flow will move the organisms downstream and into the waiting net. Once you see a few organisms in the net, these can be gently transferred into a large container of water.

� Sweep Method

This method requires the sampler to move the net through aquatic vegetation in an upwards sweeping motion. This dislodges organisms from their positions and into the waiting net. It is more effective to sweep against the flow of the water.

Once the organisms are collected, they are identified and counted. This count is then used in correlation with the sensitivity grade of the organisms. A calculation is performed and a score is then allocated to that particular section of the river or water body (Signal 2 score).

Use the following macroinvertebrate identification chart and data sheets for monitoring your waterway. These can be printed out and used directly.

Nerang River Catchment Study Guide - DRAFT

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Name/Sensitivity Grade Name/Sensitivity Grade Name/Sensitivity Grade Name/Sensitivity Grade

Caddis fly larvae Water Flea Freshwater Mussel Freshwater Snail

10 5 3 2

Mayfly Nymph Water Strider Scavenger Beetle Leech

10 4 3 2

Stonefly Nymph Water Measurer Scavenger Beetle Larvae Creeping Water Bug

9 4 3 2

Riffle Beetle Damselfly Larvae Mosquito Round Worm

8 4 3 2

Riffle Beetle Larvae Dragonfly Larvae Predacious Diving Beetle Segmented Worm

8 4 3 1

Water Mite Freshwater Yabby Predacious Diving Beetle Larvae Back Swimmer

6 4 2 1

Long Jawed Spider Freshwater Shrimp/ Prawn Pygmy Back Swimmer Water Slater

6 4 2 1

Whirligig Beetle Seed Shrimp Water Boatman Giant Water Bug

5 4 2 1

Whirligig Beetle Larvae Water Scorpion

5 3

Water Quality Monitoring – Macroinvertebrate Identification Chart


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Common Name Sensitivity Grade Species Count Weight

Factor Sensitivity

Grade x Weight Factor

Caddisfly Larvae 10

Mayfly Nymph 10

Stonefly Nymph 9

Riffle Beetle 8

Riffle Beetle larvae 8

Toebiter 8

Water Mite 6

Long Jawed Spider 6

Marsh Beetle Larvae 6

Whirligig Beetle 5

Whirligig Beetle Larvae 5

Water Flea 5

Black Fly Larvae 5

Water Strider 4

Water Measurer 4

Damselfly Larvae 4

Dragonfly Larvae 4

Freshwater Yabby 4

Freshwater Shrimp 4

Seed Shrimp 4

Water Scorpion 3

Freshwater Mussel 3

Scavenger Beetle 3

Scavenger Beetle Larvae 3

Mosquito 3

Scud 3

Non-Biting Midge 3

Predacious Diving Beetle 2

Predacious Diving Beetle Larvae 2

Pygmy Back Swimmer 2

Water Boatman 2

Freshwater Snail 2

Leech 2

Creeping Water Bug 2

Round Worm 2

Segmented Worm 1

Back Swimmer 1

Water Slater 1

Giant Water Bug 1

TOTAL

Group:__________________________________________________________________________________Date:________________

Location:________________________________________________________________________________Time:________________

Teacher:_______________________________________________________________

Weight Table Number of specimens Weight Factor

1-2 1 3-5 2

6-10 3 11-20 4 > 20 5

Signal Scores with weighting=total of grade x weight factor

total of weight factor

Water Quality Monitoring – Macroinvertebrate Data Sheet


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Note on habitat assessments

This type of assessment is subjective and open to interpretation. More accurate assessments come with practice and experience. It is best to have the same person assessing the habitat at each survey point where comparisons are going to be made. Taking photos can help to smooth out inconsistencies in differing interpretations.

Silky oak (Grevillea robusta), a common tree in the mid reaches of

the Nerang River Catchment

3.1.2 Habitat assessment

A habitat assessment is a description of the quality and health of various types of habitat within and adjacent to a waterway or water body. It incorporates visual observations of various factors including; riparian vegetation, in-stream cover, bank stability/erosion and measures the proportion of riffles, bends and pools. The condition of these various types of habitat can influence the physical and chemical parameters within the water. This in turn can alter the structure of biological communities which form an integral part of healthy aquatic ecosystems.

Habitat assessments can also be used as historic reference (baseline data) to set a bench mark to be used during ongoing monitoring to flag gradual environmental change or improvement over time.

The following steps outline how to undertake a habitat assessment for a waterway.

� The area of assessment can differ depending on the size of the waterway. The riparian zone generally extends away from the river 10 metres minimum for a small stream to 40 metres minimum for a large river. The assessment is normally undertaken along a transect for approximately 100 metres in length.

� The various components of habitat are surveyed and assessed against a ‘Habitat Assessment Guide’ (see data sheets overpage) and matched to a level of best fit.

� The individual scores are totaled and a habitat rating is assigned.

The following habitat assessment data sheets are suitable for all types of waterways in the Nerang River Catchment. These can be photocopied and used onsite to record results.


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Water Quality Monitoring – Habitat assessment guidelines

Excellent Good Fair Poor Very Poor Bank Vegetation(10) Mainly undisturbed native vegetation. No signs of alteration.

(8) Mainly native vegetation. little disturbance or no signs of recent site disturbance

(6) Medium cover, mixed native/ introduced. Or one side cleared, the other undisturbed.

(4) Introduced ground cover, little native under or over-storey, predominantly introduced vegetation.

(2) Introduced ground cover with lots of bare ground, occasional tree. Also includes sites with concrete lined channels.

Verge Vegetation (10) Mainly undisturbed native vegetation on both sides of the stream. Verge more than 30m.

(8) Well-vegetated wide verge corridor. Mainly undisturbed native vegetation on both sides of stream; some introduced or reduced cover of native vegetation

(6) Wide corridor of mixed native and exotics, or one side cleared and other wide corridor of native vegetation.

(4) Very narrow corridor of native or introduced vegetation.

(2) Bare cover or introduced cover such as pasture land.

In Stream Cover(10) Abundant cover. Frequent snags, logs or boulders with extensive areas of in-stream, aquatic vegetation and overhanging bank.

(8) A good cover of snags. logs or boulders, with considerable areas of in-stream and overhanging vegetation

(6) Some snags or boulders present and/or occasional areas of in-stream or overhanging vegetation

(4) Only slight cover. The stream is largely cleared, with occasional snags and very little In- stream vegetation. Generally no overhanging vegetation

(2) No cover, no snags, boulders submerged or overhanging vegetation. No undercut banks. Site may have rock or concrete lining.

Bank Erosion and Stability (5) Stable: no erosion/ sedimentation evident. No undercutting of banks, usually gentle bank slopes, lower banks covered with root mat grasses, reeds or shrubs

(4) Only spot erosion occurring, little undercutting of bank, good vegetation cover, usually gentle bank slopes, no significant change to bank structure

(3) localised erosion evident. A relatively good vegetation cover. No continuous damage to bank structure or vegetation

(2) Significant active erosion evident especially during high flows. Unstable, excessive areas of bare banks, little vegetation cover.

(1) Extensive or almost continuous erosion. Over 50% of banks have some form of erosion: very unstable with little vegetation cover

Riffles, pools and bends (flowing water only) (5) Wide variety of habitats. Riffles and pools present of varying depths, bends present.

(4) Good variety of habitats – e.g.: riffles and pools or bends and pools. Variation in depth of riffle and pool

(3) Some variety of habitat – e.g.: occasional riffle or bend. Some variation in depth

(2) Only slight variety of habitat. All riffle or pool with only slight variation in depth.

(1) Uniform habitat. Straight stream, all shallow riffle or pool of uniform depth e.g.: channelled stream or irrigation channel.


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Water Quality Monitoring – Habitat assessment data sheet

Add up all the ratings to calculate a Total Score Total score:

Date of Survey/Test Easting Time of Survey/Test Northing Length of Stream Examined

Stream Habitat Rating Circle your stream’s rating for each factor in the table below Rating Bank

Vegetation Verge Vegetation

In Stream Cover

Bank Erosion and Stability

Riffles, pools and bends

Excellent (10) (10) (10) (5) (5)Good (8) (8) (8) (4) (4)Fair (6) (6) (6) (3) (3)Poor (4) (4) (4) (2) (2)Very Poor (2) (2) (2) (1) (1)

Rating Score

Excellent 36-40 Good 29-35Fair 20-28 Poor 12-19 Very Poor 8-11

Interpreting and analysing your results

Excellent Site in natural or virtually natural condition: excellent habitat condition

Good Some alteration from natural state: good habitat conditions

Fair Significant alterations from the natural state, but still offering moderate habitat; stable.

Poor Significant alterations from the natural state, with reduced habitat value; may have erosion or sedimentation problems.

Very Poor Very degraded, often with severe erosion or sedimentation problems.

Group:__________________________________________________________________________________Date:________________

Location:________________________________________________________________________________Time:________________

Teachers:_______________________________________________________________


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Note:

Chemical and physical parameters can vary between waterways and between

sections of the same waterway. In Queensland, refer to; ‘The Queensland

water quality guidelines 2009’.

3.1.3 Physical/chemical testing

A valuable method used in assessing water quality is physio-chemical testing, which utilises various chemical reagents and instrumentation to assess both the physical and chemical characteristics (parameters) of the water column. These parameters are highly dependent on the immediate environment, so care needs to be taken when comparing results between different sites and even between different times of the day.

The main types of physical and chemical parameters tested are:

� temperature� velocity/flow � pH� electrical conductivity/salinity � turbidity/suspended solids � nitrates� phosphates � dissolved oxygen

Care must also be taken when forming conclusions on water quality using chemical or physical data. Often, many parameters fluctuate depending on the time of day, seasons and between sites. Many parameters also change in direct correlation with other parameters (e.g. dissolved oxygen with temperature) so it is difficult to assess water quality using one or two parameters. Generally all parameters should be measured before an accurate interpretation on water quality can be reached.

Physical parameters

� Temperature

Temperature is the measurement of how hot something is. In relation to water, temperature can have significant effects on both the chemical and biological processes of a waterway. Increased temperature can affect water quality in many ways including:

� raises the solubility of chemicals (e.g. salt (NaCl)) � reduces the solubility of gasses (e.g. dissolved oxygen) � changes the rate of photosynthesis � can affect the survival of temperature sensitive organisms

Temperature is typically dependant on weather conditions, both through ambient air temperature and sunlight heat/exposure. Riparian vegetation plays an extremely important role in maintaining water temperature at an optimal level. Removal of riparian cover can increase the amount of available sunlight, which subsequently raises water temperature. Thermal pollution from industry can also modify the ambient temperature of a waterway. This occurs when industry discharges water into a waterway at a different temperature to the receiving waters.

� Velocity/Flow

Velocity is the speed of which water flows through a waterway. It is expressed in the distance travelled over time (m/s). Flow is a measurement of the amount of water moving through a waterway. Flow is generally expressed as volume over time (l/s).


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The speed in which water travels is affected by factors such as:

� stream depth � stream width � rainfall� dams� weirs

Velocity and flow have signficant effects on erosion prone areas, especially in times of flood. During high periods of water flow, the physical water parameters affected include:

� raised dissolved oxygen � increased erosion and turbidity � altered nutrient levels � altered pH

Flow and velocity also influence the types of plants and animals (macroinvertebrate) that can live in a particular waterway.

� Turbidity

Turbidity is a measure of the water clarity and should not be confused with colour (such as tannin rich waters). It can negatively impact on water health in a number of ways such as:

� reducing the ability of light to penetrate the water cloumn � trapping sunlight as heat energy, which raises temperature � smothering stream bed with sediment � clogging gills of fish

Turbidity is caused by suspended particals in the water column. Suspended material can include:

� clay, silt and sand � algae� plankton � micro-organisms � organic pollutants

Turbidity generally increases around rainfall events as runoff and associated erosion processes transport sediments into the waterway. Natural factors that affect turbidity include:

� geology/soil type � rainfall� stormwater runoff � stream flow � instream disturbances

Human factors such as tree clearing, industrial and agricultural activities and poor community awareness can increase these processes.


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Chemical parameters

� pH

The pH of water is a measurement of the acidity of the water in a water body. The term pH is an abbreviation of the term ‘pondus Hydrogenii’, which is a measurement of the proportion of hydrognium ion (H3O+) to hydroxide ions (OH-). It is measured on a scale of pH 1 (acidic) – pH 14 (basic), with pH 7 being neutral. Each pH unit is exponential, i.e. pH 4 is 10 times more acidic than pH 5, and pH 3 is 100 times more acidic than pH 5. An example of the pH scale with various pH values is presented below.

14 Most alkaline 13 Caustic soda pH 13.8

12 11 Ammonia pH 11.4

Most Australian soil (pH 3-10) 10 Milk of magnesia pH 10 9 Australian agricultural

soil (pH 4.5-9) 8 Calcium carbonate pH 8.5 7 Neutral 6

Optimal plant growth (pH 5-7)

54 Beer pH 4 3 Vinegar pH 3

2 1 Battery acid pH 1 0 Most acidic Sulfuric acid pH 0

Figure 15 Examples of the pH of commonly found substances (adapted from DERM, 2007b)

Most aquatic organisms have a preferred pH range of between 6.5 and 8, though there are some exceptions to this. Fresh water is generally slightly acidic, while marine and estuary waters are generally slightly basic. Changes in pH can place stress on or kill the organisms living in that habitat. It can also affect the solubility of ions and heavy metals and the nutrient uptake of plants.

Some soil types (Acid sulfate soils) can affect the pH of water when disturbed, sometimes dropping water to below pH 3. Other factors that can affect pH include:

� runoff� industrial, mining and agricultural waste � acid rain

� Electrical Conductivity (EC)

The more dissolved ions (salts) in a water sample, the greater the ability to conduct electricity, which is measured as electrical conductivity (EC). Because of this, EC can be used as an indirect method to measure the salinity of water. Fluctuations in the level of salts in a waterbody can cause a number of issues, mostly relating to osmotic factors.

Factors most likely to affect EC levels are:


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Box 8 Eutrophication

Eutrophication is a process where water ways become excessively rich in nutrients, promoting excessive plant growth, especially algae, leading to reduced dissolved oxygen content.

� geology � land use � rainfall or lack of � quality of runoff � tributary and/or groundwater imputs (dilution)

� Nutrients (Nitrates/Phosphates)

Nutrients form an important part of a healthy ecosystem. In a waterway, nutrients are required for aquatic plants (macrophytes) to function and usually form the limiting factor for growth. When nutrient concentrations become excessive, it can lead to a boom in populations of macrophytes and algae. This often leads to a decline in water quality through a condition known as ‘Eutrophication’ (see Box 8).

Factors affecting nutrient concentrations include:

� natural weather and biological processes � geological composition � sewage discharge � irresponsible fertiliser applications through runoff

(domestic, commercial and agricultural)

� Dissolved Oxygen (DO)

The term Dissolved Oxygen refers to the amount of oxygen that is dissolved in water. Living organisms require oxygen for survival and for most aquatic organisms; this is in the form of dissolved oxygen. There are two main ways that oxygen becomes dissolved within the water, through agitation to the water surface or through photosynthesis from macrophytes and algae. The surface of the water can be agitated in a number of ways including; waterfalls, riffles and raindrops. The temperature of water impacts the solubility of oxygen, the warmer the water, the less soluble oxygen becomes. This can be seen in the DO conversion chart in Figure 16.

Oxygen can also be removed from water through a number of processes. This can happen through diffusion back to the atmosphere, particularly during the hottest periods in the day. Respiration by aquatic organisms is another way oxygen is removed from the water, primarily bacteria. This can mean that when there is an excess of organic material decaying on the stream bed (organic pollution), it can increase the number of decomposers in the waterway. High numbers of organisms of any type can potentially remove excessive amounts of oxygen in the waterway.

Other considerations that will affect DO levels include:

� time of day � salinity Levels � altitude� water depth � urban/industrial/agricultural discharge


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Figure 16 Dissolved oxygen calculation chart based on water temperature (Australian Government, 2005)

Taking a Sample

The physical/chemical parameters monitored depends on the purpose of the investigation. There are many ways to test these parameters, all offering different levels of both simplicity and accuracy. They can vary from field tests using basic instrumentation and chemical reagents to highly specialised and costly laboratory analysis. For the purposes of this Study Guide, a more simplified method will be discussed.

The following steps outline how to undertake physical/chemical water quality monitoring.

� What you need:

� pens, pencils and datasheets � tape measure, stopwatch and tennis ball with hole � sample bottle with holder and extension pole � pH test strips or probe


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� turbidity tube � electrical conductivity probe � thermometer � dissolved oxygen test kit � nutrients test kits � solid and liquid waster containers.

If you do not have this equipment contact the GCCC or Gold Coast Waterwatch representative (http://www.goldcoast.qld.gov.au/t_standard2.aspx?pid=3576)

� Taking a Sample

Before going on site, all probes should be calibrated by an experienced person to ensure accurate readings are taken.

The steps for sampling are as follows:

� insert sample bottle into holder and attach to extension pole

� submerge sample bottle into water in a manner which will not disturb sediments, upside down to ensure airlock prevents any water entering bottle

� push sample bottle to a depth of 20 – 30 centimeters underwater before tilting to the side and allowing water to enter bottle

� gently transfer sample into another container dedicated to the type of test being conducted (to avoid contamination)

� analyse sample and immediately record the result onto data sheet

� time permitting, analysis should be repeated multiple times until results remain constant

� return unused samples to the water

� transfer used samples to a liquid waster container

� rinse all testing equipment and pack up as you found it

� tidy up any solid waste used for analysis and leave environment as you found it

� Testing the water

Refer to the following steps for testing water

� Temperature

Use a basic thermometer or temperature probe. Simply insert into the water sample and leave until the temperature reading stabilises. This should be done relatively fast as the temperature will neutralise to ambient air temperature, potentially giving a false reading.


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� Velocity (m/s)/flow (l/s)

The simplest method to measure velocity is to use what is known as the float method. To do this, find an object that will float in the water and time how long it takes to travel over a known distance. The object will need to be mostly submerged in the water to eliminate wind variables. A piece of fruit, usually an apple or orange is perfect, although a tennis ball that is partly sliced will also work fine (don’t forget to retrieve float device once finished). It is best to keep the distance a round number e.g. 10 metres. If the object travels 10 metres in 60 seconds, this will give a velocity result of 0.16 m/s. This was determined from the following equation:

10 (metres) ÷ 60 (seconds) = 0.16 metres/second (m/s)

To calculate flow, a cross section of the river needs to be taken. This is done by measuring the depth of the river at even intervals across the river from bank to bank. Once the measurements are taken, you can transfer the results to graph paper to work out the area. This can be done as in the following diagram:

Figure 17 Cross section of a waterway (Australian Government, 2005)

To calculate the flow, you multiply the cross-sectional area of the waterway by the velocity.

Flow (m3/s) = cross-sectional area (m2) x velocity (m/s)

Example:

Cross-sectional area = 1.0 m2

Velocity = 0.5 m/s Flow = 1.0 m2 x 0.5 m/s

= 0.5 m3/s = 500 L/s


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� pH

There are many methods available for testing pH in the water. The cheapest and simplest method is to use pH indicator strips. To test pH using this method:

� rinse pH test container several times with the water to be tested � transfer water from sample container to test container � tear off a length of test strip that is long enough to perform the test � submerge the tip of the test strip into the water sample and leave for 1 minute or as

per instructions on container � remove from water sample and compare to colours on the container to determine the

pH level

Another method available to measure pH is to use a pH test probe. These are easy to use and simply require submerging in the water sample, which gives a reading as a digital display. These instruments require maintenance and regular calibration. For further details on this, refer to instruction manual specific to the probe or refer to the Waterwatch manual at www.waterwatch.org.au.

� Electrical conductivity/salinity

Electrical conductivity is measured using an electronic probe. These are easy to use and simply need to have the probe submerged in the water sample, which give a reading as a digital display. These instruments require maintenance and regular calibration to ensure the delivery of accurate results. For further details on this, refer to instruction manual specific to the probe or refer to the Waterwatch manual at www.waterwatch.org.au

� Turbidity/suspended solids

Turbidity can be measured using a specifically designed turbidity probe or by using a turbidity tube or secchi disk. As with all probes, regular maintenance and calibration is required to ensure accurate results. Secchi disks are a black and white disk that is mounted on a pole or line and lowered slowly into the water. At a certain depth, the B and W pattern is no longer visible and a measure of turbidity is taken at this depth. Secchi disks require the disk to be lowered in over the waterway from a structure like a bridge, which can present safety issues.

The easiest and safest method to measure turbidity is by using a turbidity tube. To use a turbidity tube, you simply join together the two parts and slowly fill with the water sample until the indicator markings on the bottom of the turbidity tube are only barely visible. Once this level is reached, you read off the side of the turbidity tube to give a result in NTU’s (Nephelometric Turbidity Unit).

� Nutrients (Nitrates/Phosphates)

The method used for measuring nutrients in the field involves a method called ‘Colourmetric Analysis’. There is no formal method for conducting an analysis using a colourmeter as each test kit manufacturer generally modifies the test procedure slightly. The best method for performing a test of this type is to ensure the test kit has the instructions available, which need to be followed closesly step by step. Often these kits use strong reagents so great care is needed when handling these kits.


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� Dissolved Oxygen (DO)

A number of methods are available to analyse DO. A probe may be used however, these instruments require maintenance and regular calibration to ensure the delivery of accurate results. A colourmeter is another method for testing DO though more commonly used is a titration method. This requires a sample to go through a series of reactions before a final reagent is used to produce a colour change (end point). As with the colourmetric analysis, titration kit manufacturers often modify the test procedure so a careful inspection of the instructions is required. These instructions need to be followed step by step as the variations between each kit can be small.

3.1.4 Data Collection

The most important part of any water quality assessment is the recording of the data. Without a suitable recording strategy, data will become mixed up, confused or at worst, completely lost. If this were to occur, any monitoring would become irrelevant as confidence in the data would be lost. Monitoring of water quality not only provides us with information on the current water health, but also enables us to build solid background data for future reference. From this, trends and seasonal fluctuations can be identified and gradual changes in environmental conditions can be monitored.

To aid in the collection/recording of results, data sheets should be developed that are appropriate for the specific type of monitoring. A well designed data sheet should enable one person to collect data and another person to check the datasheet without anything being uncertain. This data should then be filed both electronically and in hard copy for future reference.

The following data sheets are suitable for all types of chemical water quality monitoring in the Nerang River Catchment. The can be photocopied and used onsite to record results.


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Air Temp

� Cold

� Mild

� Hot

Rainfall

� Nil

� Light

� Moderate

� Heavy

Wind

� Nil

� Light

� Mod

Sky

�Sunny

�Overcast

Water Surface

� Flat

� Choppy

� Rough

7 Day Rain

�Nil

�Light

�Medium

�Heavy

Flow

�Nil

�Tidal

�Slow

�Medium

�Fast

Surface Slick

�Nil

�Slight

�Moderate

�Heavy

Odour

�Nil

�Slight

�Moderate

�Heavy

Floating Matter

�Nil

�Slight

�Moderate

�Heavy

Suspended Matter

�Nil

�Slight

�Moderate

�Heavy

Appearance

�Clean

�Murky

�Opaque

TEST Site 1 Site 2 Site 3 Site 4

pH pH unit pH unit pH unit pH unit

Electrical Conductivity mS/cm mS/cm mS/cm mS/cm

Turbidity NTU NTU NTU NTU

Dissolved Oxygen Mg/L Mg/L Mg/L Mg/L

Temperature ˚C ˚C ˚C ˚C

Phosphates Mg/L Mg/L Mg/L Mg/L

Flow m/sec m/sec m/sec m/sec

Group:__________________________________________________________________________________Date:________________

Location:________________________________________________________________________________Time:________________

Teachers:_______________________________________________________________

Weather Conditions

Stream Conditions

Water Quality Results

Water Quality Monitoring – Chemical Data Sheet

Additional observations: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Note on safely monitoring waterway health

No water quality testing is so urgent that any personal safety

should be put at risk or compromised!

3.1.5 Safety

A risk assessment should always be conducted before and during any waterway monitoring. This assessment should aim to identify any potential hazards (snakes, steep or unstable banks, water velocity or flooding) which in turn will reduce potential risks (snake bite, trip or falling, being trapped or washed away). This type of risk assessment should be conducted at each site (site specific) and be modified according to the nature of the site and work being undertaken.

A basic risk assessment of waterway monitoring should consider:

� site specifics � task being undertaken � people involved � hazard identification � risk reduction strategies � minor emergency contingencies (i.e. first aid) � major emergency contingencies (i.e. first aid and evacuation to nearest hospital)

The biggest thing you can remember when monitoring water quality is to use common sense. If you feel unsafe about testing in a particular area, don’t test there.

Some other things to consider when testing water quality are:

� never test alone and always let someone know where you are testing � look for easy access points � be sun smart and wear appropriate footwear � carry drinking water, first aid kit and mobile phone � be mindful of flash flooding � be aware of testing chemicals � identify hidden hazards


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3.2 Useful reports for water testing

� Gold Coast City Council 2008, Coomera River Catchment Study Guide, Gold Coast City Council, Gold Coast, QLD.

� Foster, D. 1994, Waterwatch Queensland Technical Manual, Department of Primary Industries, Brisbane, QLD.

� Waterwatch Australia Steering Committee. 2003, Waterwatch Australia national Technical Manual,Commonwealth of Australia.

3.3 Useful websites for water testing

� Waterwatch Australia – www.waterwatch.org.au

� Waterwatch Queensland – www.qld.waterwatch.org.au

� South East Queensland Catchments – www.seqcatchments.com.au

� Healthy Waterways, Water Education – http://www.healthywaterways.org/inner.aspx?pageID=331&mainID=221

� Gold Coast City Council – www.goldcoast.qld.gov.au


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Section 4 Activities toolkit The learning activities for the Nerang River Catchment Study Guide have been developed to educate and engage school and TAFE students and their teachers, and to raise community awareness about the Nerang River Catchment health, water quality and management issues. Each learning activity is designed to be utilized for primary, secondary and TAFE students undertaking studies within the Studies of Society and Environment (SOSE). As such, the activities are designed to be modified where needed to suit each year level or used directly if appropriate. Existing waterway and environmental monitoring and education programs such as Gold Coast Waterwatch are referred to throughout this section, with the aim of teachers utilising these resources and organisations to assist with different activities.

The activities toolkit is divided into four sections as detailed in the table below.

Table 3 Outline of sections of Nerang River Catchment Study Guide activities toolkit Section Description Page

1 Provides details on curriculum science objectives that are being met in the learning activities of this Study Guide and achievement standards for years 3 to 10 in each learning area focus

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2 Provides details on the specific achievement standard that learning activities aim to meet. 53

3 Contains Broad Learning Activities that can be adapted for any year level in primary, secondary schools and TAFE institutions.

63

4 Provides Activity Booklets for year levels 3 to 10. An individual booklet for each year level is provided which teachers can photocopy and use directly.

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4.1 Curriculum objectives

The learning activities within this Study Guide meet the Australian Curriculum Science Learning Area Focus (see Table 4). Each learning area focus is explained in order to assist teachers in meeting curriculum requirements for their course work.

Table 4 Australian Curriculum Science Learning Area Focus Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and the holistic world view.

A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of identity has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of identity is approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements enhances all areas of the curriculum.

The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia. The Australian Curriculum: Science values Aboriginal and Torres Strait Islander histories and cultures. It acknowledges that Aboriginal and Torres Strait Islander Peoples have longstanding scientific knowledge traditions.


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Students will have opportunities to learn that Aboriginal and Torres Strait Islander Peoples have developed knowledge about the world through observation, using all the senses; through prediction and hypothesis; through testing (trial and error); and through making generalisations within specific contexts. These scientific methods have been practiced and transmitted from one generation to the next. Students will develop an understanding that Aboriginal and Torres Strait Islander Peoples have particular ways of knowing the world and continue to be innovative in providing significant contributions to development in science. They will investigate examples of Aboriginal and Torres Strait Islander science and the ways traditional knowledge and western scientific knowledge can be complementary.

Sustainability Sustainability addresses the ongoing capacity of Earth to maintain all life.

Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment.

Education for sustainability develops the knowledge, skills and values necessary for people to act in ways that contribute to more sustainable patterns of living. It is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through action that recognises the relevance and interdependence of environmental, social, cultural and economic considerations.

The Australian Curriculum: Science provides content that, over the years of schooling, enables students to build an understanding of the biosphere as a dynamic system providing conditions that sustain life on Earth. They gain an appreciation that all life is connected through ecosystems and humans depend on ecosystems for their wellbeing. This understanding is based on the view that humans are part of the ecosystems that comprise the biosphere, and that human activity impacts on ecosystems and therefore on biosphere processes and biosphere sustainability.

Scientific understanding and science inquiry processes help students to appreciate how people forecast change and plan the actions necessary to shape more sustainable futures, including the design, construction and/or management of the physical and social environment. By providing a focus on change in systems, its causes and consequences, the sustainability priority assists students to relate learning across the strands of science.

The achievement standards of students under each learning area focus is explained in Table 5. This is broken down into learning requirements for science understanding, science as a human endeavour, science enquiry skills for year levels 3 to 10.


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Table 5 Science achievement standards for Year 3-10 Year 3 Achievement Standards By the end of Year 3 students describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives. They collect and present data in a way that helps to answer their questions and use their experiences to make predictions. Students describe features common to living things. They use their knowledge of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations.

Science Understanding Science as a Human Endeavour Science Inquiry Skills Biological sciencesLiving things can be grouped on the basis of observable features and can be distinguished from non-living things.

Chemical sciencesA change of state between solid and liquid can be caused by adding or removing heat.

Earth and space sciencesEarth’s rotation on its axis causes regular changes, including night and day.

Physical sciencesHeat can be produced in many ways and can move from one object to another.

Nature and development of scienceScience involves making predictions and describing patterns and relationships.

Use and influence of scienceScience knowledge helps people to understand the effect of their actions.

Questioning and predictingWith guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge.

Planning and conductingSuggest ways to plan and conduct investigations to find answers to questions.

Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate Processing and analysing data and informationUse a range of methods including tables and simple column graphs to represent data and to identify patterns and trends.

Compare results with predictions, suggesting possible reasons for findings. EvaluatingReflect on the investigation, including whether a test was fair or not. CommunicatingRepresent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports.


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Year 4 Achievement Standard By the end of Year 4 students pose questions about their world and predict possible outcomes from investigations. They describe how they and others use science to ask questions and make predictions. They record observations and measurements and identify patterns in data, including cause-and-effect relationships. They describe situations where science understanding can influence their own and others’ actions.

Students use the properties of materials to explain how objects and materials behave. They identify changes to the observable world and suggest explanations for the motion of objects. They describe how interrelationships are essential for the survival of living things and identify major changes in the life cycle of a plant or animal.

Science Understanding Science as a Human Endeavour Science Inquiry Skills Biological sciencesLiving things have life cycles.

Living things, including plants and animals, depend on each other and the environment to survive.

Chemical sciencesNatural and processed materials have a range of physical properties; These properties can influence their use.

Earth and space sciences Earth’s surface changes over time as a result of natural processes and human activity. Physical sciencesForces can be exerted by one object on another through direct contact or from a distance.

Nature and development of scienceScience involves making predictions and describing patterns and relationships.Use and influence of scienceScience knowledge helps people to understand the effect of their actions.

Questioning and predictingWith guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge.

Planning and conductingSuggest ways to plan and conduct investigations to find answers to questions. Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate. Processing and analysing data and informationUse a range of methods including tables and simple column graphs to represent data and to identify patterns and trends. Compare results with predictions, suggesting possible reasons for findings. EvaluatingReflect on the investigation; including whether a test was fair or not.

CommunicatingRepresent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports.


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Year 5 Achievement Standard By the end of Year 5 students pose questions relating to investigations, predict what might happen when things are changed, and assist in the planning of methods to test these predictions. When carrying out investigations they use equipment in a way that improves the accuracy of their measurements and observations. They describe patterns in their results, report on their findings and reflect on the methods that they have used.

Students describe how developments in science have improved our understanding of the world and have enabled people to make decisions based on scientific knowledge. They describe the place of Earth in space. They identify cause-and-effect relationships in the natural world and describe physical differences between solids, liquids and gases.

Science Understanding Science as a Human Endeavour Science Inquiry Skills Biological sciencesLiving things have structural features and adaptations that help them to survive in their environment.

Chemical sciencesSolids, liquids and gases have different observable properties and behave in different ways.

Earth and space sciencesThe Earth is part of a system of planets orbiting around a star (the sun).

Physical sciencesLight from a source forms shadows and can be absorbed, reflected and refracted.

Nature and development of scienceScience involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena.

Important contributions to the advancement of science have been made by people from a range of cultures.

Use and influence of scienceScientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives.

Scientific knowledge is used to inform personal and community decisions.

Questioning and predictingWith guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be.

Planning and conductingWith guidance, select appropriate investigation methods to answer questions or solve problems.

Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate.

Use equipment and materials safely, identifying potential risks.

Processing and analysing data and informationConstruct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate.

Compare data with predictions and use as evidence in developing explanations.

Evaluating


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Suggest improvements to the methods used to investigate a question or solve a problem.

CommunicatingCommunicate ideas, explanations and processes in a variety of ways, including multi-modal texts.

Year 6 Achievement Standard By the end of Year 6 students plan investigations to answer questions relating to simple cause-and-effect relationships. When carrying out investigations, they collect relevant data and apply the concept of a fair test. They reflect on the processes that they have used and demonstrate an awareness of science inquiry methods in their work. They represent data and knowledge using introductory scientific language and graphical representations.

Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. They identify requirements for the transfer of electricity and describe one way that electricity can be generated. They describe how developments in science have affected peoples’ lives and identify examples where scientific knowledge is used in decision making.

Science Understanding Science as a Human Endeavour Science Inquiry Skills Biological sciencesThe growth and survival of living things are affected by the physical conditions of their environment.

Chemical sciencesChanges to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting.

Earth and space sciencesSudden geological changes or extreme weather conditions can affect Earth’s surface.

Physical sciencesElectrical circuits provide a means of transferring and transforming electricity.

Energy from a variety of sources can be used to generate electricity.

Nature and development of scienceScience involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena.

Important contributions to the advancement of science have been made by people from a range of cultures.

Use and influence of scienceScientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives.

Scientific knowledge is used to inform personal and community decisions.

Questioning and predictingWith guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be.

Planning and conductingWith guidance, select appropriate investigation methods to answer questions or solve problems. Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate.

Use equipment and materials safely, identifying potential risks.

Processing and analysing data and informationConstruct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate.


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Compare data with predictions and use as evidence in developing explanations.

EvaluatingSuggest improvements to the methods used to investigate a question or solve a problem.

CommunicatingCommunicate ideas, explanations and processes in a variety of ways, including multi-modal texts.

Year 7 Achievement Standards By the end of Year 7, students pose questions and apply scientific concepts to everyday problems and make general predictions based on their experiences. They plan procedures for investigations that take into account the need for fair testing and use equipment that improves fairness and accuracy. They communicate their observations and data clearly, summarise their data where appropriate, and suggest improvements to their methods. Students predict the effect of single changes on systems involving living things and suggest ways to classify organisms based on observable differences. They distinguish between pure substances and mixtures and plan appropriate methods to separate mixtures. They explain why some resources are not renewable and describe changes to water during the water cycle. They describe how unbalanced forces change the motion of objects and how changes in the position of objects in space cause other observable effects. They identify where science knowledge is used to propose solutions to problems and describe examples of where people use science in their work. They describe how evidence has led to an improved understanding of a scientific idea.

Science Understanding Science as a Human Endeavour Science Inquiry Skills Biological sciencesThere are differences within and between groups of organisms; classification helps organise this diversity

Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions.

Chemical sciencesMixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques.

Earth and space sciencesPredictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon

Nature and development of scienceScientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world.

Science knowledge can develop through collaboration and connecting ideas across the disciplines of science.

Use and influence of scienceScience and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations.

Science understanding influences the development of practices in areas of human activity such as industry,

Questioning and predictingIdentify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge.

Planning and conductingCollaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed.

In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task.

Processing and analysing data and informationConstruct and use a range of representations, including


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Some of Earth’s resources are renewable, but others are non-renewable.

Water is an important resource that cycles through the environment.

Physical sciencesChange to an object’s motion is caused by unbalanced forces acting on the object.

Earth’s gravity pulls objects towards the centre of the Earth.

agriculture and marine and terrestrial resource management.

People use understanding and skills from across the disciplines of science in their occupations.

graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate. Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions.

EvaluatingReflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method

Use scientific knowledge and findings from investigations to evaluate claims.

CommunicatingCommunicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate.

Year 8 Achievement Standards By the end of Year 8 students investigate questions to reach conclusions consistent with scientific knowledge. They describe how science inquiry contributes to an understanding of the world. Students measure and control variables, present data and findings that support their conclusions, and describe how improvements to methods could improve the quality of their results.

Students describe the structure and function of two different types of cells and describe the functioning of a major system in a multi-cellular organism. They compare physical and chemical changes and describe differences between substances using the particle theory. They describe examples of how different forms of energy cause change in simple systems. They describe a situation where scientific knowledge has been used to solve a real-world problem and demonstrate an awareness of how the application of science can affect people in different ways.

Science Understanding Science as a Human Endeavour Science Inquiry Skills Biological sciencesCells are the basic units of living things and have specialised structures and functions.

Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce.

Nature and development of scienceScientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world.

Science knowledge can develop through collaboration

Questioning and predictingIdentify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge.

Planning and conductingCollaboratively and individually plan and conduct a


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Chemical sciencesThe properties of the different states of matter can be explained in terms of the motion and arrangement of particles.

Differences between elements, compounds and mixtures can be described at a particle level.

Chemical change involves substances reacting to form new substances.

Earth and space sciencesSedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales.

Physical sciencesEnergy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems.

and connecting ideas across the disciplines of science.

Use and influence of scienceScience and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations.

Science understandings influence the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management.

People use understanding and skills from across the disciplines of science in their occupations.

range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed

In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task.

Processing and analysing data and informationConstruct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate.

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions.


Use scientific knowledge and findings from investigations to evaluate claims.

CommunicatingCommunicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate.


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Year 9 Achievement Standard By the end of Year 9, students use their knowledge to pose different types of questions that can be investigated using a range of inquiry skills. They apply their knowledge of science to explain phenomena in the environment and their own lives and describe how knowledge has developed through the work of scientists. They plan experimental procedures which include the accurate control and measurement of variables. They identify inconsistencies in results and suggest reasons for uncertainty in data. They use scientific language and representations when communicating their results and ideas.

Students use knowledge of body systems to explain how complex organisms respond to external changes. They use knowledge of interrelationships to describe how changes affect ecosystems. They explain geological features and events in terms of geological processes and timescales. They describe the structure of atoms and explain chemical changes in terms of the behaviour of atoms. They describe a range of chemical reactions and explain their importance. They compare, in qualitative terms, how two different forms of energy can be transferred. They describe interrelationships between science and technology and give examples of developments in science that have affected society.

Science Understanding Science as a Human Endeavour Science Inquiry Skills Biological sciencesMulti-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment.

Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems.

Chemical sciencesAll matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms.

Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed.

Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer.

Earth and space sciencesThe theory of plate tectonics explains global patterns of geological activity and continental movement.

Nature and development of scienceScientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community.

Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries.

Use and influence of sciencePeople can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions.

Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities.

The values and needs of contemporary society can influence the focus of scientific research.

Questioning and predictingFormulate questions or hypotheses that can be investigated scientifically.

Planning and conductingPlan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods.

Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data. Processing and analysing data and information.

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies.

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence.

EvaluatingEvaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and


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Physical sciencesForms of energy can be transferred in a variety of ways through different mediums.

describe specific ways to improve the quality of the data.

Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems.

CommunicatingCommunicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations.

Year 10 Achievement Standards By the end of year 10 students develop questions and hypotheses and independently design and carry out appropriate methods of investigation. When designing and undertaking investigations they take into account the need for accuracy, safety, fairness, ethical actions and collaboration. They identify where digital technologies can be used to enhance the quality of investigations and they communicate using scientific language and representations appropriate to the content.

Students demonstrate an understanding of the scientific theories that explain the origin of the universe and the evolution of life on Earth. They use relationships between force, mass and acceleration to predict changes in the motion of objects. They explain the basis of the periodic table and use this organiser to distinguish between elements, and use knowledge of chemical change to predict the products of chemical reactions They explain and predict how change, including that caused by human activity, effects the sustainability of systems at a local and global level. They describe factors that have guided scientific developments, predict how future applications of science and technology may affect people’s lives, and evaluate information from a scientific perspective.

Science Understanding Science as a Human Endeavour Science Inquiry Skills Biological sciencesThe transmission of heritable characteristics from one generation to the next involves DNA and genes.

The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence.

Chemical sciencesThe atomic structure and properties of elements are used to organise them in the Periodic Table. Different types of chemical reactions are used to produce a range of products and can occur at different

Nature and development of scienceScientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community.

Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries.

Use and influence of sciencePeople can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions.

Questioning and predictingFormulate questions or hypotheses that can be investigated scientifically.

Planning and conductingPlan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods.

Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data.


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rates.

Earth and space sciencesThe universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin the universe.

Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere.

Physical sciencesEnergy conservation in a system can be explained by describing energy transfers and transformations. The motion of objects can be described and predicted using the laws of physics.

Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities. The values and needs of contemporary society can influence the focus of scientific research

Processing and analysing data and information.

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies. Use knowledge of scientific concepts to draw conclusions that are consistent with evidence.

EvaluatingEvaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data.

Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems.

CommunicatingCommunicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations.


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4.2 Broad learning activities

The following learning activities have been developed to provide teachers with lessons to increase the awareness and understanding of Nerang River Catchment health and management as well as meet the science learning standards under the curriculum. These activities have been designed such that teachers can adapt them for their particular year group and level of their students.

The activities that have been developed for this Study Guide are outlined in the following table with the location in the report also provided.

Table 6 Learning activities for the Nerang River Catchment Study Guide Learning Activity Title Page Number

1 What is a catchment? 72 2 Homes for our flora and fauna 753 Our catchments hydrological cycle 78 4 Healthy catchments, healthy homes 845 Traditional way of life in the Nerang

River Catchment 86

6 How healthy is our catchment now? 887 Get to know your catchment 90

The following table outlines the science learning standards under the curriculum that are met by each learning activity for each year group.

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Table 7 Science achievement standards for Year 3-10 being met by the Nerang River Catchment Study Guide Learning Activities Year Group Science Understanding Science as a Human Endeavour Science Inquiry Skills Year 3 Biological sciences

Living things can be grouped on the basis of observable features and can be distinguished from non-living things

Nature and development of scienceScience involves making predictions and describing patterns and relationships

Use and influence of scienceScience knowledge helps people to understand the effect of their actions

Questioning and predictingWith guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge

Planning and conductingSuggest ways to plan and conduct investigations to find answers to questions

Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate

Processing and analysing data and informationUse a range of methods including tables and simple column graphs to represent data and to identify patterns and trends

Compare results with predictions, suggesting possible reasons for findings EvaluatingReflect on the investigation, including whether a test is fair or not

CommunicatingRepresent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports


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Year Group Science Understanding Science as a Human Endeavour Science Inquiry Skills Year 4 Biological sciences

Living things have life cycles

Living things, including plants and animals, depend on each other and the environment to survive

Chemical sciencesNatural and processed materials have a range of physical properties; These properties can influence their use

Earth and space sciencesEarth’s surface changes over time as a result of natural processes and human activity

Nature and development of scienceScience involves making predictions and describing patterns and relationships

Use and influence of scienceScience knowledge helps people to understand the effect of their actions

Questioning and predictingWith guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge

Planning and conductingSuggest ways to plan and conduct investigations to find answers to questions Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate

Processing and analysing data and informationUse a range of methods including tables and simple column graphs to represent data and to identify patterns and trends

Compare results with predictions, suggesting possible reasons for findings EvaluatingReflect on the investigation; including whether a test was fair or not CommunicatingRepresent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports


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Living things have structural features and adaptations that help them to survive in their environment

Nature and development of scienceScience involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena

Important contributions to the advancement of science have been made by people from a range of cultures

Use and influence of scienceScientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives Scientific knowledge is used to inform personal and community decisions

Questioning and predictingWith guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be

Planning and conductingWith guidance, select appropriate investigation methods to answer questions or solve problems

Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate

Use equipment and materials safely, identifying potential risks

Processing and analysing data and informationConstruct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate

Compare data with predictions and use as evidence in developing explanations

EvaluatingSuggest improvements to the methods used to investigate a question or solve a problem

CommunicatingCommunicate ideas, explanations and processes in a variety of ways, including multi-modal texts


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The growth and survival of living things are affected by the physical conditions of their environment

Earth and space sciencesSudden geological changes or extreme weather conditions can affect Earth’s surface

Nature and development of scienceScience involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena

Important contributions to the advancement of science have been made by people from a range of cultures

Use and influence of scienceScientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives

Scientific knowledge is used to inform personal and community decisions

Questioning and predictingWith guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be

Planning and conductingWith guidance, select appropriate investigation methods to answer questions or solve problems

Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate

Use equipment and materials safely, identifying potential risks

Processing and analysing data and informationConstruct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate

Compare data with predictions and use as evidence in developing explanations

EvaluatingSuggest improvements to the methods used to investigate a question or solve a problem

CommunicatingCommunicate ideas, explanations and processes in a variety of ways, including multi-modal texts


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There are differences within and between groups of organisms; classification helps organise this diversity

Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions

Earth and space sciencesWater is an important resource that cycles through the environment

Use and influence of scienceScience and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management

People use understanding and skills from across the disciplines of science in their occupations

Questioning and predictingIdentify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge

Planning and conductingCollaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed

In fair tests, measure and control variables and select equipment to collect data with accuracy appropriate to the task

Processing and analysing data and informationConstruct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions


Use scientific knowledge and findings from investigations to evaluate claims

CommunicatingCommunicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate


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Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce

Earth and space sciencesSedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales

Nature and development of scienceScientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world

Science knowledge can develop through collaboration and connecting ideas across the disciplines of science

Use and influence of scienceScience and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

Science understandings influence the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management

People use understanding and skills from across the disciplines of science in their occupations

Questioning and predictingIdentify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge

Planning and conductingCollaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed

In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task

Processing and analysing data and informationConstruct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions


Use scientific knowledge and findings from investigations to evaluate claims

CommunicatingCommunicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate


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Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment

Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems

Chemical sciencesChemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer

Use and influence of scienceAdvances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities

The values and needs of contemporary society can influence the focus of scientific research

Questioning and predictingFormulate questions or hypotheses that can be investigated scientifically

Planning and conductingPlan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods

Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data

Processing and analysing data and informationAnalyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

EvaluatingEvaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data

Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems

CommunicatingCommunicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations


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Year Group Science Understanding Science as a Human Endeavour Science Inquiry Skills

Year 10 Biological sciencesThe theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence

Earth and space sciencesGlobal systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere

Nature and development of scienceScientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community

Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries

Use and influence of scienceAdvances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities

The values and needs of contemporary society can influence the focus of scientific research

Questioning and predictingFormulate questions or hypotheses that can be investigated scientifically

Planning and conductingPlan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods

Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data

Processing and analysing data and informationAnalyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

EvaluatingEvaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data

Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems

CommunicatingCommunicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations

nerang river catchment - study guide 2011 · nerang river catchment study guide 2 contents ... box...

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