Docstoc

Tung Ping Chau

Document Sample
Tung Ping Chau Powered By Docstoc
					                     Tung Ping Chau

               Year 9 Heritage Project




                                th     th
                         March 18 and 19 2008
                          Student Field Guide




Field Researcher: ______________________________________
   Chinese of Contents
  Table International School             2
          Year 9 Geography
TPC Heritage Investigation Spring 2008
Content                                                             Page
A-4 Map Tung Ping Chau                                              2

Project aims                                                        4

Equipment List                                                      4

Safety and Hazard Card                                              5

Itinerary Schedule                                                  6

Group Supervisors/Rotation Schedule                                 6

Research Group List                                                 7–8

Tide Chart and Wind rose                                            8

Introduction to Human Geography                                     9 - 10

Field Investigation - Introduction                                  11

Recording Building Change - GIS                                     12

Field Report Write Up Instructions + Rubric                         13 – 17; 18, 19

Heritage Appreciation Brochure                                      20

Heritage Appreciation Brochure Sample + Rubric                      21; 22, 23

Appendix                                                            24

A. Field Photography Techniques                                     25

B. Tent Location Map                                                26

B. Tent Partners List                                               27

C. Village Maps
       Chau Mei and Tai Tong                                        28
       Sha Tau                                                      29
       Chau Tau                                                     30

GIS Building Data Record Sheets                                     31 - 34

Notes                                                               35, 36

A-3 Map of Tung Ping Chau                                           37




                               Chinese International School                           3
                                     Year 9 Geography
                           TPC Heritage Investigation Spring 2008
Project Aims


1. To develop an appreciation for the island of Tung Ping
   Chau’s building heritage, found throughout the island.

2. Record and assess the “change” affecting the islands
   building heritage, using GIS.

3. To foster and enhance teamwork through collaborative
   field data collection.

4. Produce a “Heritage Appreciation Brochure” for island
   residents and visitors which will foster both an awareness
   and appreciation for the cultural heritage found on the
   Island.
                                                                                        Door way of an abandoned house

                                      Personal Equipment List
           * Optional
                                      Personal Equipment                                  Quantity      Check list
           Day Pack                                                                          1
                          1
           Over night Bag – Backpack or Duffel Bag                                           1
           Field Guide Book                                                                  1
           Clip board
           Colour pencils
           Digital camera + spare storage card + spare batteries                          1/group
           Copy of HK ID Card                                                                1
           Spending money for drinks, about $50/student
           Sleeping bag                                                                       1
           Comfortable walking shoes                                                          1
           Trousers & shorts (if warm) – no jeans                                             1
           Rain Jacket – must be water proof                                                  1
           Long sleeve sweat shirt                                                            1
                    2
           Sun Hat – 360 degree rim
                                                                                              1
           Sun Screen/Block                                                                   1
           Sun Glasses*                                                                       1
           Mosquito Repellent                                                                 1
           Small flash Light & spare batteries                                                1
           Toiletries
            Tooth brush, paste
            Towel, soap
            Liquid soap/disinfectant
           Toilet Paper                                                                       1
           Water for 1 day                                                               At least 1 L
           Food:
               Field snacks – power bar, raisins, peanuts etc. Avoid salty junk food
               All packaging of food stuffs MUST be reduced before packing. Do not
                bring this packaging to the island

           Notes:
              Mobile phones have no HK coverage on the island and thus should be
               left home for this trip.
              MP3 players etc. are welcome on the trip, but only to be used in the
               tents.


                                           “Any fool can be uncomfortable”


1
    Students must pack all of their gear within the two bags
2
    No 360 degree hat, no field work
                                                Chinese International School                                             4
                                                      Year 9 Geography
                                            TPC Heritage Investigation Spring 2008
Safety
1. Safety is the most important consideration to all members on
   this field trip. Any student who does not comply with the safety
   measures set out for this trip will be removed from the group.
   Please note the following:

       all accidents must be reported to one of the
        supervising staff
       students must have permission to enter the water
       students must be supervised when entering any structures
       be aware that the coastal rocks are very slippery causing
        you to slip and fall on very “hard and sharp” rocks
       when collecting “data” in and around the village houses, be
        aware of your surroundings – holes, sharp objects, or other hidden hazards
       students must wear full length trousers when collecting building data, due to the under brush
       wash your hands after collecting data before you eat or having contact with your eyes or mouth
       never go bare foot when collecting data

2. When at the camp site be considerate of others in terms of noise and space.

3. The camp site will be cleaned by the entire group. Thus think twice when disposing of rubbish.

4. Care and consideration should be a priority throughout this trip. Individuals are personally responsible for
   damage, accidental or otherwise, to any of the schools equipment and will be charged accordingly.

                                        Field Work Site Hazard Card

                                                 Tung Ping Chau


               Hazard              Location of Hazard       Risk (Probability)           Consequence
                 Heat                 Entire island          Low – moderate         Dehydration; heat stroke
                Plants               Near buildings          Low – moderate        Scrapes on legs and arms
               Spiders                 In shrubs                Moderate               Moderate reactions
          Slipping on Rocks          Coastal rocks              Moderate           Minor to major abrasions;
                                                                                     bruising; broken bones
                  water              Beach, coastal               Low                       drowning
             Beach Bonfire               campsite                 Low                 Minor to sever burns
                Mosquito                Entire site             Moderate         Minor – severe – dengue fever
               Snake bite               Entire site               Low                    Minor - Severe
                Dog bite               Entire island              Low                Minor – severe if bitten
         Falling building debris    Village structures          Moderate                     Severe




                                            Chinese International School                                          5
                                                  Year 9 Geography
                                        TPC Heritage Investigation Spring 2008
                            Itinerary – Please be on time for the different activities

Day                     Time                                                 Details
                                         
                                                                      rd
                    7:55 am                   Attendance taken on 3 . floor podium
                   8:20 am                  Departure from CIS, bus, ferry
                   11:00 am                 Arrival on Tung Ping Chau
                   11:30 – 12:30            Setup camp (refer to map for location)
                   12:30 – 1:15 PM          Lunch – Dai pai dong
                   1:15 – 1:30 PM           Safety meeting – Mr. Clarke
    Tuesday



                   1:30 – 2:00 PM           Island overview – appreciation of change and heritage preservation
                                                    Field Study Techniques – Ms. Papper
                                                    Building Data Base – Spread sheet database – Mr. Brian
                                                    Identifying change and classifying it – Mr. Brian
                                                    Heritage Appreciation Brochure – Mr Aldiss
                   2:00 – 4:00 PM           Groups to undertake building change data collection Cycle 1
                   4:00 – 6:00 PM           Free time
                   6:30 – 7:30 PM           Dinner– Dai pai dong
                   7:30 – 8:15 PM           Wash face and brush teeth – showers for the tough ones!
                   8:30 – 9:30 PM           Charcoal fire on beach – with “stories” and star watching
                   9:30 PM                  Students in their assigned tents
                   10:00 PM                 “torches out”
                   6:45                     Wake-up – toilets, etc.
    Wednesday




                   7:30 – 8:15 am           Breakfast– Dai pai dong
                   8:30 - 9:15 am           Take camp down – pack up bags and store in village house
                   9:30 – 11:30 PM          Groups to undertake building change data collection Cycle 2

                   11:30 – 12:15 PM         Lunch– Dai pai dong
                                         
                                                                                                   3
                    12:15 – 1:45 PM           Heritage Appreciation Brochure data collection focus
                   1:50 PM                  Meet in Tai Tong Village – Attendance and bag collection
                   2:00 PM                  Board ferry, depart for Wong Shek Pier, Sai Kung
                   3:30 PM                  Arrive Wong Shek Pier, Sai Kung
                   4:30 PM                  Arrive at CIS – Students dismissed

                                 Teacher Supervisors and Student Groups
      Teacher                  Mr. Brian                Mr. Aldiss             Ms.Papper             Mr. Clarke
    Supervisors                Mr. Topp                 Ms Ward             Ms Chan                  Ms. Lynch
      Student
                                 1 to 5                    6 to 10              11 to 15              16 to 20
      Groups
                4             Sha Tau                   Sha Tau                 Chau Mei             Chau Mei
Village Focus
                              Chau Tau                  Chau Tau                Tai Tong             Tai Tong


                                                           Rotation Cycle
                                                                            Villages
                                              Sha Tau            Chau Tau            Chau Mei            Tai Tong
       Day                Time                                           Group Numbers
                                              Mr. Brian          Mr. Aldiss        Ms. Papper            Mr. Clarke
March 18
Cycle 1
                    2:00 – 4:00 PM            Mr. Topp            Ms Ward            Ms Chan             Ms. Lynch
                                               1,2,3,4,5         6,7,8,9,10        11,12,13,14        15, 16, 17, 18,19
                                              Mr. Aldiss          Mr. Brian         Mr. Clarke          Ms. Papper
March 19
Cycle 2
                    9:30 – 11:30 AM           Ms Ward             Mr. Topp          Ms. Lynch             Ms Chan
                                              6,7,8,9,10          1,2,3,4,5      15, 16, 17, 18,19      11,12,13,14



3
    Students will go to their own selected village for qualitative data collection for their HAB
4
    Refer to Village Map Inserts in Appendix for location

                                                    Chinese International School                                          6
                                                          Year 9 Geography
                                                TPC Heritage Investigation Spring 2008
                      Investigation Groups
      Geo Teacher    HR             Last              First    TPC       Sup.
                                                              Group #   Teacher
1.    EAldiss       09LZ                          Angelina
2.    EAldiss       09CD                          Justin        1
3.    EAldiss       09HB                          Yvonne
4.    EAldiss       09JN                          Andrew
5.    EAldiss       09LZ                          Benny         2
6.    EAldiss       09TJ                          Chi Lok




                                                                          Mr. Brian
7.    EAldiss       09LZ                          Rachel
8.    EAldiss       09CD                          Hee Jae       3
9.    EAldiss       09LZ                          Grace
10.   EAldiss       09CD                          Boris
11.   EAldiss       09JN                          Jerald        4
12.   EAldiss       09HB                          Jinyuan
13.   EAldiss       09HB                          Madeleine
14.   EAldiss       09TJ                          Jesse         5
15.   EAldiss       09CD                          Erika
16.   EAldiss       09CD                          Joshua
17.   EAldiss       09CD                          Kevin
                                                                6
18.   EAldiss       09HB                          Philemon
19.   EAldiss       09HB                          Charmaine
20.
                                                                7
      CCaves        09JN                          Jonathan
21.   CCaves        09CD                          Benjamin




                                                                          Mr Clarke
22.   CCaves        09CD                          Damien
23.   CCaves        09TJ                          Ashley        8
24.   CCaves        09JN                          Justin
25.   CCaves        09CD                          Francesca
26.   CCaves        09TJ                          Jonathan
                                                                9
27.   CCaves        09HB                          Cheryl
28.   CCaves        09LZ                          Clare
29.   CCaves        09JN                          Ashna
30.   CCaves        09JN                          Sijin
                                                                10
31.   CCaves        09HB                          Timothy
32.   CCaves        09HB                          Denise
33.   CCaves        09TJ                          Eleanor       11
34.   CCaves        09CD                          Philip
35.   CCaves        09JN                          Tiffany
                                                                          Ms. Papper




36.   CCaves        09CD                          Yi Xia        12
37.   CCaves        09HB                          Marcus
38.   CCaves        09TJ                          Sarah
39.   EAldiss       09LZ                          Justin        13
40.   EAldiss       09CD                          Wing Hei
41.   EAldiss       09HB                          Josiah
42.   EAldiss       09TJ                          Isaac         14
43.   EAldiss       09CD                          Joanna
44.   EAldiss       09HB                          John
                                                                          Mr. Aldiss




45.   EAldiss       09TJ                          Isaac         15
46.   EAldiss       09TJ                          Eunice
47.   EAldiss       09CD                          Beatrice
48.   EAldiss       09CD                          Tiffanie      16
49.   EAldiss       09JN                          Mary

                        Chinese International School                                   7
                              Year 9 Geography
                    TPC Heritage Investigation Spring 2008
50. EAldiss   09LZ                           Daniel
51. EAldiss   09LZ                           Jamil          17
52. EAldiss   09LZ                           Ruth
53. EAldiss   09JN                           Adrian
54. EAldiss   09JN                           Meagan
55. EAldiss   09CD                           Tsoi Lun
                                                            18
56. EAldiss   09JN                           Micaela
57. EAldiss   09CD                           Nicole
58. EAldiss   09HB                           Hannah
59.                                                         19
60.




                         Tide Table for Ko Lau Wan
                  http://www.hko.gov.hk/tide/eKLWtide.htm




                               Our visit period




              Annual Wind Rose for Tung
                 Ping Chau, 2005 plus
                additional climatic data
              http://www.weather.gov.hk/public
                      a/smo/smo2005.pdf




                   Chinese International School                  8
                         Year 9 Geography
               TPC Heritage Investigation Spring 2008
Human Geography of Tung Ping Chau5
Ping Chau is a small island situated in the furthest northeast corner of
Hong Kong waters in Mirs Bay, 28 kilometers from the Chinese
University and only 4 kilometers from rapidly developing Guangdong
Province (refer to Map 1). It is unique in it’s geological history,
producing one of the few areas in Hong Kong which is entirely
sedimentary rock and in terms of its human geography, a classic
example of rural village housing and of the process of depopulation of
the “outlying areas” which afflicted Hong Kong from the 1950’s to the 1970’s.

Tung Ping Chau was once the home of a bustling island community, with a population of over 2,000 in its
heyday. In the 50's, there were about 2000 people living in the ten villages on the island. Most of the Tung
Ping Chau villagers are originally from Mirs Bay. These settlers have made Tung Ping Chau their home for many
years. They have even developed a local dialect -- Ping Chau Wa (the Mirs Bay dialect).

Villagers here were either farmers or fishermen. Tung Ping Chau was famous for its rich marine and agricultural
produce like abalone, sea urchin, seaweed, peanut, sweet potato and fish. The local catch boasted a wide
variety of fish, such as Black Sea Bream, Red Pargo, Macau Sole, Green Wrasse, Brown Spotted Grouper,
Scorpion Fish, Gizzard Shad, Mackerel Scad, Golden Sardine, Round Herring, Parrot Fish, cuttlefish, squids,
shrimps and crabs. As for agricultural and farm produce, there were home bred pigs, poultry and cattle for
domestic consumption, as well as peanuts, sweet potatoes, vegetables and fruits. Unlike villagers in the New
Territories, Tung Ping Chau has no rice fields because the local cistern 6 facilities were not adequate.

                                                                                   Tung Ping Chau has no
                                                                                   potable        water      and
                                                                                   electricity     supply.    To
                                                                                   address       this   problem,
                                                                                   villagers had dug wells and
                                                                                   cisterns, and even built a
                                                                                   small       reservoir.    The
                                                                                   reservoir at the back of the
                                                                                   Tin Hau Temple in Sha Tau
                                                                                   Village, the largest of its
                     View of Sha Tau Village from the water.                       kind on the island, can hold
                                                                                   900 cubic metres of water.
In addition, every village has its own large cistern, while most households have their own small water tanks.
Despite all these water works, water supply has remained a problem through the years. Today, the “weekend”
islanders can just about manage with their free-standing rainwater storage tanks, as the demand for water is
quite small. Next to water, energy is another concern. In the past, villagers used firewood and kerosene for
cooking and lighting. Today, villagers, police and park staff stationed on the island rely on free-standing
generators for their power supply.

                     Life on the island was still trying. With it’s limited fertile soil, water and woodlands, food
                     production would always be difficult . It’s isolation as the furthest island away from the main
                     populated areas of HK ment communication and transport were challenging. Seeking a better
                     life, many villagers left Tung Ping Chau for urban Hong Kong. Some even emigrated to the
                     UK and Holland. By the early 70's, only a few old people remained on the island. These old
                     folks enjoyed the slow pace of village life, making a living on sun dried cuttlefish and sea
                     urchin cream.
     Bell from Tin
     Hau Temple
                 Soon after WWII broke out, General Chen Ce of China led a British shock brigade to land on
Tung Ping Chau. The island was employed as a logistic base for counter Japanese maneuvers and an important

5
    From: Exploring Tung Ping Chau, Agriculture, Fisheries and Conservation Department, Cosmos Books Ltd.



                                              Chinese International School                                        9
                                                    Year 9 Geography
                                          TPC Heritage Investigation Spring 2008
store for resources. The island was chosen for its short distance to Sha Yue Chung on the other side of the
channel. Essential supplies like petrol and dangerous goods stored on Tung Ping Chau were dispatched to the
defending troops very swiftly. During those painful war-ridden days, villagers' lives were under constant threat.
The villagers were so relieved when the war finally came to an end.

In 1950 during the Korean War, the United Nations placed an embargo on all essential imports to Mainland
China. Tung Ping Chau, being very close to the Chinese border, was a favorite base for smugglers. A wide
range of goods, like oil, kerosene, rubber and cotton yarns, were smuggled across the border. Later in 1953,
this illegal activity came to an end when the Korean War ended, and Tung Ping Chau was tranquil and peaceful
again.

However, because the livelihood was difficult, in
contrast    to    the     rapid    changes     and
improvements in “urban Hong Kong”, most of
the inhabitants left the island for places like Tai
Po and Fanling. This is a classic example of the
process of “rural depopulation” based on the
push factors, harsh lving conditions on the
island and the pull factors of a better life in
urban Hong Kong.

Today, the island is rapidly undergoing a
change in terms of it desirability as a weekend
destination. It is now becoming an “eco-
tourism 7” destination. On weekends, when the
only ferry service operates, dozens and                           Divers looking at the Coral Reefs
sometimes hundreds of day trippers visit the
island to enjoy its geological, cultural and biological richness. The island is under the Site of Special Scientific
Interest (SSSI) classification and was designated as a Marine Park as of 2001. It is apparent that efforts are
being made to conserve the biological and geological assets of the island, both by government departments
and interested non-governmental organizations for the enjoyment and benefit of the public. But it’s cultural
assets, in terms of “building heritage” are not being addressed in any formal matter and through the ravages of
weathering and neglect, the once rich examples village life are quickly disappearing.




7
    See the appendix for a definition of Eco-tourism
                                                Chinese International School                                    10
                                                      Year 9 Geography
                                            TPC Heritage Investigation Spring 2008
                                           On Site Field Work




         1. How much building change is taking place in your focus village?           Questions 1, 2
                                                                                      & 3 are based
         2. Can the change be classified?                                             on field data.


         3. Is the change observed in your focus villages favorable or unfavorable in
            terms of cultural heritage preservation?                                 Question 4 is
                                                                                       based on your
                                                                                       interpretation
         4. What steps could be taken to ensure building heritage preservation?


Students will work in groups of three to survey two of the four remaining abandoned villages
on Tung Ping Chau to identify and record the building changes taking place within it. Once
all of the data has been collected and mapped, students will classify the degree of change
and determine if the change is detrimental to the preservation of the cultural heritage found
on the island. In addition, students will produce a “Heritage Appreciation Brochure” which
will be used to enhance and promote cultural heritage preservation on the island.

Summary of tasks:

1. Groups of three will collect building change data on the island of Tung Ping Chau, in table
   format.8

2. Students will write up their own individual field report, including a number of “building
   change maps” accompanied with spatial analysis9. Completed work will be formally
   assessed10.

3. Each student will individually collect additional information to be used in the production of
   a Heritage Appreciation Brochure11. Completed work will be formally assessed12.




8
  Refer to data table format in the Section A
9
  Refer to field work writing up instructions
10
   Refer to “Change Maps” rubric for best practice Appendix A
11
   Refer to information sheet format in Section B
12
   Refer to “Heritage information sheet” rubric for best practice Appendix B
                                             Chinese International School                         11
                                                   Year 9 Geography
                                         TPC Heritage Investigation Spring 2008
Part I: Field Data Collection Methodology - Documenting Building Change

Each group of three students will be collecting and cataloguing data on building change found within two
villages remaining villages on the island. The building data will be entered into a data base sheet (at the back
of this booklet) with the fields indicated in the table below.

1. Refer to the rotation cycle to see which villages you are assigned to and the time for which you will be
   collecting data.

2. Using the village base maps and their assigned GIS codes (found in the Appendix) as a “guide”, collect the
   required data for all of the buildings found within the study area. Always be careful when collecting this
   data. All of your data will be recorded onto you record sheet.


                                                                                                Code used in the Data
                   Fields                                  Description
                                                                                                       base
              Building Number        Will correspond with the number assigned to the
       1.                                                                                              1,2,3,4,5,etc.
                (GIS code)                      building on the Master map
                                                                                                Is Currently used – Yes
                                       Is there evidence that the building is currently         Is not Currently used –
       2.       State of Use
                                       being used or maintained within the past year.                      No
                                                                                                  Not Sure if used - Un
                                         Rate the condition of the existing building:
                                           1 – collapsed building or inaccessible                              1
                                                2 – 1 or more missing walls                                    2
                Condition of
       3.                                     3 – all walls intact, roof missing                               3
                 building
                                          4 – walls/roof intact, missing windows                               4
                                             5 – walls & roof & windows intact                                 5

                                       There is evidence of repairs or additions to the
             Evidence of repair                                                                              Yes
       4.                                 original structure, ie., paint, new windows,
                or additions                                                                                 No
                                                  verandahs, new doors, etc.
                                     Is the repair work, in your opinion, preserving the                  Yes
       5.      Type of repair
                                                     traditional architecture                             No
                                                                                                Front of house – photo
                                                                                                    number which
             Photograph of the
       6.                             One photograph of the entire front of the house           corresponds with your
             front of the house
                                                                                                        camera


Sample Record Sheet

                                                                                                 Photograph of
                                                  Condition of   Evidence of
                   GIS CODE       State of Use                                 Type of repair    the front of the
                                                   building         repair
                                                                                                      house
                      126            YES               3            YES              NO                 8
                      128            YES               2            NO               YES                9



Field Report Write Up: “Individual submission13”


                                                 No drafts accepted.
                                  Due Date: Week of April 14th – 18th 2008



13
     Each student will submit one field report write up – see pages 12 to 16 for write up instructions.
                                                Chinese International School                                            12
                                                      Year 9 Geography
                                            TPC Heritage Investigation Spring 2008
                                                        Tung Ping Chau
                                                     Year 9 Heritage Project

                                          Field Report Write Up Instructions

      Below is an outline to follow when writing up your field report. Each of the sections for your
      report are indicated below, as a “heading” with tips of what should be written in each of
      them. Some actual examples from the TPC investigation were used to illustrate the different
      sections of the report. If you see this symbol “” you should ensure that it is in your report!
      Remember, your report must:
             1. Be 1000 to 1500 words in length, not including maps, graphs or picture captions
             2. Have headings, like those indicated below.
             3. All maps, pictures etc. must be numbered and have a caption.
             4. Be objective – this is not a creative story!

      Introduction
                     What is the purpose of the study – broad aims
                     Indicate the specific questions/hypothesis to be answered/tested

                            1.   How much structural change of the building has taken place in your focus village?

These are your              2.   Can the change be classified? Is it due to man or nature?
   research
questions to be             3.   Is the change observed in your focus village favorable or unfavorable in terms of cultural heritage
  answered.                      preservation?

                            4. What steps could be taken to ensure building heritage preservation?

                            1.

                     Where is the geographic
                      investigation taking place – with a
                      map reference (Map 1)
                     Identifying both the island and
                      village where the data was
                      collected




                                                                      Map 1: Tung Ping Chau with the location of the main villages.
                                                                          Chau Tau was the focus village for data collection.




                                                     Chinese International School                                                     13
                                                           Year 9 Geography
                                                 TPC Heritage Investigation Spring 2008
Methodology 

           a short description on what type (s) of data was collected
           how was the data collected
           how was your sample (village) selected
           if a “classification/rating” was used when recording data, how was it designed –
            example the rating for “level of repair”


Data Results – Description and Analysis 

           the data will be presented in any/all of the following formats:
                 maps
                 graphs/charts
                 tables
                 photgraphs
           raw data collected in the field will be placed in the appendix
           describe all of the data which you intend to use to answer your research questions
           describe the data in detail – as more detail will allow you to provide some depth in
            your analysis
           use geographic locations/terms – north, south, west & east; topographical features
            – reservoir, streams, coasts, etc.
           quantify the data – “25 buildings out 48 were abandoned…”
           incorporate all of your presented data directly into the body of your description,
            with specific references made to it

 “The village of
Chau Tau (Map 1)
indicates the
buildings which
appear to be
abandoned and not
abandoned. A total
of 50 buildings were
sampled in the
village of which…….




                       Map 2: The map above indicates the village houses which appear to be
                       abandoned and not abandoned in Chau Tau. Twenty five of the 50 buildings
                       are not abandoned.

                                      Chinese International School                                14
                                            Year 9 Geography
                                  TPC Heritage Investigation Spring 2008
   describe each set of the data which you want to use – in a logical sequence –
    going from general to more specific – in our example here, Maps 1 through to Map
    4 provide more specific information about our study




        Map 3: The map above indicates the level of repair of the 25 buildings which are not
     abandoned. The light colour, pink, indicates minimal repaired, of at least one structural item.
      Maximum repair, indicates at least 4 different types, such as windows, door, roof and walls.




   coupled with your description is your analysis of the data so that you can answer
    your questions
   look for relationships in your data which may help you achiveve a greater depth of
    understanding for the investigation:




            Photo 1: Many of the buildings have been abandoned and are collapsing
                           from neglect as this building illustrates.
                                  Chinese International School                                         15
                                       Year 9 Geography
                             TPC Heritage Investigation Spring 2008
“Map 4 indicates the number of buildings which have “traditional repair” work being done to them, out of the
25 houses which are not abandoned in the village. The location of the 11 houses would appear to be random,
as they are equally spread through out the village, with 4 clustered together in the west side of the village.”




        Map 4: The map above indicates the “type” of repair found in the village of Chau Tau. Of the 25
             buildings showing repair work being undertaken, 11 were classified as “Traditional”.



“An example of “traditional repair” can be noted in photograh one and two. Some of the repairs were very
extensive as noted in photograph…..




  Photo 2: The house is being restored back to its original
                                                                  Photo 3: The repair work done on the village
             design, including the roof tiles.                      temple has kept the traditional look of it.

                                             Chinese International School                                         16
                                                   Year 9 Geography
                                         TPC Heritage Investigation Spring 2008
Conclusion

   you will summarize (re-iterate) your findings, specifically to the research
    questions/hypothesis
   you will refer back to the investigations original broad aims – did you achieve them?
   This is your chance to imbelish your report with your own opinion regarding the research
    aims

Limitations of Investigation 

   A brief statement about the reliability of your data collected – what could have enhanced
    the quality of your data, thus enhancing your conclusions


Appendix 

   Raw data goes here
   Other materials used in your investigation, possibly a survey used to interview people,
    etc.

Bibliography 

   All sources of information used, such as text, maps, charts and photographs must be
    cited, with full details of the authors
   Software used is not to be cited



Remember, your report must:
1. Be 1000 to 1500 words in length, not including maps, graphs or picture captions
2. Have headings, like those indicated below.
3. Have maps, pictures etc. which are numbered and have a caption.
4. Be objective – this is not a creative story!




                                    Chinese International School                              17
                                          Year 9 Geography
                                TPC Heritage Investigation Spring 2008
      Tung Ping Chau: Mapping Change Assessment Rubric

                                               Criterion C
                                          Application of Skills
                        Field data collected provides detailed information on the
                         change taking place
                        Conclusions made regarding the type and amount of
                         change is supported with field data evidence



                                                                                     Self   teacher
  Level of
                                        Descriptor
Achievement



    0         The student does not reach a standard described by any of the
              descriptors given below.


              The student can select and use some relevant information.
   1-2        The student displays minimal analytical skills. The student’s
              arguments, decisions or judgments are not always relevant,
              or may be absent. The student attempts to carry out
              investigations, demonstrating few skills.


              The student selects and uses mostly relevant information. The
   3-4        student’s work lacks the required depth in analysis. The
              student makes some relevant arguments, decisions or
              judgments though these are unsupported. The student
              demonstrates basic investigative skills.


              The student selects and uses relevant information. Work shows
   5-6        satisfactory evidence of analysis. Arguments, decisions and
              judgments are supported and balanced but superficial. The
              student demonstrates adequate investigative skills.


              The student selects and uses a range of relevant information.
   7-8        Work shows a good level of critical analysis. Arguments,
              decisions and judgments are well supported and balanced.
              The student demonstrates effective investigative skills.


              The student selects and uses a wide range of relevant
   9-10       information. Work shows a high level of critical analysis.
              Arguments, decisions and judgments are fully supported and
              well balanced. The student demonstrates sophisticated
              investigative skills.




                                        Chinese International School                                  18
                                              Year 9 Geography
                                    TPC Heritage Investigation Spring 2008
                                      Criterion D
                             Organization and Presentation
                     Relevant and concise field report
                     Field data is represented clearly on maps with
                      appropriate classifications of building change



                                                                                   Self   teacher
  Level of
                                   Criteria D: Descriptor
Achievement



    0         The student does not reach a standard described by any of the
              descriptors below.


              The student communicates information that may not always be
   1-2        relevant. He/she attempts to structure the work however, it may
              be unclear and/or inappropriate to the format required.
              Presentation and expression is unclear and imprecise. There
              may be some evidence of documentation.


              The student communicates information that is mostly relevant.
              He/she attempts to structure and sequence the work but is not
   3-4        always successful. Presentation and expression is occasionally
              unclear. Sources of information are documented, though there
              may be omissions or consistent errors in adhering to
              conventions.


              The student communicates information that is relevant. He/she
              uses a structure appropriate to the task and sequences the
   5-6        content logically. Presentation and expression is clear; attention
              is paid to audience and purpose in terms of appropriate language,
              style and visual representation. Sources of information are
              documented, with occasional errors in adhering to conventions.


              The student communicates information that is always relevant.
              He/she organizes information into a well-developed and logical
   7-8        sequence, appropriate to the format required. Presentation and
              expression is clear, concise and effective, and the language,
              style and visual representation used is always appropriate to the
              audience and purpose. All sources of information are documented
              according to a recognized convention.



                      Criterion C Application of Skills                                         /10

                Criterion D Presentation and Organization of Information                            /8
Comments:




                                        Chinese International School                           19
                                              Year 9 Geography
                                    TPC Heritage Investigation Spring 2008
Part II: Heritage Appreciation Brochure (HAB)
Purpose: is to facilitate in “raising the awareness and appreciation of the island’s building heritage and for
                      14
building preservation ”
Audience: island visitors, shop and home owners
Format: A-4, 6 panel brochure (use Microsoft Publisher)
Content: Must focus on one village which was part of your field research,
and will have the following specifics:

        A village map which was created from your field study component,
         which may include island scale & individual house scale
        Definition and purpose of Building Heritage Conservation
        Explain what is “threatening” the building heritage                        Sample 6 panel brochure
        Photographs
        Field sketches
        Narrative

All of the above content components need to be specifically addressing the purpose, which is stated above. Of
course it is expected that the brochure is attractive and informative, thus meeting the goal of “reaching people
on the island”.

See the next page for a “layout sample” of the brochure. .


Field Data Collection Time & Methodology
Wednesday – 12:15 – 1:45 PM

1. Individual students will return to a village of their choice to collect relevant on site data which will be
   incorporated into their HAB. Teacher supervisor will be present for data collection in each of the villages.

2. Collect relevant data which will facilitate in meeting the stated aims of the HAB.


Post Trip Production of HAB
Individual Submission

1. Each student will submit one Heritage Appreciation Brochure.

2. Refer to the HAB assessment rubric for best practice.

3. HAB will be distributed on the island of Tung Ping Chau to achieve our stated aims. Only write your first
   name on the HAB for safety reasons.

4.    To further promote public awareness of the Heritage Loss on Tung Ping Chau, and solicit their views, a
     web site has been setup at: www.cis.edu.hk/sec/ss/tpc_heritage/ - please include this address on
     your brochure in appropriate location.


                                          No drafts accepted.

                            Due Date: Week of April 14 – 18th April 2008




14
  Aim of HAIS: “raising the awareness and appreciation of the island’s building heritage and for building
preservation”
                                           Chinese International School                                          20
                                                 Year 9 Geography
                                       TPC Heritage Investigation Spring 2008
                                      HAB Layout Sample
To add greater public involvement in the appreciation of Tung Ping Chau’s building heritage, we would like you
to include the following on your brochure which will eventually be placed onto the island:

“If you would like to have further information or have your say about Tung Ping Chau’s
building heritage, please go to our site:
www.cis.edu.hk/sec/ss/TPC_HERITAGE/survey/ - we value your input”

The placement of this should be at the end of your brochure.

Go on line to the following site to see a sample brochure:

www.cis.edu.hk/sec/ss/Geography/year9/Heritage_project/index.




                               Sample 6 panel brochure




                                         Chinese International School                                      21
                                               Year 9 Geography
                                     TPC Heritage Investigation Spring 2008
          Heritage Appreciation Brochure Assessment Rubric

                                 Concepts Criterion B
                  Evidence of applying the concept of “change” and its causes
                  Shows an understanding and appreciation of the past in terms
                   of building heritage
                  Explain how readers of the brochure can take responsible
                   action toward heritage preservation


                                                                                  Self   teacher
  Level of                               Descriptor
Achievement


     0            The student does not reach a standard described by any of
                  the descriptors given below.


                  Application of concepts is inappropriate. The student may
    1-2           demonstrate some conceptual awareness and
                  understanding by recognizing basic connections to the
                  subject matter.


                  Application of concepts is not always appropriate. The
    3-4           student demonstrates conceptual awareness and
                  understanding by describing basic connections to the
                  subject matter.


                  Application of concepts is appropriate but superficial.
    5-6           The student demonstrates conceptual awareness and
                  understanding by describing connections to the subject
                  matter.


                  Application of concepts is appropriate and shows some
    7-8           depth. The student demonstrates conceptual awareness
                  and understanding by explaining connections to the
                  subject matter.


                  Application of concepts is appropriate and sophisticated.
   9-10           The student demonstrates conceptual awareness and
                  understanding by explaining connections to the subject
                  matter in detail.




                                    Chinese International School                                   22
                                          Year 9 Geography
                                TPC Heritage Investigation Spring 2008
                                       Criterion D
                              Organization and Presentation
                       Photographs, maps, text and sketches are specific to one
                        village and support the building heritage concept and are
                        relevant to the intended audience


                                                                                           Self   teacher
  Level of                             Criteria D: Descriptor
Achievement


    0         The student does not reach a standard described by any of the descriptors
              below.


              The student communicates information that may not always be relevant.
    1-2       He/she attempts to structure the work however, it may be unclear and/or
              inappropriate to the format required. Presentation and expression is
              unclear and imprecise. There may be some evidence of
              documentation.


              The student communicates information that is mostly relevant. He/she
              attempts to structure and sequence the work but is not always
    3-4       successful. Presentation and expression is occasionally unclear. Sources
              of information are documented, though there may be omissions or
              consistent errors in adhering to conventions.


              The student communicates information that is relevant. He/she uses a
              structure appropriate to the task and sequences the content logically.
    5-6       Presentation and expression is clear; attention is paid to audience and
              purpose in terms of appropriate language, style and visual representation.
              Sources of information are documented, with occasional errors in
              adhering to conventions.


              The student communicates information that is always relevant. He/she
              organizes information into a well-developed and logical sequence,
    7-8       appropriate to the format required. Presentation and expression is clear,
              concise and effective, and the language, style and visual representation
              used is always appropriate to the audience and purpose. All sources of
              information are documented according to a recognized convention.




                               Criterion B Concepts                                                    /10
                 Criterion D Organization and Presentation                                                  /8
Comments:




                                            Chinese International School                                23
                                                  Year 9 Geography
                                        TPC Heritage Investigation Spring 2008
                   Appendix

    A. Field Photography Techniques

   B. Tent Location Map & Tent Partners

               C. Village Maps

F. Building Change Data Base Record Sheet




             Chinese International School         24
                   Year 9 Geography
         TPC Heritage Investigation Spring 2008
                            A: Field Photography – Key Elements15




1. Try to find good viewpoints, where you can
   include all the important features that you are
   studying. Don't just stop at the first spot you come
   to. Walk around a bit and look carefully for a good
   vantage point - a well composed photo will be much
   more effective than a random snap. For example,
   by moving just a few yards, you may be able to
   avoid telephone wires or trees getting in the way of
   the building you're trying to photograph. If you
   have a zoom lens, zoom in and out to find the best
   framing for the point of interest. With just a little
   effort, you'll be surprised how much better your
   photos look.

2. Think to about lighting don't shoot towards the sun if you can help it; have the sun
   behind you. Avoid high contrast shots with deep shadows if you can, since you may lose
   important detail in the dark areas; frame your shot and cut out bright sky if necessary. If
   the sun is behind a cloud, be patient! Waiting just a minute or two for the sun to come
   out can transform an otherwise dull landscape, allowing important features to stand out.

3. Sometimes it's good to avoid people getting in the way, but it is often vital to include
   them, for example in a vibrant, busy street scene. But be aware of cultural sensitivities
   and if in doubt, for example when photographing a market stall in a foreign country, ask
   if you can take someone's photo before doing so.

4. Look carefully at the scene before you before snapping. Always ask yourself: 'Why
   am I taking this photo?' Remember that when you're on a field trip, you are not a snap-
   happy tourist but a geographer, and so you need to take a 'professional' interest in the
   landscape. Explore the sight in front of you before you snap. What ideas come to mind?
   What are the important features to include? Note that the evidence you collect in
   the field can be used both to generate hypotheses and to test them.




15
     Geography Review February 2008
                                          Chinese International School                      25
                                                Year 9 Geography
                                      TPC Heritage Investigation Spring 2008
B: Tent Location Map




                                         Boy’s Section of
                                             Beach




                                           Girl’s Section of
                                                 Beach




    Chinese International School                               26
          Year 9 Geography
TPC Heritage Investigation Spring 2008
                 B. Tenting Partners
Tent #   Name                    Name                    Name   Gen
 Loc.
 1.
 2.
 3.
 4.
 5.
 6.
 7.
 8.
 9.
 10.
 11.
 12.
 13.
 14.
 15.
 16.
 17.
 18.
 19.
 20.
 21.
 22.
 23.
 24.
Own
tent
Own
tent
Own
tent
Own
tent




                    Chinese International School                27
                          Year 9 Geography
                TPC Heritage Investigation Spring 2008
C. Large Scale Village Maps




      Chinese International School         28
            Year 9 Geography
  TPC Heritage Investigation Spring 2008
    Chinese International School         29
          Year 9 Geography
TPC Heritage Investigation Spring 2008
    Chinese International School         30
          Year 9 Geography
TPC Heritage Investigation Spring 2008
                                            D. Record Sheet

Student Data Recorders: ______________________ Village Name: ________________

                                                         Fields
                1                  2                 3                 4              5                  6
 Record    GIS CODE          State of Use       Condition of      Evidence of   Type of repair    Photograph of
   #      BLDG Code          Is Currently        building            repair                       the front of the
          1,2,3,4,5,etc.      used – Yes                                             Yes               house
                                                     1               Yes             No          Front of house –
                           Is not Currently          2               No                            photo number
                              used – No              3                                                 which
                                                     4                                              corresponds
                           Not Sure if used          5                                               with your
                                - Un                                                                  camera
   1

   2

   3

   4

   5

   6

   7

   8

   9

   10

   11

   12

   13

   14

   15

   16

   17

   18

   19

   20

   21

   22

   23

   24




                                          Chinese International School                                           31
                                                Year 9 Geography
                                      TPC Heritage Investigation Spring 2008
Student Data Recorders: ______________________ Village Name: ________________

                                                    Fields
               1                   2               3                 4              5                 6
Record    GIS CODE           State of Use     Condition of      Evidence of   Type of repair    Photograph of
     #   BLDG Code        Is Currently used    building            repair                      the front of the
         1,2,3,4,5,etc.         – Yes                                              Yes              house
                                                   1                Yes            No          Front of house
                          Is not Currently         2                No                         – photo number
                             used – No             3                                                which
                                                   4                                             corresponds
                          Not Sure if used         5                                              with your
                               - Un                                                                camera

 25


 26


 27


 28


 29


 30


 31


 32


 33


 34


 35


 36


 37


 38


 39


 40


 41


 42


 43


 44


 45


 46


 47




                                         Chinese International School                                         32
                                               Year 9 Geography
                                     TPC Heritage Investigation Spring 2008
Student Data Recorders: ______________________ Village Name: ________________


                                                      Fields
                 1                   2               3                 4              5                 6
  Record    GIS CODE           State of Use     Condition of      Evidence of   Type of repair    Photograph of
       #   BLDG Code        Is Currently used    building            repair                      the front of the
           1,2,3,4,5,etc.         – Yes                                              Yes              house
                                                     1                Yes            No          Front of house
                            Is not Currently         2                No                         – photo number
                               used – No             3                                                which
                                                     4                                             corresponds
                            Not Sure if used         5                                              with your
                                 - Un                                                                camera

   48


   49


   50


   51


   52


   53


   54


   55


   56


   57


   58


   59


   60


   61


   62


   63


   64


   65


   66


   67


   68


   69


   70




                                           Chinese International School                                         33
                                                 Year 9 Geography
                                       TPC Heritage Investigation Spring 2008
Student Data Recorders: ______________________ Village Name: ________________

                                                    Fields
               1                   2               3                 4              5                 6
Record    GIS CODE           State of Use     Condition of      Evidence of   Type of repair    Photograph of
     #   BLDG Code        Is Currently used    building            repair                      the front of the
         1,2,3,4,5,etc.         – Yes                                              Yes              house
                                                   1                Yes            No          Front of house
                          Is not Currently         2                No                         – photo number
                             used – No             3                                                which
                                                   4                                             corresponds
                          Not Sure if used         5                                              with your
                               - Un                                                                camera

  71


  72


  73


  74


  75


  76


  77


  78


  79


  80


  81


  82


  83


  84


  85


  86


  87


  88


  89


  90


  91


  92


  93




                                         Chinese International School                                         34
                                               Year 9 Geography
                                     TPC Heritage Investigation Spring 2008
Notes:




             Chinese International School         35
                   Year 9 Geography
         TPC Heritage Investigation Spring 2008
Notes:




             Chinese International School         36
                   Year 9 Geography
         TPC Heritage Investigation Spring 2008

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:120
posted:12/5/2011
language:English
pages:36