Curriculum connections

Teacher Resources: Curriculum Connections

This page relates articles in recent issues of Water & Atmosphere online to the NZ Curriculum and the subject matrices for the NCEA Achievement Standards and, in some cases, Unit Standards (indicated by US). You may wish to use your browser’s Find function (usually in the Edit menu) to search this page for a particular word or phrase. You can learn more about the Achievement Standards on the Ministry of Education website. (Note: the references are to subject matrices current at the time of each issue's publication.)

You’ll find additional Teachers’ Resources in the Education section of this website.

June 2008 – Vol. 16 No. 2

Making ends meet in the Ross Sea

• Biology Level 1 US18970 "Demonstrate knowledge of adaptations and relationships in a biological community"
• Biology Level 2 AS90461 "Describe concepts and processes relating to ecology"
• Biology Level 3 AS90716 "Describe animal behaviour and plant responses in relation to environmental factors"

Mapping biodiversity in New Zealand's Exclusive Economic Zone

• Biology Level 2 AS90162 "Process information to describe a use of biology knowledge with direction"
• Science Level 1 US6349 "Gather information and report on an item of technology and its related scientific concepts"

Back from the ice bearing scientific treasure

• Biology Level 2 AS90461 "Describe concepts and processes relating to ecology"

Seamount fisheries: understanding the impacts of trawling

• Biology Level 2 US6309 "Evaluate practices used for managing a resource to ensure ecological sustainability"
• Biology Level 3 US6319 "Make an informed judgement on a contemporary biological issue"
• Education for Sustainability Level 2 AS90811 "Describe the consequences of human activity within a biophysical environment in relation to a sustainable future"
• Science Level 2 US6352 "Report on an issue affecting the environment from a scientific perspective, with supervision"
• Science Level 3 US21613 "Research and report on a scientific sustainability issue, with guidance"

Snapper’s-eye view of the inner Hauraki Gulf

• Biology Level 1 US6309 "Evaluate practices used for managing a resource to ensure ecological sustainability"
• Biology Level 2 AS90461 "Describe concepts and processes relating to ecology"
• Education for Sustainability Level 2 AS90811 "Describe the consequences of human activity within a biophysical environment in relation to a sustainable future"

Towards sustainable aquaculture

• Aquaculture Level 3 US16674 "Describe the principles of aquatic ecology and relate to aquaculture"
• Aquaculture Level 4 US19773 "Explain the management of environmental best practice in the aquaculture industry"
• Geography Level 1 AS90204 "Examine resource use in a farming or mining context"
• Biology Level 2 US6309 "Evaluate practices used for managing a resource to ensure ecological sustainability"
• Education for Sustainability Level 2 AS90811 "Describe the consequences of human activity within a biophysical environment in relation to a sustainable future"
• Science Level 1 AS90188 "Describe aspects of biology"
• Science Level 2 US6352 "Report on an issue affecting the environment from a scientific perspective, with supervision"
• Science Level 3 US21613 "Research and report on a scientific sustainability issue, with guidance"

Facing natural hazards with Māori environmental knowledge

• Education for Sustainability Level 2 AS90811 "Describe the consequences of human activity within a biophysical environment in relation to a sustainable future"
• Science Level 2 US6352 "Report on an issue affecting the environment from a scientific perspective, with supervision"
• Science Level 3 US21613 "Research and report on a scientific sustainability issue, with guidance"

March 2008 – Vol. 16 No. 1

Bubbles on the Hikurangi Margin: the New Zealand cold vents project

• Biology Level 1 "Process information to describe a use of biology knowledge with direction"
• Science Level 1 AS90187 "Gather information and report on an item of technology and its related scientific concepts"
• Science Level 2 AS90771 "Research information to present a scientific report"

No ordinary stock-take: Census of Marine Life

• Biology Level 1"Process information to describe a use of biology knowledge with direction"

Sampling the Atlantic depths

• Biology Level 1"Process information to describe a use of biology knowledge with direction"
• Science Level 1 AS90187 "Gather information and report on an item of technology and its related scientific concepts"
• Science Level 2 AS90771 "Research information to present a scientific report"

Hidden potential for harmful algal blooms in our ports and harbours

• Biology Level 3 AS90714 "Research a contemporary biological issue"
• Geography Level 2 US5089 "Describe and explain characteristics of a natural landscape"
• Science Level 3 US21613 "Research and report on a scientific sustainability issue, with guidance"

Surf clam research: coming soon to a beach near you!

• Biology Level 1 US6294 "Describe cell structure and function"
• Biology Level 2 AS90460 "Investigate an interrelationship or pattern in an ecological population or community"
• Biology Level 2 AS90461 "Describe concepts and processes relating to ecology"
• Science Level 3 US21613 "Research and report on a scientific sustainability issue, with guidance""

Getting picky with paua: selective breeding to improve productivity

• Aquaculture Level 2 US17254 "Outline the abalone (paua) farming industry in New Zealand"
• Biology Level 1 "Process information to describe a use of biology knowledge with direction"
• Biology Level 2 "Process information to describe a use of biology knowledge with direction"
• Economics Level 1 AS90196 "Explain the production process in economics"
• Geography Level 1 AS90204 "Describe and explain resource use"

"Detergent of the atmosphere"

• Chemistry Level 3 US6340 "Evaluate the interaction of a chemical process with society and/or the environment"
• Science Level 3 US21613 "Research and report on a scientific sustainability issue, with guidance"

Running rings around climate change

• Biology Level 2 AS90769 "Research the interaction between humans and an aspect of biology"
• Earth Science Level 2 US6362 "Demonstrate an understanding of fossils"

December 2007 – Vol. 15 No. 4

Finding hidden treasure in aquaculture waste

• Biology Level 2 US6309 "Evaluate practices used for managing a resource to ensure ecological sustainability"
• Economics Level 1.2 "Describe producers, production, and resources and their use"

Putting Antarctic sea spiders in their place

• Biology Level 2 US6308 "Explain how genetic change occurs within populations"
• Biology 3.6 "Describe applications of biotechnological techniques"

Kingdom Chromista in New Zealand

• Biology Level 2 US6308 "Explain how genetic change occurs within populations"

Lobster à la carte

• Biology Level 2.4 "Investigate an interrelationship or pattern in an ecological population or community"
• Biology Level 2.5 "Describe concepts and processes relating to ecology"

“We don’t catch ‘em like we used to ...” Using traditional ecological knowledge in fisheries research

• Biology Level 2.2 "Research the interaction between humans and an aspect of biology"
• Biology Level 2 US6309 "Evaluate practices used for managing a resource to ensure ecological sustainability"
• Science Level 3 US21613 "Research and report on a scientific sustainability issue, with guidance"

Muddy waters at Te Māhia: cause and effect

• Biology Level 2.2 "Research the interaction between humans and an aspect of biology"
• Geography Level 2.1 "Explain a natural landscape"
• Geography Level 2 US5089 "Describe and explain characteristics of a natural landscape"
• Geography Level 3.1 "Analyse natural processes in the context of a geographic environment"
• Geography Level 3 US5095 "Describe and explain the interacting natural processes operating within a geographic environment"

Tracking the Waipaoa out to sea

• Geography Level 2.1 "Explain a natural landscape"
• Geography Level 2 US5089 "Describe and explain characteristics of a natural landscape"
• Geography Level 3.1 "Analyse natural processes in the context of a geographic environment"
• Geography Level 3 US5095 "Describe and explain the interacting natural processes operating within a geographic environment"
• Science Level 3.5 "Describe geological processes affecting New Zealand"

Characterising the national grid

• Social Studies Level 2 US6365 "Demonstrate knowledge of geological hazards"
• Electricity Supply Level 2 US18273 "Demonstrate knowledge of the sources, origin, basic composition, and properties of electricity"
• • US18275 "Demonstrate knowledge of the New Zealand electricity supply industry"

September 2007 – Vol. 15 No. 3

From weather prediction to forecasting hazards

• Weather Level 2 US20159 "Access and compare weather information for outdoor recreation"

Planning to avoid flood damage

• Geography Level 1 US5083 "Describe processes and interactions in a natural hazard"
• Geography Level 3 US5095 "Describe and explain the interacting natural processes operating within a geographic environment"
• Geography Level 3 US5097 "Describe and explain planning and decision-making within a geographic context"
• Geography 3.3 " Explain the contribution of geography to planning and decision-making process"

Flood forecasts for New Zealand communities

• Geography Level 1 US5083 "Describe processes and interactions in a natural hazard"
• Geography Level 3 US5095 "Describe and explain the interacting natural processes operating within a geographic environment"
• Geography Level 3 US5097 "Describe and explain planning and decision-making within a geographic context"

Coastal hazards – rising problems

• Earth Science Level 3 US6365 "Demonstrate knowledge of geological hazards"
• Geography Level 1 US5083 "Describe processes and interactions in a natural hazard"
• Geography Level 2 US5090 "Explain the nature, patterns and growth of an urban settlement"
• Geography Level 3 US5095 "Describe and explain the interacting natural processes operating within a geographic environment"
• Geography Level 3 US5097 "Describe and explain planning and decision-making within a geographic context"

Involving communities in coastal hazard mitigation

• Geography Level 1 US5083 "Describe processes and interactions in a natural hazard"
• Geography Level 2 US5089 "Describe and explain characteristics of a natural landscape"
• Geography Level 3 US5097 "Describe and explain planning and decision-making within a geographic context"

Getting to grips with deadly rips

• Geography Level 1 US5083 "Describe processes and interactions in a natural hazard"
• Geography Level 3 US5095 "Describe and explain the interacting natural processes operating within a geographic environment"

On the lookout for tectonic faults and underwater landslides

• Earth Science Level 3 US21614 "Describe the geological history of an area in the Southwest Pacific"
• • US6364 "Use plate tectonics to explain distribution of major NZ and Southwest Pacific geological features"
  • US6365 "Demonstrate knowledge of geological hazards"
• Geography Level 1 US5083 "Describe processes and interactions in a natural hazard"
• Geography Level 2 US5089 "Describe and explain characteristics of a natural landscape"
• Geography Level 3 US5095 "Describe and explain the interacting natural processes operating within a geographic environment"
• Science Level 3.5 "Describe geological processes affecting New Zealand"

Tsunami sources in the Bay of Plenty

• Earth Science Level 3 US6365 "Demonstrate knowledge of geological hazards"
• Geography Level 1 US5083 "Describe processes and interactions in a natural hazard"
• Geography Level 3 US5095 "Describe and explain the interacting natural processes operating within a geographic environment"
• Geography Level 3 US5097 "Describe and explain planning and decision-making within a geographic context"
• Geography 3.3 " Explain the contribution of geography to planning and decision-making process"

RiskScape: a new tool for comparing risk from natural hazards

• Geography Level 1 US5083 "Describe processes and interactions in a natural hazard"
• Geography Level 3 US5097 "Describe and explain planning and decision-making within a geographic context"
• Geography 3.3 " Explain the contribution of geography to planning and decision-making process"

June 2007 – Vol. 15 No. 2

Nitrous oxide: the serious side of laughing gas

• Geography 1.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography 2.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Science 2.2 "Research information to present a scientific report"
• Science Level 3 US6355

Bromine exposions and Antarctic ozone

• Science 1.2 "Process information to describe a use of science knowledge with direction"
• Technology 1.7 "Describe the interactions between a technological innovation and society"

A gift from the sea: managing kaimoana resources

• Biology level 1 US6299
• Biology 2.2 "Research the interaction between humans and an aspect of biology"
• Environmental Tourism Māori Level 3 US17788 "Explain historical aspects of natural attractions and significant Māori sites in a tourism context"
• Geography 1.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography 2.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography level 3 US5097
• Science 1.2 "Process information to describe a use of science knowledge with direction"
• Science 2.2 "Research information to present a scientific report"
• Science Level 3 US6355

When the rivers run dry: invertebrate communities in intermittent streams

• Biology 2.5 "Describe concepts and processes relating to ecology"

Marine recreation and coastal ecosystems

• Biology 2.2 "Research the interaction between humans and an aspect of biology"
• Environmental Tourism Māori Level 3 US17788 "Explain historical aspects of natural attractions and significant Māori sites in a tourism context"
• Geography 1.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography level 3 US5097

Seaweed secrets reveal a biodiversity hotspot

• Biology 2.7 "Describe diversity in the structure and function of plants"

Colourful seafloor

• Chemistry 1.2 "Process information to describe a use of chemistry knowledge with direction"
• Level 2 US8947
• Level 3 US6340
• Science 1.2 "Process information to describe a use of science knowledge with direction"
• Technology 1.1 "Describe the interactions between a technological innovation and society"

Eight thousand years of storms and droughts

• Earth Science Level 2 US6362 " Demonstrate an understanding of fossils"
• Science 1.2 "Process information to describe a use of science knowledge with direction"
• Weather Level 2 US20160 "Demonstrate knowledge of weather processes and their effects on outdoor recreation in New Zealand" 

March 2007 – Vol. 15 No. 1

Environmental forensics: cracking the case of the contaminated streams

• Chemistry Level 3 US6340
• Geography 1.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography 2.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Science 2.2 "Research information to present a scientific report"
• Science Level 3 US6355
• Science Level 3 US8153

Tracing the sources of air pollution in New Zealand

• Geography 1.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography 2.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography Level 3 US5097
• Science Level 2 US6352
• Science Level 3 US6355

The 2006 WMO/UNEP ozone assessments: what they mean for New Zealand

• Geography 1.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography 2.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography 3.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Science 1.2 "Process information to describe a use of science knowledge with direction"
• Science 2.2 "Research information to present a scientific report"
• Science Level 3 US6355

Comparing seagrass meadows across New Zealand

• Biology 1.2 "Process information to describe a use of biology knowledge with direction"
• Biology 1.4 "Describe ecological characteristics found in two biological communities"
• Biology 2.4 "Investigate an interrelationship or pattern in an ecological population or community"

Does seagrass contribute to marine biodiversity?

• Biology 1.2 "Process information to describe a use of biology knowledge with direction"
• Biology 2.4 "Investigate an interrelationship or pattern in an ecological population or community"

Finding the role of Antarctic toothfish in the Ross Sea ecosystem

• Biology 1.2 "Process information to describe a use of biology knowledge with direction"
• Biology 2.2 "Research the interaction between humans and an aspect of biology"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Science 1.2 "Process information to describe a use of science knowledge with direction"
• Science 2.2 "Research information to present a scientific report"

Land-based polyculture for coastal Māori

• Biology 1.2 "Process information to describe a use of biology knowledge with direction"
• Biology Level 2 US6310
• Environmental Tourism Māori Level 3 US17789
• Science 1.2 "Process information to describe a use of science knowledge with direction"
• Technology Level 1 US13389
• Technology Level 3 US13390

Fish-finding with statistical models

• Mathematics 2.6 "Simulate probability situations and apply the normal distribution"
• Mathematics S3.1 "Determine the trend for time series data"

December 2006 – Vol. 14 No. 4

Land-locked fish and lake-residence time

• Biology 3.4 "Describe animal behaviour and plant responses in relation to environmental factors "
• Science Level 3 US8153

Dealing to wind hazards in New Zealand

• Geography 1.1 "Examine an extreme natural event and the human response"
• Geography Level 2 US5093
• Geography 3.1 "Analyse natural processes in the context of a geographic environment"
• Science Level 1 US18981
• Science Level 3 US6365

Predicting storm events at the coast

• Geography 1.1 "Examine an extreme natural event and the human response"
• Geography 3.1 "Analyse natural processes in the context of a geographic environment"
• Science Level 1 US18981

An experiment in ecosystem stress

• Biology Level 1 US6299
• Biology 2.2 "Research the interaction between humans and an aspect of biology"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.4 "Describe animal behaviour and plant responses"
• Biology Level 4 US9225
• Science 1.3 "Describe aspects of biology"

Using food webs to manage coastal resources

• Biology Level 1 US6299
• Biology 2.2 "Research the interaction between humans and an aspect of biology"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology Level 4 US9225
• Science Level 3 US8153

Mapping seaweeds at Dusky Sound and Stewart Island

• Biology Level 1 US90164
• Biology 2.2 "Research the interaction between humans and an aspect of biology"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.1 "Carry out a practical investigation into an aspect of an organisms ecological niche with guidance"

How is climate linked to respiratory infections in Auckland?

• Biology 1.8 "Describe how humans use and are affected by micro-organisms"
• Science Level 3 US18981

Regional contributions to past and future climate change

• Geography 1.7 "Examine a global geographic topic"
• Geography Level 2 US5093
• Geography 3.1 "Analyse natural processes in the context of a geographic environment"
• Geography 3.7 "Analyse a geographic topic at a global scale"
• Science 1.3 "Describe aspects of biology"
• Science Level 2 US6352
• Science 3.2 "Research a current scientific controversy"

September 2006 – Vol. 14 No. 3

New aquaculture species: adding real value to New Zealand seafood

• Biology 2.2 "Research an applied biology technique"
• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology"
• Geography 1.3 "Examine resource use in a farming and mining context"
• Science 1.2 "Research, with direction, how science and technology are related"

Creating the right conditions for paua

• Biology 2.2 "Research an applied biology technique"
• Biology 3.4 "Describe animal behaviour and plant responses"
• Geography 1.3 "Examine resource use in a farming and mining context"
• Science 1.2 "Research, with direction, how science and technology are related"

Anti-cancer sponge: the race is on for aquaculture supply

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.2 "Research an applied biology technique"
• Biology 3.6 "Describe applications of biotechnological processes and techniques"
• Geography 1.3 "Examine resource use in a farming and mining context"
• Science Level 3 US21613

Greenshell^TM mussels: the case of the disappearing mussel spat

• Biology 2.2 "Research an applied biology technique"
• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology"
• Biology 3.4 "Describe animal behaviour and plant responses"
• Geography 1.3 "Examine resource use in a farming and mining context"
• Science 1.2 "Research, with direction, how science and technology are related"

New drugs from nature: the TerraMarine partnership

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 1.8 "Describe how humans use and are affected by micro-organisms"
• Biology 2.2 "Research an applied biology technique"
• Biology 3.6 "Describe applications of biotechnological processes and techniques"

Developing natural solutions for a 'foul' problem

• Biology 1.8 "Describe how humans use and are affected by micro-organisms"
• Biology 2.2 "Research an applied biology technique"
• Biology 3.6 "Describe applications of biotechnological processes and techniques"
• Science Level 2 US90766

A surprising use of fish waste

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.2 "Research an applied biology technique"
• Biology 3.6 "Describe applications of biotechnological processes and techniques"

Tapping into the power of marine bacteria

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 1.8 "Describe how humans use and are affected by micro-organisms"
• Biology 2.2 "Research an applied biology technique"
• Biology 3.6 "Describe applications of biotechnological processes and techniques"

June 2006 – Vol. 14 No. 2

The long and the short of it: looking after the needs of native eels

• Biology 1.1 "Carry out a practical biology investigation with direction"
• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 2.1 "Carry out a practical biological investigation with supervision"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.1 "Carry out an investigation into an aspect of the ecological niche of an organism with guidance"
• Biology 3.4 "Describe animal behaviour and plant responses"

Dining out with greedy gobblers: protozoan grazing on faecal microbes

• Biology 1.8 "Describe how humans use and are affected by micro-organisms"
• Biology 2.8 "Describe cell structure and function"
• Biology 3.6 "Describe applications of biotechnological processes and techniques"
• Science 1.3 "Describe aspects of biology"
• Science Level 4 US9833

Coralline algae and paua settlement

• Biology 1.1 "Carry out a practical biology investigation with direction"
• Biology 2.1 "Carry out a practical biological investigation with supervision"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 3.1 "Carry out an investigation into an aspect of the ecological niche of an organism with guidance"
• Biology 3.4 "Describe animal behaviour and plant responses"

Limits of acceptable change: a framework for managing marine farming

• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Science 1.2 "Research, with direction, how science and technology are related"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"

Connecting habitats in estuaries

• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"

Gas exchange and climate

• Science 1.2 "Research, with direction, how science and technology are related"
• Science Level 1 US21612
• Science Level 3 US6355

Plankton, iron, and climate

• Biology 1.7 "Describe biological ideas relating to the functioning of plant processes"
• Science Level 2 US90766
• Science Level 3 US6355

Understanding local weather and climate using Māori environmental knowledge

• Geography 1.3 "Examine resource use in a farming and mining context"
• Māori Level 1 US6139
• Māori Level 1 US19671
• Māori Level 3 US6147
• Science Level 1 US18981

The Southern Annular Mode and New Zealand climate

• Science Level 1 US18981
• Science Level 2 US6352
• Science Level 3 US8153

March 2006 – Vol. 14 No. 1

Giving our estuaries a helping hand: restoring shellfish beds in Whangarei Harbour

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology"

Shellfish on the move: predicting recovery of coastal habitats

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology"

Urban streamscapes: what people want to see in their neighbourhood

• Geography 1.5 "Carry out and present directed geographic research"
• Geography 2.5 "Carry out and present guided geographic research"
• Geography 3.5 "Carry out and present geographic research with consultation"

Sustainable riparian plantings in urban and rural landscapes

• Biology 1.5 "Describe a method to manage the effect of an introduced species on a native species"
• Biology 1.7 "Describe biological ideas relating to the functioning of plant processes"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology"

'Like a fish out of water': life in a disappearing river

• Biology 3.2 "Research a contemporary biological issue"
• Biology 3.4 "Describe animal behaviour and plant responses"

Going over the top: tracking aquatic insect flight paths

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology"
• Biology 3.4 "Describe animal behaviour and plant responses"

Functional biodiversity in streams

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.6 "Describe diversity in structure and function of animals"
• Biology 3.1 "Carry out an investigation into an aspect of the ecological niche of an organism with guidance"

December 2005 – Vol. 13 No. 4

Finding New Zealand's renewable energy resources

• Science 1.6 "Demonstrate an understanding of physical systems"
• Mathematics 1.5 "Use statistical methods and information"

Hydropower: innovation based on knowledge

• Science 1.6 "Demonstrate an understanding of physical systems"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Geography 2.6 "Explain a contemporary geographic issue"

Wind and wind energy

• Science 1.6 "Demonstrate an understanding of physical systems"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Geography 1.6 "Describe a contemporary geographic issue and evaluate courses of action"

Solar energy

• Science 1.6 "Demonstrate an understanding of physical systems"
• Physics 2.2 "Report on the physics of an idea or application and its significance"

Ocean bounty: energy from waves and tides

• Science 1.6 "Demonstrate an understanding of physical systems"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Physics 2.3 "Demonstrate understanding of wave phenomena"

Energy in rural Māori communities

• Science 1.6 "Demonstrate an understanding of physical systems"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Geography 1.6 "Describe a contemporary geographic issue and evaluate courses of action"

Energy from wastewater treatment

• Science 1.6 "Demonstrate an understanding of physical systems"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"

Timely information for energy operations

• Science 1.6 "Demonstrate an understanding of physical systems"

Managing risk in energy supply

• Science 1.6 "Demonstrate an understanding of physical systems"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"

• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Geography 2.7 "Explain a global study"

September 2005 – Vol. 13 No. 3

Horrible hornwort threatens South Island lakes

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Science 3.6 "Describe properties and applications selected from EMR, radioactive decay, sound and ultrasound"

Where do those BIG fish come from?

• Biology 2.6 "Describe diversity in the structure and function of animals"
• Biology 3.5 "Describe patterns of evolution"

Banded kokopu: sniffing out a good home

• Biology 2.6 "Describe diversity in the structure and function of animals"
• Biology 3.5 "Describe patterns of evolution"
• Science 3.6 "Describe properties and applications selected from EMR, radioactive decay, sound and ultrasound"

Restoring lake vegetation

• Biology 1.4 "Describe ecological characteristics found in two biological communities"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Science 2.3 "Describe the factors and processes involved in the evolution of New Zealand's plants and animals"

More than just a crab hole

• Biology 2.4 "Investigate an interrelationship or pattern in an ecological population or community"
• Biology 2.6 "Describe the impact of human activities on an ecosystem"
• Biology 3.4 "Describe animal behaviour and plant responses"
• Science 1.3 "Describe aspects of biology"
• Science 2.8 "Describe the chemical properties and effects of fertilisers"

Mud, glorious mud

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.6 "Describe applications of biotechnological techniques"
• Science 2.3 "Describe the factors and processes involved in the evolution of New Zealand's plants and animals"

Living in the ocean waves: kelp life histories

• Biology 2.4 "Investigate an interrelationship or pattern in an ecological population or community"
• Biology 2.7 "Describe diversity in the structure and function of plants"
• Biology 3.5 "Describe patterns of evolution"
• Science 2.3 "Describe the factors and processes involved in the evolution of New Zealand's plants and animals"

Life beneath the ice

• Biology 2.4 "Investigate an interrelationship or pattern in an ecological population or community"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.4 "Describe animal behaviour and plant responses"

June 2005 – Vol. 13 No. 2

How much UV are New Zealand schoolchildren getting?

• Biology 3.2 "Research a contemporary biological issue"
• Science 1.1 "Carry out a practical science investigation with direction"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"

Bubblegum corals from New Zealand seamounts and the deep sea

• Biology 2.6 "Describe diversity in the structure and function of animals"
• Biology 3.5 "Describe patterns of evolution"

Eye in the sky: tracking harmful algal blooms with satellite remote sensing

• Biology 1.4 "Describe ecological characteristics found in two biological communities"
• Biology 1.7 "Describe plant processes"
• Biology 3.4 "Describe animal behaviour and plant responses"
• Science 3.6 "Describe properties and applications selected from EMR, radioactive decay, sound and ultrasound"

Breathing sediments: microbes, waves, and hidden animal pumps

• Biology 1.7 "Describe plant processes"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.7 "Describe diversity in the structure and function of plants"
• Biology 3.4 "Describe animal behaviour and plant responses"
• Science 2.8 "Describe the chemical properties and effects of fertilisers"

Biological pumps: does the ocean inhale or exhale?

• Biology 1.7 "Describe plant processes"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.4 "Describe animal behaviour and plant responses"

In the poo: can riparian buffers reduce microbial contamination of waterways?

• Biology 1.8 "Describe how humans use and are affected by micro-organisms"
• Biology 2.2 "Research an applied biology technique"
• Biology 2.6 "Describe the impact of human activities on an ecosystem"
• Geography 1.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography 2.1 "Explain a natural landscape"
• Geography 2.6 "Explain a contemporary geographic issue and evaluate courses of action"
• Science 1.3 "Describe aspects of biology"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"

Reading between the lines: estimating rainfall for data-sparse catchments

• Mathematics 1.5 "Use statistical methods and information"
• Mathematics 3.1 "Determine the trend for time series data"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"

Water harvesting: an ideal use of floodwaters?

• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Geography 1.6 "Examine a contemporary geographic issue and evaluate courses of action"
• Geography 2.1 "Explain a natural landscape"
• Geography 2.6 "Explain a contemporary geographic issue and evaluate courses of action"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"

March 2005 – Vol. 13 No. 1

Accessing climate information: the National Climate Database

• Science 2.2 "Research information to present a scientific report"

Keeping the global environment safe: monitoring for the nuclear test ban treaty

• Physics 2.5 "Demonstrate understanding of atoms and radioactivity"
• Science 2.2 "Research information to present a scientific report"
• Science 3.2 "Research a current scientific controversy"
• Science 3.6 "Describe geological processes affecting New Zealand"

Rapid shoreline building on a stormy coast

• Geography 2.1 "Explain a natural landscape"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Science 1.5 "Describe aspects of geology"
• Science 2.2 "Research information to present a scientific report"
• Science 2.5 "Describe New Zealand's geological history"
• Science 3.5 "Describe geological processes affecting New Zealand"

Wave-assisted coastal flooding

• Geography 2.1 "Explain a natural landscape"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Geography 3.3 "Analyse the role of geography in planning and decision-making"
• Science 2.2 "Research information to present a scientific report"
• Science 2.5 "Describe New Zealand's geological history"

The life and death of planktic foraminifera

• Biology 3.5 "Describe patterns of evolution"
• Science 2.5 "Describe New Zealand's geological history"

Making concrete: ecological implications of gravel extraction in New Zealand rivers

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"

When fish meet fords

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"

Eumadicole midges – film stars of the freshwater world

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.5 "Describe patterns of evolution"

December 2004 – Vol. 12 No. 4

Stream biomonitoring using species traits

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.1 "Investigate an aspect of the ecological niche of an organism with guidance"

Classifying stream invertebrate communities

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.6 "Describe diversity in structure and function of animals"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.1 "Investigate an aspect of the ecological niche of an organism with guidance"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"

Managing Te Roto o Wairewa: lessons from the past

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 2.5 "Describe New Zealand's geological history and processes"
• Science 3.5 "Describe geological processes affecting New Zealand"
• Geography 2.1 "Explain natural landscapes"
• Geography 2.6 "Explain a contemporary geographic issue"

How invasive weeds affect lake sediments and native plant growth

• Biology 2.7 "Describe diversity in the structure and function of plants"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.2 "Research a contemporary biological issue"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"

Nutrient enrichment in mangrove ecosystems: a growing concern

• Biology 1.7 "Describe biological ideas relating to the functioning of plant processes"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.1 "Investigate an aspect of the ecological niche of an organism with guidance"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 3.1 "Carry out an extended practical scientific investigation with guidance"
• Horticultural Science 1.8 "Describe plant structure, function and processes, and plant management practices"

The role of sediment in keeping seagrass beds healthy

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.7 "Describe diversity in the structure and function of plants"
• Biology 2.8 "Describe the impact of human activities on an ecosystem"
• Geography 3.2 "Analyse a geographic environment, focusing on an interacting natural process"

Ocean variability and hoki decline

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.2 "Research a contemporary biological issue"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 3.2 "Research a current scientific controversy"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"

Coral rings in the deep ocean: using SEM to date NZ’s bamboo corals

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Chemistry 1.2 "Research, with direction, how chemistry and technology are related"
• Science 1.2 "Research, with direction, how science and technology are related"

Forecasting ocean “weather”

• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Physics 2.7 "Demonstrate understanding of the integrated nature of physics"
• Geography 1.7 "Examine a global study"
• Geography 2.7 "Explain a global study"
• Geography 3.7 "Analyse a global geographic study"

Squeezing information from an elusive ocean: surface currents from satellite imagery

• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Physics 1.2 "Research, with direction, how physics and technology are related"
• Physics 2.7 "Demonstrate understanding of the integrated nature of physics"
• Geography 1.7 "Examine a global study"
• Geography 2.7 "Explain a global study"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Geography 3.7 "Analyse a global geographic study"

September 2004 – Vol. 12 No. 3

Lightless, not lifeless: New Zealand’s subterranean biodiversity

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.6 "Describe diversity in structure and function of animals"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.5 "Describe patterns of evolution"

Dimensions in biodiversity of a braided river

• Biology 2.1 "Carry out a practical biological investigation with supervision"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.2 "Research a contemporary biological issue"
• Geography 2.1 "Explain natural landscapes"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"

Exotic fish: a growing problem in New Zealand fresh waters

• Biology 1.5 "Describe a method to manage the effect of an introduced species on a native species"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.2 "Research a contemporary biological issue"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 2.3 "Describe aspects of New Zealand's endemic life"

Uncovering secrets of our seamounts

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.5 "Describe patterns of evolution"
• Science 1.5 "Describe rocks and minerals"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Geography 2.1 "Explain natural landscapes"

BioRoss 2004: expanding our knowledge of marine life in the Ross Sea

• Biology 1.1 "Carry out a practical biology investigation with direction"
• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.1 "Carry out a practical biological investigation with supervision"
• Biology 2.2 "Research an applied biology technique"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.1 "Investigate an aspect of the ecological niche of an organism with guidance"

Marine soft sediments: more diversity than meets the eye

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.2 "Research a contemporary biological issue"

Predicting the distributions of marine fish from research trawl survey data

• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.2 "Research a contemporary biological issue"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Geography 2.4 "Apply skills and ideas, in a geographic context"
• Geography 3.3 "Analyse the role of geography in planning and decision-making"

New alien mudworm now becoming a pest in longline mussels

• Biology 2.6 "Describe diversity in structure and function of animals"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"

June 2004 – Vol. 12 No. 2

On-road remote sensing identifies the worst vehicle polluters

• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 2.6 "Use physics to describe the operation of technological devices, and to solve problems"
• Chemistry 1.2 "Research, with direction, how chemistry and technology are related"

The Antarctic ozone hole and southern mid-latitudes: the dilution effect

• Science 3.2 "Research a current scientific controversy"
• Chemistry 3.1 "Carry out an extended practical investigation into variations in the amount of a substance"

Drilling Lake Tutira for evidence of climate change

• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 2.5 "Describe New Zealand's geological history and processes"
• Science 3.5 "Describe geological processes affecting New Zealand"
• Geography 2.1 "Explain natural landscapes"

Reconstructing past environmental changes using speleothems

• Physics 3.2 "Process uncertainties in data and graphs"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Chemistry 3.1 "Carry out an extended practical investigation into variations in the amount of a substance"

Modelling the effects of muddy waters on shellfish

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.6 "Describe diversity in structure and function of animals"
• Biology 3.1 "Investigate an aspect of the ecological niche of an organism with guidance"
• Science 1.1 "Carry out a practical science investigation with direction"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 3.1 "Carry out an extended practical scientific investigation with guidance"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"

Flood flushing of bugs in agricultural streams

• Biology 1.8 "Describe how humans use and are affected by micro-organisms"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.2 "Research a contemporary biological issue"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Agricultural/Horticultural Science 1.5 "Describe the environmental impact of primary production management"

Trophic modelling for sustainable New Zealand fisheries

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 3.2 "Research a current scientific controversy"

Gambusia – a biodiversity threat?

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 1.5 "Describe a method to manage the effect of an introduced species on a native species"
• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology"
• Biology 3.4 "Describe animal behaviour and plant responses"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 3.2 "Research a current scientific controversy"

Lethal turbidities and native fish

• Biology 3.1 "Carry out an investigation into an aspect of the ecological niche of an organism with guidance"
• Biology 3.2 "Research a contemporary biological issue"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 2.3 "Describe aspects of New Zealand's endemic life"
• Geography 1.6 "Describe a contemporary geographic issue and evaluate courses of action"
• Geography 2.6 "Explain a contemporary geographic issue"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"

March 2004 – Vol. 12 No. 1

Shortfin eels in Te Waihora

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 2.2 "Research an applied biology technique"
• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology".
• Biology 3.4 "Describe animal behaviour in relation to biotic and abiotic environmental factors"
• Science 1.2 "Research, with direction, how science and technology are related"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 2.3 "Describe aspects of New Zealand's endemic life"
• Chemistry 1.2 "Research, with direction, how chemistry and technology are related"
• Chemistry 1.5 "Describe atomic structure and bonding"

Buying time for NZ’s lakes: learning to read lake history

• Biology 2.5 "Demonstrate understanding of concepts and processes relating to ecology".
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.5 "Describe patterns of evolution"
• Science 1.5 "Describe rocks and minerals"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 2.5 "Describe New Zealand's geological history and processes"

Measuring stream network connectivity: how close is close enough?

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.5 "Describe patterns of evolution"
• Biology 3.6 "Describe applications of biotechnological processes and techniques"

Wood in streams: how much is good for fish?

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.2 "Research a contemporary biological issue"
• Biology 3.4 "Describe animal behaviour and plant responses"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 2.3 "Describe aspects of New Zealand's endemic life"
• Science 3.2 "Research a current scientific controversy"

Do invertebrates enjoy caviar too?

• Biology 1.1 "Carry out a practical biology investigation with direction"
• Biology 2.1 "Carry out a practical biological investigation with supervision"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.1 "Investigate an aspect of the ecological niche of an organism with guidance"
• Biology 3.2 "Research a contemporary biological issue"
• Science 2.3 "Describe aspects of New Zealand's endemic life"
• Social Studies 1.4 "Examine differing values positions"

How will habitat change affect intertidal animals in estuaries?

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.1 "Investigate an aspect of the ecological niche of an organism with guidance"
• Biology 3.2 "Research a contemporary biological issue"
• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Science 2.3 "Describe aspects of New Zealand's endemic life"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"

Winds, waves, and recovery from sedimentation in estuaries

• Science 2.2 "Research an environmental issue or the historical development of a scientific idea"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"

December 2003 – Vol. 11 No. 4

Managing the seabed with multibeam mapping: learning from Canadian experience

• Science 2.5 "Describe New Zealand's geological history and processes"
• Biology 2.6 "Describe diversity in structure and function of animals"
• Physics 2.2 "Report on the physics of an idea or application and its significance"
• Physics 2.1 "Take measurements of physical quantities and analyse data graphically to determine a relationship"
• Physics 1.3 "Demonstrate understanding of reflection and refraction of waves and light"
• Physics 2.3 "Demonstrate understanding of wave phenomena"
• Physics 3.3 "Demonstrate understanding of wave systems"

Using sound waves to sort out seafloor sediment types

• Physics 2.2 "Report on the physics of an idea or application and its significance"
• Physics 2.1 "Take measurements of physical quantities and analyse data graphically to determine a relationship"
• Physics 1.3 "Demonstrate understanding of reflection and refraction of waves and light"
• Physics 2.3 "Demonstrate understanding of wave phenomena"
• Physics 3.3 "Demonstrate understanding of wave systems"

Burrowing by heart urchins: an important function in soft-sediment ecosystems

• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.2 "Research a contemporary biological issue"

Riparian management: how well are we doing?

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.2 "Research a contemporary biological issue"
• Science 2.3 "Describe aspects of New Zealand's endemic life"
• Geography 1.3 "Examine resource use in a farming and mining context"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"

Does stream restoration work?

• Agricultural/Horticultural Science 1.5 "Describe the environmental impact of primary production management"
• Agricultural/Horticultural Science 2.3 "Describe management practice(s) used to optimise the soil water/air ratio for plant processes"
• Agriculturall Science 1.7 "Describe management practices used in pasture/crop production"
• Biology 1.5 "Describe a method to manage the effect of an introduced species on a native species"
• Biology 2.3 "Describe concepts and processes that relate to genetic variation and change"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.2 "Research a contemporary biological issue"
• Geography 1.3 "Examine resource use in a farming and mining context"
• Geography 1.6 "Describe a contemporary geographic issue and evaluate courses of action"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"

Photo survey: do people like riparian management on farm streams?

• Agricultural/Horticultural Science 1.5 "Describe the environmental impact of primary production management"
• Agricultural/Horticultural Science 2.3 "Describe management practice(s) used to optimise the soil water/air ratio for plant processes"
• Agriculturall Science 1.7 "Describe management practices used in pasture/crop production"
• Biology 1.5 "Describe a method to manage the effect of an introduced species on a native species"
• Biology 2.2 "Research an applied biology technique"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.2 "Research a contemporary biological issue"

The how and when of catching glass eels

• Biology 2.2 "Research an applied biology technique"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.4 "Describe animal behaviour and plant responses"

How good are New Zealand weather forecasts?

• Science 2.5 "Describe New Zealand's geological history and processes, and the nature and life cycle of stars"
• Science 3.5 "Describe geological processes affecting New Zealand"

Sediment yield estimates: a GIS tool

• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Agricultural/Horticultural Science 1.3 "Describe the properties and management of soils and alternative growing media"
• Agricultural/Horticultural Science 1.5 "Describe the environmental impact of primary production management"

September 2003 – Vol. 11 No. 3

Assessing biodiversity on the Antarctic sea floor

• Science 2.5 "Describe New Zealand's geological history and processes"
• Chemistry 1.2 "Research, with direction, how chemistry and technology are related"
• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.6 "Describe diversity in structure and function of animals"
• Biology 3.4 "Describe plant responses and animal behaviour in relation to biotic and abiotic environmental factors"
• Physics 1.2 "Research, with direction, how physics and technology are related"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"

Life in the dark: plant growth beneath the sea ice

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 1.7 "Describe biological ideas relating to the functioning of plant processes"
• Biology 2.2 "Research an applied biology technique"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.7 "Describe diversity in the structure and function of plants"
• Biology 3.2 "Research a contemporary biological issue"
• Geography 1.7 "Examine a global study"
• Geography 2.7 "Explain a global study"
• Geography 3.7 "Analyse a global geographic study"

Aquatic ecosystems of the McMurdo Dry Valleys – the edge of survival

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 1.7 "Describe biological ideas relating to the functioning of plant processes"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.7 "Describe diversity in the structure and function of plants"
• Biology 3.2 "Research a contemporary biological issue"
• Biology 3.4 "Describe plant responses in relation to biotic and abiotic environmental factors"
• Geography 1.1 "Examine extreme natural events"
• Geography 1.6 "Describe a contemporary geographic issue and evaluate courses of action."
• Geography 1.7 "Examine a global study"
• Geography 2.1 "Explain natural landscapes"
• Geography 2.6 "Explain a contemporary geographic issue"
• Geography 2.7 "Explain a global study"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"
• Geography 3.7 "Analyse a global geographic study"

Pond life on the McMurdo Ice Shelf, one of the world’s strangest ecosystems

• Biology 1.4 "Investigate an ecological pattern in two different biological communities"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.7 "Describe diversity in the structure and function of plants"
• Biology 3.4 "Describe plant responses in relation to biotic and abiotic environmental factors"
• Science 2.5 "Describe New Zealand's geological history and processes"
• Science 3.5 "Describe geological processes affecting New Zealand"
• Geography 1.1 "Examine extreme natural events"
• Geography 1.6 "Describe a contemporary geographic issue and evaluate courses of action."
• Geography 1.7 "Examine a global study"
• Geography 2.1 "Explain natural landscapes"
• Geography 2.6 "Explain a contemporary geographic issue"
• Geography 2.7 "Explain a global study"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"
• Geography 3.7 "Analyse a global geographic study"

The Antarctic atmosphere: barometer on a changing world

• Geography 1.1 "Examine extreme natural events"
• Geography 1.6 "Describe a contemporary geographic issue and evaluate courses of action."
• Geography 1.7 "Examine a global study"
• Geography 2.1 "Explain natural landscapes"
• Geography 2.6 "Explain a contemporary geographic issue"
• Geography 2.7 "Explain a global study"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"
• Geography 3.7 "Analyse a global geographic study"
• Chemistry & Science Links 1.2 "Research, with direction, how Chemistry ,Science and technology are related"
• Physics 1.2 "Research, with direction, how physics and technology are related"
• Physics 2.2 "Report on the physics of an idea or application and its significance"
• Physics 2.7 "Demonstrate understanding of the integrated nature of physics"

Fishing in the ice: is it sustainable?

• Geography 1.6 "Describe a contemporary geographic issue and evaluate courses of action."
• Geography 1.7 "Examine a global study"
• Geography 2.6 "Explain a contemporary geographic issue"
• Geography 2.7 "Explain a global study"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"
• Geography 3.7 "Analyse a global geographic study"
• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 1.5 "Describe a method to manage the effect of an introduced species on a native species"
• Biology 2.2 "Research an applied biology technique"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.6 "Describe diversity in structure and function of animals"
• Biology 2.9 "Describe the impact of human activities on an ecosystem"
• Biology 3.2 "Research a contemporary biological issue"

Tides in the Ross Sea

• Physics 1.2 "Research, with direction, how physics and technology are related"
• Physics 1.3 "Demonstrate understanding of reflection and refraction of waves and light"
• Physics 2.3 "Demonstrate understanding of wave phenomena"
• Physics 2.7 "Demonstrate understanding of the integrated nature of physics"
• Physics 3.3 "Demonstrate understanding of wave systems"
• Physics 3.4 "Demonstrate understanding of translational, rotational and simple harmonic motions"
• Science 1.2 "Research, with direction, how science and technology are related"
• Science 1.6 "Demonstrate an understanding of physical systems"
• Science 1.7 "Describe spatial relationships in astronomy and their effects on space exploration"
• Science 3.6 "Describe the properties and applications of selected physical phenomena"
• Science 3.7 "Report on a recent astronomical event or discovery"

What’s so important about sea ice?

• Geography 1.1 "Examine extreme natural events"
• Geography 2.1 "Explain natural landscapes"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Science 3.5 "Describe geological processes affecting New Zealand"

From icebergs to pongas: Antarctica’s ocean link with New Zealand

Science curriculum

• Science 1.2 "Research, with direction, how science and technology are related"
• Science 1.5 "Describe rocks and minerals"
• Science 2.5 "Describe New Zealand's geological history and processes"
• Science 3.5 "Describe geological processes affecting New Zealand"

June 2003 – Vol. 11 No. 2

Energy problems: are they the same elsewhere?

• Geography 2.3 "Explain disparities in development both within and between countries"
• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"
• Geography 3.7 "Analyse a global geographic study"
• Science 3.2 "Research an environmental issue or the historical development of a scientific idea"

Seasons in Samoa

• Geography 3.1 "Analyse a geographic environment, focusing on the interacting natural processes"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"
• Geography 3.7 "Analyse a global geographic study"

Using ramps for fish passage past small barriers

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.2 "Research an applied biology technique"
• Biology 3.4 "Describe plant responses in relation to biotic and abiotic environmental factors"

Location, location, location! Predicting fish communities in New Zealand streams

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.2 "Research an applied biology technique"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 2.6 "Describe diversity in structure and function of animals"
• Biology 3.4 "Describe plant responses in relation to biotic and abiotic environmental factors"

The chaotic world of our reefs

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.2 "Research an applied biology technique"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Biology 3.4 "Describe plant responses in relation to biotic and abiotic environmental factors"

The dance of the turbid fringe

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.4 "Investigate an interrelationship or pattern in a population or community"
• Biology 2.5 "Describe concepts and processes relating to ecology"
• Science 1.6 "Demonstrate an understanding of physical systems"
• Science 3.5 "Describe geological processes affecting New Zealand"

Chronicles of the deep: ageing deep-sea corals in New Zealand waters

• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.2 "Research an applied biology technique"
• Biology 2.6 "Describe diversity in structure and function of animals"
• Physics 1.2 "Research, with direction, how physics and technology are related"
• Physics 2.2 "Report on the physics of an idea or application and its significance"
• Physics 2.5 "Demonstrate understanding of atoms and radioactivity"
• Physics 2.7 "Demonstrate understanding of the integrated nature of physics"
• Chemistry 1.2 "Research, with direction, how chemistry and technology are related"
• Chemistry 2.5 "Describe the structural formulae and reactions of compounds containing selected organic functional groups"

Sponge “tree rings”: new indicators of ocean variability?

• Science 2.5 "Describe New Zealand's geological history and processes"
• Chemistry 1.2 "Research, with direction, how chemistry and technology are related"
• Biology 1.2 "Research, with direction, how biology and technology are related"
• Biology 2.6 "Describe diversity in structure and function of animals"
• Biology 3.4 "Describe plant responses in relation to biotic and abiotic environmental factors"
• Physics 1.2 "Research, with direction, how physics and technology are related"
• Geography 3.6 "Analyse a contemporary geographic issue and evaluate courses of action"

March 2003 – Vol. 11 No. 1

Overfishing leads to loss of genetic diversity in Tasman Bay

Biology curriculum

• Biology Level 7 A.O.7.2 "Examine scientific evidence for evolution, and explain how genetic variation and natural selection can lead to genetic change in populations of snapper.
• Biology Level 7 A.O.7.3(a) "Process information to enable informed debate on the impact of human activities within ecosystems".
• Biology Achievement Standard Level 2.3 "Describe concepts and processes that can lead to genetic variation and change".
• Biology Achievement Standard Level 2.9 "Describe the impact of human activities on an ecosystem".
• Biology Achievement Standard Level 3.2 "Research a contemporary Biological issue". (Over fishing effects on wild stock’s genetic variability).

Spreading mangroves: a New Zealand phenomenon or a global trend?

Biology curriculum

• Biology Level 7 A.O.7.3(a) "Process information to enable informed debate on the impact of human activities within mangrove/estuarine ecosystems".
• Biology Achievement Standard Level 2.4 "Investigate an interrelationship or pattern in a population or community of mangroves".
• Biology Achievement Standard Level 2.5 "Demonstrate understanding of concepts and processes relating to ecology".
• Biology Achievement Standard Level 2.9 "Describe the impact of human activities on an ecosystem".

What happens in estuaries during floods?

Biology curriculum

• Biology Level 7 A.O.7.3(a) "Process information to enable informed debate on the impact of human activities within estuarine ecosystems".
• Biology Achievement Standard Level 2.5 "Demonstrate understanding of concepts and processes relating to the ecology of estuaries".
• Biology Achievement Standard Level 2.9 "Describe the impact of human activities on an ecosystem".
• Biology Achievement Standard Level 3.2 "Research a contemporary the biological issue of abnormal sedimentation of estuaries".

How estuaries grow old

Biology curriculum

• Biology Level 7 A.O.7.3(a) "Process information to enable informed debate on the impact of human activities within estuarine ecosystems".
• Biology Achievement Standard Level 2.5 "Demonstrate understanding of concepts and processes relating to the ecology of estuaries".
• Biology Achievement Standard Level 2.9 "Describe the impact of human activities on an ecosystem".
• Biology Achievement Standard Level 3.2 "Research a contemporary the biological issue of abnormal sedimentation of estuaries".
• Biology Achievement Standard Level 3.4 "Describe plant responses in relation to biotic and abiotic environmental factors".

The key to climbing in koaro

Biology curriculum

• Biology Level 7 A.O.7.1(b) "Investigate diversity in Galaxias sp bycomparing aspects of their structure and function above cellular level."
• Biology Achievement Standard Level 2.6 "Describe diversity in structure and function of animals"
• Biology Achievement Standard Level 3.4 "Describe animal behaviour in relation to biotic and abiotic environmental factors"

Stream vegetation and flow regimes

Biology curriculum

• Biology Level 7 A.O.71(a) "Investigate and identify interrelationships and possible patterns within populations and communities, using New Zealand examples".
• Biology Achievement Standard Level 2.5 "Demonstrate understanding of concepts and processes relating to stream ecology".
• Biology Achievement Standard Level 3.4 "Describe plant responses in relation to biotic and abiotic environmental factors".

Flow cytometry in aquatic science

Biology curriculum

• Biology Achievement Standard Level 2.2 "Research an applied biology technique"
• Biology Achievement Standard Level 3.4 "Describe plant responses in relation to biotic and abiotic environmental factors".
• Biology Achievement Standard Level 3.6 "Describe applications of biotechnological processes and techniques"

December 2002 – Vol. 10 No. 4

Decline of the kakahi – identifying cause and effect

Biology curriculum

• L7 A.O. 7.1a. – Investigate and identify interrelationships and possible patterns within populations and communities, using New Zealand examples.

Fringing habitats in estuaries: the sediment–mangrove connection

Biology curriculum

• L7 A.O. 7.1a. – Investigate and identify interrelationships and possible patterns within populations and communities, using New Zealand examples.

Effect of increased suspended sediment on suspension–feeding shellfish

Biology curriculum

• L7 A.O. 7.1a. – Investigate and identify interrelationships and possible patterns within populations and communities, using New Zealand examples.

June 2002 – Vol. 10 No. 2

Bouncing back: how fast can stream invertebrates recolonise?

Biology curriculum

• L7 A.O. 7.1a. – Investigate and identify interrelationships and possible patterns within populations and communities, using New Zealand examples.

Stream restoration in Christchurch

Biology curriculum

• L7 A.O. 7.3a – Process information to enable informed debate on the impact of human activities within ecosystems.

Science curriculum (Living World)

• L7 A.O. 4. – Research and develop a defensible position, about a selected issue affecting the New Zealand environment.

Is stream cover important for inanga?

Biology curriculum

• L7 A.O. 7.1a. – Investigate and identify interrelationships and possible patterns within populations and communities, using New Zealand examples.

Alien predator: freshwater jellyfish in New Zealand

Science curriculum (Living World)

• L5 A.O. 2. – Investigate and describe the structure, physiological and behavioural adaptations that ensure the survival of an animal in their environment.

Determining impacts on marine ecosystems: the concept of key species

Biology curriculum

• L8 A.O. 8.1a. – Investigate and identify aspects of animal behaviour and plant responses in relation to biotic and abiotic environmental factors.

Predicting the future of global ozone

Chemistry curriculum

• L8 A.O. 8.1 – Investigate and explain the development of selected chemical processes and the interaction with people and the environment.

Science curriculum (Material World)

• L8 A.O. 4. – Research the function and use of a selected group of chemicals and describe some of the effects of this on people and the environment

Second-hand smoke

Chemistry curriculum

• L8 A.O. 8.1 – Investigate and explain the development of selected chemical processes and the interaction with people and the environment.

Science curriculum (Material World)

• L8 A.O. 4. – Research the function and use of a selected group of chemicals and describe some of the effects of this on people and the environment

March 2002 – Vol. 10 No. 1

Ozone highs and lows in Auckland

Science curriculum (Material World)

• L7 A.O 4. – Investigate chemical effects of human activity on the environment.

Science curriculum (Material World)

• L8 A.O. 8.1. – Investigate and explain the development of a chemical process and its interaction with people and the environment.

How often is New Zealand hit by tropical cyclones?

Science curriculum (Planet Earth and Beyond)

• L4 A.O. 1. – Investigate major factors and patterns associated with weather, and use given data to predict weather.

Why rivers get clearer as they flow downstream

Science curriculum (Planet Earth and Beyond)

• L7 A.O. 1/2 – Use a range of techniques to infer what events may have shaped local and national landform features.
• L5 A.O. 1/2 – Investigate and describe processes which change the Earth's surface over time at local and global levels.

Dealing with biodiversity dwarf galaxias style

Biology curriculum

• L7 A.O. 7.2. – Explain how genetic variation and natural selection can lean to genetic changes in populations.

Submerged plant data: answering the what, where and why

Biology curriculum

• L7 A.O. 7.3. – Gathering information to enable debate on the impact of human activities within ecosystems.

Claustrophobic fish: how do aquatic plants affect fish that feed on invertebrates?

Biology curriculum

• L7 A.O. 7.1 (a). – Investigate and identify interrelationships and possible patterns within populations and communities, using New Zealand examples.

Successful fish passage past weirs

Science curriculum (Technology)

• L7 A.O. 6 (a). – Specify the task, establish constraints and considerations through consultation, analyse possible solutions and and select, test, modify or adapt a feasible option.

Whitebait can’t jump

Biology curriculum

• L8 A.O. 8.1 – Investigate aspects of animal behaviour (and plant responses) in relation to (biotic) and abiotic environmental factors.

December 2001 – Vol. 9 No. 4

New Zealand in a warming world

Science curriculum (Physical World)

• L7 A.O 3 – Investigate and deduce patterns in physical phenomena and make useful prediction – some patterns may be expressed in symbolic and numeric terms.

Is the sea around New Zealand warming?

Science curriculum (Physical World)

• L7 A.O 3 – Investigate and deduce patterns in physical phenomena and make useful prediction – some patterns may be expressed in symbolic and numeric terms.

The ocean surface: the greenhouse bottleneck

Science curriculum (Planet Earth and Beyond)

• L7 A.O 4. – Survey and evaluate the literature relating to an Earth sciences issue.