Assessor Resource

FPIFGM4209B
Interpret and use aerial photographs for forest management

Assessment tool

Version 1.0
Issue Date: March 2024


The unit involves interpreting and using aerial photographs for forest management in a forest environment setting

The skills and knowledge required for competent workplace performance are to be used within the scope of the person's job and authority

This unit describes the outcomes required to use aerial photography as a tool to assist with forest management in both plantation and native forests

General workplace legislative and regulatory requirements apply to this unit; however there are no specific licensing or certification requirements at the time of publication

This unit replaces FPIFGM4209A Interpret and use aerial photographs for forest management

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable


Employability Skills

This unit contains employability skills




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

A person who demonstrates competency in this unit must be able to provide evidence that they can derive and interpret information from an aerial photograph for forest management purposes according to organisational guidelines

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The evidence required to demonstrate competency in this unit must be relevant to, and satisfy, all of the requirements of the elements of this unit and include demonstration of:

following applicable commonwealth, state or territory legislative and regulatory requirements and codes of practice relevant to interpreting and using aerial photographs for forest management

following organisational policies and procedures relevant to interpreting and using aerial photographs for forest management

sourcing and obtaining suitable aerial photographs appropriate to forest management project requirements

establishing key aspects of aerial photographs

deriving and interpreting information from forest topographic features

documenting and maintaining data and information

interpreting forest area detail from a map and scale distances, and calculating height and area information

Context of and specific resources for assessment

Competency is to be assessed in the workplace or realistically simulated workplace

Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints

Assessment of required knowledge, other than confirmatory questions, will usually be conducted in an off-site context

Assessment is to follow relevant regulatory or Australian Standards requirements

The following resources should be made available:

workplace location or simulated workplace

materials and equipment relevant to undertaking work applicable to this unit

specifications and work instructions

Method of assessment

Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package

Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of required knowledge

Assessment must be by direct observation of tasks, with questioning on required knowledge and it must also reinforce the integration of employability skills

Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge

Assessment may be applied under project-related conditions (real or simulated) and require evidence of process

Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances

Assessment may be in conjunction with assessment of other units of competency

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English

Where the participant has a disability, reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Required skills

Technical skills sufficient to use and maintain relevant equipment and materials; interpret forest area detail from a map; identify disease symptoms in trees and forest areas using aerial photographs; identify vegetation characteristics on an aerial photograph; locate required photographs from appropriate records (flight plan map)

Communication skills sufficient to use appropriate communication and interpersonal techniques with colleagues and others

Literacy skills sufficient to record, report and maintain information, including details of forest attributes and topographic information; read and interpret complex information, including charts, tables, maps and flight plans; identify and interpret title panel information on an aerial photograph; maintain documentation

Numeracy skills sufficient to apply appropriate mathematical techniques to calculate scale of an aerial photograph, scale distances for a map, and calculate and manipulate height and area information; identify map type and map features, including topographic map features

Problem solving skills sufficient to identify problems; demonstrate appropriate response procedures; follow procedures in interpreting forest management information

Required knowledge

Applicable commonwealth, state or territory legislation, regulations, standards, codes of practice and established safe practices relevant to the full range of processes for interpreting and using aerial photographs for forest management

Environmental protection requirements, including the safe disposal of waste material

Organisational and site standards, requirements, policies and procedures for interpreting and using aerial photographs for forest management

Environmental risks and hazards

Using energy effectively and efficiently

Using material effectively and efficiently

Common scales used on maps and plans, and procedures for their use and manipulation

Forest types and structures

Representation of topographic features on maps and plans

Range of photographic film, and photo types

Care and storage of aerial photographs

Established communication channels and protocols

Problem identification and resolution strategies, and common fault finding techniques

Types of tools and equipment, and procedures for their safe use and maintenance

Appropriate mathematical procedures for estimating and measuring, including calculating time to complete tasks

Procedures for recording and reporting workplace information

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

OHS requirements:

are to be in line with applicable commonwealth, state or territory legislation and regulations, and organisational safety policies and procedures, and may include:

personal protective equipment and clothing

safety equipment

first aid equipment

fire fighting equipment

hazard and risk control

fatigue management

elimination of hazardous materials and substances

safe forest practices, including required actions relating to forest fire

manual handling including shifting, lifting and carrying

Environmental requirements may include:

legislation

organisational policies and procedures

workplace practices

Legislative requirements:

are to be in line with applicable commonwealth, state or territory legislation, regulations, certification requirements and codes of practice and may include:

award and enterprise agreements

industrial relations

Australian Standards

confidentiality and privacy

OHS

the environment

equal opportunity

anti-discrimination

relevant industry codes of practice

duty of care

Organisational requirements may include:

legal

organisational and site guidelines

policies and procedures relating to own role and responsibility

quality assurance

procedural manuals

quality and continuous improvement processes and standards

OHS, emergency and evacuation procedures

ethical standards

recording and reporting requirements

equipment use, maintenance and storage requirements

environmental management requirements (waste minimisation and disposal, recycling and re-use guidelines)

Available aerial photographs may include:

photographs, which may be:

held by the organisation

required to be purchased

borrowed from another organisation

Standards and requirements include:

scale

flying height and focal length

required percent endlap and sidelap

orientation

location and number of flight lines required

total number of photographs required

allowable drift, crab, tilt and image motion

camera characteristics, including format, lens quality, shutter speed and aperture, film and filter characteristics

acceptable seasons of the year, time of day, allowable present cloud cover and hot spots

Factors:

to be considered when selecting photography for a project are:

colour or black and white

date of acquisition

scale

minimum mappable area

actual smallest operational unit area

scale of mapping relative to scale of presentation

Types may include:

project, mapsheet, spot and stratigraphic:

of photographic classes, including terrestrial, vertical and oblique

of aerial photographic film, including black and white, black and white infra-red, colour, colour infra-red

Applications

of aerial photographs to natural resource management include:

road or plantation design

field navigation and interpretation of forest types

forest structure

environmental processes, such as salinity discharge

ecological vegetation communities, such as coastal heathlands

land capability classes

remnant vegetation (roadside vegetation)

diseased vegetation classes, such as Eucalyptus dieback from Phytophthora

Positioning may include:

orienting and aligning a pair of overlapping aerial photographs for stereoscopic viewing

Key aspects include:

determining north and flight line path

and may include:

mapsheet

flight orientation

photography type

focal length

film number

run number

frame number

height above sea level

photography date

Forest attributes may include:

topographic features, such as:

roads and tracks

watercourses

ridges and spurs

saddles

peaks and knobs

Forest management information:

derived from photo may include:

area

height

species

crown cover

crown form

disturbance

aspects to be considered as part of the environmental management process

Interpretation may include:

basic principles, such as:

absolute and relative size and shape

shadow

tone or colour

texture

pattern and location

association and convergence of evidence

Guidelines may include:

predetermined classes

stratification

Field verification includes:

accuracy of all mapped topographic information

measure of accuracy of associated base topographic or digital base map

spatial accuracy of strata

measure of accuracy of content of strata

Maps and plans may include:

cadastral plans

topographic maps

locality plans

site plans

maps and plans generated through the use of geographic information systems (GIS)

Updating

of maps and plans may be:

manual

electronic (digital)

using data transfer technology

Tools may include:

electronic data transfer technology

manual light tables

mechanical light tables, including Omnigraph, Kartoflex, Zoom Transfer Scope, Artiscope and Sketchmaster

Transferring data may include:

rescaling from one source to another

transferring from map to map

transferring from photograph to map or diapositive to map

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback

Forms

Assessment Cover Sheet

FPIFGM4209B - Interpret and use aerial photographs for forest management
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

FPIFGM4209B - Interpret and use aerial photographs for forest management

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: