‘ECOLOGICAL

FOOTPRINT
RESEARCH REPORT’

Image removed due to copyright

Figure1 : Our Earth

Source: www.global-warming.accuweather.com/blogpics/globe-
modis-browse.jpg

Stage 2 Geography

Ecological Footprints
Page 1 of 15 Stage 2 Geography student response
Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
Page 2 of 15 Stage 2 Geography student response
Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
A. Use an annotated diagram to explain what an ecological footprint is?

Ecological footprints use an estimate of the amount of biologically productive

land and sea area needed to regenerate the approximate resources used by a
human population (eg. Japan) and to absorb the subsequent waste generated,
given our current technology. The components of consumption are listed in the
diagram below.

Source: Global Footprint Network, www.footprintnetwork.org

Although waste is not obvious in the diagram it is still a significant factor in assessing
an ecological footprint.

‘Ecological footprints’ assess whether human populations are living ‘sustainably’. The
minimum requirement for sustainability- involves human consumption or
demand on the biosphere remaining within its ability to regenerate or restore
itself.

Page 3 of 15 Stage 2 Geography student response

Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
 B. Calculate and compare your Ecological footprint using the websites listed.
Source: Top Ecofootprint Calculation-  One calculated my
http://footprint.wwf.org.uk/home/calculator_complete footprint at 9.69
Bottom Ecofootprint Calculaton- www.epa.vic.gov.au/ecologicalfootprint/globalFootprint/index tonnes and the
other calculated it at
8.4 tonnes per year.

 Food is the
 Both calculated largest
my ecological component on
footprint to one and third
require largest on the
approximately other
2.4 worlds

 The global
hectares
required is
around 4.3-4.4
hectares.

Source: Global Footprint Network, www.footprintnetwork.org

C. Create a table in which you evaluate the most effective means for limiting
your Ecological footprint.

Figure 5: Recommendations to Reduce my Ecological Footprint

Source: www.epa.vic.gov.au/ecologicalfootprint/globalFootprint/index
Global Footprint Network

In Figure 5 above are the EPA of Victoria’s suggestions to reduce my ecological

footprint. The 6 most significant are evaluated in Figure 6 below:

Figure 6: An evaluation of strategies for reducing my Ecological Footprint

Strategies for reducing Evaluation

my Ecological Footprint
Limit the amount of animal
products eaten
Use renewable energy
Public transport
Holiday locally to limit
flight time
Turn off electronic devices
at power point- not used
Purchase locally grown
fruit and vegetables
Production, processing, transport, refrigeration and
packaging all use considerable resources
Not using non-renewable resources, limits emissions and
carbon footprint
Limits energy component of footprint which continues to
increase per capita in developed nations
Significantly limits energy consumption and carbon
footprint
Limits wasting energy
Limits food miles and reduces the resource consumption
associated with transport, refrigeration and packaging

Source: http://www.wisegeek.com/how-can-i-reduce-my-ecological-footprint.htm
www.epa.vic.gov.au/ecologicalfootprint/globalFootprint/index
http://footprint.wwf.org.uk/tips

Page 5 of 15 Stage 2 Geography student response

Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
 Figure 7: Reduction of my Ecological Footprint by implementing the EPA
Recommendations
Source: www.epa.vic.gov.au/ecologicalfootprint/globalFootprint/index
Global Footprint Network

Figure 7 above suggests that by implementing the strategies outlined in the table I
would be reduce my ecological footprint from 2.4 planets to 1.7 planets.

Page 6 of 15 Stage 2 Geography student response

Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
D. With specific reference to a country in Sub Sahara Africa and the United
States of America, compare the ecological footprint of each and assess the
sustainability of each.

A nation’s ecological footprint and sustainability is affected by a number of factors

including biological capacity, size of the population, relative development or
affluence, culture and pattern of consumption. Generally the larger the population,
the more resources are likely to be consumed by that nation. Figure 8 below,
compares the ecological footprints, population size and resource consumption of the
world, the United States of America and Ethiopia.

Page 7 of 15 Stage 2 Geography student response

Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
  Fisheries in Ethiopia are extremely small
compared to that in the USA.  The USA’s footprint components are larger than
Ethiopia and the world average

Figure 8 – Comparison of Ecological Footprints of Countries

Source: http://www.rprogress.org/publications/2006/Footprint%20of%20Nations%202005.pdf

World United States of America Ethiopia

Population 6,672,148,700 304,254,600 75,065,000
Cropland 0.52 1.53 0.26
Pasture 0.47 0.96 0.14
Forests 0.46 2.65 0.68
Fisheries 1.05 1.86 0.03
Built Space 0.05 0.18 0.04
Energy 19.36 101.76 0.42
Total Footprint (hectares per capita) 21.91 108.95 1.56
Biological Capacity 15.71 20.37 8.53
Ecological Balance -6.20 -88.58 6.97

 The USA’s footprint components are larger than

the world average and the Ethiopia footprint
Ecological Balance - Difference between Total Footprint and Biological Capacity

Significant differences in development, affluence and

population size (USA’s population is 4 times larger
than Ethiopia) result in a larger national per capita
footprint.
 Figure 8 suggests that the USA’s per capita ecological footprint is significantly larger
then Ethiopia footprint and the world average. Below in figure 9 and 10 the North
America and Africa ecological footprint are broken down into specific areas.

 Fisheries in the USA

are high compared
to Ethiopia due to
proximity to the sea,  Variation in area,
technology and an deforestation for
established industry. agriculture and fuel
wood, climate and
National Parks lead
Figure 10 – Breakdown of the Africa Ecological Footprint to significant
Source:http:www.rprogress.org/publications/2006/Footprint differences in the
forest footprint.

Both Africa and North America have different priorities because of the variation in
development and cultural backgrounds. Below in figure 11 the total percentage of
footprint from food is shown.

Page 9 of 15 Stage 2 Geography student response

Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
 Figure 11 – Percentage of footprint that comes from food
Source:http:www.rprogress.org/publications/2006/Footprint

Figure 11 suggests that in Ethiopia food is a high component of an ecological

footprint due to the lack of development and affluence relative to the USA.

Figure 12 below outlines the resource use of each nation. Strectched countries use a
large amount of resources compared to countries that are shrunk based upon 2006
data.

Large population, affluence, lifestyle, culture and pattern of consumption are

significant factors in the unsustainably high consumption of resources and per capita
ecological footprint in the USA. One aspect not highlighted in the figures is the
impact of the USA’s resource consumption on other nations biocapacity
reducing their long term sustainability.

Ethiopia is currently a sustainable country, as they are using very few resources
compared to their biocapacity. Ethiopia’s population is 4 times smaller then that of the
USA, and lack of development results in a smaller resource consumption rate and
ecological footprint.

Ethiopia is likely to be the more sustainable than the USA in the future due to less
consumption of resources.

Page 10 of 15 Stage 2 Geography student response

Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
  USA- area
stretched
dramatically
due to high Image removed due to copyright
resource use

 Ethiopia-
area shrunk
due to low
resource use

Figure 12: A map of the world representing individual country resource use.
Source: http://pthbb.org/natural/footprint/2003/cartogram.gif
Bibliography

Ecological Footprints of Nations 2005 Report

Source: www.rprogress.org/publications/2006/Footprint%20of%20Nations%202005
www.ecologicalfootprint.org

Wikipedia
Source: http://en.wikipedia.org/wiki/Economy_of_Australia
http://en.wikipedia.org/wiki/Economy_of_the_People's_Republic_of_China

Victoria EPA
Source: www.epa.vic.gov.au/ecologicalfootprint/globalFootprint/index

WWF
Source: http://footprint.wwf.org.uk/home/calculator_complete

World Map Image

Source: http://pthbb.org/natural/footprint/2003/cartogram.gi

Page 12 of 15 Stage 2 Geography student response

Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
 Additional Acknowledgments
Global Footprint Network www.footprintnetwork.org
WWF-UK www.footprint.wwf.org.uk

Stage 2 Geography
Assessment Type 3: Folio
Assessment Comments
This Folio is an A standard.

1. Use of annotated diagrams to explain what an ecological footprint is.

Clear and detailed explanation of an ecological footprint with reference to annotated diagrams.
2. Calculate and compare your ecological footprint using two of the web sites below.

Effective use of the required websites to calculate the ecological footprint. Use of highly informative and
relevant annotations.
3. Create a table in which you evaluate the most effective means for limiting your ecological footprint.

A very good summary of methods relevant to “how to reduce the ecological footprint” at the personal level and
general level was provided in text and tabular form.
4. With specific reference to a country from Sub Sahara Africa and the United States of America, compare the
ecological footprint of each and assess the sustainability of each.

An excellent range of indicators with causes was provided to compare the ecological footprints of the USA
and Ethiopia including comments on sustainability.
Knowledge and Understanding
 KU1 Demonstration of geographic inquiry, knowledge and understanding
Comprehensive knowledge and understanding of the concept of ecological footprint and the impact of an
ecological footprint on the environment from the point of view of sustainability.
Analysis
 An1 Analysis of patterns and processes related to geographic issues.
Perceptive and effective use of a range of sophisticated illustrations to outline the pattern of variation in
ecological footprints at both the global, regional and local level Details of consumption patterns that control
ecological footprint dimensions are clearly understood.
 An 2 Analysis of the complex interactions between, and independence of, people and the natural environment,
in local national and global contexts.
Insightful and effective consideration of the interdependence or link between the student’s personal level of
consumption of resources and the student’s ecological footprint.
Evaluation and Reflection
 ER2 Evaluation of conflicting demands and diverse values, perceptions and views related to geographic
issues with well-justified conclusions
Perceptive evaluation of the conflicting demands, diverse values and perceptions of consumption of
resources and resultant ecological footprint of the USA and Ethiopia.
 ER3 Reflection on sustainability when examining geographic issues.
Excellent reflections
Page 13 of 15on individual and national levels of sustainable use of2resources
Stage based
Geography student on ecological
response
footprints. Good understanding of the concept of the bio-capacity of Ref:A122952
the earth with respect
(revised Februaryto sustainable
2013)
© SACE Board of South Australia 2013
resource use.
Performance Standards for Stage 2 Geography

Knowledge and Application Analysis Evaluation and Reflection

Understanding

A Comprehensive Proactive and constructive
geographical inquiry, selection, application, and
knowledge, and evaluation of a variety of
understanding. geographical and fieldwork skills
and technologies in a variety of
contexts.
Highly effective organisation,
integration, and communication
of geographical information,
using highly appropriate
technologies, forms,
terminology, and
acknowledgment of sources.
Perceptive and well-
informed analysis of patterns
and processes related to
geographical issues.
Insightful analysis of the
complex interactions
between, and
interdependence of, people
and the natural environment,
in local, national, and global
contexts.
In-depth evaluation of the
environmental, social, political, and/or
economic implications of responses to
geographical issues.
Perceptive and well-informed
evaluation of conflicting demands and
diverse values, perceptions, and views
related to geographical issues, with
well-justified conclusions.
In-depth reflection on sustainability
when examining geographical issues.

Page 14 of 15 Stage 2 Geography student response

Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
 Knowledge and Application
Understanding
B Some depth of Well-considered selection,
geographical inquiry, application, and evaluation of
knowledge, and different geographical and
understanding. fieldwork skills and technologies
in different contexts.
Effective organisation,
integration, and communication
of geographical information,
using appropriate technologies,
forms, terminology, and
acknowledgment of sources.
C Considered geographical Considered selection,
inquiry, knowledge, and application, and evaluation of
understanding. different geographical and
fieldwork skills and technologies
in different contexts.
Competent organisation,
integration, and communication
of geographical information,
using mostly appropriate
technologies, forms,
terminology, and
acknowledgment of sources.
D Use of some basic Selection and application of a
geographical inquiry few geographical and fieldwork
skills, with some skills and technologies in one or
awareness and more contexts.
understanding of
geographical concepts. Some organisation and
communication of aspects of
geographical information, using
technologies in one or more
forms and some terminology that
may be appropriate, with limited
acknowledgment of sources.
E Recognition and Selection and application of one
attempted use of some or more geographical and/or
basic geographical fieldwork skills and/or
inquiry skills, with technologies in a familiar
emerging awareness of context.
some geographical
concepts. Emerging skills in organisation
or communication of
geographical information.
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Analysis
Well-informed analysis of
patterns and processes
related to geographical
issues.
Thoughtful analysis of the
complex interactions
between, and
interdependence of, people
and the natural environment,
in local, national, and global
contexts.
Informed analysis of
patterns and processes
related to geographical
issues.
Considered analysis of the
interactions between, and
interdependence of, people
and the natural environment,
in local, national, and global
contexts.
Basic consideration and
description of a few patterns
and processes related to
geographical issues.
Superficial consideration of
an aspect or aspects of the
interactions between, and
interdependence of, people
and the natural environment,
in one or more contexts.
Brief or attempted
description of one or more
patterns and/or processes
related to a geographical
issue.
Limited recognition and
description of the
interactions between, and
interdependence of, people
and the natural environment.
Stage 2 Geography student response
Ref:A122952 (revised February 2013)
© SACE Board of South Australia 2013
Evaluation and Reflection
Well-considered evaluation of the
environmental, social, political, and/or
economic implications of responses to
geographical issues.
Well-informed evaluation of conflicting
demands and diverse values,
perceptions, and views related to
geographical issues, with justified
conclusions.
Well-considered reflection on
sustainability when examining
geographical issues.
Considered evaluation of the
environmental, social, political, and/or
economic implications of responses to
geographical issues.
Informed evaluation of conflicting
demands and diverse values,
perceptions, and views related to
geographical issues, with considered
conclusions.
Considered reflection on sustainability
when examining geographical issues.
Recognition and some superficial
consideration of one or more of the
environmental, social, political, and/or
economic implications of responses to
geographical issues.
Basic consideration and description of
conflicting demands and diverse
values, perceptions, and/or views
related to geographical issues.
Superficial reflection that tends
towards description of sustainability in
relation to geographical issues.
Brief or attempted description of the
need to consider environmental,
social, political, or economic
implications of responses to
geographical issues.
Limited consideration and brief
description of one or more conflicting
demands and diverse values,
perceptions, or views related to
geographical issues.
Recognition of the need to consider
sustainability issues.