Glaciated Landscape Skills (AQA A Level Geography)

Revision Note

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Jacque Cartwright

Expertise

Geography Content Creator

Glaciated Landscape Skills

  • Geographical skills are working skills essential to developing a synoptic approach to answering questions but also observing the 'bigger picture' in geography
  • It is important to be confident with a mixture of numerical quantitative skills and qualitative written communication skills 
  • Many of the skills are already outlined elsewhere in the revision notes

Understanding data

  • In data analysis, variables are the amounts that have been measured - the number of drumlins or the size of erratics
  • For each variable, a value is noted against each sample - drumlin a, drumlin b etc
  • The data set is the collection of total values and is then analysed further
  • The sample size and type of data, influence the choice of statistical test to use 
    • Spearman's rank would be used to test for correlation between two variables etc. 
  • Types of data can be grouped into:
    • Nominal
    • Ordinal
    • Interval
    • Ratio
  • Nominal
    • Also known as categorical data, its main purpose is to classify or group information
    • Data is organised into distinct categories, but the categories have no numerical or quantitative meaning
    • Examples of categories can include things such as dog, cat, blue, male and female etc.
    • Or they can be labelled with numerical codes such as 1 for glacial 2 for periglacial etc.
    • They can be summarised using percentages or frequencies e.g. 40% of periglacial pingos are open system
    • Remember they have no order or mathematical relationship and performing statistical analysis is pointless
  • Ordinal
    • Ordinal data is a type of data that can be ordered or ranked into categories
    • Examples include:
      • Primary school, secondary school, sixth form or college, and university
        • The categories show a clear progression/order on levels of possible education 
      • Very satisfied, satisfied, neutral, dissatisfied and very dissatisfied
        • These categories show levels of satisfaction, but intervals between them may not be equal
    • Ordinal data allows ranking and comparing of vales, but doesn't provide information on size of the differences  between the categories 
    • Statistical analysis and interpretation can be used such as calculating median, mode, or Spearman's rank; but ordinal data doesn't allow for mathematical calculations such as adding or subtracting
  • Interval
    • Interval data is the same as ordinal data, but the intervals between the categories is constant
      • For example pH values of water; scale of temperature or time on a clock
    • Interval data is therefore, a more precise measurement compared to nominal and ordinal data, but it does not include a true zero point
    • Interval data allows for various statistical operations such as calculating mean, median mode, standard deviations, and conducting tests such as t and u-tests 
  • Ratio
    • Unlike interval data, ratio data includes a true zero point, which allows for a more comprehensive analysis of the data
    • The difference between any two consecutive values is the same throughout the entire range of the data
    • The true zero point indicates a total absence of the value at that point
    • This makes ratio data the highest level of measurement in terms of precision and mathematical operations
    • Examples include:
      • Weight: an object is weighed in kilograms and grams
      • If a value of zero is recorded it means there was no weight to the object
      • Distance: the distance travelled by a glacier for one day is recorded in centimetres 
      • A recorded value of zero indicates that the glacier travelled no distance
    • Ratio data allows for a wide range of mathematical operations, including addition, subtraction, multiplication, and division
    • Statistical analysis techniques applicable to ratio data include measures of central tendency (mean, median, mode), measures of dispersion (range, variance, standard deviation), and parametric tests

Evaluative skills 

  • Being asked to assess the impacts or causes of a range of factors is a common exam question
  • When deciding if something is significant consider four things: 
    • Time - how long will it take for a strategy or impact to take effect?
    • Scale - how many people will be affected?  
    • Cost - What will the cost be and to whom? 
      • A cost can be human or environmental - what benefits the environment may come at a cost to human activity
      • Rather than considering whether something is expensive or cheap, think about whether it is worth the cost because of the benefits it will create
      • It is important to remember that just because something is expensive that doesn’t mean it is the worst option
    • Ethics - Does the strategy ensure dignity for local people and other stakeholders? 
  • This will allow for a well-rounded and substantiated argument in 9 mark and 20 mark questions

Photo analysis

  • This is an important observational skill 
  • Look at the foreground, midground and background
  • Consider the impact of the colours
  • Think about what has not been included in the picture, what might be just out of frame?

Percentage and percentage change

  • To give the amount A as a percentage of sample B, divide A by B and multiply by 100
    • In 2020, 25 out of 360 homes in Catland were burgled
    • What is the percentage (to the nearest whole number) of homes burgled?
    • 25 divided by 360 cross times 100 space equals 6.94 space open square brackets space t o space n e a r e s t space w h o l e space n u m b e r close square brackets space equals 7 percent sign

  • A percentage change shows by how much something has either increased or decreased

  • P e r c e n t a g e space c h a n g e space equals fraction numerator f i n a l space v a l u e space minus o r i g i n a l space v a l u e over denominator o r i g i n a l space v a l u e end fraction cross times 100

    • In 2021 only 21 houses were burgled. What is the percentage change in Catland?
    • fraction numerator 21 minus 25 over denominator 25 end fraction cross times 100 equals negative 16 percent sign

    • There has been a decrease of 16% in the rate of burglaries in the Catland area
  • Remember that a positive figure shows an increase but a negative is a decrease

Mann-Whitney U test

  • Also known as the Wilcoxon rank-sum test, it is a nonparametric test used to compare two independent groups, population or samples to determine if there is a significant difference between their distributions
  • It makes no assumptions of the data being normally distributed
  • The test works by assigning ranks to the observations from both groups combined and considers all the values as a single pool
  • Then, it compares the sums of the ranks for each group
  • The test looks at whether the distributions of the two groups differ significantly based on the ranks
  • A general outline of how the Mann-Whitney U test works:
    • Combine the data from both groups into a single dataset
    • Rank the combined data, assigning a rank to each observation (identical data are given an average rank)
    • Then calculate the sum of the ranks for each group
    • Use the U statistic (the smaller of the two sums of ranks) to determine the test statistic
    • Compare the test statistic to the critical values in the Mann-Whitney U distribution or use a significance level to determine if the difference between the groups is statistically significant
    • If the p-value is below the chosen significance level (often 0.05), the test concludes that there is a significant difference between the groups
  • The Mann-Whitney U test does not make any specific distribution for the data and is effective in comparing ordinal or continuous variables between two independent groups

Worked example

  • The following data was gathered, showing how questionnaire participants rated the quality of their service provision for two ski resorts in the Swiss Alps
    • Ski resort A
    • Ski resort B
  • Ratings were given on a 0 to 5 scale
Participant No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ski resort A 3 1 2 2 0 2 3 1 0 1 1 2 0 1 3

Ski resort B

3 2 3 4 2 5 3 4 1 4 2 4 4 1 5

  • Combine and sort the values of both samples into numerical order
  • Keep a note of which sample refers to which ski resort
  • If there are two of the same value, put ski resort A first - it doesn't really matter so long as you are consistent
A A A A A A A A B B A A A A B
0 0 0 1 1 1 1 1 1 1 2 2 2 2 2
B B A A A B B B B B B B B B B
2 2 3 3 3 3 3 3 4 4 4 4 4 5 5

  • For every value for ski resort B, count how many ski resort A values comes before it in the list, then add these together to get a U₁ value
A A A A A A A A B B A A A A B
0 0 0 1 1 1 1 1 1 1 2 2 2 2 2
                8 8         12
B B A A A B B B B B B B B B B
2 2 3 3 3 3 3 3 4 4 4 4 4 5 5
12 12       15 15 15 15 15 15 15 15 15 15

  • U₁ = 8 + 8 + 12+ 12+ 12 + 15+ 15+ 15+ 15+ 15+ 15+ 15+ 15+ 15
  • U₁ = 202
  • Now repeat the process to count how many ski resort B vales come before A in the list, add together to get U₂
A A A A A A A A B B A A A A B
0 0 0 1 1 1 1 1 1 1 2 2 2 2 2
0 0 0 0 0 0 0 0     2 2 2 2  
B B A A A B B B B B B B B B B
2 2 3 3 3 3 3 3 4 4 4 4 4 5 5
    5 5 5                    
  • U₂ = 0 + 0 + 0 + 0 + 0 + 0 + 0 + 0 + 2+ 2+ 2+ 2 + 5 + 5+ 5
  • U₂ = 23

  • Using the critical value table, you can see if this result is significant or not - a copy will be given to you in the exam
  • The extract below gives a critical value to 5% significance
  n2 13 14 15 16
n1          
13   45 50 54 59
14   50 55 59 64
15   54 59 64 70
16   59 64 70 75

  • The size of each sample is indicated by ?1 and ?2 (in this instance the samples size is the same for both resorts
  • Both ?1 and ?2 are 15, giving a critical value of 64
  • To determine significance, and not due to chance, the smaller U value must be equal or less than the table's critical value 
  • In this instance, U₂ = 23 and is therefore, less than the critical value of 64
  • We can state with a 95% certainty that ski resort A has been rated significantly different to ski resort B by respondents of the questionnaire 
  • To find a reason why this might be, would be the next stage in an investigation  

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Jacque Cartwright

Author: Jacque Cartwright

Jacque graduated from the Open University with a BSc in Environmental Science and Geography before doing her PGCE with the University of St David’s, Swansea. Teaching is her passion and has taught across a wide range of specifications – GCSE/IGCSE and IB but particularly loves teaching the A-level Geography. For the last 5 years Jacque has been teaching online for international schools, and she knows what is needed to pass those pesky geography exams.