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Geographic concepts and skills · Part 3 of 3
9 exam-style questions with model answers, plus 12 quick multi-choice questions — every question on this part of the standard, grouped by the 3 pages of notes they come from.
Write a full answer before you reveal the model one. That comparison is where the learning happens.
Describe the pattern shown by a climate graph for a station where rainfall runs from about 112 mm in February to about 196 mm in June, and mean temperature from about 17.8 degrees in January to about 8.4 degrees in July.
A choropleth map shows unemployment by district and a scatter graph shows income against life expectancy for twelve countries. Explain in detail what each graph can show about a pattern, and what each conceals.
Explain, showing insight, why an anomaly in a data set is often more geographically useful than the pattern it departs from.
For the data set 12, 15, 15, 18, 22, 24, 27, 31, 96 vehicles, calculate the mean, median, mode and range, and explain what each one tells you.
Explain in detail why a mean can be an accurate calculation and a misleading statistic, using a data set containing one event-day outlier.
Explain, showing insight, what statistics can and cannot contribute to a geographic explanation of a given environment.
Explain what valuing skills are, and describe how you would plan and structure the extended concept answer at the end of the paper.
Two groups in a given environment disagree about a proposed development while quoting the same resources. Explain in detail how you would use valuing skills to account for the disagreement.
Explain, showing insight, how the interaction between people and a given environment has affected the sustainability of that environment.