Transcript IA 2015 Intro

IB DP Geography – IA
Is Decatur a “typical” Central
Business District?
• Higher Level: test a maximum of 3 hypotheses
• Standard Level: test a maximum of 2
hypotheses
• Higher Level: This is worth 20% of your final
grade
• Standard Level: This is worth 25% of your final
grade
PLVI = Peak Land Value Intersection. Examples : ChampsElysees in Paris, City of London.
Bid-Rent Model
Bid-rent = maximum rent a
user is prepared to pay for a
site
Bid-Rent Curve = show’s a
potential user’s bid-rent
changes with distance from
the CBD
What happens on the 6th of May?
6 groups – x 4 Ponce de Leon Avenue
2 groups – x 2 Church Street
6 in each group will measure the following at 20m (sampling!)
intervals:
1.Traffic count
2.Pedestrian count
3.Land use
4.Environmental analysis
5.Building height
6.Frontage
PONCE - 500 metres each way = 25 survey points each way
CHURCH - 240 metres each way = 12 survey points each way
Code
Land use
B
Financial services – banks
C
Catering
E
Entertainment
Ed
Education
A
Apartments
H
Houses
I
Industry (secondary)
O
Offices
P
Public adminstration
RH
High order retailing
RL
Low order retailing
RS
Specialized retailing, e.g. musical instruments
S
Open spaces
T
Transport
V
Vacant
Noise level
(LOUD)1
2
3
4
5 (QUIET)
Condition of
building
(POOR) 1
2
3
4
5 (GOOD)
Litter /
graffiti / fly
posting
(A LOT) 1
2
3
4
5 (NONE)
Plants,
trees,
vegetation
(NONE) 1
2
3
4
5 (A LOT)
(MANY CRACKS /
PARTS MISSING) 1
2
3
4
5 (NO
CRACKS)
State of
sidewalk
TOTAL
Fieldwork question and geographic
context
Fieldwork question and geographic
context
Location:
• Written description outlining why both places
have been chosen
• Hand drawn map
Aims and hypotheses
• Discuss the overall aim and then hypotheses
• Justify your hypotheses – what do expect and
why (theory, examples)
Links to syllabus
Methods of investigation
• Describe the methods used
• Explain the benefits of using the methods and
link to hypotheses
• Explain and show knowledge of sampling
Methods of investigation
Before the trip
• Introduction
• Method
• Map
Quality and treatment of data collected
• A wide variety of appropriate techniques
should be used
• Justify your choice of data presentation
Quality and treatment of data
collected
Data Presentation
Field Investigation
Skills
I.B. I.A. = 20% (25%SL)
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Local
20 hours
2,500 words
Syllabus topic related
Primary data
– Quantitative
– Qualitative
• Professionally presented
Elements of Document
• Background Information
– Spatial
– Theoretical
• Methodology
– Sampling, SWOT and conditions, and why?
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Data Presentation
Data Interpretation
Conclusion
Evaluation
References
Data Presentation
• Graphs
– Bar, line, pie, scatter, flow, kite, radar/rose, log
• Images
– Photographs, field sketches
• Maps
– Base, choropleth, contour
• Located graphs and images
– Inserted (located) on maps
How and why to use Spearman’s
Rank…
If you have done scattergraphs,
Spearman’s Rank offers you the
opportunity to use a statistical test to
get a value which can determine the
strength of the relationship between
two sets of data…
So how do we do it?
This is the equation, and looks complicated, so let’s
think carefully about how we can do this…
In the above, rs refers to the overall value or rank
The equation has to be done before the value is taken away from 1
In the above equation, the
sign means ‘the total of’
d2 is the first thing we will try to establish in our ranked tables (see next slides)
‘n’ refers to the number of sites or values you will process – so if there were there 15
river sites, ‘n’ would be 15. If there were 20 pedestrian count zones, ‘n’ would be 20,
and so on…
The best way to do this would be through an example.
If we were looking at Settlement patterns for a town’s CBD in Geography, we
may wish to compare aspects of the town, such as whether the number of
people in a zone affect the type of shops that locate there (i.e. –
convenience shops)
To do this, we would construct a table as shown overleaf…
Zone
Pedestrians
Rank
Convenience
shops
1
40
8
2
8
2
3
25
5
4
60
15
5
12
7
6
18
3
7
19
4
8
27
8
9
24
7
10
21
6
11
64
19
12
70
22
Rank
(r)
Difference (d)
D
2
1. Here we have laid
out a table of each of
the twelve zones in a
town
2. Pedestrian
counts for each
zone here
3. Number of
Convenience
shops for each
zone here
4. We now need to
rank the data (two
highlighted
columns)– this is
shown overleaf
Zone
Pedestrians
Rank
1
40
2
8
4
12
6
3
11
10
9
5
7
8
2
1
3
25
4
60
5
12
6
18
7
19
8
27
9
24
10
21
11
64
12
70
Convenience
shops
Rank
(r)
Difference (d)
D
2
8
2
You will see here that
on this example, the
5
pedestrian counts
15
have been ranked
7
from highest to
3
Lowest, with the
Highest value (70)
4
Being ranked as
8
Number 1, the
7
Lowest value (8)
6
Being ranked as
Number 12.
19
22
Zone
Pedestrians
Rank
1
40
2
8
3
25
4
12
6
3
11
10
9
5
7
8
2
1
4
60
5
12
6
18
7
19
8
27
9
24
10
21
11
64
12
70
Convenience
shops
Rank
(r)
Difference (d)
D
2
So that was fairly easy…
We need to now do the
next column for
Convenience shops too.
8
2
5
But hang on!
15
Now we have a
problem…
3
We have two values
that are 8, so what do
we do?
7
3
The next two ranks would
be 4 and 5; we add the
two ranks together and
divide it by two. So these
two ranks would both be
called 4.5
4
8
7
6
19
22
2
1
Zone
Pedestrians
1
40
2
8
3
25
4
60
5
12
6
18
7
19
8
27
9
24
10
21
11
64
12
70
Rank
4
12
6
3
11
10
9
5
7
8
2
1
Convenience
shops
8
Rank
(r)
4.5
2
5
Difference (d)
D
2
This is normally the point
where one of the biggest
mistakes is made. Having
gone from 4.5, students
will often then rank the
next value as 5.
But they can’t! Why not?
15
7
3
6.5
Because we have already
used rank number 5! So
we would need to go to
rank 6
3
4
8
7
4.5
6.5
6
19
22
2
1
This situation is
complicated further by
the fact that the next two
ranks are also tied.
So we do the same
again – add ranks 6 and
7 and divide it by 2 to
get 6.5
Rank
Rank
(r)
4
12
6
3
11
10
9
5
7
8
2
1
4.5
12
9
3
6.5
11
10
4.5
6.5
8
2
1
Having ranked both sets of
data we now need to work
out the difference (d)
between the two ranks. To
do this we would take the
second rank away from
the first.
This is demonstrated on
the next slide
Zone
Pedestrians
Rank
1
40
2
8
3
25
4
12
6
3
11
10
9
5
7
8
2
1
4
60
5
12
6
18
7
19
8
27
9
24
10
21
11
64
12
70
Convenience
shops
8
2
5
15
7
3
4
8
7
6
19
22
Rank
(r)
4.5
12
9
3
6.5
11
10
4.5
6.5
8
2
1
Difference (d)
-0.5
0
-3
0
4.5
-1
-1
0.5
0.5
0
0
0
The difference
between the two
ranks has now been
established
So what next? We
need to square each
of these d values…
Don’t worry if you have
any negative values here –
when we square them
(multiply them by
themselves) they will
become positives
Zone
Pedestrians
1
40
2
8
3
25
4
60
5
12
6
18
7
19
8
27
9
24
10
21
11
64
12
70
Rank
4
12
6
3
11
10
9
5
7
8
2
1
Convenience
shops
8
2
5
15
7
3
4
8
7
6
19
22
Rank
(r)
4.5
12
9
3
6.5
11
10
4.5
6.5
8
2
1
Difference (d)
-0.5
0
-3
0
4.5
-1
-1
0.5
0.5
0
0
0
D2
0.25
0
9
0
20.25
1
1
0.25
0.25
0
0
0
So, the first
value squared
would be 0.25 (0.5 x -0.5)
So what do we with these ‘d2’ figures?
First we need to add all of the figures in this d2 column
together
This gives us….
32
Now we can think about doing
the actual equation!
Firstly, let’s remind ourselves of the equation...
In this equation, we know the total of d2, which is 32
So the top part of our equation is…
6 x 32
We also know what ‘n’ is (the number of sites or zones 12 in this case), so the bottom part of the equation is…
(12x12x12) - 12
We can now do the equation…
6 x 32
192
123 - 12
1716
OK – so this gives us a figure of
0.111888111888
This is the equation, which we will by now be
sick of!
I have circled the part of the equation that we have done…
Remember that we need to take this value that we have calculated away from 1.
Forgetting to do this is probably the second biggest mistake that people make!
So…
1 – 0. 111888111888 = 0.888
So we have our Spearman’s Rank
figure….But what does it mean?
-1
0
+1
0.888
Your value will always be between -1 and +1 in value. As a rough guide, our figure of
0.888 demonstrates there is a fairly positive relationship. It suggests that where
pedestrian counts are high, there are a high number of convenience shops
Should the figure be close to -1, it would suggest that there is a negative relationship, and
that as one thing increases, the other decreases.
However…
Just looking at a line and making an
estimation isn’t particularly scientific. To
be more sure, we need to look in critical
values tables to see the level of
significance and strength of the
relationship. This is shown overleaf…
N
0.05
level
12
0.591 0.777
14
0.544
0.715
16
0.506
0.665
18
0.475
0.625
20
0.45
0.591
2. If look across we can see there are two
22
0.428
0.562
24
0.409
0.537
further columns – one labelled 0.05, the
other 0.01.
26
0.392
0.515
28
0.377
0.496
30
0.364
0.478
0.01 level
We can see that in our example
our figure of 0.888 exceeds the
value of 0.591 at the 0.05 level
and also comfortably exceeds
value at the 0.01 level too.
1. This is a critical values table and the ‘n’
column shows the numbers of sites or
zones you have studied. In our case, we
looked at 12 zones.
The first, 0.05 means that if our figure
exceeds the value, we can be sure that 95
times in 100 the figures occurred because a
relationship exists, and not because of pure
chance
The second, 0.01, means that if our figure
exceeds this value, we can be sure that 99
times in 100 the figures occcurred because
a relationship exists, and did not occur by
chance.
In our example above, we can see that
our figure of 0.888 exceeds the values at
both the 95% and 99% levels. The figure
is therefore highly significant
Written analysis
• Interpreting and explaining the information
they have collected in relation to the fieldwork
question and hypotheses
• Recognize any trends and spatial patterns .
• Identify and explain anomalies
• Refer to theories
Written analysis
Conclusion
• Summarize the findings of the fieldwork
investigation. Clear, concise statement
answering the fieldwork question and
hypotheses.
Evaluation
• Reflect upon your methods of data collection and
consider any factors that may have affected the
validity of the data, including personal bias and
unpredicted external circumstances, (eg.weather)
• Suggest specific ways in which the study might have
been improved and could be extended in the
future, (modified hypothesis.)
Formal presentation
• You must make sure that your work is within the
word limit of 2,500 words. Your work must be
clearly structured with the user of sub-headings,
page numbers, contents page, illustrations given
figure numbers and cross-referenced/integrated
and MLA formatting is followed throughout.
Bibliography