Humanities Department
Prince Alfred College
SACE Stage 1 Geography Inquiry
Due Date:________
You will be carrying out statistical and spatial analysis to test hypotheses about development.
Hypotheses:
1. Countries that have a higher population density will have a lower GNI per capita
2. The location of the world’s least developed countries by HDI are mainly located to the
south of the Brandt Line.
You need to do the following:
1. Select 25 countries at random, make sure you have some from each continent.
2. Obtain these countries’ HDI index, population density and GNI per capita
3. Carry out a Spearman’s Rank test for Hypothesis 1 and draw a scatter graph to give a
visual representation of the result.
4. Plot all of the counties onto a World Map in so that you can test Hypothesis 2 – use the
map on the Development Page of the Geography Wiki to see the Brandt Line.
5. You will need to write a response that covers the following:
a. Definition of the overall aims of the investigation
Statement of hypotheses
Introduction to the study area including a list of your 25 countries
Brief background about levels of development and regions of the world related to the
testing of the hypotheses
b. Methods of data collection
Description and justification of the techniques of data collection used
Sample size
Choice of countries
Data used
Explanation of key terms (glossary)
Limitations of the data
c. Presentation and analysis of results
Written presentation and analysis of results with reference to hypotheses
Discussion of the findings from the tables, graphs, maps and statistical tests
Each figure and table referred to by number in the text
Maps should show scale, title, orientation and key: BOLTSS
d. Evaluation and conclusion
Statement about any possible correlations
Conclusion indicating whether the hypotheses are true or false
Statement of the limitations of the investigation
Suggestions for extensions, alternative approaches or improvements to the inquiry
In order to carry out this assessment you will need to use the following websites:
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http://www.hi.com.au/atlasNet/wsd.htm - Use this website to select your countries
and gather your development data for hypothesis number 1
http://geographyfieldwork.com/SpearmansRank.htm - This website explains the use of
Spearman’s Rank Correlation Coefficient ; this is for testing hypothesis number 1
http://pac-geography.wikispaces.com/ - The Geography page has a copy of the NorthSouth map that you can use for spatial analysis of hypothesis 2
http://maps.google.com.au/ - Use Google maps to create a distribution HDI map to
test hypothesis number 2
http://hdr.undp.org/en/statistics/ - This website has all of the countries listed with
their HDI score.
Performance Standards for Stage 1 Geography
A
Knowledge and
Understanding
Application
Analysis
Reflection
Comprehensive knowledge and
understanding of geographical
concepts.
Constructive and well-considered
application of a variety of
geographical and inquiry skills,
including the use of spatial
technologies, to identify and
examine geographical features and
issues.
Astute and well-informed analysis
of the interactions between, and
interdependence of, people and
environments at local, national, and
global levels.
Insightful reflection on
different social justice,
sustainability, and economic
viewpoints with respect to
identified geographical
issues.
Comprehensive knowledge and
understanding of the economic,
social, natural, and built
characteristics of the place(s) in
which the student lives and other
places with which the student is
linked.
In-depth investigation of spatial
patterns and processes that
operate in physical and human
environments.
Comprehensive analysis of
information to determine a variety
of outcomes and make justifiable
recommendations for improved
human and physical environments.
Clear and coherent communication
of relevant geographical
information using highly
appropriate forms, terminology,
and acknowledgment of sources.
B
Well-considered knowledge and
informed understanding of
geographical concepts.
Well-considered knowledge and
informed understanding of the
economic, social, natural, and built
characteristics of the place(s) in
which the student lives and other
places with which the student is
linked.
Well-considered application of
different geographical and inquiry
skills, including the use of spatial
technologies, to identify and
examine geographical features and
issues.
Some depth in investigation of
spatial patterns and processes that
operate in physical and human
environments.
Clear communication of relevant
geographical information using
appropriate forms, terminology,
and acknowledgment of sources.
C
Considered knowledge and
informed understanding of
geographical concepts.
Considered knowledge and
informed understanding of the
economic, social, natural, and built
characteristics of the place(s) in
which the student lives and other
places with which the student is
linked.
Competent application of different
geographical and inquiry skills,
including the use of spatial
technologies, to identify and
examine geographical features and
issues.
Considered investigation of spatial
patterns and processes that
operate in physical and human
environments.
Well-informed analysis of the
interactions between, and
interdependence of, people and
environments at local, national, and
global levels.
Detailed and well-considered
analysis of information to
determine different outcomes and
make justifiable recommendations
for human and physical
environments.
Informed analysis of the
interactions between, and
interdependence of, people and
environments at local, national, and
global levels.
Considered analysis of information
to determine different outcomes
and make recommendations for
human and physical environments.
Well-considered reflection on
different social justice,
sustainability, and economic
viewpoints with respect to
identified geographical
issues.
Considered reflection on
different social justice,
sustainability, and economic
viewpoints with respect to
identified geographical
issues.
Competent communication of
relevant geographical information
using mostly appropriate forms,
terminology, and acknowledgment
of sources.
D
Recognition and basic
understanding of some
geographical concepts.
Basic awareness and some
understanding of aspects of the
economic, social, natural, and built
characteristics of the place(s) in
which the student lives and other
places with which the student is
linked.
Some basic application of a few
different geographical and inquiry
skills, which may include the use of
spatial technologies.
Some endeavour to investigate
one or more spatial patterns and
processes that operate in physical
and human environments.
Basic communication of some
relevant geographical information
using one or more forms and some
terminology that may be
appropriate, and with limited
acknowledgment of sources.
Basic consideration and description
of the interactions between, and
interdependence of, people and
environments at local, national, and
global levels.
Superficial consideration of
information to describe possible
outcomes and recommendations
for human and physical
environments.
Superficial reflection that
tends towards description of
different social justice,
sustainability, and economic
viewpoints with respect to
identified geographical
issues.
E
Knowledge and
Understanding
Application
Analysis
Reflection
Identification of one or more
geographical concepts.
Limited application of geographical
or inquiry skills.
Emerging awareness of aspects of
the economic, social, natural, and
built characteristics of the place(s)
in which the student lives and/or
other places with which the student
is linked.
Attempted investigation of a spatial
pattern or process that operates in
physical and human environments.
Brief or attempted description of
the interactions between, and
interdependence of, people and
environments at local, national, and
global levels.
Brief description of a social
justice, sustainability, or
economic viewpoint with
respect to identified
geographical issues.
Attempted communication of
geographical information, with
limited relevance, appropriateness
of form or terminology, or
acknowledgment of sources.
Description of information that may
be linked to an outcome or
recommendation for human and
physical environments.