Data Analysis (AQA GCSE Geography)

Revision Note

Bridgette Barrett

Written by: Bridgette Barrett

Reviewed by: Jenna Quinn

Analysis

  • Once data has been collected and presented it needs to be analysed

  • Analysis is the process which makes sense of the data collected

    • It identifies patterns, trends, significance, connections and/or meaning in the data 

  • Analysis involves a number of stages

    • Describe the data shown in the graphs/photographs/maps

    • Identification of the highest and lowest results

    • Identification of any patterns and trends

    • Identification of any relationships between data

  • Methods of analysis depend upon the data collected

  • Quantitative data is analysed using numerical and statistical methods

Analysing photographs and field sketches

  • Annotation of photographs and field sketches is part of analysis 

  • The use of photographs and field sketches is a qualitative analysis

  • Analysis in annotation gives meaning to the features shown in the photograph/field sketch

Image of a waterfall with labels explaining the geological features: softer rock erodes rapidly, harder rock creates an overhang, undercutting occurs, a gorge forms, and a plunge pool forms.

Statistical Methods

Numerical and statistical skills

  • Statistical methods can be used to help explore and explain the results gathered during data collection

Mean, median and mode

  • These are measures of central tendency

  • The mean is calculated by adding up all of the values in the data set and then dividing by the total number of values in the data set

  • The median is the middle value of a set of data. The numbers are arranged in rank order and then the middle value selected

  • The mode is the value which occurs most frequently in a set of data

Range 

  • A measure of dispersion: the spread of data around the average

  • Range is the distance between the highest and lowest value

  • Interquartile range is the part of the range that covers the middle 50% of the data

Anomalies

  • These are results which do not fit the pattern or trend

  • They need to be described and explained

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Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.

Jenna Quinn

Author: Jenna Quinn

Expertise: Head of New Subjects

Jenna studied at Cardiff University before training to become a science teacher at the University of Bath specialising in Biology (although she loves teaching all three sciences at GCSE level!). Teaching is her passion, and with 10 years experience teaching across a wide range of specifications – from GCSE and A Level Biology in the UK to IGCSE and IB Biology internationally – she knows what is required to pass those Biology exams.