Year 9 Skills

Year

9 G

eog

. S

kills

N

o 1

Usi

ng t

he t

opogra

phic

map o

f th

e F

ish R

iver

valle

y (

above),

answ

er

the

follo

win

g q

uest

ions:

1.

What

type o

f m

ap is

this

?___

____

____

____

____

____

____

____

_2

. Expre

ss t

he s

cale

of

this

map a

s a

state

ment.

____

____

____

____

____

____

____

___

3.

What

is t

he g

rid r

efe

rence

of

Dam

pie

r? G

.R.

= _

_ _

_

_ _

4.

What

is t

he g

rid r

efe

rence

of

Δ 2

27

? G

.R.

= _

_ _

_

_ _

5.

What

is t

he a

rea r

efe

rence

of

Dunk Isl

and?

A.R

. =

_ _

_

_

6.

What

is t

he a

rea r

efe

rence

of

Park

? A

.R.

= _

_

_ _

7

. W

hat

is t

he d

irect

ion o

f Pa

rk f

rom

Dam

pie

r? _

____

__8

. W

hat

is t

he d

irect

ion o

f D

am

pie

r fr

om

Dunk Isl

and?

____

__9

. W

hat

is t

he d

ista

nce

in k

ilom

etr

es

betw

een P

ark

and D

am

pie

r? _

____

_1

0.

What

is t

he d

ista

nce

in k

ilom

etr

es

betw

een D

unk Isl

and a

nd P

ark

? __

____

11

. N

am

e t

he p

redom

inant

type o

f vegeta

tion in A

.R.

23

09

? __

____

____

__1

2.

Nam

e t

he p

redom

inant

type o

f vegeta

tion in A

.R.

1

91

1?

____

____

____

13

. N

am

e t

he landfo

rm f

eatu

re m

ark

ed b

y t

he lett

er

A.

____

____

____

____

__1

4.

Nam

e t

he landfo

rm f

eatu

re m

ark

ed b

y t

he lett

er

B.

____

____

____

____

__1

5.

Nam

e t

he landfo

rm f

eatu

re m

ark

ed b

y t

he lett

er

C.

____

____

____

____

__1

6.

Nam

e t

he landfo

rm f

eatu

re m

ark

ed b

y t

he lett

er

D.

____

____

____

____

__1

7.

Giv

e t

he b

eari

ng o

f D

unk Isl

and f

rom

Dam

pie

r. _

____

___

18

. I n w

hat

dir

ect

ion d

oes

the F

ish R

iver

flow

? __

____

____

19

. W

hat

landuse

occ

urs

in

A.R

. 2

51

0?

____

____

____

____

____

____

Year 9 Geog . Skills No 2.

In this lesson you will try out your skills as a Town Planner.

On the Map above there are 24 circles to denote ‑Settlement Areas. Study the Rules given below and using the Key given on the Map, mark the following Settlement Units in the circles.

(a) 2 Light Industry Zones .(b) 3 Better‑class Residential Zones (c) 1 Port Zone (d) 3 Tourist‑Residential Zones (e) 2 Heavy Industry Zones(f) 5 Working‑class Residential Zones(g) 1 Central Business District (CBD)(h) 2 Market Garden Areas (i) 1 Wine Growing District

I. The Central Business District needs to be near the Port Zone.2. Heavy Industry causes air pollution and must be located with regard to the prevailing wind.3: Light Industry does not cause air pollution, but it should be close to Working Class Residential areas.4. One Light Industry area should be located near the Port Zone.5. Market Gardening should be furthest from the city on alluvial soil, but not on the lowest ground because of the danger of frost.6. The Port Zone needs to be near the ocean, but in a protected site.7. The CBD needs to have good rail access to the city of Branston located in the valley to the north‑west.8. Many tourists will visit Newtown to take advantage of its warm climate and wonderful benches. 9. Flat low‑lying land is a cheap source of land for industry.10. A Wine Growing area is to be placed with a northerly aspect. 11. Two Working Class Residential areas should be near the CBD.

When you have designed the Town layout, draw in the position of the rail link to Branston (which is located off the Map to the North West). It should be fairly straight and avoid crossing Summer Creek and swampy ground. It must join up one Heavy Industry (HI) area and as many Working-class Residential (WR) areas as possible with the Central Business District (CBD). Put in a major road system to join up other parts of the Town.

H I Heavy Industry

L I Light Industry

W R Working Residential

U R Upper Residential

T Tourist & Residential

P Port Zone

CBD Central Business District

MG Market Gardening

WG Wine Growing

What are the important features of a graph?

Before you can successfully use a graph, there are a number of important features that you must be able to recognise and 'read'. Most graphs will have some or all of the following:1 a title (a heading or name) 2 the source of the information (where the information has come from) 3 a horizontal axis (a line running across the graph with numbers or words on it) 4 a vertical axis (a line running up the side of the graph with numbers or words on it) 5 a scale (a number line) on the vertical or horizontal axis.1. Answer the following questions.

a) What is the title of the graph? b) Where has this information come

from? c) What is shown along the horizontal

axis? d) What is shown up the vertical axis? e) By how much do the numbers on the

vertical scale go up each time?

One of the most important skills that you will need in graph work is to be able to read the scale on a graph. The scale is the number line along the vertical or horizontal axis that will tell you: how

much. how

many. how

big. how

far.

One very important part of

reading a scale is that you must

also know what unit of

measurement has been used. An

answer of '15' means very little

unless you explain that it is 15

millimetres, centimetres,

kilometres, kilograms, tonnes,

thousands or millions!Problem ‑1: Reading a scale on the vertical axis

The vertical axis on a graph is

the line that runs up the side of

the graph. Many graphs will have

a scale on this vertical axis.

The column graph below shows

the heights of five students in a

class. By looking across from the

top of each column to the scale,

we can find out each student's

height.

2. Answer these questions about

the graph showing student

heights.

a) What is shown on the vertical

axis?

b) What is the unit of

measurement used on the

vertical axis?

c) By how much do the numbers

on the vertical scale go up

each time?

d) How tall are‑these students?

i) Lauren

ii) Hayley

iii) Ann

e) Which two students are the

same height?

Year 9 Geog. Skills No 3

Year 9 Geog. Skills No 4.

1. Look at the vertical scales

drawn below. What amount is

shown by the letters

A, _______________________

B, _______________________

C ________________________

D ________________________on each

of these scales? Do not forget to

put the unit of measurement in

your answer!

Reading a scale on the horizontal

axisThe horizontal axis on a graph is the line that runs across the graph. This line may also have a scale on it. The horizontal axis on the graph may be either at the top or the bottom of the graph.

The bar graph below shows the distance travelled by a number of different motor vehicles. To find out each distance look up from the end of each bar to the scale above.

2 Look at the motor vehicle graph above and then answer these questions. a) What is shown along the horizontal

axis? b) What unit of measurement is used

on the horizontal axis? c) By how much do the marks along the

horizontal axis go up each time? d) What distance was travelled by:

i) the motor bike? _____________ii) the delivery van? ____________iii) the small car? ______________iv) the semi‑trailer?_____________

3 Now look at the horizontal scales below. What amount is shown by A,____________________B, ____________________C _____________________D______________________

in each of these? Do not forget to put in the unit of measurement.

.

Year 9 Geog. Skills No 5Reading a graph which has both a vertical scale and a horizontal scaleHere is a graph that shows the altitude (height) that a plane reaches at different distances away from the airport. In this graph you must read both the vertical scale and the horizontal scale. For example, the line on this graph shows that at a distance of 30 kilometres from the airport, the plane was at a height of 5000 metres

1 Use the information on the aeroplane

graph to answer these questions.

a) What is shown on the vertical axis?

____________

b) What unit of measurement has been

used on the vertical axis?

_________________

c) What is shown on the horizontal

axis? ____________________

d) What unit of measurement has been

used on the horizontal axis?____________

A column graph is a graph

which has columns that run up

and down on it. A bar graph is a

graph that has one or more bars

that run across it. Column graphs

and bar graphs are often used in

geography to compare things.

They are very good at showing: the difference between two

or more things at a particular

time the change in one thing over a

period of time.

The skills that you will need to

read and understand column

graphs are the same as those

you will need for bar graphs.

To understand this graph, we

must first of all look at the main

features of the graph itself.

2. Answer these questions:

a) What is this graph about?

(What is the title of the

graph?)

___________________________

b)Where has the information

come from? (What is the source

of the information?)

___________________________

c) What is shown across the

bottom?(What is shown on the

horizontal axis?)

___________________________

d) What is shown up the

side?(What is shown on

the vertical axis?)

___________________

e) By how much do the

numbers on the vertical

scale go up each time?

_____________________

f) What unit of

measurement is shown on

the graph?

_____________________

     

Question What I should look for? Answer

In what year was the largest amount The highest column will be the year The largest amount of gold was

of gold produced? of greatest production. produced in 1978.

How much gold was produced in this look across to the vertical scale. 21 tonnes of gold were produced in

year? Read off the amount. 1978.

In what year was the lowest amount The smallest column will be the year The lowest amount of gold was

of gold produced? of lowest production. produced in 1975.

By how much did gold production Find out how much was produced in 1977 = 16 tonnes 1978 = 21 tonnes

increase between 1977 and 1978? 1977 and in 1978. What is the Production increased by 5 tonnes

difference between them? between 1977 and 1978.

By how much did gold production fall Find out how much was produced in 1978 = 21 tonnes 1980 = 18 tonnes

between 1978 and 1980? 1978 and in 1980. What is the Gold production fell by 3 tonnes

difference between them? between 1978 and 1980.

In which years was production over Do any columns go above 17 on the There were three years in which gold

17 tonnes? vertical scale? production was greater than 17

tonnes. These were 1978, 1979 and

1980.

What was the total amount of gold How much gold was produced each Total gold production = 15 + 17 +

produced in Australia between 1975 year from 1975 to 1980? Add these 16 + 21 + 19 + 18 = 106 tonnes.

and 1980? together to get the answer.      

Look at this graph and answer these questions

a. What is the title of this graph?

_______________________________________

b. Where has this information come from?

________________________________________

c. What is shown along the horizontal axis?

________________________________________

d. What is shown up the vertical axis?

________________________________________

e. Which state has the most people?

________________________________________

f. Which two states have almost the same

number of people in them?

____________________________________

_

h) Which state or territory has the smallest

population?

____________________________________

i. How many states have a population

over 1 million?

____________________________________

____________________________________

j. Which state has the second highest

population?

____________________________________

Year 9 Geog Skills No 6

Year 9 Geog Skills No 7

1a. What is this graph about?

_____________________________

b. What is shown along the

horizontal axis?

_____________________________

c. What is shown down the vertical

axis?

_____________________________

d. What is the name of the highest

mountain in the world?

____________________________

e. What is the name of the highest

mountain in North America?

____________________________

f. What height is Mt Kilimanjaro?

_____________________________

g. Where is Mt. Elbrus?

_____________________________

h. Which mountain is 2228 metres

high?

____________________________

i. What difference in height is there

between Mt Everest and Mt

Aconcagua?

_____________________________

2a. In what year was the world's worst volcanic eruption? _____________________________b) What is the name of the

mountain that erupted in that year?

_____________________________ c) Which volcanic eruption killed

nearly 30 000 people? _____________________________d) Which volcano erupted in 1669? _____________________________e) When did Krakatoa erupt?____________________________ f) How many people died as a result of the eruption of Mt Laki in Iceland?_____________________________

Dra

win

g a

sim

ple

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mn

gra

ph

Here

is

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e in

form

ati

on

on

th

e c

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ht

of

cit

y b

uild

ing

s b

etw

een

18

50

an

d 1

97

5

in S

yd

ney.

Year

9 G

eog

Skills

No 8

To d

raw

a c

olu

mn

gra

ph

of

this

in

form

ati

on

, you

sh

ou

ld f

ollo

w t

hese

sim

ple

ste

ps.

Ste

p 1

Look

at

the in

form

ati

on

in

th

e t

ab

le v

ery

ca

refu

lly. H

ow

will

you

set

ou

t th

e g

rap

h?

How

man

y

colu

mn

s w

ill it

have?

How

big

will

th

e s

cale

be?

How

m

uch

sp

ace

do y

ou

have in

you

r b

ook

to d

raw

th

is

gra

ph

? D

o y

ou

have a

ny g

rap

h p

ap

er?

Ste

p 2

Beg

in b

y d

raw

ing

in

th

e h

ori

zon

tal axis

an

d t

he

vert

ical axis

of

the g

rap

h. Th

e len

gth

of

these

lin

es

will

dep

en

d o

n:

a)

the s

cale

you

have c

hose

n f

or

the v

ert

ical axis

(t

here

mu

st b

e a

sca

le t

hat

goes

up

to 2

00

metr

es

beca

use

th

e h

igh

est

colu

mn

will

reach

th

e 2

00

metr

e

mark

),b

) th

e w

idth

th

at

you

have c

hose

n f

or

the c

olu

mn

s alo

ng

th

e h

ori

zon

tal axis

(th

ere

will

be fi

ve c

olu

mn

s w

ith

a s

pace

betw

een

each

).

Ste

p 3

Now

mark

in

th

e s

cale

on

th

e v

ert

ical

axis

, p

ut

nu

mb

ers

besi

de e

ach

mark

, an

d

lab

el (n

am

e)

the a

xis

.

Ste

p 4

Dra

w in

each

colu

mn

, le

avin

g a

sm

all

space

betw

een

each

on

e. M

ake

su

re t

hat

the t

op

of

each

colu

mn

is

level w

ith

th

e c

orr

ect

poin

t on

th

e s

cale

.

Ste

p 5

Lab

el each

colu

mn

on

th

e h

ori

zon

tal axis

. W

rite

in

th

e t

itle

of

the g

rap

h a

t th

e t

op

. W

rite

in

th

e s

ou

rce u

nd

ern

eath

. S

had

e in

th

e c

olu

mn

s if

nece

ssary

.

1 D

raw

a c

olu

mn g

raph o

f th

e

follo

win

g info

rmati

on in y

our

book.

To h

elp

you

ou

t, f

ollo

w t

hese

hin

ts.

•D

raw

a h

ori

zon

tal axis

9 c

m lon

g.

•D

raw

a v

ert

ical axis

10

cm

hig

h.

•M

ark

in

a s

cale

on

th

e v

ert

ical axis

so t

hat

every

1 c

m

on

th

e a

xis

rep

rese

nts

10

0 m

etr

es

in h

eig

ht.

0 D

raw

in

th

e fi

ve c

olu

mn

s so

th

at

they a

re 1

cm

wid

e w

ith

2 c

m

spaci

ng

betw

een

th

em

. 0

Com

ple

te a

ll oth

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deta

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n

the g

rap

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Year 9 Geog Skills No 9

Drawing Column Graphs1. Draw a column graph in your book from the following information

To help you out, follow these hints.•Draw a horizontal axis 7 cm long. •Draw a vertical axis 12 cm high.•Mark in a scale on the vertical axis so that every 1 cm on the axis represents 50 000 people. Draw in the seven columns so that they are 1 cm wide with no spacing between them. Complete all other details on the graph.

Drawing Bar graphs Bar graphs look a lot like column graphs. The main difference is that the bars must run across the graph, instead of up and down. As a result of this, there must be some changes to the way in which the graph is drawn.•The scale must now be placed on the horizontal axis.•The horizontal axis should be drawn so that it is above or below the bars on the graph.•The vertical axis will now have the other in-formation on it.•The bars are usually drawn in order from the biggest to the smallest.

Look at the bar graph below. Can you pick out these changes on this graph? Note also that this bar graph uses percentages (a number out of a hundred) rather than quantities (how much).

The causes of forest fires. New South Wales, 1972 1973

2. Draw a bar graph of the following information in your book.

Name of river Length (km)Nile 6 669Amazon 6 515Mississippi-Missouri 6 050Yantze Kiang 5 526Ob-Irtysh 5 149Amur 4 666Zaire 4 373Hwang Ho 4 344Lena 4 256Mackenzie 4 240   

Hints•Draw a horizontal axis 14 cm long.•Draw a vertical axis 10 cm down.•Mark in a scale on the horizontal axis so that every 1 cm on the axis represents 500 km.•Draw in the ten columns so that they are cm wide with 2 cm spacing between them. * Write the name of each river inside the bar.

3. Draw a Bar graph in your book for the following statistics

Australia’s top 10 cities

Name of city Population ('OOOs)Sydney 3 230Melbourne 2 760Brisbane 1 030Adelaide 930Perth 900Newcastle 385Canberra 245Wollongong 225Hobart 170Gold Coast 160(Source: Year Book Australia 1982

The population of Australia in 1851

State Number of peopleNew South Wales 351 000Victoria 538 000Queensland 30 000South Australia 127 000Western Australia 16 000Tasmania 90 000(Source- Year Book Australia 1987)  

Year

9 G

eog

Skills

No 1

0.

Un

ders

tan

din

g g

rou

p c

olu

mn

gra

ph

s

an

d g

rou

p b

ar

gra

ph

s

A g

rou

p c

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mn

gra

ph

or

a g

rou

p b

ar

gra

ph

is

a g

rap

h w

hic

h h

as

gro

up

s of

colu

mn

s or

bars

. Th

ese

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ph

s are

oft

en

use

d t

o c

om

pare

:•on

e ite

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a g

rou

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er

item

s in

th

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e g

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th

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am

e ite

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oth

er

gro

up

s.H

ere

is

a t

ab

le s

how

ing

fou

r d

iffere

nt

typ

es

of

fru

it g

row

n in

Au

stra

lia.

Fruit

pro

duct

ion in A

ust

ralia

('0

00

tonnes)

Here

is

the g

rou

p c

olu

mn

gra

ph

wh

ich

has

been

dra

wn

fro

m t

his

in

form

ati

on

.

. •In

all

thre

e y

ears

, ap

ple

s h

ave h

ad

th

e s

eco

nd

h

igh

est

level of

pro

du

ctio

n.

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e level of

ap

ple

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as

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ite c

lose

to

that

of

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ng

es

in 1

97

9, b

ut

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t d

ow

n in

19

80

. In

19

81

it

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ain

, b

ut

it d

id n

ot

reach

th

e level

of

pro

du

ctio

n it

had

in

19

79

.•B

oth

ora

ng

e a

nd

ap

ple

pro

du

ctio

n h

ave b

een

m

uch

hig

her

in a

ll th

ree y

ears

th

an

th

e level of

eit

her

pear

or

ban

an

a p

rod

uct

ion

.•In

19

79

pear

pro

du

ctio

n w

as

slig

htl

y b

elo

w t

hat

of

ban

an

as.

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19

80

pear

pro

du

ctio

n w

as

the s

am

e a

s b

an

an

a

pro

du

ctio

n. •

In 1

98

1 p

ear

pro

du

ctio

n w

as

gre

ate

r th

an

ban

an

a p

rod

uct

ion

.•Pe

ar

pro

du

ctio

n h

as

gra

du

ally

in

crease

d o

ver

the

thre

e y

ears

.•B

an

an

a p

rod

uct

ion

has

rem

ain

ed

at

the s

am

e

level each

year.

Th

e f

ou

r d

iffere

nt

typ

es

of

fru

it h

ave b

een

g

rou

ped

tog

eth

er

to s

how

th

eir

level of

pro

du

ctio

n in

each

year.

Th

ere

is

a s

pace

b

etw

een

on

e g

rou

p a

nd

th

e n

ext.

If

you

look

at

the g

rap

h v

ery

care

fully

, you

sh

ou

ld b

e a

ble

to

see t

he r

easo

n w

hy e

ach

of

the f

ollo

win

g

con

clu

sion

s ca

n b

e m

ad

e f

rom

th

e g

rap

h:

•In

all

thre

e y

ears

, ora

ng

es

have h

ad

th

e h

igh

est

le

vel of

pro

du

ctio

n.

•Th

e level of

ora

ng

e p

rod

uct

ion

has

slow

ly

incr

ease

d e

ach

year

1 L

ook

at

this

gro

up b

ar

gra

ph s

how

ing h

ow

m

uch

tea a

nd c

off

ee is

bought

by A

ust

ralia

ns,

and t

hen a

nsw

er

the q

uest

ions

undern

eath

it.

a)W

hat

was

the m

ost

pop

ula

r d

rin

k in

19

59

? __

____

____

____

____

____

____

____

____

__b

)Wh

at

has

hap

pen

ed

to t

he p

op

ula

rity

of

tea

sin

ce t

hen

? __

____

____

____

____

____

____

____

____

__

c) H

ow

mu

ch c

off

ee w

as

bou

gh

t b

y

Au

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Year 9 Geog No 11Group Column GraphsLook at the following group column graph showing the amount of flour, vegetables, fruit and soft drink bought by Australians, and then answer these questions. 1. a)What has happened to the demand for flour between 1959 and 1979? ________________________________________________________________b) What has happened to the popularity of both green vegetables and citrus fruit since 1959? ___________________________________________________________c) What has happened to the demand for soft drinks since 1959? ______________________________________________d) What does this graph tell you about the eating habits of Australians in the 1980s?________________________________________________________________________________________________

Understanding compound column graphs and compound bar graphs

A compound column graph or compound bar graph is one in which the columns or bars have been subdivided to show clearly each of the small parts of which they are made. These types of graphs show:• the total of each column or bar• the parts that make up this total• the size of each partTo understand a compound column graph or bar graph you must:• read the title (heading) of the graph,• look at what is shown on the scale,• use the scale to find out the size of each of the small parts, 0 compare the size of each part with the others on the graph.

a)Which state has the largest number of sheep?__________________________________ b)Which state has the smallest number of sheep?___________________________________c)Does Victoria have more sheep than Western Australia?___________________________d)Does Queensland have more sheep than South Australia?____________________________e)How many sheep (approximately) are there in New South Wales?____________________f)How many sheep (approximately) are there in Western Australia? _____________________g)How many sheep (approximately) are there in Australia as a whole? ________________________________

a)Which state has, the largest number of cattle? ___________________________b)Which state has the smallest number of cattle? ____________________________c)Which state has the largest number of beef cattle? _____________________________d)Which state has the largest number of dairy cattle? ____________________________e)Which state has no dairy cattle? __________________________________f)How many beef cattle are there in New South Wales? _______________________g)How many dairy cattle does Victoria have? __________________________________h)Which state has approximately 2 million beef cattle?___________________________________

Year 9 Geog Skills No 12Understanding compound column graphs and compound bar graphs

1a)How much sugar was produced in 1910?__________________________________b)How much sugar was produced in 1970? __________________________________c)How much of the sugar that was produced in 1970 was sold for use in Australia? __________________________________d)How much of the sugar that was produced in 1970 was sold overseas? __________________________________e) When was the largest amount of sugar sold overseas?______________________f) When was there a fall in the production of sugar? _________________________h)By what year had sales of Australian sugar overseas begun? _____________________h) In what year was exactly half of Australia's sugar sold overseas?_________i) In which area (exports or home consumption) has the sale of sugar increased most rapidly?________________________

Using percentages with compound column graphs and bar graphsUsing percentages with compound column graphs and bar graphsCompound column graphs and bar graphs may be easier to understand if the information is shown as a percentage (a number out of 100). This type of graph can become quite important when we want to compare things:• as they are at the present moment.• over a period of time.• in different places.The example below is based on the 'Sheep in Australia' compound bar graph on the previous page. Although at first glance they look exactly the same, the important difference between these two graphs is that:•the graph on the previous page has a quantity scale, and each box shows the number of sheep in each state. •the graph below has a scale of 100 per cent, and each box shows us the percentage of sheep in each state.

Answer these questions about the 'Sheep in Australia”2a)Which state has the largest percentage of sheep? _____________________________b)What percentage of sheep does this state have? _____________________________c) What percentage of Australia's sheep are found in Tasmania?_____________________d) What percentage does Queensland have?___________________________________

Here is a column graph of the 'Cattle in Australia' graph from the previous page. In this graph the quantity of each type of cattle has been turned into a percentage so that although we cannot find out the number of cattle in each state, we can see at a glance the proportion of each type of animal. Study the graph and then answer the questions below.

a)Which state or territory has 100 per cent beef cattle? _________________b)Which state has the largest proportion (percentage) of dairy cattle? _______________________________c)What percentage of cattle in South Australia are dairy cattle? __________d) Which state has the second largest percentage of dairy cattle?_______________________________

Year 9 Geog Skills No.13Understanding compound column graphs and compound bar graphs

Now look at this bar graph showing the percentages of Australian workers in different types of industry in 1947, 1961 and 1975, then answer the following questions in your book.

a)Which industry employed the biggest percentage of workers in 1947? _______________________b)Which industry employed the second biggest percentage of workers in 1961? __________________________c)Which industry employed the smallest percentage of workers in 1975?__________________________

d)Which industry employed about 11 per cent of workers in 1961? ___________________________e)Which industry has employed about the same percentage of workers in all three years?___________________________f) Which industry has employed an increasing percentage of workers in each of the years shown on the graph? __________________g) Which industry has employed a decreasing percentage of workers in each of the years shown? ____________________________h) Which industry employed about

the same percentage of workers in 1947 and 1961, but then this decreased in 1975?

____________________________

2 By how much did sheep numbers change between 1860 and 1980?_____________________________3 By how much did sheep numbers change between 1920 and 1950?____________________________4 By how much did sheep numbers change between 1950 and 1980?____________________________5 What was the lowest number of sheep in Australia between 1890 and 1980?_____________________________6 In which year was this?_____________________________7 For how many years have sheep numbers been above 110 million?_____________________________8 How many times have sheep numbers gone up over the 90 million mark?_____________________________9 How many times have they fallen below the 90 million mark?_____________________________10 Were the number of sheep in 1930 greater or less than the number in 1950?_____________________________11 What effect did the major droughts in the 1890s, 1910s, 1940s and 1970s have on sheep numbers?_______________________________________________________________________________________-

Answer these questions about the 'Sheep in Australia' graph 1 What is the lowest number of sheep shown on this graph?____________________________

Year 9 Geog Skills No 14Line GraphsA line graph is a graph which has one or more lines running across it from left to right. Line graphs are very good at showing:

• rises and falls over a long period of time.• difference between one thing and other

things• over a period of time.• changes from one period of time to the

next.

Line graphs differ from other types of graphs in that they should always be drawn on graph paper or on a ruled grid (a pattern of small squares ruled up on paper).Drawing a simple Line GraphHere is some information about the amount of natural gas in Australia between 1975 and 1980.

Natural gas production, Australia

1975-1980

Year Quantity (million cubic metres)1975 4 6001976 5 2001977 6 2001978 6 8001979 7 6001980 8 800(Source: Year Book Australia 1982)

To draw a line graph of this information, you will need to follow these simple steps.

Step 1 Look at the information in the table very carefully. How will you set out the graph? What size must the vertical and horizontal axes be? How much space do you have in your book? Do you have your graph paper ready for use? Can you already 'see' what the graph should look like?

Step 2 Begin by drawing in the vertical and horizontal axes on your graph paper. The length of these lines will depend on: a) the scale you have chosen for the vertical axis (it must go up to at least 8800 because this is the highest amount shown in the table), b) the scale you have chosen for the horizontal axis (you must fit six years along it).

Step 3 Now mark in the scale on the vertical axis, put numbers beside each mark, and label (name) the axis. Mark in the years across the horizontal axis.

Step 4 Now begin 'plotting the information onto the graph paper. By 'plotting' we mean using the scales on the axes to mark in where each point or dot must go on the graph. Run up from the horizontal scale and across from the vertical scale. Put a tiny dot at the correct spot.

Step 5 With all points plotted on the graph, take a ruler and draw a straight line from one dot to the next. Write the title of the graph at the top, and the source underneath.

Year 9 Geog Skills No 15Line GraphsDraw a line graph using the information given in the following table. You could draw the last part of the line on the graph (from 1991 onward) as a dotted line because these numbers are estimates (what they think it will be).

   

Australia's population, 1921-2011Year Population ('OOOs)

1921 5 5001931 6 5001941 7 1001951 8 4001961 10 5001971 12 9001981 14 8001991 16 5002001 18 1002011 19 600(Source: Australian Bureau of Statistics)

 

Understanding multiple line graphsA multiple line graph (sometimes called a group line graph) is a graph with more than one line drawn on it. These types of graphs are mainly used to compare the rise and fall or change in one thing with changes in other things.Here is a multiple line graph.. It shows four different types of fruit grown in Australia.There are many conclusions than can be drawn from this graph.•Oranges had the highest level of production in all three years.Orange production has slowly increased each year.•In all three years apples had the second highest level of production.•The level of apple production was quite close to that of oranges in 1979, but it fell in 1980. In 1981 it had risen again, but had not reached its 1979 level of production.•The greatest difference between orange and apple production was in 1980.

•Both orange and apple production have always been much higher than pear and banana production. •In 1979 pear production was slightly below that of banana production.•In 1980 pear and banana production were at the same level.•In 1981 pear production was greater than banana production.•Pear production has gradually increased over the three years.•The greatest increase in pear production was between 1980 and 1981.Banana production has remained at the same level each year.

1 These questions are about the main features of the graph itselfa) What is the title of this graph?_________________________________ b) Where has the information come from? _________________________________ c) What is shown on the horizontal axis? __________________________________d)What is shown on the vertical axis? ___________________________________e)By what amount do the marks on the vertical axis go up each time? __________________f)By what amount does each line on the graph paper go up on the vertical axis? ___________________________________g) What amount of time does each line on

the graph paper stand for along the horizontal axis?

____________________________________

Look at this multiple line graph showing the number of births and deaths in Australia between 1920 and 1970, and then answer the questions

Year 9 Geog Skills No 16

These questions are to check that you can read this graph. a)What does the top line show? __________________________________b)What does the other line show? _________________________________c)How many people were born in Australia in each of the years 1930, 1940 and 1950? __________________________________d)In what year did the number of births reach 150 000 for the first time? __________________________________e) In what year did the number of deaths

reach 75 000 for the first time?__________________________________

3 These questions are about the rises and falls in the lines.a) Which line has the biggest ups

and downs?___________________________ b) Which line shows only a small change each year? ____________________________c)What was happening to the number of births between 1955 and 1961 ? ___________________________d)What then happened to the number of births between 1961 and 1965? ____________________________e) What happened to the number of births after 1965?____________________________e)In which three years did the number of births remain at the same level of 202 000 each year? ____________________________f)Name one year when there was a fall in the number of deaths. ____________________________h) In which year was the number of births at a minimum (lowest) level? ____________________________i) In which year was the number

of births at a maximum (highest) level.

____________________________j) Name one year in which there

was a 'peak' in the number of births.

____________________________

4 These questions are about the two lines together. The gap between the two lines is the amount of natural increase in Australia's population. We find the amount of natural increase by subtracting the number of deaths from the number of births. In some years natural increase will be quite low, in other years it will be quite high. a)What was the amount of natural increase in each of the years 1920, 1945, 1960 and 1970? ___________________________b)In what year was the amount of natural increase at its lowest? ___________________________c)In what year was the amount of natural increase at its highest?___________________________d) What has happened to the amount of naturai ncrease since 1940? ___________________________ e) Why has natural increase grown larger and larger even though the number of deaths has also been steadily increasing?l?___________________________

Year 9 Geog Skills No 17

Understanding compound line graphsA compound line graph is a graph with two or more lines on it. It has the following features:•the top line on the graph shows a total.•each line underneath this shows one of the parts that go to make up this total.•each of these lines has been placed one on top of the other to get the total.•the size of each part is shown by the gap between each line.Here is an example of a compound line graph. Look at each of the explanations beside the graph.

From your work with multiple line graphs you also know that a change in the size of each gap can give you more information about each part on the graph.•If the gap between two lines remains about the same width, there is little change in the size of that part.•If the gap becomes wider, the size of that part is getting bigger.•If the gap becomes narrower, the size of that part is getting smallerLook at the following compound line graph showing the amount of poultry and meat eaten by Australians. Answer the questions below this graph

1 What is shown on the vertical axis?_______________________________2 What unit of measurement is used on the vertical axis?_______________________________3 What amount of lamb was eaten by Australians in each of the years 1959, 1969 and 1979?_______________________________4 What amount of poultry was eaten in 1959 and 1979?_______________________________5 What was the total amount of meat and poultry eaten by Australians in each of the years 1959, 1969 and 1979?_______________________________6 What type of meat was most popular in all three years?_______________________________7 Which type of meat has definitely decreased in popularity over the twenty year period?_______________________________8 Which type of food has continued to increase in popularity between 1959 and 1979?_______________________________9 Which type of meat has been unchanged in its popularity over this time?_______________________________10 Which type of meat had a decrease in popularity in 1969 but has risen greatly in popularity since then?_______________________________

Year 9 Geog Skills No 18

Pie graphs

A pie graph is a circle that has been divided into a number of parts or segments. Each segment in the circle looks like a slice from a pie. All the segments or 'slices' go together to make up the total of the 'pie'. Pie graphs show at a glance how something is divided into different segmentsNow look at the pie graphs on the next page. The first pie graph is an example of a quantity pie graph. In this graph each segment is labelled with how much or what amount it represents. The second pie graph is an example of a percentage pie graph. In this graph each segment is shown as a percentage of the whole.

To understand these two graphs you should:•look at the title of the graph,•know whether it is a quantity or a percentage pie graph,•read the name of each segment and the quantityor percentage shown on it,•compare the size of each segment with the others in the graph,•look at how much of the circle each segment takes up.

1 Look at the milk quantity pie graph on the left and then answer these questions.a)What is the title of this graph? ____________________________b)Where has this information come from? _____________________________c)What do each of the segments represent?________________________________ d)To what do the numbers written in each segment refer? __________________________________e) Which state produces the largest amount of milk?___________________________________

f) Which state is the second largest milk producer?______________________________________ g)How much milk is produced in Queensland? ______________________________________h)By how much is South Australian milk production greater than Western Australian milk production? ______________________________________What was Australia's total milk production in 1981?_____________________________________ j) Which state produces more than half of Australia's milk?______________________________________2 Now look at the wool percentage pie graph and answer these questions.. a)What is the title of this graph?______________________________________ b)What do each of the segments in the graph represent?______________________________________ c)Which state produces the largest amount of wool?______________________________________ d)Which state is the third largest producer of wool?______________________________________ e)Which state supplies 7 per cent of Australia's wool?______________________________________f) Which three states together supply threequarters of Australia's wool? ______________________________________g) Which three states together supply the remaining one quarter? ____________________________________h)What is the total quantity of wool produced in Australia? _______________________________i) What quantity of wool is produced in

Tasmania?ii) __________________________________Some pie graphs do not have any numbers or percentages on them. This makes it difficult to tell whether one segment is larger or smaller than another.

Year 9 Geog Skills No 19Look at the example at the top of the next page. To find out whether one segment is larger or smaller, you must use a protractor to measure the angle of each segment. The larger the angle, the larger the segment

2 Now turn back to the pie graphs on milk and wool production in Australia. Use a protractor to measure the angle of each segment in:a)the milk production pie graph. ____________________________b)the wool production pie graph._____________________________

There will also be times when you will be asked to compare the information in one pie graph with information in other pie graphs. Look at the pie graphs on the right. These three pie graphs show the percentages of different types of energy used in the United States in three different years.

By comparing the three graphs we can find out which types of energy are:•growing in popularity,•falling in popularity,•staying at the same level of popularity as before.Look at the three pie graphs below and then answer these questions 1 Which type of energy was most important in each of the years 1925, 1967 and 1980?_____________________________2 Which type of energy continued to increase in importance since 1925?____________________________3 Which type of energy had a large decrease in importance since 1925?____________________________

1 Use a protractor to measure the angle of the segments in the pie graph shown above. List these segments in order from the largest to the smallest segment___________________________________________________________________________________________________________________________________________________________.

4 Which type of energy remained at the same level of importance in all three years?____________________________5 Which type of energy increased rapidly in impor¬tance between 1925 and 1967, but then fell back in importance?____________________________6 What new type of energy was introduced between 1967 and 1980?____________________________7 Do any of these graphs tell us how much energy was used in the years shown?____________________________

Year 9 Geog Skills No 20Picture graphsA picture graph is a graph which uses pictures in some way to brighten it up and make it more interesting to look at. One of the easiest graphs to understand is a picture graph like the one below. In this type of graph, each symbol is worth the same amount, and to find out the total you must add up the number of symbols on each line. One problem with this type of graph is that you cannot be accurate if large numbers are involved. It is possible to draw half symbols (which will be half the amount) but any smaller amounts are much more difficult to show.

Look at the picture graph of world population and then answer these questions

1 Which two years are shown on this graph?__________________________________2 How is the 1969 world population shown?__________________________________3 How is the increase in population between 1969 and 2000 shown?__________________________________4 What number of people is shown by a halfsymbol on the graph?___________________________________5 What was the population of North America in 1969?___________________________________6 What will be the population of Europe by the year 2000?__________________________________7 Which country will have exactly double the population in 2000 that it had in 1969?_____________________________8 Which countries and regions will have more than double their population by the year 2000?_____________________________________________________________________________________________ ___________

Proportional circlesProportional circles are circles which show the size of something. By looking at these circles we can see at a glance which are the biggest and which are the smallest. The proportional circles below show what sort of rubbish is found along our roads.Although proportional circles are quite popular, you will also find graphs that use proportional squares, rectangles, triangles, cubes or spheres. The idea of drawing things to their correct proportion or size is also used with pie graphs and picture graphs too.Look at the proportional circles representing roadside litter on the next page and then answer these questions

1 What is the most common type of litter found along our roads?______________________________________2 What is the second most common type of litter found along our roads?_____________________________________3 Name two types of litter that are found in the same quantity along our roads. ______________________________________4 What percentage of all litter is glass jars and bottles?______________________________________5 What percentage of all litter is paper and plastic?______________________________________6 Do these circles tell you how many cans and bottles were found?______________________________________

Year 9 Geog Skills No 21Population pyramidsA population pyramid is a special graph that shows the number or percentage of people in particular age groups living in a country, state or city. Here is a population pyramid for Australia in 1982.If you look closely at this graph you will see that it is made from two bar graphs that are drawn 'back to back'.•Up the centre of the pyramid is an axis showing the age of the people.•On the left is a bar graph showing the number of males in each age group.•On the right is a bar graph showing the number of females in each age group.•Along the bottom is a scale that measures the number of males Tales and females. (Sometimes a percentage rather than a number scale is used.)

Look at the population pyramid for Australia 1982, and then answer the following questions about this graph. a)What is the title of the graph?__________________________ b)Where has this information come from? __________________________

c)What is shown up the vertical axis?_____________________________ d)What is shown along the horizontal axes? _____________________________e)Have people been placed into age groups in this graph, or is every single age shown on the graph? ______________________________f)What is shown on the left hand bar graph? _____________________________g) What is shown on the right hand bar graph?_____________________________

2 Now answer these questions from the information shown in the grapha)How many boys are there under one year of age? _____________________________b)How many girls are there under one year of age? _____________________________c)What is the total number of children under one year of age? _____________________________d)How many boys aged six are there? _____________________________e)How many women aged thirty four are there? _____________________________f)How many men aged seventy one are there? ____________________________g)Which age group has the largest number of males? _____________________________h)Which age group has the largest number of females?______________________________ i) In what year were they born?______________________________

Year 9 Geog Skills No 22Population pyramid bulges & dips

Population pyramids often have 'bulges' and 'dips' in them.•A bulge is the result of more than the usual number of people being in a particular age group. This may have been caused by: •a) a 'baby boom' (a time when many people decided to have babies), •b) immigration (when people in that age group have come to Australia from an overseas country).•A dip is the result of less than the usual number of people being in a particular age group. This may have been caused by: •a) a 'baby strike' (a time when people decided not to have babies), •b) war (a time when few babies may have been born or when people were being killed in the fighting), •c) emigration (when people have left Australia to live in another country).

Population pyramids can also be drawn on top of each other. This means we can compare them more easily. Shown below is a population pyramid for Australia in 1968, and behind it is a population pyramid for Australia for the year 2001. You can see the population pyramid for 2001 sticking out on either side of the 1968 pyramid. Notice also that each bar in these pyramids shows a five year age group rather than a one year age group.

Look at the population pyramids above and then answer these questions.1 How many males were there in the 0 4 age group in 1968?_________________________________2 How many males will there be in the 0 4 age group in 2001?_________________________________3 What increase in the female 0 4 age group will there be between 1968 and 2001?_________________________________4 Name one age group from the 1968 pyramid that is an example of a 'bulge' in the graph._________________________________5 What total number of males and females will there be in the 'over 75' age group in 2001?_________________________________6 Will there be more males or females in this age group in 2001?___________________________________

Look at the population pyramid for Australia 1982 and answer these questions 1 Look at the bulges in the pyramid and see if you can work out the years that were 'baby boom' years in Australia._____________________________2 Look at the dips in the pyramid and see if you can work out the years in which fewer babies were born.__________________________________3 Can you work out what effects the Second World War (1939 1945) had on our population?____________________________________________________________________

Year 9 Geog Skills No 23

1. The name of lines running east to west on World maps and In atlases. .a. hachures b. latitudec. longitude d. prime2. The first three numbers of a six figure grid reference are called:a. northings b. southingsc. eastings d. westings3. A four figure reference is used to showa. direction b. areac. distance d. elevation4. The line of longitude from which all other lines of longitude are measure is:a. prime meridian b. equatorC tropic d. date line5. A map key contains:a. colours b. symbolsC explanations d.\all of the above6. The line of latitude from which all other lines of latitude are measured:a. prime meridian b. equatorc. tropic d. none of the above7. This point on the earth's surface is 90 degrees south of the equator:a. tropic of cancer b .arctic circleC Antarctic circle d. south pole8.These marks are drawn on maps to show highland areas:a. circles b. arrowsC hachures d. all of the above9.Distance on maps is most accurately determined by the use of:a. dots b. a compassc. a sharp pencil d. a straight-edged piece of paper and scale10.The compass points other than north, south, east and west are known as;a. cardinal b. intermediate C primary d. circular

11.When pin pointing a feature on a topographic map it is best to use:a. 4 numbers b. latitudec. Latitude aid longitude d. 6 numbers12.When measuring a distance off a map it is best to use:a. the scale and a straight edged piece of paper.b. the scale c. dividersd. the scale and a protractor13 .With the scale l : 100 000, this shows that one centimetre represents:a.1 kilometre b.1 00 metresc.10 metres d. 10 kilometres14.The equator divides the earth into:a.1 hemisphere b.2 hemispheresc4 hemispheres d. one day and the next15.The point oh the earth's surface 90 degrees north of the equator. a. Greenwich b. Arctic CircleC North Pole d. Tropic of Capricorn16.This ocean lies off the west coast of Western Australiaa. Pacific b. Atlanticc. Southern d. Indian17 This sea lies off the east coast of N.S.W.:a. Tasman b. Arafurac. Coral d. Timor18.The capital of Australia isa. The A.C.T. b. Canberrac. Sydney d. Melbourne19.The direction that Brisbane is from the Central Coast :a. south west b. northc. east d. south20.Contour lines join places of:a. equal height above sea level b. equal distancec. equal height above the sea floor d. equal air pressure

Year 9 Geog Skills No 24'Map Reading’ From the map of a ‘Motor Race Circuit’ answer the following questions.1. What is the length of Brabham Strait? ____________ Metres.2. What direction does the straight run? ______________________________.3. Give the approximate elevation of the base of the tower _________ metres 4. Give the direction of Magneto Bend from Piston Corner………….5. What are the features at the following Map References G.R. 378 839 ____________________ G.R. 381 843 _____________________G.R. 376 831 ____________________ G.R. 381 836 ____________________G.R. 378 833 ____________________ G.R. 371 841 _____________________ G.R. 370850 _____________________ G.R. 378848 _____________________ 6. Approximately how far is it from the Pits to the tower?______________kms7. Express the scale of this map as a ratio. 1 : _____________8. Measure the length of the track _______________ kms.9. If a race is 120 laps in length, what is the distance covered by the winning car? kms. ___________________________What drop of elevation does the driver of a car experience in going from Piston Corner to the end of Brabham Straight?___________________ metres9.Calculate the approx. gradient of the straight. _________________________10. Draw a cross section from X to Y in the space above..

Figure 1 Mercator's projection

Figure 2 Mollweide's projection

Figure 3 Peter's projection

Figure 4 Robinson's projection

Figure 5 Gall's projection

Figure 6

A major problem faced by cartographers is how to represent a three dimensional planet on a flat surface. Inevitably, this process results in a distortion of some part of the earth's surface on a map. It is, for example, not possible for a map to show both size (proportional to other areas) and shape correctly. Different cartographers have developed different `map projections' to address such problems. The projections most commonly used are described below.Mercator's projection (figure 1) was produced in 1569 to assist with navigation. This projection emphasises correct depiction of the shape of landmasses. However, while shape is relatively accurate, the size of landmasses is distorted. The further land is from the Equator, the larger it appears on a map. Greenland, for example, is less than one twelfth the size of South America, but on a Mercator map the island appears to be much bigger than the southern continent. Any straight line on the map is a line of constant compass bearing but it does not represent the shortest route between two points.Mollweide's projection (figure 2) was developed in 1805. This projection accurately represents the relative size of landmasses but distorts their shape. This is because the lines of longitude are drawn as ellipses, except for the central 0 degrees longitude. These ellipses become more exaggerated away from the central line of longitude therefore distorting the landmasses.

Peter's projection (figure 3) produces elongated shapes of landmasses. The projection is often used to show the proportion of poor and rich countries of the world.Gall's and Robinson's projections (figures 4 and 5) are compromise projections designed to minimise distortions in both area and shape, especially in the polar latitudes. Both projections are commonly used for world maps in atlases. Map projections can now be readily calculated and plotted with the aid of computers. This has led to the production of maps that can be centred on anyplace in the world. In the past, projections like Mercator's and Mollweide's were `Europe centred'. European cartographers still favour these projections because the size of smaller European countries is enlarged relative to the size of countries nearer the Equator so they look bigger. As well, they show Europe at the centre of the world.Most atlases produced in Australia and Asia, feature maps centred on Asia and the Pacific. Some cartographers produce maps centred on their home country, like the one in figure 61 Which of the map projections best shows Australia'sposition in relation to the Pacific? Give a reason for your selection.2 Which of the map projections are most likely to haveoriginated in Europe? Why?3 Locate Greenland on the Mollweide and Mercator mapprojections. Compare the island's shape and size onthe two maps. Suggest why they are different.4 In which country do you think the map projection offigure 6 originated? Suggest what the cartographerwas wanting to show. Which land masses are distortedby this projection?5 Name the map projections that represent the shape of landmasses accurately.6 Name the map projections that accurately represent relative size of landmasses.7 Name the map projections that try to minimise thedistortion of both area and shape.

Year 9 Geog Skills No 25

1. Gympie to Maryborough:______________________________2. Gympie to Pialba:______________________________3. Childers to Gin Gin:______________________________4. Miriam Vale to Gladstone:______________________________5. Gladstone to Gin Gin:______________________________6. Bundaberg to Miriam Vale:______________________________7. Gympie to Bundaberg via Maryborough and Childers:______________________________8. Bundaberg to Gladstone via Lowmead:

_________________________Extra Activity: Most highway distance maps also include driving time form point to point. Use a red pen or pencil to fill in the driving times for each distance given on the map. Assume that a driver averages 80 kilometres an hour. Round off the time to the nearest 15 minutes. Write the driving times in parentheses alongside the distances.

Year 9 Geog Skills No 26Some maps show the distance between two points in terms of highway kilometres. This distance may not be the shortest distance between the two points, but it is the distance a driver must travel by major roadways. Study the map of a part of Queensland , then give the number of kilometres from one town to the other. You will have to add to get some of theanswers.

The map shows the surveyed heights of a number of places. When drawing the contour line between two points consider which point will be nearer the contour line. For example:

Now draw the contour lines with a 10 metre contour interval. EXTENSIONHow do you know that the highest point in the area shown is less than 50 metres high? Is the steepest slope in the area north, south, east or west of the highest point?

   TOWN/CITY TOWN/CITY DISTANCE    (a) Melbourne Sale kms.    (b) Melbourne Lakes Entrance kms.    (c) Dandenong Longford kms.    (d) Geelong Barry Beach kms    (e) Long Island

PointBarry Beach kms.  

  (f) Maffra Warragul kms.    (g) Lakes Entrance Geelong kms.    (h) Traralgon Trafalgar kms.    (i) Melbourne Geelong kms.    (j) Sale Longford. kms.           

   TOWN/CITY TOWN/CITY DIRECTION  

  (a) Long Island Point

Dandenong    

  (b) Melbourne Dandenong    

  (c) Maffra Melbourne  

(d) Maffra Lakes Entrance    

  (e) Longford Sale    

  (f) Barry Beach Melbourne    

  (g) Maffra Barry Beach    

  (h) Lakes Entrance Barry Beach    

  (i) Trafalgar Traralgon    

  (j) Melbourne Geelong    

         

Year 9 Geog Skills No 27Study the map of Gippsland that has been provided. Answer the following questions in the spaces that have been provided on this sheet. Please be very neat in the presentation of your work.1.Using the scale at the bottom of the map calculate the distances between these following towns/cities as though you were a pilot plotting a direct route from one place to another

3. Neatly mark the following places on the map. (a)Melbourne is located on a large embayment PORT PHILLIP BAY. (b)The embayment east of Fort Phillip Bay is WESTERNPORT BAY. (c)The island deep in Westernport Bay is FRENCH ISLAND. (d)The island at the mouth of Westernport Bay is PHILLIP ISLAND. (e) The large area of land extending into Bass Strait is WILSONS PROMONTORY. (f) The lake just to the east of Sale is LAKE WELLINGTON. (g) The long lake stretching from Lakes Entrance to Lake Wellington is LAKE VICTORIA.

2.Using the north point on ,the bottom of the map estimate the direction from the first town/city to the second town/city.

N

Year 9 Geog Skills No 28Topograghic Mapping Skill ExerciseUse the map over the page to complete the following questions.1. Colour the roads red and the rivers blue.2. Mark the highest spot on the map with H3. Mark the lowest spot on the map with L.4. Some contour lines have not been numbered. Number them correctly in the spaces provided.5. Draw three bridges on the map where they are necessary.6. Give grid references for the following a. the school ______________________b. the hotel ________________________c,. the post office ___________________d. the most southerly house____________7.Draw the symbol located at each of the following grid references and state what they mean:(a) 367305 ______________________(b) 348304______________________(c) 302306______________________(d) 346287______________________8. What is the distance from the most easterly bridge to the most westerly bridge(a) by road______________________(b) by river______________________(c) in a straight line __________________9. State the direction and the distance (in metres to the nearest 100) from the school to (a) the wind pump ______________________(b) the cemetery ______________________(c) the hotel ______________________(d) the church______________________10. Use green shading to mark a picnic and recreation area one kilometre square and located so that it provides scenic views of the settlement and the surrounding areas11.Use the scaled rectangle below the map to draw a cross section along the line XY

Year 9 Geog Skills No 29

1. Using a protractor give the bearing for the direction of:- (a) Brisbane from Melbourne? _____________(b)(b) Perth from Brisbane? _____________(c) Hobart from Carnarvon? _____________(d)The Great Barrier Reef from Ayers Rock?

_____________(e)Canberra from Darwin? _____________(f) The Everard Ranges from Mt Isa? _____________(g)Great Australian Bight from Broome? _____________(h)Adelaide from Hobart? _____________(i) The Tasman Sea from Alice Springs? _____________(j) (j) Kalgoorlie from Rockhampton? _____________

Answer the following questions

1) What is the % of households in Feb 98 with a

computer? ___________________

2) What is the % of households in May 99 with a

computer? ___________________

3) What is the % of households in Nov 00 with a

computer? ___________________

4) What happened in Feb 99?

___________________________________

5) Has the computer or the internet had the greatest

% increase between Feb 98 and Nov 00?

____________________________________

6) What is the % increase?

____________________________________

7) What is the most likely % of households to have the

internet in Feb 01? ___________________________

Year 9 Geog Skills No 30

ACROSS CLUES1 . The way a map represents real distance. (5)4.More accurate than just giving degrees when locating places. (7)6.An image of the earth from space. (9)7.These are lines on weather or climate maps joining places of equal temperature. (9)9.The type of fraction that scale can be expressed as.(14)1 1The direction towards the earth's geographic North Pole (9)12.A piece of paper with this, is the best way to measure distances on maps. (12)14.What satellites develop images of. which bounces back off the earth's surface. ( 14)16.Divide the "run" into this to calculate the gradient.(4)17.Where to go in an Atlas to first find out how to locate something. (5)18.The measurement between one point and another.(8)19.The type of north direction that a compass needle points.(8)DOWN CLUES1.These are used on maps for us to interpret complex features. (7)2.The measure of the steepness of a slope. (8)3.The type of shading used by some maps to give visual impression of landforms. (13)5.The type of graph plotted to show how temperature changes over time. (9)8.A way of giving heights if there is no spot height on a map. (10)10. A four figure grid reference is also known as an………?(13)13.Calculated on maps by multiplying length by breadth. (4)14.The variation in height over a small area. (6)15.A type of scale on maps that is expressed as a line¬. (6)

AREA DISTANCEINDEX LINEGRAPHREFLECTEDLIGHT RISESTRAIGHTEDGE AREAREFERENCE ESTIMATING ISOTHERMS MAGNETIC RELIEFSATELLITE SYMBOLSCOLOURSHADING GRADIENTLINEAR MINUTESREPRESENTATIVE SCALETRUENORTH