Tuesday, May 01, 2007

Consumers Coursework Help (and a reminder of LA21)

OK, so you have got some data from questionnaires.

Now put them into Excel and turn them into graphs...

How do you do that ?

Someone has already thought of this, and posted full instructions online. Thanks to Robert Livingstone of Dunoon Grammar School, who has provided instructions for producing the most common types of graphs and also a teachers' guide, which contains the following introductions.

Geography: Drawing Graphs with Excel

Teachers’ Guide

This online resource is a guide to using the Microsoft Excel program in geography. Excel is a program that can be used to create a wide range of graphs from data entered into one of its spreadsheets. It can also be used to do a variety of calculations, such as finding the sum (total), average, maximum and minimum values of the data; or sorting it into ascending or descending order – as well as many other, more complex, calculations.

The resource has been divided into files covering the main types of graph that might be encountered in geography lessons, textbooks, worksheets and exam papers:

  • line graphs
  • bar graphs
  • climate graphs
  • pie charts
  • scatter graphs.

For each type of graph there are a few pages of instructions, which should be followed carefully step by step, some more difficult skills associated with that type of graph and, finally, a page of further examples to try. Most of the tables of data come from existing geography textbooks, so the graphs created can be incorporated into exercises in these books.

The resource is one of many useful ones made available at the LEARNING & TEACHING SCOTLAND site. Follow the link for details on how to draw a range of graph types.


Use these to produce APPROPRIATE graphs of your results.

Can I also remind you of the 13 points in Local Agenda 21: the SUSTAINABILITY agenda. You need to tie these in with your coursework for MY PLACE if you haven't already passed that to me....

A SUSTAINABLE COMMUNITY IS ONE THAT.....

  1. uses resources efficiently and keeps waste to a minimum
  2. keeps pollution to a level which natural systems can cope with
  3. the diversity of nature is valued and protected
  4. meets local needs locally, where possible
  5. everyone has access to at least basic needs, such as good food, water, shelter and fuel at reasonable cost
  6. everyone has the opportunity to undertake satisfying work in a diverse economy
  7. people's good health is protected
  8. access to facilities, services, goods and other people are not achieved at the expense of the environment
  9. people are able to live without fear of personal violence from crime or persecution
  10. everyone has access to skills, knowledge and information
  11. all sections of the community have a real say in what happens in their area
  12. opportunities for culture, leisure and recreation are readily available to all
  13. the local distinctiveness and diversity of the area is valued and protected
Next lesson will be the final stage: the 'MAPPING' of connections.

Good luck with your Year 10 Exams, but remember, the Pilot is the REAL THING...

2 comments:

Anonymous said...

Aaron: Sir I have a question- what do i do tomorrow instead of an exam periods 3&4? As there is no revision classes set for Geography Pilot?

GeoBlogs said...

You will have a letter in the register tomorrow, but period 3 you will be in C6 (with a room change to C9 - so you'll have a chance to carry on with coursework if you want to !)
period 4 you'll be in E1 with me, so you can do some Pilot work then as well !! Bonus !!
Let anyone else know that you can in advance, as they might be able to bring their work with them to carry on with in the lesson.
I am trying to organise an extra session period 5 on Friday too...