2021 Geographical Investigation - Peter Lydon @peter_lydon www.geography.ie www.agti.ie On Facebook - The Association of Geography Teachers of ...
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2021 Geographical Investigation
Peter Lydon
@peter_lydon
www.geography.ie
www.agti.ie
On Facebook - The Association of Geography Teachers of Ireland
• Accredited Grades vs Exam • Students should do both
Task 1 Task 2 Diagram - 2 Diagram - 2 Equipment - 2 Equipment - 2 Measure and Record - 2 Measure and Record - 2 O/C- 2 O/C- 2 Issue - 2 Issue - 2 60% primary sources; 40% secondary. Primary data can be extracted from secondary sources
Changing urban landuse in a local area
• Two periods (before & after)
• Land use (RICEPOTS)
• P. 165 https://agti.ie/wp-
content/uploads/2020/10/Geographical-
Exploration-Heritage-Council.pdf
• Height
• Type – architecture/age
• See p. 129
• Condition
• Plot width/depth/heightlanduse sources • http://maps.scoilnet.ie • Dublin Towns - https://www.swilson.info/codub1848.php • Taylor & Skinners Map - https://www.swilson.info/tands1777.php • UCD Map collection - https://libguides.ucd.ie/findingmaps/mapshistDublin • Other lists - http://digital.ucd.ie/view/ucdlib:40377#c0055-6-6.1 • Slater’s Directory - https://www.failteromhat.com/slater.htm • Historic Maps - http://www.dublinhistoricmaps.ie (more than Dublin) • OSi Townland and historical map viewer - https://geohive.maps.arcgis.com/apps/webappviewer/index.html?id=9def898f708b47f19a8d8b7 088a100c4 • Maps & Directories - https://www.swilson.info/explorerb.php
Landuse • Thom’s Directory – Dublin Libraries http://source.southdublinlibraries.ie/handle/10599/39/simple- search?query=Thoms • Tony Dunne’s links on FB 1, 2
Migration
Population Data
• AIRO - http://airo.maynoothuniversity.ie/search/node/migration
• - 2011 http://airo.maynoothuniversity.ie/data-
visualisations/census-2011-principal-demographic-results
• 2016 - http://airo.maynoothuniversity.ie/mapping-
resources/airo-census-mapping/national-viewers
• SAPs Map viewer -
http://airo.maynoothuniversity.ie/mapping-resources/airo-
census-mapping/national-viewers/roi-census-2016-saps-
mapping-viewer
• Migration Data -
https://www.cso.ie/en/releasesandpublications/er/pme/populat
ionandmigrationestimatesapril2020/
• 2011 – Report
https://www.cso.ie/en/media/csoie/census/documents/census2
011profile6/Profile_6_Migration_and_Diversity_entire_doc.pdf
• 2016 – Non-nationals
https://www.cso.ie/en/releasesandpublications/ep/p-
cpnin/cpnin/
• 2016 – Report
https://www.cso.ie/en/releasesandpublications/ep/p-
cp7md/p7md/Local Environmental Issue • Litter Survey • Grafitti Survey • (air quality) • (Traffic congestion) • Service availability • Domestic renewable energy use • Housing – density & Quality (house process/Zones) • Recreational space/urban design (provision of footpaths/crossings etc)
Impact of primary OR secondary economic activity in a local area
• For primary see Heritage Council book (probably unlikely this could be done)
• For Secondary
• Consider
• Local standalone/greenfield factory
• Local industrial estate
• https://www.idaireland.com
• https://www.enterprise-ireland.com/en/
• Size (no of buildings if an estate), Numbers – directly employed,
agglomeration effects, indirect employment, inputs, outputs,
classification,BUILDING CONDITION
NB Observe the building as a complete unit and not just the ground floor.
CONDITION BUILDING DESCRIPTION
It is in excellent structural condition.
GOOD It is very well maintained.
It has a very long life expectancy.
It is well maintained …. but in need of minor repairs;
FAIR eg sagging or broken gutters, broken or missing downpipes, peeling
paintwork.
It is badly maintained … but is capable of being repaired.
POOR Typical faults include rotting window frames, sagging poor, large areas
of plaster missing.
It is structurally unsound and has a short life span.
BAD It has major faults including bulging or badly cracked walls, holes in
the roof etc.
RUIN Building is unstable.
or Roof is missing and doors are boarded up.
VACANT SITE The site has been cleared.HOUSING SURVEYS Visit the Irish Architecture Website at www.irish-architecture.com/buildings_ireland (i) HOUSE TYPES (broad categories) • Terraced • Detached • Semi-detached • Bungalow • High rise (Tower block) • Apartment block (ii) HOUSE PERIODS (broad categories) • Tudor pre 1700s • Georgian 1700s – 1830s • Victorian 1830s – 1900s • Edwardian 1900s – 1920s • Inter-war 1920s - 1940 • Post-War 1945 – 1970s • Modern post 1970s
INDEX OF DECAY
This is suited to a survey of a relatively small number of individual buildings as it
could be time consuming.
It could best be applied to
-a village survey or to
-a survey contrasting two streets or
-a survey along a transect outwards from the CBD.
Address:
DESCRIPTION None Little Some Much
Peeling paint 3 2 1 0
Deterioration of walls 5 3 1 0
Broken gutters 7 3 1 0
Broken glass in windows 7 3 1 0
Broken gutters Displaced roof material 9 5 1 0
Rotting timbers 8 4 2 0
Structural damage (cracks etc) 11 6 3 0
Sagging roof 10 6 2 0
SCORE PHYSICAL CONDITION OF BUILDING
50-60 Excellent - Good
40 - 49 Satisfactory
30 - 39 Generally unsatisfactory. May be bad in specific points
20 - 29 Action needed in future to improve structure
Below 20 Need to demolish or rebuildLAND USE CATEGORIES
Devise a set of land use categories to suit your survey area.
The example given below is not a definitive one.
CATEGORY DESCRIPTION NOTES
Shops, Pubs,
RETAIL Department Stores,
Newsagents etc
Cinema, Theatre,
RECREATION Snooker Hall,
Leisure Centres etc
Banks, Credit Unions
FINANCE Building Societies
Post Offices etc
Multi-storey Car Parks
PARKING Surface Car Parks
(Temporary or Permanent)
Warehousing
STORAGE or
Business Storage
Empty Buildings
VACANT Vacant Sites
Under Construction / Renovation
Schools, Churches,
COMMUNITY Libraries, Garda Stations,
Government Offices
Solicitors, Dentists,
SERVICES Accountants, Hairdressers,
Doctors etc
Houses,
RESIDENTIAL Flats,
Apartments
OTHER (specify)
ALTERNATIVE LAND USE Residential Industrial
CLASSIFICATION Commercial Entertainment
Public Buildings Open Space
(RICEPOTS)
Transport Services
TWO APPROACHES TO A LAND USE SURVEY:
(i) Use a prepared set of land use categories such as that shown above
for the survey.
(ii) Record the actual land use on the survey and devise appropriate
categories afterwards.BULDING HEIGHT
LAND USE (Gd F/Gd F& 1st F)
BUILDING CONDITION
.
G
G
F
G
G
F(i) BULDING HEIGHT
(ii) LAND USE (Gd & 1st F)
(iii) BUILDING CONDITION
(i)
(i)
&
(ii)
.
G
(i)
(ii) G
& F
(iii) G
G
FPEDESTRIAN / PCUs PRESENTATION:
Display with paired bar charts
• Use graph paper.
• Decide on how many bars you are going to draw and divide the horizontal
axis accordingly. Leave a space between each bar.
• Taking the highest value in your results, devise a suitable scale for the
vertical axis. Always start your scale at zero.
• Ensure that you label both axes as well as the individual bars.
F
R
E
Q
U
E
N
C
Y
0
PCUs Pedestrians PCUs Pedestrians
Street: …………………………………………… Street: …………………………………………Ø To identify and trace the extent of the Medieval
City.
Ø To trace the history of Waterford.
Ø To trace the development of Waterford through
A study of its buildings.
Ø To examine changing land use through time.
Ø To examine the changing functions of Waterford.THE HISTORY OF BUILDINGS IN AN URBAN AREA
A STUDY OF BUILDING AGE
1. Maps are valuable resources for urban geography.
Change overtime can be observed by comparing maps from different ages.
2. The 1 : 1,000 or the 1: 1,250 maps are ideal for identifying buildings and
changes over time.
3. The Lawrence Collection of photographs show scenes from Irish towns at
the turn of the century. These photographs are available from the
National Library.
Other collections may be seen at your local library.
4. Modern photographs can be compared with older photographs.
5. Trade and postal directories e.g. Thom’s Commercial directory have
listings of functions of shops which can be useful when researching the
history of buildings.
6. Interviews and questionnaires with long-term residents can give good
information about urban change.
7. Historical census data can identify changes in a town e.g. population
growth due to economic growth.
8. Secondary sources e.g. history books have detailed information on types
of buildings in different periods of history and architectural styles.
9. Draw up a survey sheet to identify characteristics of buildings from
different ages.
FIELDWORK
Draw sketches of buildings from different ages and bring them on
fieldstudy to help identify building age.FROM A MAP IDENTIFY AREAS OF STUDY Draw the outline of the street within your survey area using a basic street transect sheet. Mark the buildings along both sides of the street on the survey sheet. Include public and private buildings. Classify the land use. Mark in characteristics on survey sheet and hence identify building age. Mark in building age onto street maps using colouring pens to identify different ages. Note building condition. Create an index of decay which can be used as a guide to building conditions.
TRACING THE HISTORY (DEVELOPMENT) OF A TOWN
(See accompanying set of photographs)
PERIOD EVIDENCE
Pre 9th / 10th C No evidence
Early Christian Round Tower*
Up to 11thC High Cross
Viking Round Tower*
9th & 10th C First towns, Town walls**
Street names (Olaf, High) , Placenames ( …..ford)
Town walls**, Town Gates, Mottes, Castles
Norman Many towns at bridging points. Narrow streets.
12th & 13th C Abbeys near town centre
First use of ………town.
Town Square / Diamond, Fair Green,
Planned street pattern.
Plantation Planned villages.
16th – 18th C Fortified houses, Demesnes, Country houses.
Street names (Landlord’s name + ……town, ……ville, …….land)
Irishtown
Georgian buildings (architecture, brick-built etc)
Georgian Geometric street plan, Squares,
18th & early 19th C Wide streets, Malls, (Town Walls & gates demolished)
Grand public buildings (City Hall, Cathedral, Customs House).
Canals
Victorian buildings
Victorian Warehouses
Later 19th C Railway stations
Inner city factories
Mills
Industrial estates / technology parks
Suburban residential estates, Urban apartment developments
Modern Pedestrianisation, Bypasses, ring roads.
Shopping centres (CBD , suburban / out-of-town)
New Towns etcGEOGRAPHICAL INVESTIGATION
URBAN SURVEY
Land Use
Building Height
Building Condition
Traffic Survey
Pedestrian Count
Litter Survey
Shopping Survey
Building Study
1LAND USE CATEGORIES
CATEGORY DESCRIPTION
RETAIL Shops, Pubs, Department Stores, Newsagents etc
RECREATION Cinema, Theatre, Snooker Hall, Leisure Centres etc
Banks, Credit Unions
FINANCE Building Societies Post Offices etc
PARKING Multi-storey Car Parks, Surface Car Parks (Temporary or Permanent)
STORAGE Warehousing or Business Storage
VACANT Empty Buildings, Vacant Sites, or Under Construction / Renovation
COMMUNITY Schools, Churches, Libraries, Garda Stations, Government Offices
SERVICES Solicitors, Dentists, Accountants, Hairdressers, Doctors etc
RESIDENTIAL Houses, Flats, Apartments
OTHER (specify)
BUILDING CONDITION
NB Observe the building as a complete unit and not just the ground floor.
CONDITION BUILDING DESCRIPTION
It is in excellent structural condition.
GOOD It is very well maintained.
It has a very long life expectancy.
It is well maintained …. but in need of minor repairs;
FAIR eg sagging or broken gutters, broken or missing downpipes, peeling
paintwork.
It is badly maintained … but is capable of being repaired.
POOR Typical faults include rotting window frames, sagging poor, large areas
of plaster missing.
It is structurally unsound and has a short life span.
BAD It has major faults including bulging or badly cracked walls, holes in the
roof etc.
RUIN Building is unstable.
or Roof is missing and doors are boarded up.
VACANT SITE The site has been cleared.
2URBAN STUDY RECORDING SHEET
Map Name of building Width Land Use Building Building General
Ref / premises (metres) Ground F First F Height Condition Comment
3TRAFFIC / PEDESTRIAN RECORDING SHEET
LOCATION NAME
TIME DATE
TOTAL
PEDESTRIANS
TOTAL PCU
LARGE TRUCKS x3
& LORRIES
TOTAL PCU
COACHES & x3
BUSES
TOTAL PCU
SMALL TRUCKS x2
MINIBUSES
TOTAL PCU
x1
CARS/VANS
TOTAL PCU
MOTORCYCLES X .5
/ BICYCLES
PCU
TOTAL
Conversion to PCU/hr
4LITTER SURVEY
SITE 1: ……………………………………………………………………….
Paper
Metal
Household Waste
Plastic
Polystyrene
Biological
SITE 2: ……………………………………………………………………………………..
Paper
Metal
Household Waste
Plastic
Polystyrene
Biological
5SHOPPING SURVEY
LOCATION: …………………………………………………………………………
1 Where do you live?
2 How did you travel to the centre?
Car Bus Walk Taxi Other
3 How frequently do you shop here?
Daily 2/3 times Weekly 2/3 times Less often
week month
4 Which of the following groups of services are you likely to avail of?
Order Examples Tick
Low Butcher, Office, Newsagents, General store
Middle Bank, Chemist, Bookmaker, Café, Library
High Department store, Optician, Carpet or Furniture store
5 In your opinion does this shopping centre offer
a wide range of goods and services YES NO
competitive prices YES NO
6 What do you like about shopping here?
Convenient parking Food outlets
Facilities for disabled Clean toilets
Seating Music
7 What other shopping centre(s) do you use? (& more / less frequently)
Centre: More frequently Less frequently
6NOTES
7CAR PARKING
JUDGEMENT SURVEY
Circle the number that most reflects your view
Easy access to car park 1 2 3 4 5 Difficult access to car park
Plentiful availability of spaces 1 2 3 4 5 Poor availability of spaces
Safe for drivers 1 2 3 4 5 Unsafe for drivers
Good Security for cars Poor security for cars
Spaces wide enough for ease 1 2 3 4 5 Spaces narrow for parking
of parking
Reasonably priced 1 2 3 4 5 Highly priced
Convenient to town centre 1 2 3 4 5 Not convenient to town centre
Good access for disabled 1 2 3 4 5 Lack of disabled parking spaces
Good amenities: toilets, lifts 1 2 3 4 5 Poor amenities: toilets,
and litter bins Lifts and litter binsTRAFFIC FLOW SURVEYS
This is a simple count of how many vehicles pass a particular point.
Group the vehicles into types and use a recording sheet as they pass by.
You can vary the survey in a number of ways:
• Get a total traffic count passing a particular point.
• Count the traffic flow going in each direction at that point.
• Survey traffic at one place at different times of the day; compare early morning
rush-hour traffic flow with mid-afternoon traffic flow.
• Survey traffic in several places at the same time of the day.
• Decide to concentrate on so-called traffic trouble spots (congestion / accident
black spots)
You can also undertake some supplementary surveys at the same time.
• Survey the car occupancy rate of all cars that pass. This can be useful to assess the
potential for car pooling and cutting traffic congestion
• Convert all traffic data to Passenger Car Units (PCUs). This gives a more accurate
indication of traffic levels than a raw count. A car has a PCU of 1 while a bus has a
PCU of 3, indicating that it takes up three times the amount of road space as a car.
• Different roads can cope with different volumes of traffic. Test how busy a route
is by comparing your traffic flow results with the Index of Saturation. This might
indicate that a road has reached saturation level and a by-pass is needed.
• Journey generator issues can be surveyed. Certain sites, such as schools, factories
and shopping centres generate heavy traffic. Traffic flow could be counted at a
particular site at certain times throughout the day. This type of survey could also
be undertaken by issuing questionnaires to students and having them completed by a
parent.
Two options here: for a simple survey ask respondents to select up to four reasons
Or , for more detailed data, ask them to rank them in order.
• Quantify delay times for journeys on a particular route. Select three or four points
along a route. Drive this section of route at a time when flow is free, noting the
time taken for each stretch.
On the day of the survey, decide on a certain car model of car to focus on. The
surveyor should note its registration and the time at which it passed that point.
This should be repeated at each point along the survey. In this way the time taken
for each section of the journey can be calculated.
• The survey could be expanded if survey points were located on branch roads rather
than being confined to one route. By doing this, a pattern of journeys undertaken
can be developed.TRAFFIC / PEDESTRIAN RECORDING SHEET
LOCATION NAME
TIME DATE
PEDESTRIANS TOTAL
TOTAL PCU
LARGE TRUCKS x3
& LORRIES
TOTAL PCU
COACHES & x3
BUSES
TOTAL PCU
SMALL TRUCKS x2
MINIBUSES
TOTAL PCU
x1
CARS/VANS
TOTAL PCU
MOTORCYCLES X .5
/ BICYCLES
PCU
TOTAL
Conversion to PCU/hr
INDEX OF SATURATION (in PCUs per hour)
This will give a measurement of how congested a road is.
Ordinary two lane road 750 Dual carriageway 3000
Three lane road (central overtaking) 1400 Motorway (3 lanes each way) 6000JOURNEY GENERATOR QUESTIONNAIRE
Which of the following factors most strongly influence your decision to travel to
work by car?
I do not normally travel to work by car.
Convenient and secure parking is available.
I encounter little congestion or delay on the journey.
The car is essential for the work I do.
I need the car to drop/collect children at school
I need the car for shopping before or after work.
I have a car pooling arrangement with a colleague
Public transport is not a viable option because
-public transport stops are not close to my home / workplace.
-the timetable / frequency of public transport does not suit.
-is is too expensive.
-I don’t like public transport.
-public transport is too crowded.
-public transport is unreliable.
I enjoy driving and listening to the radio / music as I travel.
I feel safer in my own car
Any other reason?PRESENTING YOUR RESULTS
Use a trend graph to present traffic flow variations over time.
Traffic Flow
120
100
80
Main Street
PCUs
60
High Street
40
20
0
8am 10am 12 noon 2pm 4pm 6pm 8pm
Time
Use a series of bar charts to show traffic variations on different days.
PCUs at Broad Street
300
250
200
PCUs 150
100
50
0
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
DayUse a pie-chart to show PCU breakdown Use divided rectangles to show
TRAFFIC FLOW BREAKDOWN PRESENTATION:
Display on pie charts.
• You require a compass, a protractor and a ruler.
• Calculate the total number of vehicles to be accommodated in a particular
chart.
• The number of degrees allocated to each category of vehicle is calculated
as follows:
Number of degrees (0) = Number of vehicles in category x 360
Total number of vehicles
• Use the protractor to measure out the angles, one at the time.
Street: ………………………………………… Street: …………………………………………
WORKED EXAMPLES
KEY
Total number of vehicles = 225
Number of cars = 150
No of vans = 48
CARS: 150 x 360 = 54000 = 2400
225 360
VANS: 48 x 360 = 17280 = 76.80
225 225TRAFFIC MANAGEMENT
The study of transport plays an important part in Geographical Investigations.
Transport is part of all our lives, going to school, to work, to shop, to the gym
and on holidays etc.
There are major concerns today about traffic congestion in urban areas and we
hear about traffic delays each morning on our radios – AA ROADWATCH.
There is also the environmental concern regarding the use of cars in urban
areas. We are seeing many changes in transport routes over the last number of
years, with the introduction of motorway systems, bypasses, roundabouts etc.
Wherever we live, we are bound to find many interesting and relevant
investigations on transport.
INVESTIGATIONS ON TRANSPORT
INTRODUCTION
1. SELECT A TOPIC FOR INVESTIGATION
TRANSPORT
2. A CLEAR STATEMENT OF HYPOTHESIS OR AIM
• TO MEASURE THE AMOUNT AND TYPE OF TRAFFIC ALONG A
PARTICULAR ROAD INTO AND OUT OF A SETTLEMENT
• TO COUNT THE NUMBER OF OCCUPANTS IN EACH PASSING
CAR
• TO TEST THE HYPOTHESIS THAT THE MAJORITY OF
VEHICLES ARE OCCUPIED BY THE DRIVER ONLY
3. OBJECTIVES
To use the data collected in the survey to assess the following:
• Which are the busiest times of the day and why?
• Which are the busiest times of the week and why?
• In which direction is the greatest traffic flow, at what times and
why?
• What types of traffic pass along this route?
• Test the hypothesis- are the majority of cars occupied by the
driver only.
• Does traffic flow cause congestion along this road at times?
• What could possible be done to improve the flow of traffic along
this route?
14. PLANNING
Depending on your aims and hypothesis you will decide where you want to
carry out your investigation and at what times. E.g. If you want to look at
the effect of commuters travelling into a town or city for work, then you
will need to count vehicles and pedestrians at peak times, 7.30am-9.00am
and 5-6pm.
You will need to decide on how long you intend to measure the flow, do you
intend to classify vehicles and will you count the number of passengers in
each vehicle. This collection will depend on your aims and hypothesis
(outlined above)
POINTS TO REMEMBER
Choose your location sensibly.
The more comprehensive the survey, the more time you will need to spend
on it.
Think local :
• You will reduce your travel time.
• It will be easier to return to your site more often during the week.
• You will be familiar with the area and will be able to choose the
best and safest survey points.
The Dos and Don’ts of choosing a survey site
DO DON’T
Choose a straight road Don’t choose a bend in the road
Must have a grass verge or path to Don’t block a pavement
stand on
Think safety first Don’t choose a bus stop
Be seen Don’t choose a dangerous junction
Avoid foggy bad weather
2EQUIPMENT
1. You will need an O.S.map of the area being surveyed and a town plan
Locate the road to be surveyed on your map
Locate the survey points on your map
2. A record and tally sheet on a clipboard and a pen
A record sheet needs to be designed in class
(see recording sheet)
Be careful to include all information that needs to be surveyed on
your recording sheet.
3. A watch for timing survey periods
SAMPLING
Different sampling methods can be used.
Choose specific times such as peak flow, minor flow on
specific days of the week and weekends.
This will allow you to compare traffic flows between
weekdays and weekends and differences between commuter
traffic and shopping traffic e.t.c
1. Line sampling
2. Random Sampling
Pick your sample at random over the week from Monday to
Friday.
Pick your sample hours per day at random.
Write out the hours for each day on a sheet of paper and
pick randomly or another suggestion would be to write out
each hour of the day separately on sheets e.g. 8.00am, place
the papers in a box and draw out two hours for Monday. This
will tell you the times during which you will monitor traffic on
Monday. Carry out the same exercise for each day of the
week. Replace the papers with the hours written on them,
into the box each time before selecting for each day.
3Background Material
The data outlined above is primary data.
Secondary data on traffic flow can also be used.
1. Contact your local council and get any traffic figures which
they may have. They may also have samples of traffic surveys
carried out in that area.
2. Check the Central Statistics web site for traffic statistics
www.cso.ie
3. Check the EPA website for local traffic figures www.epa.ie
4. Small Area Population Statistics may have information on car
ownership in your area.
COLLECTION OF DATA
1. A survey point has been decided on.
2. Locate the area to be surveyed on your o.s. map
3. A sketch map of the area can be drawn marking in the road and the survey
points
4. A Rota needs to be drawn up where students select or are selected to
monitor survey points at the random sample times decided on.
This rota needs to be copied and given to the school principal outlining
times at which students are not on the school premises.
5. At least two students need to be counting on each side of the road. One
student should call the type of vehicle and another should record the
result on the recording sheet.
If the road is very busy more students may be needed on each side of the
road, each student counting a certain type of vehicle only.
Care must be taken to do counts properly. Only cars that pass you can be
counted.
6. On the record sheet the Tally method can be used.
THE TALLY METHOD
47. A maximum of 30 minutes is sufficient to survey in any one hour. This will
give enough data to suggest a trend.
A watch can be used to time these surveys.
8. Another group of students can work on the occupancy rates.
One pair of students on each side of the road.
One student counts the number of persons per car while the other
records the data.
9. Students need to record traffic congestion if it occurs and note the
times.
10. Suggestions can be made to deal with traffic congestion.
11. Back in the class students may also look at secondary sources e.g. traffic
surveys by the local county council.
Preparation of the results
When students return to the classroom, they can work out the basic results.
1. Students should have two recorded sheets for each hour, that is four
sheets per day for five days.
2. Students can calculate the total of each vehicle type for each survey time
using the Tally count from the recording sheet.
3. The results for vehicle types can recorded on a histogram or a bargraph.
4. A pie graph can be drawn to show the data collected. The pie chart
represents 360 degrees or 100%.
1% = 360/100 = 3.6 degrees
So, if cars made up 10% of total traffic,the segment would be 10 x 3.6 =
36 degrees in size.
Using a protractor, divide your circle into its relevant segments.
Produce a colour key made up of different colours for each vehicle type.
5. Graphs can also be drawn to compare the number of vehicles going in
opposite directions on any one day or at times over the week.
6. Graphs can be drawn to show the total number of cars going in both
directions on a given day or week.
7. A group of students can work out the occupancy rate showing the number
of passengers per vehicle.
58. All results can be graphed for occupancy rates.
9. When discussing traffic congestion, students can give data a weighting. A
weighting reflects the size of the different types of vehicles. A
weighting converts the data into PCUs(Passenger Car Units). PCUs reflect
the road space taken up by a vehicle, which gives an indication of traffic
congestion on the road. The higher the P.C.Us the greater the road space
which is taken up at any one survey point.
SUGGESTED WEIGHTINGS
CAR 1 PCU
VAN 1 PCU
LORRY 3 PCUs
BUS 3 PCUs
MOTORBIKE ½ PCU
BICYCLE ½ PCU
Halves are rounded up.
ICT CAN BE USED TO DRAW GRAPHS AND PIECHARTS IF APPROPRIATE.
CONCLUSIONS AND EVALUATION
Draw conclusions about
1. traffic flows in opposite directions
2. vehicle types
3. vehicle occupancy
4. Is the hypothesis proven that the majority of cars are driver only.
5. Is traffic congestion a problem?
6. Compare findings with established theory.
7. Examine the validity of the investigation
8. Suggestions for improvement
TRAFFIC MANAGEMENT
ALTERNATIVE FIEDWORKS
6The basic field survey for traffic flow involves measuring the number of
vehicles passing along a roadway over a period of time.
Many supplementary studies can also be carried out.
THE ORIGIN OF TRAFFIC
AIM:
• To identify the origin of traffic travelling into your town or city.
PREPARATION:
You will need an O.S. map of the region.
Mark your town on the map
An Atlas
List of registrations for each county, e.g. cork = c
COLLECTION OF DATA:
Decide on survey points on the main roads leading into the town.
Using random sampling choose survey times.
Two students on each side of the road at each survey point.
One students calls out the origin of the vehicle by registration number of
vehicle or name of company and address from side of Lorry or coach.
Count the number of lorries coming in and leaving the town
Make note of how many you didn’t record because of difficulty of reading
a name from a fast-moving vehicle.
Back in the classroom, draw a sketch map and mark on it the town where
you did the survey and the roads leading to it.
Using an ATLAS draw a map of Ireland and mark the counties and towns
where the traffic was coming from. Draw a line from each place to the
town where you did the survey.
RESULTS AND CONCLUSIONS
Do most vehicles come from nearby or far away?
If traffic comes from far away, does it indicate that this is an industrial
town?
Can you think of reasons to help explain the pattern you see on your map.
7THE DAILY FLOW OF TRAFFIC
AIMS:
• To examine changes in traffic flow during a day in your local town
or city.
• To identify peak flow times in your town or city.
PREPARATION:
(AS FOR MAIN INVESTIGATION)
COLLECTION OF DATA:
More students needed as the study covers a longer period each day.
Try to use students that come early to school to cover the early morning
traffic e.g. 8.00 am and the same applies to students to remain late after
school for study e.t.c. to cover the later times e.g. 6.00pm.
The Tally system can be used again.
Each hour of the day from 8am to 6pm needs to be recorded.
PRESENTATION OF RESULTS:
A table can be drawn up listing each hour and the total number of vehicles
along a road over a day.
Results can be shown on a Bar Graph
A FLOWLINE can be used to show results.
A flow line is a line drawn in the shape of a road. The thicker the line the
more traffic uses the road.
500 vehicles === 1mm line thickness
1000 vehicles === 2mm line thickness
Remember choose the thickness of line that best suits your own
statistics and the size of the map you are using.
CONCLUSIONS:
PARKING SURVEYS
8LITTER SURVEY PRESENTATION
SCATTER GRAPH
SITE 1 SITE 2 SITE 3 SITE 4 SITE 5
KEYLITTER
Litter survey
• A recording sheet can be used to count the number and types of
litter found in a survey area
• The tally method can be used when counting types of litter
• In open spaces such as playgrounds, exact measurements can be
taken, litter identified and plotted on to a map of the area.
• A litter survey usually forms part of an urban or environmental
study.
• Measurements can be taken from a fixed location and marked onto
the map or sketch map of the area.
KEY
P=PAPER
M=METAL
H= HOUSEHOLD WASTE
PL=PLASTIC
PS=POLYSTRENE
B=BIOLOGICAL
PAPER Newspapers, Cardboard, crispbags e.t.c
METAL Tin cans, beer cans e.t.c.
HOUSEHOLD WASTE Old furniture, old fridges e.t.c
PLASTIC Carrier bags e.t.c
POLYSTYRENE Food containers e.g. burger packaging
BIOLOGICAL Animal litter and wasteA LITTER SURVEY
• CHOOSE SPECIFIC SITES TO SURVEY LITTER
• MARK LOCATIONS ON A 1:1,000 OS MAP OF THE AREA
• FILL IN SURVEY SHEET BELOW BY LOCATING THE LITTER
AND COUNTING THE AMOUNT OF DIFFERENT TYPES OF
LITTER AT EACH SITE
SITE 1 SITE 2 SITE 3
P 11 P P
M 1 M M
H 111 H H
PL 1111 PL PL
PS 1 PS PS
B B B
SITE 4 SITE 5 SITE 6
P P P
M M M
H H H
PL PL PL
PS PS PS
B B B
Present the results using bar charts.
Show the location of litter in different colours on your map.
Study the results carefully
Decide if action needs to be taken and in which locations.LITTER
Litter survey
• A recording sheet can be used to count the number and types of
litter found in a survey area
• The tally method can be used when counting types of litter
• In open spaces such as playgrounds, exact measurements can be
taken, litter identified and plotted on to a map of the area.
• A litter survey usually forms part of an urban or environmental
study.
• Measurements can be taken from a fixed location and marked onto
the map or sketch map of the area.
KEY
P=PAPER
M=METAL
H= HOUSEHOLD WASTE
PL=PLASTIC
PS=POLYSTRENE
B=BIOLOGICAL
PAPER Newspapers, Cardboard, crispbags e.t.c
METAL Tin cans, beer cans e.t.c.
HOUSEHOLD WASTE Old furniture, old fridges e.t.c
PLASTIC Carrier bags e.t.c
POLYSTYRENE Food containers e.g. burger packaging
BIOLOGICAL Animal litter and wasteA LITTER SURVEY
• CHOOSE SPECIFIC SITES TO SURVEY LITTER
• MARK LOCATIONS ON A 1:1,000 OS MAP OF THE AREA
• FILL IN SURVEY SHEET BELOW BY LOCATING THE LITTER
AND COUNTING THE AMOUNT OF DIFFERENT TYPES OF
LITTER AT EACH SITE
SITE 1 SITE 2 SITE 3
P 11 P P
M 1 M M
H 111 H H
PL 1111 PL PL
PS 1 PS PS
B B B
SITE 4 SITE 5 SITE 6
P P P
M M M
H H H
PL PL PL
PS PS PS
B B B
Present the results using bar charts.
Show the location of litter in different colours on your map.
Study the results carefully
Decide if action needs to be taken and in which locations.POLLUTION OF THE ENVIRONMENT
SCALE OF VISUAL POLLUTION
ASPECTS OF 0 1 2 4 DESCRIPTION
POLLUTION
Litter Evidence of litter / Overflowing litter bins
Smells ‘Sniff’ scale from no smell to highly offensive
State of buildings Old derelict buildings to modern developments
Animal waste Evidence of animal waste on pavements and in parks
Weeds along pavements,
Weeds and vegetation Overgrown grasses in public areas
Degree of Landscaping
Quality of drains and Dirty drains, broken kerbs, evidence of poor maintenance
kerbs
Pavement surfaces Incidence of bumps, cracks and holes
Poor underfoot conditionsTRANSPORT SURVEY (i)
A bus coverage index is used to compare / contrast
(a) the frequency of service and
(b) the level of service on bus routes between two towns A & B.
• This information can be collected from bus timetable book or at the bus terminus.
• On a simple level, it can be used to show the frequency with which buses link a town
to its surrounding towns and villages, inbound, outbound or as a total. The figures
could be calculated as a weekly total or a daily total. In the latter case, further
study could involve the reasons for the daily variations.
• Taken further, the data can be developed into an index of bus coverage as follows:
Index of = Journey time between A & B___
bus coverage Number of buses between A & B
• The lower the index value, the greater the density of buses along a route.
BUS EIREANN SERVICES TO BALLYKNOCK.
The frequency is shown by using lines of different thickness.
This information could also be superimposed on a map of the region.
Dunaree
Kilmore
Liosard If you wish, you could
superimpose large
block arrows instead.
BALLYKNOCK
Ardbeg
Ballynabo
Clonavon
AVERAGE NUMBER OF BUSES ARRIVING DAILY
1-3 4-6 7-9 10-12TRANSPORT SURVEY (ii)
A transport efficiency index can be used to compare bus journey times with car
journey times.
• This test is ideal where a Quality Bus Corridor (QBC) is in operation.
• It can also be used where buses have dedicated streets or where contraflow is
in operation.
• It could be adapted to involve a study of the new Luas network.
To calculate the efficiency index, calculate the average journey time by car and by
bus. For accuracy, ensure that the start time of both journeys is similar.
For greater accuracy, the test should be repeated on a number of occasions.
Efficiency = Journey time by bus
Index Journey time by car
• The lower the index value, the better the bus route.
It is possible to vary the test conditions.
• A simple test will compare average bus journey time to car journey time.
• Contrast the efficiency index by using data gathered in the morning rush hour
with data gathered in mid-morning.
• Develop the data further by gathering data over the days of the week.
• Contrast the results gathered on a dry morning with those gathered on a wet
morning.
JOURNEY TIMES EFFICIENCY INDEX
8
30
EI (6am) = /7 = 1.14
25
TIME TAKEN
15
20 EI (8am) = /20 = 0.75
Bus
15
Car
10
17
5
EI (6pm) = /24 = 0.70
0
6am 8am 10am 12 2pm 4pm 6pm 8pm
noon
CONCLUSIONS: ??????????
TIME OF JOURNEYTRANSPORT SURVEY (iii)
A detour index can be used to compare bus
journey distance with car journey distance.
This study can be undertaken
-withinin a city with its own bus service or
-between towns.
• This test is ideal where there is a Quality Bus Corridor (QBC) is in operation.
• It can also be used where buses have dedicated streets or where a contraflow
system is in operation.
Detour = Journey distance by bus (B) C
Index Journey distance by car (C) B
• The lower the index value, the
better the bus route.
Calculating the Detour Index between
Enniscorthy and Wexford:
Distance by bus ( ) = 20.7
Distance by car ( ) = 17.1
20.7
Detour Index = /17.1 = 1.21
**Measurements can be map distance (cms)
or on-the ground distances (kms).TRANSPORT SURVEY (iv)
A sinuousity index can be used to measure the directness of a route.
Sinuousity = Distance along a road between the places x 100
Index Straight line distance between the places
• A sinuousity index value of 100 indicates a straight route.
• The greater the sinuousity index value is, the more indirect the route is.
Using the map above:
8.8
Sinuousity Index of the Wexford – Enniscorthy route = /7.7 x 100 = 114
11.9
Sinuousity Index of the Enniscorthy – Gorey route = /10.5 x 100 = 113
20.7
Sinuousity Index of the Wexford – Gorey route = /17.1 x 100 = 121
TRANSPORT SURVEY (v)
A connectivity index tells you how well connected the bus (or LUAS or DART)
service is.
It involves a study of how many routes there are joining up the various places.
It is useful when analysing the provision of rural or suburban networks to assess
their relative efficiency.
Connectivity = Number of edges
Index Number of nodes
• A node is a junction or an ‘end’ – often a town or village.
• An edge is a route joining any two nodes
CI = 5/5 = 1 => Reasonable connectivity CI = 8/5 = 1.6 => Good connectivityLITTER SURVEY PRESENTATION
SCATTER GRAPH
SITE 1 SITE 2 SITE 3 SITE 4 SITE 5
KEYHYPOTHESIS:
The town of Carraignagcrann is heavily dependent on industry to provide
employment.
or
To examine to what extent the town of Carraignagcrann is dependent on
industry
AIMS:
1. To discover the importance of industry in providing employment in this area.
2. To establish a classification of industry.
3. To apply this classification to industries identified in the local area.
4. To establish what contribution these industries make to providing employment
in the area
PREPLANNING:
ü Make tracings of the area under investigation. First trace a map of the area
of scale 1:1250 (if possible – or another appropriate scale).
ü Trace another area map of scale 1:50,000 and mark in on it the industrial
area and the surrounding urban area.
ü Mark in also smaller towns and villages of the hinterland where people who
work in the industries may live.
ü Compile a List of Industries – secondary & tertiary - each has a number to
make plotting easier during the Investigation – see below - add any extra
industries you feel necessary.
ü Obtain the names and addresses of firms in the selected area. Write to the
manager of each firm enclosing a copy of the Industrial Questionnaire to be
completed. Include a covering note explaining the reason for the
questionnaire and suggest a date and approximate time a few days later when
it will be collected.
ü A phone call to each firm also requesting the company to take part could be
undertaken before questionnaires are sent. (This will help to develop inter-
personal skills)EQUIPMENT:
ü Base maps
ü List of Industries
ü Industrial Questionnaires
ü Covering Letter
ü List of names and addresses of companies /Yellow Pages / Little Red Book
ü Traffic Count Worksheet
IN THE FIELD: The Industrial Estate / area needs to be visited twice.
First Visit:
ü Following map, walk through the industrial area and identify ground level use
of each establishment
ü Plot the appropriate number from the list of industries on the map while
making a note of the firms name and address
ü A traffic count could also be conducted on the main access point from the
main road into the industrial area
Second Visit:
ü On the prearranged day and time, collect the questionnaires from each firm
ü Ensure each has been completed
ü It may be possible through informal questioning to discover where most of
the employees come from.
PRESENTATION OF DATA:
Mapping industry types
ü Group the industries into categories such as food, textiles and clothing,
construction, metals & engineering, chemicals and services – alter these
categories accordingly
ü Redraw map – using a different colour code for each category. Shade each
industrial premise accordingly. Add a key.
ü Count each industry in each category and then calculate each as a % of the
total.
ü Describe whether one or two categories tend to dominate. Are there any
reasons that can be given for this? Raw materials? Local tradition / history?
Markets? Transport?Mapping the age of firms in the area:
ü Select a type of shading to highlight the different number of years firms
have occupied their premises. Shade this information on a separate map.
Use a key
ü For each category, calculate the average number of years that the firm has
occupied the building (see below) Have the most important industries stayed
the longest?
Mapping the industrial employment structure:
ü On another map of the selected industrial area drawn, choosing an
appropriate scale, draw over each industrial establishment either bar-charts
or pie-charts to represent the numbers of employees who are;
-Male/female
-Under 30/over 30
-Skilled/unskilled
Give the scale of the pie/bar chart.
ü Print the letter ‘T’ over those firms which have in-service training schemes.
ü Again using selected categories of industry, compare your maps and charts.
Describe whether there is a relationship between any of the following;
(a) Type of industry and total number of employees
(b) Type of industry and the proportions of male/ female labour
(c) Type of industry and the proportion of skilled/unskilled labour
(d) The major employers and in-career training
Assessing the catchment area for employees:
ü For each of the six categories of industry, calculate the average distance
employees travel from home to work.
ü On your tracing of the 1:50,000 scale map take, in turn, the average distance
travelled as the radius of a circle centred on the industrial area investigated.
On this scale 1cm represents ½ km: remember to add this to your map. For
each category of industry draw a circle in the same colour used for shading
the map of industry types.
ü Describe the pattern of circles on the map and suggest reasons why they are
close together, or why people are prepared to travel further for different
types of employment. Is there a relationship to skill and pay, or is it related
to the surrounding transport network? Are the lengths of shifts important?Drawing Conclusions:
1. Describe what your investigation has revealed about the availability of
employment for a) young people and b) older people in the area.
2. Describe any connections which you have discovered between the class of
industry and the ratio of female to male labour and the ration of skilled to
unskilled labour. Suggest any reasons for this.
3. Has the investigation shown that there are labour-intensive industries and
machine intensive industries in the area investigated? Imagine you are a
member of the local council and have been asked to prepare a report for
the other councillors on industrial employment in the area. Your report
must conclude with the recommendations you would make for the
improvement of industry in the area.
LIST OF INDUSTRIES:
1. Chemical industry –
a) Heavy chemicals such as sulphuric acid, oil refining and
petrochemicals
b) Light chemicals – pharmaceutical products, cosmetics
2. Clothing, dressmaking, tailoring
3. Construction industry, including builders’ merchants
4. Craft industries such as basket-making and pottery
5. Electrical goods manufacture such as washing machines and kettles
6. Engineering –
a) Heavy engineering such as boiler-mahing, shipbuilding
b) Light engineering – typewriters, computers, watch-making
7. Food and drink preparation – floor milling, meat processing, brewing, baking
and confectionery
8. Furniture manufacture, including fitted kitchens
9. Haulage contractor
10. Joinery – door making, window frames
11. Metal manufacture including steel-making
12. Paper making
13. Printing and making photographic equipment
14. Stone- working – monumental masons
15. Textile manufacture
16. Warehouse industries – industrial premises used for storage of goods
before distribution to retail shops.Industrial Survey Questionnaire
We are students from _____________________________ and we are carrying out
a Geographical Investigation of industry as part of their Leaving Certificare
Geographical Investigation. We would appreciate it very much if you would take the
time to complete the following by placing a tick in the appropriate box. I will collect
this on _________ as already agreed in my phone call.
Company Name: _______________________________
Company Address: _______________________________
Type of Industry: _______________________________
1. For how many years has your firm used these premises?
Under 2 yrs 2 -4 yrs 5- 6 yrs 7 – 8 yrs 9-10 yrs over 10yrs
2. How many people do you employ?
Under 10 10 -29 30-99 100 – 249 250 and over
3. What % of employees is under 30 years of age?
Under 10% 10 – 24% 24 – 49%
4. What is the % of male employees? (
100% 75% 50% 25%5. What % of all employees are skilled?
Under 10% 11 – 25% 26 – 50% 51 – 75%
6. What is the average distance travelled to work by your employees?
Under 5km 6 – 10 km 11 – 20 km over 20 km
7. How do you cover your employees’ main training needs?
In-service training external courses (day release etc) no training
8. From what distance do you obtain most of your raw materials?
Less than 5 km 5-9km 10 -24 km 25 – 49 km over 50km
9. At what distance are most of your customers / markets?
Less than 20 km 10 - 49 km 5 0 – 100 km over 100 km
10. Are the majority of your customers
Domestic Foreign
If foreign, with what country(ies) do you trade most?11 How do you transport your products;
Container Loose
12 What methods of transport do you use most?
Raw Materials Finished Goods
Road
Rail
Ferry
Air
11. Do you own your own containers or lorries?
Yes No
We would like to thank you for taking the time to complete this questionnaire.
Your help and co-operation is very much appreciated.
Leaving Certificate Class
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