Ncert Class 12 Geography Practical Work in Geography 2

PRACTICAL WORK in Geography
PART II
TEXTBOOK FOR CLASS XII
2019-2020
ISBN 81-7450-702-7
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Foreword
The National Curriculum Framework (NCF), 2005, recommends that children’s
life at school must be linked to their life outside the school. This principle marks
a departure from the legacy of bookish learning which continues to shape our
system and causes a gap between the school, home and community. The syllabi
and textbooks developed on the basis of NCF signify an attempt to implement
this basic idea. They also attempt to discourage rote learning and the
maintenance of sharp boundaries between different subject areas. We hope these
measures will take us significantly further in the direction of a child-centred
system of education outlined in the National Policy on Education (1986).
The success of this effort depends on the steps that school principals and
teachers will take to encourage children to reflect on their own learning and to
pursue imaginative activities and questions. We must recognise that, given space,
time and freedom, children generate new knowledge by engaging with the
information passed on to them by adults. Treating the prescribed textbook as
the sole basis of examination is one of the key reasons why other resources and
sites of learning are ignored. Inculcating creativity and initiative is possible if we
perceive and treat children as participants in learning, not as receivers of a fixed
body of knowledge.
These aims imply considerable change in school routines and mode of
functioning. Flexibility in the daily time-table is as necessary as rigour in
implementing the annual calendar so that the required number of teaching
days are actually devoted to teaching. The methods used for teaching and
evaluation will also determine how effective this textbook proves for making
children’s life at school a happy experience, rather than a source of stress or
boredom. Syllabus designers have tried to address the problem of curricular
burden by restructuring and reorienting knowledge at different stages with
greater consideration for child psychology and the time available for teaching.
The textbook attempts to enhance this endeavour by giving higher priority and
space to opportunities for contemplation and wondering, discussion in small
groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCERT)
appreciates the hard work done by the textbook development committee
responsible for this book. We wish to thank the Chairperson of the advisory
committee for textbooks in Social Sciences, at the higher secondary level, Professor
Hari Vasudevan and the Chief Advisor for this book, Professor M.H. Qureshi for
guiding the work of this committee. Several teachers contributed to the
development of this textbook; we are grateful to their principals for making this
possible. We are indebted to the institutions and organisations which have
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generously permitted us to draw upon their resources, material and personnel.
We are especially grateful to the members of the National Monitoring Committee,
appointed by the Department of Secondary and Higher Education, Ministry of
Human Resource Development under the Chairpersonship of Professor Mrinal Miri
and Professor G.P. Deshpande, for their valuable time and contribution. As an
organisation committed to systemic reform and continuous improvement in the
quality of its products, NCERT welcomes comments and suggestions which will
enable us to undertake further revision and refinement.
Director
New Delhi National Council of Educational
20 November 2006 Research and Training
iv
2019-2020
Textbook Development Committee
CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN SOCIAL SCIENCES AT THE HIGHER
SECONDARY LEVEL
Hari Vasudevan, Professor, Department of History, University of Calcutta, Kolkata
CHIEF ADVISOR
M. H. Qureshi, Professor, Centre for the Study of Regional Development,
Jawaharlal Nehru University, New Delhi
ADVISOR
S. M. Rashid, Professor, Jamia Millia Islamia, New Delhi
MEMBERS
K. K. Sharma, Principal (Retd.), Lohia College, Churu
M. H. Quasmi, Lecturer, IASE, Jamia Millia Islamia, New Delhi
R. N. Vyas, Professor, CSSH, Mohanlal Sukhadia University, Udaipur
Shahab Fazal, Reader, Aligarh Muslim University, Aligarh
Sucharita Sen, Associate Professor, CSRD, Jawaharlal Nehru University,
New Delhi
MEMBER-COORDINATOR
Tannu Malik, Lecturer, Department of Education in Social Sciences and
Humanities, NCERT, New Delhi
2019-2020
Nirmalya Chakraborty, College of Art, New Delhi
2019-2020
Acknowledgements
The National Council of Educational Research and Training acknowledges
the contributions of H. Ramachandran, Professor and Head, Delhi School
of Economics, Delhi University; B. S. Butola, Professor, CSRD, JNU; Odilia
Coutinho, Reader, R.P.D. College, Belgaum; Anup Saikia, Reader, Gauhati
University, Guwahati; Abdul Shaban, Asstt. Professor, Tata Institute of Social
Sciences, Mumbai and Rupa Das, PGT, DPS, R.K. Puram, New Delhi in the
development of this textbook.
Special thanks are due to Savita Sinha, Professor and Head,
Department of Education in Social Sciences and Humanities for her valuable
support at every stage of preparation of this textbook.
The Council is thankful to the Survey of India for certification of maps
given in the textbook. It also gratefully acknowledges the support of
individuals and organisations as listed below for providing various
photographs and illustrations used in this textbook:
S.M. Rashid, Professor, Jamia Millia Islamia, New Delhi for fig. 1.2, 1.3
and 1.4; M.H. Quasmi, Lecturer, IASE, Jamia Millia Islamia, New Delhi for
fig. 3.9, 3.10, 3.11 and 3.12; R.N. Vyas, Professor, CSSH, Mohan Lal Sukhadia
University, Udaipur for fig. 5.1, 5.2 and 5.3; Odilia Coutinho, Reader, R.P.D.
College, Belgaum for fig. 5.4 and 5.5 and Shahab Fazal, Reader, Aligarh
Muslim University, Aligarh for fig. 6.8, 6.9, 6.10, 6.12 and 6.13.
The Council also gratefully acknowledges the contribution of
Anil Sharma and Ishwar Singh DTP Operators; Ajay Singh, Copy Editor,
Aarati Baloni, Proof Reader and Dinesh Kumar, Computer Incharge who
have helped in giving a final shape to this book. The contribution of the
Publication Department, NCERT in bringing out this textbook is also duly
acknowledged.
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The following are applicable to all the maps of India used in this textbook
1. © Government of India, Copyright 2006
2. The responsibility for the correctness of internal details rests with the
publisher.
3. The territorial waters of India extend into the sea to a distance of twelve
nautical miles measured from the appropriate base line.
4. The administrative headquarters of Chandigarh, Haryana and Punjab are
at Chandigarh.
5. The interstate boundaries amongst Arunachal Pradesh, Assam and
Meghalaya shown on this map are as interpreted from the “North-Eastern
Areas (Reorganisation) Act.1971,” but have yet to be verified.
6. The external boundaries and coastlines of India agree with the Record/Master
Copy certified by Survey of India.
7. The state boundaries between Uttaranchal and Uttar Pradesh, Bihar and
Jharkhand, Chhattisgarh and Madhya Pradesh have not been verified by
the Governments concerned.
8. The spellings of names in this map, have been taken from various sources.
vii
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Contents
FOREWORD iii
CHAPTER 1
Data – Its Source and Compilation 1 – 12
CHAPTER 2
Data Processing 13 – 31
CHAPTER 3
Graphical Representation of Data 32– 54
CHAPTER 4
Use of Computer in Data
Processing and Mapping 55 – 70
CHAPTER 5
Field Surveys 71 – 84
CHAPTER 6
Spatial Information Technology 85 – 100
ANNEXURE 101 – 105
GLOSSARY 106
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You must have seen and used various forms of data. For example, at the end of
almost every news bulletin on Television, the temperatures recorded on that day
in major cities are displayed. Similarly, the books on the Geography of India
show data relating to the growth and distribution of population, and the
production, distribution and trade of various crops, minerals and industrial
products in tabular form. Have you ever thought what they mean? From where
these data are obtained? How are they tabulated and processed to extract
meaningful information from them ? In this chapter, we will deliberate on these
aspects of the data and try to answer these many questions.
What is Data?
The data are defined as numbers that represent measurements from the real
world. Datum is a single measurement. We often read the news like 20 centimetres
of continuous rain in Barmer or 35 centimetres of rain at a stretch in Banswara
in 24 hours or information such as New Delhi – Mumbai distance via Kota –
Vadodara is 1385 kilometres and via Itarsi - Manmad is 1542 kilometres by
train. This numerical information is called data. It may be easily realised that
there are large volume of data available around the world today. However, at
times, it becomes difficult to derive logical conclusions from these data if they are
in raw form. Hence, it is important to ensure that the measured information is
algorithmically derived and/or logically deduced and/or statistically calculated
from multiple data. Information is defined as either a meaningful answer to a
query or a meaningful stimulus that can cascade into further queries.
Need of Data
Maps are important tools in studying geography. Besides, the distribution and
growth of phenomena are also explained through the data in tabular form. We
know that an interelationship exists between many phenomena over the surface
of the earth. These interactions are influenced by many variables which can be
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explained best in quantitative terms. Statistical analysis of those variables has
become a necessity today. For example, to study cropping pattern of an area, it
is necessary to have statistical information about the cropped area, crop yield
and production, irrigated area, amount of rainfall and inputs like use of fertiliser,
insecticides, pesticides, etc. Similarly, data related to the total population, density,
number of migrants, occupation of people, their salaries, industries, means of
transportation and communication is needed to study the growth of a city. Thus,
data plays an important role in geographical analysis.
Presentation of the Data

You might have heard the story of a person who was travelling with his wife and
a five-year old child. On his way, he had to cross a river. Firstly, he fathomed the
depth of the river at four points as 0.6, 0.8, 0.9 and 1.5 metres. He calculated the
average depth as 0.95 metres. His child’s height was 1 metre. So, he led them to
cross the river and his child drowned in the river. On the other bank, he sat
pondering: “Lekha Jokha Thahe, to Bachha Dooba Kahe?” (Why did the child
drown when average depth was within the reach of each one?). This is called
statistical fallacy, which may deviate you from the real situation. So, it is important
to collect the data to know the facts and figures, but equally important is the
presentation of data. Today, the use of statistical methods in the analysis,
presentation and in drawing conclusions plays a significant role in almost all
disciplines, including geography, which use the data. It may, therefore, be inferred
that the concentration of a phenomenon, e.g., population, forest or network of
transportation or communication not only vary over space and time but may
also be conveniently explained using the data. In other words, you may say that
there is a shift from qualitative description to quantitative analysis in explaining
the relationship among variables. Hence, analytical tools and techniques have
2 become more important these days to make the study more logical and derive
precise conclusion. Precise quantitative techniques are used right from the
beginning of collecting and compiling data to its tabulation, organisation, ordering
Part-II
art-II
and analysis till the derivation of conclusions.

Geography,, P
Sources of Data
ork in Geography
The data are collected through the following ways. These are : 1. Primary Sources,
and 2. Secondary Sources.
The data which are collected for the first time by an individual or the group
of individuals, institution/organisations are called Primary sources of the
Work
data. On the other hand, data collected from any published or unpublished
sources are called Secondary sources. Fig. 1.1 shows the different methods
Practical W
of data collection.
Sources of Primary Data

1. Personal Observations
It refers to the collection of information by an individual or group of individuals
through direct observations in the field. Through a field survey, information about
the relief features, drainage patterns, types of soil and natural vegetation, as well
as, population structure, sex ratio, literacy, means of transport and
communication, urban and rural settlements, etc., is collected. However, in
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METHODS OF DATA COLLECTION
Primary Data Secondary Data
Personal Questionnaire/ Other

Interview
Observation Schedule Methods
Published Resources Unpublished Resources
Quasi- Private Newspaper

Government International
government Publications
Quasi- Private Other

Government
government Documents Documents
Fig. 1.1 : Methods of Data Collection
carrying out personal observations, the person(s) involved must have theoretical
knowledge of the subject and scientific attitude for unbiased evaluation.
2. Interview
3
In this method, the researcher gets direct information from the respondent
through dialogues and conversations. However, the interviewer must take the
following precautions while conducting an interview with people of the area:
Data–Its Source and Compilation

(i) A precise list of items about which information is to be gathered from
the persons interviewed be prepared.
(ii) The person(s) involved in conducting the interview should be clear about
the objective of the survey.
(iii) The respondents should be taken into confidence before asking any sensitive
question and he/she be assured that the secrecy will be maintained.
(iv) A congenial atmosphere should be created so that the respondent may
explain the facts without any hesitation.
(v) The language of the questions should be simple and polite so that
the respondents feel motivated and readily agree to give the
information asked for.
(vi) Avoid asking any such question that may hurt the self-respect or the
religious feelings of the respondent.
(vii) At the end of the interview, ask the respondent what additional
information he/she may provide, other than what has already been
provided by him/her.
(viii) Pay your thanks and gratefulness for sparing his/her valuable time
for you.
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3. Questionnaire/Schedule
In this method, simple questions and their possible answers are written on a
plain paper and the respondents have to tick-mark the possible answers from
the given choices. At times, a set of structured questions are written and sufficient
space is provided in the questionnaire where the respondent write their opinion.
The objectives of the survey should be clearly mentioned in the questionnaire.
This method is useful in carrying out the survey of a larger area. Even
questionnaire can be mailed to far-flung places. The limitation of the method is
that only the literate and educated people can be approached to provide the
required information. Similar to the questionnaire that contains the questions
pertaining to the matter of investigation is the schedule. The only difference
between the questionnaire and the schedule is that the respondent himself/
herself fills up the questionnaires, whereas, a properly trained enumerator himself
fills up schedules by asking question addressed to the respondents. The main
advantage of schedule over the questionnaire is that the information from both
literate and illiterate respondents can be collected.
4. Other Methods
The data about the properties of soil and water are collected directly in the field
by measuring their characteristics using
soil kit and water quality kit. Similarly,
field scientists collect data about the
health of the crops and vegetation using
transducers (Fig. 1.2).
Secondary Source of Data

Secondary sources of data consist of
published and unpublished records
4
which include government publications,
documents and reports.
Fig. 1.2 : Field Scientist taking
Part-II
art-II
Published Sources Measures of Crop Health

Geography,, P
1. Government Publications
ork in Geography
The publications of the various

ministries and the departments of the
Government of India, state governments
and the District Bulletins are one of the
most important sources of secondary
Work
information. These include the Census

Practical W
of India published by the Office of the

Registrar General of India, reports of the
National Sample Survey, Weather
Reports of Indian Meteorological
Department and Statistical Abstracts
published by state governments, and
the periodical reports published by
different Commissions. Some of the
government publications are shown in Fig. 1.3 : Some of the Government
Fig. 1.3. Publications
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2. Semi/Quasi-government Publications
The publications and reports of Urban Development Authorities and Municipal
Corporations of various cities and towns, Zila Parishads (District Councils), etc.
fall under this category.
3. International Publications
The international publications
comprise yearbooks, reports and
monographs published by different
agencies of the United Nations, such
as United Nations Educational,
Scientific and Cultural Organisation
(UNESCO), United Nations
Development Programme (UNDP),
World Health Organisation (WHO),
Food and Agricultural Organisation
(FAO), etc. Some of the important
publications of the United Nations
that are periodically published are
Demographic Year Book, Statistical
Year Book and the Human
Development Report (Fig. 1.4).
Fig. 1.4 : Some of the United Nations
4. Private Publications Publications
The yearbooks, surveys, research reports and monographs published by
newspapers and private organisations fall under this category.
5
5. Newspapers and Magazines
The daily newspapers and the weekly, fortnightly and monthly magazines serve

as easily accessible sources of secondary data.
6. Electronic Media
The electronic media, specially the internet, has emerged as a major source of
secondary data in recent times.
Unpublished Sources
1. Government Documents
The unpublished reports, monographs and documents are yet another source
of secondary data. These documents are prepared and maintained as
unpublished record at different levels of governance. For example, the village
level revenue records maintained by the patwari of respective villages serve as an
important source of village-level information.
2. Quasi-government Records
The periodical reports and the development plans prepared and maintained by
different Municipal Corporations, District Councils and Civil Services departments
are included in Quasi-government records.
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3. Private Documents
These include unpublished reports and records of companies, trade unions,
different political and apolitical organisations and residents’ welfare associations.
Tabulation and Classification of Data
The data collected from primary or secondary sources initially appear as a big
jumble of information with the least of comprehension. This is known as raw
data. To draw meaningful inferences and to make them usable the raw data
requires tabulation and classification.
One of the simplest devices to summarise and present the data is the
Statistical Table. It is a systematic arrangement of data in columns and rows.
The purpose of table is to simplify the presentation and to facilitate comparisons.
This table enables the reader to locate the desired information quickly. Thus, the
tables make it possible for the analyst to present a huge mass of data in an
orderly manner within a minimum of space.
Data Compilation and Presentation
Data are collected, tabulated and presented in a tabular form either in absolute
terms, percentages or indices.
Absolute Data
When data are presented in their original form as integers, they are called absolute
data or raw data. For example, the total population of a country or a state, the
total production of a crop or a manufacturing industry, etc. Table 1.1 shows the
absolute data of population of India and some of the selected states.
Table 1.1 : Population of India and Selected States/Union Territories, 2011
State/ India/State/ Total Population
6 UT Code Union Territory
Persons Males Females
1 2 3 4 5
Part-II
art-II
INDIA1 1,21,05,69,573 62,31,21,843 58,74,47,730

1. Jammu and Kashmir2 1,25,41,302 66,40,662 59,00,640
Geography,, P
2. Himachal Pradesh 68,64,602 34,81,873 33,82,729

ork in Geography
3. Punjab 2,77,43,338 1,46,39,465 1,31,03,873

4. Chandigarh3 10,55,450 5,80,663 4,74,787
5. Uttarakhand 1,00,86,292 51,37,773 49,48,519
6. Haryana 2,53,51,462 1,34,94,734 1,18,56,728
7. National Capital 1,67,87,941 89,87,326 78,00,615
Territory of Delhi
Work
8. Rajasthan 6,85,48,437 3,55,50,997 3,29,97,440

Practical W
9. Uttar Pradesh 19,98,12,341 10,44,80,510 9,53,31,831

10. Bihar 10,40,99,452 5,42,78,157 4,98,21,295
1
inclusive of all territorial boundary of India
2
excluding PoK
3
Union Territory
Source : Census, 2011
Percentage/Ratio
Some time data are tabulated in a ratio or percentage form that are computed
from a common parameter, such as literacy rate or growth rate of population,
percentage of agricultural products or industrial products, etc. Table 1.2 presents
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literacy rates of India over the decades Table 1.2 : Literacy Rate : 1951 – 2011
in a percentage form. Literacy rate is Year Person Male Female
calculated as :
1951 18.33 27.16 8.86
Total Literates 1961 28.3 40.4 15.35
× 100
Total Population 1971 34.45 45.96 21.97
1981 43.57 56.38 29.76
Index Number 1991 52.21 64.13 39.29
2001 64.84 75.85 54.16
An index number is a statistical
measure designed to show changes in 2011 73.0 80.9 64.6
variable or a group of related variables Source: Census, 2011
with respect to time, geographic
location or other characteristics. It is to be noted that index numbers not only
measure changes over a period of time but also compare economic conditions of
different locations, industries, cities or countries. Index number is widely used
in economics and business to see changes in price and quantity. There are various
methods for the calculation of index number. However, the simple aggregate
method is most commonly used. It is obtained using the following formula:
∑q 1
×100
∑q 0
∑q 1 = Total of the current year production
∑q 0 = Total of the base year production
Generally, base year values are taken as 100 and index number is calculated
thereupon. For example, Table 1.3 shows the production of iron ore in India and 7
the changes in index number from 1970–71 to 2000–01 taking 1970–71 as the
base year. Table 1.3 : Production of Iron Ore in India

Production Calculation Index Number
(in million tonnes)
32.5
1970-71 32.5 32.5 × 100 100
42.2
1980-81 42.2 32.5 × 100 130
53.7
1990-91 53.7 32.5 × 100 165
67.4
2000-01 67.4 32.5
× 100 207
Source – India: Economic Year Book, 2005
Processing of Data
The processing of raw data requires their tabulation and classification in selected
classes. For example, the data given in Table 1.4 can be used to understand how
they are processed.
We can see that the given data are ungrouped. Hence, the first step is to
group data in order to reduce its volume and make it easy to understand.
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Table 1.4 : Score of 60 Students in Geography Paper
47 02 39 64 22 46 28 02 09 10
89 96 74 06 26 15 92 84 84 90
32 22 53 62 73 57 37 44 67 50
18 51 36 58 28 65 63 59 75 70
56 58 43 74 64 12 35 42 68 80
64 37 17 31 41 71 56 83 59 90
Grouping of Data
The grouping of the raw data requires determining of the number of classes in
which the raw data are to be grouped and what will be the class intervals. The
selection of the class interval and the number of classes, however, depends upon
the range of raw data. The raw data given in Table 1.4 ranges from 02 to 96. We
can, therefore, conveniently choose to group the data into ten classes with an
interval of ten units in each group, e.g. 0–10, 10–20, 20–30, etc. (Table 1.5).
Table 1.5 : Making Tally Marks to Obtain Frequency

Group Numerical of Raw Data Tally Marks Number of Individual
0-10 02,02,09,06 4
10-20 10,15,18,12,17 5
20-30 22,28,26,22,28 5
30-40 39,32,37,36,35,37,31 7
40-50 47,46,44,43,42,41 6
50-60 53,57,50,51,58, 10
8 59,56,58,56,59
60-70 64,62,67,65, 8
63,64,68,64
Part-II
art-II
70-80 74,73,75,70,74,71 6
Geography,, P
80-90 89,84,84,80,83 5
ork in Geography
90-100 96,92,90,90 4
∑f = N = 60
Process of Classification
Work
Practical W
Once the number of groups and the class interval of each group are determined,
the raw data are classified as shown in Table 1.5. It is done by a method popularly
known as Four and Cross Method or tally marks.
First of all, one tally mark is assigned to each individual in the group in which
it is falling. For example, the first numerical in the raw data is 47. Since, it falls in
the group of 40–50, one tally mark is recorded in the column 3 of Table 1.5.
Frequency Distribution
In Table 1.5 we have classified the raw data of a quantitative variable and have
grouped them class-wise. The number of individuals (places in the fourth column
of Table 1.5) is known as frequency and the column represents the frequency
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distribution. It illustrates how the Table 1.6 : Frequency Distribution
different values of a variable are
Group f Cf
distributed in different classes.
Frequencies are classified as Simple and 00-10 4 4
Cumulative frequencies. 10-20 5 9
20-30 5 14
Simple Frequencies
30-40 7 21
It is expressed by ‘f’ and represent the
40-50 6 27
number of individuals falling in each
50-60 10 37
group (Table 1.6). The sum of all the
frequencies, assigned to all classes, 60-70 8 45
represents the total number of individual 70-80 6 51
observations in the given series. In 80-90 5 56
statistics, it is expressed by the symbol N 90-100 4 60
that is equal to ∑ f . It is expressed as
∑ f = N = 60 (Table 1.5 and 1.6). ∑f = N = 60
Cumulative Frequencies
It is expressed by ‘Cf’ and can be obtained by adding successive simple
frequencies in each group with the previous sum, as shown in the column 3 of
Table 1.6. For example, the first simple frequency in Table 1.6 is 4. Next frequency
of 5 is added to 4 which gives a total of 9 as the next cumulative frequency.
Likewise, add every next number until the last cumulative frequency of 60 is
obtained. Note that it is equal to N or ∑ f .
Advantage of cumulative frequency is that one can easily make out that there
are 27 individuals scoring less than 50 or that 45 out of 60 individuals lie below
the score of 70. 9
Each simple frequency is associated with its group or class. The exclusive or
inclusive methods are used for forming the groups or classes.

Exclusive Method
As shown in Table 1.6, two numbers are shown in its first column . Notice that
the upper limit of one group is the same as the lower limit of the next group. For
example, the upper limit of the one group (20 – 30) is 30, which is the lower limit
of the next group (30 – 40), making 30 to appear in both groups. But any
observation having the value of 30 is included in the group where it is at its lower
limit and it is excluded from the group where it is the upper limit as (in 20-30
groups). That is why the method is known as exclusive method, i.e. a group is
excluded of its upper limits. You may now make out where all the marginal
values of Table 1.4 will go.
The groups in Table 1.6, are interpreted in the following manner –
0 and under 10 10 and under 20
80 and under 90 90 and under100
Hence, in this type of grouping the class extends over ten units. For example,
20, 21, 22, 23, 24, 25, 26, 27, 28 and 29 are included in the third group.
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Inclusive Method Table 1.7 : Frequency Distribution
In this method, a value equal to the Group f Cf
upper limit of a group is included in
the same group. Therefore, it is known 0–9 4 4
as inclusive method. Classes are 10 – 19 5 9
mentioned in a different form in this 20 – 29 5 14
method, as shown in the first column 30 – 39 7 21
of Table 1.7. Normally, the upper limit 40 – 49 6 27
of a group differs by 1 with the lower 50 – 59 10 37
limits of the next group. It is important 60 – 69 8 45
to note that each group spreads over 70 – 79 6 51
ten units in this method also. For 80 – 89 5 56
example, the group of 50–59 includes 90 – 99 4 60
the ten values i.e. 50, 51, 52, 53, 54,
55, 56, 57, 58 and 59 (Table 1.7). In ∑ f = N = 60
this method, both the upper and
lower limit are included to find the frequency distribution.
Frequency Polygon
A graph of frequency
distribution is known
as the frequency
polygon. It helps in
comparing two or more
than two frequency
distributions (Fig.1.5).
The two frequencies are
10 shown using a bar
diagram and a line
graph respectively.
Part-II
art-II
Ogive
Geography,, P
ork in Geography
When the frequencies

are added they are
called cumulative
frequencies and are
Fig. 1.5 : Frequency Distribution Polygon
listed in a table called
cumulative frequency table. The curve obtained by plotting cumulative
Work
frequencies is called an Ogive (pronounced as ojive). It is constructed either by

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the less than method or the more than method.

In the less than method, we start with the upper limit of the classes and go
on adding the frequencies. When these frequencies are plotted, we get a rising
curve as shown in Table 1.8 and Fig. 1.6.
In the more than method, we start with the lower limits of the classes
and from the cumulative frequency, we substract frequency of each class.
When these frequencies are plotted, we get a declining curve as shown in
Table 1.9 and Fig 1.7.
Both the Figs. 1.5 and 1.6 may be combined to get a comparative picture of
less than and more than Ogive as shown in Table 1.10 and Fig. 1.7.
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Table 1.8 : Frequency Distribution
less than Method
Less than Method Cf

Less than 10 4
Less than 20 9
Less than 30 14
Less than 40 21
Less than 50 27
Less than 60 37
Less than 70 45
Less than 80 51
Less than 90 56
Less than 100 60
Fig. 1.6 : Less than Ogive
Table 1.9 : Frequency

Distribution more than Method
More than Method Cf

More than 0 60
More than 10 56
More than 20 51
More than 30 44
More than 40 38
More than 50 28
More than 60 20 11
More than 70 14
More than 80 9

More than 90 4
Fig. 1.7 : More than Ogive
Table 1.10 : Less than and

more than Ogive
Marks Less More

obtained than than
0 - 10 4 60
10 - 20 9 56
20 - 30 14 51
30 - 40 21 44
30 - 40 27 38
50 - 60 37 28
60 - 70 45 20
70 - 80 51 14
80 - 90 56 9
90 - 100 60 4 Fig. 1.8 : Less than and more than Ogive
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Excercises
1. Choose the right answer from the four alternatives given below:
(i) A number or character which represents measurement is called
(a) Digit (b) Data (c) Number (d) Character
(ii) A single datum is a single measurement from the
(a) Table (b) Frequency (c) Real world (d) Information
(iii) In a tally mark grouping by four and crossing fifth is called
(a) Four and Cross Method (b) Tally Marking Method
(c) Frequency plotting Method (d) Inclusive Method
(iv) An Ogive is a method in which
(a) Simple frequency is measured
(b) Cumulative frequency is measured
(c) Simple frequency is plotted
(d) Cumulative frequency is plotted
(v) If both ends of a group are taken in frequency grouping, it is called
(a) Exclusive Method (b) Inclusive Method
(c) Marking Method (d) Statistical Method
2. Answer the following questions in about 30 words:
(i) Differentiate between data and information.
(ii) What do you mean by data processing?
(iii) What is the advantage of foot note in a table?
(iv) What do you mean by primary sources of data?
(v) Enumerate five sources of secondary data.
12 (i) Discuss the national and international agencies where from secondary data
may be collected.
(ii) What is the importance of an index number? Taking an example examine
Part-II
art-II
the process of calculating an index number and show the changes.

Activity
Geography,, P
1. In a class of 35 students of Geography, following marks were obtained out of

ork in Geography
10 marks in unit test – 1, 0, 2, 3, 4, 5, 6, 7, 2, 3, 4, 0, 2, 5, 8, 4, 5, 3, 6, 3, 2, 7, 6,

5, 4, 3, 7, 8, 9, 7, 9, 4, 5, 4, 3. Represent the data in the form of a group frequency
distribution.
2. Collect the last test result of Geography of your class and represent the marks
in the form of a group frequency distribution.
Work
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You have learnt in previous chapter that organising and presenting data makes
them comprehensible. It facilitates data processing. A number of statistical
techniques are used to analyse the data. In this chapter, you will learn the
following statistical techniques:
1. Measures of Central Tendency
2. Measures of Dispersion
3. Measures of Relationship
While measures of central tendency provide the value that is an ideal
representative of a set of observations, the measures of dispersion take into
account the internal variations of the data, often around a measure of central
tendency. The measures of relationship, on the other hand, provide the degree of
association between any two or more related phenomena, like rainfall and
incidence of flood or fertiliser consumption and yield of crops.
Measures of Central Tendency

The measurable characteristics such as rainfall, elevation, density of population,
levels of educational attainment or age groups vary. If we want to understand
them, how would we do ? We may, perhaps, require a single value or number
that best represents all the observations. This single value usually lies near the
centre of a distribution rather than at either extreme. The statistical techniques
used to find out the centre of distributions are referred as measures of central
tendency. The number denoting the central tendency is the representative figure
for the entire data set because it is the point about which items have a tendency
to cluster.
Measures of central tendency are also known as statistical averages. There
are a number of the measures of central tendency, such as the mean, median
and the mode.
Mean
The mean is the value which is derived by summing all the values and dividing it
by the number of observations.
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Median
The median is the value of the rank, which divides the arranged series into two
equal numbers. It is independent of the actual value. Arranging the data in
ascending or descending order and then finding the value of the middle ranking
number is the most significant in calculating the median. In case of the even
numbers the average of the two middle ranking values will be the median.
Mode
Mode is the maximum occurrence or frequency at a particular point or value.
You may notice that each one of these measures is a different method of determining
a single representative number suited to different types of the data sets.
Mean
Mean is the simple arithmetic average of the different values of a variable. For
ungrouped and grouped data, the methods for calculating mean are necessarily
different. Mean can be calculated by direct or indirect methods, for both grouped
and ungrouped data.
Computing Mean from Ungrouped Data
Direct Method
While calculating mean from ungrouped data using the direct method, the values
for each observation are added and the total number of occurrences are divided
by the sum of all observations. The mean is calculated using the following formula:
14
X =
∑ x
N
Part-II
art-II
Where,
X = Mean Table 2.1 : Calculation of Mean Rainfall
Geography,, P
ork in Geography
∑ = Sum of a series of Districts in Normal Rainfall

Malwa Plateau in mms Indirect Method
measures
x = A raw score in a x Direct Method d= x-800*
series of measures Indore 979 179
Work
Dewas 1083 283

∑x = The sum of all the Dhar 833 33
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measures Ratlam 896 96

Ujjain 891 91
N = Number of
Mandsaur 825 25
measures Shajapur 977 177
Example 2.1 : Calculate ∑x and ∑d 6484 884

the mean rainfall for
Malwa Plateau in Madhya ∑x and
∑d 926.29 126.29
Pradesh from the rainfall N N
of the districts of the * Where 800 is assumed mean.
region given in Table 2.1: d is deviation from the assumed mean.
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The mean for the data given in Table 2.1 is computed as under:
X=
∑x
N
6, 484
=
7
= 926.29
It could be noted from the computation of the mean that the raw rainfall data
have been added directly and the sum is divided by the number of observations
i. e., districts. Therefore, it is known as direct method.
Indirect Method
For a large number of observations, the indirect method is normally used to
compute the mean. It helps in reducing the values of the observations to smaller
numbers by subtracting a constant value from them. For example, as shown in
Table 2.1, the rainfall values lie between 800 and 1100 mm. We can reduce
these values by selecting ‘assumed mean’ and subtracting the chosen number
from each value. In the present case, we have taken 800 as assumed mean. Such
an operation is known as coding. The mean is then worked out from these reduced
numbers (Column 3 of Table 2.1).
The following formula is used in computing the mean using indirect
method:
X = A+
∑d
N
Where,
A = Subtracted constant 15
∑d = Sum of the coded scores
Data P
N = Number of individual observations in a series
Mean for the data as shown in Table 2.1 can be computed using the indirect
Processing
rocessing
method in the following manner :
884
X = 800 +
7
884
= 800+
7
X = 926.29 mm
Note that the mean value comes the same when computed either of the two
methods.
Computing Mean from Grouped Data

The mean is also computed for the grouped data using either direct or indirect
method.
Direct Method
When scores are grouped into a frequency distribution, the individual values
lose their identity. These values are represented by the midpoints of the class
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intervals in which they are located. While computing the mean from grouped
data using direct method, the midpoint of each class interval is multiplied with
its corresponding frequency ( f ); all values of fx (the X are the midpoints) are
added to obtain ∑ fx that is finally divided by the number of observations i. e.,
N. Hence, mean is calculated using the following formula :
X =
∑ fx
N
Where :
X = Mean
f = Frequencies
x = Midpoints of class intervals
N = Number of observations (it may also be defined as ∑f )
Example 2.2 : Compute the average wage rate of factory workers using data
given in Table 2.2:
Table 2.2 : Wage Rate of Factory Workers
Wage Rate (Rs./day) Number of workers (f)
Classes f
50 - 70 10
70 - 90 20
90 - 110 25
110 - 130 35
130 - 150 9
16
Table 2.3 : Computation of Mean
Part-II
art-II
Classes Frequency Mid- fx d=x-100 fd U = fu

(f) points (x-100)/
Geography,, P
(x) 20
ork in Geography
50-70 10 60 600 -40 -400 -2 -20

70-90 20 80 1,600 -20 -400 -1 -20
90-110 25 100 2,500 0 0 0 0
110-130 35 120 4,200 20 700 1 35
130-150 9 140 1,260 40 360 2 18
Work
∑ fx
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and ∑f =99 ∑ fx = ∑ fd = ∑ fu =
∑ fx 10,160 260 13
Where N = ∑f = 99
Table 2.3 provides the procedure for calculating the mean for grouped data.
In the given frequency distribution, ninety-nine workers have been grouped into
five classes of wage rates. The midpoints of these groups are listed in the third
column. To find the mean, each midpoint (X) has been multiplied by the frequency
( f ) and their sum ( ∑ fx ) divided by N.
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The mean may be computed as under using the given formula :
X =
∑ fx
N
10,160
=
99
= 102.6
Indirect Method
The following formula can be used for the indirect method for grouped data. The
principles of this formula are similar to that of the indirect method given for
ungrouped data. It is expressed as under
x = A ±
∑ fd
N
Where,
A = Midpoint of the assumed mean group
(The assumed mean group in Table 2.3 is 90 – 110 with 100 as
midpoint.)
f = Frequency
d = Deviation from the assumed mean group (A)
N = Sum of cases or ∑f
i = Interval width (in this case, it is 20)
From Table 2.3 the following steps involved in computing mean using the
direct method can be deduced :
(i) Mean has been assumed in the group of 90 – 110. It is preferably 17
assumed from the class as near to the middle of the series as possible.
This procedure minimises the magnitude of computation. In Table 2.3,
Data P
A (assumed mean) is 100, the midpoint of the class 90 – 110.
(ii) The fifth column (u) lists the deviations of midpoint of each class from
Processing
the midpoint of the assumed mean group (90 – 110).
rocessing
(iii) The sixth column shows the multiplied values of each f by its
corresponding d to give fd. Then, positive and negative values of fd are
added separately and their absolute difference is found ( ∑ f d ). Note
that the sign attached to ∑ f d is replaced in the formula following A,
where ± is given.
The mean using indirect method is computed as under :
x = A ±
∑ fd
N
260
= 100 +
99
= 100 + 2.6
= 102.6
Note : The Indirect mean method will work for both equal and unequal class
intervals.
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Median
Median is a positional average. It may be defined “as the point in a distribution
with an equal number of cases on each side of it”. The Median is expressed
using symbol M.
Computing Median for Ungrouped Data

When the scores are ungrouped, these are arranged in ascending or descending
order. Median can be found by locating the central observation or value in the
arranged series. The central value may be located from either end of the series
arranged in ascending or descending order. The following equation is used to
compute the median :
 N + 1
Value of  th item
 2 
Example 2.3: Calculate median height of mountain peaks in parts of the

Himalayas using the following:
8,126 m, 8,611m, 7,817 m, 8,172 m, 8,076 m, 8,848 m, 8,598 m.
Computation : Median (M) may be calculated in the following steps :

(i) Arrange the given data in ascending or descending order.
(ii) Apply the formula for locating the central value in the series. Thus :
N +1
Value of ( ) th item
2
 7 + 1
=  th item
18  2 
Part-II
art-II
8
=   th item
 2 
Geography,, P
ork in Geography
4th item in the arranged series will be the Median.

Arrangement of data in ascending order –
7,817; 8,076; 8,126; 8,172; 8,598; 8,611; 8,848

Work
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4th item
Hence,
M = 8,172 m
Computing Median for Grouped Data

When the scores are grouped, we have to find the value of the point where an
individual or observation is centrally located in the group. It can be computed
using the following formula :
i N 
M = l+  − c
f  2 
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Where,
M = Median for grouped data
l = Lower limit of the median class
i = Interval
f = Frequency of the median class
N = Total number of frequencies or number of observations
c = Cumulative frequency of the pre-median class.
Example 2.4 : Calculate the median for the following distribution :
class 50-60 60-70 70-80 80-90 90-100 100-110

f 3 7 11 16 8 5
Table 2.4 : Computation of Median

Class Frequency Cumulative Calculation
(f) Frequency (F) of Median Class
50-60 3 3
60-70 7 10
70-80 11 21c
N
80-90 16 f 37 M=
D
(median group) 2
90-100 8 45 50
100-110 5 50 =
2
∑ f or
= 25
N= 50
19
The median is computed in the steps given below :
(i) The frequency table is set up as in Table 2.4.
Data P
(ii) Cumulative frequencies (F) are obtained by adding each normal
frequency of the successive interval groups, as given in column 3 of
Processing
rocessing
Table 2.4.
N 50
(iii) Median number is obtained by i.e. = 25 in this case, as shown in
2 2
column 4 of Table 2.4.
(iv) Count into the cumulative frequency distribution (F) from the top
N
towards bottom until the value next greater than is reached. In this
2
N
example, is 25, which falls in the Class interval of 40-44 with
2
cumulative frequency of 37, thus the cumulative frequency of the pre-
median class is 21 and actual frequency of the median class is 16.
(v) The median is then computed by substituting all the values determined
in the step 4 in the following equation :
i
M = l+ (m − c )
f
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10
= 80 + (25 - 21)
16
5
= 80 + ×4
8
5
= 80 +
2
= 80 + 2.5
M = 82.5
Mode
The value that occurs most frequently in a distribution is referred to as mode. It
is symbolised as Z or M0. Mode is a measure that is less widely used compared
to mean and median. There can be more than one type mode in a given data set.
Computing Mode for Ungrouped Data

While computing mode from the given data sets all measures are first arranged
in ascending or descending order. It helps in identifying the most frequently
occurring measure easily.
Example 2.5 : Calculate mode for the following test scores in geography for ten
students :
61, 10, 88, 37, 61, 72, 55, 61, 46, 22
Computation : To find the mode the measures are arranged in ascending order
as given below:
20 10, 22, 37, 46, 55, 61, 61, 61, 72, 88.
The measure 61 occurring three times in the series is the mode in the given
Part-II
art-II
dataset. As no other number is in the similar way in the dataset, it possesses the
property of being unimodal.
Geography,, P
ork in Geography
Example 2.6 : Calculate the mode using a different sample of ten other students,
who scored:
82, 11, 57, 82, 08, 11, 82, 95, 41, 11.
Computation : Arrange the given measures in an ascending order as shown
below :
Work
08, 11, 11, 11, 41, 57, 82, 82, 82, 95

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It can easily be observed that measures of 11 and 82 both are occurring

three times in the distribution. The dataset, therefore, is bimodal in appearance.
If three values have equal and highest frequency, the series is trimodal. Similarly,
a recurrence of many measures in a series makes it multimodal. However, when
there is no measure being repeated in a series it is designated as without mode.
Comparison of Mean, Median and Mode

The three measures of the central tendency could easily be compared with the
help of normal distribution curve. The normal curve refers to a frequency
distribution in which the graph of scores often called a bell-shaped curve. Many
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human traits such as intelligence, personality scores and student achievements
have normal distributions. The bell-shaped curve looks the way it does, as it is
symmetrical. In other words, most of the observations lie on and around the
middle value. As one approaches the extreme values, the number of observations
reduces in a symmetrical manner. A normal curve can have high or low data
variability. An example of a normal distribution curve is given in Fig. 2.3.
Fig. 2.3 : Normal Distribution Curve
The normal distribution has an important characteristic. The mean, median

and mode are the same score (a score of 100 in Fig. 2.3) because a normal
distribution is symmetrical. The score with the highest frequency occurs in the
middle of the distribution and exactly half of the scores occur above the middle
and half of the scores occur below. Most of the scores occur around the middle of
the distribution or the mean. Very high and very low scores do not occur frequently
and are, therefore, considered rare. 21
If the data are skewed or distorted in some way, the mean, median and mode
will not coincide and the effect of the skewed data needs to be considered (Fig.
Data P
2.4 and 2.5).
Processing
rocessing
Fig. 2.4 : Positive Skew
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Fig. 2.5 : Negative Skew
Measures of Dispersion
The measures of Central tendency alone do not adequately describe a distribution
as they simply locate the centre of a distribution and do not tell us anything
about how the scores or measurements are scattered in relation to the centre. Let
us use the data given in Table 2.5 and 2.6 to understand the limitations of the
measures of central tendency.
Table 2.5 : Scores of Table 2.6 : Scores of

Individuals Individuals
22 Individual Score Individual Score

X1 52 X1 28
Part-II
art-II
X2 55 X2 00
X3 50 X3 98
Geography,, P
X4 48 X4 55
X5 45 X5 69
ork in Geography
X = 50 for both the distributions

It can be observed that the mean derived from the two data sets (Table 2.5 and
2.6) is same i. e. 50. The highest and the lowest score shown in Table 2.5 is 55
Work
and 45 respectively. The distribution in Table 2.6 has a high score of 98 and a
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low score of zero. The range of the first distribution is 10, whereas, it is 98 in the
second distribution. Although, the mean for both the groups is the same, the
first group is obviously stable or homogeneous as compared to the distribution
of score of the second group, which is highly unstable or heterogeneous. This
raises a question whether the mean is a sufficient indicator of the total character
of distributions. The examples provide profound evidence that it is not so. Thus,
to get a better picture of a distribution, we need to use a measure of central
tendency and of dispersion or variability.
The term dispersion refers to the scattering of scores about the measure of
central tendency. It is used to measure the extent to which individual items or
numerical data tend to vary or spread about an average value. Thus, the
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dispersion is the degree of spread or scatter or variation of measures about a
central value.
The dispersion serves the following two basic purposes :
(i) It gives us the nature of composition of a series or distribution, and
(ii) It permits comparison of the given distributions in terms of stability or
homogeneity.
Methods of Measuring Dispersion

The following methods are used as measures of dispersion :
1. Range
2. Quartile Deviation
3. Mean Deviation
4. Standard Deviation and Coefficient of Variation (CV)
5. Lorenz Curve
Each of these methods has definite advantages as well as limitations. Hence,
there is a need to use either of the methods with great precautions. The Standard
Deviation (s) as an absolute measure of dispersion and Coefficient of Variation
(CV) as a relative measure of dispersion, besides the Range are most commonly
used measures of dispersion. We will discuss how each one of these measures
is computed.
Range
Range (R) is the difference between maximum and minimum values in a series of
distribution. This way it simply represents the distance from the smallest to the
largest score in a series. It can also be defined as the highest score minus the
lowest score. 23
Range for Ungrouped Data
Data P
Example 2.7 : Calculate the range for the following distribution of daily wages:
Processing
rocessing
Rs. 40, 42, 45, 48, 50, 52, 55, 58, 60, 100.
Computation of Range
The R can be calculated with the help of the following formula :
R = L−S
Where
‘R’ is Range,
‘L’ and ‘S’ is the largest and smallest values respectively in a series.
Hence,
R = L–S
= 100 – 40 = 60
If we eliminate the 10th case, R becomes 20 (60 – 40). The elimination of one
score has reduced the R to just one-third. It is obvious that the difficulty with R
as a measure of variability is that its value is wholly dependent upon the two
extreme scores. Thus, as a measure of dispersion R functions much the same
way as mode does as a measure of central tendency. Both the measures are
highly unstable.
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Standard Deviation
Standard deviation (SD) is the most widely used measure of dispersion. It is
defined as the square root of the average of squares of deviations. It is always
calculated around the mean. The standard deviation is the most stable measure
of variability and is used in so many other statistical operations. The Greek
character s denotes it.
To obtain SD, deviation of each score from the mean (x) is first squared (x2). It
is important to note that this step makes all negative signs of deviations positive.
It saves SD from the major criticism of mean deviation which uses modulus x.
Then, all of the squared deviations are summed - x2 (care should be taken that
these are not summed first and then squared). This sum of the squared deviations
( x2) is divided by the number of cases and then the square root is taken. Therefore,
Standard Deviation is defined as the root mean square deviation. For a
given data set, it is computed using the following formula :
s=
∑x 2
N
During these steps, we come across a term before taking its square root. It is
assigned a special name, the variance. The variance is widely used in advanced
statistical operations. Its square root is standard deviation. That way, the opposite
is also true i.e. square of SD is variance.
Standard Deviation for Ungrouped Data

Example 2.8 : Calculate the standard
deviation for the following scores : Table 2.7 : Computation of
Standard Deviation
01, 03, 05, 07, 09
24 X x( X − X ) x2
s=
∑x 2
1 –4 16
Part-II
art-II
N 3 –2/–6 4
5 0 0
Geography,, P
40 7 2 4
=
ork in Geography
5 9 6-Apr 16
= 8 = 2.828 8 2.828 ∑ X = 25
N =5
2.83
∴=5
Let us summarise the steps used in the
Work
above computation :
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(i) All the scores have been placed in the column marked X.
(ii) Summing the raw scores and dividing by N have found mean.
(iii) Deviation of each raw score (x) has been obtained by subtracting the
mean from them. A check on our work is that the sum of the x should
be zero. We find that this is true for our exercise.
(iv) Each value of x has been squared and summed.
(v) Sum of the x2s has been divided by N. Recall that the resultant is the
variance.
(vi) Its square root has been found to obtain Standard Deviation.
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Computation of Standard Deviation for Grouped Data
Example : Calculate the standard deviation for the following distribution:

Groups 120-130 130-140 140-150 150-160 160-170 170-180
f 2 4 6 12 10 6
The method of obtaining SD for grouped data has been explained in

the table below. The initial steps upto column 4, are the same as those we
followed in the computation of the mean for grouped data. We begin with
assuming our mean to exist in the interval group of 150-160, hence a
deviation value of zero has been assigned to the group. Likewise other
deviations are determined. Values in column 4 (fx´) are obtained by the
multiplication of the values in the two previous columns. Values in column
5 (fx´2) are obtained by multiplying the values given in column 3 and 4.
Then various columns have been summed.
(1) (2) (3) (4) (5)

Group f x´ fx´ fx´2
120 - 130 2 –3 –6 18
130 - 140 4 –2 –8 16
−6
140 - 150 6 –1 −20 6
150 - 160 12 0 0 0
160 - 170 10 1 10 10 25
12
170 - 180 6 2 24
22
Data P
∑ fx´ = 2 ∑ fx´2 =74
Processing
N=40
rocessing
The following formula is used to calculate the Standard Deviation :
SD = i 2|∑ fx’2 −
∑ fx ’
N
Coefficient of Variation (CV)

When the observations for different places or periods are expressed in different
units of measurement and are to be compared, the coefficient of variation (CV)
proves very useful. CV expresses the standard deviation as a percentage of
the mean. It is determined using the following formula :
Standard Deviation
CV = ×100
Mean
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s
CV = ×100
X
The CV for the dataset given in Table 2.7 will, hence, be as under :
s
CV = ×100
X
2.83
CV = ×100
5
CV = 56%
Coefficient of Variation for grouped data can also be calculated using the
same formula.
Rank Correlation
The statistical methods discussed so far were concerned with the analysis of a
single variable. We will now discuss the methods of exploring relationship between
two variables and the way this relationship is expressed numerically. When dealing
with two or more sets of data, curiosity arises for knowing whether or not changes
in one variable produce changes in some other variable.
Often our interest lies in knowing the nature of relationship or interdependence
between two or more sets of data. It has been found that the correlation serves
useful purpose. It is basically a measure of relationship between two or more
sets of data. Since, we study the way they vary, we call these events variables.
Thus, the term correlation refers to the nature and strength of
correspondence or relationship between two variables. The terms nature
26 and strength in the definition refer to the direction and degree of the variables
with which they co-vary.
Part-II
art-II
Direction of Correlation
Geography,, P
It is our common experience that an input is made to get some output. There
ork in Geography
could be three possibilities.

1. With the increase in input the output also increases.
2. With the increase in the input the output decreases.
3. Change in the input does not lead to change in the output.
In the first case, the direction of the relationship between the input and output
Work
is in the same direction. It is called that both are positively correlated.

Practical W
In the second case the direction of change between the input and output is in
the opposite direction and it is called that they are negatively correlated.
In the third case, change in the input has no relationship with the output,
hence, it is said that these do not have a statistically significant relationship.
Let us now consider Fig. 2.7 which looks just opposite of Fig. 2.6. The plotted
values run from the upper left to the lower right of the graph. Notice that for
every increase of one unit on the X-axis, there is a corresponding decrease of two
units on the Y-axis. It is an example of a negative correlation. It means that the
two variables have a tendency to move opposite to each other, i.e. if one variable
increases, the other decreases and vice versa. We can find such relationships
existing between various geographical pairs of variables. Correlations between
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height above sea level and air pressure, temperature and air pressure are a few
examples. It implies that the obtained figure of correlation must precede with the
arithmetical sign (plus or minus), more importantly in the negative correlation.
Fig. 2.6 : Perfect Positive Fig. 2.7 : Perfect Negative

Correlation Correlation
Degree of Correlation
When reference has been made about the direction of correlation, negative or
positive, a natural curiosity arises to know the degree of correspondence or
association of the two variables. The maximum degree of correspondence or
relationship goes upto 1 (one) in mathematical terms. On adding an element of 27
the direction of correlation, it spreads to the maximum extent of –1 to +1
through zero. It can never be more than one. The spread can also be translated
Data P
into linear shape, as shown in the Fig. 2.8. Correlation of 1 is known as perfect
correlation (whether positive and negative). Between the two points of divergent,
perfect correlations lies 0 (zero) correlation, a point of no correlation or absence
Processing
rocessing
of any correlation between the variables.
Fig. 2.8 : Spread of Direction and Degree of Correlation
Perfect Correlations
Figs. 2.6 and 2.7 have been constructed to show the typical relationship between
two variables. Notice that these graphs show the scattering of X – Y values.
Therefore, such graphs are referred to as scatter gram or scatter plot. It may
be noted from Fig. 2.6, that the pairs of values like these, when plotted, fall along
a straight line and when this straight line runs from the lower left of the scatter
plot to the upper right, it is an example of a perfect positive correlation (1.00).
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Fig. 2.7 is just opposite of this. All the points again fall along a straight line
which now runs from the upper left-hand part of the scatter gram to its lower
right. It is an example of a perfect negative correlation (with a value of – 1.00).
No Correlation (or Zero Correlation) is one when any of the variables in the pair
does not respond to the changes in the other, the correlation will come to zero.
This is the state of no correlation or zero correlation. This is shown in Fig. 2.9.
Scatter plot A shows no correlation when Y does not respond to changes in X.
Similarly, zero correlation occurs in Seatter plot B when X does not respond to
changes in Y.
Fig. 2.9 : Scatter plot showing No Correlation
28
Other Correlations
Between the perfect correlations (±1) and zero correlation lies generalised
Part-II
art-II
conditions popularly referred to as weak, moderate and strong correlations. These

conditions are clearly exhibited in Figs. 2.10, 2.11 and 2.12 respectively. Notice
Geography,, P
the spreading or the scattering of the plotted points and the assignment of the
ork in Geography
terms weak, medium and strong to them (generalised terms having no specific
limits). Larger is the scattering, weaker is the correlation. Smaller is the scattering,
stronger is the correlation, and when the plotted points fall on a straight line, the
correlation is perfect (Fig. 2.6 and 2.7).
Work
Practical W
Fig. 2.10 : Weak Fig. 2.11 : Moderate Fig. 2.12 : Strong

Negative Correlation Positive Correlation Positive Correlation
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Methods of Calculating Correlation
There are various methods by which correlation can be calculated. However,
under the constraints of time and space, we will discuss the Spearman’s Rank
Correlation method only.
Spearman’s Rank Correlation

Spearman devised a method of computing correlation with the help of ranks.
The method is popularly known as Spearman’s Rank Correlation symbolised
asr r (the Greek letter rho). Spearman’s Rank Correlation method is widely
used. The computation of the correlation is undertaken in the steps given
below:
(i) Copy the data related to X-Y variables given in the exercise and put
them in the first and second columns of the table.
(ii) Both the variables are to be ranked separately. The ranks of X-variable
are to be recorded in column 3 headed by XR (ranks of X). Similarly,
the ranks of Y-variable (YR) are to be recorded in the fourth column.
The highest value in the data is to be awarded rank one, second highest
rank two and so on. Suppose the data for X-variable are 4, 8, 2, 10, 1,
9, 7, 3, 0 and 5, the XR will be 6, 3, 8, 1, 9, 2, 4, 7, 10 and 5 respectively.
Notice that the last rank (10 in this case) equals the number of
observations. Assignment of YR is also done in the same way.
(iii) Now since both XR and YR have been obtained, find the difference
between the two sets of ranks (disregarding the sign plus or minus) and
record it in the fifth column. The sign of the difference is of no
importance, since, these differences are squared in the next operation.
(iv) Each of these differences is squared and sum of this column of squares 29
is obtained. These values are placed in the sixth column.
(v) Then the computation of the rank correlation is done by the application
Data P
of the following equation:
6∑ D 2
Processing
rocessing
r = 1−
N( N 2 − 1)
Where,
r = rank correlation
∑D 2
= sum of the squares of the differences between two sets of ranks
N = the number of pairs of X-Y
Example 2.9: Calculate Spearman’s Rank Correlation with the help of the
following data :
Scores in Economics (X) : 02 08 00 20 12 16 06 18 09 10

Scores in Geography (Y) : 04 12 06 24 16 18 08 20 09 10
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Table 2.8 : Computation of Spearman’s Rank Correlation
(1) (2) (3) (4) (5) (6)

X Y XR YR D D2
2 4 9 10 1 1
8 12 7 5 2 4
0 6 10 9 1 1
20 24 1 1 0 0
12 16 4 4 0 0
16 18 3 3 0 0
6 8 8 8 0 0
18 20 2 2 0 0
9 9 6 7 1 1
10 10 5 6 1 1
N=10 D2=8
Calculation:
Where, r is Rank Correlation; D is difference between the rank of X and Y; and
N is number of items of x – y
6∑ D 2
r = 1−
N( N 2 − 1)
6 ×8
= 1−
10 (102 − 1)
48
= 1−
30 10 (100 − 1)
48
Part-II
art-II
= 1−
10 (99)
Geography,, P
48
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= 1−
(990)
= 1 − 0.05
= 0.95
Work
In rho, we obtain a correlation, which makes a good substitute for other

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types of correlations, when the number of cases is small. It is almost useless

when N is large, because by the time all the data are ranked, other type of
correlation could have been calculated.
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Excercises
1. Choose the correct answer from the four alternatives given below:
(i) The measure of central tendency that does not get affected by extreme values:
(a) Mean (b) Mean and Mode
(c) Mode (d) Median
(ii) The measure of central tendency always coinciding with the hump of any
distribution is:
(a) Median (b) Median and Mode
(c) Mean (d) Mode
(iii) A scatter plot represents negative correlation if the plotted values run from:
(a) Upper left to lower right (b) Lower left to upper right
(c) Left to right (d) Upper right to lower left
(i) Define the mean.
(ii) What are the advantages of using mode ?
(iii) What is dispersion ?
(iv) Define correlation.
(v) What is perfect correlation ?
(vi) What is the maximum extent of correlation?
(i) Explain relative positions of mean, median and mode in a normal
distribution and skewed distribution with the help of diagrams.
(ii) Comment on the applicability of mean, median and mode (hint: from their
merits and demerits).
(iii) Explain the process of computing Standard Deviation with the help of an 31
imaginary example.
(iv) Which measure of dispersion is the most unstable statistic and why?
Data P
(v) Write a detailed note on the degree of correlation.
(vi) What are various steps for the calculation of rank order correlation?
Processing
rocessing
Activity
1. Take an imaginary example applicable to geographical analysis and explain
direct and indirect methods of calculating mean from ungrouped data.
2. Draw scatter plots showing different types of perfect correlations.
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You must have seen graphs, diagrams and maps showing different types of data.
For example, the thematic maps shown in Chapter 1 of book for Class XI entitled
Practical Work in Geography, Part-I (NCERT, 2006) depict relief and slope, climatic
conditions, distribution of rocks and minerals, soils, population, industries,
general land use and cropping pattern in the Nagpur district, Maharashtra. These
maps have been drawn using large volume of related data collected, compiled
and processed. Have you ever thought what would have happened if the same
information would have been either in tabular form or in a descriptive transcript?
Perhaps, it would not have been possible from such a medium of communication
to draw visual impressions which we get through these maps. Besides, it would
also have been a time consuming task to draw inferences about whatever is
being presented in non–graphical form. Hence, the graphs, diagrams and maps
enhance our capabilities to make meaningful comparisons between the
phenomena represented, save our time and present a simplified view of the
characteristics represented. In the present chapter, we will discuss methods of
constructing different types of graphs, diagrams and maps.
Representation of Data
The data describe the properties of the phenomena they represent. They are
collected from a variety of sources (Chapter 1). The geographers, economists,
resource scientists and the decision makers use a lot of data these days. Besides
the tabular form, the data may also be presented in some graphic or diagrammatic
form. The transformation of data through visual methods like graphs, diagrams,
maps and charts is called representation of data. Such a form of the presentation
of data makes it easy to understand the patterns of population growth,
distribution and the density, sex ratio, age–sex composition, occupational
structure, etc. within a geographical territory. There is a Chinese proverb that ‘a
picture is equivalent to thousands of words’. Hence, the graphic method of the
representation of data enhances our understanding, and makes the comparisons
easy. Besides, such methods create an imprint on mind for a longer time.
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G eneral Rules for Drawing GGraphs,
Drawing raphs, Diagrams and MMaps
aps
1. Selection of a Suitable Method
Data represent various themes such as temperature, rainfall, growth and
distribution of the population, production, distribution and trade of different
commodities, etc. These characteristics of the data need to be suitably represented
by an appropriate graphical method. For example, data related to the temperature
or growth of population between different periods in time and for different
countries/states may best be represented using line graphs. Similarly, bar
diagrams are suited best for showing rainfall or the production of commodities.
The population distribution, both human and livestock, or the distribution of
the crop producing areas may suitably be represented on dot maps and the
population density using choropleth maps.
2. Selection of Suitable Scale
The scale is used as measure of the data for representation over diagrams and
maps. Hence, the selection of suitable scale for the given data sets should be
carefully made and must take into consideration entire data that is to be
represented. The scale should neither be too large nor too small.
3. Design
We know that the design is an important cartographic task (Refer ‘Essentials of
Map Making’ as discussed in Chapter 1 of the Practical Work in Geography,
Part-I (NCERT, 2006), a textbook of Class XI). The following components of the
cartographic designs are important. Hence, these should be carefully shown on
the final diagram/map.
Title 33
The title of the diagram/map indicates the name of the area, reference year of the
data used and the caption of the diagram. These components are represented
Graphical Representation of Data

using letters and numbers of different font sizes and thickness. Besides, their
placing also matters. Normally, title, subtitle and the corresponding year are
shown in the centre at the top of the map/diagram.
Legend
A legend or index is an important component of any diagram/map. It explains
the colours, shades, symbols and signs used in the map and diagram. It should
also be carefully drawn and must correspond to the contents of the map/diagram.
Besides, it also needs to be properly positioned. Normally, a legend is shown
either at the lower left or lower right side of the map sheet.
Direction
The maps, being a representation of the part of the earth’s surface, need be oriented
to the directions. Hence, the direction symbol, i. e. North, should also be drawn
and properly placed on the final map.
Construction of Diagrams
The data possess measurable characteristics such as length, width and volume.
The diagrams and the maps that are drawn to represent these data related
characteristics may be grouped into the following types:
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(i) One-dimensional diagrams, such as line graph, poly graph, bar diagram,
histogram, age, sex, pyramid, etc.;
(ii) Two-dimensional diagram, such as pie diagram and rectangular diagram;
(iii) Three-dimensional diagrams, such as cube and spherical diagrams.
It would not be possible to discuss the methods of construction of these many
types of diagrams and maps primarily due to the time constraint. We will,
therefore, describe the most commonly drawn diagrams and maps and the way
they are constructed. These are :
• Line graphs • Bar diagrams
• Pie diagram • Wind rose and star diagram
• Flow Charts
Line Graph
The line graphs are usually drawn to represent the time series data related to the
temperature, rainfall, population growth, birth rates and the death rates. Table
3.1 provides the data used for the construction of Fig 3.2.
Construction of a Line Graph

(a) Simplify the data by converting it into round numbers, such as the
growth rate of population as shown in Table 3.1 for the years 1961 and
1981 may be rounded to 2.0 and 2.2, respectively.
(b) Draw X and Y-axis. Mark the time series variables (years/months) on
the X axis and the data quantity/value to be plotted (growth of population
in per cent or the temperature in 0C) on Y axis.
(c) Choose an appropriate scale and label it on Y-axis. If the data involve a
negative figure, then the selected scale should also show it as shown in
34 Fig. 3.1.
Y
ork in Geography
Work
Practical W Part-II
Geography,, Part-II
Fig. 3.1 : Construction of a Line Graph
(d) Plot the data to depict year/month-wise values according to the selected
scale on Y-axis, mark the location of the plotted values by a dot and
join these dots by a free hand drawn line.
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Example 3.1 : Construct a line graph to represent the data as given in Table 3.1:
Table 3.1 : Growth rate of Population in India – 1901 to 2011
Year Growth rate

in percentage
1901 -
1911 0.56
1921 -0.30
1931 1.04
1941 1.33
1951 1.25
1961 1.96
1971 2.20
1981 2.22
1991 2.14
2001 1.93
2011 1.79
35

Fig. 3.2 : Annual Growth of Population in India 1901-2011
Activity
Find out the reasons for sudden change in population between 1911
and 1921as shown in Fig. 3.2.
Polygraph
Polygraph is a line graph in which two or more than two variables are shown by
an equal number of lines for an immediate comparison, such as the growth rate
of different crops like rice, wheat, pulses or the birth rates, death rates and life
expectancy or sex ratio in different states or countries. A different line pattern
such as straight line ( ____ ), broken line (- - - ), dotted line (……) or a combination
of dotted and broken line (-.-.-) or line of different colours may be used to indicate
the value of different variables (Fig 3.3).
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Example 3.2 : Construct a polygraph to compare the growth of sex-ratio in
different states as given in the Table 3.2 :
Table 3.2 : Sex-Ratio (Female per 1000 male) of
Selected Sates – 1961-2011
States/UT 1961 1971 1981 1991 2001 2011

Delhi 785 801 808 827 821 866
Haryana 868 867 870 860 846 877
Uttar Pradesh 907 876 882 876 898 908
36
Fig. 3.3 : Sex-Ratio of Selected States 1961-2011
Part-II
art-II
Bar Diagram
The bar diagrams are drawn through columns of equal width. It is also called a
Geography,, P
columnar diagram. Following rules should be observed while constructing a bar

ork in Geography
diagram:
(a) The width of all the bars or columns should be similar.
(b) All the bars should be placed on equal intervals/distance.
(c) Bars may be shaded with colours or patterns to make them distinct
Work
and attractive.
Practical W
The simple, compound or polybar diagram may be constructed to suit the

data characteristics.
Simple Bar Diagram

A simple bar diagram is constructed for an immediate comparison. It is advisable
to arrange the given data set in an ascending or descending order and plot the
data variables accordingly. However, time series data are represented according
to the sequencing of the time period.
Example 3.3 : Construct a simple bar diagram to represent the rainfall data of
Thiruvananthapuram as given in Table 3.3 :
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Table 3.3 : Average Monthly Rainfall of Thiruvananthapuram
Months J F M A M J J A S O N D
Rainfall in cm 2.3 2.1 3.7 10.6 20.8 35.6 22.3 14.6 13.8 27.3 20.6 7.5
Construction
Draw X and Y-axes on a graph paper. Take an interval of 5 cm and mark it on Y-
axis to plot rainfall data in cm. Divide X-axis into 12 equal parts to represent 12
months. The actual rainfall values for each month will be plotted according to
the selected scale as shown in Fig. 3.4.
37
Fig. 3.4 : Average Monthly Rainfall of Thiruvananthapuram

Line and Bar Graph
The line and bar graphs as drawn separately may also be combined to depict the
data related to some of the closely associated characteristics such as the climatic
data of mean monthly
temperatures and rainfall. In Table 3.4 : Average monthly Temperature
and Rainfall in Delhi
doing so, a single diagram is
drawn in which months are Months Temp. in °C Rainfall in cm.
represented on X-axis while
Jan. 14.4 2.5
temperature and rainfall data Feb. 16.7 1.5
are shown on Y-axis at both Mar. 23.30 1.3
sides of the diagram. Apr. 30.0 1.0
May 33.3 1.8
Example 3.4 : Construct a June 33.3 7.4
line graph and bar diagram to Jul. 30.0 19.3
represent the average monthly Aug. 29.4 17.8
rainfall and temperature data Sep. 28.9 11.9
of Delhi as given in Table 3.4 : Oct. 25.6 1.3
Nov. 19.4 0.2
Dec. 15.6 1.0
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Construction
(a) Draw X and Y-axes of a suitable length and divide X-axis into 12 parts
to show months in a year.
(b) Select a suitable scale with equal intervals of 5° C or 10° C for
temperature data on the Y-axis and label it at its right side.
(c) Similarly, select a suitable scale with equal intervals of 5 cm or 10 cm
for rainfall data on the Y-axis and label at its left side.
(d) Plot temperature data using line graph and the rainfall by bar diagram
as shown in Fig. 3.5.
Fig. 3.5 : Temperature and Rainfall in Delhi

38 Multiple Bar Diagram
Multiple bar diagrams are constructed to represent two or more than two
Part-II
art-II
variables for the purpose of comparison. For example, a multiple bar diagram
may be constructed to show proportion of males and females in the total, rural
Geography,, P
and urban population or the share of canal, tube well and well irrigation in the
ork in Geography
total irrigated area in different states.

Example 3.5 : Construct a suitable bar diagram to show decadal literacy rate
in India during 1951–2011 as given in Table 3.5 :
Table 3.5 : Literacy Rate in India,
1951–2011 (in %)
Work
Practical W
Construction Year Literacy Rate

(a) Multiple bar diagram Total Male Female
may be chosen to population
represent the above 1951 18.33 27.16 8.86
data. 1961 28.3 40.4 15.35
(b) Mark time series data 1971 34.45 45.96 21.97
on X-axis and literacy 1981 43.57 56.38 29.76
rates on Y-axis as per 1991 52.21 64.13 39.29
2001 64.84 75.85 54.16
the selected scale.
2011 73.0 80.9 64.6
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(c) Plot the per cent of total population, male and female in closed columns
(Fig 3.6).
Fig. 3.6 : Literacy Rate in India, 1951-2011
Compound Bar Diagram

When different components are grouped in one set of variable or different variables
of one component are put together, their representation is made by a compound
bar diagram. In this method, different variables are shown in a single bar with
different rectangles. 39
Example 3.6 : Construct a compound bar diagram to depict the data as shown

in Table 3.6 :
Table 3.6 : Gross Generation of Electricity in India (in Billion KWh)

Year Thermal Hydro Nuclear Total
2008-09 616.2 110.1 14.9 741.2
2009-10 677.1 104.1 18.6 799.8
2010-11 704.3 114.2 26.3 844.8
Source: Economic Survey, 2011-12
Construction
(a) Arrange the data in ascending or descending order.
(b) A single bar will depict the gross electricity generation in the given year
and the generation of thermal, hydro and nuclear electricity be shown
by dividing the total length of the bar as shown in Fig 3.7.
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Pie Diagram
Pie diagram is another
graphical method of the
representation of data. It is
drawn to depict the total value
of the given attribute using a
circle. Dividing the circle into
corresponding degrees of
angle then represent the
sub-sets of the data. Hence, it
is also called Divided Circle
Diagram.
The angle of each variable
is calculated using the
following formulae.
Fig. 3.7 : Gross Electricity Generation in India

Value of given State/Region X 360
Total Value of All States/
/Regions
If data are given in percentage form, the angles are calculated using the given
formulae.
Percentage of x X 360
100
For example, a pie diagram may be drawn to show the total population of
40 India along with the proportion of the rural and urban population. In this case,
the circle of an appropriate radius is drawn to represent the total population and
its sub-divisions into rural and urban population are shown by corresponding
Part-II
art-II
degrees of angle.
Geography,, P
Example 3.7: Represent the data Table 3.7 (a) : India’s Export to Major
ork in Geography
as given in Table 3.7 (a) with a Regions of the World in 2010–11

suitable diagram.
Unit/Region % of Indian Export
Calculation of Angles
Europe 20.2
(a) Arrange the data on
Work
Africa 6.5
percentages of Indian
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America 14.8
exports in an ascending
Asia and ASEAN 56.2
order.
Others 2.3
(b) Calculate the degrees of
angles for showing the Total 100
given values of India’s
export to major regions/ Source : Economic Survey 2011-12
countries of the world, Table 3.7 (b). It could be done by multiplying
percentage with a constant of 3.6 as derived by dividing the total number
of degrees in a circle by 100, i. e. 360/100.
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(c) Plot the data by dividing the circle into the required number of divisions
to show the share of India’s export to different regions/countries
(Fig. 3.8).
Table 3.7 (b) : India’s Export to Major Regions of the World in 2010-11
Countries % Calculation Degree
Europe 20.2 20.2 × 3.6 = 72.72 73°

Africa 6.5 6.5 × 3.6 = 23.4 23°
America 14.8 14.8 × 3.6 = 53.28 53°
Asia and ASEAN 56.2 56.2 × 3.6 = 202.32 203°
Others 2.3 2.3 × 3.6 = 8.28 8°
Total 100 360°
Construction
(a) Select a suitable radius for the circle to be drawn. A radius of 3, 4 or 5
cm may be chosen for the given data set.
(b) Draw a line from the centre of the circle to the arc as a radius.
(c) Measure the angles from the arc of the circle for each category of vehicles
in an ascending order clock-wise, starting with smaller angle.
(d) Complete the diagram by adding the title, sub-title, and the legend. The
legend mark be chosen for each variable/category and highlighted by
distinct shades/colours.
Precautions
41
(a) The circle should neither be too big to fit in the space nor too small to be
illegible.

(b) Starting with bigger angle will lead to accumulation of error leading to
the plot of the smaller angle difficult.
Fig. 3.8 : Direction of Indian Exports 2010–11
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Flow Maps/Chart
Flow chart is a combination of graph and map. It is drawn to show the flow of
commodities or people between the places of origin and destination. It is also
called Dynamic Map. Transport map, which shows the number of passengers,
vehicles, etc., is the best example of a flow chart. These charts are drawn using
lines of proportional width. Many government agencies prepare flow maps to
show density of the means of transportation on different routes. The flow maps/
charts are generally drawn to represent two the types of data as given below:
1. The number and frequency of the vehicles as per the direction of their
movement
2. The number of the passengers and/or the quantity of goods transported.
Requirements for the Preparation of a Flow Map

(a) A route map depicting the desired transport routes along with the
connecting stations.
(b) The data pertaining
Table 3.8 : No. of trains of selected routes of
to the flow of goods,
Delhi and adjoining areas
services, number of
vehicles, etc., along
S. Railway No. of
with the point of origin No. Routes Trains
and destination of the
movements. 1. Old Delhi – New Delhi 50
(c) The selection of a 2. New Delhi-Nizamuddin 40
scale through which 3. Nizamuddin-Badarpur 30
the data related to 4. Nizamuddin-Sarojini Nagar 12
the quantity of 5. Sarojini Nagar – Pusa Road 8
42 6. Old Delhi – Sadar Bazar 32
passengers and
goods or the number 7. Udyog Nagar-Tikri Kalan 6
8. Pusa Road – Pehladpur 15
Part-II
of vehicles is to be
art-II
represented. 9. Sahibabad-Mohan Nagar 18

10. Old Delhi – Silampur 33
Geography,, P
Example 3.10 : Construct 11. Silampur – Nand Nagari 12

ork in Geography
a flow map to represent the 12. Silampur -Mohan Nagar 21

number of trains running in 13. Old Delhi-Shalimar Bagh 16
Delhi and the adjoining areas 14. Sadar Bazar -Udyog Nagar 18
as given in the Table 3.8. 15. Old Delhi – Pusa Road 22
16. Pehladpur – Palam Vihar 12
Work
Construction
Practical W
(a) Take an outline map of Delhi and adjoining areas, in which railway line
and the nodal stations are depicted (Fig.3.9).
(b) Select a scale to represent the number of trains. Here, the maximum
number is 50 and the minimum is 6. If we select a scale of 1cm = 50
trains, the maximum and minimum numbers will be represented by a
strip of 10 mm and 1.2 mm thick lines, respectively, on the map.
(c) Plot the thickness of each strip of route between the given rail route
(Fig. 3.10).
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(d) Draw a terraced scale as legend and choose distinct sign or symbol to
show the nodal points (stations) within the strip.
Fig. 3.9 : Map of Delhi
43
Shalimar Bagh
Sa
da Nandnagari
r

B
Tikri Kalan Old Delhi Silampur

az
ar
Udyog Nagar
Mohan Nagar
ad
Ro
Ne
sa
w
Pu
De
lhi
Nizamuddin
Palam Vihar Badarpur
50
40
30
20
10 5 No. Of Trains
Fig. 3.10 : Traffic (Railway) Flow Map of Delhi
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Example 3.10 : Construct a water flow map of Ganga Basin as shown in Fig. 3.11.
17
23
13
42
19 50
57
66
Fig. 3.11 : Ganga Basin
Construction
(a) Take a scale as a strip of 1cm width = 50,000 cusecs of water.
(b) Make the diagram as shown in Fig. 3.12.
44
Part-II
Geography,, P
ork in Geography art-II
000,Cusecs of water
Work
50
Practical W
40 30
20
10 5
Fig. 3.12 : Construction of a Flow Map
Thematic Maps
Graphs and diagrams serve a useful purpose in providing a comparison between
the internal variations within the data of different characteristics represented.
However, the use of graphs and diagrams, at times, fails to produce a regional
perspective. Hence, variety of maps may also be drawn to understand the patterns
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of the regional distributions or the characteristics of variations over space. These
maps are also known as the distribution maps.
Requirements for Making a Thematic Map
(a) State/District level data about the selected theme.
(b) Outline map of the study area alongwith administrative boundaries.
(c) Physical map of the region. For example, physiographic map for
population distribution and relief and drainage map for constructing
transportation map.
Rules for Making Thematic Maps
(i) The drawing of the thematic maps must be carefully planned. The final
map should properly reflect the following components:
a. Name of the area
b. Title of the subject-matter
c. Source of the data and year
d. Indication of symbols, signs, colours, shades, etc.
e. Scale
(ii) The selection of a suitable method to be used for thematic mapping.
Classification of Thematic Maps based on Method of Construction

The thematic maps are, generally, classified into quantitative and non-quantitative
maps. The quantitative maps are drawn to show the variations within the data.
For example, maps depicting areas receiving more than 200 cm, 100 to 200 cm,
50 to 100 cm and less than 50 cm of rainfall are referred as quantitative maps.
45
These maps are also called statistical maps. The non-quantitative maps, on the
other hand, depict the non-measurable characteristics in the distribution ofgiven
information, such as a map showing high and low rainfall-receiving areas. These

maps are also called qualitative maps. It would not be possible to discuss drawing
these different types of thematic maps under the constraint of time. We will,
therefore, confine to discuss the methods of the construction of the following
types of quantitative maps :
(a) Dot maps
(b) Choropleth maps
(c) Isopleth maps
Dot Maps
The dot maps are drawn to show the distribution of phenomena such as
population, cattle, types of crops, etc. The dots of same size as per the chosen
scale are marked over the given administrative units to highlight the patterns of
distributions.
Requirement
(a) An administrative map of the given area showing state/district/block
boundaries.
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(b) Statistical data on selected theme for the chosen administrative units,
i.e., total population, cattle, etc.
(c) Selection of a scale to determine the value of a dot.
(d) Physiographic map of the region, especially relief and drainage maps.
Precaution
(a) The lines, demarcating the boundaries of various administrative units,
should not be very thick and bold.
(b) All dots should be of same size.
Example 3.12 : Construct a dot map to represent population data as given in
Table 3.9.
Table 3.9 : Population of India
Sl. States/Union Total Population No.

No. Territories of dots
1. Jammu & Kashmir 10,069,917 100
2. Himachal Pradesh 6,077,248 60
3. Punjab 24,289,296 243
5. Uttarakhand 8,479,562 85
6. Haryana 21,082,989 211
7. Delhi 13,782,976 138
8. Rajasthan 56,473,122 565
9. Uttar Pradesh 166,052,859 1,660
10. Bihar 82,878,796 829
11. Sikkim 540,493 5
46 12. Arunachal Pradesh 1,091,117 11
13. Nagaland 1,988,636 20
14. Manipur 2,388,634 24
Part-II
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15. Mizoram 891,058 89

16. Tripura 3,191,168 32
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17. Meghalaya 2,306,069 23

18. Assam 26,638,407 266
19. West Bengal 80,221,171 802
20. Jharkhand 26,909,428 269
21. Odisha 36,706,920 367
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22. Chhattisgarh 20,795,956 208

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23. Madhya Pradesh 60,385,118 604

24. Gujarat 50,596,992 506
25. Maharashtra 96,752,247 968
26. Andhra Pradesh 75,727,541 757
27. Karnataka 52,733,958 527
28. Goa 1,343,998 13
29. Kerala 31,838,619 318
30. Tamil Nadu 62,110,839 621
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47
Fig. 3.13 : Population of India
2019-2020
Construction
(a) Select the size and value of a dot.
(b) Determine the number of dots in each state using the given scale. For
example, number of dots in Maharashtra will be 9,67,52,247/100,000
= 967.52. It may be rounded to 968, as the fraction is more than 0.5.
(c) Place the dots in each state as per the determined number in all states.
(d) Consult the physiographic/relief map of India to identify mountainous,
desert, and/or snow covered areas and mark lesser number of dots in
such areas.
Choropleth Map
The choropleth maps are also drawn to depict the data characteristics as they
are related to the administrative units. These maps are used to represent the
density of population, literacy/growth rates, sex ratio, etc.
Requirement for drawing Choropleth Map

(a) A map of the area depicting different administrative units.
(b) Appropriate statistical data according to administrative units.
Steps to be followed
(a) Arrange the data in ascending or descending order.
(b) Group the data into 5 categories to represent very high, high, medium,
low and very low concentrations.
(c) The interval between the categories may be identified on the following
48 formulae i.e., Range/5 and Range = maximum value – minimum value.
(d) Patterns, shades or colour to be used to depict the chosen categories
should be marked in an increasing or decreasing order.
Part-II
art-II
Example 3.13: Construct a Choropleth map to represent the literacy rates in

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India as given in Table 3.10.

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Construction
(a) Arrange the data in ascending order as shown above.
(b) Identify the range within the data. In the present case, the states
recording the lowest and highest literacy rates are Bihar (47%) and
Work
Kerala (90.9%), respectively. Hence, the range would be 91.0 – 47.0 =

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44.0
(c) Divide the range by 5 to get categories from very low to very high. (44.0/
5 = 8.80. We can convert this value to a round number, i. e., t 9.0
(d) Determine the number of the categories alongwith the range of each
category. Add 9.0 to the lowest value of 47.0 as so on. We will finally get
following categories :
47 – 56 Very low (Bihar, Jharkhand, Arunachal Pradesh, Jammu
and Kashmir)
56 – 65 Low (Uttar Pradesh, Rajasthan, Andhra Pradesh, Meghalaya,
Odisha, Assam, Madhya Pradesh, Chhattisgarh)
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49
Fig. 3.14 : Literacy Rate
2019-2020
Table 3.10 : Literacy Rate in India
Original Data on Literacy in India Data on Literacy in India as

arranged in Ascending order
S. States / Union Literacy
No. Territories Rate S. States / Union Literacy
No. Territories Rate
1. Jammu & Kashmir 55.5
2. Himachal Pradesh 76.5 10. Bihar 47.0
20. Jharkhand 53.6
3. Punjab 69.7
12. Arunachal Pradesh 54.3
4. Chandigarh 81.9
01. Jammu & Kashmir 55.5
5. Uttarakhand 71.6
9. Uttar Pradesh 56.3
6. Haryana 67.9
26. Dadra & Nagar Haveli 57.6
7. Delhi 81.7
08. Rajasthan 60.4
8. Rajasthan 60.4
28. Andhra Pradesh 60.5
17. Meghalaya 62.6
10. Bihar 47.0
21. Odisha 63.1
11. Sikkim 68.8
18. Assam 63.3
12. Arunachal Pradesh 54.3 23. Madhya Pradesh 63.7
13. Nagaland 66.6 22. Chhattisgarh 64.7
14. Manipur 70.5 13. Nagaland 66.6
15. Mizoram 88.8 29. Karnataka 66.6
16. Tripura 73.2 06. Haryana 67.9
17. Meghalaya 62.6 19. West Bengal 68.6
18. Assam 63.3 11. Sikkim 68.8
19. West Bengal 68.6 24. Gujarat 69.1
20. Jharkhand 53.6 03. Punjab 69.7
21. Odisha 63.1 14. Manipur 70.5
22. Chhattisgarh 64.7 05. Uttarakhand 71.6
23. Madhya Pradesh 63.7 16. Tripura 73.2
50 24. Gujarat 69.1 33. Tamil Nadu 73.5
25. Daman & Diu 78.2 02. Himachal Pradesh 76.5
26. Dadra & Nagar Haveli 57.6 27. Maharashtra 76.9
Part-II
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27. Maharashtra 76.9 25. Daman & Diu 78.2

28. Andhra Pradesh 60.5 34. Puducherry 81.2
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29. Karnataka 66.6 35. Andaman & Nicobar 81.3

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30. Goa 82.0 Islands

31. Lakshadweep 86.7 07. Delhi 81.7
32. Kerala 90.9 04. Chandigarh 81.9
33. Tamil Nadu 73.5 30. Goa 82.0
34. Puducherry 81.2 31. Lakshadweep 86.7
15. Mizoram 88.8
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35. Andaman & Nicobar 81.3

Islands 32. Kerala 90.9
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65 – 74 Medium (Nagaland, Karnataka, Haryana, West Bengal,

Sikkim, Gujarat, Punjab, Manipur, Uttarakhand, Tripura,
Tamil Nadu)
74 – 83 High (Himachal Pradesh, Maharashtra, Delhi, Goa)
83 – 92 Very high (Mizoram, Kerala)
(e) Assign shades/pattern to each category ranging from lower to higher hues.
(f) Prepare the map as shown in Fig. 3.14.
(g) Complete the map with respect to the attributes of map design.
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Isopleth Map
We have seen that the data related to the administrative units are represented
using choropleth maps. However, the variations within the data, in many cases,
may also be observed on the basis of natural boundaries. For example, variations
in the degrees of slope, temperature, occurrence of rainfall, etc. possess
characteristics of the continuity in the data. These geographical facts may be
represented by drawing the lines of equal values on a map. All such maps are
termed as Isopleth Map. The word Isopleth is derived from Iso meaning equal
and pleth means lines. Thus, an imaginary line, which joins the places of equal
values, is referred as Isopleth. The more frequently drawn isopleths include
Isotherm (equal temperature), Isobar (equal pressure), Isohyets (equal rainfall),
Isonephs (equal cloudiness), Isohels (equal sunshine), contours (equal heights),
Isobaths (equal depths), Isohaline (equal salinity), etc.
Requirement
(a) Base line map depicting point location of different places.
(b) Appropriate data of temperature, pressure, rainfall, etc. over a definite
period of time.
(c) Drawing instrument specially French Curve, etc.
Rules to be observed
(a) An equal interval of values be selected.
(b) Interval of 5, 10, or 20 is supposed to be ideal.
(c) The value of Isopleth should be written along the line on either side or
in the middle by breaking the line.
51
Interpolation
Interpolation is used to insert the intermediate values between the observed values

of at two stations/locations, such as temperature recorded at Chennai and
Hyderabad or the spot heights of two points. Generally, drawing of isopleths
joining the places of same value is also termed as interpolation.
Method of Interpolation
For interpolation, follow the following steps:
(a) Firstly, determine the minimum and maximum values given on the map.
(b) Calculate the range of value i.e. Range = maximum value – minimum
value.
(c) Based on range, determine the interval in a whole number like 5, 10,
15, etc.
The exact point of drawing an Isopleth is determined by using the following
formulae.
Distance between two points in cm

Point of Isopleth = × Interval
Difference between the two values of corresponding points
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The interval is the difference between the actual value on the map and
interpolated value. For example, in an Isotherm map of two places show 28 oC
and 33 oC and you want to draw 30 oC isotherm, measure the distance between
the two points. Suppose, the distance is 1cm or 10 mm and the difference between
28 and 33 is 5, whereas, 30 is 2 points away from 28 and 3 points behind 33,
thus, exact point of 30 will be
Thus, isotherm of 30 oC will be plotted 4mm away from 28 oC or 6mm ahead
of 33 oC.
(d) Draw the isopleths of minimum value first; other isopleths may be drawn
accordingly.
52
Part-II
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Fig. 3.15 : Drawing of Isopleths

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Excercises
1 . Choose the right answer from the four alternatives given below:
(i) Which one of the following map shows the population distribution:
(a) Choropleth maps (b) Isopleth maps
(c) Dot maps (d) Square root maps
(ii) Which one of the following is best suited to represent the decadal growth of
population?
(a) Line graph (b) Bar diagram
(c) Circle diagram (d) Flow diagram
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(iii) Polygraph is constructed to represent:
(a) Only one variable (b) Two variables only
(c) More than two variables (d) None of the above
(iv) Which one of the following maps is known as “Dynamic Map”?
(a) Dot map (b) Choropleth
(c) Isopleth (d) Flow map
(i) What is a thematic map?
(ii) Differentiate between multiple bar diagram and compound bar diagram.
(iii) What are the requirements to construct a dot map?
(iv) Describe the method of constructing a traffic flow map.
(v) What is an Isopleth map ? How an interpolation is carried out?
(vi) Describe and illustrate important steps to be followed in preparing a choropleth
map.
(vii) Discuss important steps to represent data with help of a pie-diagram.
Activity
1. Represent the following data with the help of suitable diagram.
India : Trends of Urbanisation 1901-2001
Year Decennial
growth (%)
1911 0.35
1921 8.27
1931 19.12
1941 31.97
53
1951 41.42
1961 26.41

1971 38.23
1981 46.14
1991 36.47
2001 31.13
2 . Represent the following data with the help of suitable diagram.
India : Literacy and Enrolment Ratio in Primary and Upper Primary Schools
Year Literacy Ratio Enrolment Enrolment Ratio
Ratio Primary Upper Primary
Person Male Female Boys Girls Total Boys Girls Total
1950-51 18.3 27.2 8.86 60.6 25 42.6 20.6 4.6 12.7
1999-2000 65.4 75.8 54.2 104 85 94.9 67.2 50 58.8
3 . Represent the following data with help of pie-diagram.
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India : Land use 1951-2001
1950-51 1998-2001
Net Sown Area 42 46
Forest 14 22
Not available for cultivation 17 14
Fallow Land 10 8
Pasture and Tree 9 5
Cultruable Waste Land 8 5
4 . Study the table given below and draw the given diagrams/maps.
Area and Production of Rice in major States
States Area in % to Production % to total

000 ha total area 000 tones production
West Bengal 5,435 12.3 12,428 14.6
Uttar Pradesh 5,839 13.2 11,540 13.6
Andhra Pradesh 4,028 9.1 12,428 13.5
Punjab 2,611 5.9 9,154 10.8
Tamil Nadu 2,113 4.8 7,218 8.5
Bihar 3,671 8.3 5,417 6.4
(a) Construct a multiple bar diagram to show area under rice in each State.
(b) Construct a pie-diagram to show the percentage of area under rice in each
State.
(c) Construct a dot map to show the production of rice in each State.
(d) Construct a Choropleth map to show the percentage of production of rice
54 in States.
5. Show the following data of temperature and rainfall of Kolkata with a suitable
diagram.
Part-II
art-II
Months Temperature in º C Rainfall in cm

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Jan. 19.6 1.2

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Feb. 22.0 2.8

Mar. 27.1 3.4
Apr. 30.1 5.1
May 30.4 13.4
June 29.9 29.0
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Jul. 28.9 33.1

Aug. 28.7 33.4
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Sep. 28.9 25.3

Oct. 27.6 12.7
Nov. 23.4 2.7
Dec. 19.7 0.4
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You have learnt various methods of data processing and representation that you
can use to analyse the geographical phenomena in the preceding chapters. You
must have observed that these methods are time consuming and tedious. Have
you ever thought of a method of data processing and their graphical
representation that can save time and improve efficiency? If you have used a
computer for word processing, then you must have noticed that the computer is
more versatile as it facilitates the onscreen editing of the text, copy and move it
from one place to another, or even delete the unwanted text. Similarly, the
computer may also be used for data processing, preparation of diagrams/graphs
and drawing of maps, provided you have an access to the related application
software. In other words, a computer can be used for a wide range of applications.
It must, however, be clearly understood that a computer carries out the
instructions it receives from the users. In other words, it cannot perform any
function on its own. In the present chapter, we will discuss the use of computers
in data processing and mapping.
What can a Computer do?

A computer is an electronic device. It consists of various sub-systems, like
memory, micro-processor, input system and output system. All these sub-
systems work together to make it an integrated system. It is an extremely powerful
device, which is apt to have an important effect on the systems of data processing,
mapping and analysis. A computer is a fast and a versatile machine that can
perform simple arithmetic operations, such as, addition, subtraction,
multiplication and division, and can also solve complex mathematical, formulae.
It also performs simple logical operations, distinguishing zero from non-zero
and plus from minus and discharge the results. In short, a computer is a data
processor that can perform substantial computation, including numerous
arithmetic or logical operations, without intervention by a human operator during
the run.
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Provided that you have the basic conceptual clarity, computer can be used
very effectively to represent data through maps and diagrams. It makes your job
extremely fast. The following advantages of a computer make it distinct from the
manual methods:
1. It substantially increases the speed of computation and data processing.
2. It can handle huge volume of data, which is normally not possible
manually.
3. It facilitates copy, edit, save and retrieve the data at will.
4. It further enables validation, checking and correction of data easily.
5. Aggregation and analysis of data becomes extremely simple. Computer
makes it very easy to perform comparative analysis, whether by drawing
maps or graphs.
6. The type of graph or map (i.e., bar/pie or types of shades), heading,
indexing and other formats can be changed very easily.
There are many other advantages that a computer offers, that you will
observe yourselves while carrying out your practical work using a computer.
H ardw onfiguration and SSoftw

are CConfiguration
ardware oftware RRequirements
oftware equirements
A computer as an aid to data processing and mapping comprises hardware and
software. The hardware configurations comprise storage, display, and input and
output sub-systems, whereas software are the programs that are made of
electronic codes. The computer-aided data processing and mapping, hence,
requires both hardware components and related application software.
Hardware
56
The hardware components of a computer include :
(a) A Central Processing Unit (CPU) and Storage System
Part-II
art-II
(b) A Graphic Display Sub-system

(c) Input Devices
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(d) Output Devices

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A Central Processing Unit and Storage System

The core of modern computers consists of a central processing unit (CPU), which
facilitates the execution of program instructions for processing data and controlling
Work
peripheral equipment. All data together with the operating system and the
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application programs occupy space in disk storage unit, which functions as

working memory.
The total storage capacity depends upon the types of activity for which the
computer is to be used. The hardware storage capacity for data processing and
mapping should be in the range of 1 GB to 4 GB or more and the Random Access
Memory (RAM) 32 MB or more. Besides the disk storage, the secondary storage,
such as floppy disks, CD, pen drives and magnetic tapes are also used to store
permanently large quantities of data that is not actively being processed.
The operating system is a basic program, which administers the internal
data processing in a computer. The operating systems like MS-DOS, Windows,
and UNIX are in general use, with the Windows being the most preferred one.
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A Graphic Display System or Monitor
A graphic display system or monitor serves as the user’s prime visual
communication medium in all computers. A high resolution display system with
a greater range of possible display colours and Look-up Tables (LUT) for rapid
alteration of colour patterns is generally preferred in graphic and mapping
applications.
Input Devices
The instruction and the statistical data are entered into the computer using the
keyboard functions. The keyboard is an important input device that resembles
a typewriter. It has various keys for different purposes. While working on a
Personal Computer (PC) you will notice a flash point on the screen. This is known
as cursor. When you press a key on the keyboard, a character is displayed at
the point where the cursor is flashing and the cursor moves one position forward.
Besides, scanners and digitisers of different size and capabilities are also used
for spatial data entry.
Output Devices
The output devices include a variety of printers, such as ink-jet, laser and colour
laser printers; and the plotters that are available in different sizes ranging from
A3 to A0 size.
Computer Software
Computer software is a written program that is stored in memory. It performs
specific functions as per the instructions given by the user. A data processing
and mapping software requires the following modules :
• Data Entry and Editing Modules 57
• Coordinate Transformation and Manipulation Modules
Use of Computer in Data P

• Data Display and Output Modules
The Data Entry and Editing Modules

These inbuilt modules in the data processing and mapping software facilitate the
data entry system interface, database creation, error removal, scale and projection
manipulations, their organisation and maintenance of the data. Any of these and
other related data entry, editing and management capabilities might be performed
using displayed menus and icons on the screen. The present day commercial
packages, such as MS Excel/Spread sheet, Lotus 1 – 2 – 3, and d – base provide
capabilities for data processing and generation of graphs. On the other hand, Arc
Processing
rocessing and Mapping
View/Arc GIS, Geomedia, possess modules for mapping and analysis.
Coordinate Transformation and Manipulation Modules

The present day softwares provide a wide range of capabilities used to create
layers of spatial data, coordinate transformation, editing and linking the spatial
data sets with the related non-spatial attributes of data.
Data Display and Output Modules

The data display and output operations vary over a range of functions and are
very much dependent on the skills developed in the field of computer graphics.
Some of the common capabilities that the present day softwares provide are:
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• Zooming/Windowing to display of selected areas and scale change
operation
• Colour assignment/change operation
• Three dimensional and perspective display
• Selective display of various themes
• Polygon shading, line styling and point markers display
• Output device interface commands for interfacing with plotter devices/
printers
• Graphic User Interface (GUI) based menu organisation for an easy
interface
C omputer SSoftw are for YYour

oftware
oftw our UUse
se
In the preceding paragraphs, a number of data processing softwares have been
referred. However, it would be difficult to discuss the capabilities and functions
of each one of these softwares under the constraints of time and space. We will,
therefore, describe the procedure that is followed in data processing and the
preparation of graphs and diagrams using MS Excel or Spreadsheet program.
The spreadsheet enables us to feed data, compute various statistics and represent
the raw data or computed statistics through graphical methods.
MS Excel or Spreadsheet
As mentioned earlier, MS Excel, Lotus 1 – 2 – 3, and d – base are some of the
important softwares used for data processing, and drawing graphs and diagrams.
MS Excel being most widely used and commonly available software program in
all parts of the country has been chosen among other software to carry out the
58 data processing. Besides, it is also compatible with map-making software as one
can easily feed data in MS Excel and attach it to the map-making software to
create maps.
Part-II
art-II
MS Excel is also called a spreadsheet programme. A spreadsheet is a

rectangular table (or grid) to store information. The spreadsheets are located in
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Workbooks or Excel files.

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Most of the MS Excel screen is devoted to the display of the worksheet, which
consists of rows and columns. The intersection of a row and column is a
rectangular area, which is called a cell. In other words, a worksheet is made up
of cells. A cell can contain a numerical value, a formula (which after calculation
provides numerical value) or text. Texts are generally used for labelling numbers
Work
entered in the cells. A value entry can either be a number (entered directly) or
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result of a formula. The value of a formula will change when the components
(arguments) of the formula change.
An Excel worksheet contains 16,384 rows, numbered 1 through 1,6384 and
256 columns, represented by default through letters A through Z, AA through
AZ, BA through BZ, and continuing to IA through IZ. By default, an Excel
workbook consists of three worksheets. If you require, you can insert more, up
to 256 worksheets. This means that in the same file/workbook you can store a
large number of data and charts. Fig.4.1 shows how an excel workbook looks
like.
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Fig. 4.1 : MS Excel Workbook
Data Entry and Storing Procedures in Excel

The data entry and storing procedures are very simple in Excel. You can enter,
copy and move any data from one cell to another and save them. You may also
delete incorrect or unwanted data entry or a complete file, if it is not required for 59
further use. The elementary functions of Excel that you would require for entering
data and storing them are described in Table 4.1. You can learn more on your

own by exploring other menus and options by yourself. Further, you will find it
easier to feed data if you use the number pad given on the right side of your
keyboard. For entering data column-wise, you need to press ‘enter key’ or ‘down
arrow’ after typing a number. While row-wise pressing right arrow key after typing
a number can enter data.
Data Processing and Computation

Often raw data need to be processed for further use. You can easily add, subtract,
multiply, and divide numbers using the keyboard signs of +, -, *, and /,
Processing
respectively. These signs are known as operators and they connect elements in
a formula or expression. For example, if you want to solve the expression 5 + 6

– 8 – 5, then you can easily work it out in steps below :
Step 1 : Click on any cell (with the help of mouse).
Step 2 : Type =, followed by the expression. Thus, the expression becomes =
5 + 6 – 8 – 5.
Step 3 : Press enter key, and you will get the result in the same cell that you
had chosen in Step 1.
Note : The numerical operations can only be performed in excel by first typing
= sign.
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Table 4.1: Important Functions for Entering and Storing Data
S. Function Instructions Menu Secondary Keyboard
No. Menu (from Shortcuts
dropdown list)
1. For opening File New Ctrl N
a new file
For opening File Open Ctrl O
an existing
file
2. Save a file Give a file name and File Save Ctrl S
define where you
want to store it (by
default, it is c:\....\my
documents\)
3. Copy, move Select the set of data Edit Copy Ctrl C
and paste a by pressing the left
set of data mouse button and
dragging it over the
set of the data you
want to select
4. Cut, move Select the set of data Edit Cut Ctrl X
and paste a by pressing the left
set of data mouse button and
dragging it over the
set of the data you
want to select
60 5. Paste a set Take the cursor to Edit Paste Ctrl V

of data the cell where you
want to paste it
Part-II
art-II
6. For Edit Undo Ctrl Z

undoing
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the last
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action*
7. For redoing Edit Repeat Ctrl Y
the last
action*
Note: * You cannot undo or redo any action if you have saved the file after the last action.
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These operators that connect elements in a formula are solved in an order.

Practical W
The expressions enclosed in ‘brackets’ are solved first and are followed by the
‘exponents’, ‘division’, ‘multiplication’, ‘addition’ and ‘subtraction’. For example,
expression/formula within a cell given as =A8/(A9 + A4) will be solved using
Excel as under:
It will first add the values entered in cells A9 and A4, and then will divide the
value of A8 by the sum.
Further, if you want to supplement your understanding on the percentage
share of urban population to the total population, in that case, you have to
calculate the percentage of urban population in various states of India. To do so,
you will require the data on urban population and total population for each
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state of India. The worksheet allows you to easily calculate the percentage of
urban population in each state provided you adopt the following steps :
Step 1 : Enter the name of the states in first column (i.e. column A).
Step 2 : In Column B, corresponding to each state, enter the size of urban
population.
Step 3 : In Column C, corresponding to respective state enter the size of total
population.
Step 4 : In Column D and row 2, type = followed by B2/C2 (that is total urban
population of Andhra Pradesh divided by the total population in the
same State) and *100 (multiplied by 100). Thus, the expression
becomes =B2/C2*100
Step 5 : Press enter key. This will give you solution of the expression, that is,
the percentage of urban population in Andhra Pradesh.
Step 6 : Now you need not to write the formula again for calculating percentage
of urban population for other states. Simply, click on the cell D2.
This will copy the formula of the first state/cell to all the downward
cells you have dragged it over.
(Note: the formula =B2/C2*100 that has been written in cell D2, and
becomes B3/C3*100 in cell D3, and so on).
‘Fig. 4.2 graphically shows steps 1 to 5 as given above, while step 6 is shown in
Fig.4.3.
61
Fig. 4.2 : Cell Operation in MS Excel Use of Computer in Data P

Processing
Fig. 4.3 : Copying through Dragging over in MS Excel
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You have already been introduced to some basic statistical methods, such as
measures of central tendency, dispersion and correlation in Chapter 2. You must
have understood the concept and rationale behind these techniques. The use of
worksheet functions to compute these statistics will be discussed in the
subsequent paragraphs.
In MS Excel, there are numerous inbuilt statistical and mathematical
functions. These functions are located in Insert menu. To use the function, click
on the Insert menu, and choose fx (Function) from the dropdown list. Note that
your cursor should be located in the cell where you want the formula to appear.
Some examples of application of statistical functions are given below.
Central Tendencies
Central tendencies are represented by mean, median and mode. Arithmetic mean,
also called average, is a commonly used method for calculating the central
tendency. In MS Excel, it is denoted by its popular name average. As an example,
we shall calculate mean cropping intensity in India during various decades using
the average function in Excel. The following steps are to be undertaken :
Step 1 : Enter year-wise cropping intensity data in a worksheet, as shown in
Fig.4.4.
Step 2 : Click on cell B12 using mouse.
Step 3 : Click on Insert Menu and choose fx (Function) from dropdown list,
this will open Insert Function dialogue box.
Step 4 : Select Statistical from select a category menu on the dialogue box.
62 This will bring forth the statistical functions available in Excel in the
box below in the same dialogue box,
Part-II
art-II
Step 5 : In the box Select a Function, click on Average and press OK button.
This will open another dialogue box called Function Argument.
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Step 6 : Either enter the cell range of data of the first decade CI_50s (which
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shows year-wise cropping intensity in 1950s) in the Number 1 box

on Function Argument dialogue box of data, or drag cursor pressing
the left button of mouse over the cell range of data.
Step 7 : Press OK button on the Function Argument dialogue box. This
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calculates mean cropping intensity for the decade 1950s in cell B12,
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where you had put your cursor in the beginning.

Step 8 : Now, calculate the mean for other decade either following Steps 1–7
given above or dragging cursor right handward in the same row
selecting the small square from rectangle of cell B12 or you can copy
the cell B12 and paste it on D12, F12, H12 and J12. This will give
you the mean value of cropping intensity for the decades 1960s, 1970s,
1980s and 1990s, respectively.
These steps are further explained in Fig. 4.4 through Fig.4.6.
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Fig. 4.4 : Calculation of Mean Using Statistical Function in MS Excel
63

Fig. 4.5 : Selection of Statistical Function
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Fig. 4.6 : Defining Range in Function Arguments dialogue box
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The computation of mean for the given data reveals that there has been an
impressive increase in mean decadal cropping intensity over different decades in
general, and 1980s onwards in particular. In fact, during 1980s the “Green
Revolution” underwent a spatial spread and a tremendous increase in area under
tube-well irrigation took place, which facilitated cultivation in the arid regions as
well as during the dry seasons.
Using almost the same procedure used for calculating mean, as outlined
above, you can calculate median, standard deviation, and correlation. Some hints
for this are provided in Fig.4.7 and Fig. 4.8.
Fig. 4.7 : Function for Standard Deviation Fig. 4.8 : Function for Correlation
64
Construction of Graphs
You know that the data in tabular form, at times make it difficult to draw inferences
about whatever is being presented. On the other hand, the representation of the
Part-II
art-II
data in graphical form enhances our capabilities to make meaningful

comparisons between the phenomena represented, and present a simplified view
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of the characteristics depicted. In other words, graphs and diagrams make us to

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decipher the contents of data easily. For example, it would be difficult to make
sense of the Cropping Intensity in India if the data for all 50 years are presented
in a tabular form. However, through a line graph or bar diagram, we can easily
draw meaningful conclusions about the trend in Cropping Intensity in India.
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Data Types and Some Suitable Graphical Methods of their Presentation

1. Time series data are represented through line graphs or bar diagram.
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2. Bar diagrams and histograms are, generally, used for showing shares
or frequencies of various units.
3. Compound bar diagrams, and pie charts are used for showing shares
of various units.
4. Maps are used for location-wise representation of data. This helps in
comprehending spatial patterns in the data.
The selection of a suitable graphical method is important for the presentation

of data. In Chapter 3, you have learnt about graphs and diagrams, and the kind
of data suitable for. Here, you will learn how graphs and diagrams are constructed
in Excel.
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Suppose, you want to represent changes in the share of workers in different
industrial categories between 1981 and 2001, the most suitable graphical
methods would be bar diagram as it shows changes over different years clearly.
The construction of bar diagram requires the following steps :
Step 1 : Enter the data in worksheet as shown in Fig.4.9.
Step 2 : Select the cells dragging mouse (right button pressed) over the cells.
Fig. 4.9 : Entering data and selecting cells for Construction of Bar Diagram
Step 3 : Click on Chart Wizard (Fig.4.9). This will open Step 1 of 4 of Chart
Wizard (Fig.4.10).
Step 4 : Double click on the simple bar diagram in the box ‘Chart Sub-type’
(Fig.4.10). This will lead you to Step 2 of 4 of Chart Wizard
(Fig.4.11), in which worksheet number and selected data range, and
a preview of bar diagram appear. As categories in data are arranged
row-wise, therefore, it is row-wise chart construction.
65

Processing
Fig. 4.10 : Step 1 to 4 of Chart Wizard Fig. 4.11 : Step 2 of 4 of Chart Wizard
Step 5 : Click on the Next radio button, and this will lead you to Step 3 of 4
of Chart Wizard (Fig.4.12). Here you will find various options for
entering ‘title’ ‘name of axes’, options for ‘grid lines’, ‘data labels’ and
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‘data table’. Chart titles and axes name entry are shown in Fig. 4.12,
while options for ‘legend placement’ are shown in Fig. 4.13. Type the
axes names as shown in Fig. 4.13 and select the ‘placement of legend’
Fig. 4.12 : Entering names of Axes
66
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Work
Practical W Part-II
Geography,, Part-II
Fig. 4.13 : Choosing Location of Legend

Step 6 : When you have finished entering axes titles and legend options, etc.,
click on Next radio button (Fig. 4.13). This will lead you to step 4 of
Chart Wizard, which will let you choose the location of the
constructed bar diagram for the data (Fig. 4.14). Choose ‘As Object
in’ and select the same sheet you have entered the data, i.e., Sheet 5
(optionally, you can also place your bar diagram in a new sheet
choosing ‘as new sheet’).
Step 7 : Press OK radio button in Fig. 4.14. This will complete the Chart
Wizard and your bar diagram as shown in Fig.4.15 will appear in
Worksheet 5.
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Fig. 4.14 : Choosing Location of Chart
67

Fig. 4.15 : The Complete Bar Diagram
You can change the pattern of bars from colours to shades or vice versa by
clicking on the bars. Similarly, you can also change the fonts or gridlines if
required.
The above diagram shows that the share of cultivators has declined
significantly over the two decades and the share of other workers has appreciably
risen and the shares of agricultural and household labourers have largely been
the same.
Processing
Some Important Norms for Data Representation

1. A figure should have its figure number.

2. It should have a suitable title, in which time and space it relates to
should also be mentioned.
3. Within title or as sub-title, the unit in which the quantities are shown
should be mentioned.
4. The title, sub-title, title of axes, legend and the main presentation
should be shown with suitable font size and type so that they occupy
space in a balanced manner.
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Computer Assisted Mapping
The maps may also be drawn using a combination of computer hardware and the
mapping software. The computer assisted mapping essentially requires the creation
of a spatial database alongwith its integration with attribute or non- spatial data.
It further involves the verification and structuring of the stored data. What is most
important in this context is that the data must be geometrically registered to a
generally accepted and properly defined coordinate system and coded so that
they can be stored in the internal database structure within the computer. Hence,
care must be taken while using the computer for mapping purposes.
Spatial Data
The spatial data represent a geographical space. They are characterised by the
points, lines and polygons. The point data represent positional characteristics of
some of the geographical features, such as schools, hospitals, wells, tube-wells,
towns and villages, etc., on the map. In other words, if we want to present the
occurrence of the objects on a map in dimensionless scale but with reference to
location, we use points. Similarly, lines are used to depict linear features, like
roads, railway lines, canals, rivers, power and communication lines, etc. Polygons
are made of a number of inter-connected lines, bounding a certain area, and are
used to show area features such as administrative units (countries, districts,
states, blocks); land use types (cultivated area, forest lands, degraded/waste
lands, pastures, etc.) and features, like ponds, lakes, etc.
Non-spatial Data
The data describing the information about spatial data are called non-spatial or
attribute data. For example, if you have a map showing positional location of your
school, you can attach the information, such as the name of the school, subject
68 stream it offers, number of students in each class, schedule of admissions, teaching
and examinations, available facilities, like library, labs, equipment, etc. In other
words, you will be defining the attributes of the spatial data. Thus, non-spatial
Part-II
art-II
data are also known as attribute-data.

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Sources of Geographical Data

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The geographical data are available in analogue (map and aerial photographs)
or digital form (scanned images).
The procedure of creating spatial data in the computer has been discussed
in Chapter 6.
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M apping SSoftw are and their Functions

oftware
oftw
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There are a number of commercially available mapping softwares, such as ArcGIS,

ArcView, Geomedia, GRAM, Idrisi, Geometica, etc. There are also a few freely
downloadable softwares that can be downloaded with the help of Internet.
However, it would be difficult to discuss the capabilities of each one of these
softwares under the constraints of time and space. We will, therefore, describe
the procedure in general used in choropleth mapping using a mapping software.
A mapping software provides functions for spatial and attribute data input
through onscreen digitisation of scanned maps, corrections of errors,
transformation of scale and projection, data integration, map design, presentation
and analysis.
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A digitised map consists of three files. The extensions of these files are shp,
shx and dbf. The dbf file is dbase file that contains attribute data and is linked to
shx and shp files. The shx and shp files, on the other hand, contain spatial (map)
information. The dbf file can be edited in MS Excel.
You can construct a choropleth map using any of the mapping software
available to you, provided you follow the steps given in the user manual of the
given software. If you experiment with the different options available in the
software, you would be able to construct several types of maps using different
methods.
Excercises
1. Choose the correct option for the alternatives given below :
(i) What type of graph would you use to represent the following data?
States Share of Production

of Iron-Ore (in %)
Madhya Pradesh 23.44
Goa 21.82
Karnataka 20.95
Bihar 16.98
Odisha 16.30
Andhra Pradesh 0.45
Maharashtra 0.04
(a) Line (b) Multiple bar graph

(c) Pie-diagram (d) None of the above
(ii) Districts within a state would be represented in which type of spatial data? 69
(a) Points (b) Lines
(c) Polygons (d) None of the above

(iii) Which is the operator that is calculated first in a formula given in a cell of
a worksheet?
(a) + (b) –
(c) / (d) ×
(iv) Function Wizard in Excel enables you to:
(a) Construct graphs
(b) Carry out mathematical/ statistical operations
(c) Draw maps
(d) None of the above
Processing

(i) What are the functions of different parts of a computer?
(ii) What are the advantages of using computer over manual methods of data
processing and representation?
(iii) What is a worksheet?
(i) What is difference between spatial and non-spatial data? Explain with
examples.
(ii) What is the three forms of geographical data?
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Activity
1. Carry out the following steps using the given data set:
(a) Enter the given data in a file and store in ‘My Documents’ folder (Name the
file as rainfall).
(b) Calculate the standard deviation and mean for the given data set using
Function Wizard in Excel spreadsheet.
(c) Compute coefficient of variation using the results derived in step (b).
(d) Analyse the results.
2. Represent the data given below using a suitable technique with the help of a
computer and analyse the graph.
Cropping Intensity in India
Year_80s CI_80s Year_90s CI_90s

1980-81 123.3 1990-91 129.9
1981-82 124.5 1991-92 128.7
1982-83 123.2 1992-93 130.1
1983-84 125.7 1993-94 131.1
1984-85 125.2 1994-95 131.5
1985-86 126.7 1995-96 131.8
1986-87 126.4 1996-97 132.8
1987-88 127.3 1997-98 134.1
1988-89 128.5 1998-99 135.4
1989-90 128.1 1999-00 134.9
70
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Work
Practical W Part-II
Geography,, Part-II
2019-2020
You have studied aspects of Physical Geography of the world, as well as, of India
in Class XI. In the present class, besides the Practical Work in Geography you
will study the various aspects of Human Geography. While studying these aspects,
you may have observed that issues addressed pertain to global or national level.
In other words, the given information helps us to understand the issues at macro
level. You may also have observed that the forms, events and processes in your
surroundings are similar to what you have studied at macro level. Have you ever
thought how would you study some of the aspects at local level? You know that
regional level information is used to analyse different physical and human
parameters of a large area. Similarly, information has to be gathered at the local
level by conducting primary surveys for generating information. The primary
surveys are also called field surveys. They are an essential component of
geographic enquiry. It is a basic procedure to understand the earth as a home of
humankind and are carried out through observation, sketching, measurement,
interviews, etc. In the present chapter, we will discuss the procedure involved in
carrying out the field surveys.
Wh
Whyy is Field Surv
Surveey RRequired
equired ?
Like many other sciences, geography is also a field science. Thus, a geographical
enquiry is always needed to be supplemented through a well-planned field survey.
These surveys enhance our understanding about patterns of spatial distributions,
their associations and relationships at the local level. Further, field surveys
facilitate the collection of local level information that is not available through
secondary sources. Thus, field surveys are carried out to gather required
information so as the problem under investigation is studied in depth as per the
predefined objectives. Such studies also enable the investigator to comprehend
the situation and processes in totality and at the place of their occurrence. This
is possible through ‘observation’, which is a useful method of gathering
information and then to derive inferences.
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Field Surv
Survee y Pr ocedure
Procedure
The field survey is initiated with well-defined procedure. It is performed in the
following functionally interrelated stages :
1. Defining the Problem
The problem to be studied should be defined precisely. This can be achieved by
way of statements indicating the nature of the problem. This should also be
reflected in the title and sub-title of the topic of the survey.
2. Objectives
A further specification of the survey is done by listing the objectives. Objectives
provide outline of the survey and in accordance to these, suitable tools of
acquisition of data and methods of analysis will be chosen.
3. Scope
Like clearly defined objectives, scope of survey needs to be delimited in terms of
geographical area to be covered, timeframe of enquiry and if required themes of
studies to be covered. This multi-dimensional delimitation of the study is essential
in relation to fulfilment of the predefined objectives and limitations of analysis,
inferences and their applicability.
4. Tools and Techniques
Field survey is basically conducted to collect information about the chosen
problem for which varied types of tools are required. These include secondary
information, including maps and other data, field observation, data generated
by interviewing people through questionnaires.
72 (i) Recorded and Published Data

These data provide base information about the problem. These are collected and
published by different government agencies, organisations and other agencies.
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art-II
This information, alongwith cadastral and topographical maps, provides basis

to prepare the framework of survey. Listing of households, persons, landholdings
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in the survey area can be done using the official records or electoral rolls available
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with the village panchayat or the revenue officials. Similarly, essential physical
features, like relief, drainage, vegetation, land use and cultural features, like
settlements, transport and communication lines, irrigation infrastructure, etc.
can be traced out from the topographical maps. The field boundaries of land
parcels can be marked out from cadastral maps available with land revenue
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officials. The field survey is conducted either for the entire ‘population’ or for the
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‘samples’. These basic information and maps are required to select the units of
observation. The large-scale maps of the survey area also help the investigator to
orient and locate him/her on the ground. This initial orientation helps the
investigator to insert additional features in the map appropriately.
(ii) Field Observation
The effectiveness of field survey is associated with the investigators’ capability to
collect information about the landscape through observation. The very purpose
of a field survey is to observe the characteristics and associations of geographic
phenomena.
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To supplement the observation, certain techniques of acquisition of
information are useful like that of sketching and photography. As you find
sketches and photographs provided in your textbooks enhance your
comprehension of facts, situations and processes being explained. It is, therefore,
essential to learn and apply sketching techniques to capture the prominent
features of the landscape to strengthen the explanations. Similarly, landscape
scenario can also be captured by photography of the landscape, objects and
activities.
At times, when suitable large-scale map is not available, a sketch or a notional
map of the survey area can be prepared based on reconnaissance survey. This
kind of exercise also helps in getting oneself introduced with the area as each
feature needs to be observed carefully for locating them in the sketch.
All the observations in the field are to be noted down for keeping a systematic
record. You cannot memorise every thing you see, feel or understand. Thus,
using appropriate scheme of categorising of facts one should record relevant
characteristic of objects. While taking notes, a brief interaction with the people or
with the members of the field party or referring to recorded information is always
required for clarifications and unambiguous recording of observations.
(iii) Measurement
Some field surveys demand on site measurement of objects and events. This is
all the more necessary when one wants to present the analysis with precision. It
involves the use of appropriate equipment, which enables the investigator to
measure the characteristics precisely. Thus, the field party should carry with
them relevant equipment required to measure the selected features, such as
measuring tape, weighing machine to weigh soil, pH meter or paper strip to
measure the acidity or alkalinity and thermometer.
(iv) Interviewing 73
In all field surveys dealing with social issues, information is gathered through
Field Sur
personal interviews. Experiences and knowledge of each individual about his/her
environs as well as about his/her own livings are nothing but information. These
experiences, if retrieved efficiently are important sources of information. However,
Surveys
extraction of information through personal interviews is greatly influenced by an
veys
interviewer’s abilities in terms of understanding of the subject and the people to
be interviewed, communicative skills and rapport with the people.
(a) Tools : Interviewing of people can be done either through pre-structured
questionnaires and schedules or through participatory appraisal
methods, like social and resource mapping and discussions.
(b) Basic Information : While conducting interviews as means of data
collection, certain information like that of location, socio-economic
background of the respondent are to be noted. On the basis of these
parameters, an investigator categorises and compiles the information
for further computations and analysis.
(c) Coverage : During field studies, an investigator has to decide whether
the survey will be conducted in the form of census for the entire
population or will be based on selected sample. If the study area is not
very large but composed of diverse elements then the entire population
should be surveyed. In case of large size area, one can limit the study
to selected samples representing all segments of the population.
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(d) Units of Study : Elements of study need to be defined precisely alongwith
the decision about census or sample survey. These elements consist of
primary unit of observation, like households, parcels of land, business
units, etc.
(e) Sample Design : A framework of sample survey, including its size and
method of selecting samples is to be decided in relation to objectives of
survey, variations in population and cost and time constraints.
(f) Cautions : Field interviews or participatory appraisal methods are highly
sensitive activities and should be conducted with utmost sincerity and
caution as one is dealing with human groups, which always do not
share the cultural ethos and practices that of the investigators. As a
student of social science, you should be careful of the larger purpose
of the study and should not stretch the argument beyond the scope of
the study. To get the correct picture, your conversation and behaviour
should reflect that you are one of them. While conducting the interview,
ensure that no other person is intervening in your conversation either
by his/her presence or by replying in between.
5. Compilation and Computation

You need to organise the information of varied types collected during the fieldwork
for their meaningful interpretation and analysis to achieve the set objectives.
Notes, field sketches, photographs, case studies, etc., are first organised according
to sub-themes of the study. Similarly, questionnaire and schedule-based
information should be tabulated either on a master sheet or on the spreadsheet.
You have already learnt the features and use of spreadsheet. You can even
construct indicators and compute descriptive statistics.
74 6. Cartographic Applications
You have learnt different methods of mapping and drawing of diagrams and
graphs and also use of computer in drawing them neatly and accurately. For
Part-II
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getting visual impressions of variations in the phenomena, diagrams and graphs

are very effective tools. Thus, the description and analysis should be duly
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supported by these presentations.

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7. Presentations
The field study report in concise form should contain all the details of the
procedures followed, methods, tools and techniques employed. The major part
of the report will be devoted to the interpretation and analysis of information
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gathered and computed alongwith supportive facts in the form of tables, charts,
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statistical inferences, maps and references. At the end of the report, you should
also provide the summary of the investigation.
On the basis of above outlines, you will select a problem or topic and carry
out the fieldwork as a team of investigators in the supervision of your teacher.
Field Surv
Surveey : CCase
ase Studies
You know that field survey plays a significant role in understanding the forms,
processes and events at a local level. A field survey may be conducted to study
any issue of general concern. However, the selection of a topic for the case study
depends upon the nature and character of the area where the survey is to be
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carried out. For example, in low rainfall and agriculturally less productive regions,
droughts form a major topic of study. On the other hand, in States, like Assam,
Bihar and West Bengal, which experience high rainfall conditions and occurrences
of frequent floods during the rainy season necessitates a survey for the assessment
of the damages caused by the floods. Similarly, a case study on air pollution
emerges as a major topic near a smog-emitting industrial plant or a survey of the
changing patterns of agricultural land use in Punjab and western Uttar Pradesh,
which has drawn the benefits of the Green Revolution for several years becomes
important. In the present chapter, we will discuss how specific case studies on
droughts and poverty are conducted. These have been selected from case studies
given in your syllabus. These are :
1. Groundwater Change
2. Environmental Pollution
3. Soil Degradation
4. Poverty
5. Droughts and Floods
6. Energy Issues
7. Land Use Survey and Change Detection.
A summary of the procedure that could be followed in carrying out the field
survey on any of these topics is provided in Annexure II.
Instructions for the Students

The students should prepare a blueprint of the field survey in consultation with
the class teacher to include details of the area to be visited, alongwith a map of
the area, if available, clear understanding of the objectives of the survey and the
well-structured questionnaire. The teacher should also give a few necessary 75
instructions to the students. These include :
1. Be courteous to the people of the area you are visiting for the field survey.
Field Sur
2. Develop friendly attitude with the people you meet and establish rapport.
3. Ask questions in comprehensible language.
Surveys
4. Avoid asking the questions that may either hurt the feelings of the people
veys
you are interviewing or those that may irritate them.
5. Do not make any promises with the inhabitants of the area and do not
tell lies about your purpose.
6. Record each and every detail as given by the respondent of your queries
and show them the recorded version, if asked for.
Field Study of PPoov erty: Extent, DDeterminants

eterminants and CConsequences
onsequences
The Problem
Poverty denotes a state of people in terms of income, assets, consumption or
nutrition at a given point of time. It is often understood and conveyed in the context
of poverty line, which is a critical threshold level of income, consumption, access
to productive resources and services below which people are classed as poor.
The issue of poverty is closely linked with inequality, which is the cause of
poverty. Poverty is, thus, not only an absolute but also a relative state. It varies
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from region to region. However, there
is something absolute about it and
despite the variations in regions and
diversified society, people require
adequate levels of food, clothing and
shelter. Poverty can be either a
chronic or temporary phenomena.
The chronic poverty, which is also
known as structural poverty, is more
crucial to be understood. Another
significant aspect of poverty is that
in spite of high rate of economic
growth more and more people are
Fig. 5.1 : A Poverty-ridden family
identified below the poverty line. It
is rampant in both rural and urban
areas alike. Thus, the dimensions of
poverty and its measures could be
studied through a field survey.
Fig. 5.1 and 5.2 provide a glimpse
of poverty-ridden families and the
villages.
The first step to conduct such a
survey is listing of its objectives.
Objectives
The study of extent, determinants and
consequences of poverty can be Fig. 5.2 : A Poverty-ridden Village
76 carried out with the following
objectives in mind:
1. To identify appropriate criteria to measure poverty line.
Part-II
art-II
2. To assess the levels of well-being of people in terms of income, assets,

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expenditure, nutrition, access to resources and services.

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3. To explain the state of poverty in relation to historical and structural

conditions of the village and its people.
4. To examine the implications of poverty.
Coverage
Work
The spatial, temporal and thematic aspects of survey be understood clearly.

Practical W
Spatial
In order to achieve the aforesaid objectives a field study may be conducted in a
selected part of the rural or urban settlements. Spatially, it may cover an area of
200 hectares or more and inhabited by about 400 persons or 100 households.
Temporal
If the problem pertains to chronic poverty, the study should be based on average
conditions or reflecting responses with references to normal rainfall year for the
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village as well as for the surrounding area. In case of temporary poverty, current
year situations are to be investigated.
Thematic
Thematically, the study should cover household and individual level aspects
like socio-demographic characteristics, permanent and consumer assets, income
and expenditure, access to health, educational, transport and power services
and infrastructure facilities to capture the targeted issues of status, determinants
and implications of poverty.
Tools and Techniques

Secondary Information
Before you proceed for field study, you should go through the literature on poverty
and the region, in general, and the selected village, in particular. The conceptual
aspects of poverty, like its meaning, measurement, criteria, causes, etc., can be
understood through published work related to economic development, social
changes and economic surveys. Basic population statistics can be obtained from
district census handbooks or the village level primary census abstract, agricultural
and livestock statistics can be acquired from village revenue official or the Patwari
Lekhpal, Karamchari, Karnain, etc. Household lists and other village level
information can be collected from Gram Panchayat office. Similarly, other relevant
data are available with respective departments located at tehsil or block
headquarters. All these information are essential to build the framework of the
village resources and economy as well as to develop research design including
sample design if survey is not to be based on the entire population.
Maps
Topographic details, including relief, drainage, water bodies, settlements, means 77
of communications and other topographical features of a village and its
surrounding region are to be traced and studied from 1:50,000 or 1:25,000
Field Sur
scale topographical maps. Similarly, the 1:4,000 scale cadastral maps and revenue
records of the villages may be obtained from the revenue officials. These maps
Surveys
provide spatial dimension of inequality in land distribution if plotted by ownership
veys
of households.
Observations
As a fundamental tool of field survey, much of the details of poverty scenario
can be visualised through keen observation. Observation of the routine activities
of poverty-ridden people; quality and quantity of the food items; sources of fuel
wood and drinking water; state of clothing and shelter, human sufferings associated
with malnutrition, hunger, sickness, etc.; locational, social and political
deprivations due to poverty and other pertinent attributes can be understood.
These observations with aids, like photography, sketching, audio-visual recordings,
etc., or just in the form of notes are valuable sources of non-quantifiable information
to validate different point of views and to draw conclusions.
Measurement
In some situation, the actual measurement needs to be taken up. This is required
in case of non-availability of data pertaining to quantity of food items consumed
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daily or the state of health in terms of height and weight, quality of drinking
water or the nutritional value of different food items, availability of living space,
etc. Simpler means of measurement are fruitful in quantifying certain items
precisely.
Personal Interview
Most of poverty measures are based on aggregate household conditions. Thus,
field data collection through interviewing will be at household level. However,
information about the household will have to be extracted either from the head
of the household or the more responsive and knowledgeable member of the
household. Apart from canvassing questionnaires, household data will also be
collected by interviewing village leaders, service providers, institutional heads,
etc., to compute relevant indices.
Survey Design
Survey can be conducted, as census covering all the households of the village if
the number of household are manageable with the number of students in the
class otherwise a stratified sampling will be appropriate to extract information.
Stratification of households can be done on the basis of land holdings classes,
social classes, division of settlement into grids or concentric circles. For
stratification listing of households alongwith these criteria/attributes and notional
map showing the plan of settlement are to be completed as follows :
Table 5.1 : List of Households with Basic Attributes of Stratification of Sampling
S. Head of Household Social Class/ Land Location of

No. with Father’s Name Category Holding House (Grid/ Remarks
(ha) Circle
78 Reference)
1. Mohanlal S/o Sohanlal Dhaker : OBC 7.2 A2
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2. Homaji S/o Kaluji Bheel : ST 0.2 D4

3. ......... ......... ......... .........
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Grids or circles in the notional map/plan may be drawn for spatial stratification
Schedule/Questionnaire
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Interview, observation, and at times, measurement-based household information

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is to be enquired and recorded systematically in the pre-designed questionnaire

(Please see Annexure 1 A to H).
Compilation and Computation
Data Entry and Tabulation

After completing the survey in the field, the collected information need to be
compiled for further computation and analysis. Now, this task can be
accomplished more conveniently in spreadsheet formats, which you have already
practised as part of your computer-related practical work. For efficient
management of these data follow the following sequence :
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Index
Pucca Building : Residential

Non-Residential
"
Kutcha Building : Residential
" Non-Residential
Pucca Road
Kutcha Road
Pathway
Railway Line
River
Canal
Tank/Pond
Well, Tap, Handpump
Temple, Mosque, Gurudwara etc.
School, Dispensary,
Panchayat Ghar, Post Office etc.
79
Field Sur
Fig. 5.3 : Notional Map of the Settlement with Grids for Sampling
Surveys
1. Assign unique identity code to each surveyed household.
veys
2. Similarly, each person in the demographic table will also be assigned
unique identity code for compilation in separate spreadsheet.
3. It will be more convenient if each type of household level information is
compiled on separate sheet.
4. Unique name to be assigned for each attribute in each column.
5. Information on each sheet will be filled according to household code for
further processing.
Verification and Consistency Checks

After data entry, random verification of entries is necessary to ascertain the
correctness of data. This is further checked by cross total and with the help of
maximum and minimum values as well as in the light of related variables.
Computation of Indices
Computation of indices using available value parameters and calculating the
ratios is a significant task before analysing the situation of poverty. In this regard,
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following set of indices may be computed at household level for further analysis :
1. Indices indicating the state of well-being measured on the basis of total
assets, total income, total expenditure, food consumption, nutrition level,
etc.
2. Indices explaining the reasons of chronic poverty like social class
membership and perpetuating legacies, size of household, type of family,
type of occupations, educational levels, size of land holdings and state
of irrigation, type of crops cultivated, subsidiary sources of employment,
ownership of productive assets, state of gender equality, etc.
3. Indices related to consequences of poverty can be computed on the
basis of state of gender discrimination, literacy and educational level
among the youths and young ones, employment diversification,
productive and consumer assets, crop yields, pattern of expenditure
and nutritional intakes.
It is significant to note that many of the causative factors are also resultant
facts due to their circular relationship with poverty.
Visual Presentation
Summarised tables, diagrams and graphs as you learnt as part of cartographic
work can be employed to represent the salient characteristics of poverty in the
village. For this purpose, tables may be prepared according to land holding
categories or the social categories of households, including the caste-based
classifications. Similarly, composite indices of productive assets or total
expenditure can be used to segregate households for showing their state of
well-being. Variations in well-being can also be shown in the form of drawing a
poverty line and class-wise distribution of households above and below that line
80 to visualise the poverty-affected sections of the society and their social
background. A significant graphical tool to indicate the inequality is Lorenz curve
and it can be drawn to show unequal distribution of assets, income and
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expenditure among the households of the village.

Thematic Mapping
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Spatial distribution of agricultural as well as non-agricultural land within the

revenue limits of the village and in the settlement can be shown by chorochromatic
maps to assess the extent of control on natural resources of certain social groups
as a source of inequality, and one of the important causes of poverty. Poor
accessibility in relation to site of houses and location of services can also be
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visualised with the help of maps.

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Statistical Analysis
Simple descriptive statistical methods, as well as, measures of associations,
explanatory relationships and composite indices based on household level
indicators can be employed meaningfully to draw inferences. In this regard,
simple arithmetic mean can indicate the average situation, whereas, the coefficient
of variation will indicate the extent of relative inconsistency in socio-economic
well-being among different groups of households. Similarly, you can measure
the intensity of relationship between two indices using the coefficient of correlation
and explain the probable causes of perpetuation of poverty or its impact on
other socio-economic aspects.
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Report Writing
Finally, using all the analysed material, you will present your report in group or
individually as instructed by your teacher in the systematic way as you followed
in the investigation of the problem. All the details, we discussed till now will be
part of your presentation in the same sequence, alongwith major conclusions
and inferences you have drawn. You will also enrich your presentation with
appropriate illustrations, including maps, diagrams, graphs, photographs,
sketches, etc. The statement in the text will be duly supported by the facts shown
in tabular forms as well as references of earlier works.
Field Study of Droughts : A Study of Belgaum District, Karnataka

Some of the regions in India have plenty of water, and shortages are rare. But in
many parts of the country, water is scarce and people can never be sure when it
will rain next. Droughts happen when for months or even years, the earth’s surface
loses more water than it collects. In some places of deserts, it almost never rains
at all. Droughts can affect many peoples’ lives.
Droughts and floods are two adverse factors, which Indian farmers have to
face. A specific definition of any one of them is quite difficult. However, qualitatively,
agricultural drought can be defined as a prolonged and acute moisture deficiency.
Drought, as commonly understood, is a condition of climatic dryness that is
severe enough to reduce soil moisture and water below the minimum limit
necessary for sustaining plant, animal and human life (Fig 5.4 and 5.5). It is
usually accompanied by hot dry winds and may be followed by damaging floods.
81
Field Sur
Surveys
veys
Fig. 5.4 : Drought-affected Area Fig. 5.5 : Soil Moisture Loss
Drought has been recognised as one of the main causes of human misery.
While generally associated with semi-arid or desert conditions, drought can occur
in areas that normally enjoy adequate rainfall and moisture levels. In the broadest
sense, any lack of water for the normal needs of agriculture, livestock, industry,
or human population may be termed a drought. The cause may be lack of supply,
pollution of the water, inadequate storage, conveyance facilities, or abnormal
demand.
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The effects of drought depend on its severity and duration and the size of the
affected area. The impact depends on the level of socio-economic development.
Societies that are more developed and economically diversified can better adjust
to a drought and can recover more quickly. The poor regions, especially those
reliant on any crop or pastoral economies, are more severely affected.
The worst effects of drought are the dramatic reduction of surface water and
loss of food. Crop failures cause a chain reaction of human suffering (hunger and
malnutrition) and economic difficulties. In developing countries, these conditions
can culminate in a large number of starvation deaths and farmers’ suicides.
Objectives
A field survey for the assessment and magnitude of the droughts can be carried
out with the following objectives in mind :
(a) To identify and record areas experiencing recurring drought conditions.
(b) To get the first-hand experience of droughts as a natural disaster.
(c) To suggest drought preparedness measures for the people of the area.
Coverage
The aspects related to the spatial, temporal and thematic coverage be understood.
Spatial
In order to achieve the aforesaid objectives, a field study may be conducted of a
drought-prone area, if it has experienced drought in or around your district.
Temporal
82 If the problem pertains to recurring droughts, the study should be based on
average conditions reflecting responses with references to normal rainfall year
for affected area and its surroundings. Besides, the data on agricultural
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productions for the drought years may be compared with the non-drought year
production figures.
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Thematic
Thematically, the assessments for the agricultural production and crop land
use, rainfall variability and vegetation status should be made to understand the
magnitude, determinants and implications of the droughts.
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Tools and Techniques

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Secondary Information
The maps and the data pertaining to the rainfall, crop production and population
should be collected for drought-affected areas for the drought years from the
following government/ quasi-government offices :
(i) Indian Daily Weather Reports, Indian Meteorological Department (IMD),
Division of Agricultural Meteorology, Pune
(ii) Crop Weather Calendar, IMD, Agrimet Division, Pune
(iii) Government of Karnataka, Belgaum District Gazetteers, Bengaluru, 1987
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(iv) Census Handbooks, Census of India, New Delhi
(v) District Handbook/Village Directories, Government of Karnataka
(vi) Statistical Abstracts, Bureau of Economics and Statistics, Government
of Karnataka, Bengaluru.
Maps
1 : 50,000 and large-scale topographical maps of the drought-affected areas
enable the identification and mapping of the perennial and non-perennial water
bodies, settlements, land use and other physical and cultural features. Besides,
the cadastral maps help in collecting the data about land use.
Observation
Observation means looking around and talking to people and noting down the
observed information about the shortage of water, crop failures, lack of fodder,
starvation deaths, farmer’s suicides, if any.
(a) Targeted Objects and Processes : A detailed study of the changes in
the crop land use pattern of the selected village, as well as, major rivers,
streams, nullah, tanks and wells and irrigation facilities, if any, should
be made in the light of the drought situation.
(b) Photographs and Sketches : Photographs and sketches of parched
lands, people and livestock can give a qualitative touch to the study if
carried out during the field survey.
Measurement
Objects (to be measured)

83
The village, as a unit, is selected for this type of survey. A cadastral map is obtained
from the village patwari. This map shows the Khasra numbers and boundaries of the
fields. Some copies of the outline map are prepared and information filled in. These
Field Sur
include the wells, tanks and streams in terms of depth of water, limits of perennial
water in larger streams; sowing in the total number of fields, loss of seeds, harvesting;
Surveys
availability of drinking water facilities; official relief measures, etc.
veys
Interviewing
The questionnaire method involves asking previously framed questions to the
person to be interviewed. The surveyor has to ask the questions and take down
the answers if it is a structured questionnaire. The questions should be related
to drought and economic conditions of the farmers, in terms of the amount of
rainfall received, rainy days, sowing, watering, nature of crops, livestock and
fodder, domestic water supply, healthcare, rural credit and employment and
anti-poverty programmes of the government. The degree of feeling of the
respondent can be noted on a five-point scale (very good, good, satisfactory, bad
and very bad).
Tabulation
The data collected from the primary and secondary sources has to be organised
in a systematic manner for easy processing and interpretation. Different methods
are used to quantify the data into groups or heading such as the tally mark
method.
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Presentation of Report
The information gathered during field survey is finally recorded in the form of a
detailed report about the cause and magnitude of the drought and its impact on
the economy and life of the people.
Excercises
1. Choose the right answer from the four alternatives given below :
(i) Which one of the following helps most in planning for a field survey ?
(a) Personal Interviews (b) Secondary Information
(c) Measurements (d) Experimentation
(ii) Which one of the following is taken up at the conclusion of a field survey ?
(a) Data entry and Tabulation (b) Report Writing
(c) Computation of Indices (d) None of the above
(iii) What is most important at the initial stages of field survey ?
(a) Outlining the Objectives
(b) Collection of Secondary Information
(c) Defining the spatial and thematic coverages
(d) Sample Design
(iv) What level of information is acquired during a field survey ?
(a) Macro level information
(b) Maso level information
(c) Micro level information
(d) All of the above levels of information
2. Answer the following questions in about 30 words :
(i) Why is a field survey required ?
84
(ii) List the tools and techniques used during a field survey.
(iii) What type of coverages need to defined before undertaking a field survey?
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(iv) Describe survey design in brief.

(v) Why is the well-structured questionnaire important for a field survey ?
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3. Design a field survey on any one of the following problems :

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(a) Environmental Pollution

(b) Soil Degradation
(c) Floods
(d) Energy Issues
(e) Land Use Change Detection
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2019-2020
You know that the computers enhance our capabilities in data processing and
in drawing graphs, diagrams and maps (Refer to Chapter 4 of the present book).
The disciplines that deals with the principles and methods of data processing
and mapping using a combination of computer hardware and the application
software are referred as the Database Management System (DBMS) and the
Computer Assisted Cartography, respectively. However, the role of such
computer applications is restricted to merely processing of the data and their
graphical presentation. In other words, the data so processed or the maps and
diagrams so prepared could not be used to evolve a decision support system. As
a matter of fact, there are several questions that we normally encounter in our
day-to-day life and look for satisfactory solutions. These questions may be: What
is where ? Why is it there ? What will happen if it is shifted to a new location?
Who will be benefited by such a reallocation? Who are expected to loose the
benefits if reallocation takes place? In order to, understand these and many
other questions, we need to capture the necessary data collected from different
sources and integrate them using a computer that is supported by geo-processing
tools. Herein lays the concept of a Spatial Information System. In the present
chapter, we will discuss basic principles of the Spatial Information Technology
and its extension to the Spatial Information System, which is more commonly
known as Geographical Information System.
What is Spatial Information Technology?

The word spatial is derived from space. It refers to the features and the
phenomena distributed over a geographically definable space, thus, having
physically measurable dimensions. We know that most data that are used today
have spatial components (location), such as an address of a municipal facility, or
the boundaries of an agricultural holdings, etc. Hence, the Spatial Information
Technology relates to the use of the technological inputs in collecting, storing,
retrieving, displaying, manipulating, managing and analysing the spatial
information. It is an amalgamation of Remote Sensing, GPS, GIS, Digital
Cartography and Database Management Systems.
2019-2020
What is GIS (Geographical Information System)?
The advance computing systems available since mid 1970’s enable the processing
of georeferenced information for the purpose of organising spatial and attribute
data and their integration; locating specific information in individual files and
executing the computations, performing analysis and evolving a decision support
system. A system capable of all such functions is called Geographic Information
System (GIS). It is defined as A system for capturing, storing, checking,
integrating, manipulating, analysing and displaying data, which are spatially
referenced to the Earth. This is normally considered to involve a spatially
referenced computer database and appropriate applications software. It is
an amalgamation of Computer Assisted Cartography and Database Management
System and draws conceptual and methodological strength from both spatial and
allied sciences such as Computer Science, Statistics, Cartography, Remote Sensing,
Database Technology, Geography, Geology, Hydrology, Agriculture, Resource
Management, Environmental Science, and Public Administration.
Forms of Geographical Information
As discussed in Chapter 4, two types of the data represent the geographical
information. These are spatial and non – spatial data (Box 6.1). The spatial data are
characterised by their positional, linear and areal forms of appearances (Fig. 6.1).
Box 6.1 : Spatial and non-spatial data
Stock Register of a Cycle shop Literate Population in States 1981

Part No. Quantity Description State % Male % Female
101435 54 Wheel Spoke Kerala 75.3 65.7
86 108943 68 Ball Bearing Maharashtra 58.8 34.8
105956 25 Wheel Rim Gujarat 54.4 32.3
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123545 108 Tyre Punjab 47.2 33.7

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Geographic Database : A database contains attributes and their value or class.

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The non-spatial data on the left display cycle parts, which can be located
anywhere. The data record on the right is spatial because one of the attributes,
the name of different states, which have a definite locations in a map. This data
can be used in GIS.
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Fig. 6.1 : The Point, a Line and an Area Feature
2019-2020
These data forms must be geometrically registered to a generally accepted
and properly defined coordinate system and coded so that they can be stored in
the internal database structure of GIS. On the other hand, the data those describe
the spatial data are called as Non–spatial or attribute data. The spatial data are
the most important pre-requisite in a spatial or geographical information system.
In a GIS core, it could be built in several ways. These are :
• Acquire data in digital form from a data supplier
• Digitise existing analogue data
• Carry out one’s own surveys of geographic entities.
The choice of a source of geographical data for a GIS application is, however,
largely governed by :
• The application area in itself
• The available budget, and
• The type of data structure, i.e., vector/raster.
For many users, the most common source of spatial data is topographical or
thematic maps in hard copy (paper) or soft copy form (digital). All such maps are
characterised by :
• A definite scale which provides relationship between the map and the
surface it represents,
• Use of symbols and colours which define attributes of entities mapped,
and
• An agreed coordinate system, which defines the location of entities on
the Earth’s surface. 87
Advantages of GIS oovv er MManual

dvantages anual MMethods
ethods
Spatial Information T
The maps, irrespective of a graphic medium of communication of geographic
information and possessing geometric fidelity, are inherited with the following
limitations :
(i) Map information is processed and presented in a particular way.
(ii) A map shows a single or more than one predetermined themes.
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(iii) The alteration of the information depicted on the maps require a new
map to be drawn.
Contrarily, a GIS possesses inherent advantages of separate data storage
and presentation. It also provides options for viewing and presenting the data in
several ways. The following advantages of a GIS are worth mentioning :
1. Users can interrogate displayed spatial features and retrieve associated
attribute information for analysis.
2. Maps can be drawn by querying or analysing attribute data.
3. Spatial operations (polygon overlay or buffering) can be applied on
integrated database to generate new sets of information.
4. Different items of attribute data can be associated with one another
through shared location code.
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Components of GIS
The important components of a Geographical Information System include the
following:
(a) Hardware (b) Software (c) Data
(d) People (e) Procedures
The different components of GIS are shown in Fig. 6.2.
Hardware
As discussed in Chapter 4 the GIS has three major components :
• Hardware comprising the processing, storage, display, and input and
output sub-systems.
• Software modules for data entry, editing, maintenance, analysis,
transformation, manipulation, data display and output.
• Database management system to take care of the data organisation.
Software
An application software with the following functional modules is important
prerequisite of a GIS :
• Software related to data entry, editing and maintenance
• Software related to analysis/transformation/manipulation
• Software related to data display and output.
Data
Spatial data and related tabular data are the backbone of GIS. The existing data
may be acquired from a supplier or a new data may be created/collected
in-house by the user. The digital map forms the basic data input for GIS. Tabular
data related to the map objects can also be attached to the digital data. A GIS will
88 integrate spatial data with other data resources and can even use a DBMS.
People
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GIS users have a wide range from hardware and software engineers to resources
and environmental scientists, policy-makers, and the monitoring and
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implementing agencies. These cross-section of people use GIS to evolve a decision

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support system and solve real time problems.

Procedures
Procedures include how
the data will be retrieved,
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input into the system,

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stored, managed,
transformed, analysed
and finally presented in
a final output.
Fig. 6.2 : Basic Components of GIS
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Spatial DData
ata FFormats
ormats
The spatial data are represented in raster and vector data formats :
Raster Data Format

Raster data represent a graphic feature as a pattern of grids of squares, whereas
vector data represent the object as a set of lines drawn between specific points.
Consider a line
drawn diagonally
on a piece of paper.
A raster file would
represent this image
by sub-dividing the
paper into a matrix
of small rectangles,
similar to a sheet of
graph paper called
cells. Each cell is
assigned a position
in the data file and
given a value based
on the attribute at
that position. Its Fig. 6.3 : Generic Structure for a Grid
row and column
coordinates may identify any individual pixel (Fig. 6.3). This data representation
allows the user to easily reconstruct or visualise the original image.
The relationship between cell size and the number of cells is expressed as the
resolution of the raster. The effect of grid size on data in raster format is explained 89
in Fig. 6.4.
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Fig. 6.4 : Effect of Grid Size on Data in Raster Format
2019-2020
The Raster file formats are most often used for the following activities :
• For digital representations of aerial photographs, satellite images,
scanned paper maps, etc.
• When costs need to be kept down.
• When the map does not require analysis of individual map features.
• When “backdrop” maps are required.
Vector Data Format

A vector representation of the same diagonal line would record the position of
the line by simply recording the coordinates of its starting and ending points.
Each point would be expressed as two or three numbers (depending on whether
the representation was 2D or 3D, often referred to as X,Y or X,Y,Z coordinates)
(Fig. 6.5). The first number, X, is the distance between the point and the left side
of the paper; Y, the distance between the point and the bottom of the paper; Z,
the point’s elevation above or below the paper. Joining the measured points forms
the vector.
90
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Fig. 6.5 : The Vector Data Model is based around Coordinate Pairs
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A vector data model uses points stored by their real (earth) coordinates. Here
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lines and areas are built from sequences of points in order. Lines have a direction
to the ordering of the points. Polygons can be built from points or lines. Vectors
can store information about topology. Manual digitising is the best way of vector
data input.
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The Vector files are most often used for :

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• Highly precise applications
• When file sizes are important
• When individual map features require analysis
• When descriptive information must be stored

The advantages and the disadvantages of the raster and vector data formats
are explained in Box 6.2.
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Box 6.2 : Comparison of Raster and Vector Data Formats
Raster Model Vector Model
Advantages Advantages
• Simple data structure • Compact data structure
• Easy and efficient overlaying • Efficient for network analysis
• Compatible with satellite • Efficient projection
imagery transformation
• High spatial variability is • Accurate map output
efficiently represented
• Simple for own programming
• Same grid cells for several
attributes
Disadvantages
Disadvantages • Complex data structure
• Inefficient use of computer • Difficult overlay operations
storage
• High spatial variability is
• Errors in perimeter and shape inefficiently represented
• Difficult network analysis • Not compatible with satellite
• Inefficient projection imagery
transformations
• Loss of information when using
large cells, Less accurate
(although interactive) maps
Raster entities Real world entities Vector entities
91
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Fig. 6.6 : Representation of Spatial Entities in Raster and Vector Data Formats
2019-2020
S equen ce of GIS AActivities
equence ctivities
The following sequence of the activities are involved in GIS-related work :
1. Spatial data input
2. Entering of the attribute data
3. Data verification and editing
4. Spatial and attribute data linkages
5. Spatial analysis
Spatial Data Input
As already mentioned, the spatial database into a GIS can be created from a
variety sources. These could be summarised into the following two categories :
(a) Acquiring Digital Data sets from a Data Supplies
The present day data supplies make the digital data readily available, which
range from small-scale maps to the large-scale plans. For many local governments
and private organisations, such data form an essential source and keep such
groups of users free from overheads of digitising or collecting their own data.
Although, using such existing data sets is attractive and time saving, serious
attention must be paid to data compatibility when data from different sources/
supplies are combined in one project. The differences in terms of projection, scale,
base level and description in attributes may cause problems.
At a practical level, users must consider the following characteristics of the
data to ensure that they are compatible with the application:
• The scale of the data
• The geo-referencing system used
• The data collection techniques and sampling strategy used
92 • The quality of data collected
• The data classification and interpolation methods used
• The size and shape of the individual mapping units
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• The length of the record.

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It must also be noted that where data are used from a number of sources,
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and particularly where the area of study crosses administrative boundaries, the
difficulties in data integration are caused by different geographical referencing
systems, data classification and sampling. Hence, the user needs to be aware of
these problems, which are particularly prone when compiling inter-province,
and inter-district data sets. Once, the compatibility between the data acquired
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from different suppliers is established, the next stage involves the transfer of
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data from a medium of transfer to the GIS. The use of DAT tapes, CD ROMS and
floppy disks is becoming increasingly common for the purpose. At this stage, the
conversion from encoding and structuring system of the source to that of GIS to
be used is important.
(b) Creating digital data sets by manual input
The manual input of data to a GIS involves four main stages :
• Entering the spatial data.
• Entering the attribute data.
• Spatial and attribute data verification and editing.
• Where necessary, linking the spatial to the attribute data.
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The manual data input methods depend on whether the database has a vector
topology or grid cell (raster) structure. The most common ways of inputting spatial
data in to a GIS are through:
• Digitisation
• Scanning
With the entity model, geographical data are in the form of points, lines and/
or polygons (areas)/pixels which are defined using a series of coordinates. These
are obtained by referring to the geographical referencing systems of the map or
aerial photograph, or by overlaying a graticule or grid onto it. The use of digitisers
and the scanners greatly reduce the time and labour involved in writing down
coordinates. We shall, briefly, discuss how the spatial data are created in GIS
core using a scanner.
Scanners
Scanners are the devices for converting analogue data into digital grid-based
images. They are used in spatial data capture to convert a line map to high-resolution
raster images which may be used directly or further processed to get vector
topology. There are two basic types of scanners :
• Scanners that record data on a step-for-step basis, and
• Those that can scan whole document in one operation.
The first type of scanners incorporates a source of illumination on a movable
arm (usually light emitting diodes or a stabilised fluorescent lamp) and a digital
camera with high-resolution lamp. The camera is usually equipped with special
sensors called Charged Coupled Devices (CCDs) arranged in an array. These are
semi-conductor devices that translate the photons of light falling on their surface
into counts of electrons, which are then recorded as a digital value.
The movement of either the scanner or the map builds up a digital
two-dimensional image of the map. The map to be scanned can be mounted 93
either on a flat bed, or on a rotating drum. With flatbed scanners, the light source
is moved systematically up and down over the surface of the document. For
large maps, scanners are used which are mounted on a stand and the illumination
source and camera array are fixed in a position. The map is moved past by a
feeding mechanism. Modern document scanners resemble laser printers in reverse
because the scanning surface is manufactured with a given resolution of light
sensitive spots that can be directly addressed by the software. There are no
moving parts except a movable light source. The resolution is determined by the
geometry of the sensor surface and the amount of memory rather than by a
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mechanical arm.
echnology
The scanned image is always far from perfect even with the best possible
scanners, as it contains all the smudges and defects of the original map. The
excess data, therefore, in a digital image must be removed to make it usable.
Entering the Attribute Data

Attribute data define the properties of a spatial entity that need to be handled in
the GIS, but which are not spatial. For example, a road may be captured as a set
of contiguous pixels or as a line entity and represented in the spatial part of the
GIS by a certain colour, symbol or data location. Information describing the type
of road may be included in the range of cartographic symbols. The attribute
values associated with the road, such as road width, type of surface, estimated
number of traffic and specific traffic regulation may also be stored separately
2019-2020
either as spatial information in the GIS in case of relational databases, or input
along with spatial description with the object-oriented data bases.
The attribute data acquired from sources like published record, official
censuses, primary surveys or spread sheets can be used as input into GIS database
either manually or by importing the data using a standard transfer format.
Data Verification and Editing

The spatial data captured into a GIS require verification for the error identification
and corrections so as to ensure the data accuracy. The errors caused during
digitisation may include data omissions, and under/over shoots. The best way
to check for errors in the spatial data is to produce a computer plot or print of
the data, preferably on translucent sheet, at the same scale as the original. The
two maps may then be placed over each other on a light table and compared
visually, working systematically from left to right and top to bottom of the map.
Missing data and locational errors should be clearly marked on the printout.
The errors that may arise during the capturing of spatial and attribute data may
be grouped as under :
Spatial data are incomplete or double

The incompleteness in the spatial data arises through omissions in the input of
points, lines, or polygons/area of manually entered data. In scanned data the
omissions are usually in the form of gaps between lines where the raster vector
conversion process has failed to join up all parts of a line.
Spatial data at the wrong scale

The digitising at the wrong scale produces input spatial data at a wrong scale.
In scanned data, the problems usually arise during the geo-referencing process
94
when incorrect values are used.
Part-II
Spatial data are distorted

art-II
The spatial data may also be distorted if the base maps used for digitising are
Geography,, P
not scale correct. The aerial photographs, in particular, are characterised by

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incorrect scale because of the lens distortions, relief and till displacements. In
addition, paper maps and field documents used for scanning or digitising may
contain random distortions as a result of having been exposed to rain, sunshine
and frequent folding. Hence, transformation from one coordinate system to
another may be needed if the coordinate system of the database is different from
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that used in the input document or image.

Practical W
These errors need corrections through various editing and updating functions
as supported directly by most GIS software. The process is time-consuming and
interactive that can take longer time than the data input itself. The data editing is
usually undertaken by viewing the portion of map containing the errors on the
computer screen and correcting them through the software using the keyboard,
screen cursor controlled by a mouse or a small digitiser tablet.
Minor locational errors in a vector database may be corrected by moving the
spatial entity through the screen cursor. In some GIS, computer commands
may be used directly to move, rotate, erase, insert, stretch or truncate the graphical
entities are required. Where excess coordinates define a line these may be removed
using ‘weeding’ algorithms. Attribute values and spatial errors in raster data
2019-2020
must be corrected by changing the value of the faulty cells. Once, the spatial
errors have been corrected, the topology of vector line and polygon networks can
be generated.
Data Conversion
While manipulating and analysing data, the same format should be used for all
data. When different layers are to be used simultaneously, they should all be in
vector or all in raster format. Usually, the conversion is from vector to raster,
because the biggest part of the analysis is done in the raster domain. Vector data
are transformed to raster data by overlaying a grid with a user-defined cell size.
Sometimes, the data in the raster format are converted into vector format.
This is the case especially if one wants to achieve data reduction because the
data storage needed for raster data are much larger than for vector data.
Geographic Data : Linkages and Matching
The linkages of spatial and the attribute data are important in GIS. It must,
therefore, carefully be undertaken. Linking of attribute data with a non-related
spatial data shall lead to chaos in ultimate data analysis. Similarly, matching of
one data layer with another is also significant.
Linkages
A GIS typically links different data sets. Suppose, we want to know the mortality
rate due to malnutrition among children under 10 years of age in any state. If we
have one file that contains the number of children in this age group, and another
that contains the mortality rate from malnutrition, we must first combine or link
the two data files. Once this is done, we can divide one figure by the other to
obtain the desired answer.
Exact Matching 95
Exact matching means when we have information in one computer file about
many geographic features (e.g., towns) and additional information in another file
about the same set of features. The operation to bring them together may easily
be achieved using a key common to both files, i. e. name of the towns. Thus, the
record in each file with the same town name is extracted, and the two are joined
and stored in another file.
Hierarchical Matching Technology
Some types of information, however, are collected in more detail and less frequently
echnology
than other types of information. For example, land use data covering a large area
are collected quite frequently. On the other hand, land transformation data are
collected in small areas but at less frequent intervals. If the smaller areas adjust
within the larger ones, then the way to make the data match of the same area is to
use hierarchical matching — add the data for the small areas together until the
grouped areas match the bigger ones and then match them exactly.
Fuzzy Matching
On many occasions, the boundaries of the smaller areas do not match with those
of the larger ones. The problem occurs more often when the environmental data
are involved. For example, crop boundaries that are usually defined by field
edges/boundaries rarely match with the boundaries of the soil types. If we want
2019-2020
to determine the most productive soil for a particular crop, we need to overlay
the two sets and compute crop productivity for each soil type. This is like laying
one map over another and noting the combinations of soil and productivity.
A GIS can carry out all these operations. However, the sets of spatial
information are linked only when they relate to the same geographical area.
Spatial Analysis
The strength of the GIS lies in its analytical capabilities. What distinguish the
GIS from other information systems are its spatial analysis functions. The analysis
functions use the spatial and non-spatial attributes in the database to answer
questions about the real world. Geographic analysis facilitates the study of real-
world processes by developing and applying models. Such models provide the
underlying trends in geographic data and thus, make new possibilities available.
The objective of geographic analysis is to transform data into useful information
to satisfy the requirements of the decision-makers. For example, GIS may
effectively be used to predict future trends over space and time related to variety
of phenomena. However, before undertaking any GIS based analysis, one needs
to identify the problem and define purpose of the analysis. It requires step – by –
step procedures to arrive at the conclusions. The following spatial analysis
operation may be undertaken using GIS :
(i) Overlay analysis (ii) Buffer analysis
(iii) Network analysis (iv) Digital Terrain Model
However, under the constraints of time and space only the overlay and buffer
analysis operations will be dealt herewith.
Overlay Analysis Operations
The hallmark of GIS is overlay operations. An integration of multiple layers of
96 maps using overlay operations is an important analysis function. In other words,
GIS makes it possible to overlay two or more thematic layers of maps of the same
area to obtain a new map layer (Fig. 6.7). The overlay operations of a GIS are
ork in Geography
Work
Practical W Part-II
Geography,, Part-II
Fig. 6.7 : Simple Overlay Operation
2019-2020
Fig. 6.8 : Urban Land Use in Aligarh City, Uttar Pradesh during 1974 and 2001
97
Technology
echnology
Fig. 6.9 : Urban Land Transformations in Aligarh City during 1974-2001
2019-2020
similar to the sieve mapping, i.e., the overlaying of tracing of maps on a light
table to make comparisons and obtain an output map.
Map overlay has many applications. It can be used to study the changes in
land use/land cover over two different periods in time and analyse the land
transformations. For example, Fig. 6.8 depicts urban land use during 1974 and
2001. When the two maps overlaid, the changes in urban land use have been
obtained (Fig. 6.9) and the urban sprawl is mapped during the given time period
(Fig. 6.10). Similarly, overlay analysis is also useful in suitability analysis of the
given land use for proposed land uses.
98
Part-II
art-II
Fig. 6.10 : Urban Sprawl of Aligarh City, Uttar Pradesh during 1974-2001
Geography,, P
ork in Geography
Buffer Operation
Buffer operation is another important spatial analysis function in GIS. A buffer
of a certain specified distance can be created along any point, line or area feature
(Fig. 6.11). It is useful in locating the areas/population benefitted or denied of
the facilities and services, such as hospitals, medical stores, post office, asphalt
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roads, regional parks, etc. Similarly, it can also be used to study the impact of
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point sources of air, noise or water pollution on human health and the size of the
population so affected. This kind of analysis is called proximity analysis. The
buffer operation will generate polygon feature types irrespective of geographic
features and delineates spatial proximity. For example, numbers of household
living within one-kilometre buffer from a chemical industrial unit are affected by
industrial waste discharged from the unit.
Arc View/ArcGIS, Geomedia Quantum GIS free opensoftware and all other
GIS softwares provide modules for buffer analysis along point, line and area
features. For example, by using appropriate commands of either of the available
software, one can create buffers of 2, 4, 6, 8 and 10 kilometres around the cities
having a major hospital located. As a case study, point location of Saharanpur,
2019-2020
Fig. 6.11 : Buffers of Constant Width Drawn around a
Point, Line and a Polygon
Muzaffarnagar, Meerut, Ghaziabad, Gautam Budh Nagar and Aligarh has been
mapped (Fig. 6.12) and the buffer have been created from the cities where major
hospitals are found. One can observe that the areas closer to the cities are better
served, people living away from the cities have to travel 99
long distances to utilise the medical services and their
areas that are least benefitted (Fig. 6.13).
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Fig. 6.12 : Location Map

of the Cities of Western Fig. 6.13 : Buffers of Specified Distances
Uttar Pradesh around Hospitals
Internet sources to learn more:
• schoolgis.nic.in
• bhuvan.nrsc.gov.in
• www.iirs.gov.in
2019-2020
Excercises
Excercises
1 . Choose the right answer from the four alternatives given below :
(i) The spatial data are characterised by the following forms of appearance :
(a) Positional (b) Linear
(c) Areal (d) All the above forms
(ii) Which one of the following operations requires analysis module software?
(a) Data storage (b) Data display
(c) Data output (d) Buffering
(iii) Which one of the following is disadvantage of Raster data format ?
(a) Simple data structure
(b) Easy and efficient overlaying
(c) Compatible with remote sensing imagery
(d) Difficult network analysis
(iv) Which one of the following is an advantage of Vector data format ?
(a) Complex data structure
(b) Difficult overlay operations
(c) Lack of compatibility with remote sensing data
(d) Compact data structure
(v) Urban change detection is effectively undertaken in GIS core using:
(a) Overlay operations
(b) Proximity analysis
(c) Network analysis
(d) Buffering
(i) Differentiate between raster and vector data models.
100 (ii) What is an overlay analysis?
(iii) What are the advantages of GIS over manual methods?
(iv) What are important components of GIS?
Part-II
art-II
(v) What are different ways in which spatial data is built in GIS core?
Geography,, P
(vi) What is Spatial Information Technology?

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(i) Discuss raster and vector data formats. Give example.
(ii) Write an explanatory account of the sequence of activities involved in GIS
related work.
Work
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2019-2020
Appendix
• In chapter 1, page 6, for table 1.1 provisional data is as under:
Table 1.1 : Population of India and Selected States/Union Territories, 2011
State/UT India/State/Union Total Population

Code Territory
Persons Males Females
1
INDIA 1,21,01,93,422 62,37,24,248 58,64,69,174
2
1. Jammu and Kashmir 1,25,48,926 66,65,561 58,83,365
2. Himachal Pradesh 68,56,509 34,73,892 33,82,617
3. Punjab 2,77,04,236 1,46,34,819 1,30,69,417
3
4. Chandigarh 10,54,686 5,80,282 4,74,404
5. Uttarakhand 1,01,16,752 51,54,178 49,62,574
6. Haryana 2,53,53,081 1,35,05,130 1,18,47,951
7. National Capital 1,67,53,235 89,76,410 77,76,825
Territory of Delhi
8. Rajasthan 6,86,21,012 3,56,20,086 3,30,00,926
9. Uttar Pradesh 19,95,81,477 10,45,96,415 9,49,85,062
10. Bihar 10,38,04,637 5,41,85,347 4,96,19,290
1
inclusive of all territorial boundary of India
2
excluding PoK
3
Union Territory 107
Note: Source is provisional data of Census, 2011
• In chapter 1, page no. 7, table 1.2
Note: 1. Title should be : Literacy rate : 1951-2011

2. One more year to be added in the table as under
Year Person Male Female

2011 74.04 82.14 65.46
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echnology
• In chapter 3, page 34, Fig. 3.1
Note: Add one more year, i.e. 2011 on X axis, i.e. year.
• In chapter 3, page 35, table 3.1
Note: 1. Title should be : Growth of Population in India : 1901- 2011

2. One more year to be added in the table as under
Year Growth Rate in Percentage
2011 1.76
2019-2020
• In chapter 3, page 35, figure 3.2
Note: 1. Title should be: Annual Growth of Population in India : 1901-2011

2. Line graph to be redrawn according to data given in table 3.1
Note: 1. Title should be : Sex Ratio of Selected States – 1961-2011

2. One more column to be added in the table as under:
2011
866
877
908
Note: 1. Title should be: Sex Ratio of Selected States – 1961-2011

2. Line graph to be redrawn according to data given in table 3.2
Note: 1. Title should be: Literacy Rate in India, 1951-2011 (in %)

2. One more row to be added in the table as under:
108
Year Total Population Male Female
2011 74.04 82.14 65.46
Part-II
art-II

Geography,, P
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Note: 1. Title should be: Literacy Rate in India, 1951-2011

2. Bar diagram to be redrawn according to data given in table 3.5
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Table 3.9 Population of India, 2011
S.No. State/UT Population No. of dots
1. Jammu and Kashmir 1,25,48,926 125

2. Himachal Pradesh 68,56,509 69
3. Punjab 2,77,04,236 277
4. Chandigarh 10,54,686 10
5. Uttarakhand 1,01,16,752 101
6. Haryana 2,53,53,081 253
2019-2020
7. NCT of Delhi 1,67,53,235 167
8. Rajasthan 6,86,21,012 686
9. Uttar Pradesh 19,95,81,477 1996
10. Bihar 10,38,04,637 1038
11. Sikkim 6,07,688 6
12. Arunachal Pradesh 13,82,611 13
13. Nagaland 19,80,602 20
14. Manipur 27,21,756 27
15. Mizoram 10,91,014 11
16. Tripura 36,71,032 38
17. Meghalaya 29,64,007 30
18. Assam 3,11,69,272 312
19. West Bengal 9,13,47,736 913
20. Jharkhand 3,29,66,238 330
21. Odisha 4,19,47,358 419
22. Chhattisgarh 2,55,40,196 255
23. Madhya Pradesh 7,25,97,565 726
24. Gujarat 6,03,83,628 604
25. Daman and Diu 2,42,911 2
26. Dadra and Nagar Haveli 3,42,853 3
27. Maharashtra 11,23,72,972 112
28. Andhra Pradesh 8,46,65,533 85
29. Karnataka 6,11,30,704 61
30. Goa 14,57,723 15
109
31. Lakshadweep 64,429 1
32. Kerala 3,33,87,677 333
33. Tamil Nadu 7,21,38,958 721
34. Puducherry 12,44,464 12
35. Andaman and Nicobar 3,79,944 38
Islands
Note: Source is provisional data of Census, 2011 Technology
• In chapter 3, page no. 47, fig. 3.8 : Population of India 2001

echnology
Note: Map ( Fig. 3.8 : Population of India 2001) need to be redrawn according to
2011 data and should be approved from Survey of India.
• In chapter 3, page 49, fig. 3.14 : Literacy Rate, 2001
Note: Map ( Fig.3.14 : Literacy Rate 2001) need to be re drawn according to

2011 data and should be approved from Survey of India.
• In chapter 3, page 50, table 3.10 : Literacy Rate in India, 2011
2019-2020
S.No. State/UT Literacy Rate
1. Jammu and Kashmir 68.74

2. Himachal Pradesh 83.78
3. Punjab 76.68
4. Chandigarh 86.43
5. Uttarakhand 79.63
6. Haryana 76.64
7. NCT of Delhi 86.34
8. Rajasthan 67.06
10. Bihar 63.82
11. Sikkim 82.20
12. Arunachal Pradesh 66.95
13. Nagaland 80.11
14. Manipur 79.85
15. Mizoram 91.58
16. Tripura 87.75
17. Meghalaya 75.48
18. Assam 73.18
19. West Bengal 77.08
20. Jharkhand 67.63
21. Odisha 73.45
22. Chhattisgarh 71.04
110 23. Madhya Pradesh 70.63
24. Gujarat 79.31
25. Daman and Diu 87.07
Part-II
art-II
26. Dadra and Nagar Haveli 77.65

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27. Maharashtra 82.91

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28. Andhra Pradesh 67.66

29. Karnataka 75.60
30. Goa 87.40
31. Lakshadweep 92.28
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32. Kerala 93.91

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33. Tamil Nadu 80.33

34. Puducherry 86.55
35. Andaman and Nicobar Islands 86.27
Note : Source is provisional data of Census, 2011
2019-2020
Annexure Annexure I
Household Schedule
Poverty: Extent, Determinants and Consequences

Note: Collected data will be used only for academic exercise and will be kept
confidential.
A. Identification
Village/Mohallah ________ Tehsil/City ________ District ________ State _________
Head of Household ________________ S/o _____________ Caste ____________
S. No. of Respondent _____________
B. Basic Demographic Information
Relation to Gender Age Education Marital Primary Secondary Annual

S. Head of (M/F) (Years) Level Status Activity Activity Non-
No. Household (Yrs./Qua) (Code) Specify Specify Agricultural
with Code with Code Income (Rs.)
1.
2.
3.
4.
Annexure
5.
6.
7.
8.
9.
10.
Activity Codes : None-0; Cultivator-1; Agricultural Labourer-2; Livestock

Rearing-3; Mining-4; Household M, Industry-5A; Other M Industry-5B;
Construction-6; Trade-7; Transport-8; Other Services -9; Student-10;
Unemployed-11.
2019-2020
C. Capital Assets (Own share only)
Asset Unit Size/No. Asset Unit/Type No./Size

1. Built-up Area 13. Goat
2. Non-agricultural Land 14. Sheep
3. Unirrigated Land 15. Donkey
4. Irrigated Land 16. Other (specify)
5. Beed Land 17. Cart
6. Peta Land 18. Pump Set
7. Cow 19. Tube Well
8. Bullock 20. Oil Engine
9. Calf 21. Business Establishment
10. Buffalo 22. Manufacturing Unit
11. He Buffalo 23. Tractors/Trucks/Bus/Taxi
12. Calf (Buffalo) 24. Others (Specify)
D. Consumption Assets
Item No. Model Item No. Model

Two-wheeler Sewing Machine
Fan/Cooler Bicycle
Others
E. Agricultural Production
Kharif Rabi Zaid
Crop Area sown Production Crop Area sown Production Crop Area sown Production
(ha) (quintals) (ha) (quintals) (ha) (quintals)
102
Part-II
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F. Livestock Production
Stock Milk Power Stock Milk Power Wool

(l/yr) (day/yr) (l/yr) (day/yr) (kg/yr)
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Cow Goat
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Bullock Sheep
Calf Donkey
Buffalo Calf (Buffalo)
He Buffalo Other
2019-2020
G. Consumption
Item Unit Quantity Source Item Unit Quantity Source

Wheat Quintal/yr Firewood Quintal/
month
Rice Quintal/yr Petrol/Diesel Rs./month
Jowar Quintal/yr Gas/Kerosene Rs./month
Bajra Quintal/yr Electricity Bill Rs/month
Maize Quintal/yr Water Charges Rs/month
Oth. Cereals Quintal/yr Clothing Rs./yr
Pulses Quintal/yr Educational Rs./yr
Sugar Kg/month Medicine, etc. Rs./yr
Gur Kg/month Others —
Coffee/ Kg/month Milk l/day
Tea
Ghee Kg/month Meat Kg/month
Veg. Oil Kg/month Fish Kg/month
Vegetables/ kg/day
fruits
H. Case specific observations of the Interviewer about the state of poverty/

well-being and associated conditions.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________ 103
_______________________________________________________________________
Annexure
Signature and Name of the Interviewer :
Date :
2019-2020
104
Practical Work in Geography
Work Geography,, Part-II
Part-II
Annexure II
Surveys Guidelines for Field
Item Survey Example

Pollution Ground Water Land Use Poverty
Industrial Effluents: Institutional Impacts of Techno-Economic Changes Urban Poverty : Causes
1. Title and Sub-Title Causes and Impacts – A Ground Water Depletion and State of Land Use-A and Consequences - A
Study of....... - A Case Study of ......... Study of .............. Study of...........
2. Objectives
(a) Spatial Coverage
(b) Temporal Coverage

3. Coverage
(c) Thematic Coverage
(a) Secondary Information
(b) Maps
4. Tools and
Techniques (c) Observations
(d) Measurement
(e) Interviewing Unit
(f) Survey Design
(g) Schedule/ Questionnaire
(a) Data Entry and Tabulation

5. Compilation (b) Computation of Indices
and
Computation (c) Visual Presentation
(d) Thematic Mapping
(e) Statistical Analysis
(a) Outline
6. Report
writing (b) Major Findings
2019-2020
Item Survey Example
Energy Issues Soil Degradation Drought Floods
Pattern of Energy Sources Deforestation and State of Impact of Drought Costs and Benefits of
1. Title and Sub-Title and Consumption - A Soil Degradation - A Study Condition and Coping Recurring Floods : A
Study of ......... of ............ Strategies - A Study of.... Study of.......
2. Objectives
(a) Spatial Coverage
(b) Temporal Coverage

3. Coverage
(c) Thematic Coverage
(a) Secondary Information
(b) Maps
4. Tools and
Techniques (c) Observations
(d) Measurement
(e) Interviewing Unit
(f) Survey Design
(g) Schedule/ Questionnaire
(a) Data Entry and Tabulation

5. Compilation (b) Computation of Indices
and
Computation (c) Visual Presentation
(d) Thematic Mapping
(e) Statistical Analysis
(a) Outline
6. Report
writing (b) Major Findings
105
Annexure
2019-2020
Glossary
Bar Graph : A series of columns or bars drawn proportional in length to the quantities they
represent. They are drawn on a selected scale. They may be drawn either horizontally
or vertically.
Central Tendency : The tendency of quantitative data to cluster around some value.
Choropleth Maps : Maps drawn on quantitative areal basis, calculated as average values
per unit of area within specific administrative units, e.g. density of population and
percentage of urban to total population. Distribution of a given phenomenon is
shown by various shades of a colour or intensity.
Class Intervals : The difference between the lower and upper limits of any class of a frequency
distribution is known as its class interval.
Correlation Co-efficient : A measure of the degree and direction of relationship between

two variables.
Cumulative Frequency : The measurement of distribution of values in the different class

intervals expressed as a percentage of the total frequencies either above or below
specified value.
Dispersion : The degree of internal variations in the different values of a variable.
Flow Maps : Maps in which the “flow” or movement of people or commodities is represented
by riband whose thickness is proportional to the quantity of goods or the number of
people moving along different routes.
Histogram : A graphical representation of a frequency distribution, such as seasonal

frequencies of rainfall.
106 Mean Deviation : A measure of dispersion derives from the average of deviations from some
central value. Such deviations are taken absolutely, i.e., their signs are ignored.
The central value is generally mean or median.
Part-II
art-II
Median : It is the value which divides the number of observations in such a way that half
the value are less than this value and half of them are more. If the values of a
Geography,, P
variable are arranged in either ascending of descending order, the median is the
ork in Geography
middle value.
Mode : The mode is that value of a variable which occurs maximum number of times.
Pie Diagram : A circular diagram in which a circle is divided into sectors for presenting data
in percentage.
Work
Standard Deviation : The most commonly used measure of dispersion. The standard deviation
Practical W
is the positive square root of the mean of the squares of deviations from the mean.
Tabulation : The process of putting raw data into a systematically arranged tabular form.
Variable : Any characteristic which varies. A quantitative variable is a characteristic which

has different values; the differences of which are quantitatively measurable. Rainfall,
for example, is a quantitative variables, because the differences in its different
values at different places or at different times are quantitatively measurable. A
qualitative variable on the other hand, is the characteristic; the different values of
which cannot be measured quantitatively. Sex, for example, is a qualitative variable,
it can be either male or female. A qualitative variable is also known as an attribute.
2019-2020

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PRACTICAL WORK in Geography

PD 60T BS NCERT Campus

Navjivan Trust Building

ANNEXURE 101 – 105

Presentation of the Data

and analysis till the derivation of conclusions.

Sources of Primary Data

Primary Data Secondary Data

Personal Questionnaire/ Other

Published Resources Unpublished Resources

Quasi- Private Newspaper

Quasi- Private Other

Fig. 1.1 : Methods of Data Collection

Data–Its Source and Compilation

Secondary Source of Data

Published Sources Measures of Crop Health

The publications of the various

information. These include the Census

of India published by the Office of the

Data–Its Source and Compilation

INDIA1 1,21,05,69,573 62,31,21,843 58,74,47,730

2. Himachal Pradesh 68,64,602 34,81,873 33,82,729

3. Punjab 2,77,43,338 1,46,39,465 1,31,03,873

8. Rajasthan 6,85,48,437 3,55,50,997 3,29,97,440

9. Uttar Pradesh 19,98,12,341 10,44,80,510 9,53,31,831

∑q 1 = Total of the current year production

∑q 0 = Total of the base year production

Data–Its Source and Compilation

Source – India: Economic Year Book, 2005

Table 1.5 : Making Tally Marks to Obtain Frequency

Data–Its Source and Compilation

When the frequencies

frequencies is called an Ogive (pronounced as ojive). It is constructed either by

the less than method or the more than method.

Less than Method Cf

Table 1.9 : Frequency

More than Method Cf

Data–Its Source and Compilation

Table 1.10 : Less than and

Marks Less More

the process of calculating an index number and show the changes.

1. In a class of 35 students of Geography, following marks were obtained out of

10 marks in unit test – 1, 0, 2, 3, 4, 5, 6, 7, 2, 3, 4, 0, 2, 5, 8, 4, 5, 3, 6, 3, 2, 7, 6,

Measures of Central Tendency

Computing Mean from Ungrouped Data

∑ = Sum of a series of Districts in Normal Rainfall

Dewas 1083 283

measures Ratlam 896 96

Example 2.1 : Calculate ∑x and ∑d 6484 884

∑d = Sum of the coded scores

Computing Mean from Grouped Data

Table 2.2 : Wage Rate of Factory Workers

Wage Rate (Rs./day) Number of workers (f)

Classes Frequency Mid- fx d=x-100 fd U = fu

50-70 10 60 600 -40 -400 -2 -20

Computing Median for Ungrouped Data

Example 2.3: Calculate median height of mountain peaks in parts of the

Computation : Median (M) may be calculated in the following steps :

4th item in the arranged series will be the Median.

7,817; 8,076; 8,126; 8,172; 8,598; 8,611; 8,848