Textbook: Maps and Geographic Data | AP Human Geography - Grade 9 PDF Download

 Page 1


1 UNIT 1: THINKING GEOGRAPHICALLY
UNIT 1
Thinking  
Geographically
Chapter 1 Maps and Geographic Data
Chapter 2 Spatial Concepts and Geographic Analysis
Unit Overview
What distinguishes geography from all other fields is its focus on a particular 
perspective, or way of looking at things. That distinctive perspective is 
spatial and a concern for the interactions between humans and the physical 
environment. Geographers are certainly interested in where questions, but 
more importantly, they focus on the why there question, often expressed as 
“the why of where. ”
A spatial approach considers the arrangement of the phenomena being 
studied across the surface of the earth. The course’s Big Ideas (see pages xxiv–
xxv), Four-Level Analysis (described below through page 3), and the five skill 
categories (see pages 3–7) will serve as reliable frameworks for understanding 
topics from a geographic perspective. 
Branches of Geography
Geography is commonly divided into two major branches that bridge the gap 
between the physical and social sciences: 
• Physical geography is the study of the spatial characteristics of various 
elements of the physical environment. Physical geographers study topics 
such as landforms, bodies of water, climate, ecosystems, and erosion. 
• Human geography is the study of the spatial characteristics of humans 
and human activities. Human geographers study topics such as 
population, culture, politics, urban areas, and economics.
Four-Level Analysis Spatial Framework
Location is at the heart of all geographic understanding. The thinking skills 
used by geographers help them understand why things and people are where 
they are, and why the location of an item or of people with particular traits 
are important. The Four-Level Analysis spatial framework will guide your 
thinking, provide an approach to spatial thinking, and help you think like a 
geographer. Y ou will use this process when looking at a map, chart, graph, data 
table, landscape, or an image such as Earth at night (shown on the following 
page). 
Page 2


1 UNIT 1: THINKING GEOGRAPHICALLY
UNIT 1
Thinking  
Geographically
Chapter 1 Maps and Geographic Data
Chapter 2 Spatial Concepts and Geographic Analysis
Unit Overview
What distinguishes geography from all other fields is its focus on a particular 
perspective, or way of looking at things. That distinctive perspective is 
spatial and a concern for the interactions between humans and the physical 
environment. Geographers are certainly interested in where questions, but 
more importantly, they focus on the why there question, often expressed as 
“the why of where. ”
A spatial approach considers the arrangement of the phenomena being 
studied across the surface of the earth. The course’s Big Ideas (see pages xxiv–
xxv), Four-Level Analysis (described below through page 3), and the five skill 
categories (see pages 3–7) will serve as reliable frameworks for understanding 
topics from a geographic perspective. 
Branches of Geography
Geography is commonly divided into two major branches that bridge the gap 
between the physical and social sciences: 
• Physical geography is the study of the spatial characteristics of various 
elements of the physical environment. Physical geographers study topics 
such as landforms, bodies of water, climate, ecosystems, and erosion. 
• Human geography is the study of the spatial characteristics of humans 
and human activities. Human geographers study topics such as 
population, culture, politics, urban areas, and economics.
Four-Level Analysis Spatial Framework
Location is at the heart of all geographic understanding. The thinking skills 
used by geographers help them understand why things and people are where 
they are, and why the location of an item or of people with particular traits 
are important. The Four-Level Analysis spatial framework will guide your 
thinking, provide an approach to spatial thinking, and help you think like a 
geographer. Y ou will use this process when looking at a map, chart, graph, data 
table, landscape, or an image such as Earth at night (shown on the following 
page). 
2 HUMAN GEOGRAPHY: AP
®
 EDITION
Source: nasa.gov
2016 global scale Earth at night
FOUR-LEVEL ANALYSIS SPATIAL FRAMEWORK
Level Key Questions Possible Answers for  
Earth at Night Image Above
Comprehension 
L1
What? 
Where? 
When?
Scale? 
Source?
• What? Earth at night
• Where? Earth
• When? 2016
• Scale? Global scale
• Source? nasa.gov
Identification 
L2
Are there patterns in the 
source? 
The source could be a map, 
chart, graph, etc. There could 
be multiple patterns.
Numerous patterns
• Coasts are brighter than interior
• Northern Hemisphere is brighter 
than Southern Hemisphere
• Eastern China is brighter than 
Western China
Explanation 
L3
Pick a pattern from the 
source and explain: 
Why did this pattern occur 
there? or How did this pattern 
occur?
You will use the content of 
the course to help answer 
these questions.
Why do so many people live near the 
coasts? 
Access to global trade networks 
or natural resources from oceans 
(fish), which results in more job 
opportunities, income, and food. 
The interior often has harsher 
climates (deserts or cold) and often 
less access to natural resources.
Prediction 
L4
What will be the impact on 
the economy, society, politics, 
or the environment? or What 
if the pattern continues into 
the future?
Describe the impact or 
effects and make predictions.
Impacts: 
• Economic—Cost of living (rent) is 
higher on the coasts because of 
the high demand for housing.
• Environmental—Human and factory 
waste can pollute the ocean, killing 
fish and wildlife.  
Page 3


1 UNIT 1: THINKING GEOGRAPHICALLY
UNIT 1
Thinking  
Geographically
Chapter 1 Maps and Geographic Data
Chapter 2 Spatial Concepts and Geographic Analysis
Unit Overview
What distinguishes geography from all other fields is its focus on a particular 
perspective, or way of looking at things. That distinctive perspective is 
spatial and a concern for the interactions between humans and the physical 
environment. Geographers are certainly interested in where questions, but 
more importantly, they focus on the why there question, often expressed as 
“the why of where. ”
A spatial approach considers the arrangement of the phenomena being 
studied across the surface of the earth. The course’s Big Ideas (see pages xxiv–
xxv), Four-Level Analysis (described below through page 3), and the five skill 
categories (see pages 3–7) will serve as reliable frameworks for understanding 
topics from a geographic perspective. 
Branches of Geography
Geography is commonly divided into two major branches that bridge the gap 
between the physical and social sciences: 
• Physical geography is the study of the spatial characteristics of various 
elements of the physical environment. Physical geographers study topics 
such as landforms, bodies of water, climate, ecosystems, and erosion. 
• Human geography is the study of the spatial characteristics of humans 
and human activities. Human geographers study topics such as 
population, culture, politics, urban areas, and economics.
Four-Level Analysis Spatial Framework
Location is at the heart of all geographic understanding. The thinking skills 
used by geographers help them understand why things and people are where 
they are, and why the location of an item or of people with particular traits 
are important. The Four-Level Analysis spatial framework will guide your 
thinking, provide an approach to spatial thinking, and help you think like a 
geographer. Y ou will use this process when looking at a map, chart, graph, data 
table, landscape, or an image such as Earth at night (shown on the following 
page). 
2 HUMAN GEOGRAPHY: AP
®
 EDITION
Source: nasa.gov
2016 global scale Earth at night
FOUR-LEVEL ANALYSIS SPATIAL FRAMEWORK
Level Key Questions Possible Answers for  
Earth at Night Image Above
Comprehension 
L1
What? 
Where? 
When?
Scale? 
Source?
• What? Earth at night
• Where? Earth
• When? 2016
• Scale? Global scale
• Source? nasa.gov
Identification 
L2
Are there patterns in the 
source? 
The source could be a map, 
chart, graph, etc. There could 
be multiple patterns.
Numerous patterns
• Coasts are brighter than interior
• Northern Hemisphere is brighter 
than Southern Hemisphere
• Eastern China is brighter than 
Western China
Explanation 
L3
Pick a pattern from the 
source and explain: 
Why did this pattern occur 
there? or How did this pattern 
occur?
You will use the content of 
the course to help answer 
these questions.
Why do so many people live near the 
coasts? 
Access to global trade networks 
or natural resources from oceans 
(fish), which results in more job 
opportunities, income, and food. 
The interior often has harsher 
climates (deserts or cold) and often 
less access to natural resources.
Prediction 
L4
What will be the impact on 
the economy, society, politics, 
or the environment? or What 
if the pattern continues into 
the future?
Describe the impact or 
effects and make predictions.
Impacts: 
• Economic—Cost of living (rent) is 
higher on the coasts because of 
the high demand for housing.
• Environmental—Human and factory 
waste can pollute the ocean, killing 
fish and wildlife.  
3 UNIT 1: THINKING GEOGRAPHICALLY 
The chart on the previous page is designed to be just an introduction to the 
process with relatively simple responses and is not meant to include all possible 
answers. The depth and quality of responses should improve as you develop a 
deeper understanding of human geography. Throughout the text, references 
will be made to the different levels by using L1, L2, L3, or L4.
Essential Geography Skill Categories 1–5
The AP® Human Geography exam will require students to not only learn the 
content and discipline-specific language of the course, but utilize and apply a 
set of essential skills to demonstrate their understanding of human geography. 
This section introduces these skills and prepares students to apply these skills 
using real world scenarios across all units of the course and both parts of the 
exam.
Skill Category 1: Concepts and Processes 
Analyze geographic theories, approaches, concepts, processes, or models in 
theoretical and applied contexts. 
This skill contains a large amount of the content of the course and is the most 
tested skill on the exam:
• Analyze means to break down into parts and study each part carefully.
• A theory is a system of ideas and concepts that attempt to explain and 
prove why or how interactions have occurred in the past or will occur in 
the future. 
• Concepts are key vocabulary, ideas, and building blocks that geographers 
use to describe our world.
• Processes involve a series of steps or actions that explain why or how 
geographic patterns occur.
Models in Geography The most important element of this skill involves 
understanding and applying geographic models. Geographers, similar to 
biologists, meteorologists, and others who deal with complex reality, create 
geographic models. Models are representations of reality or theories about 
reality, to help geographers see general spatial patterns, focus on the influence 
of specific factors, and understand variations from place to place. Models help 
explain, describe, and sometimes even predict spatial activity and phenomena. 
There are two basic types of geographic models—spatial and nonspatial:
• Spatial models look like stylized maps, and they illustrate theories about 
spatial distributions. Spatial models have been developed for agricultural 
and urban land use, distributions of cities, and store or factory location. 
• Nonspatial models illustrate theories and concepts using words, graphs, 
or tables. They often depict changes over time rather than across space 
with more accuracy than spatial models. 
Page 4


1 UNIT 1: THINKING GEOGRAPHICALLY
UNIT 1
Thinking  
Geographically
Chapter 1 Maps and Geographic Data
Chapter 2 Spatial Concepts and Geographic Analysis
Unit Overview
What distinguishes geography from all other fields is its focus on a particular 
perspective, or way of looking at things. That distinctive perspective is 
spatial and a concern for the interactions between humans and the physical 
environment. Geographers are certainly interested in where questions, but 
more importantly, they focus on the why there question, often expressed as 
“the why of where. ”
A spatial approach considers the arrangement of the phenomena being 
studied across the surface of the earth. The course’s Big Ideas (see pages xxiv–
xxv), Four-Level Analysis (described below through page 3), and the five skill 
categories (see pages 3–7) will serve as reliable frameworks for understanding 
topics from a geographic perspective. 
Branches of Geography
Geography is commonly divided into two major branches that bridge the gap 
between the physical and social sciences: 
• Physical geography is the study of the spatial characteristics of various 
elements of the physical environment. Physical geographers study topics 
such as landforms, bodies of water, climate, ecosystems, and erosion. 
• Human geography is the study of the spatial characteristics of humans 
and human activities. Human geographers study topics such as 
population, culture, politics, urban areas, and economics.
Four-Level Analysis Spatial Framework
Location is at the heart of all geographic understanding. The thinking skills 
used by geographers help them understand why things and people are where 
they are, and why the location of an item or of people with particular traits 
are important. The Four-Level Analysis spatial framework will guide your 
thinking, provide an approach to spatial thinking, and help you think like a 
geographer. Y ou will use this process when looking at a map, chart, graph, data 
table, landscape, or an image such as Earth at night (shown on the following 
page). 
2 HUMAN GEOGRAPHY: AP
®
 EDITION
Source: nasa.gov
2016 global scale Earth at night
FOUR-LEVEL ANALYSIS SPATIAL FRAMEWORK
Level Key Questions Possible Answers for  
Earth at Night Image Above
Comprehension 
L1
What? 
Where? 
When?
Scale? 
Source?
• What? Earth at night
• Where? Earth
• When? 2016
• Scale? Global scale
• Source? nasa.gov
Identification 
L2
Are there patterns in the 
source? 
The source could be a map, 
chart, graph, etc. There could 
be multiple patterns.
Numerous patterns
• Coasts are brighter than interior
• Northern Hemisphere is brighter 
than Southern Hemisphere
• Eastern China is brighter than 
Western China
Explanation 
L3
Pick a pattern from the 
source and explain: 
Why did this pattern occur 
there? or How did this pattern 
occur?
You will use the content of 
the course to help answer 
these questions.
Why do so many people live near the 
coasts? 
Access to global trade networks 
or natural resources from oceans 
(fish), which results in more job 
opportunities, income, and food. 
The interior often has harsher 
climates (deserts or cold) and often 
less access to natural resources.
Prediction 
L4
What will be the impact on 
the economy, society, politics, 
or the environment? or What 
if the pattern continues into 
the future?
Describe the impact or 
effects and make predictions.
Impacts: 
• Economic—Cost of living (rent) is 
higher on the coasts because of 
the high demand for housing.
• Environmental—Human and factory 
waste can pollute the ocean, killing 
fish and wildlife.  
3 UNIT 1: THINKING GEOGRAPHICALLY 
The chart on the previous page is designed to be just an introduction to the 
process with relatively simple responses and is not meant to include all possible 
answers. The depth and quality of responses should improve as you develop a 
deeper understanding of human geography. Throughout the text, references 
will be made to the different levels by using L1, L2, L3, or L4.
Essential Geography Skill Categories 1–5
The AP® Human Geography exam will require students to not only learn the 
content and discipline-specific language of the course, but utilize and apply a 
set of essential skills to demonstrate their understanding of human geography. 
This section introduces these skills and prepares students to apply these skills 
using real world scenarios across all units of the course and both parts of the 
exam.
Skill Category 1: Concepts and Processes 
Analyze geographic theories, approaches, concepts, processes, or models in 
theoretical and applied contexts. 
This skill contains a large amount of the content of the course and is the most 
tested skill on the exam:
• Analyze means to break down into parts and study each part carefully.
• A theory is a system of ideas and concepts that attempt to explain and 
prove why or how interactions have occurred in the past or will occur in 
the future. 
• Concepts are key vocabulary, ideas, and building blocks that geographers 
use to describe our world.
• Processes involve a series of steps or actions that explain why or how 
geographic patterns occur.
Models in Geography The most important element of this skill involves 
understanding and applying geographic models. Geographers, similar to 
biologists, meteorologists, and others who deal with complex reality, create 
geographic models. Models are representations of reality or theories about 
reality, to help geographers see general spatial patterns, focus on the influence 
of specific factors, and understand variations from place to place. Models help 
explain, describe, and sometimes even predict spatial activity and phenomena. 
There are two basic types of geographic models—spatial and nonspatial:
• Spatial models look like stylized maps, and they illustrate theories about 
spatial distributions. Spatial models have been developed for agricultural 
and urban land use, distributions of cities, and store or factory location. 
• Nonspatial models illustrate theories and concepts using words, graphs, 
or tables. They often depict changes over time rather than across space 
with more accuracy than spatial models. 
4 HUMAN GEOGRAPHY: AP
®
 EDITION
Data Driven Models (Formulas and Graphs) Geographers use 
mathematic formulas to help them understand how the world works. These 
formulas function much like models. Some formulas, such as those that 
determine crude birth and death rates, doubling times for populations, and 
population densities, are mathematical calculations that are used to produce a 
statistic. 
One model that helps explain some patterns evident on the Earth at night 
image is what geographers call time-distance decay.  Basically, the idea is that 
things, such as cities, near each other are more closely connected or related 
than things that are far apart, as shown in the graph below. The bright lights on 
the border between the United States and Mexico on the Earth at night map are 
partly explained because the lights show cities on both sides of the border. This 
illustrates the countries have lots of connections economically and culturally 
because they are close to each other. 
TIME/DISTANCE DECAY MODEL
Time/Distance Decay Model
Number of Interactions
Distance From Each Other (Time or Distance)
0
0
The Time-Distance Decay Model illustrates decreasing interactions and connections as distance increases.
Applying Concepts and Processes In order to be successful in all 
elements of this skill, you will need to describe, explain, and compare concepts, 
processes, models, and theories. Students will have to apply the models in 
various contexts from around the world. The most challenging part of this 
skill will be to explain the strengths, weaknesses, and limitations of the model. 
Another way of saying this is, where a model works and where it doesn’t work 
and explain why.
Skill Category 2: Spatial Relationships 
Analyze geographic patterns, relationships, and outcomes in applied contexts.
Maps are the signature element of geography. Geographers examine maps to 
look for clues and patterns in the location and distribution of phenomena (L1 
and L2). Spatial patterns refer to the general arrangement of things being 
studied. Describing these spatial patterns, networks, and relationships with 
precise language is critical to understanding spatial relationships. Geographers 
Page 5


1 UNIT 1: THINKING GEOGRAPHICALLY
UNIT 1
Thinking  
Geographically
Chapter 1 Maps and Geographic Data
Chapter 2 Spatial Concepts and Geographic Analysis
Unit Overview
What distinguishes geography from all other fields is its focus on a particular 
perspective, or way of looking at things. That distinctive perspective is 
spatial and a concern for the interactions between humans and the physical 
environment. Geographers are certainly interested in where questions, but 
more importantly, they focus on the why there question, often expressed as 
“the why of where. ”
A spatial approach considers the arrangement of the phenomena being 
studied across the surface of the earth. The course’s Big Ideas (see pages xxiv–
xxv), Four-Level Analysis (described below through page 3), and the five skill 
categories (see pages 3–7) will serve as reliable frameworks for understanding 
topics from a geographic perspective. 
Branches of Geography
Geography is commonly divided into two major branches that bridge the gap 
between the physical and social sciences: 
• Physical geography is the study of the spatial characteristics of various 
elements of the physical environment. Physical geographers study topics 
such as landforms, bodies of water, climate, ecosystems, and erosion. 
• Human geography is the study of the spatial characteristics of humans 
and human activities. Human geographers study topics such as 
population, culture, politics, urban areas, and economics.
Four-Level Analysis Spatial Framework
Location is at the heart of all geographic understanding. The thinking skills 
used by geographers help them understand why things and people are where 
they are, and why the location of an item or of people with particular traits 
are important. The Four-Level Analysis spatial framework will guide your 
thinking, provide an approach to spatial thinking, and help you think like a 
geographer. Y ou will use this process when looking at a map, chart, graph, data 
table, landscape, or an image such as Earth at night (shown on the following 
page). 
2 HUMAN GEOGRAPHY: AP
®
 EDITION
Source: nasa.gov
2016 global scale Earth at night
FOUR-LEVEL ANALYSIS SPATIAL FRAMEWORK
Level Key Questions Possible Answers for  
Earth at Night Image Above
Comprehension 
L1
What? 
Where? 
When?
Scale? 
Source?
• What? Earth at night
• Where? Earth
• When? 2016
• Scale? Global scale
• Source? nasa.gov
Identification 
L2
Are there patterns in the 
source? 
The source could be a map, 
chart, graph, etc. There could 
be multiple patterns.
Numerous patterns
• Coasts are brighter than interior
• Northern Hemisphere is brighter 
than Southern Hemisphere
• Eastern China is brighter than 
Western China
Explanation 
L3
Pick a pattern from the 
source and explain: 
Why did this pattern occur 
there? or How did this pattern 
occur?
You will use the content of 
the course to help answer 
these questions.
Why do so many people live near the 
coasts? 
Access to global trade networks 
or natural resources from oceans 
(fish), which results in more job 
opportunities, income, and food. 
The interior often has harsher 
climates (deserts or cold) and often 
less access to natural resources.
Prediction 
L4
What will be the impact on 
the economy, society, politics, 
or the environment? or What 
if the pattern continues into 
the future?
Describe the impact or 
effects and make predictions.
Impacts: 
• Economic—Cost of living (rent) is 
higher on the coasts because of 
the high demand for housing.
• Environmental—Human and factory 
waste can pollute the ocean, killing 
fish and wildlife.  
3 UNIT 1: THINKING GEOGRAPHICALLY 
The chart on the previous page is designed to be just an introduction to the 
process with relatively simple responses and is not meant to include all possible 
answers. The depth and quality of responses should improve as you develop a 
deeper understanding of human geography. Throughout the text, references 
will be made to the different levels by using L1, L2, L3, or L4.
Essential Geography Skill Categories 1–5
The AP® Human Geography exam will require students to not only learn the 
content and discipline-specific language of the course, but utilize and apply a 
set of essential skills to demonstrate their understanding of human geography. 
This section introduces these skills and prepares students to apply these skills 
using real world scenarios across all units of the course and both parts of the 
exam.
Skill Category 1: Concepts and Processes 
Analyze geographic theories, approaches, concepts, processes, or models in 
theoretical and applied contexts. 
This skill contains a large amount of the content of the course and is the most 
tested skill on the exam:
• Analyze means to break down into parts and study each part carefully.
• A theory is a system of ideas and concepts that attempt to explain and 
prove why or how interactions have occurred in the past or will occur in 
the future. 
• Concepts are key vocabulary, ideas, and building blocks that geographers 
use to describe our world.
• Processes involve a series of steps or actions that explain why or how 
geographic patterns occur.
Models in Geography The most important element of this skill involves 
understanding and applying geographic models. Geographers, similar to 
biologists, meteorologists, and others who deal with complex reality, create 
geographic models. Models are representations of reality or theories about 
reality, to help geographers see general spatial patterns, focus on the influence 
of specific factors, and understand variations from place to place. Models help 
explain, describe, and sometimes even predict spatial activity and phenomena. 
There are two basic types of geographic models—spatial and nonspatial:
• Spatial models look like stylized maps, and they illustrate theories about 
spatial distributions. Spatial models have been developed for agricultural 
and urban land use, distributions of cities, and store or factory location. 
• Nonspatial models illustrate theories and concepts using words, graphs, 
or tables. They often depict changes over time rather than across space 
with more accuracy than spatial models. 
4 HUMAN GEOGRAPHY: AP
®
 EDITION
Data Driven Models (Formulas and Graphs) Geographers use 
mathematic formulas to help them understand how the world works. These 
formulas function much like models. Some formulas, such as those that 
determine crude birth and death rates, doubling times for populations, and 
population densities, are mathematical calculations that are used to produce a 
statistic. 
One model that helps explain some patterns evident on the Earth at night 
image is what geographers call time-distance decay.  Basically, the idea is that 
things, such as cities, near each other are more closely connected or related 
than things that are far apart, as shown in the graph below. The bright lights on 
the border between the United States and Mexico on the Earth at night map are 
partly explained because the lights show cities on both sides of the border. This 
illustrates the countries have lots of connections economically and culturally 
because they are close to each other. 
TIME/DISTANCE DECAY MODEL
Time/Distance Decay Model
Number of Interactions
Distance From Each Other (Time or Distance)
0
0
The Time-Distance Decay Model illustrates decreasing interactions and connections as distance increases.
Applying Concepts and Processes In order to be successful in all 
elements of this skill, you will need to describe, explain, and compare concepts, 
processes, models, and theories. Students will have to apply the models in 
various contexts from around the world. The most challenging part of this 
skill will be to explain the strengths, weaknesses, and limitations of the model. 
Another way of saying this is, where a model works and where it doesn’t work 
and explain why.
Skill Category 2: Spatial Relationships 
Analyze geographic patterns, relationships, and outcomes in applied contexts.
Maps are the signature element of geography. Geographers examine maps to 
look for clues and patterns in the location and distribution of phenomena (L1 
and L2). Spatial patterns refer to the general arrangement of things being 
studied. Describing these spatial patterns, networks, and relationships with 
precise language is critical to understanding spatial relationships. Geographers 
5 UNIT 1: THINKING GEOGRAPHICALLY 
use specific terms—density, dispersion, clustered, scattered, linked, etc.—to 
communicate about locations and distributions. 
Applying Spatial Relationships In order to be successful in this skill, 
students will view a source such as the North America at night image and then 
use the concepts, models, and theories to explain why and how the patterns on 
the image occurred (L3 and L4) and some likely outcomes (L4). 
Geographers look at the networks, patterns, and relationships that exist 
between locations, how they evolve, and what their effects are. Networks are a 
set of interconnected entities, sometimes called nodes. The image below shows 
a network of cities that are connected by numerous strings of lights. These 
lights follow highways, rail lines, or river routes of transportation and illustrate 
a connectiveness to U.S. urban and transportation systems. 
The last element of this skill requires explaining the degree to which 
a geographic concept or model effectively describes or explains expected 
outcomes. This skill requires a deep understanding of different regions of the 
world and an ability to understand the strengths and weaknesses of various 
models and theories. 
Source: nasa.gov
2016 North America at night
Skill Category 3: Data Analysis
Analyze and interpret quantitative geographic data represented in maps, tables, 
charts, graphs, satellite images, and infographics. 
Quantitative data is any information that can be measured and recorded 
using numbers such as total number of immigrants to a city. More specifically, 
geospatial data is quantitative and spatial. It has a geographic location 
component to it such as a country, city, zip code, latitude, longitude, or address 
and is often used with geographic information systems (see Topics 1.2 and 1.3) 
because it lends itself to analysis using formulas and is mappable. An example 
would be average annual income by country.