Population Accessibility to Cities
DetailsPermalink to Details
- Added to the Catalog
- Available for
- Land: Life
- People: Health, Transportation, Demographics, Communication
- Human Society
DescriptionPermalink to Description
This map of the global accessibility to cities is a dataset useful in a wide range of social scientific research endeavors, including those exploring beneficial aspects related to high accessibility such as increased wealth, educational attainment, and utilization of healthcare, as well as the negative aspects of high accessibility such as easing resource extraction and thus amplifying environmental degradation.
Just as Nighttime Lights shows areas of Earth that are less habitable are darker and less populated, this map too shows that as less hospitable conditions exist, the longer it takes to get to a city. For example, especially cold, dry, forested, and/or high altitude places are typically most also remote.
The Malaria Atlas Project, at the University of Oxford, UK, produced the global map of accessibility to cities for the year 2015. This map is a multi-year project to characterize travel time to cities using cutting-edge computational capacity available via Google Earth Engine, and is a collaboration with researchers at Google, the Joint Research Centre of the European Union, and the University of Twente, Netherlands.
Learn more about this map here.
Full Citation:Permalink to Full Citation:
D.J. Weiss, A. Nelson, H.S. Gibson, W. Temperley, S. Peedell, A. Lieber, M. Hancher, E. Poyart, S. Belchior, N. Fullman, B. Mappin, U. Dalrymple, J. Rozier, T.C.D. Lucas, R.E. Howes, L.S. Tusting, S.Y. Kang, E. Cameron, D. Bisanzio, K.E. Battle, S. Bhatt, and P.W. Gething. A global map of travel time to cities to assess inequalities in accessibility in 2015. (2018). Nature. doi:10.1038/nature25181.
Next Generation Science StandardsPermalink to Next Generation Science Standards
Cross-cutting ConceptsPermalink to Cross-cutting Concepts
C1 Patterns. Children recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence
C2 Cause and Effect. Students learn that events have causes that generate observable patterns. They design simple tests to gather evidence to support or refute their own ideas about causes.
C3 Scale Proportion and Quantity. Students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects. They use standard units to measure length.
C1 Patterns. Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
C2 Cause and Effect. Students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship
C3 Scale Proportion and Quantity. Students recognize natural objects and observable phenomena exist from the very small to the immensely large. They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume.
C3 Scale Proportion and Quantity. Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. They understand phenomena observed at one scale may not be observable at another scale, and the function of natural and designed systems may change with scale. They use proportional relationships (e.g., speed as the ratio of distance traveled to time taken) to gather information about the magnitude of properties and processes. They represent scientific relationships through the use of algebraic expressions and equations
C5 Energy and Matter. Students learn matter is conserved because atoms are conserved in physical and chemical processes. They also learn within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). The transfer of energy can be tracked as energy flows through a designed or natural system.
C7 Stability and Change. Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. Students learn changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over time
C2 Cause and Effect. Students understand that empirical evidence is required to differentiate between cause and correlation and to make claims about specific causes and effects. They suggest cause and effect relationships to explain and predict behaviors in complex natural and designed systems. They also propose causal relationships by examining what is known about smaller scale mechanisms within the system. They recognize changes in systems may have various causes that may not have equal effects.
C5 Energy and Matter. Students learn that the total amount of energy and matter in closed systems is conserved. They can describe changes of energy and matter in a system in terms of energy and matter flows into, out of, and within that system. They also learn that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
C7 Stability and Change. Students understand much of science deals with constructing explanations of how things change and how they remain stable. They quantify and model changes in systems over very short or very long periods of time. They see some changes are irreversible, and negative feedback can stabilize a system, while positive feedback can destabilize it. They recognize systems can be designed for greater or lesser stability
Disciplinary Core IdeasPermalink to Disciplinary Core Ideas
ESS3.A Natural Resources. Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
ESS3.C Human Impact on Earth systems. Things people do can affect the environment but they can make choices to reduce their impacts.
LS2.A Interdependent Relationships in Ecosystems. Plants depend on water and light to grow, and also depend on animals for pollination or to move their seeds around.
PS4.B Electromagnetic Radiation. Objects can be seen only when light is available to illuminate them.
PS4.C Information Technologies and Instrumentation. People use devices to send and receive information.
ESS3.A Natural Resources. Energy and fuels humans use are derived from natural sources and their use affects the environment. Some resources are renewable over time, others are not.
ESS3.C Human Impact on Earth systems. Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth’s resources and environments.
ESS3.D Global Climate Change. If Earth’s global mean temperature continues to rise, the lives of humans and other organisms will be affected in many different ways.
LS2.A Interdependent Relationships in Ecosystems. The food of almost any animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants, while decomposers restore some materials back to the soil.
LS2.D Social interactions and Group Behaviour. Being part of a group helps animals obtain food, defend themselves, and cope with changes.
PS4.B Electromagnetic Radiation. Object can be seen when light reflected from their surface enters our eyes
PS4.C Information Technologies and Instrumentation. Patterns can encode, send, receive and decode information.
ESS3.A Natural Resources. Humans depend on Earth’s land, ocean, atmosphere, and biosphere for different resources, many of which are limited or not renewable. Resources are distributed unevenly around the planet as a result of past geologic processes
ESS3.C Human Impact on Earth systems. Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things. Activities and technologies can be engineered to reduce people’s impacts on Earth.
ESS3.D Global Climate Change. Human activities affect global warming. Decisions to reduce the impact of global warming depend on understanding climate science, engineering capabilities, and social dynamics.
LS2.A Interdependent Relationships in Ecosystems. Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
PS4.B Electromagnetic Radiation. The construct of a wave is used to model how light interacts with objects.
PS4.C Information Technologies and Instrumentation. Waves can be used to transmit digital information. Digitized information is comprised of a pattern of 1s and 0s.
ESS3.A Natural Resources. Resource availability has guided the development of human society and use of natural resources has associated costs, risks, and benefits.
ESS3.C Human Impact on Earth systems. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies that produce less pollution and waste and that preclude ecosystem degradation.
ESS3.D Global Climate Change. Global climate models used to predict changes continue to be improved, although discoveries about the global climate system are ongoing and continually needed.
LS2.A Interdependent Relationships in Ecosystems. Ecosystems have carrying capacities resulting from biotic and abiotic factors. The fundamental tension between resource availability and organism populations affects the abundance of species in any given ecosystem.
LS2.D Social interactions and Group Behaviour. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.
PS4.B Electromagnetic Radiation. Both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation.
PS4.C Information Technologies and Instrumentation. Large amounts of information can be stored and shipped around as a result of being digitized.
Notable FeaturesPermalink to Notable Features
- Especially cold, dry, forested,and/or high altitude places are typically most also remote.
- A few specific examples are the Arctic Circle, with the exception of Scandinavia, Sahara,central Australia, Amazon rainforest, Himalayan mountains.
- Antarctica doesn't even show up on this map, because the travel time to at or near 10 days.