| LE Title: Using Global Positioning Satellites to determine the gradient of an area | Author(s):Floyd Bourne, Jim Hill |
| Grade Level: 12 | School Address: Richfield Springs C.S. |
| Topic/Subject Area: Math,Earth Science,Technology | School Phone/Fax:315-858-0610.315-858-2440 |
| Email: |
LEARNING CONTEXT
Purpose or Focus of Experience
This learning experience will give the students an opportunity to use the GPS technology to transfer a conceptual understanding learned in the classroom and transfer that knowledge into a physical reality.
The Senior Science Trip that is a part of the Richfield Springs Central School approach as a culminating experience allows the students to spend five days camping in the Adirondack Mountains of N.Y.S. The students are expected to perform several different projects that should span their science classes taken prior to their senior year as well as current material.
The concept that is studied, and understood by every Earth Science student is the concept of gradient. That experience is all too often two-dimensional and the actual physical consequences of those calculations are very difficult to realize.
The use of the GPS will allow them to collect real, on site, data using assigned positions and sections. Using that data the student has the ability to calculate the gradient of the terrain they have traversed.
The matching of data gathered in the field to the data obtained from topographic maps of the same area will add to their understanding of the concept
Connection to Standards
MST Standard 1 – Analysis, Inquiry, and Design. Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
-Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions.
-Develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate.
-Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.
MST Standard 2- Students will access, generate, process, and transfer information using appropriate technologies.
Collect data from probes to measure events and phenomena
MST Standard 6 – Interconnectedness: Common Themes. Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
- Compare predictions to actual observations using test models.
Essential Question
How can the Garmin GPS-12 data, collected during the actual event, be used to reinforce the understanding of gradient as it applies to real life events?
Content Knowledge
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Declarative |
Procedural |
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Students will understand that map data, two-dimensional data, can be used to construct three-dimensional models. |
Students will learn how to operate the GPS and will collect appropriate data. |
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Students will learn that mathematical models can be used to predict and to plan live physical events. |
Students will learn to use data, gathered through their use of the GPS, to compare those on site measurements to those in their model. |
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(Chronologically ordered description of all teacher & student activities and interactions.)
Initiating Activities -One week prior to the trip: -An excerpt from a WW2 journal will be read. The excerpt describes the calamity that occurred when a contour map was instrumental in stranding a tank unit at the base of a cliff with no means of escape. This will link our project to a real life event. This activity extends and enhances knowledge learned in world history. Journal: J. Arnold Staffin, Cooperstown, N.Y.. -Students will be given contour maps of Ampersand Mountain. These maps will allow the students to re-familiarize themselves with the information available on topographic maps. This experience is extending and refining material previously learned in Regents Earth Science. -Students will be divided into three groups and each group will become familiar with the operation of the GPS. They will use the GPS to gather data about our campus and nearby area. Recorded on Attachment # 1. This is a new activity and involves collaboration and information acquisition. -Students will use information gathered from the topographic map of Ampersand Mountain to predict the gradient for each of three assigned sections of the trail up the mountain. This is an extending and refining experience from Regents Earth Science and is also a collaborative experience. -Upon arrival at Ampersand Mountain the three groups will use the GPS to record starting and final elevations, distance between those points, the number of and the duration of the rest stops, for each of the three assigned sections. This declarative knowledge will be recorded on Attachment # 2. This activity combines extending, and new, knowledge. -Groups will share and compare data. Similar, and dissimilar, data will be analyzed to explain either or both possibilities. This work will be done as a homework assignment and would be due the Friday of the week we return to school. Answer the questions based found on Worksheet #1. Base your answers on the three groups of data. Declarative Knowledge. -Compare the predicted gradient for each section with the actual field values. Graphing both sets of data on the same graph should enhance this. Elevations would be plotted on the ordinate and distances would be plotted on the abscissa. Predicted gradients would be plotted in one color and the actual values in a different color. Appropriate scales would be assigned to each axis. The activity is an Extending and Refining Experience. (Worksheet #1) |
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INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Even though the climb of Ampersand Mountain has no real time limitations it can still be more difficult than some can handle. Those who cannot make the climb will still be able to share in all the recorded data and therefore will be required to do the same assignments the other students do. There will be no penalty assessed against those students.
TIME REQUIRED
The initiating activities will require one period for topographic map skills to be reviewed and one period to use those skills to calculate and to predict the gradients of the three assigned sections. One period would be used to become familiar with GPS procedures and to use them to record assigned data about the school campus. The off campus data would be collected as an after school activity.
The Senior Science Trip is a five-day activity. The climbing of Ampersand Mountain and return to the base will take one day and the GPS will be used to collect all the necessary data on that day.
-Student groups will share their data collected at the campground that night. The teacher will be given a copy of all data collected. They will calculate the gradients for each group before the first class back at school.
-One class period will be spent allowing students to critique the process and the product of the GPS vs. map calculations.
RESOURCES
Topographic maps of the Ampersand Mountain region are required. These are available through the USGS or local suppliers.
A GPS unit is required. Ws used the Garmin GPS 12 and it is available from several scientific supply houses and is also available at local suppliers. Other makes and models are available at a wide range of capabilities and prices. It is best to select a device that, at first, exceeds your needs. Youcan expand your uses but you cannot expand the capabilities of the unit.
ASSESSMENT PLAN
(Include samples of rubrics, checklists, etc.)
Students will be assessed on the following:
-The calculation and prediction of the gradient of the three assigned sections on Ampersand Mountain.
-Their proficiency in using the GPS to first gather data in the pre-trip activity and then to use that experience to gather data during the climb of Ampersand Mountain.
-Their calculations of gradients using the live field data gathered using the GPS and the completion of the graph comparing the predicted values and the GPS values.
Formative Assessment- Student groups will calculate gradient values for the assigned sections of the Ampersand Mountain ascent using appropriate contour maps as data sources.
Description of Student Accomplishment: Points Allowed
-Student correctly calculates and states in proper
terminology predictions of the gradients of the
three assigned sections. 3
-Student correctly calculates and states in proper
terminology predictions of the gradients of the three
assigned sections but has misread either the contour
interval or the linear distance between points. 2
-Student correctly calculates and states in proper
terminology predictions of the gradients of the three
assigned sections but has misread both the contour
interval and the linear distance between points. 1
-Student calculates gradient correctly but is unable
to state in proper terminology predictions of the climb.
1
-Student fails to calculate gradient and does not
complete any written work on predictions. 0
2.Formative Assessment: Use of the GPS to gather information in pre-trip activities and during the climb of Ampersand Mountain.
-Student demonstrates a clear understanding of the
operation of the GPS. This would be evidenced by
the proper completion of the pre-trip worksheet and
the collection of accurate data at the actual site
on Ampersand Mountain. 3
-Student has difficulty in correctly obtaining data using
the GPS. This would be evidenced by the making 2 to
3 errors on the pre-trip worksheet. 2
-Student completes the pre-trip worksheet correctly
but has several faulty data readings (no more than 3)
on the actual site worksheet. 2
-Student has difficulty obtaining accurate data at both
the pre-trip site and at the actual climb site. Errors
should not exceed 6 total. 1
-Student exhibits no ability to obtain data using the
GPS. Does complete both worksheets. 1
-Student shows no ability to obtain data using the GPS
and does not complete the worksheets. 0
3. Summative Assessment: Students will use the GPS data gathered at Ampersand Mountain to calculate gradients of the three assigned sections. These calculations will then be used to graph the predicted vs. the field values.
-Student successfully calculates gradient using information
recorded, using the GPS, in worksheet # 2. The gradients
are then used to plot the comparison graph. Proper scales
and plotting of data and labels are correct 3
-Student correctly calculates gradients using the GPS
data from worksheet # 2. The gradients are plotted on
the graph but incorrect scale is used. 2
-Student incorrectly calculates gradient using the GPS
data from worksheet # 2 but the graph work is done
properly. 1
-Student correctly calculates gradient using the GPS
data form worksheet #2 but no attempt is made to graph it. 1
-Student does not complete either the calculations or
the construction of the comparative graph. 0
REFLECTION
As the planning for each years Senior Science Trip is done we, Jim Hill and I, have been frustrated by the fact that we have been unable to get more “new knowledge” into the activity. The trip, taken each autumn, has given us the ability to review and to do field experiments using low-tech methodology. The recent availability of devices, such as the Garmin GPS 12, that are at once portable and accurate as well as rugged has given us the opportunity to perform lab experiments that were previously beyond our ability. The fact that the MST standards call for such activities is an added bonus. We both hope to incorporate more such activities in future trips.
Attachment # 1
Activity # 1 Worksheet: Do you know where you are?
Using the Garmin 12 GPS unit:
-Read the instructions furnished with the unit.
-Make yourself comfortable with the use of each control button.
1.How many satellites are used to determine your position?__________.
2.Describe any external conditions that make data acquisition difficult.
3.Complete the following chart.
Distance Lat. Long. Elevation
From
Mr. Bourne’s Doorway (Room 205) _____ ____ ____ _____
Corner of Fence by Parking Lot (Front) _____ ____ ____ _____
Base of Cross Country Track _____ ____ ____ _____
Top of Cross Country Track (Boulder) _____ ____ ____ _____
Attachment # 2
Activity # 2 Worksheet: Ampersand Mountain Data Table
-The sign-in box is the origin for all participants.
-All groups will be taking readings every 900 yards for their profile worksheets.
-All groups will take, and record in the table below, changes of elevation and distances between points for the three sections as listed below.
Section # 1- Origin to base of rock fall.
Section # 2- Base of rock fall to the top of the rock fall.
Section # 3- Top of rock fall to the USGS marker at the summit.
-All groups will record the number of, and the duration of, rest stops needed to complete each section.
Elevation Distance Distance Distance Rest Stops & Duration
Start End Section 1 Section 2 Section 3 1 2 3
Group 1 ________ ______ ______ ______ _________________
Group 2 ________ ______ ______ ______ _________________
Group 3 ________ ______ ______ ______ _________________
WORKSHEET #1
GP-1 GP-2 GP-3
1.What is the starting elevation of Section 1?
2.What is the final elevation of Section 1?
3.What is the starting elevation of Section 2?
4.What is the final elevation of Section 2?
5.What is the starting elevation of Section 3?
6.What is the final elevation of Section 3?
7.What is the distance traveled in Section 1?
8.What is the distance traveled in Section 2?
9.What is the distance traveled in Section 3?
10.Are the gradients of the predicted values, from the contour map, and the field values from the GPS similar?
11.Is there some way we could make both sets of data more useful to plan activities with?