The purpose of this learning experience is to expose students to the rapidly evolving study of orienteering and map reading using GPS (Global Positioning Satellite) technology.

Part of the senior science experience at Richfield Springs High School is a weeklong trip to the Adirondack Mountains of New York State. Students are engaged in ecological and geological studies supplemented with lessons in astronomy, wilderness first aid and regional history.

One aspect of the trip we have felt needed improvement was a better student understanding of the terrain over which they traverse. Contour maps are fine but novices often fail to appreciate the information represented on the flat two-dimensional format of the map. Using advanced GPS devices students will collect data, measure, record and model elevation profiles of the trail up Ampersand Mountain.

Developing profile maps is a skill required by all Earth Science students and is a bane to many. The process is typically done in the classroom by interpreting contour lines from a map. Allowing students to experience the terrain in question and collect actual real time data using GPS technology in support of traditional contour maps will permit an immediate appreciation of the elevation change on the trail or the geographic relief of the region.

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.

Students use algebraic and geometric representations to describe and compare data

Students use various means of representing and organizing observations and insightfully interpret the organized data

MST Standard 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies.

Students access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries and electronic communication networks, including the internet

MST Standard 5: Technology Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.

Students use appropriate graphic and electronic tools and techniques to process information.

SS Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the independent world in which we live-local, national, and global-including the distribution of people, places, and environments over the earth's surface.

Students will demonstrate an understanding of their environment through enhanced interpretation of map and positioning data

ELA Standard 1: Students will listen speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts and ideas; discover relationships, concepts and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply and transmit information.

HPEH Standard 1: Students will have necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity and maintain personal health

How can students better understand geographic land features and changes in elevation with the use of GPS real time data?

PROCEDURE

Initiating activities

One week before the trip students will be given contour maps of the Ampersand Mountain region of New York State. Students will review how to use a contour map and become familiar with the symbols and legends on the map. This experience is extending and refining of previously taught material (Regents Earth Science)

Students will study the contour maps and predict where strenuous sections of the trail are located and assess the overall difficulty of the hike. Students will also construct an elevation profile of trail from trailhead to summit based on the contour map. The profile will begin at the Trailhead located on Route 3 and continue to the summit. This is an Extending and refining experience.

Students will be introduced to the Garmin hand held Global Positioning Satellite (GPS) unit. Students will follow the instructions provided with the GPS unit to learn the basic skills involved with its use. Students will practice their new skills using the GPS unit on the school campus to identify the elevation and position coordinates for a series of specific locations on campus. Students will complete the Initiating Activity Worksheet. (See attached #1). This acquisition activity is new knowledge for the student and represents acquisition of procedural knowledge.

Students now on site at the trailhead for Ampersand Mountain will be placed into one of three independently working groups, each group will have a GPS hand held unit.

The groups will complete a data table (see attached #2). Each group is responsible for noting the position (Latitude and Longitude readings), elevation, and dominant plant life at each recording position assigned. Please also include comments on “how do you feel at this point of the hike” Grade your degree of tiredness on a 1-10 basis where 1 is “VERY FRESH ready to run a Marathon” to 10 “HELP! Get me a cot!” This declarative knowledge will be recorded on the data tables provided.

Groups will share and combine their data. This declarative knowledge will be recorded on the data tables provided.

Answer the following questions based on the combine data generated by all three groups. (Declarative knowledge)

What is the total length of the trail from trailhead to summit? _________

At what interval was GPS data collected? ________

Back in the classroom

Obtain a large piece of graph paper and position it so that the longer edge represents the x-axis. The x-axis will represent distance traveled. Mark off an appropriate scale along the x-axis. An appropriate scale will provide sufficient room to include the entire length of the trail’s distance. This activity is an Extending and Refining Experience)

What is the lowest elevation recorded on the trail? ___________

What is the highest elevation recorded on the trail? ___________

Procedural knowledge

Label the y-axis “elevation in feet”.

Mark an appropriate scale along the y-axis.

You now have a coordinate system onto which you can plot the data gained from the GPS units.

Construct an elevation profile from the GPS data.

Compare the newly constructed elevation profile with the profile hypothesized earlier.

Extended and Refined Knowledge: using the knowledge acquired from the group data and the constructed model answer the following questions.

Does the hypothesized profile look similar to the GPS generated profile?

Which features are different between the two profiles?

Were any features missed when using the GPS method?

How could we make a still better, higher resolution model of the elevation profile using GPS?

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

The climb up Ampersand Mountain can be strenuous. Students with physical limitations are excused from this activity, and they will remain with a chaperone (usually the bus driver) and help establish base camp near the trailhead for the night. They will be responsible for getting the data from the others who have climbed the mountain and completing the assignment and answering all questions. Other than the fact that they were not present when the data was collected they will be assessed on the same rubric as all students.

TIME REQUIRED

The initiating activities will require one period for review of contour map interpretation, and one period for instruction on the use of GPS. Additionally one period will be required for the students to practice their GPS skills on the school campus. Students will develop their elevation map hypothesis as a homework assignment.

The senior science trip, which includes the climb up Ampersand Mountain, is a 5-day adventure. The GPS data will be collected during the one ascent and return to trailhead.

Students will submit their GPS data from Ampersand Mountain to the teacher the day it was collected. The teacher will produce a complied data table of the data from the three groups. This information will be handed out when the class returns to the classroom. Students will obtain the needed material to prepare their elevation maps. This assignment will be completed as homework.

One day will be allotted for students to present their completed maps and to discuss strengths and weakness in our techniques and procedures.

RESOURCES

Contour maps of the region under study. These can be obtained from the USGS www.usgs.gov/education/othered.html or local outfitters.

Portable GPS units. These are available from many dealers. Price and quality vary considerably. We are very happy with the Garmin GPS 12 model used by our students

ASSESSMENT PLAN

Students will be assessed on the following points:

The development of a working hypothesis of the elevation profile of the trail up Ampersand Mountain.

The use of GPS device to gather proper positioning data from sites on the school campus

The correct and complete GPS data acquisition during the hike up Ampersand Mountain

the completion of an elevation map modeled after the data collected on Ampersand Mountain

Formative Assessment

Students use algebraic and geometric representations to describe and compare data

Students devise ways if making observation to test proposes explanations

Students use various means of representing and organizing observations and insightfully interpret the organized data

Description of student accomplishment	Points awarded
Student successfully postulates a written hypothesis of the elevation profile of the trail up Ampersand Mountain based on contour maps. Student demonstrates clear understanding of contour interval line interpretation via a correctly constructed profile. Student’s construction accurately represents elevations, distances and geographic relief.	3
Student develops written hypothesis of elevation profile. Student demonstrates understanding of contour intervals. Elevation profile is constructed however distances or elevations are not properly represented.	2
Student develops a written hypothesis of elevation profile but fails to construct an elevation profile.	1
Student fails to develop a written hypothesis of elevation profile but does construct an elevation profile.	1
Student does not develop either a written hypothesis or a construction of elevation profile.	0

2. Formative Assessment –

Description of student accomplishment	Points awarded
Student demonstrates clear understanding of the operation of the Garmin GPS device as witnessed by a successful completion of worksheet #1. Student is able to read and interpret GPS data.	3
Student demonstrates some understanding of the Garmin GPS device. Some aspects of data interpretation need review. Student completes worksheet #1 with fewer than three mistakes.	2
Student has difficulty with proper use of the GPS device. Student has difficulty with data acquisition. Worksheet #1 completed with fewer than six mistakes	1
Student does not demonstrate an understanding of the GPS device. Student fails to complete worksheet #1	0

3. Formative Assessment Students use appropriate graphic and electronic tools and techniques to process information.

Description of student accomplishment	Points awarded
Student successfully completes worksheet #2. All GPS data is collected.	3
Student completes worksheet #2, but some data is missing or incorrectly reported. Worksheet #2 has a total of fewer than 4 mistakes or omissions.	2
Student completes worksheet #2 but some data is missing or incorrectly reported. Worksheet #2 has a total of 6 or fewer mistakes or omissions.	1
Student fails to complete worksheet #2 or the worksheet has more than 6 mistakes or omissions	0

4. Summative assessment - The completion of an elevation map modeled after the data collected on Ampersand Mountain

Description of student accomplishment	Points awarded
Student completes a correct construction of elevation profile based on the shared GPS data. Student’s construction accurately represents elevations, distances and geographic relief.	3
Student completes construction of elevation profile based on GPS data, but mistakes in distance or elevation plotting results in a less then accurate portrayal of the geographic relief. Profile contains three or fewer mistakes.	2
Student completes construction of elevation profile based on GPS data, but mistakes in distance or elevation plotting results in a less then accurate portrayal of the geographic relief. Profile contains six or fewer mistakes	1
Student fails to construct elevation profile based on GPS data or the profile has more than six mistakes	0

REFLECTION

Each Autumn the senior science students at Richfield Springs High School spend a week in the Adirondack Mountains exploring geologic, geographic and biological phenomena of the region. The trip, while always a memorable and certainly a wonderful learning experience is rather low tech ex. compasses, field guides and canoes. Additionally, we were sensitive to the need to address the MST standards and how they pertained to the experiences taught on the trip. In order to incorporate new elements into our trip and at the same time strengthen our adherence to the MST standards we sought to develop a technology based experience.

Where in the World Am I?

Using the Garmin GPS unit

Initiating Activity worksheet #1

read the instruction page, which accompanies the GPS unit.

Familiarize yourself with the unit and the function of each button.

How many satellites does the unit contact when determining a position? _______

What conditions may make the acquisition of a proper reading difficult?

How can you tell if the battery is getting low?

4. Compete the following chart.

Site on campus	Distance from origin	Latitude	Longitude	elevation
Mr. Hill’s desk in room 206
Pitcher’s mound on varsity field
Flagpole
Extreme SE corner of campus

Ampersand Mountain Data Table

The sign-in box located at the trailhead will represent the origin or distance 0 yards.

Group 1 will take their initial reading at the Trailhead sign-in box and then continue to take readings every 900 yards along the trail. (i.e. group 1 will take readings at 0yds, 900yds, 1800yds, 2700yds, and take a reading at the summit at a point directly above the USGS elevation marker.)

Group 2 will take their initial reading at a point 300 yards down the trail from the origin. Continue to take readings every 900 yards along the trail. (i.e. group 2 will take readings at 300yds, 1200yds. 2100yds, 3000yds and the summit at a point directly above the USGS elevation marker.)

Group 3 will take their initial reading at a point 600 yards down the trail from the origin. Continue to take readings every 900 yards along the trail. (i.e. group 3 will take readings at 600yds, 1500yds, 2400yds, 3300yds and the summit at a point directly above the USGS elevation marker.)

Complete the table below for your group

I am in group #_____

Distance	Latitude	Longitude	elevation	Dominant plant life	comments




Summit

LE Title: Using Global Positioning Satellites to map Elevation Profiles	Author(s): Jim Hill.
Grade Level:9-12	School Address: Richfie3ld Springs C.S.
Topic/Subject Area: Math, Earth Science, Technology	School Phone/Fax: 315.858.0610 315.858.2440
	Email: jhill@richfield.moric.org

Declarative	Procedural
Students will understand that empirical data can be used to produce visual models	Student will learn proper use of GPS technology
Students will learn that models can be used to predict other events.	Students will learn to use GPS data to construct elevation profile models.

Title III Technology Literacy Challenge Grant

Learning Experience

Using the Garmin GPS unit

Complete the table below for your group