California University of Pennsylvania
This activity has benefited from input from faculty educators beyond the author through a review and suggestion process.
This review took place as a part of a faculty professional development workshop where groups of faculty reviewed each others' activities and offered feedback and ideas for improvements. To learn more about the process On the Cutting Edge uses for activity review, see http://serc.carleton.edu/NAGTWorkshops/review.html.
This activity was selected for the On the Cutting Edge Exemplary Teaching Collection
Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as “Exemplary” in at least three of the five categories. The five categories included in the peer review process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: May 23, 2008
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This exercise is a lab exercise to introduce elevation, landforms, and topographic maps to Introductory-level students. It is used to convey the principles of land variability and the processes that shape the Earth's surface.
This exercise is used in my Introduction to Geology course (EAS 150), typically the first Earth Science course most students have had. It is a general education course, but also is the first in the sequence required for Geology and Environmental Earth Science majors. (See the course profile
for this course.)
Skills and concepts that students must have mastered
Students need not have any particular skills mastered before approaching this exercise. It is designed as a warm-up exercise for lab exercises later in the semester in which topographic maps are used extensively.
How the activity is situated in the course
This is the second lab in the sequence of 12 to 14 exercises through the semester. It follows the introductory lab on the Scientific Method.
Content/concepts goals for this activity
The goal of the exercise is to demonstrate topographic maps as models of the Earth's surface. It teaches them to read maps based on symbology and format, as well as the site-specific variables they might find across regions.
Higher order thinking skills goals for this activity
The lab increases critical thinking skills. It also helps to develop the ability to visualize and conceptualize in three dimensions from two-dimensional space.
Other skills goals for this activity
Students are encouraged to work in groups. They also get reinforcement of mathematical concepts like distance, scale, and slope/gradient. They are introduced to the idea of interpolation and contouring.
Description of the activity/assignment
The topographic map exercise uses tools that the students may have had some exposure to, surface maps, and forces them to view it in a more critical manner. They are asked to use maps of different types and representing different landscapes to answer a series of questions. It teaches them to identify the information the map provides and to read the topographic contours to understand how they relate to the real-world surface. The principles of interpolation and contouring are addressed as students create their own topographic map from a set of elevation points. Students are introduced to the idea of a topographic profile, which they will be using throughout the course in later lab exercises and field experiences.
Determining whether students have met the goals
Student responses are graded objectively and subjectively on a 10-point scale. Their assignments are evaluated on clarity of their responses, correctness of interpretations, and completeness of their map and profile.
More information about assessment tools and techniques.
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