UAF

Team Members: Aida Awad, Omowumi Alabi, Gary Cooper, Rudi Gens, Anupma Prakash, Bill Witte,

Meeting Room: Gaylord Hall, Worner Center

Session 1 - Thursday Morning
Meet your team members. Learn about the data, tools, and expertise represented on your team. Review DataSheet(s) and explore data and tools.

Session 1 Notes:

Overview of discussion of activity from teleconference.
GPS as datasheet to integrate into classroom activities
Challenges
Possible tools
GIS software; AppMap, Google Earth, My World
GPS USB Etrex
Tie in features – Photos (of litter?)
Google Earth – bandwidth problems in school
My World - reasonable cost; access to imagery could be difficult
Focus back on the purpose of the lab.
Discussion of UTM and Lat./Long
Would UTM be an obstacle?
Consider 2 strands; UTM and Lat./Long.
Activity on accuracy w/ GPS using Excel for analysis
Coming around to consensus on direction of lesson
GPS activity
Use one model (Garmin – eTrex/USB for screenshots)
Considerations of using MyWorld, Google Earth, AEJEE
Try to use Google Earth (will check it out during/after lunch)
Does GE have suff. accuracy?

Session 2 through Session 6 Outcomes:

Title: Litter Reliever with a GPS Receiver

Team Members and Affiliations:

Omowumi Alabi: University of Missouri - Kansas City: omowumialabi@umkc.edu
Aida Awad: Maine East High School: aawad@maine207.org
Gary Cooper: NBS Consulting Alaska: gdotcooper@gmail.com
Rudi Gens: Alaska Satellite Facility; Geophysical Institute, University of Alaska Fairbanks: rgens@alaska.edu
Anupma Prakash: Geophysical Institute and Department of Geology and Geophysics, University of Alaska Fairbanks: prakash@gi.alaska.edu
Bill Witte: Department of Geology and Geophysics, University of Alaska Fairbanks: witte@uaf.edu

Teaching Notes

Grade Level

This chapter is written primarily for students in grades 9-12. It can also be used by students in grades 7-8 who wish to venture into the world of technology. Undergraduate students who are new to the use of GPS will also benefit from this chapter.

Learning Goals

After completing this chapter, students will be able to:

Use simple handheld recreational mode GPS receivers
Download GPS data
Integrate GPS data into Google Earth or another GIS package
Measure distances between points
Analyze visually spatial patterns and drawing conclusions
Generate a screenshot showing study area with mapped locations
Present findings to decision makers

Rationale

Although the exercise on mapping location of trash on school campus seems to be a fairly straightforward one, it helps the students learn the basic skills of data collection, management, integration, analysis and visualization. The same skills-set can then be used for several other mapping and management applications such as

Where are fire hydrants located and where should a new fire hydrant be installed?
Where are fast food joints located and where should a new one be proposed?
Where are the homes of elderly people located and where should a new health facility be located?
Cataloging plant species along transects.
Mapping location of fossils.
Tracking field trip routes and stops.
Etc.

Background Information

Instructional Strategies

Before going out to collected data students should be familiar with the GPS model being used and how to mark waypoints. If available, use a document viewer to demonstrate the different pages of the GPS unit and steps for marking a waypoint.

The number of GPS units will most likely be the limiting factor. Group students according to the number of GPS units available for the activity. One person could mark the waypoints with the GPS, another could be responsible for making a paper copy of the coordinates along with a description and another group member could be the litter "scout". Have students rotate roles during the activity.

Before collecting data discuss with the class how they will quantify the litter. If they have 4 cigarette butts on the ground ask it they should mark four waypoints or will that be one point of litter. Ask students if the litter needs to be a certain distance away to be considered two waypoints. For example, if there are 2 hamburger wrappers 30cm apart will that be one point or two? Have the class come to a consensus on measurements before collecting data.

Learning Contexts

Science Standards

12ASI1.2 Design and conduct scientific investigations. Designing and conducting a scientific investigation requires introduction to the major concepts in the area being investigated, proper equipment, safety precautions, assistance with methodological problems, recommendations for use of technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from sources other than the actual investigation. The investigation may also require student clarification of the question, method, controls, and variables; student organization and display of data; student revision of methods and explanations; and a public presentation of the results with a critical response from peers. Regardless of the scientific investigation performed, students must use evidence, apply logic, and construct an argument for their proposed explanations.

12ASI1.3 Use technology and mathematics to improve investigations and communications. A variety of technologies, such as hand tools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, analysis, and display of data is also a part of this standard. Mathematics plays an essential role in all aspects of an inquiry. For example, measurement is used for posing questions, formulas are used for developing explanations, and charts and graphs are used for communicating results.

12ASI2.2 Scientists conduct investigations for a wide variety of reasons. For example, they may wish to discover new aspects of the natural world, explain recently observed phenomena, or test the conclusions of prior investigations or the predictions of current theories.

8ASI1.1 Identify questions that can be answered through scientific investigations. Students should develop the ability to refine and refocus broad and ill-defined questions. An important aspect of this ability consists of students' ability to clarify questions and inquiries and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. Students should develop the ability to identify their questions with scientific ideas, concepts, and quantitative relationships that guide investigation.

8ASI1.2 Design and conduct a scientific investigation. Students should develop general abilities, such as systematic observation, making accurate measurements, and identifying and controlling variables. They should also develop the ability to clarify their ideas that are influencing and guiding the inquiry, and to understand how those ideas compare with current scientific knowledge. Students can learn to formulate questions, design investigations, execute investigations, interpret data, use evidence to generate explanations, propose alternative explanations, and critique explanations and procedures.

8ASI1.3 Use appropriate tools and techniques to gather, analyze, and interpret data. The use of tools and techniques, including mathematics, will be guided by the question asked and the investigations students design. The use of computers for the collection, summary, and display of evidence is part of this standard. Students should be able to access, gather, store, retrieve, and organize data, using hardware and software designed for these purposes.

Geography Standards

The World in Spatial Terms

1. How to Use Maps and Other Geographic Representations, Tools, and Technologies to Acquire, Process, and Report Information From a Spatial Perspective

3. How to Analyze the Spatial Organization of People, Places, and Environments on Earth's Surface

Time Required

Three 45-minute periods will be needed to fully complete the activity outlined in this chapter.

First Period (45 minutes): Introduction to GPS; How to use the GPS receiver; Applications of GPS; Introduction to EET exercise
Second Period (45 minutes): Data Collection; download to KML
Third Period (45 minutes): Plotting data; analyzing pattern; making conclusion, making screen capture map; presenting result; discussions.

Other Resources

How to Use a GPS Unit

http://www.ion.org/satdiv/education/lesson9.pdf
http://www.gi.alaska.edu/volcanoes_alive/Lessons/VA+Unit+7/7_8GPS_Mapping.pdf

How to Import GPS Data into Google Earth

http://earth.google.com/userguide/v4/ug_importdata.html

Measuring Distances between Points in Google Earth

http://earth.google.com/userguide/v4/ug_measuring.html

How to Import GPS Data into My World GIS

http://www.eece.maine.edu/research/gk12/Mahaffey_B56CE6.pdf

How to Import GPS Data into ArcGIS

http://www.uaf.edu/geology/facilities/computer/CookBookArcGIS_Pt1.pdf

Step by Step Instructions:

1. Assemble equipment

Test, settings correct for Etrex, all same model
Config lab computers with USB cables
Ensure hardware compatibility and proper permissions on lab computers
Establish boundaries for exercise
Need 1 gps for every 2 students

2. Step by step instructions as a group inside in demo mode

Do inside with projected instructor GPS
Sit partners together
Go through the steps for marking a waypoint (Do this at least twice indoors

Definition of trash

As big as pop can
More than 10 m from any other trash
Need a good sky, can't be under a roof
Hold antenna over trash

Press and hold (screen shot)
Average 10 measurements (screen shot)
Save waypoint (screen shot)
Record waypoint name (screen shot)
Delete all waypoints on each receiver

Launch students outside

Mark trash waypoint, pick up trash (to avoid dup. points)
Record waypoint name
Collect 10 trash points
Mark trash can points
Record Trash can waypoint name

In lab

Download points into GE

Screen shots

Enter point name (Rachel & Sara's 15th piece of trash is named RS15)
Change icon for trash cans
Use measure tool to measure the furthest trash from each trash can
Final Product is map with 2 kinds of placemarks (trash and cans) and the measurement of the 3 greatest distances.

Going Further

Other Receiver Units

There are several recreational mode GPS receiver units that you can purchase. Even the same company may have several models with slight variations. Therefore the actual procedure to collect and download data may vary from unit to unit:

To find out more about GPS units available in the market

visit: http://www.gilsson.com/gps_reviews.htm

An important difference between Garmin and Magellan units is that ..........

Show me the difference between Garmin and Magellan

Other Tools

Besides Google Earth you can use MyWorld or ArcView for data analysis and visualization.

Show me how my GPS data can be integrated in MyWorld

Show me how my GPS data can be integrated in ArcView

Session 7 - Saturday Morning
Enhance your step-by-step procedures by adding "About" sections that provide extra information; List several ideas for "Going Further" with the data or tools

Fill in any gaps in your activity outline and add sections that can help users make meaning of the data. Suggest several ideas for the "Going Further" section that challenge users to work with the data and/or tools in other investigations. These suggestions provide launching points for scientific inquiry which is facilitated by the skills learned in the activity.

Add Session 7 Notes here:

Session 8 - Final Team Breakout
Finalize your Activity outline and DataSheet, Generate PowerPoint slides for the report out session, Upload all resources to this page

Create a 2- or 3-slide ppt file for the report out session.

Slide 1: Team name, names of team members, and a brief phrase to describe each individual's contribution

Slide 2: Working title for your activity, names of dataset(s) and tool(s) utilized

Slide 3: Your choice of something to illustrate your team's vision of the completed activity

Attach the file plus any other documents produced by the team to this page. Include final versions of the team's DataSheet.

Add Session 8 Notes here:

UAF PowerPoint (PowerPoint 924kB Jun6 09) Final Breakout PowerPoint

Litter Reliever with a GPS Receiver EET Chapter Template (Microsoft Word 443kB Jun6 09)