Final Investigation Write Up:
• Question(s)
• Goals
• MA state frameworks
• Overview & approximate time
• Dataset(s)
• Analysis tool(s)
• Main steps for analysis techniques
• Background information
• Example product(s)
• Student handouts for data collection & analysis (if provided)
• Reflections on Implementing the Investigation
Investigation Question(s)
• How much of Boston is built on fill? What areas of Boston didn’t exist before 1838? What landmarks could be in jeopardy if an earthquake struck Boston? What would happen to the areas that were built on fill?
Investigation Goals
• Introduce students to Image J
• Students will learn to stack images
• Students will learn to outline and fill images
• Students will recognize that roughly 1/3 of Boston is built on fill
• Students will be introduced to the concept of liquifaction
MA State Frameworks
• Recognize, interpret, and be able to create models of the earth’s common physical features in various mapping representations, including contour maps.
•
Overview & Approximate Time
• Students import the images of Boston and the Historical Map of Boston 1838 from the Earth Exploration Tool Book
• 1-2 class periods
Dataset(s)
• Image of Boston (see Earth Exploration Tool Book , Chapter 4)
• 1838 Historical Map of Boston ( “)
Analysis Tool(s)
• Image J
• Topographic map ( 7.5 Series) of the Boston Quadrangle
Steps for Data Analysis
• Import images from Earth Exploration Tool Book, Chapter 4 Case Study
• Create a stack
• Outline the coastlines on the 1838 map
• Add slice to stack
•
•
Background Information
• Earth Exploration Tool Book
•
Example Product(s) (i.e. graph, map, image, etc.)
• Similar to those from the summer workshop
Student handouts for data collection & analysis (if provided):
• I wrote the investigation questions on the board and had the students write down their observations in their notebooks. After the activity, we had a follow up discussion in which students shared their findings & observations.
• Investigation questions include:
• How much of Boston is built on fill?
• What areas of Boston didn’t exist before 1838?
• What landmarks could be in jeopardy if an earthquake struck Boston?
• What would happen to the areas that were built on fill?
Reflections on Implementing the Investigation
• How you feel the investigation went with students? Overall, it went well for the first time using Image J. I had a little trouble mastering the outlining piece. The students resorted to using the magic wand icon and had to draw one continuous line.
• Were you satisfied with the level of student engagement? The students enjoyed the images, particularly the satellite image / 3-D building screen. I did find it difficult to then get them focused on looking at the topographic map.
• What sorts of questions did student ask? Many had technical questions dealing with opening Image J, staking images, and outlining.
• How proficient are they in using the software? On a scale of 1 to 10, most were a 5.
• How will you carry out this investigation differently in the future? Yes. I am planning on having them compare the images to the topographic map and may have them shade in the areas that are fill. I’d also like to have them calculate the area of land that has been added to the harbor. Perhaps as a follow up activity, i’ll have students create an evacuation plan. Ideally, I’d like to use Arc Voyager for this, but currently our Mac system doesn’t accommodate the software.
• Question(s)
• Goals
• MA state frameworks
• Overview & approximate time
• Dataset(s)
• Analysis tool(s)
• Main steps for analysis techniques
• Background information
• Example product(s)
• Student handouts for data collection & analysis (if provided)
• Reflections on Implementing the Investigation
Investigation Question(s)
• How much of Boston is built on fill? What areas of Boston didn’t exist before 1838? What landmarks could be in jeopardy if an earthquake struck Boston? What would happen to the areas that were built on fill?
Investigation Goals
• Introduce students to Image J
• Students will learn to stack images
• Students will learn to outline and fill images
• Students will recognize that roughly 1/3 of Boston is built on fill
• Students will be introduced to the concept of liquifaction
MA State Frameworks
• Recognize, interpret, and be able to create models of the earth’s common physical features in various mapping representations, including contour maps.
•
Overview & Approximate Time
• Students import the images of Boston and the Historical Map of Boston 1838 from the Earth Exploration Tool Book
• 1-2 class periods
Dataset(s)
• Image of Boston (see Earth Exploration Tool Book , Chapter 4)
• 1838 Historical Map of Boston ( “)
Analysis Tool(s)
• Image J
• Topographic map ( 7.5 Series) of the Boston Quadrangle
Steps for Data Analysis
• Import images from Earth Exploration Tool Book, Chapter 4 Case Study
• Create a stack
• Outline the coastlines on the 1838 map
• Add slice to stack
•
•
Background Information
• Earth Exploration Tool Book
•
Example Product(s) (i.e. graph, map, image, etc.)
• Similar to those from the summer workshop
Student handouts for data collection & analysis (if provided):
• I wrote the investigation questions on the board and had the students write down their observations in their notebooks. After the activity, we had a follow up discussion in which students shared their findings & observations.
• Investigation questions include:
• How much of Boston is built on fill?
• What areas of Boston didn’t exist before 1838?
• What landmarks could be in jeopardy if an earthquake struck Boston?
• What would happen to the areas that were built on fill?
Reflections on Implementing the Investigation
• How you feel the investigation went with students? Overall, it went well for the first time using Image J. I had a little trouble mastering the outlining piece. The students resorted to using the magic wand icon and had to draw one continuous line.
• Were you satisfied with the level of student engagement? The students enjoyed the images, particularly the satellite image / 3-D building screen. I did find it difficult to then get them focused on looking at the topographic map.
• What sorts of questions did student ask? Many had technical questions dealing with opening Image J, staking images, and outlining.
• How proficient are they in using the software? On a scale of 1 to 10, most were a 5.
• How will you carry out this investigation differently in the future? Yes. I am planning on having them compare the images to the topographic map and may have them shade in the areas that are fill. I’d also like to have them calculate the area of land that has been added to the harbor. Perhaps as a follow up activity, i’ll have students create an evacuation plan. Ideally, I’d like to use Arc Voyager for this, but currently our Mac system doesn’t accommodate the software.
428:1259
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