· Web viewThe SandBox. Lesson 1 – Basics of Topography. Lesson 1 – Basics of Topography. Lesson Summary: Students learn about topography and contours using both printed maps

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EPSCoR – SandBox Lesson 1Topography - Basic

The SandBox

Lesson 1 – Basics of Topography

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Lesson 1 – Basics of Topography

Lesson Summary: Students learn about topography and contours using both printed maps and the hands-on Augmented Reality SandBox toolbox. They first examine a printed map to understand contours and then are asked to use the SandBox to build the same map. Then they return together as a group to answer questions on topography and reading a map.

Objectives: Students will understand how to read a topographic map; read contours; and create a topographically changing landscape.

Estimated Time: 45 minutes

Correlation to Alaska Standards

Cultural E-2 Understand the ecology and geography of the bioregion they inhabit.

Geography A Make and use maps, globes and graphs to gather, analyze, and report spatial (geographic) information.

Geography A-6 Use spatial (geographic) tools and technologies to analyze and develop explanations and solutions to geographic problems.

Science A-1 Develop an understanding of the processes of science.

Technology A-1 Use a computer to enter and retrieve information.

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BACKGROUND FOR THE TEACHER

Here, the students will be working with you to understand topography and how the Augmented Reality SandBox toolkit can be used along with actual topographic maps, known as Digital Raster Graphics (DRG). Understanding topography is a critical tool for a student wanting to develop further skills in map reading and to be used geography-based classrooms lessons. To understand topography, the students will also be learning about contour lines and the difference between flat land versus a steep slope.

The DRG maps will be obtained from the online SwathViewer resource from the Geographic Information Network of Alaska (GINA, http://sv.gina.alaska.edu/). This tool allows users to search across Alaska for the best available maps, not just topography, and make a screen capture for further analysis and print out for the classroom. For this classroom lesson, you can either print out the DRG maps from online before hand or have the students perform this for themselves in the lesson.

The Augmented Reality SandBox toolkit is a computer based system for directly interacting with a topographically changing surface. The toolkit uses ‘white sand’, a Microsoft® Kinetic and computer programming suite to allow the user to move the sand and see how the topography changes. This toolkit will be used in the classroom by different groups of students. You will need to ensure that they are aware of the cost of the equipment and that it is sensitive.

MATERIALS

Augmented Reality SandBox Internet access ready computers Digital cameras, at least one per group, minimum 3 Google Earth installed on computers

White board for writing up notes from students One copy of the lesson to each student Multiple copies of the Google Earth Navigation Resource Multiple copies of the photo and note taking log sheets, see end of lesson

SwathViewer Java Applet on each computer, if running this section of the lab Color printer for maps, if running this section of the lab Pens/Pencils for students to fill out questions and log sheets Project and PC with internet to show the lesson at the beginning

INSTRUCTIONAL PROCEDURES

Getting Ready You will need a third site for Team 3 to work on. Make this something local to them.

In this lesson, students will be accessing the web for the SwathViewer part of the lab. Then as a group, they will use the SandBox and then use Google Earth for searching for the site. Make sure the SwathViewer Applet and Google Earth are installed.

http://sv.gina.alaska.edu/

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To model this lesson, you can show them the SwathViewer for how to find a site and make a screenshot. You can also give them a couple of minute’s demonstration of the SandBox and make them aware of the sensitivity of the equipment.

Gear Up Ask the students: “Do they know what a contour is?’ Ask the students: “Do they know what the term topography means?” Ask the students: “Have they used Google Earth for finding a location?” Use the white board to draw any answers they provide. Explain the set up for the lab. Divide the students into Team 1, 2 and 3 and explain the order for each to use the SandBox. Model the lesson, with the SwathViewer demo and some time with the SandBox.

ExploreStudents work to identify and interpret features.

Generalize Have the students shown you each step of their working? Did each team provide three decisions they made as they build their topography? Did each student answer the three questions at the end? Ask the students again: “do they know what a contour is?’ Ask the students again “Do they know what the term topography means?” Use the white board to write up any answers they provide and compare to answers at the

beginning of the lessons.

TEACHER RESOURCES

In the lesson, the students will make a screen capture of a topographic map. If you want to do this for them and jump to the Sandbox then use the Appendix material yourself beforehand and have the maps printed. They will then start at Point 11 and not Point 1. Sites for them to find can be seen here. These represent a location close to the schools as part of the current EPSCoR program.

School/Location Approx. Latitude Latitude format for

SwathViewer

Approx. Longitude Longitude format for

SwathViewerBerner's Bay 58.7439° N 58°44'38"N 134.9711° W 134°58'16"WAnchorage 61.2167° N 61°13'0"N 149.9000° W 149°54'0"W

Nuiqsut 70.2164° N 70°12'59"N 151.0058° W 151°0'21"WKenai 60.5586° N 60°33'31"N 151.2297° W 151°13'47"W

Google Earth can be installed from: https://www.google.com/earth/

GINA website: http://www.gina.alaska.edu/

SwathViewer website: http://sv.gina.alaska.edu/

Note that this lesson has been designed to use Google Earth. As of February 3, 2015, Google Earth Pro is now free. This lesson can be ran with either version,

however there will be differences with the Save Image feature.

http://sv.gina.alaska.edu/

https://www.google.com/earth/

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Name: _________________________

ESPCOR – SandBox Lesson 1

TOPOGRAPHY – BASIC

STUDENT EXERCISE

Directions: In this lesson, you will learn about topography and contours. You will use the Augmented Reality SandBox toolkit to build the same map as you will see in printed form. You will make notes as you build the map in the SandBox on the problems your team faced so that we can come together at the end for discussion.

Explore 1: Making and Reading a Topographic Map

In each of your groups, make three teams and each team find a computer to use. Have one person be the navigator, and one person read out the instructions. If more than 2 per group, then swap with other students so you all get to share.

Down l oad i n g Topog r aph i c M ap s o f You r Co mm un it y

Step A: Start Up the Swath Viewer

1. Start the Java Applet file, SwathViewer-0.84.jar and select ‘Run’. A virtual globe will appear, see below.

Figure 1: GINA SwathViewer Global View.

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2. You will need to use the Latitude and Longitude information below to search for the locations. One is the Kenai Peninsula, one is Nuquist and the third site is chosen by the teacher. Group 3 will need to ask for this site.

Group No

Location Latitude Copy to SwathViewer

Longitude Copy to SwathViewer

1 Kenai 60.5586° N 60°33'31"N 151.2297° W 151°13'47"W2 Nuiqsut 70.2164° N 70°12'59"N 151.0058° W 151°0'21"W3 Teacher See teacher See teacher See teacher See teacher

3. Using the information in the table above, copy the Latitude and Longitude into the SwathViewer, Change the distance to 20 m and select ‘Go’, see example below.

Step B: Turn on Topographic Map View

4. In the left hand menu, find the “Images” folder and open (expand). It may already be expanded. Then click on “Misc.” A second menu will open in the box below and will display the layers of image and other data available for your selected area Use the scale bar at the very top to zoom in and out, and it will display imagery that is available (viewable) at different scales, see below.

Figure 2: Finding the available data in the GINA SwathViewer.

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5. Using the slider on the right side of this menu scroll down until you find a series of files starting with “USGS DRG”.

6. You will want to use the 1:63:000-scale map if it is available (USGS DRG 63K). Otherwise use the 1:63,000-scale map. You can scroll to the right, or hover over each layer to get a description and more details of each layer, see below.

Figure 3: GINA SwathViewer’s available DRG data.

7. Be sure to check the box and be sure that the line is highlighted. Your viewing screen should change from a satellite image to a topographic map of the same area, see example for Kenai below:

Figure 4: SwathViewer’s with USGS.DRG.63K layer on. Example shown is for Kenai Peninsula.

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SHOW THE TEACHER THAT YOU HAVE TURNED ON THE 63K DRG FOR YOUR GROUPS REGION.

8. Once you are happy that you have the map that you want then you can save the map to the computer. Once you have the map you wish to save, select the save screen shot tool, from the top menu.

9. Choose a directory to save the file to, Name your file with 25K in title and the location for your group or the group number.

10. Once you have chosen a map, then if you are ahead go and find the other locations from the table and carry out the same process to save the image.

ONCE THE TEACHER TELLS YOU THAT ALL GROUPS ARE DONE, THEN TELL THE TEACHER WHERE THE IMAGE IS SAVED AND THEY WILL PRINT IT OUT.

[YOU MAY HAVE STARTED THE LESSON HERE AND YOUR TEACHER WILL TELL YOU TO START FROM 11.]

11. Per group, decide the best map to use from those printed. You will want one map per group for the next sections.

Step C: Finding the shortest route and look at the contours.

12. Here, you will be deciding on two routes, one that is over flat land and one that is over slopes with large numbers of contours.

13. As a group, discuss and select one start and end point for a flat route, see below and name it A.

14. As a group, discuss and select one start and end point for a steep route, see below and name it B.

SHOW THE TEACHER THAT AS A GROUP YOU DETERMINED THE 2 ROUTES.

15. Then separately answer the question:

Which would be quicker: A or B?

16. Provide your answer to the teacher and they will total up the number of answers for A or B for your group.

17. Now you will come back together with the whole class and compare the number of answers for A and B in your group and the others.

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Explore 2: Using the SandBox to build a map [20 mins, 5 per team]Here, you will be as a group aiming to build your topographic map in the Augmented Reality SandBox toolkit. You will, as a group, plan out how to make the same topography as seen in your printed map.

Your teacher will determine who will go first, second and third out of the three groups. The lesson below is written as instructions, read each section carefully. Go to the page for your group. First go online and view the following YouTube video so you are able to movie the sand to match the topography.

www.youtube.com/watch?v=j9JXtTj0mzE

Team 1

- 1st : Work in the SandBox.- 2nd : Download photos and list three main decisions.- 3rd : Search for site in Google Earth.- 4th : Use SwathViewer to find Denali Mountain and make DRG map.

Team 2

- 1st : Search for site in Google Earth Work in the SandBox.- 2nd : Work in the SandBox.- 3rd : Download photos and list three main decisions.- 4th : Use SwathViewer to find Denali Mountain and make DRG map.

Team 3

- 1st : Search for site in Google Earth Work in the SandBox.- 2nd : Use SwathViewer to find Denali Mountain and make DRG map.- 3rd : Work in the SandBox.- 4th : Download photos and list three main decisions

http://www.youtube.com/watch?v=j9JXtTj0mzE

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Team 1Preparation

1. Divide yourself up so that 1 to 2 people are taking pictures of the group as you build the topography. These two people will also take notes of the discussions made by those making the topography in the sand.

SHOW YOUR TEACHER THAT YOU HAVE DIVIDED YOUR GROUP CORRECTLY.

2. Work with the teacher to start using the SandBox. The tool, see example view below, will change its topographic map to match the levels of the sand.

Working in the Sand

3. Spend 5 minutes as a group in the SandBox. The aim is to build the closest match to your topographic map in this time.

4. Those taking photos, record the photo number and what you photographed on the sheet provided by your teacher.

5. Those taking notes, you will need to record decisions made and use the sheet provided by your teacher.

AT THE END OF THE 5 MINUTES, SHOW YOUR TEACHER THAT YOU HAVE COMPLETED YOUR TOPOGRAPHIC MAP.

6. Take one last photo of the map and one of the team in front of the SandBox. Note how many photos have been taken. Record this on the photo log sheet.

After Topography has been built

7. Here, you will download the photos that you have taken and name them based on the photo number from the photo log sheet.

Figure A: GINA Sandbox, showing landscape as browns and greens and water as blue’s and white.

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8. Also, you will need to read through the note taking sheet and as a group list 3 important decisions made as you worked in the sand. In Explore 3, your teacher will ask the group to list these three items.

AT THE END OF THE 5 MINUTES, SHOW YOUR TEACHER THAT YOU HAVE THE THREE DECISIONS AND ALL PHOTOS OFF THE CAMERA.

Finding your site in Google Earth

9. You will be provided with the Navigation in Google Earth Resource. Please obtain this from the teacher.

10. Use the instructions in this resource to search for your site in Google Earth and save an image as a screenshot.

AT THE END OF THE 5 MINUTES, SHOW YOUR TEACHER THAT YOU HAVE MADE THE SCREENSHOT.

Further Work with SwathViewer

11. Here you will use the SwathViewer, to look at another location i.e Denali Mountain.


12. Start the Java Applet file, SwathViewer-0.84.jar and select ‘Run’. A virtual globe appears:

13. Choose Denali Mountain from dropdown and set zoom at 20 m, see below.

Figure B: GINA SwathViewer Global View.

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16. You will want to use the 1:250:000 map if it is available (USGS DRG 250K). You can scroll to the right, or hover over each layer to get a description and more details of each layer, see below.

Figure C: Finding the available data in the GINA SwathViewer.

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Figure D: GINA SwathViewer’s available DRG data for Denali Mountain.

18. Be sure to check the box and be sure that the line is highlighted. Your viewing screen should change from a satellite image to a topographic map of the same area, see example for Denali Mountain below:

Figure E: SwathViewer’s with USGS.DRG.250K layer on. Example shown is for Denali Mountain.


Figure F: Saving the screenshot

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21. In additional, deselect the USGS.DRG.250K layer and select the USGS.DRG.63K layer:

Figure G: Switching from 250K to 63K data

22. As with the 250K layer, select the save screen shot tool from the top menu, see example below

23.Figure H: SwathViewer’s with USGS.DRG.63K layer on. Example shown is for Denali Mountain.

24. Name your file with 63K in title and save it to a folder.

25. This will be saved to your computer as a “jpeg” (.jpg) file that you can now insert into a Word or PowerPoint file and print or project on a screen.

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Team 2Preparation

1. Divide yourself up so that 1 – 2 people are taking pictures of the group as you build the topography. These two people will also take notes of the discussions made by those making the topography in the sand.

SHOW YOUR TEACHER THAT YOU HAVE DIVIDED YOUR GROUP CORRECTLY



3. You will be provided with the Navigation in Google Earth Resource. Please obtain this from the teacher.

4. Use the instructions in this resource to search for your site in Google Earth and save an image as a screenshot.

AT THE END OF THE 5 MINUTES, SHOW YOUR TEACHER THAT YOU HAVE MADE THE SCREENSHOT

Working in the Sand





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10. Also, you will need to read through the note taking sheet and as a group list 3 important decisions made as you worked in the sand. In Explore 3, your teacher will ask the group to list these three items.








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16. You will want to use the 1:250:000-scale map if it is available (USGS DRG 250K). You can scroll to the right, or hover over each layer to get a description and more details of each layer, see below

Figure C: Finding the available data in the GINA SwathViewer

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Figure D: GINA SwathViewer’s available DRG data for Denali Mountain




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31.Figure H: SwathViewer’s with USGS.DRG.63K layer on. Example shown is for Denali Mountain.



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Team 3Preparation

1. Divide yourself up so that 1 to 2 people are taking pictures of the group as you build the topography. These two people will also take notes of the discussions made by those making the topography in the sand.

SHOW YOUR TEACHER THAT YOU HAVE DIVIDED YOUR GROUP CORRECTLY.



3. You will be provided with the Google Earth Resource. Please obtain this from the teacher.

4. Use the instructions to search for your site in Google Earth and save an image as a screenshot.

AT THE END OF THE 5 MINUTES, SHOW YOUR TEACHER THAT YOU HAVE MADE THE SCREENSHOT.






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Figure C: Finding the available data in the GINA SwathViewer


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10. You will want to use the 1:250:000-scale map if it is available (USGS DRG 250K). You can scroll to the right, or hover over each layer to get a description and more details of each layer, see below

Figure D: GINA SwathViewer’s available DRG data for Denali Mountain.




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Figure H: SwathViewer’s with USGS.DRG.63K layer on. Example shown is for Denali Mountain.

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Working in the Sand








23. Also, you will need to read through the note taking sheet and as a group list 3 important decisions made as you worked in the sand. In Explore 3, your teacher will ask the group to list these items.


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Explore 3: Comparing maps and understanding contours [5 mins]

Here, your teacher will bring you back together as a class.

Sit together in your groups and decide who will write the information on the board

What are your three decisions that you made as a group as making the topography in the Sandbox?

As a class, you will discuss the decisions made by each group.

Once you are asked by your teacher to finish of the Lesson then answer the following questions:

1. Are contours close together on a steep slope?

YES NO

2. Why was Route A, i.e. flat route, the quickest?

3. Explain how you know that you are going up slope versus down slope.

SHOW TO YOUR TEACHER THAT YOU HAVE ANSWERED THE QUESTIONS

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TEACHERS RESOURCES

PHOTO LOG SHEET

AND

NOTE TAKING SHEET

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Photograph Log Sheet

Photo No:

Items photographed:

Photo No:

Items photographed:

Photo No:

Items photographed:

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Note Taking Log Sheet

Note No:

Item Discussion and Decisions made:

Note No:


Note No:


Documents

· Web viewThe SandBox. Lesson 1 – Basics of Topography. Lesson 1 – Basics of Topography. Lesson Summary: Students learn about topography and contours using both printed maps