Title: Litter Reliever with a GPS Receiver

Title: Litter Reliever with a GPS Receiver

A lesson in geographic litter-acy

Names, descriptions, and advice:
Pages and Fields in the EET Chapter Template

Chapter Title Page

EET Chapter Description

The student will identify a problem,

what can you see here?
is there a problem?
What are the problem?
what can we do about it?
What do we need to know or what data need to be collected?
How do we collect and display the data
What tools and skills are needed
How can we make a good decision and communicate that decision?

EET Last Updated

June 6/6/09

EET Contributor 1

Omowumi Alabi: University of Missouri - Kansas City
Aida Awad: Maine East High School
Gary Cooper: NBS Consulting Alaska
Rudi Gens: Alaska Satellite Facility; Geophysical Institute, University of Alaska Fairbanks
Anupma Prakash: Geophysical Institute and Department of Geology and Geophysics, University of Alaska Fairbanks
Bill Witte: Department of Geology and Geophysics, University of Alaska Fairbanks

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:

Usesimple 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. These basic skills are important for students to have mastered prior to moving on to more complex geospatial activities.

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 restaurants 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 locations of fossils.
Tracking field trip routes and stops.

When implementing activities such as these, important question that better define the problem students are being asked to work on should be used. Some examples are:

what can you see here?
is there a problem?
What are the problem?
what can we do about it?
What do we need to know or what data need to be collected?
How do we collect and display the data
What tools and skills are needed
How can we make a good decision and communicate that decision?

Background Information

Link to powerpoint slides

Instructional Strategies

Students should be engaged and motivated to take ownership of the activity. Considerintroducing the activity by showing photos of trash around the school. Ask a series of questions aimed at identifying and defining the problem:

what can you see here?
is there a problem?
What are the problem(s)?
what can we do about it?
What do we need to know or what data need to be collected?
How can we describe locations? Is there an electronic way of doing this?
How do we collect and display the data?
What tools and skills are needed?
What analysis is needed of the data?
Is there other information that is needed?
How can we make a good decision about what can be done
How do we present data, analysis, and conclusion ?

Before going out to collect 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 gum wrappers on the ground ask if 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

This lesson has students collecting data and visualizing locations of litter around the school, however the process of marking waypoints and importing them into Google Earth could be used in a variety of contexts. The most basic skills this lesson focuses on are problem identification, problem solving, geospatial analysis and map presentation skills. This lesson provides opportunities for students to develop and master these hands-on skills. Examples of specific other contexts in which the processes described in the lesson could be used are:

Where are fire hydrants located and where should a new fire hydrant be installed?
Where are fast food restaurants 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 locations of fossils.
Tracking field trip routes and stops.

National Science Standards

5-8

9-12

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.

National 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

Student Evaluation

After collecting the data using GPS and importing and analyzing the data in to Google Earth or another GIS software, student groups prepare and present their possible solutions and conclusions. Consider using a well structured rubric to communicate expectations in a clear and concise format to help guide student work on the activity. Here is a list of suggested rows for a rubric:

Definition of the problem
Student group plan or procedure
Data collection, including written description
Data imported into Google Earth or other GIS software
Display of data including correct icons for each point
Criteria for recommendations
Final data display
Final presentation
Teamwork and equality of contributions of group members

Case Study

Dana, tears streaming down his cheek, slogged across the muddy playground – “I never want to be stuck picking up trash again! . Why aren’t there trash cans out here?!”. A ketchup smeared Big Mac wrapper leered up at Dana – “This isn’t my idea of a picnic either, you’re a poor excuse for a trash collector.” Dana was on the verge of making big changes in his life – he would never look at a Big Mac wrapper the same.

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
How to Import GPS Data into Google Earth
Measuring Distances between Points in Google Earth
How to Import GPS Data into My World GIS
How to Import GPS Data into ArcGIS

EET Example Output

Links to intro to GIS

Subset of 458/658 slides for background.

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
Batteries

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

Do inside with projected instructor GPS
Alternatively we supply a ppt relevant screens if projector not available
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:

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.