Course Profile Geomatics: Geotechnologies in Action (CGO4M), Grade 12, University/College Preparation, Catholic
Unit 1: The Fundamentals of Geomatics
Time: 20 hours
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4
| Activity 1.5 | Activity
1.6 | Activity 1.7
Unit Description
In this unit, students
explore the structure and concepts used to construct both traditional maps and
maps made with a GIS. Students gain an overall understanding of the history of
map-making and the tools and techniques used for geographic analysis. Even
though students use technology in map-making, the basic underlying principle is
that the features on maps represent the natural phenomena on earth, thus
reinforcing the Catholic social teaching of the sanctity of life. This unit
should include a basic understanding of map projections and how manipulating
map projections can alter our perception of the world. Students are introduced
to the primary functional concepts of a GIS – map-making, using a variety of
themes, ordering layers, using text annotations, and performing the layout of a
map. Included with the understanding of a GIS is the introduction to
complementary computer programs, such as spreadsheets, drawing software, and
graphic packages, that are used in combination to produce well-designed and
functional maps.
Strand(s): Geographic Foundations: Space and Systems,
Human-Environment Interactions,
Global Connections,
Understanding and Managing Change, Methods of Geographic Inquiry
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
SSV.01, HEV.02,
GCV.01, GC1.01, GI2.07 |
Knowledge/ Thinking/Inquiry |
Students
contemplate the integration of geography in their daily lives and are
introduced to geotechnology. |
|
1.2 |
UCV.03, UC1.03,
GC1.03, GC3.02, SS1.02, SS2.04, SS3.01 |
Knowledge/ Thinking/Inquiry |
Students study the
development of maps and their influence on events. |
|
1.3 |
GCV.03, GI1.06,
SSV.03, SS1.03, SS1.07, SS1.08 |
Application Communication |
Students construct
maps using components, such as projections, to convince others of a point of
view. |
|
1.4 |
SSV.02, GCV.02,
GI1.12, GI1.14, GC3.03, GIV.03, SS2.01 |
Knowledge/ Thinking/Inquiry |
Students become
familiar with the uses of and skills associated with a GIS. |
|
1.5 |
GIV.03, GI2.02,
SS2.01 |
Knowledge/ Application |
Students develop
their GIS information-management skills and geotechnical analysis skills. |
|
1.6 |
SSV.04, GC3.04 |
Application |
Students add
layers to a world map and analyse the patterns. |
|
1.7 |
GI1.07, GI2.10, GCV.01 |
Application Communication |
Students create a world map for use in a geographic analysis. |
The focus of the
culminating activity is the creation of a world map that is used in the
geographic analysis of a specific issue. Students use basic geotechnical skills
to measure both attribute and spatial parameters, i.e., this may include the
location of specific places using latitude/longitude or UTM coordinates and/or
analysis of the socio-demographic statistics to the specific places, present
their findings in a properly constructed layout, and, from this map, make
conclusions in light of the biblical concept of stewardship. Students should present
their findings using a variety of map projections and analysis of how these
projections influence the message of the map. Examples include mapping and
analysing such issues as economic indicators or natural disaster
identification. Students evaluate their ideas in light of the common good.
Time: 2.5 hours
In this activity,
the teacher reviews with students how geography is constantly integrated into
our daily lives. Students are introduced to supporting geotechnological
programs, such as presentation software, e.g., PowerPoint, or drawing software, e.g., CorelDraw, which are used to display information. Students, in
small groups, create graphic displays of “How Geography Affects the Lives of
Human Beings.” Through the study of geography in daily activities, such as
saving lives, fighting crime, and responding to natural disasters, students
appreciate the Catholic social teaching of promoting social responsibility.
Ontario Catholic
School Graduate Expectations
CGE2b - read,
understand, and use written materials effectively;
CGE1d - develop
attitudes and values founded on Catholic social teaching and act to promote
social responsibility, human solidarity, and the common good;
CGE7b - accept
accountability for one’s own actions.
Strand(s): Geographic Foundations, Methods of Geographic Inquiry
Overall
Expectations
SSV.01 - explain how
the earth is modelled for scientific and mapping purposes;
GCV.01 - explain the
use of geotechnologies in addressing issues of global concern;
HEV.02 - evaluate
the effectiveness of geotechnologies in identifying environmental problems and
finding solutions.
Specific
Expectations
GI2.07 - classify
maps according to type (e.g., topographic, thematic, navigational);
GC1.01 - explain the
role of geotechnologies in addressing issues affecting the world as a whole
(e.g., global warming, overpopulation, warfare).
·
Basic
understanding of GIS and geotechnologies
·
Knowledge of how
to log on to computer networks and use presentation/graphics software, such as MS PowerPoint, MS Paint, and CorelDraw
·
Presentation
skills
·
Prepare a
hardcopy of the slideshow for students.
·
Remind students
of the school board policy with respect to computers and use of the Internet.
·
Have appropriate
clipart or websites available to aid students in their presentations.
·
Photocopy the
document “Geography Matters” (OAGEE) for each student (see Resources).
1. The teacher directs a short electronic
slideshow presentation and discussion on the components of geography,
concluding with the role of technology in geography. The teacher reviews
techniques for using the software to create an effective presentation. The
teacher hands out copies of the ESRI White Paper “Geography Matters” to
students.
2. In small groups, students work on an
electronic slideshow presentation based on topics found in “Geography Matters.”
3. Students present their slideshows to the
class. Presentations are assessed by self, peers, and the teacher.
4. The teacher directs a discussion on the
definition of Geomatics and how it is used today in Canada.
The final product
can be assessed by the teacher or by students. Teachers must assess where the
result will contribute to the final mark. In many instances, peer evaluation is
effective as it allows students to showcase their work. The teacher ensures
that the rubric is prescriptive and detailed so that the assessor is not
distracted by colourful images that show little geographic reasoning,
|
T/L Strategy Number |
Task/Product |
Tool |
Purpose |
Achievement Categories |
|
1 |
Whole-class
discussion |
Teacher-centred
presentation |
Formative |
Knowledge/Understanding Thinking/Inquiry Communication |
|
2 |
Creation of group
presentation on how geography influences humans |
Computer software |
Formative |
Thinking/Inquiry Application Communication |
|
3 |
Student
presentation on work completed |
Student-centred
presentation and evaluation |
Summative |
Thinking/Inquiry Application Communication |
|
4 |
Whole-class
discussion |
Teacher-centred
presentation |
Formative |
Thinking/Inquiry Application Communication |
·
Electronic
presentation could be printed as notes for students.
·
ESL students and
exceptional students may require specific help with key terms and concepts.
·
For enrichment,
students research professionals/businesses in the local area who use GIS.
Students present their findings to the class.
Print
“Geography Matters,”
Geokit (CD). OAGEE, 1999. Also available at – www.esricanada.com.
Websites
The
Champlain Institute – http://www.champins.ns.ca/geomatics.html
Geomatics
Industry Association of Canada –
http://www.giac.ca/site/geomatics/geomatics.html
Team Canada:
Geomatics – http://www.geocan.nrcan.gc.ca/geomatics/htmle/gen-g01.html
Software
Microsoft PowerPoint or other presentation
software
Time: 3.75 hours
Students work
creatively to evaluate situations and solve problems by drawing a map based on
a paragraph description and creating a scaled drawing of the map in a drawing
program. Students learn and identify map types and projection along with the
history of cartography.
Ontario Catholic
School Graduate Expectations
CGE2c - present
information and ideas clearly and honestly and with sensitivity to others;
CGE3c - think
reflectively and creatively to evaluate situations and solve problems;
CGE3e - adopt a
holistic approach to life by integrating learning from various subject areas
and experience.
Strand(s): Space and Systems, Human-Environment Interactions, Methods
of Geographic Inquiry,
Understanding and
Managing Change
Overall
Expectations
UCV.03 - identify
key stages in the evolution of Geomatics.
Specific
Expectations
UC1.03 - identify
the main advances in geomatics in the late twentieth century and describe
current trends;
SS1.02 - explain the
concepts of reference ellipsoid, reference sphere, and datum;
SS2.04 - classify
map projections as azimuthal, conical, or cylindrical based on the appearance
of the meridians and parallels;
SS3.01 - describe
the properties and uses of important map projections, especially those commonly
used in Canada (e.g., the Transverse Mercator and the Lambert Conformal);
GC1.03 - explain how
map projection distortions can misrepresent the relative areas of different
parts of the world;
GC3.02 - explain the
implications of the Eurocentric bias that results from centring conventional
world maps on the Greenwich meridian.
·
Electronic
presentation skills learned in Activity 1.1
·
Basic
understanding of the cartographic conventions of maps, e.g., title, scale,
compass, legend, etc.
·
Obtain a blank
floor plan of the school.
·
Collect tape
measures or metre-stick rulers.
·
Prepare a lesson
on the history of maps and components of maps.
·
Have blank paper
available for mental maps.
·
Remind students
to obtain different types of maps from various print sources and bring them to
class.
1. Students show their maps, which they
collected as homework after the previous lesson, to the class. While students
identify the types of maps, the teacher groups the maps into Thematic,
Topographic, and General Purpose and labels them accordingly.
2. Students write a paragraph describing the
route from their house to a relative’s house. The paragraph is then given to
another student who is asked to draw the route. The teacher discusses map
findings with the class, emphasizing the need to include direction, landmarks,
and scale. Maps can be self-evaluated or peer evaluated.
3. The teacher facilitates a lesson on maps,
using an electronic presentation or through the more traditional method of
overheads. The discussion includes the topics: A Definition of a Map; Parts of
a Map; Map Uses; The History of Map-Making; Map Scale and Types of Scale;
Changing Scales; Longitude and Latitude; Compass Directions; and Map
Projections; and Key Stages in the Evolution of Geomatics.
4. In small groups, students complete a scaled
map of a section of the school. The results of their scaled findings are drawn
using software, such as CorelDraw or ArcView. The teacher reminds students to
set an appropriate scale for their drawing and to include cartographic
conventions of mapping. Map assignments are submitted for evaluation.
The teacher ensures
that all map elements are present and that the student has made good use of
geographic terminology and of the techniques learned so far. Students need to
have time to evaluate their peers’ accomplishments. The goal is to have
students create better maps overall. The teacher should carefully direct peer
and self-evaluation. Teachers will assess where results contribute to the final
mark.
|
T/L Strategy Number |
Task/Product |
Tool |
Purpose |
Achievement Categories |
|
1 |
Teacher-guided
lesson on types of maps |
Discussion |
Formative |
Knowledge/
Understanding |
|
2 |
Individual mental
map construction |
Worksheet |
Formative |
Application |
|
3 |
Teacher-guided
lesson on parts of a map |
Teacher-generated
overheads/worksheets |
Formative |
Knowledge/
Understanding |
|
4 |
Small-group and
individual cartographic assignment (creation of school map) |
Worksheet |
Summative |
Thinking/Inquiry
Application |
·
Provide flexible
timelines for completion of the map assignment.
·
Adapt the
requirements for the summative assignment at the end of the activity.
Enrichment
·
Students could
further study early map-makers and present their findings to the class.
Paper
Overheads and
blackline masters of the school
Overhead of Canada
Software
Microsoft PowerPoint or other presentation
software
Print
Mitchell, Andy. The ESRI Guide to GIS Analysis: Volume 1:
Geographic Patterns & Relationships. ESRI Press. ISBN 1-879102-06-4
Time: 1.25 hours
This activity helps
students appreciate how maps made with different projections persuade a
cartographer’s point of view. Students understand that certain projections
perform different functions. One projection, for example, might well be suited
for navigation charts because of the true compass bearings, another may be
liked by mapping organizations because of the balance between size, shape,
direction and distance and some cause distortion of the countries/sizes.
Students develop attitudes and values founded on Catholic teaching while
promoting social responsibility, human solidarity, and the common good. The
Peters Projection is examined. Many issues of social justice are considered
using this projection.
Ontario Catholic
School Graduate Expectations
CGE1d - develop
attitudes and values founded on Catholic social teaching and act to promote
social responsibility, human solidarity, and the common good;
CGE3b - create,
adapt, and evaluate new ideas in the light of the common good.
Strand(s): Geographic Foundations, Methods of Geographic Inquiry,
Human-Environment Interactions,
Global Connections
Overall
Expectations
SSV.03 - explain the
process of map projection and the properties and uses of selected projections;
GCV.03 - analyse how
perceptions of places, situations, and events are affected by maps.
Specific
Expectations
SS1.03 - define
great circles, small circles, meridians, and parallels and explain the concept
of great circle distance;
SS1.07 -
differentiate between spatial and non-spatial data; point, line, and area data;
and qualitative and quantitative data;
SS1.08 - explain how
map projections are used to transform the curved surface of the earth into a
flat map, using examples from four broad groups of projections: azimuthal,
conical, cylindrical, and miscellaneous;
GI1.06 - explain the
four basic mapping transformations: reduction, projection, generalization, and
symbolization.
·
Skills learned in
previous lessons, such as cartographic conventions and map-making
·
Internet search
skills
·
Prepare a handout
for students to follow during a brief review of the parts of a map; include
scale, longitude, latitude, and direction.
·
Create an
Internet-based assignment which allows students to research information on map
projections and great circles. This assignment should have students research at
least four types of map projections, the definition of a great circle, and a
question to make them understand the concept of the great circle. The teacher
provides students with available websites (see Resources).
1. The teacher reviews the parts of a map along
with cartographic conventions.
2. Students search the Internet for types of map
projections and great circles. Students research at least four types of map
projections, the definition of a great circle, and a question that requires
calculation of a great circle from the closest city with an international
airport to London, England. Students fill in a handout and hand it in to be
corrected (see Appendix 1.3.1 – Internet-Based Assignment on Map Projections
and Great Circles).
3. Students research an example of each type of
map projection from the Internet and include at least two reasons why the type
of projection is appropriate for the information. These maps, along with the
reasons, should be pasted onto Bristol board and displayed in the classroom or
presented in and electronic presentation. Through class discussion, students
become aware of the best types of projection for each map.
|
T/L Strategy Number |
Task/Product |
Tool |
Purpose |
Achievement Categories |
|
1 |
Teacher-guided
lesson to review parts of map |
Question/answer
and discussion |
Formative |
Knowledge/
Understanding |
|
2 |
Answers to
teacher-generated worksheet on map projections and great circles |
Teacher-generated
worksheet |
Formative |
Knowledge/
Understanding Thinking/Inquiry |
|
3 |
Student-generated
display board on map projections |
Internet search
for information |
Summative |
Application Thinking/Inquiry |
·
Where required,
provide a flexible timeline for completion of the display board.
·
For enrichment,
students produce a variety of maps used for various industries, e.g., the type
of map an airline company uses, the type of map the United Nations might use
for displaying global data, etc.
Websites
Airport City
Codes – http://www.airportcitycodes.com/aaa/CCDBFrame.html
The
Geographer’s Craft Map Projection Overview
– http://www.Colorado.EDU/geography/gcraft/notes/mapproj
Great Circle
Calculator – http://www.vwlowen.demon.co.uk/java/circle.htm
Great Circle
Mapper – http://gc.kls2.com/
Great Circle
Mapper FAQ – http://gc.kls2.com/faq.html
Maps.Com –
http://www.maps.com/learn/101-content/skl-circles.html
Online Map Creation
– http://www.aquarius.geomar.de/omc/omc_project.html
Software
Microsoft Explorer or Netscape
Communicator
Microsoft PowerPoint or other presentation
software
1. Identify four types of projections. In your
directory, save an example of each projection type for later in the class.
2. What is the definition of a great circle?
3. Calculate the distance between Toronto, Ontario
and London, England using a great circle. Then calculate the distance between
the two cities using a map. What is the difference in distance? Create a map of
the great circle and print it. Draw in the straight-line distance. Why is it
better to go the great-circle route over the straight-line route?
Time: 3.75 hours
Students learn the
uses of and skills associated with a Geographic Information System (GIS). The
acquisition of these skills allows students to use a GIS to develop attitudes
and values found in Catholic social teachings and act to promote social
responsibility and the development of a just and compassionate society. In a
complete lab setting, students become familiar with major GIS software
programs, such as Arcview or MFTeach. Students are introduced to the
key concepts and uses of a GIS; the teacher guides students through the main
features of the GIS program. In a number of activities, students learn how to
locate programs, files, and shapefiles; identify the main subsystems of a GIS;
and save their maps as JPEG files. Students learn powerful functions of a GIS,
such as querying and creating map layouts.
Ontario Catholic School
Graduate Expectations
CGE1d - develop
attitudes and values founded on Catholic social teaching and act to promote
social responsibility, human solidarity, and the common good;
CGE1i - integrate
faith with life;
CGE3f - examine,
evaluate, and apply knowledge of interdependent systems (physical, political,
ethical, socio-economic, and ecological) for the development of a just and
compassionate society;
CGE5a - work
effectively as an interdependent team member;
GCE2e - use and
integrate the Catholic faith tradition, in the critical analysis of the arts,
media, technology, and information systems, to enhance the quality of life.
Strand(s): Geographic Foundations: Space and Systems, Global
Connections,
Methods of
Geographic Inquiry
Overall
Expectations
SSV.02 - demonstrate
an understanding of basic spatial concepts;
GCV.02 - explain the
use of geotechnologies in understanding peoples and places around the world;
GIV.03 - evaluate
sources of spatial data.
Specific
Expectations
GI1.12 - identify
the main subsystems of a GIS (i.e., data input, data management, data analysis,
data output);
GI1.14 - describe
the structure of a database and explain basic database functions, including
querying;
GC3.03 - analyse the
use of maps in propaganda, both negative propaganda intended to mislead and
positive propaganda intended to benefit humanity;
SS2.01 - express
location correctly by geographic coordinates, grid coordinates, and other
methods.
·
Experience with ArcVoyager and activities utilised in
Grade 9 Geography of Canada
·
Understanding of
main operations of ArcView GIS,
including the JPEG (JIFF) Image Support
·
Experience
working in small groups in a computer lab setting
·
Experience
navigating the school’s computer network to locate programs and data files
·
Experience with
computer projection units
·
Understanding of
the principles of map projection
·
Understanding of ArcView extension for exporting layouts
as JPEG files
·
Experience with
the ArcView School Tools’ extension
(see Resources)
·
Prepare a GIS
information presentation using ArcVoyager’s
introductory material, “Exploring Key Concepts – Teach Me”. Alternative
materials for introducing key concepts can be obtained from ESRI Canada’s
website, the GeoKit CD, the Geographer’s Workbench CD, or the ArcView Geography Student Workbook and
Teacher’s Guide (see Resources). Several of these sources include prepared PowerPoint presentations.
·
Prepare an
introductory worksheet on “How GIS Touches Our Everyday Life”. A web map
outline is available in Unit 1, Lesson 1.1 of Geographer’s Workbench (see Resources).
·
Copy appropriate
K-12 Quick Start project and data files from ArcCanada, Disk 2 (found in ArcCanada2/lessons/k12 quick) to
server.
·
Locate and test
data for each activity before use.
·
Download introductory
material and worksheets for the K-12 Quick Start project (Adobe PDF format).
Prepare class sets of the worksheets.
·
For evaluation
purposes, the teacher decides, in advance, whether to have students print out
their hard copy maps or save to their student directory.
·
Completed map
layouts can be saved as a JPEG file by using the JPEG (JIFF) Image Support
extension; (ArcView includes
extensions that support TIFF and other image files, if the teacher prefers to
use these file formats). As well as taking up less space on the server,
students can insert the JPEG files into a word-processed document or electronic
slide show and then add written explanations and analyses directly to their
completed map layouts.
·
The teacher
develops a set of questions/guidelines to assist students in their written
report. The questions prompt students to use higher-order thinking skills to
explain and describe the geographical information they acquired and the
database functions that they used. Questions examine, evaluate, and apply
knowledge of interdependent systems for the development of a just and
compassionate society.
·
The teacher may
download the School Tools extension (see Resources) and load it into the ArcView program on the server or on
stand-alone computers running the program.
1. The teacher directs a short ArcVoyager presentation and a discussion
on the main features and uses of a Geographic Information System. Students
brainstorm ideas on how GIS can affect their everyday lives. Students complete
a worksheet.
2. Students work two to a computer. Using a
computer projector unit, the teacher demonstrates how to locate and load the ArcView program and where to locate the
project and data files. The project GUI, menus, and buttons are introduced and
the main tools are demonstrated. Copies of ESRI’s ArcCanada – Quick Start worksheets are distributed to students.
Students follow as the teacher guides them through the initial Quick Start
activity, ‘Getting To Know ArcView’.
Students learn how to open files and use the Zoom, Pan, Identify, and Label
tools. The teacher visits each pair and assesses how well students are
developing their skills, using a checklist (Appendix 1.4.1 – Observation
Checklist).
3. Students apply their newly-acquired GIS
skills to the second activity in Quick Start, ‘Out Of Africa’. Students produce
a finished map in Layout, showing life expectancy as the main theme. Students
complete the layout with the correct cartographic conventions and either print
it out or save it to their student directory. The teacher guides students
through relevant aspects of file management, such as saving work and adding
additional data from a data drive. A marking scheme is used to evaluate the
work (see Appendix 1.4.2 – Generic GIS Mapping Marking Scheme).
4. Students
further develop their basic GIS skills by creating a thematic map of
earthquakes in Canada. Students work individually at their own computers to
increase their independent skills and knowledge. They are required to change
the map projection of Canada. The teacher reviews the principles of map
projection. Students try out various projections for Canada; the teacher leads
a discussion on how the perception of a place can be improved or distorted
depending on the type of projection used. Students continue with the ESRI
activity and perform queries to ascertain the cities in Canada that are at most
risk from a major earthquake. The teacher moves through the class, advising and
asking pertinent questions to encourage higher-order thinking skills. The
finished map is evaluated (see Appendix 1.4.3 – Earthquakes in Canada Marking
Scheme).
5. Using the data presented in their completed
maps, students write a report on the information presented in their two map
layouts (Life Expectancy In Africa and Earthquakes in Canada). Students explain
how the use of various GIS functions helped in the presenting and analysing of
the data. Students save their work as JPEG files. Students create a report, as
either a word-processed document or an electronic slide show, and insert the
JPEG files into it. The report is evaluated using a teacher-developed rubric.
Assessment of
students should focus on the development of critical-thinking skills. These
initial lessons require reinforcement and guided learning. Repetition of skills
occurs throughout the course and teachers should be aware that it takes some
students longer than others to become proficient. There is a tendency to
evaluate the first maps with high marks, as they can appear very professional.
However, care should be taken to ensure that all map elements are present and
that the student has made good use of geographic terminology and of the
techniques learned so far. Students need to have time to evaluate their peers’
accomplishments. The goal is to have students create better maps overall. The
teacher should carefully direct peer and self-evaluation.
|
T/L Strategy Number |
Task/Product |
Tool |
Purpose |
Achievement Categories |
|
1 |
Understanding GIS
presentation |
Worksheet/web map |
Formative |
Knowledge/
Understanding |
|
2 |
Introduction to
main ArcView skills and tools |
Anecdotal notes Observation
checklist |
Informal |
Application |
|
3 |
Development of map
layout (in pairs) |
GIS map marking
scheme |
Formative |
Communication Application |
|
4 |
Production of
individual thematic maps |
GIS map marking
scheme |
Formative |
Communication Application |
|
5 |
Concluding written
report |
Paragraph
checklist |
Formative |
Knowledge/
Understanding Communication Application |
·
Provide
individual support in GIS projects.
·
When required,
provide extended time on the computer to finish work and allow students to work
with partners.
·
Provide a
flexible timeline for completion of the maps.
·
A review of
presentation software structure may be necessary for some students with writing
difficulty. An exemplar presentation or template may be beneficial.
·
As an extension
to the study of map projection and how maps can be produced to inform or
mislead, teachers may use the lesson package “Projection Propaganda,” available
at the ESRI Canada website. As extension to the mapping of language and
propaganda themes, “Everything you wanted to know about lying with maps” is a
package available in the ArcView
Geography Student Workbook and Teacher’s Guide (see Resources).
Print
Audet, Richard and Gail Ludwig. GPS in Schools. New York: ESRI Press, 2000.
ESRI. Getting To GIS. New York: ESRI Press, 1998. ISBN 1879102463
Kennedy, H., ed. Dictionary of GIS Terminology. New York: ESRI Press, 2001.
Mitchell, Andy. The ESRI Guide to GIS Analysis. New York: ESRI Press, 2000.
Nicolucci,
John and Rex Taylor. ArcView Geography
Student Workbook and Teacher’s Guide. Toronto: Crescent School, 1999.
Software
ESRI. Arcview 3.X. ESRI Canada. Obtainable
through Board OESS rep.
ERSI Canada. ArcVoyager Special Edition (included
with ArcView software).
Data
ESRI Canada. ArcCanada v.2.0, Disc 2 – K-12 Quick
Start project. Toronto: ESRI Canada Schools and Libraries Program, 1999.
Websites
–
http://www.esricanada.com/k-12/index.html
ArcView lesson packages, teacher
tutorials, and PowerPoint
presentations
–
http://www.esricanada.com/k-12/schooltools/schtools2.html
ArcView ‘Schools Tools’ extension
(this software is free to download
Student Name:
Observed by:
|
Criteria |
Dates Observed |
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The workspace is
organized. |
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The student
remains focused on task. |
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Discussions with
peers are relevant to the task. |
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The student
assembles the required tools (books, pens, etc.). |
|
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The student
follows directions. |
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|
The student asks
relevant questions. |
|
|
|
|
|
|
|
The student uses
appropriate voice level. |
|
|
|
|
|
|
|
The student starts
task without prompting. |
|
|
|
|
|
|
|
The student shows
tolerance for others’ ideas. |
|
|
|
|
|
|
|
The student is
alert in class. |
|
|
|
|
|
|
|
The student
participates in small-group discussions. |
|
|
|
|
|
|
|
The student
participates in large-group discussions. |
|
|
|
|
|
|
|
The student
expresses his/her ideas and opinions. |
|
|
|
|
|
|
|
The student is
polite to peers and adults. |
|
|
|
|
|
|
General Comments:
Name:
Project:
|
TITLE |
Correct and
present |
/1 |
|
|
Printed neatly |
/1 |
|
|
Positioned in
appropriate position |
/1 |
|
LEGEND |
Positioned in
appropriate area |
/1 |
|
|
Correctly
constructed |
/1 |
|
LABEL |
Aligned correctly |
/1 |
|
|
Spelled accurately |
/1 |
|
LAYOUT |
Appropriate font
size and clarity |
/2 |
|
|
Appropriate use of
colour/graduation |
/2 |
|
|
Border present |
/1 |
|
|
Scale bar present |
/1 |
|
|
North arrow
present |
/1 |
|
|
Overall
proportionality |
/4 |
|
OVERALL
ACHIEVEMENT LEVEL |
Mark |
/20 |
Comments:
Name:
|
TITLE |
Correct and
present |
/1 |
|
|
Printed neatly |
/1 |
|
|
Positioned in
appropriate position |
/1 |
|
LEGEND |
Positioned in
appropriate area |
/1 |
|
|
Correctly
constructed |
/1 |
|
LAYOUT |
Correct projection
used |
/1 |
|
|
Earthquakes shown
and earthquakes over 4.0 magnitude identified |
/4 |
|
|
Graduated colours
applied to population |
/2 |
|
|
Cities falling
within 350km of 4.0 magnitude earthquake identified |
/2 |
|
|
Appropriate font
size and clarity |
/2 |
|
|
Appropriate use of
colour/graduation |
/2 |
|
|
Border present |
/1 |
|
|
Scale bar present |
/1 |
|
|
North arrow
present |
/1 |
|
|
Overall
proportionality |
/4 |
|
OVERALL
ACHIEVEMENT LEVEL |
Mark |
/25 |
Comments:
Time: 1.25 hours
Students use a GIS
to register a digital image. Students acquire experience in using various GIS
functions and the ArcView School
Tools and Register extensions to ‘register’ an image for use with other GIS
data. The use of images with other GIS themes allows students to witness the
miracle of earth’s systems functioning and working together, reinforcing the
concept of interdependence and mutuality. By registering an image, the GIS
program georeferences its location in the world; students learn that the registered
image can be a useful source of supporting data. The teacher scans a hard-copy
map, aerial photograph, or satellite image and saves it as digital image.
Students, however, use the GIS to register the image as a map ‘theme’. Once
this is done, students locate and open other related layers/themes to overlay
on the registered image. As a final product, students create a layout and a
brief written report of the results of their findings.
Ontario Catholic
School Graduate Expectations
CGE1i - integrate
faith with life;
CGE3f - examine,
evaluate, and apply knowledge of interdependent systems (physical, political,
ethical, socio-economic, and ecological) for the development of a just and
compassionate society;
CGE5g - achieve excellence,
originality, and integrity in one’s own work and support these qualities in the
work of others.
Strand(s): Methods of Geographic Inquiry
Overall
Expectations
GIV.03 - evaluate
sources of spatial and other data.
Specific
Expectations
GI2.02 - convert
analogue data to digital data for computer (e.g., by scanning or digitising).
·
Experience with ArcView program and Schools Tools and
Register extensions
·
Understanding of
main operational skills involved with ArcView
GIS and extensions
·
Experience in
downloading programs and images from the Internet
·
Experience in
navigating the school’s computer network to locate programs and data files
·
Experience with
computer projection units
·
Knowledge of
scanning and saving maps, aerial photographs, etc. as digital images (JPEG,
TIFF, etc.)
·
While registering
an image can be done using a GIS program, such as ArcView or MFTeach, use
the School Tools and Register extensions to simplify the tasks and time
required (see Resources).
·
Download and copy
the extensions from the ESRI Canada website. Technical Note: when the Register
extension file has been downloaded, paste it in the Ext32 folder in the ArcView program folder.
·
Locate the added
extensions in the ArcView program and
test extensions before use.
·
Scan a hard copy
or download an image from the Internet to be registered. Examples include
satellite images of Canada or the world, aerial photographs, and topographic
maps of the local area. Make sure that all images that are scanned or downloaded
from the Internet have copyright clearance.
·
Technical
Note: with larger-scale
images, the teacher should make sure that the projection of the scanned images
matches the projection of the data sets that are to be overlaid.
·
Copy appropriate
data files from ArcCanada 2.0, Disk
1, to school’s data drive.
·
For evaluation
purposes, the teacher decides, in advance, whether to have the students print
out their hard copy maps or save them to a personal directory for
evaluation/assessment at a later time.
·
Work can be saved
as a JPEG file by using the JPEG (JIFF) Image Support.
·
The teacher
develops and prints out a set of questions/guidelines to assist students in
their reports. Questions prompt students to use higher-order thinking skills.
·
The teacher may
load the School Tools extension into the ArcView
program on the server or to stand-alone computers running the program.
·
As an extension,
students may work through the more comprehensive ‘Working With Images’ lesson
in the ArcView Geography Student Workbook
and Teacher’s Guide (see Resources).
·
GPS activities
can make use of scanned images of local topographic maps and/or aerial
photographs. This would be useful if the ‘10 by 10 Box of local data’ (see
Resources) is available.
1. Using a computer overhead projector, the
teacher reintroduces the ArcView
program and guides students in locating and opening the program. The teacher
explains that this activity requires the use of extensions to the regular
program. Students open a New Project and the teacher guides them in locating
and turning on the appropriate image support extension (e.g., JPEG (JFIF) Image
Support). Students also turn on the K-12 School Tools V2 extension and the
Image to World File Image Creator extension. Students check to see that a blue
diamond icon has appeared on the Project Window (this confirms that the Image
to World File Image Creator is in operation). Students click on the icon.
2. Students use the teacher-prepared worksheet
to locate the image file. Students locate the Image to be Rectified (the JPEG
image produced by the teacher) and the Registration Map (the theme that is used
to register the image). Students click on the Ground Control Point (GCP) button
and mark on matching GCPs on the two views. Students, following the worksheet,
calculate the RMS and create a World File. By creating a World File, the
student has registered the image and the GIS recognizes its location.
3. Under File, students choose New Project and
turn on the appropriate image support extension. The registered image is
located and added as a theme. The teacher instructs students on the files that
are to be added as themes to overlay the image. Students locate and add these
themes. Students complete a map Layout with the correct cartographic notation
and either print it out or save it in their personal directory. The completed
project is saved as a JPEG file and inserted into a written report. The layout
is marked using an appropriate GIS map rubric. Using the data presented in
their completed map, students write a report on the information they have
produced. Students explain how the use of various GIS functions helped in
presenting and analysing the data. The report is evaluated by the teacher using
an appropriate tool such as a teacher-designed rubric, which uses criteria
specific to this task.
|
T/L Strategy Number |
Task/Product |
Tool |
Purpose |
Achievement Categories |
|
1 |
Introduction to ArcView
extensions |
Observation checklist |
Formative |
Knowledge/ Understanding Application |
|
2 |
Registering of image activity (individual) |
Observation checklist |
Formative |
Application |
|
3 |
Production of new
project using the registered image |
GIS map rubric |
Formative |
Application |
|
Concluding written
report (individual) |
Teacher-designed
rubric |
Summative |
Knowledge/
Understanding Application Communication |
·
Provide extended
time on the computer to finish work and allow students to work with partners.
·
ESL students and
students some exceptional students may require specific help with key terms and
concepts found in the articles.
Software
ESRI. Arcview 3.X. ESRI Canada. Obtainable
through Board OESS rep.
Data
ESRI Canada. ArcCanada v.2.0. Toronto: ESRI Canada Schools and Libraries Program, 1999.
ESRI Canada. The 10 by 10 box of local data set for school. Toronto: ESRI Canada Schools and Libraries program, 2001.
Nicolucci
John and Rex Taylor. ArcView Geography
Student Workbook and Teacher’s Guide. Toronto: Crescent School, 1999.
Print
ESRI. Getting To GIS. New York: ESRI Press,
1998. ISBN 1879102463
Kennedy, H., ed. Dictionary of GIS Terminology. New York:
ESRI Press, 2001. ISBN 1879102781
Mitchell,
Andy. The ESRI Guide to GIS Analysis.
New York: ESRI Press, 2000. ISBN 187910206
Websites
ESRI Canada –
www.esricanada.com/k-12 (ArcView
teacher tutorials and PowerPoint
presentations)
–
www.esricanada.com/k-12/schooltools/schtools2.html (ArcView Schools Tools and Register extensions)
Time: 3.75 hours
This activity acquaints students with the use
and operation of a geographic information system (GIS). On top of an image of
the world at night, students add a series of layers or themes to a map and
analyse the patterns associated with these layers. This activity introduces
students to many of the operational tools associated with a GIS, such as file
management, legend editing, zooming, labelling, and editing. During the
activity, students appreciate how a GIS is a useful geotechnical tool in
analysing and problem solving in light of gospel teachings.
Ontario Catholic
School Graduate Expectations
CGE3b - create,
adapt, and evaluate new ideas in light of the common good;
CGE3c - think
reflectively and creatively to evaluate situations and solve problems;
CGE3d - make
decisions in the light of gospel values with an informed moral conscience;
CGE7b - accept
accountability for one’s own actions.
Strand(s): Geographic Foundations: Space and Systems, Global
Connections
Overall Expectations
SSV.04 - explain the
use of geotechnologies in studying physical and human systems.
Specific
Expectations
GC3.04 - assess the
positive and negative impacts of geotechnolgies (e.g., GIS in disaster relief,
GPS in military operations, satellites in monitoring nuclear sites).
·
An understanding
of the main operational skills associated with Arcview GIS
·
Experience in
data and file management and the ability to navigate the school’s computer
network
·
Ability to
analyse and synthesize material and present a written report
·
Locate and test
data before use.
·
Copy data files
from ArcCanada, Disk 2 (“world”
data), to the appropriate data drive.
·
Copy the
“worldatnight” image from NASA’s website.
·
Register or
georeference the “worldatnight” image. A tutorial is available on ESRI’s
website (www.esricanada.com/k-12/tutorials/register/index.html).
1. The purpose of this activity is to acquaint
students with the use and operation of a GIS. Constructing a map of the world,
students add a series of layers or themes to an imaged map. Students also
become familiar with many tools associated with a GIS, such as zooming, legend
editing, identifying attributes, classifying data, and labelling.
2. Using a projector, the teacher demonstrates
how to add themes from a file directory, how to identify attributes, how to
edit legends, such as changing colours and line thickness, and how to classify
data. Students should be reminded how to save work. Because students use an
image of the world at night which shows thermal energy and not lights, the
teacher demonstrates how a GIS supports images (from the Extensions option
under the File menu).
3. Students
analyse and draw conclusions based on the patterns that appear on the map. With
an outline map of countries and other layers, such as rivers, lakes, and
cities, sitting on top of the image of the world at night, many interesting
patterns occur. Students zoom into regions of the world, such as the Middle
East or the Sahara Desert, and report to the class on the following questions:
· Are all brightly lit areas urbanized areas? If not, what does the map suggest about thermal energy?
· What are the bright spots that you see in Middle Eastern areas?
· Why does the Sahara Desert appear brighter in the south?
· Could there be any correlations between brighter regions of the world and level of development?
· Why do the polar regions show dim lighting?
· What are the effects, if any, of water bodies?
· What other interesting layers could be added to the map to produce thermal energy effects?
· Explain how a map of this type might be useful to: NASA? Canadian military? Environmentalists?
· Discuss other groups who might find this map useful.
The focus of this
activity is for students to add layers to a map and begin to see patterns
associated with the layers. Students can save the map as a working copy map
under the View options. A mapping checklist can be used to evaluate each map.
Evaluations of map components (#1) could be done by the teacher or as a peer
evaluation.
|
T/L Strategy Number |
Task/Product |
Tool |
Purpose |
Achievement Categories |
|
1 |
Adding layers or
themes to a map (teacher demonstration) |
Map component
checklist |
Formative |
Knowledge/Understanding Thinking/Inquiry Application |
|
3 |
Individual report
analysis of mapping layers and patterns |
Marking scheme or
rubric |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication |
·
Enrichment –
students can learn how to register images and do a further extension of maps of
specific world regions, such as Canada, with layers added.
Print
Davis,
Bruce. GIS A Visual Approach.
Onword Press. ISBN 1-56690-098-0
Mitchell, Andy. The ESRI Guide to GIS Analysis: Volume 1:
Geographic Patterns & Relationships. ESRI Press. ISBN 1-879102-06-4
Data
Worldatnight.jpg,
NASA
ESRICanada. ArcCanada v. 2.0, Disk 2. Toronto: ESRI
Canada Schools and Libraries Program, 1999.
Websites
–
http://www.nasa.gov/gallery/photo/guideline.html
–
http://www.esricanada.com/english/support/faqs
–
http://www.esricanada.com/k-12/tutorial/register/index.html
Software
ESRI. Arcview 3.x. ESRI Canada.
Time: 3.75 hours
Students create a
world map that is used in the geographic analysis of a specific issue. Students
use basic geotechnical skills, present their findings in a properly constructed
layout map, and, from this map, make conclusions about the issue. It should be
noted that while there are many possible examples of issues that might be
mapped and analysed, this culminating activity focuses on the issue of
volcanoes. Students analyse the issue from the perspective of the biblical
faith tradition and the concepts of the common good and stewardship. Teachers
may choose to do other issues for the culminating activity.
Ontario Catholic
School Graduate Expectations
CGE1d - develop
attitudes and values founded on Catholic social teaching and act to promote
social responsibility, human solidarity, and the common good;
CGE2a - listen
actively and critically in light of gospel values;
CGE2b - read,
understand, and use written material effectively;
CGE2c - present
information and ideas clearly and honestly and with sensitivity to others;
CGE3c - think
reflectively and creatively to evaluate situations and solve problems;
CGE3f - examine,
evaluate, and apply knowledge of interdependent systems (physical, political,
ethical, socio-economic, and ecological) for the development of a just and
compassionate society.
Strand(s): Global Connections, Methods of Geographic Inquiry
Overall
Expectations
GCV.01 - explain the
use of geotechnologies in addressing issues of global concern.
Specific
Expectations
GI1.07 - demonstrate
an understanding of the conceptual and artistic factors that make for a
well-designed map or graphic (e.g., good generalization, symbol contrast,
balanced layout);
GI2.10 - use a
variety of visual representation techniques to depict the earth’s surface in
novel ways.
·
An understanding
of the main operational skills involved in a GIS
·
The ability to
navigate the school’s computer network
·
The ability to
locate programs and data files
·
Experience in
designing and creating GIS maps
·
Experience in
presenting information to class
·
Photocopy
information sheets for students (see Appendix 1.7.1 – Volcanoes of the World).
·
Locate and test
data.
·
Copy ArcCanada, Disk 2, data to the
appropriate drives. Copy the files world\w_cities.shp, world\plat_lin.shp, and
world\volcano.shp.
·
Give students a
copy of all necessary tool buttons associated with this activity (they can be
downloaded from ESRI Canada k-12 website). This allows students to work more
independently.
1. The teacher facilitates a lesson on
volcanoes, including background information about volcanoes, the different
types of volcanoes, and how volcanoes affect our world both positively and
negatively. Students are given copies of Appendix 1.7.1.
2. With ample background information on
volcanoes, students isolate specific volcanoes on the earth’s surface using a
GIS and analyse the possible hazards and benefits of these volcanoes to certain
regions of the world. Students begin the task by locating the appropriate files
and themes (countries, plate tectonic lines, and volcanoes) and adding the
themes to their map of the world.
3. Once the map of the world, with tectonic
plate lines and volcanoes, is created, scaled, properly projected, and saved,
students perform a query on the volcano theme/layer looking for all the active
volcanoes on the earth.
4. Students analyse and record the active
volcanoes and determine the relationship that exists between volcanoes and
tectonic plate boundaries.
5. For further research, students choose one
active volcano and zoom in to the country or region where this volcano is
found. Both the volcano and the region should be labelled.
6. A crucial part to any issue is analysing the
potential danger to humans, therefore, students add a fourth layer to their
maps – cities. The teacher sets the population classification amount
(e.g., $500 000). Students determine if cities of this population size are close
to his/her chosen active volcano by using the Measuring tool found in the File
menu. Note: distances can only be measured if the scale has been set to
kilometres.
7. Students put their created maps into a
layout. The teacher should remind students of all the cartographic and graphic
conventions that are necessary in producing well-designed maps. A map checklist
should be available to students.
8. The final portion of this activity is to
produce a well-researched and written report about the student’s chosen active
volcano. The report should include:
· map analysis (name of volcano, geographic description, proximity to cities, populations, etc.);
· the type of volcano;
· the date of the volcano’s last eruption;
· other events associated with the eruption, e.g., earthquakes, mudflows, etc.;
· impact on humans, plants, animals, and environmental damage;
· benefits from the eruption.
Students are
encouraged to combine information and skills learned in previous activities.
The focus is on introductory geotechnology skills. Students display their work
in a written report and/or a visual presentation. The teacher assesses the
activity using checklists and rubrics.
|
T/L Strategy Number |
Task/Product |
Tool |
Purpose |
Achievement Categories |
|
1 |
Whole-class
discussion |
Teacher-generated
checklist |
Formative |
Knowledge/Understanding |
|
2 |
Adding layers to a
World Map (individual) |
Map component
checklist |
Formative |
Knowledge/Understanding
Application |
|
3 |
Querying Data
(individual) |
Teacher-generated
checklist |
Formative |
Knowledge/Understanding
Thinking/Inquiry |
|
4 |
Analysing and
recording information on active volcanoes (individual) |
Teacher-generated
checklist |
Formative |
Communication |
|
5 |
Choosing and
labelling one active volcanoes (individual) |
Mapping checklist |
Formative |
Knowledge/Understanding Application Communication |
|
6 |
Measuring
distances (class and individual) |
Teacher-generated
checklist |
Formative |
Knowledge/Understanding
Thinking/Inquiry |
|
7 |
Creating a map in
layout (individual) |
Mapping rubric |
Formative |
Knowledge/Understanding
Thinking/Inquiry Application Communication |
|
8 |
Presentation of
findings in a written report (individual) |
Report rubric
based upon criteria for task |
Summative |
Knowledge/Understanding
Thinking/Inquiry Application Communication |
·
Lesson
instructions, complete with exemplars, could be photocopied then discussed in
small group sessions with students who have communication difficulties. Review
paragraph structure and formats.
·
For enrichment,
students could examine other natural disasters or issues.
Data
World data from ESRI
Canada. ArcCanada v. 2.0, Disk 2.
Toronto: ESRI Canada Schools and Libraries Program, 1999.
Websites
–
http://esricanada.com/k-12/index.html
Software
ESRI. Arcview 3.x. ESRI Canada
Print
Mitchell, Andy. The ESRI Guide to GIS Analysis: Volume 1:
Geographic Patterns & Relationships. ESRI Press. ISBN 1-879102-06-4
What is a volcano? A volcano is a mound, hill, or mountain
constructed by solid fragments, lava flows, and/or dome-like extrusions
deposited around a vent from which the material is extruded. The vent is like a
valve that extends from the earth’s upper mantle or lithosphere to the surface.
Most of the material is deposited close to the vent, but some is carried high
into the atmosphere to be spread by winds hundreds or thousands of kilometres
from the source.
Why do volcanoes erupt? It is so hot inside the earth that some rocks
slowly melt and become a thick flowing substance called magma. Magma is lighter
than the solid rock around it, and some eventually pushes through vents and
cracks in the earth’s surface. This is known as an eruption.
Where are they found? The location of volcanoes is related to plate
tectonics and hotspot activity. There are 16 major plates of the earth’s crust.
Rigid plates float on a softer layer of rock in the earth’s mantle. As plates
move, they push together, pull apart, or move parallel to each other.
There are three main areas of volcanic activity
·
Subduction
zones: When plates push
together, one plate slides underneath the other. When the plunging plate gets
deep enough inside the mantle, some of the rock on the overlaying plate melts
and forms magma that can move upward and erupt at the earth’s surface.
·
Rift zones: Areas where plates are moving apart and magma
comes to the surface and erupts.
·
Hotspots: Some volcanoes occur in the middle of plates.
Hotspots are places where magma melts through the plate and erupts. For
example, the Hawaiian chain of volcanoes is not located along plate boundaries.
It is believed that they have erupted in a sequence as the moving oceanic plate
passed over a hotspot or mantle plume. This caused eruptions but didn’t break
up the plate.
There are many ways to classify volcanoes. Here are a few of the main types.
Shield
Volcanoes: Form from eruptions
of flowing lava. The lava spreads out and builds up volcanoes with broad,
gently sloping sides.
Cinder
Cone: A small, cone-shaped
hill usually less than 450 m (1500’) high. They have truncated tops from cinders
that accumulate during moderately explosive eruptions.
Composite
Volcanoes (Stratovolcanoes): Build
up from multiple eruptions over time of lava and tephra that pile up in layers,
or strata, much like layers of cake and frosting! They form symmetrical cones
with steep sides. Stratovolcanoes are located mainly in two chains:
·
The
Circum-Pacific belt (The Ring of Fire): They are found along the West Coast of South, Central and North
America, turns west in Alaska and the Aleutians, goes south through Japan, the
Philippines, Indonesia, the South Pacific, and New Zealand.
·
The
Mediterranean belt: (Extends
from just west of Northern Africa down to Asia Minor)
Caldera (Spanish for Kettle): A large, basin-shaped depression. Forms when the summit material on a
volcanic mountain collapses inward after an eruption or other loss of magma.
Types of Eruptions
Effusive Eruptions: Relatively gentle eruptions which produce
enormous volumes of lava. Gases readily escape from the magma because of its
texture. Magma pours out onto the surface, with relatively small explosions and
small amounts of tephra. Shield volcanoes are typically built from this type of
eruption.
Explosive
Eruptions: Magma tends to be
thicker in this case and blocks the coduit inside the volcano. Pressure builds,
and eruptions are violent and literally explosive! Composite volcanoes normally
experience explosive eruptions.
The Lithosphere: (the hard, outermost shell of the
Earth): Volcanoes alter the
lithosphere by dramatically changing mountain size, shape, and structure. They
also create landforms.
The Atmosphere: Volcanoes erupt materials into the atmosphere, such as water vapour,
carbon dioxide, sulfur dioxide, chlorine, and fluorine.
·
Water Vapour: Water vapour added to the atmosphere is
beneficial because it adds to the earth’s water supply.
·
Carbon
Dioxide: Volcanoes contribute
about 110 million tons of carbon dioxide per year into the atmosphere. Human
activities contribute approximately ten billion tons per year. The problem is
complex, for volcanoes can help cool the earth’s surface by adding aerosols
which reflect the sun’s rays, and also contribute to the greenhouse effect by
injecting carbon dioxide into the atmosphere.
·
Sulphur Dioxide: The greatest volcanic impact upon the earth’s
short-term weather patterns is caused by sulphur dioxide gas. Sulphur aerosols
last many years, and several historic eruptions show a good correlation of
sulphur dioxide layers in the atmosphere with a decrease in average temperature
of subsequent years.
·
Chlorine: Chlorine is emitted from volcanoes in the form
of hydrochloric acid (HCI). These molecules mix with other forms of chlorine in
the atmosphere and act to destroy ozone.
Fluorine: Fluorine gas can condense in rain or ash particles and coats grass and pollutes streams and lakes. Small amounts can be beneficial, but excess amounts can be life threatening to animals. Animals that eat grass coated with fluorine-tainted ash are poisoned.
The Hydrosphere: (Liquid water on and under the
Earth’s surface) The hydrosphere can make volcanic eruptions more dangerous. When water
mixes with rock and mud, it can create volcanic mudflows (lahars).
The Cryosphere: Ice
and snow melt during volcanic eruptions. This can cause dramatic events,
especially if a volcano is situated on a snow or ice-capped mountain.
There are
several kinds of events caused from volcanic action that can be harmful to life
and property.
Pyroclastic Density Currents: Rapidly moving, ground-hugging mixtures of
rock fragments and hot gases. Temperatures can be as high as 900 degrees
Celsius, or as cold as steam. Deadly effects include asphyxiation, burial,
incineration, and crushing from impact. The only effective method of decreasing
risks is evacuation prior to such eruptions from areas likely to be affected by
these events.
Lahars: Fluids composed of mixtures of water and particles of all sizes from
clay to gigantic boulders. They form by any process in which volcanic particles
can become saturated by water and move down slopes. They have been known to
travel as far as 300 km. Lahars can transform into regular floods as they
become increasingly diluted with water downstream.
Lava Flows: Rarely threaten human life because lava usually moves slowly. Major
hazards of flows are burying, crushing, covering, and burning everything in
their path. Lava flows can dam rivers to form lakes which might overflow and
break their dams causing floods. Methods for controlling paths of lava flows:
1. Construct barriers and diversion channels.
2. Cool the advancing flow with water.
3. Disrupt the advancing lava flow with explosives.
Tsunamis: A tsunami is a long-period sea wave or wave
train generated by a sudden displacement of water. The incorrect, but popular,
term is a tidal wave. Tsunamis travel at very high speeds through deep water as
low broad waves and build up to great heights as they approach the shallow
bottom of shores. Most are caused by fault displacements on the sea floor, but
many have been caused by volcanic action.
·
The earth’s water
and atmosphere that evolved from the gases produced by volcanic eruptions
·
Formation of rich
volcanic soils
·
The creation of
geothermal power
·
The development
of health spas and hot springs for recreation
·
Hydroelectric
power from rivers flowing off large volcanoes
·
Recreational
activities, such as skiing, hiking, tourism, and visiting volcano sites
·
Source for
precious gems
·
Source for
metals, such as gold, silver, copper, zinc, lead, and mercury
·
Archaeological
sites
·
Construction
materials for things like roads, cinder athletic tracks, and water-resistant
concrete from volcanic ash
·
Others include:
gas and oil wells, kitty litter, stone-washed jeans with pumice, volcanic glass
shards for polishing compounds and abrasives in toothpaste, and kitchen
cleansers
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