Document Sample

Measurement Project Overview Geocaching is a relatively new activity spawned by the now widely available and affordable technology of GPS, global positioning system. Essentially, the activity involves someone hiding a geocache. They then provide the latitude and longitude coordinates of the cache to others. With a handheld GPS device and the coordinates of the cache, geocachers attempt their own personal treasure hunt. Their reward of finding the cache is a small trinket (a keychain, a lapel pin, etc…) placed by a previous geocacher. All that is asked is that the finder replaces what they have taken with another trinket. More information may be found at the Geocaching FAQ page at http://www.geocaching.com/faq/. More information on GPS can be found at http://www.garmin.com/aboutGPS/. Considering that students often begin their college education deficient in basic knowledge areas, this RWLO attempts to assist instructors with remedial classes. The RWLO provides instructors with the necessary materials and instructions to assist students in completing a lesson that reviews and addresses the Measurement Standard of the Ohio K-12 Mathematics Academic Content Standards. This RWLO also addresses the Measurement Standard of the National Council of Teachers of Mathematics’ Standards for School Mathematics: Pre-Kindergarten through Grade 12. Note: This RWLO has two possible strands, one where students create a data set, and one where students use a previously created data set. 1 Student Learning Objectives *Note: If students use the provided data set, they will not complete objectives 1, 2, 7, 8 and 9. At the completion of this lesson, the student will be able to: 1. Use a GPS unit. 2. Access the web site http://www.geocaching.com to find a geocache that has been hidden in or near their zip code. a. Optional: Students access the web site and create a free account. An account allows site users to log caches they have found. 3. Plot the beginning and ending latitude and longitude coordinates of the geocache using a map of the area. 4. Estimate the distance they will travel to find the geocache. 5. Compare their estimated travel distance with their actual travel distance. 6. Discuss why there is a difference between their estimated travel distance and their actual travel distance. 7. Compare how far they actually traveled using U.S. customary units and metric units. 8. Calculate their average speed by using the actual distance traveled and the time spent on the excursion. 9. Use formulas to convert their actual average speed from one measurement system to another; e.g., miles per hour to kilometers per second. 10. Convert rates within the same measurement system; e.g., miles per hour to feet per second. 2 Procedure Time Frame: Depending on the structure of this lesson, it could take from 45 minutes to one school day. Implementation: This activity involves two parts. One part is to gather data while completing the geocaching excursion. If it is not feasible to complete a geocaching excursion to gather data, a data set has been compiled from an actual geocache. This data set can be found in the Content Materials folder in the left frame of this web site. The second part is to analyze the data and compare predicted results with actual results. Steps of the Geocaching Excursion (Data Gathering): 11. Students access the web site http://www.geocaching.com to find a geocache that has been hidden in or near their zip code. This link can also be found in the Content Materials folder in the left frame of this web site. a. Optional: Students access the web site and create a free account. An account allows site users to log caches they have found. 12. Students log their beginning and ending latitude and longitude coordinates of the geocache excursion and of the geocache using the Measurement Student Worksheet in the Content Materials folder in the left frame of this web site. 13. Students log the start time and end time of their geocaching excursion. 14. Students plot the beginning and ending latitude and longitude coordinates of the geocache using a map of the area. This can be downloaded using http://www.mapquest.com. Since Mapquest does not print latitude and longitude coordinates on the map, students will need to estimate the positions of the points. This link can also be found in the Content Materials folder in the left frame of this web site. 15. Students estimate the distance they will travel to find the geocache. 16. Students estimate their rate of speed in finding the geocache. 3 17. Students reset the GPS unit trip meter to measure the actual distance traveled in the search for the geocache. 8. Using a GPS unit and the latitude and longitude coordinates provided by the site, students attempt to find the geocache. 9. Students log the end time of their geocaching excursion. Steps of the Data Analysis: 1. Students complete the Measurement Student Worksheet found in the Content Materials folder in the left frame of this web site. *The following link http://www.sciencemadesimple.com/conversions.html is to an online converter. This can be useful when students complete the worksheet. This link can also be found in the Content Materials folder in the left frame of this web site. 2. Once students have completed the worksheet, conduct a whole class discussion on the results. Alternative Activity: If it is not possible for an actual geocaching excursion to be attempted, the instructor can create one the grounds of the school. 4 Content Material Steps of the Geocaching Excursion (Data Gathering): 18. Access the web site http://www.geocaching.com to find a geocache that has been hidden in or near their zip code. This link can also be found in the Content Materials folder in the left frame of this web site. a. Optional: Students access the web site and create a free account. An account allows site users to log caches they have found. 19. Log your beginning and ending latitude and longitude coordinates of the geocache excursion and of the geocache using the Measurement Student Worksheet in the Content Materials folder in the left frame of this web site. 20. Log the start time and end time of your geocaching excursion. 21. Plot the beginning and ending latitude and longitude coordinates of the geocache using a map of the area. This can be downloaded using http://www.mapquest.com. Since Mapquest does not print latitude and longitude coordinates on the map, you will need to estimate the positions of the points. This link can also be found in the Content Materials folder in the left frame of this web site. 22. Estimate the distance you will travel to find the geocache. 23. Estimate your rate of speed in finding the geocache. 24. Reset the GPS unit trip meter to measure the actual distance traveled in the search for the geocache. 8. Using a GPS unit and the latitude and longitude coordinates provided by the site, attempt to find the geocache. 9. Log the end time of your geocaching excursion. Steps of the Data Analysis: 5 1. Complete the Measurement Student Worksheet found in the Content Materials folder in the left frame of this web site. *The following link http://www.sciencemadesimple.com/conversions.html is to an online converter. This can be useful when you complete the worksheet. This link can also be found in the Content Materials folder in the left frame of this web site. 2. Once you have completed the worksheet, you will participate in a discussion with the class on your results. Alternative Activity: If it is not possible for an actual geocaching excursion to be attempted, the instructor can create one the grounds of the school. 6 Assessment Student work will be assessed by the instructor and the students as part of the whole class discussion and review of their completed worksheet. Each student is expected to participate in the discussion. Five points should be awarded to each student that contributes to the class discussion. As the student worksheets are reviewed, students should make their work as correct or incorrect. The instructor should collect the worksheets and assign one point for each correct answer. 7 Links to Course Competencies The activities in this RWLO would be appropriate for a freshman level geometry or trigonometry class. The activities would also be appropriate for a remedial math course as required by entrance examinations. It provides an excellent review of standards that should have been attained at the high school level. The following course competencies are standards, benchmarks and indicators found in the Ohio K-12 Mathematics Academic Content Standards and the National Council of Teachers of Mathematics’ Standards for School Mathematics: Pre-Kindergarten through Grade 12. I. Measurement Standard (from NCTM): Understand measurable attributes of objects and the units, systems, and processes of measurement; and Apply appropriate techniques, tools and formulas to determine measurements. II. Measurement Standard, Benchmarks and Indicators (from Ohio): Students estimate and measure to a required degree of accuracy and precision by selecting and using appropriate units, tools and technologies. A. Benchmarks: o Use proportional reasoning and apply indirect measurement techniques, including right triangle trigonometry and properties of similar triangles, to solve problems involving measurements and rates. o Explain differences among accuracy, precision and error, and describe how each of those can affect solutions in measurement situations. B. Indicators: o Measurement Units: 1. Compare and order the relative size of common U.S. customary units and metric units; e.g., mile and kilometer, gallon and liter, pound and kilogram. 2. Use proportional relationships and formulas to convert units from one measurement system to another; e.g., degrees Farenheit to degrees Celsius. 3. Convert rates within the same measurement system; e.g., miles per hour to feet per second; kilometers per hour to meters per second. o Use Measurement Techniques and Tools: 1. Use appropriate levels of precision when calculating with measurements. 8 2. Use scale drawings and right triangle trigonometry to solve problems that include unknown distances and angle measures. 3. Solve problems involving unit conversion for situations involving distances, areas, volumes and rates within the same measurement system 4. Explain how a small error in measurement may lead to a large error in calculated results. 9 Supplementary Resources Ohio’s K-12 Mathematics Academic Content Standards Geocaching FAQ The History of GPS Magellan GPS Units Garmin GPS Units 10 Recommendations Recommendations for Integration: The activities in this RWLO would be appropriate for a freshman level geometry or trigonometry class. The activities would also be appropriate for a remedial math course as required by entrance examinations. It provides an excellent review of standards that should have been attained at the high school level. Back Up Instructions: In the event that the Internet becomes unavailable, the following materials found in the Content Materials folder should be printed and made available to each student. Map of Area of Provided Data Set Geocache Data Set Measurement Student Worksheet 11

DOCUMENT INFO

Shared By:

Categories:

Tags:

Stats:

views: | 8 |

posted: | 1/28/2013 |

language: | English |

pages: | 11 |

OTHER DOCS BY shitingting

How are you planning on using Docstoc?
BUSINESS
PERSONAL

By registering with docstoc.com you agree to our
privacy policy and
terms of service, and to receive content and offer notifications.

Docstoc is the premier online destination to start and grow small businesses. It hosts the best quality and widest selection of professional documents (over 20 million) and resources including expert videos, articles and productivity tools to make every small business better.

Search or Browse for any specific document or resource you need for your business. Or explore our curated resources for Starting a Business, Growing a Business or for Professional Development.

Feel free to Contact Us with any questions you might have.