The purpose of this module is help students make a connection between the coordinate systems they use on a map in the classroom and how those coordinate systems describe locations in the real world. It would supplement material that is normally taught in GEOG 1190 lab assignments #1 and #2.
To prepare for this module:
- Students will need to be familiar with how a location’s coordinates (latitude and longitude; and UTM) are determined using a map.
- Students will need to be familiar with how distances between locations are determined using a map.
- The instructor will need to identify students with GPS equipped iPhones and create small groups (3 – 5) centred on those phone owners.
- The phone owners will need to install Fugawi iMap on their phones. The app is $5.00, so we may need to consider some sort of reimbursement.
Activities
Part 1 – Basics (in classroom)
Students will become familiar with the app. A handout on using the app will given to each group. They will use the app to determine their current coordinates. They will use a local map to determine the coordinates of identifiable locations within walking distance of Langara.
Part 2 – Compare your ability to determine a location’s coordinates from a topographic map with the device’s ability to determine a location’s coordinates.
Students will travel to the locations they identified in Part 1 and determine the coordinates of those locations using the phone and the app. They will save each location as a waypoint on their device. They will take a geotagged photo of their group at each destination.
Part 3 – Use the device to find a location with specific coordinates.
Students will enter the coordinates of several pre-determined campus area locations on their phone and save them as waypoints. They will then use the phone and app to find those locations. They will take a geotagged photo of their group at each destination.
Part 4- Reflection
The groups will complete a worksheet as they go through the exercises. They will hand this in as well as show the instructor their group photos. The worksheet will include some questions intended to get them thinking about how these coordinate systems work. For example:
1) In Part 2, as you travelled east or west toward your destination, how did your longitude change? How did your UTM easting change?
2) In Part 2, as you travelled north or south toward your destination, how did your latitude change? How did your UTM northing change?
3) If you were to travel 1,000 m due north of your location in Part 1 what would your UTM coordinates be?
4) Which coordinate system, latitude and longitude or UTM, was more useful to you as you did this exercise? Why?
5) Would your answer to question 4 change if there was a much larger distance between your destinations and you were travelling between them in a car, airplane or boat?
That is the general idea. Suggestions, questions or comments are welcome.
Jim