Geomatics: Geotechnologies in Action (CGO4M),...

Geomatics: Geotechnologies in Action (CGO4M), Grade 12,

University/College Preparation Unit 2 Profile

Written by: Danielle Brignull, Jennifer Mullett, David Pugliese

Geomatics Unit 2: Natural Disasters

Table of Contents Content PageStatement of Belief 3 Rationale 3 Unit Description Prior Knowledge Assessment and Evaluation

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Activity 2.1 – Global Warming, ArcView Activity 5 Activity 2.2 – Amazon Deforestation, ArcView Activity 7 Activity 2.3 – Spread of West Nile Virus, ArcView Activity 9 Activity 2.4 – Earthquake Destruction, ArcView Activity 11 Activity 2.5 – Volcanic Eruptions, Research Activity 13 Activity 2.6 – Culminating Activity 15 Bibliographic References 17 Appendix 2.0 18 Appendix 2.1.1 19 Appendix 2.1.2 21 Appendix 2.2.1 23 Appendix 2.2.2 26 Appendix 2.3.1 27 Appendix 2.4.1 30 Appendix 2.4.2 39 Appendix 2.5.1 42 Appendix 2.6.1 44 Appendix 2.6.2 46

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Geomatics: Geotechnologies in Action

Statement of beliefs Geography is a subject that should be engaging and interesting for all students.

We feel that when teaching the diverse concepts of geography teachers should be sure to utilize real world situations and examples which will make the lessons interesting and will actively engage the students in the learning process. The study of geography is much different from the study of other school subjects. When teaching the subject there is a great potential for the students to be actively engaged in the learning through field and hands‐on experiences which allows students to interact with the world on a regional or global scale. The unit we have designed for this course aims to illustrate to the students that the concepts they are learning are highly applicable to the ‘real world’. Rationale

This unit combines GIS skills with the topic of natural disasters. It is designed to be presented early in the course, as an introduction to GIS and the ArcView software. The authors have chosen the topic of natural disasters because disasters are varied, can be mapped and graphed with GIS and have an impact on the lives of humans. Natural disasters are also generally interesting to students. This unit reaches three of the five strands in the Ontario Curriculum for Geography; Human‐Environment Interactions, Understanding and Managing Change, and Methods of Geographic Inquiry and Communication. It is designed as a series of subtasks in which students work through guided activities related to natural disasters, and culminates in an independent study report and presentation. By teaching research and presentation skills, this unit is useful to students for their other courses and gives them skills that can be taken with them to post secondary education and the workplace.

The emphasis on Natural Disasters combined with discussion about the implications for humans is an arrangement designed to engage students. It is also hoped that by working with real world scenarios, this unit can act as catalyst for discussion on careers in geography, specifically geomatics and geotechnologies.

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Unit 2 Profile

Geomatics: Geotechnologies in Action (CGO4M), Grade 12, University/College Preparation

Unit 2: Analysing and Understanding Natural Disasters Time: 1125 minutes Unit Description Students identify and examine patterns that emerge from physical systems as well as human interactions dealing specifically with natural disasters. Using ArcView GIS, students have opportunities to map the relationships that exist between these systems. Furthermore, by exploring methods of creating buffer zones, using digital images to interpret global impacts, georeferencing data by manipulating and creating tables, inputting waypoints and hotlinking, students will map, become aware of and try and predict the spatial distribution and impact of natural disasters. Through this unit students will be able to gain knowledge on the capabilities and limitations of geotechnologies. The culminating activity of this unit focuses on creating awareness of natural disasters on a regional or global scale using GIS as a visual aid, various academic sources to compile a written report and by presenting to a specific audience. Prior Knowledge & Skills Students must have an understanding of how to read and interpret maps, must have basic computer skills as well as basic internet literacy. Prior to this unit, students will have been introduced to ArcView using a lesson package designed by ESRI. The students will have learned how to navigate through the program and create a layout with all the required mapping components. Students will have been previously assessed by the teacher in the form of constructive feedback at the end of the former unit. Due to the nature of this unit, it is not required that the students have an in depth knowledge of natural disasters and the related processes. Students should also know how to navigate the internet for date and image retrieval. How will students be evaluated and assessed Due to the nature of this course we have opted to evaluate the four GIS based assignments all in a similar fashion. Each activity has a visual output which will accompany a written component. With regard to the ArcView outputs, the student’s achievements are based on their ability to follow the required steps to arrive at the desired and correct output. They must follow all map rules and must include all the required map components. The written component consists of questions which must be answered with use of ArcView. The students should answer the questions correctly, clearly and concisely. Teacher generated checklists (see Appendix 2.0 for GIS component checklist) are used to evaluate both the visual output and the written

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component, to obtain a concise marking scheme. Each aspect of the activity will be graded out of 10 marks, totalling 20. The research activity will only be formatively assessed as the students will be evaluated on their quality of research on the culminating activity. The culminating activity will be evaluated using a rubric on two components, the presentation and the written. A rubric is an excellent tool that clearly outlines what is expected of the students. Students will only be evaluated on ministry expectations which are defined into the four categories in the achievement chart. This allows students to understand exactly what is expected of their final product. The nature of the rubric ensures for teacher accountability and marking fairness.

Activity 2.1 Time: 150 minutes Description: This activity acquaints students with the use of GIS and its role in mapping physical regions by visual comparison. They will learn how to navigate the program, add layers of data, and manipulate themes, measure distances as well as label and retrieve data. Using a digital image/map of the world, students investigate the differences in landmass by comparing today’s landmass to the landmass of 20,000 years ago. Students will interact with the program to interpret how increasing water levels will affect the population of major cities. They are asked to create an output outlining the disastrous affect on Southern United States and Caribbean vacation areas. Strands & Learning Expectations Strands: Human‐Environment Interactions, Understanding and Managing Change, Methods of Geographic Inquiry and Communication Expectations:

Analyse how geotechnologies are used in studying and managing human‐environment interactions;

Use geotechnologies to predict future change in a physical or human system create well‐designed maps or graphics that meet accepted conceptual and artistic design criteria

Prior Knowledge & Skills

creating ArcView map layouts setting up the ArcView workspace setting map projection

Teacher Planning Notes

Make sure the appropriate data is available on the computers; Duplicate instructions for students (Appendix 2.1.1)

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Duplicate worksheet for students (Appendix 2.1.2) Ensure students have access to the Internet for data retrieval. If this is the first time in the course that students have used the Internet, review school and board policies.

Teaching & Learning Strategies 2.1.1 – Before the students use the program, a classroom discussion occurs where the teacher checks for previous knowledge on the topic of global warming and how it affects humans. During this discussion the teacher asks what are some of the potential causes and effects of global warming and is sure to make clear that the activity they are about to complete is what could happen if the world continues on the same path. 2.1.2 – Individually the students work through the instructions and complete the activity. The purpose of this lesson is to give the students an introduction to ArcView GIS and its role in mapping physical regions by visual comparison. This activity will guide them in adding data, manipulating themes, labelling, measuring and creating a layout. The teacher acquaints students with some concepts and terms that are new and describes the process that is involved in ArcView. Students produce a map of the traditional sun vacation spots that will be under water and do some calculations with population. The students will also answer a series of questions that relate to the activity and global warming. Assessment & Evaluation of Student Achievement The focus of this activity is for students to identify the affect that global warming will have on the earth with the increased water levels. They must create a layout that shows the affect that this water will have on the sun vacation spots. A mapping checklist can be used to evaluate each map, and a checklist can be used for the correctness and completion of the worksheet answers.

Task/Product Tool Purpose Achievement Category Whole‐class discussion

Teacher checks for student understanding

Formative Diagnostic

Knowledge/UnderstandingThinking/Inquiry Communication

Creation of a digital image output

Map component checklist

Evaluation Thinking/Inquiry Application

Correct complete answers to activity questions

Checklist Evaluation Knowledge/UnderstandingThinking/Inquiry Communication Application

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Accommodations Enrichment – students can may focus on another area of interest and explore what the water levels do to that area Low vision – have an instruction set that is magnified in print Learning Disabled – Simplified instruction set Resources

Print Mapping Our World, GIS Lessons for Educators ArcView 3.X Edition, ESRI Press. 2002.

Data Module 7 Data from the ESRI ArcView CD Software ESRI. ArcView 3.X. ESRI, Canada. Obtainable through Board OESS representative.

Activity 2.2 Time: 150 minutes Description: This activity continues the student’s acquaintance with GIS and ArcView. They will learn how to create buffers and shapefiles, and to use the tools query, zoom, label and pan. Using a map of the Amazon River basin, students investigate the affect of nearby towns and cities on the Amazon Rainforest. They are asked to create an output showing the impact these cities will have on the Amazon basin after 10 years. Strands & Learning Expectations Strands: Human‐Environment Interactions, Understanding and Managing Change, Methods of Geographic Inquiry and Communication Expectations:

Demonstrate an understanding of basic spatial concepts Use graphic software to produce a range of well‐designed graphs, charts, and diagrams

Describe the role of geotechnologies, especially GIS, in predicting processes and events.


creating ArcView map layouts setting up the ArcView workspace setting map projection adding themes and data labelling attributes in ArcView

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Make sure the appropriate data is available on the computers; If this is the first time in the course that students have used the Internet, review school and board policies;

Duplicate student instructions (Appendix 2.2.1) and distribute; Duplicate worksheets (Appendix 2.2.2) and distribute;

Teaching & Learning Strategies 2.2.1 – Before the students use the program, a classroom discussion occurs where the teacher checks for previous knowledge on the topic of the Amazon deforestation and how it affects humans. During this discussion the teacher asks what products come out of the Amazon which are exported for local worldwide consumption, and what resources are lost in the process. 2.2.2 – Individually, the students work through the instructions and complete the activity. The purpose of the assignment is to examine the impact of human growth and forest harvesting on the Amazon Basin. The teacher acquaints students with some concepts and terms that are new and describes the process that is involved in ArcView. Students produce a map of the Amazon basin with buffers showing the scope of Amazon destruction, based on the towns and cities located within the basin. Assessment & Evaluation of Student Achievement The focus of this activity is for students to identify the affect of deforestation on the Amazon Rainforest. They must create a layout which shows that nearby cities will have on the Amazon basin. A mapping checklist can be used to evaluate each map, and a checklist can be used for the correctness and completion of the worksheet answers.





Creation of an output with images





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Accommodations Enrichment – students may change buffer size to show impact over various time ranges Low vision – have an instruction set that is magnified in print Learning Disabled – Simplified instruction set Resources Print Geographers Workbench, Obtainable through Mark Lowry. Software ESRI. ArcView 3.X. ESRI, Canada. Obtainable through Board OESS representative.

Activity 2.3 Time: 150 minutes Description: This activity is designed to expose the students to a critical component of geographic information systems, the database or table. This activity uses the study of the West Nile Virus which is used to teach the students how to create, modify, join, and add geographic information to tables. Data and table creation and manipulation is a critical GIS skill which will be required to be able to successfully complete the culminating activity. Strands & Learning Expectations Strands: Human‐Environment Interactions, Understanding and Managing Change, Methods of Geographic Inquiry and Communication Expectations:

Evaluate the use of geotechnologies in modeling and predicting future change Demonstrate the understanding and skills required to use a variety of conventional and geotechnological methods and tools in geographic investigations, and to interpret findings

Use geotechnologies to predict future change in a physical or human system Create well‐designed maps or graphics that meet accepted conceptual and artistic design criteria


creating ArcView map layouts setting up the ArcView workspace setting map projection

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Planning Notes Duplicate instructions for the class (Appendix 2.3.1)

Teaching & Learning Strategies 2.3.1 ‐ The teacher will lead the class in a discussion surrounding the issue of epidemics. The discussion should include examples of topics such as the small pox, the avian flu, and the SAR’s outbreak; 2.3.2 ‐ The teacher will then introduce the West Nile Virus and discuss it in the context of the assignment; 2.3.3 ‐ Once this is completed, the teacher will distribute Appendix 2.3.1, and will introduce the students to the task; 2.3.4 ‐ The students will complete the task individually, and will be assisted when necessary. Be sure to encourage the use of the help function as the primary source for assistance; Assessment & Evaluation of Student Achievement

Task/Product Tool Purpose Achievement Whole‐class discussion

Teacher checks of student understanding

Formative Knowledge Thinking/InquiryCommunication

Creation of the GIS Map


Evaluation Thinking/InquiryApplication

Assignment Questions

Teacher generated checklist

Evaluation Knowledge Thinking/InquiryApplication Communication

Accommodations & Modifications Enrichment – Students may focus on the Extension portion of the activity to challenge students who have completed the task early; Learning Disabilities ‐ modified instructions for students with learning disabilities; Low Vision ‐ magnified computer screens and instructions for students;

Resources Data http://www.cdc.gov/ncidod/dvbid/westnile/index.htm http://cindi.usgs.gov/hazard/event/west_nile/west_nile.html http://www.cfe.cornell.edu/erap/WNV/ http://www.aphis.usda.gov/vs/ep/WNV/summary.html

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http://nationalatlas.gov/virusmap.html Websites http://www.cdc.gov/ncidod/dvbid/westnile/index.htm http://cindi.usgs.gov/hazard/event/west_nile/west_nile.html http://www.cfe.cornell.edu/erap/WNV/ Software ESRI. ArcView 3.x., Canada. Obtainable though Board OESS Representative.

Activity 2.4 Time: 225 minutes Description: This activity is designed to strengthen the student’s previous skills gained from past experiences with ArcView, as well as introduce some new skills that will be useful in the future. The students study the general occurrence patterns and magnitude of earthquakes around the world. Students then demonstrate how large scale earthquakes affect the population of world cities and conclusions are drawn by the students as to why earthquakes occur where they are located. This task introduces the concept of inputting photographic imagery into an ArcView output. This skill will enable students to explain how their output affects the human systems. Then, students use these files and images to create an accurate and visually pleasing map of a location of greatest earthquake activity. Strands and Learning Expectations Strands: Human‐Environment Interactions, Understanding and Managing Change, Methods of Geographic Inquiry and Communication Expectations:

Explain the role of geotechnologies in addressing human problems caused by natural environmental forces;

Analyse the role of geotechnologies in predicting catastrophic events; locate and gather geographic information from a variety of sources; create well‐designed maps or graphics that meet accepted conceptual and artistic design criteria;


Make sure the appropriate data is available on the computers; Ensure students have access to the Internet for image retrieval; If this is the first time in the course that students have used the Internet, review school and board policies;

Duplicate student instructions (Appendix 2.4.1) and distribute; Duplicate worksheets (Appendix 2.4.2) and distribute;

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Teaching and Learning Strategies 2.4.1 – Before the students use the program, a classroom discussion occurs where the teacher checks for previous knowledge on the topic of earthquakes and how it affects humans. During this discussion the teacher asks what characteristics define a large scale earthquake and the how the destruction path might look like. 2.4.2 – Individually the students work through the instructions and complete the activity. The purpose of this lesson is to acquaint students with the creating waypoints from GPS coordinates and the inputting an image to that point as well as solidify the previous skills gained from past activities such as added themes, creating buffers, selecting specific data within a desired range and creating their own shapefiles or themes. The teacher acquaints students with some concepts and terms that are new and describes the process that is involved in ArcView. Students produce a map of a desired location that produces many large scale earthquakes with hotlinked images that show the devastation to that location. Assessment & Evaluation of Student Achievement The focus of this activity is for students to identify major scale earthquakes and using the hotlinking tool to input photographic imagery into their output. A mapping checklist can be used to evaluate each map, and a checklist can be used for the correctness and completion of the worksheet answers.





Creation of an output with images





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Accommodations Enrichment – students may focus on a specific area and change the query on the magnitude to investigate larger or smaller earthquakes Low vision – have an instruction set that is magnified in print Learning Disabled – Simplified instruction set Resources

Data Earthquake Data Set ESRI website

Websites http://www.esri.ca/english/5528.asp Software ESRI. ArcView 3.X. ESRI, Canada. Obtainable through Board OESS representative.

Activity 2.5 Time: 75 minutes Description: The aim of this activity is to have the students to continue to develop their research skills. While completing the activity, the students will learn to recognize what makes an internet or print source credible, as well as how to effectively search the library catalogues, and create a proper bibliography. These skills will be developed while researching volcanic events and processes. The skills acquired are not only applicable to the completion of the final task, but are also useful when researching in any subject area and at all levels of education. Strands & Learning Expectations Strands: Methods of Geographic Inquiry and Communication Expectations:

Demonstrate the understanding and skills required to use a variety of conventional and geotechnological methods and tools in geographic investigations, and to interpret findings;

Locate and gather geographic information from a variety of sources; Prior Knowledge & Skills

The students should have a basic understanding of how to use the internet as a search tool;

The students will have an understanding of the library search and loan system;

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Teacher Planning Notes The teacher should book the library for the period; The teacher should ask the Teacher Librarian for resources for the students regarding what makes sources credible and how to write a proper bibliography;

If the teacher librarian is unable to instruct the students, then the teacher must be prepared to do so;

The teacher will also photocopy Appendix 2.5.1 and distribute this to the students at the beginning of class;

Teaching and Learning Strategies 2.5.1 ‐ The teacher will have the students meet in the library and will either have the Teacher Librarian or the will themselves outline how research is conducted. Be sure to discuss the various aspects of research including brainstorming and the use of a variety of types of sources for research. 2.5.2 ‐ The teacher will distribute Appendix 2.5.1 to the students and will instruct them to complete the assignment and submit it by the end of the library period. Assessment & Evaluation of Student Achievement

Task/Product Tool Purpose Achievement Source Charts

Teacher check for accurate completion

Formative

Knowledge Thinking/InquiryCommunication

Accommodations

Modified instructions when necessary; Verbal instruction and explanation to those students with comprehension difficulties;

Resources The teacher should ask the teacher librarian to bookmark sample resources that are appropriate to the research task.

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Activity 2.6 – Culminating Time: 225 min. in‐class working time, 75‐150 min. presentation time Description: The purpose of this assignment is to give students a thorough understanding of how natural disasters can affect people around the world. Students will focus on one disaster that they will be able to discuss in depth in regards to historical events as well as predictions. Students will need to create maps and/or tables in ArcView to include as visuals as part of their presentation. Students will also submit a written research report as a component of their grade. This assignment is designed as an independent study; the teacher will explain the task, then the students will have about 4 in‐class periods to compile their research into the necessary components. Strands & Learning Expectations Strands: Human‐Environment Interactions, Understanding and Managing Change, Methods of Geographic Inquiry and Communication Overall Expectations:

Analyze how geotechnologies are used in studying physical and human systems; Analyze how geotechnologies are used in managing human‐environment interactions;

Evaluate the use of geotechnologies in modelling and predicting future change Specific Expectations:

Locate and gather geographic information from a variety of sources; Create well‐designed maps or graphics that meet accepted conceptual and artistic design criteria;

Explain how modern geotechnologies, especially satellite imaging, can be used to monitor changing phenomena;

Analyse the role of geotechnologies in predicting catastrophic events; Use geotechnologies to predict future change in a physical or human system;

Lesson Preparation

Duplicate Final Handout for student use (Appendix 2.6.1); Duplicate Rubric for student use (Appendix 2.6.2); Book extra library time; Put key resources on reserve; Bookmark preferred on‐line resources/websites;

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Teaching & Learning Strategies 2.6.1‐ The teacher will briefly review ideas covered through the previous activities in regards to interaction between people and natural disasters in general. The teacher will ask students to consider which disaster they would like to learn more about. 2.6.2‐ The teacher will hand out and review the instructions for the research assignment. The students will choose their disaster and begin their research. It is recommended that the teacher do a check in with each student during each working period to ensure the student is on task and will be prepared for the presentation. If many students seem to need more time, it is advised to add more in class work time. 2.6.3‐ Students should adhere to the standards taught in their library lesson in regards to the format of the research paper and bibliography, as well as their selection of resources. 2.6.4‐ Depending on the number of students in the class, it will be necessary to have one or two class periods devoted to presentations. The accompanying handout suggests presentations remain relatively short, around five minutes in length, though this can be adjusted depending on the students and the amount of class time allotted to prepare. Assessment & Evaluation of Student Achievement Evaluation will be based on all components of this research assignment. The accompanying rubric evaluates the presentation, the incorporation of ArcView maps and other visuals, as well as the written research report. Accommodations/Modifications Because the assignment is delivered as independent study, students have flexibility in shaping the assignment to suit their needs and creating something they feel comfortable with. Listed here are a couple of ways that this activity can be altered to accommodate the needs of students. Enrichment‐ creation of a video/newscast Performance Anxiety‐ these students may wish to record themselves presenting Low vision‐ enlarged instructions and rubric Learning disabled‐ simplified instructions or criteria may be used Writing disabilities‐ students may wish to include their visuals as part of their report Resources Data/Print/Websites Up to student discretion, students may use any resources to complete their project Software ESRI. ArcView 3.X. ESRI, Canada. Obtainable through Board OESS representative.

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Bibliographic Reference Print Geographers Workbench, Obtainable through Mark Lowry. Mapping Our World, GIS Lessons for Educators ArcView 3.X Edition, ESRI Press. 2002.

Data ESRI Canada. Earthquakes. http://www.esri.ca/english/5528.asp. Module 7 Data from the ESRI ArcView CD. Software ESRI. Arcview 3.X. ESRI, Canada. Obtainable through Board OESS representative. Websites Centres for Disease Controls and Preventions. (2007). West Nile Virus.

http://www.cdc.gov/ncidod/dvbid/westnile/index.htm. Cornell University. (2005). http://www.cfe.cornell.edu/erap/WNV/. ESRI Canada. (2008). http://www.esri.ca ESRI GIS and Mapping Software. (2008). http://www.esri.com Minisitry of Education, (2008), Course Profile, http://www.searchontario.gov.on.ca/cgi‐

bin/e_search_results.pl?offset=0&owner_id=edu&language=en&collection=50800edutcu&query=Geomatics+Profile.

USGS. (2002). West Nile Virus Maps – 2002.

http://cindi.usgs.gov/hazard/event/west_nile/west_nile.html.

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Map Component Checklist Appendix 2.0 Map Name: Student Name

Title in capital letters Title underlined in 1 pt thickness Map outlined in a 1 pt thick border Legend outlined in 1 pt thick border. Legend, North Arrow, Scale (in kilometres), Student’s name in the

legend box Entire output outlined in a 5 pt thick border. Properly displayed GIS output Visually pleasing

/10 Map Component Checklist Appendix 2.0 Map Name: Student Name

Title in capital letters Title underlined in 1 pt thickness Map outlined in a 1 pt thick border Legend outlined in 1 pt thick border. Legend, North Arrow, Scale (in kilometres), Student’s name in the

legend box Entire output outlined in a 5 pt thick border. Properly displayed GIS output Visually pleasing

/10

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Global Warming – ArcView Instruction Set Appendix 2.1.1 Welcome to Water World…what will happen?

1. Open c:/esri/mapworld/mod7/global7.apr. 2. Navigate to the Project Window and open Water World.

3. Notice that there 2 different land mass digital images, 20,000 Years Ago and

Today. Make the Country Outline visible as well as 20,000 Years Ago. Compare the differences between the outline and this 20,000 Years Ago image. Why do you think the land mass has changed over the years?

4. With your Country outline theme visible and active (so it appears raised), open

the theme table . What types of data are located in this table?

5. Make the ‘Plus 5 Meters’ theme visible and turn off all others besides the outline.

This theme demonstrates the effect that will occur on the world if the sea level rose 5 meters.

6. Make the ‘Plus 50 Meters’ theme visible and turn off all others besides the outline. This theme demonstrates the effect that will occur on the world if the sea level rose 50 meters.

7. Make the ‘Antarctic Total Thaw’ theme visible and turn off all others besides the outline. This theme demonstrates the effect that will occur on the world if the entire Antarctica Ice shelf melts. By strictly looking at the map, which part of the world has the most dramatic effect if Antarctica melts entirely? Why?

8. Add the World Cities theme to your view and make it active and raised.

What important piece of data is located in the theme table? 9. Zoom into Southern United States and the Caribbean Islands. Investigate

with the different sea level themes in this area.

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Global Warming – ArcView Instruction Set Appendix 2.1.1

10. How far inland is the new coastline of Southern Florida from its original most

southern tip? Use the measure feature . Click on your desired start point and then click again at your desired end point. The distance is located at the bottom left hand corner of your screen.

11. Which countries in this area are affected by the sea levels rising? To label a theme,

make sure that theme is active and click on the label feature to label your desired country or city.

12. How many people in these areas will be affected? Use the select feature tool to choose the cities, making sure to hold down the shift key to select more then one feature. Open the theme table for the cities theme and use the promote

feature to bring your selected data to the top of the list. To view the statistics on your cities, make sure Population is pressed in, click on Field, then Statistics.

13. Once you have selected all of your desired cities, make this cities there own theme. To do this, select Theme, Convert to Shapefile, save this theme to your hard drive, and then click yes. Make this new theme visible, and you can delete the old cities theme by making it active and then clicking edit, delete themes.

14. Now create a layout of the traditional sun vacation spots that are under water. Click View and Layout. Be sure to follow all map rules including but not limited to items such as a title, legend, north arrow and a scale in proper units.

15. Save your work!

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Global Warming ‐ Worksheet Appendix 2.1.2 1. Why do you think the land mass has changed over the years? 2. What types of data are located in this table? 3. By strictly looking at the map, which part of the world has the most dramatic effect if Antarctica melts entirely? Why? 4. What important piece of data is located in the theme table for the Cities theme? 5. How far inland is the new coastline of Southern Florida from its original most southern tip?

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Global Warming ‐ Worksheet Appendix 2.1.2 6. Which countries in this area are affected by the sea levels rising? 7. How many people in these areas will be affected? 8. By using the internet or any resource available, research the causes and effects that global warming has on the earth and on humans.

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Amazon Deforestation – ArcView Instruction Set Appendix 2.2.1

Let’s Get Started 1. Start ArcView and add the following themes from the world folder in ArcCanada 3.1

(Note: the world30.shp file should be in your home drive: cities.shp rivers.shp cntry00.shp

2. Go to File, Set Working Directory, change the pathway to h:\ Click Ok. 3. Save your project as amazon_def.apr

4. Arrange your themes by points/lines/polygons, and set your map units and distance

units to the appropriate settings. Zoom in on the northern section of the South American continent. Label the Amazon River.

5. Now we have to make an Amazon Basin theme. To do this you need to click on View

and then New Theme. A New theme window will appear. Select the polygon for feature type and then click OK. Save this theme as Amazon Basin on your home drive.

6. To make the Amazon Basin, you need to draw a polygon which contains all the rivers

that make up the basin. Using the polygon feature tool click the Heads of the rivers in the Amazon Basin (Heads are the ends of the rivers). Don't forget to double click at the end and save edits into your folder.

7. Open the legend editor to make your Amazon theme transparent. Double click on

the colour in the table of contents (beside the theme name). The legend editor will appear, and select a pattern you would like. Now click on the paint brush and change the foreground to background and select the square with the X through it. Click Apply. You will now be able to see what is underneath your Amazon theme. After this, go to the theme menu and click on Stop Editing. Click Yes.

You are now going to select all the cities that fall within the Amazon Basin and make this a theme by converting to a shapefile.

1. With the Cities.shp active go to theme menu and Select by theme. Change intersect to Are Completely Within. Make sure that the Amazon basin shapefile is your selected feature. Click new set and only the cities inside your Amazon

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Amazon Deforestation – ArcView Instruction Set Appendix 2.2.1

theme will turn yellow. Next go to the theme menu and select Convert to Shapefile. Save this as Amazon Basin Cities in your home drive and click Yes. Now you will have a new theme which maps only the cities inside the basin. After you have created the new theme (Amazon Basin Cities) you can delete the old cities.shp theme. Make cities.shp active, go to Edit menu and click Delete Themes. Click Yes.

Now we will investigate the impact these cities will have on the Amazon Rainforest. We will do this by creating buffer zones around these cities.

2. Make sure the Amazon Basin Cites theme is active. From the theme menu select create buffers. Make sure “the features of a theme” is selected, and the Amazon Basin cities.shp is selected in the drop down window. Click Next.

3. Now all you need to do is follow the instructions as they come up. Change At

specified distance to 100 km and click next. Click the radio button to the left of

in a new theme. Click on the icon. Make sure you save buffers into your h:\ drive and give it the name “impact zones”. Now click finished.

8. Now you will need to change the colour and make the theme transparent like you

did with the Amazon shapefile. Double click on the colour in the table of contents. The legend editor will appear. Select a pattern you would like. Now click on the paint brush and change the foreground to background and select the square with the X through it. Click Apply. You will now be able to see what is underneath your Amazon theme.

9. Change the names of the .shp files to appropriate titles. (i.e. Impact Zones, Amazon Basin Cities, Amazon Basin, Rivers)

How much of the Rainforest is taken over by the cities?

To find the area of one city: use formula A=πr2 (i.e. A=3.14*r*r) Hint: radius is the ‘specified distance’

What countries have at least a part of the Amazon River basin in them, how many are there?

Make cntry00.shp theme active, then under theme menu, click select by theme. Select Intersect and Amazon Basin. Click new set. Under Theme menu, click Convert to Shapefile. Save under your home drive... Click OK. Click Yes. And make new theme active. Open theme table to view countries in intersection.

Assuming each city’s radius of influence will increase 50km a year (because of urban sprawl), after 10 years, what is the new area that is taken over by the cities?

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Amazon Deforestation – ArcView Instruction Set Appendix 2.2.1 Show the cities new influence on the Amazon Rainforest in ArcView.

Hint: Create new buffers With the last view created (10 years of urban sprawl) make a layout. Make sure you apply all the ArcView map rules and export as a JPEG and insert to Microsoft Word. Your completed map must only show the following information

• Impact on Amazon after 10 years • Amazon Basin • Amazon Basin Cities • Rivers • Zoomed view of Amazon. In your legend, you do not need to show Cntry00.shp, (but it still has to be visible ). To hide this from your legend, make the theme active, under theme menu, click on Hide/Show Legend. You also do not need the original buffers you created. You can delete this theme.

For Fun 1. How successful would you be as an Eco‐tourism professional? Go to http://www.eduweb.com/amazon.htm and try the game Ecotourism Simulation

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Amazon Deforestation – Worksheet Appendix 2.2.2

1. How much of the Rainforest is taken over by the cities? To find the area of one city: use formula A=πr2 (i.e. A=3.14*r*r) Hint: radius is the ‘specified distance’. 2. What countries have at least a part of the Amazon River basin in them, how

many are there?

3. Assuming each city’s radius of influence will increase 50km a year (because of

urban sprawl), after 10 years, what is the new area that is taken over by the cities?

4. Using the internet or any other resources available, investigate why the Amazon Rainforest is important. What will happen to the earth if it is destroyed? How will humans be able to prevent this destruction from occurring?

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West Nile Virus Spread – ArcView Instruction Set Appendix 2.3.1

BACKGROUND

In 1999, the United States began to identify cases of the West Nile Virus, starting along the Atlantic Coast between Connecticut and Maryland. This virus is carried by mosquitoes, and can cause encephalitis (inflammation of the brain) among humans, which can be fatal. The virus is also found among birds and animals, although it appears to be fatal to some species and not to others. The expansion of the disease may be affected by a variety of factors. There is a great volume of data about West Nile Virus available on the Internet. These sites provided the data for this lesson: http://www.cdc.gov/ncidod/dvbid/westnile/index.htm http://cindi.usgs.gov/hazard/event/west_nile/west_nile.html http://www.cfe.cornell.edu/erap/WNV/ http://www.aphis.usda.gov/vs/ep/WNV/summary.htmlhttp://nationalatlas.gov/virusmap.html SET‐UP PROCEDURE 1. Construct a base map displaying the US conterminous 48 states. Set the

projection to Albers, with central meridian of –96 degrees and reference latitude of 23 degrees.

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http://www.aphis.usda.gov/vs/ep/WNV/summary.html


West Nile Virus Spread – ArcView Instruction Set Appendix 2.3.1 2. Add the "usa48.tif" image from "\wnv\data". This grey scale picture gives a

general view of "relief". Move the state layer and adjust its legend to provide boundaries atop the image.

3. Add a "counties of the US" shapefile layer, and name it "cnty". Open the "cnty"

attribute table and ensure the table includes 5‐digit FIPS codes. (If desired, turn off or hide unwanted fields in the table.)

4. Save the base project. ENHANCE THE DATA 5. In the map, explore data for individual counties and note that the data do not

include WNV information. 6. Add the data table "wnv.dbf" from "\wnv\data". (The data came from the web

sites noted at the beginning of this document.) Explore the table, and note the 5‐digit FIPS code for joining to shapefiles. Within the various fields, the contents may be interpreted as follows:

empty cell = no data are listed for this county during the year "B" = data were collected for this state but not this county during the year "N" = data were collected for this county, but no evidence of virus was found "Y" = this county displayed evidence of virus "1" or higher = this county displayed evidence of virus. Since many counties simply stopped searching and recording once a positive result appeared, while other counties continued to seek and record data, the numbers should not be interpreted as degree of infestation. At best, interpret any number as simply "presence". (Note also that the numerals are "text" rather than true numbers, so you cannot sort by number.)

7. Join the table "wnv.dbf" to the "cnty" shapefile. 8. Copy and paste the newly enriched "cnty" shapefile. Keep the bottommost

"cnty" layer as the source for creating more copies of the "cnty" layer. Modify the properties only of "pasted" layers.

9. Using the pasted "cnty" layer, isolate the data to include only those counties

with "cumul_1999" as "Y". (Relatively few counties searched for the virus in 1999.) Name the layer "1999 Y" and set the color as red.

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West Nile Virus Spread – ArcView Instruction Set Appendix 2.3.1 10. Copy and past the "cnty" layer two more times. Modify the two new layers as

follows: Isolate on "cumul_2000" = "N". Name this layer "2000 N" and set the color as light green.

Isolate on "cumul_2000" = "1" or higher (or "not equal to" any without numbers). Name this layer "2000 Y" and set the color as red

11. Copy and past the "cnty" layer two more times. Modify the two new layers as

follows: Isolate on "cumul_2001" = "N". Name this layer "2001 N" and set the color as light green.

Isolate on "cumul_2001" = "1" or higher (or "not equal to" any without numbers). Name this layer "2001 Y" and set the color as red.

12. Copy and past the "cnty" layer one more time. Modify the new layer as follows:

Isolate on "07312002" = "Y". Name this layer "20020731 Y" and set the color as red.

13. In a Word document, please answer the following questions: Examine the patterns of movement:

(a) What factors might be speeding the diffusion of the virus? (b) What barriers exist? (c) How do you think the map might look at the end of 2002, 2003, and 2004? (d) What questions would you want to explore by looking at the original data in

week‐by‐week fashion instead of cumulative? EXTEND THE LESSON (if time permits)

14. There is a significant relationship between landforms, water bodies, temperature, and precipitation and the presence of mosquitoes. There are fast‐drawing elevation data available as shapefiles at this address on the ESRI Schools and Libraries website:

http://www.esri.com/industries/k‐12/material.html#MDat13

You can find rivers on various data sets from ESRI. You can find other water bodies and precipitation data from the National Atlas:

http://www.nationalatlas.gov Source: www.esri.ca

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Earthquake Destruction – ArcView Instruction Set Appendix 2.4.1

Part 1: A Global Perspective on Earthquakes It is very important to remember to save your work as you go through the exercise!!!

1. Start ArcView if it is not already running. 2. Navigate to the date and add the following themes:

cntry00.shp. W_cities.shp Plat_lin.shp Click OK.

3. Go to file, Set Working Directory, change the extension to h:\. Now save your work

in your home drive. 4. Make sure only Cities and Cntry00 are turned on . Make the Cities theme Active.

The theme should now appear raised compared to the other themes.

5. In order to set Measurement Units for our project, go to the main menu under View and click on Properties. Beside Map Units, click on decimal degrees if it is not already chosen. Beside Distance Units, let’s use kilometers. Click OK.

6. Use the Zoom In tool to zoom in to a part of the world you think is a potential earthquake zone.

7. Use the Identify tool to click on and identify the cities in your given area. Use

the Pan tool to drag your map around! Finally, use the Zoom to Full Extent tool

to view your entire map. 8. Turn on the plat_lin theme in your Table of Contents. 9. With cities as the Active theme, (appears raised) take time to label some of the

cities near major fault lines. We want to find out which cities (if any at all) intersect with a major plate line. 1. Click on the cities theme to make it Active (appears raised).

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2. Use your Measure tool to see how far 5 different cities lie from a major fault line. The length will be displayed in kilometers at the bottom left corner of your screen (click to begin your measurement, double click to finish your measurement).

3. From the Theme menu choose Select By Theme. Click on Plat_lin under ‘the

selected features of’ first, then under ‘Select features of a theme that’ Are within a distance of’. This will tell ArcView to select all the cities lying within a specified distance of the plate lines.

4. A Selection Distance pops up at the bottom of the box, use this space to determine

your distances in kilometers. Type in 500 (km). Click on New Set. All cities within 500 km. of a major fault line are now highlighted in yellow.

5. Click on the Open Theme Table tool in order to view the table for cities and see how many cities were selected.

6. Use the Promote tool to bring all the highlighted records to the top of your table.

Above your table is a counter that keeps track of how many records have been selected at a distance of 500 km. How many have been selected? 7. Close this table and repeat this exercise (steps 8‐11) with the following distances:

i) How many cities lie within 300 km. of a major fault line? ii) …Within 100 km.?

iii) …Within 10 km.?

What city from our dataset lies closest to a fault line? How close is it? Use your new measuring skills to help you with this.

You want to ask ArcView to show us all the earthquakes in the world that have been recorded as being greater than 6.9 on the Richter Scale. To do this you will create a Theme Definition.

1. Add and turn on the Quakes98 theme and make it Active. 2. In the Theme menu, choose Properties.

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3. Click on the Definition icon at the top left. 4. Change the Theme Name to Magnitude > 6.5.

5. Next, click the Query Builder tool . 6. In the Fields box, double click on “Magnitude”, then click on the “>” symbol, and

type in the value “6.9”. These have been put into the larger box below. Make sure the entire expression looks like this: ([Magnitude] > 6.9) Click OK twice.

7. Change the colour and size of your Magnitude > 6.9 so that they are more visible.

Double click on the theme to bring up the Legend Editor dialog box. 8. Next, make sure the cities theme is active (appears raised) and click on the Open

Theme Table icon . Click on the field name Population so that the field name

darkens (it should look pressed in). Click on the Sort Descending tool . How many cities have a population greater than 5,000,000? 9. Close the table.

10. Create a layout with the view you just created. Make sure that you have the

appropriate legend with all themes named properly. Follow all ArcView map rules. Export this layout as a JPEG, and drag and drop this in the drop off folder.

11. Save your work before proceeding to Hotlinking.

Part 2 –Hotlinking Exercise With access to the Internet, you will be able to try this extension without any problems. This is a great tool to learn how to use for other projects. These steps will teach you how to link an image of your earthquake damage from the Internet to your map. A) Find an Image In this exercise, I would like you to pick 3 different areas that have high earthquake activity. Access the internet and search for images the represent the damage in the areas you have chosen. If you can't find a picture of your specific earthquake, find a

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Earthquake Destruction – ArcView Instruction Set Appendix 2.4.1 picture of earthquake damage that you really like (and we'll pretend it's your damage!). However, the more realistic your project is the better! 1. Use the Internet to find an image. 2. Once you have found the image you want, right click on the image. You can use

most images from the Internet in ArcView. 3. Scroll down and choose Save Picture As. Ask your teacher where you should save

the image! 4. Write down the name and the path to your image here. For example, if you save it

in the c drive and it is called california.jpeg type: c:\ california.jpeg B) JPEG Extension: 1. Once you have an image saved, go back into ArcView. 2. There are a variety of different kinds of images on the Internet. One of the most

common is the JPEG. You can use these images in ArcView, but first you need to load the JPEG extension.

3. From the Project Window, go to the File menu and click on Extensions. 4. In the dialog box that opens, click on the small box beside JPEG (JFIF) Image

Support. 5. Click on OK. Now you'll be able to use a JPEG image if that's the kind you've chosen. C) Editing: 1. Go back to your View. Make Quakes98 the active theme (appears raised).

Caution!!! Proceed Carefully!! You're going to be editing this theme so you MUST complete the following steps to make

sure you don't change the original data! 2. Go to the Theme menu, and select Convert to Shapefile. (Even though the

earthquakes theme is already a shapefile, you need to create a new one that you can manipulate and edit!)

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Earthquake Destruction – ArcView Instruction Set Appendix 2.4.1 3. Give the shapefile a different name (other than Quakes98) so that you won't get

confused. Give it the name of your city. Don't click OK yet! 4. Make sure it goes into the correct directory!! Direct the file to your hard drive or

onto a floppy disk. Select OK. 5. ArcView will ask: Add shapefile as a theme to the view? Click on Yes.

Important: This is the only file you want to edit! A) Getting Ready to HotLink! 1. Make your new theme active (appears raised).

2. Click on the Open Theme Table button . In order to HotLink, you need to add a new column to the table and the path to the picture you want to link.

3. Go to the Table menu, and select Start Editing. 4. Now go to the Edit Menu and select Add Field. 5. In the Field Definition dialog box fill in the following:

Name: (type in) Hotlink Type: (scroll down and click on) String Width: (type in 50)

6. Choose OK. You have added a new column (or Field) called Hotlink. Now you need to add information for your earthquake city.

7. Go to the Edit menu, and choose Add Record. 8. Find your earthquake city. Use the country column as a guide to help speed up the

process.

9. Click on the Edit tool . This allows you to click on a specific field and add information.

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Earthquake Destruction – ArcView Instruction Set Appendix 2.4.1 10. In the Hotlink column, for your earthquake city, type in the path to the image you

selected earlier. (***Make sure the path name you type in is exactly the same as the path to your image!)

11. Hit Enter once you have typed in the path. You must hit Enter or the edit will not

work! 12. Go to the Table menu and select Stop Editing. This tells ArcView you are finished

making changes for now. 1. Click on Yes to Save edits. 2. Close the Attribute table. B) HotLinking 1. Make sure you are back in your View. 2. Go to the Theme menu and select Properties. Make sure the theme name is correct.

3. Scroll down the list of icons, and select HotLink . 4. For the Field, scroll down and choose Hotlink. 5. For the Predefined Action scroll down and select Link to Image File. 6. Click on OK.

You are ready to test your HotLink.

7. Click on the HotLink tool . 8. To use this tool, simply click on the location of your earthquake, and the image

should appear. Note: if your image does not appear it may be that the .jpg file format of the image is a newer version not supported by ArcView 3. If you click on the earthquake and get a

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Earthquake Destruction – ArcView Instruction Set Appendix 2.4.1 message to this degree, try the Hotlinking Exercise again but save your image in .tif file format. Part 2 ‐ Canadian Earthquakes Now let’s query Canadian earthquakes and examine their magnitude in relation to others you’ve just examined globally. 1. Add a new theme to your View called Quakes2002.shp. Click on the Add Theme

button and navigate to the theme in your home drive. 2. Make the Quakes2002 theme Active (appears raised) and Turn it On . You may

like to Turn Off a few other themes in order to view your Quake2002 theme more clearly.

3. Use the Open Theme Table button to look at it’s contents. How many records does it contain? Which 3 regions in Canada are most prone to earthquakes? Do any of these locations surprise you? 4. Let’s perform a query to find out how many earthquakes in Canada have been

recorded as >= (greater than or equal to) 4.0 in magnitude. Use the Definition

Query to perform this task. 5. Click OK once you are done. 6. Change the name of your theme to reflect what you’ve mapped (this is the same

exercise you performed on a global scale, now simply do it on a Canadian scale).

7. Use the Identify tool to check your map results.

Zoom In on the areas of Canada that you’ve identified as earthquake areas of greater than or equal to 4.0. Where are they mainly clustered? B) How Do Canadian Cities Relate to Our Map?

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Earthquake Destruction – ArcView Instruction Set Appendix 2.4.1 Now, let’s find out which cities are located within 300 km of the earthquake areas that you’ve identified as >= 4.0 in magnitude. This will give you an indication as to which cities are at risk of experiencing future earthquakes. 1. With your Canadian Cities as the Active theme (appears raised), go to the Theme

menu and choose Select by Theme.

2. Below the words “the selected features of”, there is a drop down list. From this list, choose the new title you gave your Quakes2002 theme.

3. Below the words “Select features of active themes that”, there is a drop down list.

From here choose “Are Within Distance Of”. 4. In the box below the words “Selection Distance”, type 300. This is measured in

kilometers. Click on New Set. Take a look at your map. You’ll notice that all the cities on your map within 300 km. from earthquakes >= 4.0 have been highlighted in yellow. How many cities are affected at a distance of 300 km? C) Calculating Some Statistics 1. With your Canadian Cities theme still Active (appears raised), open the

accompanying attribute table by clicking on the Open Theme Table button . The rows highlighted in yellow correspond to the cities that are highlighted in your View.

2. Click on the Population field heading (so it looks pressed in). 3. From the Field menu choose Statistics. ArcView calculates a set of statistical values

for the Population field, choosing only the highlighted records. The Sum shows us the total number of people who live within 300 km. of an area that has experienced an earthquake of 4.0 or greater. Sum: ___________________________ The Count tells us how many major cities in Canada are located within 300 km. of a recent earthquake of magnitude 4.0 or greater. Count: ___________________________

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D) Map Layout

Before we create our layout for printing, zoom into an area in Canada with high earthquake activity. 1. Change the names of your themes to make them representative of your map. 2. Go to the View menu and select Layout. From there select Landscape and click OK

twice. This will bring up a rough map for you to change the way you like. 3. Be sure to edit your legend for appropriateness. Be sure to follow all map rules.

SAVE YOUR WORK!!

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Earthquake Destruction – Worksheet Appendix 2.4.2

1. How many records have been selected at a distance of 500km?

2. How many cities lie within 300 km. of a major fault line? …Within 100 km.? …Within 10 km.?

3. What city from our dataset lies closest to a fault line? How close is it?

4. How many cities have a population greater than 5,000,000?

5. Do your cities match up with the most densely populated areas of Canada? What kind of fault lines lay close to these areas?

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6. How many records does it contain? Which 3 regions in Canada are most prone to earthquakes? Do any of these locations surprise you?

7. Where are these earthquakes mainly clustered?

8. How many cities are affected at a distance of 300 km?

9. The Sum shows us the total number of people who live within 300 km. of an area that has experienced an earthquake of 4.0 or greater. Sum: ___________________________ The Count tells us how many major cities in Canada are located within 300 km. of a recent earthquake of magnitude 4.0 or greater. Count: ___________________________

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10. Use the internet or any resource that is available to examine how large scale earthquakes affect the people who live near them. In particular, investigate San Andreas. What is so special about this city?

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Volcanic Eruptions – Worksheet Appendix 2.5.1 Part A: Find three (3) online resources which provide information about historic volcanic eruptions. Using these sites, please complete the following chart. Full Citation of Source Type of Source Why is this source considered

credible? Justify your response.

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Earthquake Destruction – Worksheet Appendix 2.5.1 Part B: Using your library catalogue, locate 3 resources on the formation of Volcanoes. Please fill out the following chart with the required information. Full Citation of Source Type of Source Why is this source considered

credible? Justify your response.

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Culminating Activity – Instructions Appendix 2.6.1

You are a top geoscientist responsible for alerting the government to impending doom. For this assignment, you will choose a Natural Disaster to research. From your research and analysis you will create an awareness presentation. Your goal is to convince the government that an event is going to happen and to suggest any action which must be taken. Depending on the scope of your disaster, you will present based on a regional or global scale. Using resources from the library as well as online, your project will contain three (3) components:

1. A written synopsis of your research with full bibliography, 2. A presentation, 3. A visual aspect (e.g. slide show, poster, brochures), including ArcView output

(e.g. maps, charts, tables) You must include at least one map in your presentation.

Examples of Disasters to choose from: o Volcanic Eruption o Earthquake o Hurricane o Tornado o Mass Wasting (Landslide) o Disease Epidemic o Famine o Flood o Tsunami o Drought o Your choice (must have teacher approval)

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Culminating Activity – Instructions Appendix 2.6.1

Instructions

Research: You will begin by writing a research paper about your natural disaster. You will need to include background information about the nature of your disaster, as well as the implications for human beings. Your research paper should be based on a variety of quality resources and you are required to submit a full bibliography with your paper. You will be graded on the organizational structure of your paper, the quality of resources, disaster background information, the implications for humans, and the inclusion of a proper bibliography. Your final paper should be 3‐5 pages in length, double spaced.

ArcView and Visuals: After conducting your research, you will need to begin to think about visuals to include in your presentation. This may include finding photos relevant to the topic (which should be cited in your bibliography as well), but more importantly you MUST generate maps within ArcView. Your maps should show location and impact of your disaster. You should find a way to include components from each of the ArcView activities we have worked on in this unit (such as measuring distance, buffer zones, hot linking, and creation of your own data files). With your maps and photos, you will create a visual component which, when combined with your research, will create the foundation of a short oral presentation. Though a computer‐based slide show presentation is encouraged, you may choose to present your information as a poster or brochure. You will be graded on the relevance and organization of your visual component, as well as your use of ArcView and your adhesion to proper mapping guidelines.

Presentation: Using the information you’ve included in your report as well as your visuals, you will need to prepare a presentation which is 5‐6 minutes in length. You will give your audience (“the government”) appropriate background information about your disaster, and then outline the implications for the people who will be affected by the disaster. You should also, if possible, suggest a solution to either avert the disaster or to prevent the loss of life as a result of the disaster. You should rehearse your presentation so that you are prepared to maintain eye contact and to exhibit a better understanding of the material you are presenting. You will be graded on your preparedness, your understanding of the content, how well your presentation flows (Does it have a beginning and a conclusion? Does it jump around between topics?), your interaction with the audience and your adhesion to the time limit.

Overall Evaluation: You will be evaluated on the above 3 components with the attached rubric. Combined, this project and presentation will account for 50% of the unit mark. Course Profile

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Culminating Activity – Rubric, Appendix 2.6.2 Name:

Category Level 4 Level 3 Level 2 Level 1

Preparedness (K/U) Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Content (K/U) Student shows a full understanding of the topic.

Student shows a good understanding of the topic.

Student shows a good understanding of parts of the topic.

Student does not seem to understand the topic very well.

Flow (C) The presentation has a proper introduction and conclusion. The material is presented in a logical order.

The presentation has an introduction and conclusion, but some material seems out of order.

The presentation is lacking an introduction or conclusion and appears to jump between topics.

The presentation is difficult to follow with little sense of beginning middle or end.

Eye Contact/Interaction with Audience (C)

Student keeps audience engaged and holds eye contact almost constantly.

Student holds audience engagement but looks mostly at their notes.

Student rarely looks up at the audience and has some difficulty keeping audience attention.

Student does not look up and the audience is disengaged.

Presen

tation

Time Limit (C) Presentation is within specified time limit.

Presentation is over or under specified time limit by 2 minutes or less.

Presentation is over or under specified time limit by 2‐4 minutes.

Presentation is over or under specified time limit by more than 4 minutes.

Organization/Neatness (C)

The visual is exceptionally attractive in terms of design, layout, and neatness.

The visual is attractive in terms of design, layout and neatness.

The visual is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed.

Relevance (A) All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Map‐ Information (C, A) The required components are present to a high degree.

The required components are present to a considerable degree.

The required components are present to a moderate degree.

The required components are present to a limited degree.

Map‐ Design Skills (A) All map essentials are present in the layout.

The map essentials are present in the layout to a considerable degree.

The map essentials are present in the layout to a moderate degree.

The map essentials are present in the layout to a limited degree.

Visua

ls

ArcView component (A) Student utilizes components from each ArcView lesson.

Student utilizes components from 3 ArcView lessons.

Student utilizes components from 2 ArcView lessons.

Student utilizes components from 1 ArcView lesson.

Organization (C) Information is very organized with well‐constructed paragraphs and subheadings.

Information is organized with well‐constructed paragraphs.

Information is organized, but paragraphs are not well‐constructed.

The information appears to be disorganized.

Sources (A) All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Research (T/I, C) All resources are relevant and used with a high degree of success within the report.

Most resources are relevant and used with a considerable degree of success within the report.

Some resources are relevant. Resources are used with a moderate degree of success within the report.

Few resources are relevant. Resources are used with a limited degree of success within the report.

Natural Disaster‐Background (K/U, T/I)

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1‐2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Repo

rt

Natural Disasters‐ Implications for Humans (K/U,T/I)

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1‐2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

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