Pace and Compass Mapping

Day 1: Determining Your Pace

Materials: 250 ft. tape measure Calculation Sheet

Procedure: 1. Measure out 100 ft. in a hallway or parking lot or field. Make sure the beginning and the end are clear. 2. Stand at one end of the pathway. 3. Starting with your RIGHT LEG, walk at a normal pace down to the end of the marked path. 4. As you are walking count each time your LEFT LEG touches the ground and record this in your data sheet. 5. Repeat this procedure 2 more times, for a total of 3 trials, each time recording the results in you data table. 6. Once you have your data, calculate the average number of steps. First, add the number of steps together. Then divide this number by 3 for the 3 trials. This will be your average number of steps. 7. To calculate your pace, take 100 feet and divided by the average number of steps. This is your pace in feet per step

Student Worksheet

Trial Number Number of Steps 1 2 3

Total of Number of Steps: ______+ ______+ ______=

Average Number of Steps: ______ 3 = ______

Calculating your pace: 100 feet  ______= ______

My average pace is: ______feet/step Day 2: Using a Compass

Cardinal Directions: North South East West

Pneumonic to Remember the Cardinal Directions: “Never Eat Soggy Waffles”

Label on the diagram: NorthWest NorthEast SouthWest SouthEast

Looking at your compass:

Red Arrow = Compass Needle The Compass Needle Always Points Magnetic North

Turnable Outside Portion = Compass Housing The Compass Housing Measures from 0 to 360 and indicates the Cardinal Directions.

Two Bold Solid Lines = Orienting Arrow The Orienting Arrow should point in The Direction You Want to Go. Steps:

1. Hold the compass flat in the palm of your hand so that the needle can turn freely.

2. Turn the Compass Housing until the Orienting Arrow points in the DIRECTION THAT YOU WANT TO GO.

3. Turn your body holding the compass flat, until the Compass Needle is aligned with the Orienting Arrow.

4. Walk in the direction that the Orienting Arrow is pointing.

*** If you are carrying something of iron or something like that, it might disturb the arrow. Even a staple in your map might be a problem. Make sure there is nothing of the sort around. There is a possibility for magnetic attractions in the soil as well, "magnetic deviation", but they are rarely seen.

5. Look at the compass frequently to ensure that you are heading in the correct direction.

TIP! The Sun ALWAYS rises in the East and Sets in the West, so if you are heading North, the Sun should be in your face and if you are heading South the Sun should be behind you. Day 3-4: Making a Pace and Compass Map Day 3 – Collecting Pace and Compass Information Day 4 – Drawing a Scale Map

Day 3: Location: Seaview Park, Brooklyn New York

Task: Create a scale map of the features of Seaview Park.

Features to be Included: Playground Running Track Bathrooms Sidewalks Tennis Courts Baseball Diamond Major Hill

Materials: Instruction Sheet with Data Table Instruction Sheet with Map Page Compass Pencil

Steps: 1. Locate the X. This is your Orienting point for the first feature. Find Magnetic North and quickly review how to use a compass. 2. Starting at the X, select one of the features to be included and locate it within your rage of sight. 3. Determine what compass direction this feature is (North, South, East, West, NorthEast, SouthEast, SouthWest, North West) from your current location. Record this in your data table. 4. Starting with your right foot, walk completely to the feature, counting how many steps you take. Remember to count each time your left foot hits the ground. 5. Record the number of steps in your data table. 6. From your current feature, once again orient yourself with magnetic north. Locate another feature and determine the compass direction of this feature from your current orienting point. 7. Again, starting with your right foot, count each time your left foot hits the ground. Record this number of steps in your data table. 8. Repeat this process until all features are complete.

**If you must use the initial X as the orienting point for each feature, you may do so. Data Table:

Feature Orienting Point Compass Direction Number of Steps Playground Running Track Bathrooms Tennis Courts Baseball Field Major Hill Sidewalks

Day 4 – Drawing a Scale Map

Materials Instruction Sheet with Mapmaking Page Ruler Calculator Pencil or Colored Pencils

1. For each of the features that distance data was collected for, convert the number of steps into a distance in feet, using the pace you calculated on Day 1.

My Pace: ______feet/step

a. Multiply your number of steps by your Pace to determine a distance in feet. b. Repeat for all features.

Feature Number of Steps (From Number of Feet Yesterday) Playground Running Track Bathrooms Tennis Courts Baseball Field Major Hill Sidewalks

2. Select a scale for your map. For example, 1 centimeter = 50 feet, or 1 centimeter = 100 feet. a. Make sure to look at the longest number of feet shown. Make sure your map scale can accommodate this scaled length onto your map page. 3. Using your Scale Factor, calculate the scaled distance for each feature.

Scale Factor : ______cm Ft

a. Multiply your scale factor (fraction) by the Number of Feet for each feature.

Feature Number of Feet Scaled Distance Playground Running Track Bathrooms Tennis Courts Baseball Field Major Hill Sidewalks

Making the Map 1. Draw a Compass Rose on the bottom right corner of your page. Make sure to label each of the cardinal directions. 2. Draw your Map Scale to the left of your Compass Rose 3. Use the first feature that you found the location of. Starting at the X marked on your map page, locate the compass direction from the X this feature was located at. 4. Measure out the scaled distance of this feature in the compass direction. Label this feature and draw an illustration to represent it. 5. Repeat this procedure for all other features, making sure that you follow the same order in which you determined their distance. a. Each time, make sure to determine the cardinal direction and use the scaled distance to mark it’s location on the map. Map Page

X Topographic Mapping

Day 5-10 Creating a Topographic Map Using Manual Tools Day 5 – Building Tools Day 6 – Practicing Using Tools/Understanding How they Work Day 7 – Prospect Park, Collecting Data Day 8 -9 Creating a topographic map by hand and using ARCGIS Day 10 – Interpreting Topographic Maps/Interface with Google Earth

Day 5: Building Tools

Eye Level Materials Dowel Rod (about 5 feet tall) 12 in. piece of thin board 2 eye hooks Level Screws Screwdriver Super Glue

Steps: 1. Select one person in your group to be the eye measurer. Take the dowel rod and adjust the height so that it is at eye level of the measurer. (It will be important to keep this person the same throughout the project so that data is as accurate as possible). 2. Using the 12 in. piece of board and a screw driver, screw the board to the top of the dowel rod. Make sure the board is centered and the screws are flush with the end of the board. 3. Take the Eye hooks, and screw them into the center of the board, one on each end, to create a straight line of sight. Make sure to measure each end of the board to make sure the eye hooks are in the center. 4. In the middle of the board, directly between the eye hooks, attach the level using SuperGlue. 5. Tie the end of a roll of twine to the dowel rod just below the platform. From the end of the dowel, measure a length of string 10 meters in length. 6. Hang an eye level along the string tied to the dowel. 7. Wind the string around the platform for safe keeping. Rod Materials 4 pieces of PVC pipe 3 connectors Colored Electrical Tape Meter stick Sharpie

Steps: 1. Connect the 4 pieces of PVC pipe with the three connectors. Using a sharpie, label each piece, 1-7 indicating the order the pipes should be connected. (**It is very important that the pipes be connected in the same order each time.) 2. Line the meter stick up with the bottom of the PVC pole. Using colored electrical tape, measure and mark every 5 centimeters. Alternate the colored tape to make the measurements easy to see. On each of the tape marks, be sure to mark the measurements. 3. Put all of the pieces together in order and make sure the pole is straight and that each line is labeled. Your pole should go up to at least 3 meters.

Practice Using the Rod and Eye Level Method

Group Members Required: 3

Materials: Eye Level Rod Map Grid and Recording Sheet

Using the Eye Level and Rod Method Teacher Instructions: In the hallway, or gym, set up a series of 3 - 4 obstacles of different heights. Space them 10 meters apart, in a straight line, in order to resemble the transect of a park.

Steps: 1. Assign group roles: a. Eye Level: ______(Should be the same person who will be using the Eye Level in the Field) b. Rod/Measurer: ______c. Recorder: ______2. In the classroom or hallway, place the eye level on the ground. Move the Rod 10 meters away, until it just reaches the end of the string tied to the eye level. The Rod holder should hold the rod straight. Hold the edge of the string near the rod. Have the eye level person, look through the eye hooks to make sure the string is taught and straight. 3. The rod holder should move the string up and down, until the level indicates that the string is exactly at eye level. Have the recorder stand by the level to let the rod holder know when the level is even. 4. The rod holder should read out the measurement on the rod where the string hits. The recorder should record this under Eye Level on his/her sheet. 5. Move the Eye Level to where the rod is located and move the rod out 10 meters until the level string is taught. (This should be where the next obstacle is located. Place the rod on top of the obstacle. 6. Have the rod person move the string until the level measures flat. Once again, the recorder should stand by the level and signal when the level indicates the string is straight. 7. Record the measurement on the rod where the string is perfectly level. 8. Repeat this procedure 3 more times down the hallway or gym, collecting data points along the way. Make sure the string is level at each station. 9. Calculate the change in elevation for each obstacle by subtracting the eye level height from the rod height. Don’t worry if this value is negative. Record this in your data table.

Creating a Hallway Profile

The hallway profile will give a cross-section or a side view of the changes in elevation of the hallway. By connecting the measured points, it is possible to visualize a complete picture of the shape of the elevation changes.

1. Using the data points collected, and the axis provided on your answer sheet, plot the points collected. a. on the x-axis should be the distance between each obstacle b. on the y-axis should be the change in elevation 2. Connect the plotted points with a smooth curve. Student Worksheet:

Group roles: a. Eye Level: ______(Should be the same person who will be using the Eye Level in the Field)

b. Rod/Measurer: ______

c. Recorder: ______

Location Rod Measurement Change in Elevation Eye Level (0 meters) Obstacle 1 (10 meters) Obstacle 2 (20 meters) Obstacle 3 (30 meters)

To find Actual Elevation:

Subtract the Rod Measurement from the recorded Eye Level Measure. Rod Measurement – Eye Level Measure = Actual Elevation Add the Change in Elevation to the Previous Change in Elevation

It is okay if the Actual Elevation is negative, this indicates that the elevation is lower than eye level.

Hallway Profile

0 10 20 30 40 50 Using the Rod and Eye Level Method in Prospect Park

Once students have become familiar with the rod and eye level technique, it can be taken to Prospect Park, Brooklyn to make a topographical map of a particular location.

Topographic Map of Prospect Park Area of Park Selected, Located just Northwest of Prospect Park Lake

Area is approximately 250 meters by 300 meters, with significant change in elevation.

Teacher:

Materials: Colored Stakes Metric Measuring Tape

Set Up:

Transects of the Selected Area should be mapped out to create a grid, where elevations can be determined and recorded using the rod and eye level method.

Each group should be responsible for one transect of the area. Groups should collect elevation data for the length of their transect.

Divide the area into 10 transects, each 50 meters apart. Using your tape measure and the colored stakes, mark every 10 meters by placing a colored stake every 25 meters. Use a different color for each transect so that students are not confused about what line to follow. Sample Transects (Not to Scale) Student Instructions:

Materials: Eye Level Rod Recording Sheet Calculator

Steps: 1. On your Student worksheet, complete the group roles. (Make sure group roles are the same as for the practice round) 2. Record the Color Transect assigned to you by your teacher. 3. Record the eye level found during the practice round. (Make sure the eye level rod is the same as the one used in practice.) 4. Tie a length of string to your eye-rod that is 25 meters long from the end of the eye level. This should replace your 10 meter string from the practice round. Re- attach the level to this new string. 5. Start by placing the eye level on the starting point. In the direction of your first marker, move the rod until the string is pulled taught, just as in practice. 6. The recorder should instruct the rod holder to adjust the string until the level shows that the string is even. 7. The recorder should record this rod level in the 0 meter category. 8. Move the eye level to the rod, and then move the rod in the direction of your transect until the string is pulled taught. (Make sure you are following the correct color. Again, the recorder should instruct the rod holder to move the string up or down until the level indicates that the string is level. Record this value in the 25 meter row. 9. Repeat these procedures until you have recorded values for your entire transect.

Each group is responsible for their transect, we will compile our data to create a map of the entire region.

Calculating the change in Elevation:

1. For each rod value, subtract the eye level value found during the practice round. Don’t worry if your change is negative, as this indicates that the land is decreasing in elevation. 2. Add this change in elevation, to the change in elevation recorded for the previous point. 3. Record your results in the data table. 4. Be prepared to report your results to the class to be used to create a c0mplete topographic map. Compiling Data: 1. Each member of the group should record all of the data collected by each group into one data table found in the student worksheet. Make sure that you are recording the data for the correct transects.

Student Worksheet:

Group Responsibilities:

Eye Level: ______Rod: ______Recorder:______

Color Transect: ______

Eye Level: ______

Data Table:

Distance Rod Level Change in Elevation 0 m 25 m 50 m 75 m 100 m 125 m 150 m 200 m 250 m 300 m 350 m 400 m 450 m Class Change in Elevation Data Table:

Distance Red Blue Purple Orange Yellow Green Pink White (0 m) (50 m) (75 m) (100 m) (150 m) (200 m) (250 m) (300 m) 0 m 25 m 50 m 75 m 100 m 125 m 150 m 200 m 250 m 300 m 350 m 400 m 450 m

Creating a Scatterplot

On the Grid Below, Plot the class data represented above. Along the x-axis is the distance of the transect. Along the y-axis is the distance traveled along each transect. When plotting each point, label each point with the change in elevation calculated. Do not connect points as they are recorded in order.

0 50 100 150 200 250 300 350 400 450 Drawing Isolines Lesson

Mini Lesson: The Three Rules of Isolines 1. The lines NEVER cross 2. The lines must either meet (circle) OR go off the page 3. The lines that are drawn must fit between the numbers around it.

Draw the 70°F and 40°F isotherms.

Draw the 50 ppm, 100ppm and 150 ppm isolines Drawing Contour Lines:

Contour Line: A contour line is simply an isoline of elevation. Contour lnterval:

Using the scatterplot you created with the elevation data collected in Prospect Park. Draw in the isolines reflecting a 10 meter change in elevation. Include the following contour lines: 10 meters, 20 meters, 30 meters, 40 meters, 50 meters

CONGRATULATIONS! You have drawn a topographic map of an area in Prospect Park Brooklyn.

Making a Comparison: Using the topographic map of this area provided, compare the map you created with the professional map.

Similarities Differences

Topographic Profile:

For your particular transect: Make a plot of the data you collected. This creates a topographic profile of the area your group surveyed.

X-axis: Contour Interval, distance between each data point along a specific transect Y-axis: Change in Elevation

0 25 50 75 100 125 150 175 200 225 250 Drawing a Topographic Profile from a Given Map

Determining Gradient

Gradient = ______

Steep Shallow

Think? Where in our area of Prospect Park was the slope of the land the steepest? Where was it the shallowest?

Using the topographic map created by your group, what do you notice about the contour lines in the areas where the land had a steep gradient? Where it had a shallow gradient?

Conclusion – How can we determine steepness and shallowness on a topographic map?

Calculating Gradient:

Formula: Using GPS Receiver to Collect Way points and Elevation

Program Download: TomTom Tripmaster

Walk around the given area collecting at least 40 data points. Record the latitude and longitude from your GPS receiver in the appropriate spaces. (Be sure to includ the full degree measurement including minutes, and compass direction) Also record the elevation shown on the receiver at this particular location.

Helpful Hints   Do not record data points that are too close together.  Make sure to cover the entire area when collecting waypoints.  Record latitude and longitude with three decimal places to indicate minutes. i.e. (40.6577 N, 73.968W)

Latitude Longitude Elevation Electronic Topographic Maps Using GARMIN GPS receiver

Free Program Download: Easy GPS available at http://www.easygps.com/

Collecting Waypoints 0n GARMIN GPS Unit: From: http://dusk.geo.orst.edu/gis/Arc9Labs/Lab5_GPS.pdf 2. RECORDING WAYPOINTS 2.1. To record the receiver's current position as a waypoint: 2.1.1. From the SATELLITE page, position the GPS receiver near the feature location you want to mark. Wait for a sufficient number of satellites to be tracked and a low enough value for the accuracy reading (± 20 feet is desirable and lower is better). 2.1.2. To collect a waypoint, press and hold the [CLICK STICK] until the MARK WAYPOINT page appears. The waypoint is automatically assigned a sequential 3- digit number. 2.1.4. To save the waypoint, with the cursor highlighted on the “OK” field at the bottom of this screen, press the [CLICK STICK] to store this waypoint to the GPS memory. 2.1.5. If you do not want to save the waypoint, press the [PAGE] button before pressing any other to cancel the collection of data. 2.1.6. Once the waypoint is saved, the unit will return to the SATELLITE page. Without moving away from the recorded location, record the position accuracy reading as displayed in the top panel of the screen (status window). This will give you a general idea of the accuracy of the GPS waypoint just recorded. NOTE: This is a quick way to save waypoints. When this procedure is used, the receiver automatically assigns labels to each saved waypoint. Provided that the receiver's waypoint memory has been cleared, the first waypoint you save will be assigned the label “001”, the next one will be saved as “002” and so on. You can save up to 500 waypoints in the Garmin eTrex in this way.

Steps: 1. Walk around the selected area collecting waypoints for 50 locations that are spread throughout the selected area. 2. Follow the procedure above to have the unit record the waypoints that have been collected. 3. Once the waypoints have been collected, connect the GARMIN GPS unit to the computer. 4. Open EasyGPS. Click on: a. GPS b. Receive From GPS c. Click Waypoints and Geocache 5. Easy GPS will generate a map of the waypoints collected. These waypoints will be labeled according to a code assigned to them by the unit. 6. Edit each waypoint, make the name of the waypoint the recorded elevation for that waypoint. 7. Print the plot of these waypoints. 8. Using what you know about contour lines, draw the contour lines for this map. a. Select a contour interval that you feel best fits this area (~10 meters) b. Trace at least 5 contour lines of this area, taking into account the selected interval. 9. Select two points on your graph, one on the East side and one on the West side. Label these A and B. 10. Connect A and B with a solid line. Draw a Topographic Profile between these two points.

11. Label a point C about halfway between A and B. Calculate the Gradient between point B and C. Pie Plate Topographic Maps

Materials: Clear Plastic Plates (8 per group Sharpie Scotch Tape Double Sided Foam Tape Circular Topographic Map

Steps: 1. Mark your topographic map with the cardinal directions, North, South, East and West. 2. Using scotch tape, tape the circular map inside the bottom of your pie plate so that it is flat against the top of the plate. 3. Using a permanent, thin pointed sharpie, mark North, South, East, and West on your pie plate. 4. Trace along the 0m contour line. 5. Remove the paper from the plate and tape into the second plastic plate in the same way as the first. 6. Again mark North, South, East and West on the plate. Then trace along the 10 meter contour line. 7. Repeat this process until all of the contour lines have been drawn on a plastic plate. 8. Stack the plates from the 0 meter contour line up to the top contour line drawn. 9. Using the double sided foam tape, cut 1 centimeter wide pieces. Place 4 of these pieces on top of each other, then use this to connect the 0 meter plate to the 10 meter plate, matching up the North, South, East, and West directions marked on the pie plates. Make sure the plates are stuck together. 10. Continue with this process until all the plates have 4 pieces of foam tape between them. Student Worksheet

Analyzing Pie Plate Topographic Maps

What type of landscape is represented by the topographic map shown on your pie plate? (Are there mountains or valleys? Does it appear to have a river?)

Describe what the contour lines look like when elevation is increasing?

What do contour lines look like when elevation is decreasing?

Where on your map and model is the steepest slope?

How can we tell from the contour lines only where slope is the steepest?

Where would a river flow on your map? What do the contour lines look like where the river is flowing?

Look at the pie plate model that is cut in half. View it from the side.

Hold an overhead next to the cut side and mark the points that you can see. Connect these points with a smooth curve.

You have created a topographic profile. What is a topographic profile?

What does this tell you about the landscape you are seeing?