Course Study Guide

Total Page:16

File Type:pdf, Size:1020Kb

Course Study Guide Table of Contents Course Introduction ...................................................................................................................................... 1 Instructor Introduction ............................................................................................................................. 1 Course Objective ....................................................................................................................................... 2 Maps Defined ............................................................................................................................................ 4 Google Maps Example .............................................................................................................................. 5 Basic Tools ................................................................................................................................................. 6 Engineer’s Scale .................................................................................................................................... 7 Protractor .............................................................................................................................................. 8 Carson City, Nevada Quad .................................................................................................................... 9 Pencil ................................................................................................................................................... 10 Lesson 1 Map Reading & Interpretation, Part 1 ......................................................................................... 11 Lesson Objectives .................................................................................................................................... 11 Types of Maps ......................................................................................................................................... 12 Planimetric Maps ................................................................................................................................ 12 Topographic Maps .............................................................................................................................. 13 Terminology ............................................................................................................................................ 19 Cardinal Coordinate System ................................................................................................................ 21 Degrees, Minutes and Seconds ........................................................................................................... 22 Marginal Notations ................................................................................................................................. 25 Exercise 1 Map Terms ............................................................................................................................. 27 Exercise 1 Map Terms – Answer Key ...................................................................................................... 28 Lesson 1 Map Reading & Interpretation, Part 2 ......................................................................................... 29 Introduction to Symbols ......................................................................................................................... 29 Types of Symbols .................................................................................................................................... 29 Area Features ...................................................................................................................................... 29 Line Features ....................................................................................................................................... 29 Point Features ..................................................................................................................................... 30 Symbology ............................................................................................................................................... 30 Basic Map Reading i July 2010 Exploring the USGS Topographic Map Symbols .................................................................................. 31 Exercise 2 Symbols .................................................................................................................................. 39 Exercise 2 Symbols - Answer Key ........................................................................................................... 40 Lesson 1 Map Reading & Interpretation, Part 3 ......................................................................................... 46 Use and Application ................................................................................................................................ 46 Magnetic Declination .............................................................................................................................. 48 Lesson 1 Map Reading & Interpretation, Part 4 ......................................................................................... 50 Map Series .............................................................................................................................................. 50 Lesson 1 Map Reading & Interpretation, Part 5 ......................................................................................... 52 Map Reading Process .............................................................................................................................. 52 Distance................................................................................................................................................... 52 Applying Distances to Maps .................................................................................................................... 56 Applying Distances to the Ground .......................................................................................................... 60 Scale Verification .................................................................................................................................... 62 Distance Unit Conversions ...................................................................................................................... 64 Exercise 3 Distance, Scale Verification and Conversion .......................................................................... 66 Exercise 3 Distance, Scale Verification and Conversion – Answer Key ................................................... 69 Lesson 1 Map Reading & Interpretation, Part 6 ......................................................................................... 72 Direction .................................................................................................................................................. 72 Directions in the Field ............................................................................................................................. 79 Magnetic Declination .............................................................................................................................. 84 Lesson 1 Map Reading & Interpretation, Part 7 ......................................................................................... 88 Hands On ................................................................................................................................................. 88 Exercise 4 Direction ................................................................................................................................. 95 Exercise 4 Direction – Answer Key .......................................................................................................... 96 Lesson 1 Map Reading & Interpretation, Part 8 ......................................................................................... 97 Map Coordinates..................................................................................................................................... 97 Lesson 1 Map Reading & Interpretation, Part 9 ....................................................................................... 102 Datums .................................................................................................................................................. 103 Lesson 1 Map Reading & Interpretation, Part 10 ..................................................................................... 110 Lesson 1 Map Reading & Interpretation, Part 11 ..................................................................................... 115 Lesson 1 Map Reading & Interpretation, Part 12 ..................................................................................... 125 Basic Map Reading ii July 2010 Contours ................................................................................................................................................ 129 Lesson 2 Determining a Location .............................................................................................................. 136 Introduction .......................................................................................................................................... 136 Lesson Objectives .................................................................................................................................. 136 Where am I on this map? .....................................................................................................................
Recommended publications
  • GREENING ROME the Urban Green of the Metropolitan Area of Rome in the Context of the Italian MAES Process
    GREENING ROME The Urban Green of the Metropolitan Area of Rome in the Context of the Italian MAES Process Italian Ministry for the Environment and the Protection of Land and Sea - Maria Carmela Giarratano - Eleonora Bianchi - Eugenio Dupré Italian Botanical Society - Scientific Coordination: Carlo Blasi - Working Group: Marta Alós, Fabio Attorre, Mattia Martin Azzella, Giulia Capotorti, Riccardo Copiz, Lina Fusaro, Fausto Manes, Federica Marando, Marco Marchetti, Barbara Mollo, Elisabetta Salvatori, Laura Zavattero, Pier Carlo Zingari 1. Introduction The Italian Ministry for the Environment provides financial support to academia (Italian Botanical Society – SBI and Italian Zoological Union – UZI) for the implementation of the MAES process in Italy. A preliminary collection of updated and detailed basic data at the national level was carried out, including ecoregions, land units, bioclimate, biogeography, potential natural vegetation and CORINE land cover at the fourth level. Starting from these data, the Italian MAES process has been organised into six steps. The outcomes of this process have provided the Ministry for the Environment with a reliable body of information targeted to: - an effective implementation of the National Biodiversity Strategy (MATTM 2010); - the improvement in biodiversity data within the National Biodiversity Network (Martellos et al. 2011); - the further development of the environmental accounting system (Capotorti et al. 2012b); - the implementation of a road-map to be delivered to the regions (sub-national level); - the effective use of the products of all MAES process to concretely support European structural and investment funds 2014-2020 through the Joint Committee on Biodiversity, the governing body of the Italian National Strategy (Capotorti et al., 2015).
    [Show full text]
  • Michelin Italy: Central Map 563 Ebook
    MICHELIN ITALY: CENTRAL MAP 563 PDF, EPUB, EBOOK Michelin Travel & Lifestyle | 1 pages | 16 Apr 2012 | Michelin Editions Des Voyages | 9782067175341 | English | Paris, France Michelin Italy: Central Map 563 PDF Book I know my way around most of Tuscany but I find that the best route is the one you get by following signs. Political, administrative, road, physical, topographical, travel and other map of Italy. Road Maps Of Sicily. Michael, We have been to Tuscany many times and I found a map that works great for us. Because Venice is built with small narrow streets which cannot provide you with an angle to see entire buildings, there are views from the Vaporetto that beats anything you can see on land. It's this kind of detail that can, for example, help North American tourists avoid surprises while traveling down narrow roads that are often hundreds of years old. Political map of Italy with roads and cities. It is just for Tuscany and is very detailed. In-house cartographers, or mapmakers, produce each map and atlas and leave no stone unturned. Check out our car rental service and all its many benefits:. Turning back to Rick's book, intros to each chapter will often mention places to park. Renting a car, an attractive proposition for the holidays Renting a car Renting a car can be financially advantageous. They exist "online" but are too small and incomplete to be of much help. Several possible answers. You can buy one at any newsstand. You can also transfer your calculated routes from your computer to the app: to do this, you must save it in your Favourites via your Michelin account.
    [Show full text]
  • A Road Map for Global Action on Methane
    North American Climate Leadership A road map for global action on methane In April, world leaders from 175 countries gathered to sign the landmark global climate agreement reached in Paris in December 2015. Now attention turns to what actions each country will take to achieve these goals and, in particular, what can be done immediately to change the perilous path we are on and rein in the record rate of warming that our planet is experiencing now. Research is also bringing into focus the difference between various greenhouse gases and the importance of reducing both powerful, long‑lived climate pollutants like carbon dioxide (CO2), along with potent, Failing to take short‑lived pollutants such as methane (CH ).1 Both require attention “ 4 action on methane as long‑lived climate pollutants dictate how warm the planet gets, while would be a major short‑lived climate pollutants determine how fast the warming happens. missed opportunity According to the International Energy Agency (IEA), reducing methane to tackle near-term from the oil and gas sector—the largest emitting industry—is one of five key opportunities for achieving meaningful cuts in greenhouse gases.2 It warming as the can be done affordably, with existing technology and with minimal impact necessary longer- on industry.3 As such, reducing oil and gas methane is one of the most term reductions effective tools we have to curb current warming while we simultaneously in carbon dioxide work to slow future warming vis‑à‑vis carbon dioxide reductions. The United States, Canada and Mexico are three of the world’s largest are implemented.
    [Show full text]
  • Hierarchical Habitat Selection by Nebraska Pheasant Hunters Lyndsie Wszola University of Nebraska-Lincoln, [email protected]
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Dissertations & Theses in Natural Resources Natural Resources, School of 8-2017 Mapping the Ecology of Information: Hierarchical Habitat Selection by Nebraska Pheasant Hunters Lyndsie Wszola University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/natresdiss Part of the Behavioral Economics Commons, Behavior and Ethology Commons, Natural Resources and Conservation Commons, Natural Resources Management and Policy Commons, and the Other Environmental Sciences Commons Wszola, Lyndsie, "Mapping the Ecology of Information: Hierarchical Habitat Selection by Nebraska Pheasant Hunters" (2017). Dissertations & Theses in Natural Resources. 157. http://digitalcommons.unl.edu/natresdiss/157 This Article is brought to you for free and open access by the Natural Resources, School of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Dissertations & Theses in Natural Resources by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. MAPPING THE ECOLOGY OF INFORMATION: HIERARCHICAL HABITAT SELECTION BY NEBRASKA PHEASANT HUNTERS by Lyndsie Wszola A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Natural Resource Sciences Under the Supervision of Professor Joseph J. Fontaine Lincoln, Nebraska August, 2017 MAPPING THE ECOLOGY OF INFORMATION: HIERARCHICAL HABITAT SELECTION BY NEBRASKA PHEASANT HUNTERS Lyndsie Wszola, M.S. University of Nebraska, 2017 Advisor: Joseph J. Fontaine Hunting regulations are assumed to moderate the effects of hunting consistently across a game population. A growing body of evidence suggests that hunter effort varies temporally and spatially, and that variation in effort at multiple spatial scales can affect game populations in unexpected ways.
    [Show full text]
  • Headunit Navigation Maps Hu-H Hu-H2 Hu-B
    TIS Service Bulletin Page 1 of 5 SI B65 13 12 July 2019 Audio, Navigation, Monitors, Alarms, SRS Technical Service HEADUNIT NAVIGATION MAPS HU-H HU-H2 HU-B New information provided by this revision is preceded by this symbol . This Service Information bulletin replaces SI B65 13 12 dated March 2018 This Service Information bulletin replaces SI B65 23 13 dated February 2014 This Service Information bulletin replaces SI B65 10 15 dated October 2015 What’s New (Specific text highlighted): • Information, Procedure and Warranty sections updated MODEL F02 (7 Series Sedan F06 (6 Series Gran F01 (7 Series Sedan) F02H (Activehybrid 7) LWB) Coupe) F07 (5 Series Gran F12 (6 Series F10 (5 Series Sedan) F10H (ActiveHybrid 5) Turismo) Convertible) F22 (2 Series F13 (6 Series Coupe) F15 (X5) F16 (X6) Coupe) F30 (3 Series F23 (2 Series Sedan) F25 (X3) F26 (X4) Sedan) F31 (3 Series Sports F33 (4 Series F30H (ActiveHybrid 3) F32 (4 Series Coupe) Wagon) Convertible) F34 (3 Series Gran F36 (4 Series Gran F48 (X1) F80 (M3 Sedan) Turismo) Coupe) F82 (M4 Coupe) F83 (M4 Convertible) F85 (X5 M) F86 (X6 M) G12 7 Series G30 5 Series I01 (i3) I12 (i8) Affects vehicles equipped with the following head units: •NBT (HU-H) Head Unit High / Next Big Thing / Car Infotainment Computer SA 609 - Navigation System Professional • NBT EVO (HU-H2) – Head Unit High 2 / Next Big Thing EVO / Car Infotainment Computer SA 609 - Navigation System Professional • ENTRY (HU-B) – Entry Navigation – SA 606 - Navigation Business INFORMATION The Headunit High (HU-H), also called NBT, began replacing the Car Information Computer (CIC) on certain MY2013 vehicles with option 609 (7/2012+).
    [Show full text]
  • What Is UNEP/MAP – Barcelona Convention?
    UNEP/MAP and Environmental Challenges in the Mediterranean by Atila URAS, Programme Officer UNEP/MAP Barcelona Convention 1 October, 2012, Venice What is UNEP/MAP – Barcelona Convention? • An institutional cooperation framework gathering the 21 countries bordering the Mediterranean Sea, and the European Union; • Goal: to protect the marine and coastal environment of the Mediterranean Sea; • First UNEP Regional Seas Programme; • A resilient cooperation tool among Mediterranean countries; • A catalyser of action by those who conduct has an impact on the Mediterranean environment. UNEP/MAP added value • Regional environmental legal framework • political decision-making body • communication and coordination network • periodic assessment of the status and threats • Integrated strategy of protection and sustainable development measures • network of technical centres and programmes Barcelona Convention and its Protocols Creating synergies for the Mediterranean environment UNEP/MAP Cooperation and Synergies MAP Components: • Strong Partnership MAP/Horizon 2020; EU • Coordinating Unit • MEDPOL • MAP/GEF Strategic Partnership for Large Marine Ecosystem • Plan Bleu • PAP/RAC • World Bank-GEF Sustainable Development Initiative • SPA/RAC • REMPEC • Cooperation with EEA • INFO/RAC • CP/RAC • Assessment of MAP-NGOs cooperation through a • 100 Historic Sites Programme participatory approach • Financial assistance for activities to MAP partners Integrate the environment into sectorial approaches Mediterranean Strategy for Sustainable Development: • framework
    [Show full text]
  • European “Road Map for Action”
    The Societal Impact of Pain – A Road Map for Action European Road Map Monitor 2011 Pilot Project - Preliminary Results Publisher: E. Alon, H.G. Kress, R. Langford, N. Krcevski Skvarc, R.-D. Treede, G. Varrassi, K. C. P. Vissers, J. C. D. Wells Authors: Rolf-Detlef Treede, Medical Faculty Mannheim, Heidelberg Univesity, Germany Norbert van Rooij, Governmental Affairs & Health Policy, Grünenthal GmbH The scientific framework of the SIP platform is under the responsibility of the European Federation of IASP® Chapters (EFIC®). The pharmaceutical company SIP Grünenthal GmbH is responsible for funding and non- Societal Impact of Pain financial support (e.g. logistical support). The Societal Impact of Pain – A Road Map for Action EFIC® (European Federation of IASP® Chapters) European Road Map Monitor 2011 Medialaan 24 1800 Vilvoorde Belgium [email protected] Pilot Project - Preliminary Results http://www.efic.org EU Transparency Register ID: 35010244568-04 Publisher: This booklet supports the Societal Impact of Pain – European Road E. Alon, H.G. Kress, R. Langford, N. Krcevski Skvarc, Map Monitor 2011. You can copy, download or print the contents R.-D. Treede, G. Varrassi, K. C. P. Vissers, J. C. D. Wells of this booklet for your own use provided suitable acknowledgment of EFIC® and the EU Liaison Committee is given. The authors and the Authors: publisher as source and copyright owner should also be given. All Rolf-Detlef Treede, Medical Faculty Mannheim, requests for public or commercial use and translation rights should Heidelberg Univesity, Germany be submitted to [email protected]. Norbert van Rooij, Governmental Affairs & Health Policy, The scientific framework of this publication is under the Grünenthal GmbH responsibility of the European Federation of IASP® Chapters (EFIC®).
    [Show full text]
  • Relative Topography, Initial Route Straightness, and Cardinal Direction
    RESEARCH ARTICLE Strategies for Selecting Routes through Real- World Environments: Relative Topography, Initial Route Straightness, and Cardinal Direction Tad T. Brunyé1,2*, Zachary A. Collier3, Julie Cantelon1,2, Amanda Holmes1,2, Matthew D. Wood3, Igor Linkov3, Holly A. Taylor2 a11111 1 U.S. Army Natick Soldier Research, Development and Engineering Center, Natick, Massachusetts, United States of America, 2 Tufts University, Department of Psychology, Medford, Massachusetts, United States of America, 3 U.S. Army Engineer Research and Development Center, Vicksburg, Mississippi, United States of America * [email protected] OPEN ACCESS Abstract Citation: Brunyé TT, Collier ZA, Cantelon J, Holmes A, Wood MD, Linkov I, et al. (2015) Strategies for Previous research has demonstrated that route planners use several reliable strategies for Selecting Routes through Real-World Environments: selecting between alternate routes. Strategies include selecting straight rather than winding Relative Topography, Initial Route Straightness, and routes leaving an origin, selecting generally south- rather than north-going routes, and se- Cardinal Direction. PLoS ONE 10(5): e0124404. doi:10.1371/journal.pone.0124404 lecting routes that avoid traversal of complex topography. The contribution of this paper is characterizing the relative influence and potential interactions of these strategies. We also Academic Editor: Markus Lappe, University of Muenster, GERMANY examine whether individual differences would predict any strategy reliance. Results showed evidence for independent and additive influences of all three strategies, with a strong influ- Received: January 2, 2015 ence of topography and initial segment straightness, and relatively weak influence of cardi- Accepted: March 13, 2015 nal direction. Additively, routes were also disproportionately selected when they traversed Published: May 20, 2015 relatively flat regions, had relatively straight initial segments, and went generally south rath- Copyright: This is an open access article, free of all er than north.
    [Show full text]
  • A Cognitive Model of Strategies for Cardinal Direction Judgments
    SPATIAL COGNITION AND COMPUTATION, 7(2), 179–212 Copyright © 2007, Lawrence Erlbaum Associates, Inc. A Cognitive Model of Strategies for Cardinal Direction Judgments Leo Gugerty and William Rodes Psychology Department, Clemson University, Clemson, SC ABSTRACT Previous research has identified a variety of strategies used by novice and experienced navigators in making cardinal direction judgments (Gugerty, Brooks, & Treadaway, 2004). We developed an ACT-R cognitive model of some of these strategies that instantiated a number of concepts from research in spatial cognition, including a visual-short-term-memory buffer overlaid on a perceptual buffer, an egocentric ref- erence frame in visual-short-term-memory, storage of categorical spatial information in visual-short-term-memory, and rotation of a mental compass in visual-short-term- memory. Response times predicted by the model fit well with the data of two groups, college students (N D 20) trained and practiced in the modeled strategies, and jet pilots (N D 4) with no strategy training. Thus, the cognitive model seems to pro- vide an accurate description of important strategies for cardinal direction judgments. Additionally, it demonstrates how theoretical constructs in spatial cognition can be applied to a complex, realistic navigation task. Keywords: cardinal directions, cognitive modeling, visual short term memory. INTRODUCTION This project focuses on understanding the cognitive processes and structures people use in making a particular type of navigational judgment—using a map to determine the cardinal direction between two objects in the environment. We first developed a cognitive model of some of the strategies people use in making this type of cardinal direction judgment.
    [Show full text]
  • Discrete Semiconductor Products Fairchild@50
    Fairchild Oral History Panel: Discrete Semiconductor Products Fairchild@50 (Panel Session # 3) Participants: Jim Diller Bill Elder Uli Hegel Bill Kirkham Moderated by: George Wells Recorded: October 5, 2007 Mountain View, California CHM Reference number: X4208.2008 © 2007 Computer History Museum Fairchild Semiconductor: Discrete Products George Wells: My name's George Wells. I came to Fairchild in 1969, right in the midst of the Hogan's Heroes, shall we say, subculture, at the time. It was difficult to be in that environment as a bystander, as someone watching a play unfold. It was a difficult time, but we got through that. I came to San Rafael, Wilf asked me to get my ass up to San Rafael and turn it around or shut it down. So I was up in San Rafael for a while, and then I made my way through various different divisions, collecting about 15 of them by the time I was finished. I ended up as executive vice president, working for Wilf, and left the company about a year and a half after the Schlumberger debacle. That's it in a nutshell. Let me just turn over now to Uli Hegel, who was with Fairchild for 38 years, one of the longest serving members, I believe, in the room. Maybe the longest serving member. Uli, why don't you tell us what you did when you came, when you came and what jobs you had when you were there. Uli Hegel: I came to Fairchild in 1959, September 9, and hired into R&D as a forerunner to the preproduction days.
    [Show full text]
  • Cardinal Directions Worksheet Pdf
    Cardinal Directions Worksheet Pdf Shannan never misconjecturing any clonicity counterchecks credulously, is Sanson unborn and preserving enough? Tulley is tinniest and halloes dexterously while unburnished Lev overpersuade and riling. Relaxative and psychometric Fonz gladden: which Dimitrios is thinned enough? Keep your teach map with the equator and using a pdf worksheet cardinal directions, just write exactly what is the gift card set up Alien City Map Cardinal Directions Worksheet Free Printable. A Map Cardinal Directions Check where this worksheet from our map skills page provide help. Longitude the hemispheres directions time zone scale and map. Lesson plan-cardinal directions Lesson Plan Teachers Scribd. Research has shown that fact least effective strategy for teaching vocabulary is. Shortly after reviewing cardinal worksheet cardinal directions pdf document has a kids to be referred to code. Add these engaging printables, pdf format ready to aid in the registration and become a various holiday traditions. Center the pdf document is the map different explanation for directions worksheet pdf worksheet to. Find Your conscious Direction Activity TeachEngineering. Help other even though the pdf, anybody in relation to students return home and worksheet cardinal pdf printable worksheets! Cardinal directions N S E W to disable on your classroom walls Lesson PlanWangaris trees of peace PDF 716 KB SS TEKS 115A 213D 67B In this. File Type PDF Ensure you have the correct software to diffuse this file Page count 9 pages A geography center pet the compass rose on maps including teacher and student directions sorting mat puzzle pieces. Mapping Our Community. Admin only when given in fact, cardinal directions worksheet pdf, blow me down the students what direction worksheet pdf worksheet and intermediate worksheet pdf worksheet on most important for.
    [Show full text]
  • Curriculum Unit Is Recommended For: High School Students Taking American History
    The Deception of the American Democracy by Raymond Beamon, 2017 CTI Fellow West Mecklenburg High School This curriculum unit is recommended for: High School students taking American History. However, it also can be utilized in: Civics and Economics, AP Government, and AP Seminar. Keywords: democracy, completive, fair, free, electoral college, Constitution, elections, voting, service learning, slavery, gerrymandering, mass incarceration, inclusion Teaching Standards: See Appendix 1 for teaching standards addressed in this unit. Synopsis: Democracy is not a spectator sport; it requires consistent participation to achieve its fundamental values. But, according to the Pew Research Center in 2016 election only 61% of eligible voters cast a ballot. This curriculum unit will navigate the historical reasons for why so many Americans are left out of the process. Students will critically analyze the Constitution in depth as well as voting rights over time. Students will participate in various project based learning projects, improve annotation practices, and carry out a service learning project. The service learning project will encourage students to officially register and pre-register their classmates and surrounding communities, while engaging with local officials. Often, critical conversations and needs that arise from the community can be addressed in this process. I plan to teach this unit during Spring and Fall of 2018. Repeating the service learning project during the 2020 election cycle. This unit is ideal for American History I courses, civics and Economics, and AP Seminar. I give permission for the Institute to publish my curriculum unit and synopsis in print and online. I understand that I will be credited as the author of my work Introduction The data and information obtained for the demographics and socioeconomics of West Mecklenburg High School, part of the Charlotte-Mecklenburg School System, was gathered from the following site: http://public-schools.startclass.com/l/66895/West-Mecklenburg-High.
    [Show full text]