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Introduction to graphing GPS data | Lessons on Plate Tectonics
Index
Goal
Students are able to graph geologic data as x-y graphs, or scatterplots.
Context
Audience
This activity was developed for high school and middle school students, grades 6 - 12. However, its focus on data makes it adaptable for introductory college courses.
Teaching Time
Two class sessions (45 - 55 minutes) or homework.
Skills and concepts that students must have mastered
Students should be familiar with Cartesian coordinate systems (taught beginning in about 4th grade.)
How the lesson is
situated in the course
This activity can be used at any time in an earth science class. However, in the sequence of lessons about plate tectonics, it is an optional prequel to Measuring plate motion with GPS for students who cannot yet graph earth science data skillfully or confidently."
Next Generation Science Standards
Performance Expectations: MS-ESS3-2, and HS-ESS1-5.
Objectives
Students will be able to:
- Make and interpret graphs (of GPS data)
- Interpret time series plots (position vs. time) qualitatively and quantitatively
- Map north vs. east positions to follow a GPS station’s location through time
- Derive and describe velocity vectors from a map.
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Figure 1. A graph of a GPS monument’s north-south position over time. The monument is P430, in Washington...Read more » -
Figure 2. This concept map shows the sequence of UNAVCO lessons that use GPS data to teach plate tectonics....Read more » -
Figure 3. Map of GPS stations near P430, the yellow icon....Read more » -
Figure 4. Students graph North vs. East data to draw parallels between graphing and mapping. This is a hand-drawn graph—or map—of station P430’s position over time....Read more »
Summary
This activity emphasizes making graphs—in order to make interpreting graphs easier. Students graph data measuring how GPS stations move north or south and east or west. They begin by graphing fictitious data and progress to graphing data from several stations in the western United States. Eventually they graph north-south vs. east-west motion of a station in order to see that another purpose of plotting data is to make maps. They also develop intuition about vectors.
Organization
This activity consists of three parts:
- Using fictitious data, graph north vs. time and east vs. time.
- Using real data, graph north vs. time and east vs. time.
- Using real data, graph north vs. east, draw a vector to best fit the data, and measure the vector’s orientation and length, thus determining the GPS station’s velocity.
Download Materials
Teacher materials
All teacher and student files bundled
63 MB • v: August 2016
Individual files:
[pdf] Teacher Guide for Lesson: Introduction to graphing GPS data
[docx]
38 MB • v: August 2016
[pptx]. Presentation: Introduction to graphing GPS data
15 MB • v: August 2016
Student materials
[pdf]
Student Worksheet: Introduction to graphing GPS data.
3 MB • v: August 2016
Related Lessons
Measuring plate motion with GPS
The next lesson in this sequence is the introductory activity: Measuring plate motion with GPS, to learn the basics on how GPS works then learn about Iceland.
Module Development
This work is based on materials provided by the UNAVCO Education and Community Engagement Program, Plate Boundary Observatory, and the GAGE Facility supported by the National Science Foundation (NSF) and National Aeronautics and Space Administration (NASA) under NSF award: EAR 1261833 and the American Recovery and Reinvestment Act. Authors are Roger Groom (Mt. Tabor Middle School), Cate Fox-Lent (UNAVCO), Shelley Olds (UNAVCO), Nancy West (Quarter Dome Consulting), and Kathleen Alexander (UNAVCO).
Last modified: 2020-04-16 04:16:32 America/Denver