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View Resource Tectonics

In this activity, developed by the Lane Community College Geo-STAC program?, students will "describe spatial occurrence of earthquakes and tectonic landforms. Students practice Boolean logic queries to select data and describe spatial patterns. In part two, students develop and test hypotheses to explore the relationship between earthquake magnitude, location depth and the impact on human life a...

View Resource Introduction to Geospatial Programming

GeoTech Center presents a series of model courses on GIS, spatial technologies, and related subjects. This seventh course introduces "how to customize GIS software applications by way of modified service interface elements" by learning various scripting languages. A course outline describes prerequisites, student learning outcomes, and course objectives. A second document contains a rubric for...

View Resource Coordinates

In this activity, developed by the Lane Community College Geo-STAC program?, students "understand geographic location (absolute and relative) using an interactive Web-based GIS map." The lesson helps review basic concepts of coordinate geometry as they move about the world identifying coordinate relationships and important reference lines. On the site, visitors will find a link to the student a...

View Resource Collecting Data Below the Earth's Surface

The sea floor is mapped for a variety of environmental and commercial reasons, including marine and coastal resource management, navigational charting, and oil and gas exploration. This video segment shows how geologists aboard a research vessel employ air guns and an array of listening devices to create a profile of subsurface rock layers. They hope to use the specialized maps they create to...

View Resource Topographic Maps III: Back Azimuths and Triangulation

In this activity, students will learn the more advanced mapping skills of calculating back azimuths and triangulation. Using a local 7.5-minute series map, the teacher will select a starting point and an obstacle, have students follow an azimuth that leads them to the obstacle, let them construct a back azimuth and navigate around the obstacle while recording directions and distances. A number of...

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