A Field Plan for Large-Scale Terrain Mapping

Abstract

Field work in geography often involves an exercise in which the student is required to make some type of map. Although most areas of the United States are well mapped, seldom are extremely large-scale (larger than 1:24,000) relief maps available. A method of contour-line mapping using small contour intervals and a large scale is appropriate in teaching several mapping principles and requires only a few simple tools and the use of elementary mathematics. Percent slope is established at uniform intervals along closely spaced traverses of the area to be mapped. Spot elevations are thus established from which contour lines can be determined. Accuracy in field-data collection and care in cartography will yield a very satisfactory map of terrain characteristics of small areas. Several concepts of maps and mapping are taught through direct student involvement.     

Developing Map Skills Through Reading Instruction

Abstract

The map skills development component of an elementary level social science reading curriculum project was tested for effects. The criterion measure was the map skills subtest of the ITBS, administered in a pre-treatment post-treatment research design. Analyses show significant (p.05) mean score differences in favor of the experimental group on the post measurement. An example of the learning activities used is included for possible teacher application of the technique.     

Improving the Cognitive Development of Students' Mental Maps of the World

Abstract

In this study, the author examines the use of four protocol lessons designed to aid 7th grade students in developing a clear mental map of the world. Two classes, involving 44 students, participated in the study. One class was taught using the instructional sequence common to the district's 7th grade world geography classes. The second class was instructed using the protocol lessons. A quantitative and qualitative assessment took place. The results indicated that students using the protocol lessons developed more detailed and accurate mental maps of the world than those instructed in the common sequence. The study advocates having students construct and work with maps, rather than simply filling in information on them.     

Early Instruction in Geography: An Exploration in the Ecology of Kindergarten and First-Grade Geography Education

Abstract

Student drawn maps have been relatively neglected as an evaluation tool, despite their potential utility for assessing geographic knowledge. Comparison of students' sketch maps at the beginning and end of the year can inform the teacher about how students' representations of the world change over the course of instruction. Used as a pretest, they can be used to diagnose areas of strength and weakness within a class; as a posttest they can be used to assess students' achievement and the effectiveness of instruction. In this paper we provide an easy method for sorting and summarizing sketch map data, which is illustrated using maps collected from two sixth grade classes. We also outline a framework to guide teachers in generating questions to ask about their own students' maps.     

The Trade and Industries of Western South America

Abstract

This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS.

Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner.     

Map Skills Instruction and the Child's Developing Cognitive Abilities

Abstract

Research in education, psychology, and geography is utilized to relate the child's pattern of gradually developing cognitive abilities to his increasing ability to master skills. Although the child's symbolization abilities develop quite early, his ability to orient himself spatially and to use the important concepts of scale and an external frame of reference develop more gradually, as does his manipulative ability to make accurate, detailed maps. Based on this research, a hierarchical sequence for map skills instruction is proposed and related to existing map skills programs. This sequential structure differs from most existing materials in its emphasis on the very gradual development of the ability to use grid reference systems and orient himself satisfactorily on maps, as well as the gradual acquisition of certain measurement abilities.     

Using Road Maps in the Junior High School

Abstract

The activities described in this paper were developed to familiarize junior high school students with the variety of information available on road maps and to provide a means for practice of map skills. At Legg Junior High School in Coldwater, Michigan, students were presented with an introduction to road maps, followed by a series of worksheets to use in conjunction with Michigan and Ontario highway maps. After completing the worksheets, students participated in road rally games which required them to use maps and follow instructions and clues to find a specific location. The activities can be adapted for elementary school classes or for students with different levels of ability. Teachers might also want to increase the number of worksheets or road rallies to give students additional practice in skills in which they particularly need improvement.     

Knowledge-Driven and Data-Driven Fuzzy Models for Predictive Mineral Potential Mapping

In this paper, we describe new fuzzy models for predictive mineral potential mapping: (1) a knowledge-driven fuzzy model that uses a logistic membership function for deriving fuzzy membership values of input evidential maps and (2) a data-driven model, which uses a piecewise linear function based on quantified spatial associations between a set of evidential evidence features and a set of known mineral deposits for deriving fuzzy membership values of input evidential maps. We also describe a graphical defuzzification procedure for the interpretation of output fuzzy favorability maps. The models are demonstrated for mapping base metal deposit potential in an area in the south-central part of the Aravalli metallogenic province in the state of Rajasthan, western India. The data-driven and knowledge-driven models described in this paper predict potentially mineralized zones, which occupy less than 10% of the study area and contain at least 83% of the model and validation base metal deposits. A cross-validation of the favorability map derived from using one of the models with the favorability map derived from using the other model indicates a remarkable similarity in their results. Both models therefore are useful for predicting favorable zones to guide further exploration work.     

Going beyond location: Thematic maps in the early elementary grades

Abstract

Cartographic research has long suggested that preschool and early elementary children possess advanced mapping behaviors in terms of interpreting, making, and using locational and wayfinding maps. To improve instruction in geographic concepts, it is necessary to see if these advanced mapping behaviors apply to thematic or special purpose maps as well, as an understanding of these types of maps is integral to the five fundamental themes of geography. An experiment was conducted to evaluate the thematic mapping abilities of second-grade students. Students viewed maps at the neighborhood, city, and national scales displaying different types of symbolization and presented in a random order. Results indicated that the map tasks were appropriate for this age level, and a statistical test of reaction times did not identify a best symbol type or scale, as all were appropriate for this age level. Responses to discussion questions indicated the students also have the ability to describe spatial patterns. The interpretation of quantitative information on maps is within the ability level of second grade students, and materials currently used in second grade should be revised to include these maps.     

Vario-scale data structures supporting smooth zoom and progressive transfer of 2D and 3D data

This paper introduces the concept of the smooth topological Generalized Area Partitioning (tGAP) structure represented by a space-scale partition, which we term the space-scale cube. We take the view of ‘map generalization as extrusion of data into an additional dimension’. For 2D objects the resulting vario-scale representation is a 3D structure, while for 3D objects the result is a 4D structure.

This paper provides insights in: (1) creating valid data for the cube and proof that this is always possible for the implemented 2D tGAP generalization operators (line simplification, merge and split/collapse), (2) obtaining a valid 2D polygonal map representation at arbitrary scale from the cube, (3) using the vario-scale structure to provide smooth zoom and progressive transfer between server and client, (4) exploring which other possibilities the cube brings for obtaining maps having non-homogenous scales over their domain (which we term mixed-scale maps), and (5) using the same principles also for higher dimensional data; illustrated with 3D input data represented in a 4D hypercube.

The proposed new structure has very significant advantages over existing multi-scale/multi-representation solutions (in addition to being truly vario-scale): (1) due to tight integration of space and scale, there is guaranteed consistency between scales, (2) it is relatively easy to implement smooth zoom, and (3) compact, object-oriented encoding is provided for a complete scale range.     

A MaxEnt Model for Mineral Prospectivity Mapping

Mineral prospectivity mapping is an important preliminary step for mineral resource exploration. It has been widely applied to distinguish areas of high potential to host mineral deposits and to minimize the financial risks associated with decision making in mineral industry. In the present study, a maximum entropy (MaxEnt) model was applied to investigate its potential for mineral prospectivity analysis. A case study from the Nanling tungsten polymetallic metallogenic belt, South China, was used to evaluate its performance. In order to deal with model over-fitting, varying levels of β _j -regularization were set to determine suitable β value based on response curves and receiver operating characteristic (ROC) curves, as well as via visual inspections of prospectivity maps. The area under the ROC curve (AUC = 0.863) suggests good performance of the MaxEnt model under the condition of balancing model complexity and generality. The relative importance of ore-controlling factors and their relationships with known deposits were examined by jackknife analysis and response curves. Prediction–area (P–A) curves were used to determine threshold values for demarcating high probability of tungsten polymetallic deposit occurrence within small exploration area. The final predictive map showed that high favorability zones occupy 14.5% of the study area and contain 85.5% of the known tungsten polymetallic deposits. Our study suggests that the MaxEnt model can be efficiently used to integrate multisource geo-spatial information for mineral prospectivity analysis.     

Professional Technologies in Schools: The Role of Pedagogical Knowledge in Teaching With Geospatial Technologies

Preparing learners for the future requires twenty-first-century teaching that integrates professional tools in the classroom. Geospatial technologies (GST), which represent geographical professional technologies, lack robust integration in high school geography. Researchers continue to ask why educators teach about rather than with GST. Understanding teacher decisions is paramount. This mixed methods study examined commonalities among teachers who use GST using Mishra and Koehler’s (2006 Mishra, P., and M. J. Koehler. 2006. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record 108 (6):1017–54.[Crossref], [Web of Science ®] , [Google Scholar]) Technological, Pedagogical, Content Knowledge (TPCK) framework as a theoretical lens. This investigation examined whether geography teachers who exhibit stronger geospatial TPCK used GST more frequently than other teachers who exhibited a less developed knowledge base.     

Visualisation and evaluation of flood uncertainties based on ensemble modelling

This study evaluates how users incorporate visualisation of flood uncertainty information in decision-making. An experiment was conducted where participants were given the task to decide building locations, taking into account homeowners’ preferences as well as dilemmas imposed by flood risks at the site. Two general types of visualisations for presenting uncertainties from ensemble modelling were evaluated: (1) uncertainty maps, which used aggregated ensemble results; and (2) performance bars showing all individual simulation outputs from the ensemble. Both were supplemented with either two-dimensional (2D) or three-dimensional (3D) contextual information, to give an overview of the area.

The results showed that the type of uncertainty visualisation was highly influential on users’ decisions, whereas the representation of the contextual information (2D or 3D) was not. Visualisation with performance bars was more intuitive and effective for the task performed than the uncertainty map. It clearly affected users’ decisions in avoiding certain-to-be-flooded areas. Patterns to which the distances were decided from the homeowners’ preferred positions and the uncertainties were similar, when the 2D and 3D map models were used side by side with the uncertainty map. On the other hand, contextual information affected the time to solve the task. With the 3D map, it took the participants longer time to decide the locations, compared with the other combinations using the 2D model.

Designing the visualisation so as to provide more detailed information made respondents avoid dangerous decisions. This has also led to less variation in their overall responses.     

Making Slides from Printed Materials

Abstract

This article describes a teaching technique designed for use in the upper elementary or junior high school grades. Its purpose is to enable the student to become actively involved in qualitatively measuring the air in his own local environment by means of collecting air samples from a variety of locations. The sampler may be constructed from readily available materials and its use is limited only by the imagination of the class and its teacher. A combination of map work and attention to natural and man-made surroundings will provide the class with data for use in making hypotheses regarding the amount and sources of local pollution.     

High resolution dasymetric model of U.S demographics with application to spatial distribution of racial diversity

Population and demographic data at high spatial resolution is a valuable resource for supporting planning and management decisions as well as an important input to socio-economic academic studies. Dasymetric modeling has been a standard technique to disaggregate census-aggregated units into raster-based data of higher spatial resolution. Although utility of dasymetric mapping has been demonstrated on local and regional scales, few high resolution large-scale models exist due to their high computational cost. In particular, no publicly available high resolution dasymetric model of population distribution over the entire United States is presently available. In this paper we introduce a 3″ (∼90 m) resolution dasymetric model of demographics over the entire conterminous United States. The major innovation is to disaggregate already existing 30″ (∼1 km) and 7.5″ (∼250 m) SEDAC (Socioeconomic Data and Applications Center) Census 2000 grids instead of the original census block-level data. National Land Cover Dataset (NLCD) 2001 is used as ancillary information. This allows for rapid development of a U.S.-wide model for distribution of population and sixteen other demographic variables. The new model is demonstrated to markedly improve spatial accuracy of SEDAC model. To underscore importance of high spatial resolution demographic information other than total population count we demonstrate how maps of several population characteristics can be fused into a “product” map that illustrates complex social issues. Specifically, we introduce a “diversity” categorical map that informs (at nominal 3″ resolution) about spatial distribution of racial diversity, dominant race, and population density simultaneously. Diversity map is compared to a similar map based on census tracts. High resolution raster map allows study of race-diversity phenomenon on smaller scale, and, outside of major metropolitan areas, revels existence of patterns that cannot be deduced from a tract-based map. The new high resolution population and diversity maps can be explored online using our GeoWeb application DataEye available at http://sil.uc.edu/. Both datasets can be also downloaded from the same website.     

Book reviews

The weather and climate of Australia and New Zealand

A.P. Sturman & N.J. Tapper, 1996

Oxford University Press, Melbourne

18 × 24 cm, xi + 476pp., ISBN 0–19–553393–3, A$55.00 (soft)

Australians and the environment

W. McLennan, 1996

Australian Bureau of Statistics (Catalogue No. 4601.0), Melbourne

21 × 30 cm, viii + 415pp., ISBN 0–642–20690–2, A$44.00 (soft)

The information age: economy, society and culture. Vol.1—The rise of the network society

M. Castells, 1996

Blackwell, Cambridge MA/Oxford

15 × 23 cm, xvii + 556 pp., ISBN 1–155786–617–1, US$25.95/£15.99 (soft)

Retailing, consumption and capital: towards the new retail geography

N. Wrigley & M. Lowe (eds), 1996

Longman, Harlow

16 × 23 cm, vi + 352 pp., ISBN 0–582–22824–7, £17.99 (soft)     

Book reviews

Third World politics: a concise introduction

J. Haynes, 1996

Blackwell, Oxford

15 × 23 cm, viii + 227pp., ISBN 0–631–19778–8, £14.99/US$19.95 (soft)

Thirdspace: journeys to Los Angeles and other real‐and‐imagined places

E.W. Soja, 1996

Blackwell, Cambridge, MA

17 × 25 cm, xii + 334pp., ISBN 1–55786–675–9, £14.99/US$20.95 (soft)

Alpine Tasmania: an illustrated guide to the flora and vegetation

J. Kirkpatrick, 1997

Oxford University Press, Melbourne

14 × 22 cm, xii+ 196 pp., ISBN 0–19–553753‐X, A$24.95

Spatial behavior: a geographic perspective

R.G. Golledge. & R.J. Stimson, 1997

The Guilford Press, New York

16 × 24 cm, xx + 620 pp., ISBN 1–57230–050–7, A$39.95 (soft)

Pacific Rim development: integration and globalisation in the Asia‐Pacific economy,(Studies in World Affairs XIII)

P.J. Rimmer (ed.), 1997

Allen & Unwin, Sydney

14 × 22 cm, xiii + 294 pp., ISBN 1–86373–978–5, A$24.95 (soft)     

Book reviews

Kakadu: natural and cultural heritage and management

E.J. Press, D.A.M. Lea, A. Webb & A. Graham (eds), 1995

Australian Nature Conservation Agency & North Australia Research Unit, Australian National University, Darwin

17 × 25 cm, xviii + 318 pp., ISBN 0–7315–2171–4, A$29.95 (soft)

The landforms of England and Wales

A. Goudie, 1993 (first published in hardcover in 1990)

Blackwell, Oxford

23 × 15 cm, xi + 394 pp., ISBN 0–631–16367–0, A$45.00 (soft)

Technological change and the city

P.N. Troy (ed.), 1995

Federation Press, Sydney

14 × 21 cm, vi + 202 pp., ISBN 1–86287–184–1, A$35.00 (soft)

Oceanic islands

P.D. Nunn, 1994

Blackwell, Oxford

17 × 25 cm, xv + 413 pp., ISBN 0–631–17811–7, A$90.00 (soft)

Aotearoa and New Zealand: a historical geography

A. Grey, 1994

Canterbury University Press, Christchurch

14 × 21 cm, xix + 476 pp., ISBN 0–908812–34–5, NZ$29.95 (soft)     

Interpretation of Specialized Agricultural Settlements on Topographic Maps

Abstract

The topographic map can successfully supplement the geographical textbook and the field trip in aiding the teacher in the illustration of the cultural character of a place. Interpretation of cultural features on topographic maps requires a knowledge of map symbolization and some familiarity with the area or topic under study. An example of the type of cultural features that are well-illustrated by topographic maps is specialized agricultural settlement such as the gentleman horse farm. The student can formulate an interpretation key of the characteristic features of each settlement type. This will allow the successful interpretation of maps from distant or unfamiliar areas through comparison and even allow the map reader to “travel,” although vicariously, to distant areas.