GPS Plate MotionGPS Plate Motion

Geology BRCC

Broadway High School

Russ Kohrs -- Instructor

Geology BRCC

Broadway High School

Russ Kohrs -- Instructor

Why I used the EET ChapterWhy I used the EET Chapter

GPS Plate Motion– We have been learning about plate tectonics.– Prior activites have explored Wegener’s

continental drift, the mechanics of different types of plate boundaries, volcanism and rock types produced at different boundaries, etc.

– I needed an activity that effectively explored plate motion, but that was more interactive than a worksheet calculating spreading rates from magnetic anomalies

GPS Plate Motion– We have been learning about plate tectonics.– Prior activites have explored Wegener’s

continental drift, the mechanics of different types of plate boundaries, volcanism and rock types produced at different boundaries, etc.

– I needed an activity that effectively explored plate motion, but that was more interactive than a worksheet calculating spreading rates from magnetic anomalies

How I used the EET ChapterHow I used the EET Chapter

Students were first introduced to the different ways of measuring plate motion:– Magnetic anomalies– Hot Spot dating– GPS– VLBI

This EET chapter was quite effective at providing students with data to illustrate how GPS is used to calculate the rate and direction of plate motion in real time.

I used 1 90 minute computer lab period.

Students were first introduced to the different ways of measuring plate motion:– Magnetic anomalies– Hot Spot dating– GPS– VLBI

This EET chapter was quite effective at providing students with data to illustrate how GPS is used to calculate the rate and direction of plate motion in real time.

I used 1 90 minute computer lab period.

How I used it…How I used it…

Students were sent to the GPS Plate Motion EET website

I had them follow the instructions for the chapter, starting with the case study

Students were sent to the GPS Plate Motion EET website

I had them follow the instructions for the chapter, starting with the case study

Examples of student work:Examples of student work:

This is an example of a time-series plot that a student created using Excel and the provided data.

They used half of the monitor for the website and half for Excel.

This is an example of a time-series plot that a student created using Excel and the provided data.

They used half of the monitor for the website and half for Excel.

Here is another example including the properly formatted SEAT data.

Here is another example including the properly formatted SEAT data.

At this point, this student was preparing his own map to upload SEAT stations and draw the vector of motion.

At this point, this student was preparing his own map to upload SEAT stations and draw the vector of motion.

This student has the results of his calculations displayed and has drawn his vector. His data showed that the North American Plate has moved about 50 mm in a northwesterly direction during the period for which data was collected.

This student has the results of his calculations displayed and has drawn his vector. His data showed that the North American Plate has moved about 50 mm in a northwesterly direction during the period for which data was collected.

What went well?What went well?

The instructions were clear. The math was simple, and on grade level for

my upper level geology students. Since they had Excel experience, the

spreadsheet work was painless. Google Maps was a nice way to plot the

vector.

The instructions were clear. The math was simple, and on grade level for

my upper level geology students. Since they had Excel experience, the

spreadsheet work was painless. Google Maps was a nice way to plot the

vector.

What could be improved?What could be improved?

Google Earth would be a better location to draw the vector. The drawing tools there are easier to use. It also does not require the creation of an account.

Some clearer instructions on importing the GPS station data into Google Maps. There is an additional step that was not outlined.

Google Earth would be a better location to draw the vector. The drawing tools there are easier to use. It also does not require the creation of an account.

Some clearer instructions on importing the GPS station data into Google Maps. There is an additional step that was not outlined.

ConclusionConclusion

My students were challenged by the activity, but not beyond their capabilities.

It required them to juggle several skills at one time while also considering the geological concepts involved.

I would recommend this activity to anyone whose students have had a little experience with Excel and who can handle some basic algebra and trigonometry.

My students were challenged by the activity, but not beyond their capabilities.

It required them to juggle several skills at one time while also considering the geological concepts involved.

I would recommend this activity to anyone whose students have had a little experience with Excel and who can handle some basic algebra and trigonometry.