|
Education
Web
Foundations in Art - Cross-Hatching
layers criss-crossing lines to create a feeling of shadow. BUT cross-hatching is also very much an attitude about drawing and understanding what you see. The lines and marks that make up cross-hatching describe planes of form and begin by following planes of form--like cross-contour lines do...
Geotimes: Earth Scientists National Security
Christina Reed, Geotimes. Back in his office, Guth demonstrates this technology with a map of Hanging Rock Canyon, Calif. The contours of the canyon’s terrain are highlighted as slopes in gray and black. “It starts with digital elevation data,” he explains. “This da...
Introduction to the Elements of Design: Point and
is continuity-- this describes the tendency to "connect the dots" and so accept separate parts or points as part of a contour or form. It is hard to resist, for example, the compulsion to see two dots as implying a line, or three as framing a triangle.Similarity descri...
FAQs about Earthquakes, Faults, Plate Tectonics, and Earth Structure
Services & Product Information Base Map Contours Elevation Geographic Names Government Unit Boundaries Hydrography Land Cover Map Indices Orthoimagery Public Land Survey System Scanned Topo Maps (Digital Raster Graphics) Shaded Relief Structures Transportation US Topo Using the...
Inventor Profiles: Thomas Blanchard
Invention Impact In 1819, Blanchard conceived a device with a model attached to a tracing wheel and a raw block of wood attached to a cutting wheel. The tracing wheel followed the contours of the revolving model, while the cutting wheel duplicated the form in the wood block...
Treasures of the Sunken City
to maps using those students created, as well as other types of maps (for example, a road, weather, or contour map). Students may find it more difficult to map an object that is not neatly placed on the map—that is, anything circular or books when corners aren't pl...
 Watershed Education: National Leadership Forum Report
and so constituency and public support is not only lost but never really rallied. Indeed, the highly complex geographic nature of watersheds — their contours, their large size, and their non-adherence to traditional political boundaries — makes them inherently difficult to comprehend. Th...
1
0
and so constituency and public support is not only lost but never really rallied. Indeed, the highly complex geographic nature of watersheds — their contours, their large size, and their non-adherence to traditional political boundaries — makes them inherently difficult to comprehend. They are hard to visualize even by those few Americans familiar with contour maps and physiographic features and they are nearly impossible to grasp by those who never see a contour map or ever think about how the land is formed
13
0
http://www.neefusa.org/pdf/watershedfinal.pdf#page=13
www.neefusa.org/pdf/watershedfinal.pdf#page=13
and so constituency and public support is not only lost but never really rallied. Indeed, the highly complex geographic nature of watersheds — their contours, their large size, and their non-adherence to traditional political boundaries — makes them inherently difficult to comprehend. They are hard to visualize even by those few Americans familiar with <span class="highlight">contour</span> <span class="highlight">maps</span> and physiographic features and they are nearly impossible to grasp by those who never see a <span class="highlight">contour</span> map or ever think about how the land is formed
null
0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a topographic map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates contour lines. #0;93205.1.9 Construct an elevation profile from topogra...
1
0
0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a topographic map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates contour lines. #0;93205.1.9 Construct an elevation profile from topographic map data #0;93205.1.10. Identify landforms and determine stream flow direction using a topographic map. #0;93205.1.11 Use field data to create a topographic map of a landform #0;93205.1.12 Interpret basic
4
0
http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=4
www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=4
0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a <span class="highlight">topographic</span> map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates <span class="highlight">contour</span> lines. #0;93205.1.9 Construct an elevation profile from <span class="highlight">topographic</span> map data #0;93205.1.10. Identify landforms and determine stream flow direction using a <span class="highlight">topographic</span> map. #0;93205.1.11 Use field data to create a <span class="highlight">topographic</span> map of a landform #0;93205.1.12 Interpret basic
2006 Science and Technology/Engineering Curriculum Framework
–33 Standard #1 • Obtain a topographic relief map and a corresponding paper contour map of a coastal area (preferably in Massachusetts). Use both maps to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. •...
1
0
–33 Standard #1 • Obtain a topographic relief map and a corresponding paper contour map of a coastal area (preferably in Massachusetts). Use both maps to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. • Use topographic maps to explain an environmental problem, its location, its cause, and a proposed solution. • Construct a clinometer. If suitable terrain is available, use a clinometer to determine the height of geologic features, the slope
40
0
http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=40
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=40
Earth and Space Science, Grades 6–8 LEARNING STANDARD IDEAS <span class="highlight">FOR</span> DEVELOPING INVESTIGATIONS AND LEARNING EXPERIENCES Mapping the Earth 1. Recognize, interpret, and be able to create models of the earth’s common physical features in various mapping representations, including <span class="highlight">contour</span> <span class="highlight">maps</span>. Choose a small area of unpaved, sloping ground in the schoolyard or a park. Create a scale <span class="highlight">contour</span> map of the area. Include true north and magnetic north. Earth’s Structure 2. Describe the layers of the
125
0
http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=125
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=125
–33 Standard #1 • Obtain a <span class="highlight">topographic</span> relief map and a corresponding paper <span class="highlight">contour</span> map of a coastal area (preferably in Massachusetts). Use both <span class="highlight">maps</span> to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. • Use <span class="highlight">topographic</span> <span class="highlight">maps</span> to explain an environmental problem, its location, its cause, and a proposed solution. • Construct a clinometer. If suitable terrain is available, use a clinometer to determine the height of geologic features, the slope
null
• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of maps. (i.e. political, physical, climatic, land-use resource, contour, elevation, top...
1
0
• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of maps. (i.e. political, physical, climatic, land-use resource, contour, elevation, topographic.) • 7.3.spi.15 interpret a map indicating scale, distance and direction. • 7.3.spi.16. demonstrate understanding of characteristics and implications of a diverse global culture. At Level 3, the student is able to • 7.3
9
0
http://www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=9
www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=9
• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of <span class="highlight">maps</span>. (i.e. political, physical, climatic, land-use resource, <span class="highlight">contour</span>, elevation, <span class="highlight">topographic</span>.) • 7.3.spi.15 interpret a map indicating scale, distance and direction. • 7.3.spi.16. demonstrate understanding of characteristics and implications of a diverse global culture. At Level 3, the student is able to • 7.3
|
