Monday, September 28, 2009
Back to Class...
Today is our last lab day for the Unit 2 project. Return to your class for Tuesday. Remember, we will be going over the assigned Unit 2 questions from where we left off.
Friday, September 25, 2009
Deadline for Long Term Project
The deadline for the long term assignment (the road trip) is Tuesday, October 13, 2009.
Tuesday, September 22, 2009
Unit 2 Long Term Assignment
Here is the Unit 2 Long Term Assignment
Planning a Road Trip – Geography 20G Unit 2 Long Term Project
How much do you know about the geography of North America? What places have you visited? What do you know about each of the locations? Part of geography, the study of the earth and its features, inhabitants, and phenomena, is the study of places and regions. Today, with globalization, it is more important than ever to understand different places and regions around the world.
In this activity, you will learn about various towns, communities, and cities within North America by planning and taking a two-week trip. During your trip you must:
· Visit a major city
· Visit a state or provincial capital
· Visit a small town/community
· Visit a geographical landmark
· Visit a museum
· Take in a major or minor league sporting event
· Take in a collegiate sporting event
· See a play
· Attend a concert
· Visit the birthplace of a famous person
· Do it all on a $3000 budget
The project must be completed in a binder and will feature the following headings:
· Table of Contents
· Itinerary
· Budget
· Transportation
· What I Saw on My Road Trip
· Sources
The project will be graded using the following scoring:
· Table of Contents 5 marks
· Itinerary 10 marks
· Budget 20 marks
· Transportation 10 marks
· What I Saw on My Road Trip 100 marks
· Sources 10 marks
· Spelling/Grammar* 20 marks
· TOTAL 175 marks
*Note: These are your 20 marks to keep. Every error results in a deduction of 1 mark to a maximum of 20.
Sources – You are required to use 10 different sources. Each is worth 1 mark. If you are using web sites, you must have 10 different domain names. Use the APA style guide
What I Saw on my Road Trip – Each item on the list of trip requirements is worth 10 marks and should cover roughly a page. In that page, you will be expected to write a description of what you saw (6 marks), include a picture (1 mark), and include suggestions of other things you might do while in the area (3 marks).
Transportation – Describe the vehicle you will drive. Write a review for it and include:
· A fuel economy rating (city and highway) (1 mark)
· An evaluation of the cargo space for your purposes (2 marks)
· A review of its performance capabilities (3 marks)
· A Summary of why you chose the vehicle (2 marks)
· A photo (1 mark)
· Sticker price (1 mark)
Budget - You will be required to make a full budget for the trip which includes a detailed estimate of costs for fuel (3 marks), lodging (5 marks), meals (5 marks), all entertainment/sightseeing costs (5 marks), and any incidentals (2 marks).
Itinerary – 1 mark for accounting for each of the 10 stops on your way
Table of Contents – 1 mark for each of the 5 headings
Please note: Standard margins and Times New Roman 12 point type. This is the default setting in Word. Don't change it.
We will be working in the lab for the remainder of this week and Monday next week as posted.
Planning a Road Trip – Geography 20G Unit 2 Long Term Project
How much do you know about the geography of North America? What places have you visited? What do you know about each of the locations? Part of geography, the study of the earth and its features, inhabitants, and phenomena, is the study of places and regions. Today, with globalization, it is more important than ever to understand different places and regions around the world.
In this activity, you will learn about various towns, communities, and cities within North America by planning and taking a two-week trip. During your trip you must:
· Visit a major city
· Visit a state or provincial capital
· Visit a small town/community
· Visit a geographical landmark
· Visit a museum
· Take in a major or minor league sporting event
· Take in a collegiate sporting event
· See a play
· Attend a concert
· Visit the birthplace of a famous person
· Do it all on a $3000 budget
The project must be completed in a binder and will feature the following headings:
· Table of Contents
· Itinerary
· Budget
· Transportation
· What I Saw on My Road Trip
· Sources
The project will be graded using the following scoring:
· Table of Contents 5 marks
· Itinerary 10 marks
· Budget 20 marks
· Transportation 10 marks
· What I Saw on My Road Trip 100 marks
· Sources 10 marks
· Spelling/Grammar* 20 marks
· TOTAL 175 marks
*Note: These are your 20 marks to keep. Every error results in a deduction of 1 mark to a maximum of 20.
Sources – You are required to use 10 different sources. Each is worth 1 mark. If you are using web sites, you must have 10 different domain names. Use the APA style guide
What I Saw on my Road Trip – Each item on the list of trip requirements is worth 10 marks and should cover roughly a page. In that page, you will be expected to write a description of what you saw (6 marks), include a picture (1 mark), and include suggestions of other things you might do while in the area (3 marks).
Transportation – Describe the vehicle you will drive. Write a review for it and include:
· A fuel economy rating (city and highway) (1 mark)
· An evaluation of the cargo space for your purposes (2 marks)
· A review of its performance capabilities (3 marks)
· A Summary of why you chose the vehicle (2 marks)
· A photo (1 mark)
· Sticker price (1 mark)
Budget - You will be required to make a full budget for the trip which includes a detailed estimate of costs for fuel (3 marks), lodging (5 marks), meals (5 marks), all entertainment/sightseeing costs (5 marks), and any incidentals (2 marks).
Itinerary – 1 mark for accounting for each of the 10 stops on your way
Table of Contents – 1 mark for each of the 5 headings
Please note: Standard margins and Times New Roman 12 point type. This is the default setting in Word. Don't change it.
We will be working in the lab for the remainder of this week and Monday next week as posted.
Friday, September 18, 2009
Lab Bookings for Long Term Project
Please be advised that we will be starting the Unit 2 long term project on Tuesday, September 22.
Period 3 - Tuesday, Wednesday, Thursday Rm 227
Friday and Monday, September 28 Rm 115
Period 4 - Tuesday, Wednesday, Friday, and Monday, September 28 Rm 213
Thursday Rm 114
Period 3 - Tuesday, Wednesday, Thursday Rm 227
Friday and Monday, September 28 Rm 115
Period 4 - Tuesday, Wednesday, Friday, and Monday, September 28 Rm 213
Thursday Rm 114
Unit 2 - Methods of Geographic Inquiry
You should now be finished reading Unit 2 (p. 17-71).
The following questions were assigned today.
p. 15 1, 2b
p. 26 1-7, 9,11,12a and b
p. 40 2-4, 7,10,13
p. 47 1-6, 8-9
p. 58 1a, 2-4
p. 66 1-3,5
p. 67 1
p. 68 2 and 3
p. 70 1,4b,c,d; 5b,c
p. 78 1a
We will be taking these up starting Monday.
The following questions were assigned today.
p. 15 1, 2b
p. 26 1-7, 9,11,12a and b
p. 40 2-4, 7,10,13
p. 47 1-6, 8-9
p. 58 1a, 2-4
p. 66 1-3,5
p. 67 1
p. 68 2 and 3
p. 70 1,4b,c,d; 5b,c
p. 78 1a
We will be taking these up starting Monday.
Thursday, September 17, 2009
Looking at Data...The Figures Don't Lie, But Liars can Figure
In the course of our discussion concerning our data to make our pie graphs, we learned some things about data and its comparability. This is important for us to remember as we critically look at various information of this kind into the future.
We compared our collected data in the following manner:
We looked at the mean (average... add up the data and divide by the number of trials).
We looked at the median (the middle of the scores).
We looked at the % difference between the highest and lowest scores (the outliers) and the median.
We then compared the means and medians by category (local, regional,provincial,national, worldwide). We agreed that our range from top to bottom score was between 2 and 5% and therefore not significant.
The class was then asked if the median was 22% for all categories and one category, say "worldwide connections", showed as 33%, would the 11% difference be significant? The vast majority agreed.
However upon further testing of this idea, we found that although 11% looks like a fair difference, based on our data and how it was collected, it is NOT a significant difference.
Here is why:
On the average, each group that made a pie graph identified 25 connections total. This total (25) then represents 100%. Therefore, each connection represents a 4% difference. As a result, a 11% difference in connections means a difference of 2.25 connections out of 25.
When examining data, it is important to consider how the data is put together and what the procedure is for collecting the data.
We compared our collected data in the following manner:
We looked at the mean (average... add up the data and divide by the number of trials).
We looked at the median (the middle of the scores).
We looked at the % difference between the highest and lowest scores (the outliers) and the median.
We then compared the means and medians by category (local, regional,provincial,national, worldwide). We agreed that our range from top to bottom score was between 2 and 5% and therefore not significant.
The class was then asked if the median was 22% for all categories and one category, say "worldwide connections", showed as 33%, would the 11% difference be significant? The vast majority agreed.
However upon further testing of this idea, we found that although 11% looks like a fair difference, based on our data and how it was collected, it is NOT a significant difference.
Here is why:
On the average, each group that made a pie graph identified 25 connections total. This total (25) then represents 100%. Therefore, each connection represents a 4% difference. As a result, a 11% difference in connections means a difference of 2.25 connections out of 25.
When examining data, it is important to consider how the data is put together and what the procedure is for collecting the data.
Exploring Canada: A Study in Connections
You were to read Chapter 1 and think about the connections that you have in your life to the following areas:
•local
•regional
•provincial
•national
•worldwide
Refer to Figure 1-1 in the text to view an example.
After taking a few moments to write down the connections that you could think of individually, we broke into groups and put all the data together in a pie chart posted at the front of the class. The purpose of this was for us to see whether there was any consistency from group to group in terms of the percentage of connections by level.
Our findings showed a fairly strong consistency. Specifically, that there was no significant difference from one level of connections to another.
This activity showed us the usefulness of pie charts in terms of how they allow for the quick comparison of data. Throughout the course, you will be asked to assemble data in this manner using a variety of different charts and graphing techniques.
As well, this activity allowed us to do some basic analysis with respect to the data itself (a skill we will be developing throughout the semester). For example, what general conclusions could we draw from the data?
A basic conclusion would be that, "For students in Grade 10 Geography at River East, the connections to the world around them are roughly equally divided into fifths between local, regional, provincial, national, and worldwide."
From this conclusion, we asked the following question:
"If we were to compare Grade 10 students today with Grade 10 students 20 years ago, would we find the same results? Why?"
The class agreed that probably an even greater proportion of our connections 10 years ago would have been local and that there would have been a sliding scale of sorts where proportionally the percentages would get smaller from regional to provincial to national and finally to worldwide.
The class further surmised that the reason for this difference would have been the degree to which technology and the Internet in particular make the world a smaller place and increases the likelihood that we make connections with other parts of the world.
We also discussed the way in which the Internet and the Information Age world has changed our patterns of thinking and what we believe to be real, true and possible. In particular, we looked at how we define intelligence differently in the Information Age versus the Industrial Era.
In the Industrial Age, we saw an intelligent person as someone who knew a lot of facts about a wide variety of subjects -- a sort of "Jeopardy" intelligence. In the Information Age, the amount of information being added and the nature by which it changes (look at how long it takes before a new version of a computer application is upon us) has caused us to think of "smart" in another way. In this new era, we consider intelligence to be the ability to find, sort, process,analyse, and evaluate information.
Ultimately, this discussion helped introduce the kind of analysis that can be done once data is gathered. As well, it helped us understand that more and more, we are part of a larger world and as such we need to better understand what that world is all about and where we fit in it. This brings us to our next discussion concerning the world community.
•local
•regional
•provincial
•national
•worldwide
Refer to Figure 1-1 in the text to view an example.
After taking a few moments to write down the connections that you could think of individually, we broke into groups and put all the data together in a pie chart posted at the front of the class. The purpose of this was for us to see whether there was any consistency from group to group in terms of the percentage of connections by level.
Our findings showed a fairly strong consistency. Specifically, that there was no significant difference from one level of connections to another.
This activity showed us the usefulness of pie charts in terms of how they allow for the quick comparison of data. Throughout the course, you will be asked to assemble data in this manner using a variety of different charts and graphing techniques.
As well, this activity allowed us to do some basic analysis with respect to the data itself (a skill we will be developing throughout the semester). For example, what general conclusions could we draw from the data?
A basic conclusion would be that, "For students in Grade 10 Geography at River East, the connections to the world around them are roughly equally divided into fifths between local, regional, provincial, national, and worldwide."
From this conclusion, we asked the following question:
"If we were to compare Grade 10 students today with Grade 10 students 20 years ago, would we find the same results? Why?"
The class agreed that probably an even greater proportion of our connections 10 years ago would have been local and that there would have been a sliding scale of sorts where proportionally the percentages would get smaller from regional to provincial to national and finally to worldwide.
The class further surmised that the reason for this difference would have been the degree to which technology and the Internet in particular make the world a smaller place and increases the likelihood that we make connections with other parts of the world.
We also discussed the way in which the Internet and the Information Age world has changed our patterns of thinking and what we believe to be real, true and possible. In particular, we looked at how we define intelligence differently in the Information Age versus the Industrial Era.
In the Industrial Age, we saw an intelligent person as someone who knew a lot of facts about a wide variety of subjects -- a sort of "Jeopardy" intelligence. In the Information Age, the amount of information being added and the nature by which it changes (look at how long it takes before a new version of a computer application is upon us) has caused us to think of "smart" in another way. In this new era, we consider intelligence to be the ability to find, sort, process,analyse, and evaluate information.
Ultimately, this discussion helped introduce the kind of analysis that can be done once data is gathered. As well, it helped us understand that more and more, we are part of a larger world and as such we need to better understand what that world is all about and where we fit in it. This brings us to our next discussion concerning the world community.
Tuesday, September 15, 2009
Texts Distributed, Map of Canada Handed in
Today, you were issued your textbooks. Please make sure you put your name inside and keep track of it, as we will need it on a daily basis. Replacement cost is $80.00.
You also handed in the map of Canada today. Reminder that the map of the United States is due on Monday next week at the beginning of class.
Unit 2 reading was assigned today and must be completed by Friday, September 18.
You also handed in the map of Canada today. Reminder that the map of the United States is due on Monday next week at the beginning of class.
Unit 2 reading was assigned today and must be completed by Friday, September 18.
Monday, September 14, 2009
Course Outline Available Now
Please Note:
I have made the course outline available as discussed in class through the drop box in the Geography 20G folder under courses. Please get yourself a copy when you get a chance.
I have made the course outline available as discussed in class through the drop box in the Geography 20G folder under courses. Please get yourself a copy when you get a chance.
Friday, September 11, 2009
Mapping the Fruited Plain
Below you will find the particulars for the map assigned today. The map will be due Monday,September 21 at the beginning of class.
Map # 2 -- Map of the United States
All 48 mainland states and all 48 capitals
See the list below:
http://www.homeworkspot.com/ask/statecapitals.htm
Washington DC is NOT included
Marking Guideline
6 essential elements of a map –
Title 1 mark
Legend 1 mark
Scale (already there)
Date of Publication 1 mark
Direction 1 mark
Borders (already there)
Map Elements Sub Total 4
48 states 1x48 = 48
48 cities 1x 48 = 48
Locations Sub Total 96
Overall neatness Sub Total 20
18-20 publishable
15-17 clear, readable
12-14 generally clear
9-11 somewhat clear
6- 8 not clear
>5 illegible
Total 116
Map # 2 -- Map of the United States
All 48 mainland states and all 48 capitals
See the list below:
http://www.homeworkspot.com/ask/statecapitals.htm
Washington DC is NOT included
Marking Guideline
6 essential elements of a map –
Title 1 mark
Legend 1 mark
Scale (already there)
Date of Publication 1 mark
Direction 1 mark
Borders (already there)
Map Elements Sub Total 4
48 states 1x48 = 48
48 cities 1x 48 = 48
Locations Sub Total 96
Overall neatness Sub Total 20
18-20 publishable
15-17 clear, readable
12-14 generally clear
9-11 somewhat clear
6- 8 not clear
>5 illegible
Total 116
Welcome
Now that we've had a start to our classes, it's time to make use of the course blog. I will be using this as a way of staying in touch with you and keeping us organized in terms of content, assignments, due dates, and all the other things that go along with the Geography 20G course.
Be sure to check the blog daily, as you are responsible for all the material here.
You were assigned a map of Canada. See the particulars as discussed in class below. The map will be due on Tuesday, September 15 at the beginning of class.
Map #1 -- Map of Canada
Map Assignment #1– Geo 20G
All 10 Provinces
3 Territories
All Provincial and Territorial Capitals and Ottawa
Montreal
Vancouver
Calgary
Chicago
Green Bay
Minneapolis
New York
Boston
Missouri River
Mississippi River
Lake Winnipeg
Lake Manitoba
Great Bear Lake
Great Slave Lake
Great Lakes
49th Parallel
Marking Guideline
6 essential elements of a map –
Title 1 mark
Legend 1 mark
Scale (already there)
Date of Publication 1 mark
Direction 1 mark
Borders (already there)
Map Elements Sub Total 4
10 provinces 1x10 = 10
3 territories 1x3 = 3
14 capitals 1x14 = 14
8 cities 1x 8 = 8
2 rivers 1x2 = 2
9 lakes 1x9 = 9
1 landmark 1
Locations Sub Total 39
Overall neatness Sub Total 20
18-20 publishable
15-17 clear, readable
12-14 generally clear
9-11 somewhat clear
6- 8 not clear
>5 illegible
Total 63
Be sure to check the blog daily, as you are responsible for all the material here.
You were assigned a map of Canada. See the particulars as discussed in class below. The map will be due on Tuesday, September 15 at the beginning of class.
Map #1 -- Map of Canada
Map Assignment #1– Geo 20G
All 10 Provinces
3 Territories
All Provincial and Territorial Capitals and Ottawa
Montreal
Vancouver
Calgary
Chicago
Green Bay
Minneapolis
New York
Boston
Missouri River
Mississippi River
Lake Winnipeg
Lake Manitoba
Great Bear Lake
Great Slave Lake
Great Lakes
49th Parallel
Marking Guideline
6 essential elements of a map –
Title 1 mark
Legend 1 mark
Scale (already there)
Date of Publication 1 mark
Direction 1 mark
Borders (already there)
Map Elements Sub Total 4
10 provinces 1x10 = 10
3 territories 1x3 = 3
14 capitals 1x14 = 14
8 cities 1x 8 = 8
2 rivers 1x2 = 2
9 lakes 1x9 = 9
1 landmark 1
Locations Sub Total 39
Overall neatness Sub Total 20
18-20 publishable
15-17 clear, readable
12-14 generally clear
9-11 somewhat clear
6- 8 not clear
>5 illegible
Total 63
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