EME 5603 Course Project Report 2 Design Specifications...

Davis: Report 2, p. 1

EME 5603 Course Project Report 2 Design Specifications

Using the United States National Grid (USNG)

Dixie Margaret Davis EME 5603/Dr. Zane Olina

November 4, 2007


PROJECT REVISIONS

REVISED INSTRUCTIONAL ANALYSIS

O INSTRUCTIONAL GOAL

O EXAMPLE TASK

O ADDITIONAL TASKS

O TERMINAL OBJECTIVE

O SUBORDINATE SKILLS

O ENTRY BEHAVIORS

DESIGN EVALUATION CHART

INSTRUCTIONAL STRATEGY

O MOTIVATION

O OBJECTIVES

O PREREQUISITE SKILLS

O CONTENT PRESENTATION

O CONCLUSION/TRANSFER

REFERENCES


Project Revisions

Major changes were made to the Instructional Analysis based both on feedback received from instructors and due to a need to clarify and verify steps once design activities began. The majority of the changes involve the Instructional Analysis and all are explained below. Please note that an attempt has been made to contact Richard Butgereit with the Florida Division of Emergency Management. Mr. Butgereit is a Subject Matter Expert who could potentially provide valuable information that would clarify particular aspects of the performance environment. Depending on this information, adjustments will potentially be made to the context analysis and specific strategies will be developed that could help ensure successful transfer of the instruction within this module. However, as of this writing, no further details have been obtained. Instructional Analysis

The instructional goal and terminal objective both underwent minor revision. First, one of the specified precisions, 1m, was removed. Also, another condition was added regarding a stated map scale. The 1m precision was removed because it was determined this precision is not typically used in a paper-based map setting, but is better derived using software. A map scale was added as a given, so that the proper Romer scale orientation could be explained. Next, the example task was overhauled. A more representative additional task was added due to instructor feedback and the goal analysis was updated to include new steps, sub-steps and subordinate skills. Following suggestions from the instructor, sub-steps were consolidated and refined. Revisions were also spurred while working through the development of the performance objectives. Modifying the goal analysis hopefully helped reduce any ambiguity and improve the clarity of the goal analysis. The design activities could not have proceeded without these changes. Finally, some revisions were made to be more consistent with terminology to help support more complete understanding of the content. As suggested by the instructors, two more entry behaviors were added: Knowledge of the concepts: map scale and coordinate. Locating a feature and locating a map scale on a map were originally missed as entry behaviors and are now included. Others were considered and are noted within the report. These concepts will be included in the pretest to determine whether they should be included as entry behaviors or, as part of the instruction. Learner Analysis

Due to feedback received regarding learner motivation and Keller’s ARCS model, more information should be included about the specific interview questions used and an expanded rationale should be included to justify comments and conclusions made regarding attention readiness, felt confidence and satisfaction potential. Learner/Performance Environments

As stated in the note above, comments received from instructors regarding strategies to ensure the learner environment closely reflects the performance environment are being considered, but more information is needed before changes are made. The two main issues within this category relate to tasks being trained at a level of “automaticity” and how to develop a stronger link between the pilot learners who may only use the USNG sporadically.


REVISED INSTRUCTIONAL ANALYSIS

1. Instructional Goal

Given a map with the United States National Grid (USNG), labeled features, stated map scale and a Romer scale, learners will determine the correct USNG coordinate for a specified feature at varied precisions (1 kilometer, 100 meters, 10 meters).

2. Example Task

Task Given the map below (scale is 1:24,000m) and a Romer scale, determine the 10m USNG coordinate for the Murray School.

(The following map portions have been modified from the original and are not to scale, "USGS 1:24,000", n.d.)


Solution 1. Locate the USNG grid square containing the Murray School.

2. Determine the Easting and Northing grid line numbers. The Easting grid line is the western boundary line of the 1,000m-grid square. Easting grid line number: 79. The Northing grid line is the southern boundary line of the 1,000m-grid square. Northing grid line number: 31.

3. Determine number of digits for USNG coordinate based on specified precision. Rule: Precision determines number of digits. Precision=10m, therefore, number of digits=8.

4. Determine Romer scale orientation and Romer scale placement since specified precision is greater than 1km. Map scale: 1:24,000m . Therefore, Romer scale is needed and its orientation is with 1:24,000m reference to upper right. Easting and Northing grid lines are visible therefore, Romer scale placement is with the upper right corner directly on the feature, Murray School (Please see image on following page).


Solution, continued

5. Determine complete Easting component based on specified precision. First, determine total number of digits in Easting component based on precision: Rule: (Total number of digits for specified precision)/2 = 8/2 = 4. Next, determine the first two digits: Rule: First two digits=Easting Principal Digits, or Easting grid line number: 79.


Solution, continued. Then, locate the remaining two digits of the Easting component by identifying the values on the grid reader where the Easting grid line intersects the reader. Since the required precision is 10m, use hundredths and tenths units on Romer scale. Complete Easting component: 7976.

6. Determine complete Northing component based on specified precision. First, determine

total number of digits in Northing component based on precision: Rule: (Total number of digits for specified precision)/2 = 8/2 = 4. Next, determine the first two digits: Rule: First two digits=Northing Principal Digits, or Northing grid line number: 31.

Then, locate the remaining two digits of the Northing component by identifying the values on the grid reader where the Northing grid line intersects the reader. Since the required precision is 10m, use hundredths and tenths units on Romer scale. Complete Northing component: 3148 (Please see image on following page).


Solution, continued.

7. Add the 100,000m Square Identification using USNG Grid Reference Box: NL 7976 3148.

8. Add the Grid Zone Designation (GZD) using USNG Grid Reference Box: 17R NL 7976 3148.

17R NL 7976 3148 represents the USNG coordinate for Murray School at 10m precision.


3. Additional Tasks

Additional Task 1 Given the map below (scale is 1:24,000m) and a Romer scale, determine the 100m USNG coordinate for the Mobile Home Park.

Solution 1. Locate the USNG grid square containing the Mobile Home Park.


Solution, continued. 2. Determine the Easting and Northing grid line numbers. The Easting grid line is the western

boundary of the 1,000m-grid square. Easting grid line number: 74. The Northing grid line is the southern boundary of the 1,000m-grid square. Northing grid line number: 01.

3. Determine number of digits for USNG coordinate based on specified precision. Rule: Precision determines number of digits. Precision=100m, therefore, number of digits = 6.

4. Determine Romer scale orientation and Romer scale placement since specified precision is greater than 1km. Map scale: 1:24,000m . Therefore, Romer scale is needed orientation is with 1:24,000m reference to upper right. Because Easting grid line is not visible, Romer scale placement is with the top edge intersecting the feature and with the right edge aligned with the Easting grid line directly east of the feature, Mobile Home Park.


Solution, continued. 5. Determine complete Easting component based on specified precision. First, determine total

number of digits in Easting component based on precision: Rule: (Total number of digits for specified precision)/2 = 6/2 = 3. Next, determine the first two digits: Rule: First two digits=Easting Principal Digits, or Easting grid line number: 74.

Then, locate the remaining digit of the Easting component, by determining how many units the feature is from the missing Easting grid line. Rule: “Read right, then up.” Since the required precision is 100m, use the hundredths units on the Romer scale to determine the number of units the feature is from the missing Easting grid line: 7. Complete Easting component: 747.


Solution, continued. 6. Determine complete Northing component based on specified precision. First, determine

total number of digits in Northing component based on precision: Rule: (Total number of digits for specified precision)/2 = 6/2 = 3. Next, determine the first two digits: Rule: First two digits=Northing Principal Digits, or Northing grid line number: 01.

Then, locate the remaining digit of the Northing component by identifying the value on the grid reader where the Northing grid line intersects the reader. Since the required precision is 100m, use the hundredths units on Romer scale. Complete Northing component: 017.

7. Add the 100,000m Square Identification using USNG Grid Reference Box: NL 747 017. 8. Add the Grid Zone Designation (GZD) using USNG Grid Reference Box: 17R NL 747 017

(Please see image on following page).


Solution, continued.

17R NL 747 017represents the USNG coordinate for the Mobile Home Park at 100m precision.

4. Terminal Objective

Given a map with the USNG, labeled features, stated map scale and a Romer scale, emergency responders will correctly identify, in writing, USNG coordinates for a specified feature at 1 kilometer, 100 meter and 10 meter precisions.


5. Subordinate Skills

Goal Analysis Sub-Steps Subordinate Skills 1. Locate the USNG

grid square containing the feature.

1.1 Identify elements of USNG grid. 1.2 Identify concept of UTM coordinate system . 1.3 Identify concept of coordinate grid system . 1.4 Locate a feature on a map. 1.5 Read English words. 1.6 Recognize cartographic design conventions.

2. Determine the Easting and Northing grid line numbers.

2.1. Locate the Easting grid line that creates the western boundary of the USNG grid square.

2.1.1. State convention for reading or plotting coordinates.

2.1.2. Identify concept of Easting. 2.1.3. Identify elements of USNG. 2.1.4. Identify concept of west as geographic direction. 2.1.5. Recognize cartographic design conventions. 2.1.6. Read decimal numbers.

2.2 Locate the Northing grid line that creates the southern boundary of the USNG grid square.

2.2.1 State convention for reading or plotting coordinates.

2.2.2 Identify concept of Northing. 2.2.3 Identify elements of USNG. 2.2.4 Identify concept of south as geographic direction. 2.2.5 Recognize cartographic design conventions. 2.2.6 Read decimal numbers.

3. Determine number of digits for USNG coordinate based on specified precision.

3.1 Identify components of USNG coordinate. 3.2 State rule that precision determines number of

digits in USNG coordinate. 3.3 State rule for number of digits at 1km precision. 3.4 State rule for number of digits at 100m precision. 3.5 State rule for number of digits at 10m precision. 3.6 Identify concept of precision . 3.7 Identify concept of coordinate.

4. If specified precision is greater than 1km, determine Romer scale orientation and Romer scale placement.

4.1. Determine Romer scale orientation.

4.1.1. Identify concept of map scale. 4.1.2. Locate map scale on map. 4.1.3. Identify concept of Romer scale. 4.1.4. State rule for Romer scale orientation given map

scale. 4.1.5. Recognize cartographic design conventions. 4.1.6. Read English words.

4.2. Determine Romer scale placement.

4.2.1. Identify concept of Romer scale. 4.2.2. State rule for placement of Romer scale when

both Easting and Northing grid lines are visible. 4.2.3. State rule for placement of Romer scale when

Easting grid line is not visible. 4.2.4. State rule for placement of Romer scale when

Northing grid line is not visible.


5. Determine complete Easting component based on specified precision.

5.1. Determine total number of digits in Easting component based on precision.

5.1.1. State rule for determining total number of digits in component based on total number of digits in coordinate.

5.1.2. Identify components of USNG coordinate. 5.1.3. Identify concept of coordinate. 5.1.4. Divide whole numbers.

5.2. Determine first two digits of component based on Easting grid line number (determined in Step#2).

5.3. If specified precision is greater than 1km, determine remaining digits using Romer scale.

5.3.1. If Easting grid line is visible, locate point on Romer scale where the Easting grid line intersects the Romer scale.

5.3.2. If Easting grid line is visible, use hundreths and/or tenths units on Romer scale to identify values for the remaining number of digits, as determined in Step #7.1.

5.3.3. If Easting grid line is not visible, determine the number of units the feature is from the missing Easting grid line.

5.3.4. If Easting grid line is not visible, use hundredths and/or tenths units on Romer scale to identify values for the remaining number of digits, as determined in Step# 7.1.

5.3.5. Identify concept of Romer scale. 5.3.6. Use scale to estimate tic values to the nearest

tenth and whole number. 5.3.7. Read decimal numbers.

6. Determine complete Northing component based on specified precision.

6.1. Determine total number of digits in Northing component based on precision.

6.1.1. State rule for determining total number of digits in component based on total number of digits in coordinate.

6.1.2. Identify components of USNG coordinate. 6.1.3. Identify concept of coordinate. 6.1.4. Divide whole numbers.


5. Subordinate Skills, continued.

6.2. Determine first two digits of component based on Northing grid line number (determined in Step #2).

6.3. If specified precision is greater than 1km, determine remaining digits using Romer scale.

6.3.1. If Northing grid line is visible, locate point on Romer scale where the Northing grid line intersects the Romer scale.

6.3.2. If Northing grid line is visible, use hundreths and/or tenths units on Romer scale to identify values for the remaining number of digits, as determined in Step #8.1.

6.3.3. If Northing grid line is not visible, determine the number of units the feature is from the missing Northing grid line.

6.3.4. If Northing grid line is not visible, use hundredths and/or tenths units on Romer scale to identify values for the remaining number of digits, as determined in Step# 8.1.

6.3.5. Identify concept of Romer scale. 6.3.6. Use scale to estimate tic values to the nearest

tenth and whole number. 6.3.7. Read decimal numbers

7. Add 100,000m Square Designation.

7.1. Identify components of USNG coordinate. 7.2. Locate 100,000m Square ID within USNG Grid

Reference Box. 7.3. Recognize cartographic design conventions. 7.4. Read English words.

8. Add the Grid Zone Designation (GZD).

8.1. Identify components of USNG coordinate. 8.2. Locate GZD within USNG Grid Reference Box. 8.3. Recognize cartographic design conventions. 8.4. Read English words.

6. Entry Behaviors

Entry behaviors that learners must possess prior to instruction are underlined in the preceding table. Concepts such as, coordinate grid reference, precision and UTM grid reference are commonly used terms in the GIS field, but they are often only vaguely held and should be understood to ensure successful transfer of the material in this instruction. These terms are considered entry behaviors (they are underlined and formatted in bold orange text), but they will be tested in the pretest to determine if further content should be included to dispel misconceptions.


DESIGN EVALUATION CHART

Objectives Relevant Steps, Substeps, Subordinate Skills

Sample Assessment Test Type/Number of Similar Items

1. Given a map with the USNG, labeled features and a specified feature, students will correctly locate the USNG grid square containing the feature.

1. Locate the USNG grid square containing the feature.

1.1 Identify elements of USNG. 1.2 Identify concept of UTM

coordinate system . 1.3 Identify concept of coordinate

grid reference . 1.4 Locate a feature on a map. 1.5 Recognize cartographic design

conventions 1.6 Read English words.

In the map portion below, trace the USNG grid square that encloses the Murray School.

Objectives 1.4-1.6 are considered entry behaviors and will not be assessed.

POSTTEST: 1 item for a feature completely enclosed by grid lines. 1 item for a feature whose enclosing grid square is missing southern or western boundary. Please note: images have been scaled from 50-75% smaller than will appear in module.

1.1 Given a map with the USNG and labeled features, students will correctly identify elements of the USNG.

1.1 Identify elements of USNG. In the map portion below, trace the 1000m grid lines and circle the Principal Digits.

POSTTEST: 2 items – 1 for 1000m grid lines and 1 for USNG Grid Reference Box and Grid Zone Designation and 100,000m Square ID. Please note: images have been scaled from 50-75% smaller than will appear in module.


Design Evaluation Chart, continued. Objectives Relevant Steps, Substeps,

Subordinate Skills Sample Assessment Test Type/Number

of Similar Items 1.2 Given a map with the

USNG and labeled features, students will correctly identify elements of the USNG that originate from the UTM coordinate system.

1.2 Identify concept of UTM coordinate system .

In the map portion below, circle all the visible UTM coordinate system elements.

PRETEST: 2 items so that examples and non-examples of UTM elements are included. Please note: images have been scaled from 50-75% smaller than will appear in module.

1.3 Students will correctly name the three major components of a coordinate grid system.

1.3 Identify co ncept of coordinate grid reference .

Provide the name for each labeled coordinate grid system component pictured below.

PRETEST: 1 item like the sample.

A: ________________ B: ________________ C: ________________




of Similar Items 2. Given a map with the

USNG, labeled features and a specified feature, students will correctly determine the Easting and Northing grid line numbers associated with the specified feature.

2. Determine the Easting and Northing grid line numbers.

2.1 Locate the Easting grid line that creates the western boundary of the USNG grid square.

2.2 Locate the Northing grid line that creates the southern boundary of the USNG grid square.

2.1.1 State convention for reading or plotting coordinates. (2.2.1)

2.1.2 Identify concept of Easting.

2.2.2 Identify concept of Northing.

2.1.3 Identify elements of USNG. (2.2.3)

2.1.4 Identify concept of west as geographic direction.

2.2.4 Identify concept of south as geographic direction.

2.1.5 Recognize cartographic design conventions. (2.2.5)

2.1.6 Read decimal numbers.(2.2.6)

Using the map below, provide the Easting and Northing grid line numbers for the highlighted grid square. Easting grid line number: __________ Northing grid line number: __________

Objectives 2.1.4-2.1.6/2.2.4/2.2.6 are considered entry behaviors and will not be assessed.

POSTTEST: 1 item for a feature completely enclosed by grid lines. 1 item for a feature whose enclosing grid square is missing southern or western boundary. Please note: images have been scaled from 50-75% smaller than will appear in module.




of Similar Items 3. Given a specified

precision of either 1km, 100m or 10m, students will correctly determine the number of digits for a USNG coordinate.

3. Determine number of digits for USNG coordinate based on specified precision.

3.1 Identify components of USNG coordinate.

3.2 State rule that precision determines number of digits in USNG coordinate.

3.3 State rule for number of digits at 1km precision.

3.4 State rule for number of digits at 100m precision.

3.5 State rule for number of digits at 10m precision.

3.6 Identify concept of precision .

3.7 Identify concept of coordinate.

State the number of digits in a USNG coordinate for each of the precisions listed below. 1km: ______ 100m: _______ 10m: _______ Which of the following represents a USNG coordinate at 10m precision? A. 18SUJ2337106519 B. 18SUJ2306 C. 18SUJ233065 D. 18SUJ23370651 Objective 3.7 is considered an entry behavior and will not be assessed.

POSTTEST: 1 item to state rule and 3 multiple-choice.

3.1 Given a USNG coordinate, students will correctly name its three components.

3.1 Identify components of USNG coordinate

Match the components from a USNG coordinate with its name. ____ 18S A. Grid Coordinates ____ UJ B. Grid Zone Designation ____ 233065 C Principal Digits D 100,000m Square Identification

POSTTEST: 1 item like the sample.

3.6 Students will correctly define precision.

3.6 Identify concept of precision .

Define precision. PRETEST: 1 item like the sample.





USNG, labeled features, a specified feature, stated map scale, a specified precision greater than 1km and a Romer scale, students will correctly determine Romer scale orientation and placement.

4. If specified precision is greater than 1km, determine Romer scale orientation and Romer scale placement.

4.2 Determine Romer scale orientation.

4.1.1 Identify concept of map scale.

4.1.2 Locate map scale on map.

4.1.3 Identify concept of Romer scale. (4.2.1)

4.1.4 State rule for Romer scale orientation given map scale.

4.1.5 Recognize cartographic design conventions.

4.1.6 Read English words. 4.2 Determine Romer scale

placement. 4.2.2 State rule for placement

of Romer scale when both Easting and Northing grid lines are visible.

4.2.3 State rule for placement of Romer scale when Easting grid line is not visible.

4.2.4 State rule for placement of Romer scale when Northing grid line is not visible.

Sam, an Emergency Operation Center Utilities Coordinator, has asked you to provide him the 1km coordinate for the Water Tank near Belle Chasse State School given a USNG map (1:24,000m) for New Orleans. Which image below presents the correct Romer scale orientation and placement?

A.

B.

C.

POSTTEST: 1 item for a feature whose Easting and Northing grid lines are visible. 1 item for a feature whose Easting grid line is not visible. 1 item for a feature whose Northing grid line is not visible. 3 items total. Please note: images have been scaled from 50-75% smaller than will appear in module.


D. Objectives 4.1.1, 4.1.2, 4.1.6, 4.1.7 are considered entry behaviors and will not be assessed.

4.1.3 Given a Romer scale, students will correctly identify its main features. (4.2.1)

4.1.3 Identify concept of Romer scale. (4.2.1)

Given the Romer scale below, mark each coordinate scale with an “X”.

POSTTEST: 1 item like the sample. Please note: images have been scaled from 50-75% smaller than will appear in module

5. Given a map with the USNG, labeled features, a specified feature, stated map scale, a specified precision and a Romer scale, students will correctly determine the complete Easting component of the USNG coordinate.

5. Determine complete Easting component based on specified precision.

5.1 Determine total number of digits in Easting component based on precision.

5.1.1 State rule for determining total number of digits in component based on total number of digits in coordinate.

5.1.2 Identify components of USNG coordinate.

5.1.3 Identify concept of coordinate.

5.1.4 Divide whole number. 5.2 Determine first two digits

of component based on Easting grid line number.

5.3 If specified precision is greater than 1km, determine remaining digits using Romer scale.

5.3.1 If Easting grid line is visible, locate point on Romer scale where the Easting grid line

Given the map image below (1:24,000m), use the Romer scale to identify the complete Easting component at 10m precision for the Radio Towers and write it in the space provided.

POSTTEST: 1 item like the sample and 1 item where Easting grid line is visible. Please note: images have been scaled from 50-75% smaller than will appear in module.

Davis: Report 2, p. 23 intersects the Romer scale.

5.3.2 If Easting grid line is visible, use hundredths and/or tenths units to identify values for the remaining number of digits (determined in Step #3).

5.3.3 If Easting grid line is not visible, determine the number of units the feature is from the missing Easting grid line.

5.3.4 If Easting grid line is not visible, use hundredths and/or tenths units on Romer scale to identify values for the remaining number of digits (determined in Step #3).

5.3.5 Identify concept of Romer scale.

5.3.6 Use scale to estimate tic values to the nearest tenth and whole number.

5.3.7 Read decimal numbers.

Complete Easting component for Radio Towers at 1km precision: ______________. Objectives 5.1.3, 5.1.4 and 5.3.7 are considered entry behaviors and will not be assessed.

5.1 Given a specified precision, students will correctly identify the number of digits in the Easting component or the Northing component of a USNG coordinate. (6.1)

5.1 Determine total number of digits in Easting component based on precision.

6.1 Determine total number of digits in Northing component based on precision.

5.1.1 State rule for determining total number of digits in component based on total number of digits in coordinate. (6.1.1)

5.1.2 Identify components of USNG coordinate. (6.1.2)

5.1.3 Identify concept of coordinate.(6.1.3)

5.1.4 Divide whole number.(6.1.4)

State the number of digits in the Easting component for a USNG coordinate at each of the precisions listed below. 1km: ______ 100m: _______ 10m: _______

POSTTEST: 1 item like the sample.





USNG, labeled features, a specified feature, stated map scale, a specified precision and a Romer scale, students will correctly determine the complete Northing component of the USNG coordinate.

6. Determine complete Northing component based on specified precision.

6.1 Determine total number of digits in Northing component based on precision.

6.1.1 State rule for determining total number of digits in component based on total number of digits in coordinate.

6.1.2 Identify components of USNG coordinate.

6.1.3 Identify concept of coordinate.

6.1.4 Divide whole number. 6.2 Determine first two digits

of component based on Northing grid line number.

6.3 If specified precision is greater than 1km, determine remaining digits using Romer scale.

6.3.1 If Northing grid line is visible, locate point on Romer scale where the Easting grid line intersects the Romer scale.

6.3.2 If Northing grid line is visible, use hundredths and/or tenths units to identify values for the remaining number of digits (determined in Step #3).

6.3.3 If Northing grid line is not visible, determine the number of units the feature is from the missing Northing grid line.

6.3.4 If Northing grid line is not visible, use hundredths and/or tenths units on

Given the map image below (1:24,000m), use the Romer scale to identify the complete Northing component at 100m precision for the Jensen Beach School and write it in the space provided.

Complete Northing component for Jensen Beach School at 100m precision: ______________. Objectives 6.1.3, 6.1.4 and 6.3.7 are considered entry behaviors and will not be assessed.

POSTTEST: 1 item like the sample and 1 item where Northing grid line is not visible. Please note: images have been scaled from 50-75% smaller than will appear in module.

Davis: Report 2, p. 25 Romer scale to identify values for the remaining number of digits (determined in Step #3).

6.3.5 Identify concept of Romer scale.

6.3.6 Use scale to estimate tic values to the nearest tenth and whole number.

6.3.7 Read decimal numbers 7. Given a map with the

USNG, labeled features and a specified feature, students will correctly determine the 100,000m Square Designation and Grid Zone Designation (GZD) for the USNG coordinate

7. Add 100,000m Square Designation.

7.1 Identify components of USNG coordinate. (8.1)

7.2 Locate 100,000m Square ID within USNG Grid Reference Box.

8. Add the Grid Zone Designation (GZD).

8.2 Locate GZD within USNG Grid Reference Box.

7.3 Recognize cartographic design conventions. (8.3)

7.4 Read English words. (8.4)

Given the map below, circle the 100,000m Square Designation and the GZD for the Mobile Home Park.

Objectives 7.3, 7.4, 8.3, 8.4 are considered entry behaviors and will not be assessed.

POSTTEST: 1 item like the sample. Please note: images have been scaled from 50-75% smaller than will appear in module.





USNG, labeled features, stated map scale and a Romer scale, emergency responders will correctly identify, in writing, USNG coordinates for a specified feature at 1 kilometer, 100 meter and 10 meter precisions.

8. Terminal Objective. Given the map below (1:24,000m) and a Romer scale, determine the USNG coordinate at 100m precision for the Helipad and write it in the space provided.

USNG coordinate at 100m precision for the Helipad: ________________.

POSTTEST: 1 item like the sample. Please note: images have been scaled from 50-75% smaller than will appear in module. Please note the map used for the terminal objective will be complete with USNG Grid Reference box.


INSTRUCTIONAL STRATEGY

1. Motivation and Introduction

Novelty, relevance and problem-solving will be the main motivating tactics used in the beginning or introduction of the lesson to initially grab the learners’ attention. Novelty will be employed in the sample motivational activity displayed below by opening the instruction with two images that reflect the need for a standard spatial addressing system during emergencies. Relevance will be used in the introduction to give some background on the USNG and to compare and contrast it with other spatial reference systems, such as latitude/longitude. Problem-solving will be involved by introducing a scenario that will be used as a representation of the terminal objective. The problem-solving scenario will be referred to throughout the lesson during the practice activities. Steps needed to solve the problem introduced in the scenario will be elaborated with each objective, until the last objective where the learners will have all the skills necessary to solve the problem and complete the terminal objective. Variety of presentation styles and activities and relevant content will hopefully ensure that that attention is also sustained throughout the lesson. Maps and map portions used for practice activities and for the terminal objective will vary to help sustain interest, as well. Motivation activity example:

How would you provide the address of this street intersection?

What do you do when there are no roads or built landmarks to identify the location of an incident?

The United States National Grid (USNG) can provide unique worldwide addresses to identify both these locations. For many, the grid is a combination of the familiar and the new- it begins with the familiar Universe Transverse Mercator (UTM) coordinate system as its reference grid, and then applies the not-so-common, Military Grid Reference System (MGRS) for its nomenclature and labeling style. The USNG has a flexible numbering system that can allow for variable precision- from one hundred meter to one meter or higher. Agencies concerned with disaster relief and Search and Rescue (SAR) operations have already begun to use the USNG and many, including the Florida Division of Emergency Management are following the Fed’s example of adopting it as a spatial reference standard. This lesson will introduce you to the USNG and how it can be used to determine locations. Our primary concern will be on providing locations for features on maps at typical field application precisions (1km, 100m and 10m).


2. Objectives

Major objectives will serve as the organizing feature for the instruction. Each of the seven sections, including the Introduction and Conclusion, will list the objectives student should hope to achieve upon successful completion of its activities. The objectives will be written from the perspective and language of the learner to promote relevance and learner confidence. With the exception of the Introduction, they will be listed at the beginning of each section. The Introduction will list the terminal objective near the end of the section. Terminal Objective Example from Introduction:

By the end of this lesson, you will be able to use the USNG on a paper map to identify locations for features at 1km precision. You will also learn how to use a Romer scale and the USNG to provide locations at even greater precisions, such as 100m and 10m.

3. Prerequisite Skills

There are several entry behaviors that relate to the knowledge of fairly elemental terms in the geographic domain. These terms will be practiced several times throughout the unit. Two in particular are entry behaviors that deal with the identification of the concepts of coordinate and map scale. Each will be re-introduced to the learners during the introduction of new terms or skills. The term coordinate will be built upon beginning in the first section when the elements of the USNG are introduced. The second term, map scale, will be very familiar to the learners, but it will be reviewed during section which is concerned with the Romer scale, as it use is dependent upon map scale. Three other terms are suspected to be entry behaviors, as mentioned in the first section of this report. The understanding of coordinate grid system; UTM coordinate system; and, precision will be tested in the pre-test to confirm the assumption that the learners are familiar with these concepts. If learners are not familiar with these concepts, then the first two will be introduced in the first section and precision will be introduced in the second section.


4. Content Presentation

Information and examples for each of the objectives are outlined below. Examples of learner practice and feedback are also provided. Objective Information and Examples

Learner Practice Examples / Feedback # of Items

1 Section 1 - Introducing the United States National Grid (USNG) This section will follow the introduction. It will begin with a review of the concept of a coordinate grid reference system and its purpose. Since the grid is a composite system, examples will begin with a basic Cartesian coordinate system, then proceed through latitude/longitude, the Universal Transverse Mercator (UTM) system and then lead into the USNG. Non-examples will be provided to contrast with the flexibility of precision and uniqueness of the USNG. These examples will include the United States Postal Code system, and navigational systems, such as buoys and other navigational aids. Finally, the elements of the USNG will be introduced: Grid Zone Designations; 100,000m squares and their IDs; 1000m grid lines and their identifications- Principal Digits; and USNG coordinates. By the close of this section, learners will be able to identify elements of the USNG grid and complete the first step of the process to complete the terminal objective.

Learner Practice Example Feedback In the map portion below, trace the 1000m grid lines and circle the Principal Digits.

Does your map look like the one below? If it doesn’t, not too worry- go back and review the first paragraph that describes the 1000m grid lines and defines the Principal Digits. Then, let’s get ready to learn more about the USNG.

Problem -Solving Scenario The introduction of the main scenario will occur in this section. The overall objective for the scenario will be to mirror the terminal objective and determine a USNG coordinate for a specified feature at either 1km, 100m or 10m precision. The scenario will involve the premise that the learner has been notified by their supervisor that in the event of a state emergency, they are next in line to volunteer at the Emergency Operation Center (EOC). The text will explain that you the learner are a city employee within the Utilities Office that often uses GIS to update and verify spatial data. The text will explain that since the EOC uses the USNG to identify locations, the supervisor has decided to start introducing you the learner to the concepts of the USNG, as time allows. Your supervisor tells you he wants to know the USNG coordinate for the Murray School, but he’s not sure yet about the precision, so just

In the map portion below, trace the USNG grid square that encloses the Murray School.

2 practice items like the example shown. 1 scenario item like the example shown.

Davis: Report 2, p. 30 locate the USNG grid square it’s within for now and he’ll be happy- so he says. Therefore, the first task will be to locate the USNG grid square in the map provided that contains the specified feature.

2 Section 2 – Eastings and Northings This section will look more in depth at the grid systems that create the USNG. The grid lines inherited from the UTM system and known as the Eastings and Northings will be introduced and explained. Also, the convention for reading and plotting coordinates will be presented.

Learner Practice Example Feedback Using the map below, provide the Easting and Northing grid line numbers for the highlighted grid square. Easting grid line number: __________ Northing grid line number: __________

Easting grid line number: ___76_ Northing grid line number: __01__ Did you get the numbers above? Yes? Excellent! If not, don’t fret. Look back at the information on Easting and Northing grid lines to review and continue on to the next section on USNG coordinates.

Problem -Solving Sce nario The second part of the scenario will be to determine the Easting and Northing grid line numbers for the Murray School. The text will explain that your supervisor has checked your work and sees that you did find the grid square, but now he wants you to provide him with the Easting and Northing grid lines numbers associated with the Murray School feature. After the practice you just completed, can you get them for him?

Using the map portion below, provide the Easting and Northing grid line numbers associated with the Murray School. Easting grid line number: __________ Northing grid line number: __________

2 practice items total – one like the example and one where the Easting and/or Northing grid lines are not visible. 1 scenario item like the example shown.

Davis: Report 2, p. 31 Content Presentation, continued.

Objective Information and Examples Learner Practice Examples / Feedback

# of Items

3 Section 3 – USNG Coordinates This section will begin with introducing the three main components of a USNG coordinate: Grid Zone Designation; 100,000m Square Identification and Grid Coordinates. Identifying these components will lead directly into presenting content regarding the rule that precision determines the number of digits in the grid coordinate. Precision will also be defined and will be contrasted with the term accuracy.

Learner Practice Example Feedback State the number of digits in a USNG coordinate for each of the precisions listed below. 1km: ______ 100m: _______ 10m: _______ Which of the following represents a USNG coordinate at 10m precision? A. 18SUJ2337106519 B. 18SUJ2306 C. 18SUJ233065 D. 18SUJ23370651

Do your answers look like these? 1km: __4___ 100m: __6__ 10m: __8___ Did you pick D as the correct answer? Yes? Excellent, you’re picking this up quickly. No? Remember the rule – precision determines the number of digits.

Problem -Solving Scenario The third part of the scenario will be for you to determine how many digits will be in the USNG coordinate that represents the location of the Murray School feature. Wait, your supervisor hasn’t told you what precision he needs yet. Well, you better go ahead and figure out the number of digits for 1km, 100m and 10m, just in case.

The number of digits in a USNG coordinate for the 1km, 100m and 10m precisions are listed below: 1km: __4___ 100m: __6__ 10m: __8___

3 multiple choice like the examples, plus one item on matching the USNG components with their name. 1 scenario item like the example shown.



# of Items

4-6 Section 4 – Using the Romer Scale This section will introduce the Romer scale and how a coordinate scale is used to interpolate measurements within grid squares. The main features of the Romer scale will be presented, as well as proper placement and orientation as it relates to visible and non-visible Easting and Northing grid lines. Practice activities will involve determining grid coordinates for precisions greater than 1km.

Learner Practice Example Which image below presents the correct Romer scale orientation and placement to determine the USNG coordinate for the Water Tank, given the map scale is 1:24,000m?

A. B.

C. D. Feedback Did you select “A”? Great! That’s right, all the grid lines are visible and the map is at 1:24,000m so the Romer scale is oriented with the upper right hand corner placed directly on the feature to be identified.

Problem -Solving Scenario This section will build on the main scenario by having the learner correctly use the Romer scale to determine the complete Easting and Northing components of the USNG coordinate based on a specified precision: 10m. The text will explain that the supervisor popped in and mentioned that you should find the USNG coordinate for the Murray School assuming a 10m precision. He wasn’t sure if you would need a Romer scale or not, or if even had one, so he left one on your desk. Do you think you can find the coordinate? The feedback will list the steps followed to determine an 8 digit complete USNG coordinate and provide the coordinate as: 17RNL79900157.

1 item like the sample and 1 item identifying elements of the Romer scale. Also, 1 item like the scenario sample below, but with the Easting and/or Northing grid line not visible.



# of Items

7-8 and Terminal Objective

Section 5 – Putting It All Together: What’s the USNG Coordinat e for this fe ature? This section will summarize the content presented thus far by providing complete practice for the terminal objective. It will also introduce the final two steps necessary to determine a USNG coordinate, which is determining the Grid Zone Designation (GZD) and the 100,000m Square ID.

Learner Practice Example Feedback Given the map below, circle the 100,000m Square Designation and the GZD for the Mobile Home Park.

Does your map look like the one below? Excellent! We’re almost done. Now let’s see if we can put all the steps together to determine a location.

Problem -Solving Scenario This final section will enable the learners to practice the entire terminal objective. To add a twist, the text will explain that the supervisor has returned and he has changed his mind. He does not want a coordinate for the Murray School. Instead, he wants a coordinate for the Helipad feature in the map below at 100m precision. He asks if you still have the Romer scale, in case you need it. Well, this is it, can you get him the coordinate?

1 practice item like the example and 1 practice item for the terminal objective.


The feedback will list the steps followed to determine a 6 digit USNG coordinate for the helipad: 17RNL749088.

.


5. Conclusion/Transfer

This unit will conclude with information that the learners can use to continue their use of the USNG back at their individual offices or agencies. Information on existing software tools, such as downloads for ArcGIS (leading industry software package) will be discussed and links to websites will be included, such as the Florida Geographic Data Committee’s (FGDC) and the Florida Division of Emergency Management’s sites on the USNG. Additionally, a thank you email will be sent immediately following the session that will contain a link to a Google Maps application that allows users to zoom to the location of a specified USNG coordinate. The application can be customized to load centered at a specific USNG coordinate. The USNG coordinate for each member’s agency or address will be determined, then a customized link to the Google Maps application will be added to illustrate another use of the USNG.


References

Butgereit, R. (n.d.). USNG in Florida. Retrieved September 01, 2007, from

http://www.floridadisaster.org/gis/USNG/Documents/usng.ppt

Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6th ed.). Boston: Allyn

and Bacon

Executive summary U.S. National Grid. (2006, April 20). Retrieved October 01, 2007, from

http://www.fgdc.gov/usng/educational-resources/USNG_ExecSumV060420.pdf

Fire - forest management. (2007, May 01). Retrieved November 11, 2007, from

http://www.sfrc.ufl.edu/Extension/florida_forestry_information/forest_management/fire.html

How to read maps. (n.d.). Retrieved October 07, 2007, from

http://www.libraries.iub.edu/index.php?pageId=3652

Land nav task 4 - determine the grid coordinates of a point on a military map. (n.d.). Retrieved October

01, 2007, from http://www.armystudyguide.com/content/SMCT_CTT_Tasks/Skill_Level_1/land-nav-

task-4-determine.shtml

Locate a point using the US Army Military Grid Reference System (MGRS). (n.d.). Retrieved October 01,

2007, from

http://www.armystudyguide.com/content/Prep_For_Basic_Training/Prep_for_basic_land_navigation/l

ocate-a-point-using-the-.shtml

Price, M. (2005, September). Introducing the United States National Grid. ArcUser. Retrieved September

06, 2007, from http://www.fgdc.gov/standards/projects/FGDC-standards-projects/usng/20050701-

ESRIUser-USNGintro.pdf

Reading US National Grid (USNG) coordinates: using a coordinate scale. (n.d.). Retrieved September

06, 2007, from http://www.fgdc.gov/usng/educational-resources/USNGInstruct_No3v2.pdf


References, continued.

Standard for a U.S. national grid. (n.d.). Retrieved September 06, 07, from

http://www.fgdc.gov/standards/projects/FGDC-standards-projects/usng/index_html

United States National Grid. (n.d.). Retrieved September 01, 2007, from

http://floridadisaster.org/gis/usng/

Universal Transverse Mercator coordinate system. (2007, November 3). In Wikipedia, The Free

Encyclopedia. Retrieved 03:35, November 7, 2007, from

http://en.wikipedia.org/w/index.php?title=Universal_Transverse_Mercator_coordinate_system&oldid=

169014214

USGS 1:24,000 topographic map example from Florida. (n.d.). Retrieved September 06, 2007, from

http://www.fgdc.gov/usng/educational-resources/Map_FL_Saint_Lucie_Inlet_2003_geo.pdf


~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ "Teachers open the door. You enter yourself.”

-- Chinese proverb

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EME 5603 Course Project Report 2 Design Specifications...

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