Lesson Scenario and Problem Scenario: A group of students are spending their vacation at Dewey...

Lesson Scenario and Problem

Scenario: A group of students are spending their vacation at Dewey Beach, Delaware. Two of them become ill and need to find a doctor. They look in the phone book (Yellow Pages) and find a large number of doctors but none in Dewey Beach. They have to decide what type of doctor they need and where they should go.

SLIDE 1

Learning objectives

• Learn how to organize data into categories and then use those data to produce a thematic map.

• Ways to analyze a thematic map.

SLIDE 2

Graduation is finally over! Exams are a memory, summer jobs are waiting, but for now four friends (Chris, Lynn, Morgan and Alex) are heading south to the Delaware beaches looking for fun and relaxation. The “Fab Four” –yes, they’ve heard of the Beatles and no, they don’t like their music- have landed an apartment in Dewey Beach for a week. The only catch is that they won’t have wheels. Chris’ brother Kurt has to work all week, but he has agreed to drive them down on Friday night with all their gear and get them set up. He’ll return the next Saturday morning for the return trip. But in Dewey there is a beach, a pizza shop, a grocery, a surf shop and lots of good company- what else could anyone want? Kurt says there is a bus service on Rt. 1 if they really need it. Before he pulls out, Kurt checks to see if Chris has his cell phone and charger and his laptop. They are connected and prepared for a good week. Friday night the friends stake out a place to sleep, stow their stuff, and head out to check out the Dewey scene. They are not disappointed. The place is filling up with people from schools all over the Northeast. Saturday and Sunday bring perfect beach weather, and the narrow sandy strip of beach is alive with volleyball tourneys and a bathing suit competition. Life is good.

Read slides 3 & 4 before you begin your task. You can refer back to these slides for information while you

complete your task. When finished, go to slide 5 and answer the question on your student sheet.Stop after you have answered the question.

<Press Here When Ready>

SLIDE 3

Monday morning is warm and hazy. Morgan awakes feeling hot with a headache and sore throat. Tylenol doesn’t help much, so Chris, Lynn and Alex take off for the beach so Morgan can sleep in. At noon Chris goes back to the apartment to check and finds his friend feeling worse with chills and fever. “Is it feed a cold; starve a fever? Maybe that’s backwards,” Chris thinks. The website he checks advises lots of liquids. It doesn’t say to starve anyone. But Morgan is not feeling hungry. By the end of the day Lynn begins complaining of a sore throat and dons a sweatsuit in spite of the 90 degree heat. Alex is starting to feel very uncomfortable. Is that a sore throat coming on, or just imagination? To make matters worse, Morgan is noticing a red rash. It’s time to find someone to help, and fast! With two on the sick list, Chris and Alex decide to check out their options. Alex checks the Yellow Pages under “Physicians” while Chris checks the web.

SLIDE 4

Question 1: After you analyze your situation, what are the two most important conditions you are looking for when choosing your doctor?

SLIDE 5

Answer this question on your own sheet. DO NOT GO TO THE NEXT SLIDE UNTIL YOUR TEACHER

INSTRUCTS YOU TO DO SO. Be prepared to share your answer with the class.


Doctor SpecialtyCuster, George Armstrong Infectious diseases Fandeli, Francisco Internal medicineMartinez, Enrique General practiceAkner, Akim Internal medicine Atama, Harold Family practice Bacon, Bernice Internal medicineEvans, Elliott Family Practice Gomez, Martin General practiceHayes, Henry Ear, Eye, Nose, throat Jameson, Jill MD

Alex has jotted down the names of ten doctors who might be helpful. At the top of the list is a specialist in infectious diseases because it looks like this stuff is catching. The other doctors are specialists in diseases of the throat or general doctors. Here is Alex’s list of Doctors:

SLIDE 6

Read slides 6 & 7, then complete the two tasks on slide 8.


Using the internet, Chris has added some information about where Alex’s doctors are located.

Doctor Specialty TownCuster, George Armstrong

Infectious diseases Rehoboth Beach

Fandeli, Francisco Internal medicine SeafordMartinez, Enrique General practice GeorgetownAkner, Akim Internal medicine BridgevilleAtama, Harold Family practice LewesBacon, Bernice Internal medicine GeorgetownEvans, Elliott Family practice MillsboroGomez, Martin General practice GeorgetownHayes, Henry Ear, eye, nose, and

throatLewes

Jameson, Jill MD Lewes

SLIDE 7

Task 1: Using your answer from question 1, put the full list of Alex and Chris’ doctors in priority order and write on your paper why you ranked each doctor where you did.

Task 2: Now examine a map of the Sussex County road system. On a copy of the map, locate the office of each doctor on your list and place a solid dot on the appropriate point on the map

SLIDE 8

Complete Task 1 on your paper. Complete Task 2 on the map provided to you.

DO NOT GO TO THE NEXT SLIDE UNTIL YOUR TEACHER INSTRUCTS YOU TO DO SO.


Your map should look like this!


SLIDE 9

Now we are able to examine the problem of choosing a doctor geographically. This means you must look at the spatial (geographical) distribution of the dots and the relative location of Dewey Beach to the doctors. What other factors besides straight line-distance should you consider? Ask your teacher for additional information you think you might need.

Task 3: Based on your analysis, compile a final list of doctors that you should contact in priority order, and write the reasons for the order of your list in your research notebook. For any doctors who did NOT change order, simply write their name.

Complete Task 3 on your paper.DO NOT GO TO THE NEXT SLIDE UNTIL YOUR TEACHER

INSTRUCTS YOU TO DO SO.


SLIDE 10

Task 4: A. Make a list of data that CANNOT be mapped (i.e. data that is non-geographical).

B. Now provide some examples of data that are more meaningful (useful) when converted from non-geographical to a geographical, or mapped, format. What specific information is needed to turn each example into a map?

Examples: batting averages, stock exchange reports.

Examples: rainfall amounts, employment figures

In your notebook, complete the two parts of Task 4. Be prepared to share your answers with the class.


SLIDE 11

Congratulations!

You have finished Lesson 1!

Lesson Scenario and Problem• After completing Lesson I you should have a better idea of some

of the difficulties involved in getting to a doctor, especially if private auto transport is unavailable. Alex and Chris were surprised and wondered whether reaching a doctor varied across the whole of Sussex County. They decided to explore this question geographically, using a Geographic Information System (GIS) approach. Students You will take the role of Alex and Chris again and follow in their footsteps.

Read the following passage.When instructed to, move to slide 15


SLIDE 14

Learning objectives• Learn how to organize data into categories and then

use those data to produce a thematic map. • Learn ways to analyze a thematic map using a GIS.

Read along with the class. When instructed to, move to slide 16


SLIDE 15

WHAT IS A GIS? Maps can display large amounts of data so that we can quickly understand the data, look for patterns, and make decisions. But sometimes one map is just not enough. Viewing more than one map at the same time, each displaying a different type of data, can provide a better understanding. We can do this by locating several maps and making a visual comparison. Or, if the data is available in a suitable format, we can compare it electronically through a GIS (Geography Information System). Using a GIS has several advantages. It allows us to view the different maps as a series of layers. The features or areas on the map can be added or removed as needed to help in analysis. Think of the map you examined in Lesson I. It had an outline of the county, roads, place names and the dots you added that represented the location of the doctors on your list. Now imagine each of these features as a separate map (i.e. a map of just roads, another of just place names, another of doctors’ offices etc.). If each of these separate maps were made on an overhead transparency, then all the transparencies could be laid one on top of the other and the result would be the same map you examined in Lesson I. In effect, a GIS (Geographic Information System) is a set of map layers, each layer containing a different type of information, as the two diagrams below illustrate.

Because the information in each layer is stored digitally, GIS analysis has two main advantages: 1. Layers can be turned on or turned off, so that patterns of data in each layer can be more easily compared. 2. The information displayed in any layer can be measured. For instance, calculating the distance between two points on a map can be done with a couple of keystrokes.

Source: Getting to Know Arcview. Redlands: ESRI 1996. diagram pp. 2-15. Copyright ©ESRI. All rights reserved.

Used with permission.

Source: Understanding GIS. Redlands: ESRI 1994. diagram pp.1-2. Copyright ©ESRI. All rights reserved. Used with permission.

Read the following passage. Task 5: Copy the 2 main advantages of GIS analysis into your notebook.

When ready, move to Slide 17


SLIDE 16

Take out the map of Sussex County you made of the location of the ten doctors in Lesson I. Then look at a larger list of doctors compiled from the Yellow Pages. This time the list contains just the doctors who practice family medicine or who are internists (doctors who deal with all aspects of the body). They are the doctors people are most likely to visit on a regular basis.

Task 6: Using the list and yellow pages, add dots for each doctor’s location to your map.

Read the instructions. Using the yellow pages provided by the teacher, complete Task 6.

Do not move to Slide 18 until you have finished the task.


SLIDE 17

Sussex County Doctors

You should have a map that looks like this.Once you have checked your work, move to Slide 19.


SLIDE 18

Examine the pattern of dots on your map.

Question 3: What can you conclude about the distribution of doctors in Sussex County?

Question 4: What additional information is needed to see whether everyone in Sussex County has equal access to a doctor?

Task 7: Write a list in your research notebook of what other types of map layers you would like to see.

Using the map you have created, answer questions 3 & 4 and complete Task 7.


SLIDE 19

• One item on your list should be that you would like to know where people live in Sussex County. With that information, you can see whether more doctors are found where people live.

• You will find a blank outline map of Sussex County zip code areas and a list of the number of people in each zip code at the time of the 2000 Census. Notice that the data have been arranged from the largest to the smallest population.

• Task 8: Divide the data into five groups and give each group a different color.

• Task 9: Then color the corresponding zip code area.

Wait for teacher instructions before going any further.When your teacher tells you, follow the directions to

create population groups, then color the map provided by your teacher according to the groups you created. (Tasks 8

& 9)Move to slide 21 when finished.


SLIDE 20

Now you have two map layers, one of doctors and one of population. Compare the two layers and you are doing GIS analysis.

Question 5: Are doctors fairly distributed among the population so that everyone has equal access to medical care?

Question 6: Are there some areas that are better served than others?

Question 7: Some areas that are not as well served?

Now that you have completed two map layers, use them to answer questions 5-7.

Move to slide 22 when finished.<Press Here When Ready>

SLIDE 21

One of the advantages of using a GIS is the ability to measure the information being mapped because it is stored digitally. Let’s see how this might help our analysis. We have prepared another version of the maps you just made. This time, we have used our GIS to lay the distribution of doctors over the zip code areas of population, and we have classified the population into ten instead of just five categories.

Read the following passage. Do not go to slide 23 until you are instructed to do so.


SLIDE 22

Now let’s explore another aspect of our analysis.

Question 8: Who are the people in Sussex county who have to travel the farthest to reach a doctor?

We can use the measuring ability of our GIS to produce a map that shows how far each zip code area is away from a doctor

Using the map on Slide 25, answer question 8.


SLIDE 24

Use a piece of scrap paper and the distance graphic on the map to make a ruler you can use to answer question

8.When finished, move to slide 26.


SLIDE 25

Finally, let’s take our GIS analysis one step farther.

Question 9: What would you like to know about the people who have better or worse ability to get to a doctor in the county?

Task 10: Make a list of the criteria you could use as the basis for another map layer.

Answer question 9 and complete Task 10.When finished, move to slide 27.


SLIDE 26

One question we could pose is whether it is the people who are poorer who have to travel farthest to reach a doctor. To do this, we need a layer showing the percentage of the population in each zip code area that are below the poverty level.

Question 10: What are your conclusions?

Question 11: Are the areas that have the higher rates of poverty also the ones who have to travel the farthest for doctors?

Use the map on slide 28 to answer questions 10 & 11Do not proceed to slide 29 until instructed to

do so.<Press Here When Ready>

SLIDE 27

Final Task: Do you agree or disagree with the statement “GETTING TO THE DOCTOR IS TOUGHER FOR THE POOR”? In 1-2 paragraphs, cite evidence from the information you have gathered in your research to justify the position you have taken.

You will hand in this task to your teacher when completed.

SLIDE 29

You will complete this task on your own.Do not talk to your partner during this task.


Congratulations!

You have finished Lesson 2!

Lesson Scenario and Problem Scenario: A group of students are spending their vacation at Dewey...

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