1. GPS Plate Motion Geology BRCC Broadway High School Russ Kohrs -- Instructor Geology BRCC Broadway High School Russ Kohrs -- Instructor

2. Why I used the EET Chapter  GPS Plate Motion –We have been learning about plate tectonics. –Prior activites have explored Wegener’s continental drift, the mechanics of different types of plate boundaries, volcanism and rock types produced at different boundaries, etc. –I needed an activity that effectively explored plate motion, but that was more interactive than a worksheet calculating spreading rates from magnetic anomalies  GPS Plate Motion –We have been learning about plate tectonics. –Prior activites have explored Wegener’s continental drift, the mechanics of different types of plate boundaries, volcanism and rock types produced at different boundaries, etc. –I needed an activity that effectively explored plate motion, but that was more interactive than a worksheet calculating spreading rates from magnetic anomalies

3. How I used the EET Chapter  Students were first introduced to the different ways of measuring plate motion: –Magnetic anomalies –Hot Spot dating –GPS –VLBI  This EET chapter was quite effective at providing students with data to illustrate how GPS is used to calculate the rate and direction of plate motion in real time.  I used 1 90 minute computer lab period.  Students were first introduced to the different ways of measuring plate motion: –Magnetic anomalies –Hot Spot dating –GPS –VLBI  This EET chapter was quite effective at providing students with data to illustrate how GPS is used to calculate the rate and direction of plate motion in real time.  I used 1 90 minute computer lab period.

4. How I used it…  Students were sent to the GPS Plate Motion EET website  I had them follow the instructions for the chapter, starting with the case study  Students were sent to the GPS Plate Motion EET website  I had them follow the instructions for the chapter, starting with the case study

5. Examples of student work:  This is an example of a time-series plot that a student created using Excel and the provided data.  They used half of the monitor for the website and half for Excel.  This is an example of a time-series plot that a student created using Excel and the provided data.  They used half of the monitor for the website and half for Excel.

6.  Here is another example including the properly formatted SEAT data.

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

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

9. What went well?  The instructions were clear.  The math was simple, and on grade level for my upper level geology students.  Since they had Excel experience, the spreadsheet work was painless.  Google Maps was a nice way to plot the vector.  The instructions were clear.  The math was simple, and on grade level for my upper level geology students.  Since they had Excel experience, the spreadsheet work was painless.  Google Maps was a nice way to plot the vector.

10. What could be improved?  Google Earth would be a better location to draw the vector. The drawing tools there are easier to use. It also does not require the creation of an account.  Some clearer instructions on importing the GPS station data into Google Maps. There is an additional step that was not outlined.  Google Earth would be a better location to draw the vector. The drawing tools there are easier to use. It also does not require the creation of an account.  Some clearer instructions on importing the GPS station data into Google Maps. There is an additional step that was not outlined.

11. Conclusion  My students were challenged by the activity, but not beyond their capabilities.  It required them to juggle several skills at one time while also considering the geological concepts involved.  I would recommend this activity to anyone whose students have had a little experience with Excel and who can handle some basic algebra and trigonometry.  My students were challenged by the activity, but not beyond their capabilities.  It required them to juggle several skills at one time while also considering the geological concepts involved.  I would recommend this activity to anyone whose students have had a little experience with Excel and who can handle some basic algebra and trigonometry.