Page 186 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Open
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
proposed location of a new ski resort, including possible environmental issues at the proposed site?”
Using spatial skills: Students can use the spatial analysis tools in GIS to create a series of raster datasets that illustrate the characteristics of a specific physical site.
B2. Fundamentals of Field Data Collection
FOCUS ON: Spatial Significance; Patterns and Trends
By the end of this course, students will:
B2.1 identify and describe various types of data used to create images and construct maps with the aid of spatial technologies (e.g., primary versus secondary data; analog versus digital data; sets of layers or themes; spatial versus non-spatial data; attribute data; raster versus vector data; lines and polygons in GIS; qualitative versus quantitative data)
B2.2 use GPS to collect and analyse location and elevation data on selected geographic features in their local community or area
Sample question: “How can GPS be used
to determine: the route of a trail; property boundaries; the location of historical landmarks, hydrological features, or a geocache?”
B2.3 use a variety of spatial technologies to gather data through a local field study or survey, code and tabulate the data (e.g., by performing tasks such as buffering data, querying, geocoding, georeferencing, creating new spreadsheet fields, building attribute tables), and interpret the results
Sample questions: “What patterns do you see emerging from the data or survey results? What new questions do you have based on these patterns?”
B2.4 use a database they have built (e.g., using qualitative and quantitative attribute data; com- bining their own data with existing data from other sources) to produce a variety of thematic maps, charts, and graphs illustrating aspects of local geography
Using spatial skills: Students can construct a map layout using GIS.
B3. Fundamentals of Cartography
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
B3.1 identify common mapping conventions (e.g., title, legend, scale, projection and datum, orientation, author, date) and use them appropriately when analysing and constructing a variety of maps and charts
B3.2 differentiate between large scale and small scale maps and their functions, and use scale to calculate distance and area and to assess the degree of exaggeration and/or accuracy of various maps
Sample questions: “Why is it important to understand the concept of scale when reading two different maps of an area? Why is it important to identify the purpose behind the construction of each map?” “Why might two different stakeholders choose to produce maps of a proposed highway development project using two different scales? Why might a construction company or a developer want a less detailed (smaller-scale) map of the area? Why might a wildlife protection group want
a more detailed (larger-scale) map that shows the specific habitats and natural features of
the area?”
B3.3 explain the concept of direction (e.g., with reference to true north, magnetic north, bearings, grid directions,“look direction”, range, total field of view, flight path) and various aspects of its use in cartography, GIS, remote sensing, and GPS
Sample questions: “Why is it important to understand the difference between true north and magnetic north? How might mistaking them for each other be a problem when using a topographic map?”
B3.4 identify and describe some common map projections (e.g., Mercator [cylindrical], Peters [equal-area cylindrical], Lambert [conical], polar [azimuthal]), and analyse the limitations and biases of each
Sample questions: “How are various continents and countries presented in different map projections?” “How does the choice of map projections influence the message being conveyed? How does this choice reveal
media bias?”
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