Topographic maps are members of the class of diagrams called isograms (Brooks, 1916). Rather, the shape of three-dimensional structures can be inferred from the relative shape and location of the contour lines (e.g., closely spaced contours represent steep slopes, and widely spaced contours represent shallow slopes).
Second, the correspondence between patterns of contour lines on the map and surfaces in the world is difficult to grasp because there are no visible feature boundaries in the world that align to single contours on a topographic map (e.g., a line that shows where a hill starts or stops). Elevation relative to sea level is a challenging concept in the absence of a visible sea. First, the correspondence between elevation values and elevation in the world is hard to grasp. Two aspects of the correspondence between topographic maps and the world are notable. Although frequently used by experts, these maps are particularly difficult for students to comprehend (e.g., Clark et al., 2008 Rapp, Culpepper, Kirkby, & Morin, 2007). Topographic maps are a “graphic representation of the three dimensional configuration of the earth” (Geographic Information Technology Training Alliance, 2016) and are commonly used to help gain a three-dimensional understanding of the landscape of a region (Dennis, 1972). Successful comprehension requires understanding that continuous elevation information is categorically encoded using contour lines, as well as skill in visualizing the three-dimensional shape of the terrain from the contour lines. An example of a topographic map is provided in Fig. An example is a topographic map, which is used in earth science disciplines as well as by hikers, emergency rescue operations, and other endeavors requiring knowledge of terrain. Novices struggle to interpret maps that show information about continuous dimensions (typically latitude and longitude), layered with information that is inherently continuous but segmented categorically. Thus, focusing attention using pointing and tracing gestures on contour lines may establish the foundation on which language can build to support learning. Participants did better on items regarding elevation when language highlighted elevation and better on items requiring shape when language highlighted shape. In Experiment 2, we varied the language paired with pointing and tracing gestures key phrases focused either on elevation information or on visualizing shape.
Index contour definition earth science textbook code#
Directing attention to the contour lines may help both in code breaking (seeing how the lines encode elevation) and in shape inference (seeing how the overall configuration of lines encodes shape). Pointing and tracing facilitated understanding relative to text-only instruction as well as no instruction comparison groups, but shape gestures only helped understanding relative to the no instruction comparison group. In Experiment 1, we investigated whether novices would benefit from pointing and tracing gestures that focus attention on contour lines and/or from three-dimensional shape gestures used in conjunction with three-dimensional models. An example is a topographic map, used in earth science disciplines as well as by hikers, emergency rescue operations, and other endeavors requiring knowledge of terrain. Novices struggle to interpret maps that show information about continuous dimensions (typically latitude and longitude) layered with information that is inherently continuous but segmented categorically.
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