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Field Trip: Map Use and Scale
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by Wil Henninger
Silver Creek High School
San Jose, California
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Name___________________________
Station I: Use the 1:500,000 map of the Bay Area and a ruler to answer the following questions.
- How many inches on the Earth's surface does one inch represent on this map?
- How many miles on the Earth's surface does one inch represent on this map?
- How many MILES "as the crow flies" is San Jose from Santa Cruz?
- How many KILOMETERS "as the crow flies" is San Jose from Oakland?
- For what activities would this map be useful?
Station II: Use the 1:100,000 map of San Jose and a ruler to answer the following questions.
- How many inches on the Earth's surface does one inch represent on this map?
- How many miles on the Earth's surface does one inch represent on this map?
- How far in MILES is Hwy 280 from Capitol Expressway?
- What are three water features that are close to the Evergreen area?
- For what activities would this map be useful?
Station III: Use the 1:24,000 map of the Evergreen area and a ruler to answer the following questions.
- How many inches on the Earth's surface does one inch represent on this map?
- How many FEET on the Earth's surface does one inch represent on this map?
- How many inches represent one mile on this map?
- Find the north arrow on the map. How many degrees is "magnetic north" from "true north"?
- Using Aborn Road, how far is Capitol Expressway from White Road?
- As you look south from the Silver Creek High School field, what large physical feature is visible?
- How is this feature represented on the map?
- How many feet of elevation does each "contour line" represent?
- If you were to update this map, what additions would you make based on what you can see from here?
- For what activities would this map be useful?
Station IV:
- Using the compass, find "magnetic north." Describe what you see in that direction.
- Using the compass and room T-11 as a reference point, draw a north arrow. Be sure to label both true north and magnetic north.
- Station V: Using a ruler, distance ropes, tape measure, and your school map, find the following information.
- The length of the boys' locker room's east wall on the map, in inches
- The length of the boys' locker room's east wall on the ground, in inches
- Based on these measurements, what is the scale of this building?
Scale Formula:
Map distance/ground distance=1/x (x=units on ground, solve for x)
ALL distances must be in same unit.
Example from 1:24000 map:
0.5 inches/12000(1000 feet) inches =1/x
Step 1: cross multiply 12000=0.5x
Step 2: solve for x 12000/0.5=x
24000=x
So, the scale is 1:24000
Station VI: Using a ruler, distance ropes, tape measure, and your school map, find the following information.
- The length of the T building's east wall on the map, in cm
- The length of the T building's east wall on the ground, in cm
- Based on these measurements, what is the scale of this building?
Station VII: Using a ruler, distance ropes, tape measure, and your school map, find the following information.
- The length of the small gym's east wall on the map, in inches
- The length of the small gym's east wall on the ground, in inches
- Based on these measurements, what is the scale of this building?
Station VIII: (after all other stations have been completed)
- Peel and share an orange with your partners.
- How is peeling an orange like making a map?
REVIEW:
- Circle the smaller scale 1:100,000 or 1:10,000
- Large-scale maps give more close up detail than small-scale maps. T/F
- Small-scale maps show more land area than large-scale maps. T/F
- Are the distances on the map and the ground consistent enough for us to say that the map is "to scale"?
- Based on the reading "Do Maps Create or Represent Reality?" give two examples of "human imposed" creations of reality on the maps in this activity.
- What are some accurate representations of reality that you have seen or experienced in this activity?
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