Create a visualization map that tracks your activities at regular times throughout the day or week. When designing a wildlife tracking program, researchers need to determine several things. For example, the tracking collars on the coyotes in the Visualization Tool send signals at the same specific times each day to mark the animals' location. Why do you think those times were selected? How many times and at what specific time(s) of day will you document your location? Why?
Share your map with others and see what they can infer about your travels and locations.
Technologies exist that enable us to track people or vehicles remotely. Can you find examples? Why would people want information on the location of other people or vehicles?
3-5 ETS 1-2 (Upper Elementary)
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
HS-LS2-2 (High School)
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
MS-ETS1-1 (Middle School)
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-LS2-2 (Middle School)
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.