Showing posts with label Task 2. Show all posts
Showing posts with label Task 2. Show all posts

Wednesday, 19 February 2014

Feeling as a star by Cristian Paco



"As simple as an orange". Making things simple is the best way for understanding the world.



Hi mates, this week I carried out the role of the star which is quite important but also funny, probably one of the most tricky, or better say stressing, part in this role was  the sensation of knowing that you, as a star have the responsibility of making a good performance otherwise your mate's work can be spoil, it means that if you fail, all the team can fail too, so for that reason I was very concern about it and this made my brain work in order to get good ideas  and also a good understanding about the task but finaly with the good help of my team, all together got it, getting very good comment from our teacher about our job and also, and as much important, understanding the task and  adding new aknowledge to our lifes.





Tuesday, 18 February 2014

Working as Journalists by Rosana Yepes & María Moreno


This week, the journalists have been Maria and me. We have searched a lot of information about cartographic projection, treasure hunt, how to teach geography with technology, etc
As we have mentioned before, our group is formed by 7 students of different places, ages, ideologies, etc.  for this reason there is not name that it can describe us better: brainstorming. Because our conclusions are taken by brainstorming strategy.
Here, we show you a video where we are discussing what projection map is the best to teach geography at school.


On the other hand, as journalists we recorded a report how our partners felt with their new role.

Last Monday, everybody had to expose one part of their work.
Firstly, all the stars prepared an exposition to explain the three different kinds of projections. They explained it their best, trying to make it with sense and coherence.

Secondly, every Journalists and Facilitators exposed what is a Treasure Hunt, putting examples of the ones they had chosen.


The group of translators had to expose something that make distorts reality, so they used Call of Duty play, explaining how it influences on children. 


Then, analysts had to present an activity that helps children to make differences between real life and fiction one, so they showed us two videos, one of SpongeBob that was the fiction one, and another of Heidi, that was the real one.


Finally, farmers´ group showed us how we can interpret the media, since depending on our background, age, life style, etc. we can interpret it differently.

How have we felt this week?


This week, we have lived a good experience, we have mooved for many blogs and web. Also, we have investigated more ways to teach geography at children, as we can see to losolmoshistoria4.blogspot. Sometimes, Rosana both to Maria, the work has been a bit overwhelmed due to the amount of information that we can find on internet. It requires criteria, patient, time, etc. to select it well, and in most cases, we cannot it.
On the other hand, we have taken several photos and videos. The thing that Rosana has liked the most was when she recorded how my partners (and her) were working. She felt as professional journalist and… She loved it!
Last Monday we did not expect that everybody had to present one part of their work. However, it was nice, a new experience.


To sum up, with the work of this week, we have understood that all projection maps have distortions and according to cognitive development of each child, children will understand better one or other projection. Also, we all have learnt a funny way to learn with internet called Treasure Hunt. So, even this week has been a bit chaotic in regard to information searching, it has been productive, too. 
We all continue to stive for better results.

Curator farmer Cultivating by Feli Travieso



Taking the role of the curator farmer was challenging, because new ways of learning scares a bit the first time you have to face with a new tool.
However, I have found the task rather easy and enjoyable, because as I have explained in the previous class when we were exposing, even though nowadays we live in a world where innovation and creativity are the keys to become successful, we should not forget that is imperative not only to domain these characteristics, but also the perception and how we interpret what we see, hear, feel smell…
In order to become good teachers in the future, persuasion plays a fundamental role. For this reason, when I started to create the pearl tree, not only did I match all the information collected, but also I have tried to organize and implement it in a way that can be appealing to viewers in order to provide them with new ideas of how being a good professional.
The ideas are ordered and divided by historical areas, so that introduces you to the principles of cartographic maps driving viewers through the history through images and links.
·      The Mercator projection map followed by explanations, pros and cons, such the reason why Google maps and apple are using this project.
·       The second one is the Robinson cartographic projection, followed by its explanations.
·      Comparisons Mercator Vs. Peters
·      Azimuthal would be the following one, same pattern that Mercator and Robinson is followed here.
·     A Map projection of the earth together with an explanation enlightening people about the imperfections of all projections. Here we are going to study the extension differences in Bolivia and Germany through Mercator’s projection.
·      The technics that a good teacher can use to make the subject appealing to students through a wide variety of tools. A example is the treasure hunt and having in mind that first day school can be difficult to face for most student, the treasure map web we downloaded can help to dwindle children insecurity, fears or lacking of interaction with fellows.
·      The following one has nothing and everything to do with learning, even though these maps are not the ones used in schools, it would not be a bad idea to have them as learning alternatives, where children can be acquainted through a creative map, with relevant information such as the places with more population or places where there are most prone to the storms. That section was introduced with an interesting video that will encourage people to be curious about how a map can be used to achieve diverse objectives.
Well I should say that searching the proper way to classify all the topics has helped me to realize that If I were a primary education teacher, I would use not only the Mercator map, Robinson or Azimuthal, what I would definitely implement is the interaction between the three during the path of primary education learning for the following reasons.
6 Year old children, cognitively see the world in a simpler way, they do not think abstractly. That is why I personally would start with the Mercator the first year, being the most inaccurate one will be at the same time the easiest way to learn for children, because they will gradually gain a good knowledge in this area, so the simplicity of the Mercator would be more appropriate, and to enricher their knowledge I would also combine this map with creative maps that could help children to associate in a funny way countries with any topic, such the creative and educative maps that I added in the pearl tree .Once children get the basics, It would be advisable to continue with Robinson, which is more accurate that the Mercator, finally at the age of more or less 10 I would propose them the challenge of a more abstract view as is the Azimuthal map that is the most accurate of the three.
I have made the experiment with my 5 years old daughter. Her father was born in Germany and currently working in Phuket, she easily finds the location of these places with a Mercator after being told just once where the places were. However she could not find the destinations in an Azimuthal map, she explained me that everything seemed the same for her.
I enclose the pearltrees link; I truly hope that it can be useful for our future students.
http://www.pearltrees.com/#/N-s=1_10666591&N-f=1_10666591&N-p=103823315&N-u=1_1817489&N-fa=10666591

Monday, 17 February 2014

The Analyst by Raquel Pelayo


  a)    What is the best part of the activity?

The best part of the activity was when we had to compare the three different projections in the sense that we could see the three different projections that there are, the distortions of each projection, how we could teach children those projections and which one could be the best one to explain children the world, because in a future not too far, we will have to teach them and we must to know all this type of things.

b)  What was the worst?

The worse part of this activity has been when we had to discuss with our classmates to decide which project was the best to teach children, in the sense that we had to put ourselves in the position of a child of primary school and which was the projection that we could understand the best. And we had very different points of view and different opinion because each of us think that a projection is better than other, in our case we were more focused in choose the Robinson projection or the Azimuthal projection. And I think that it is the worst thing for all the groups, be everybody agree.

c)   What have you learnt?

We have learnt that exist some different projections of the world in a map, and some of them are wrong, in the sense that, the proportions of the countries aren’t the same of the reality, in other words, there are some distortions of some areas and are different in each projection. Personally speaking, I think that most of us, including me, didn’t know the existence of those distortions because when we are children, at school, teachers don’t tell us that the map is wrong with the size of the projections, and it is true that it occurs because we are children and we wouldn’t understand it.

d)   What was the best moment of the week (in the work of the group)?

The best moment of the group this week was when we were discussing about which project was the best to teach children of primary school, our journalist, Rosana, was with her tablet and her  “microphone”, recording us and asking us some questions about our role and our work of this week. This was a little joke and where, a part to be stressed, a moment like that is welcoming.

e)  The worst?

The worst thing is when we have to be every member of the group agrees to do the exposition of the star and the information that we have to take and distribute our work, and at the end when we have to send all the information to the others, because the star that is the one that has to expose, must to learn all what has to say and if everyone send the information the last days it’s a more difficult for the star be well prepared.

f)   What have you learnt?

What we have learnt is that the majority of the work mustn’t be done just for one or two people, and we must collaborate every one and help the others that we think that have more work than us, and if we finished with our work, ask to the others if they need our help, because it must to be a group and don’t see who can escape the first one from the job.


g)  What do you need to conserve –as a group- for the next weeks?

What we need to conserve as a group for the nest weeks is the capacity that we have to improve each day, more and more, because, at the beginning is a little difficult in the sense that it is new for us and all those things, but when we have everything structured and ready to continuing working it will be easier and we could improve in the things that we are worse, or that we don’t know very well. I think it is just the beginning and if we put a little of us, we could improve a lot.

h)  What do you need to improve –as a group- for the next weeks?

Personally speaking, I think that we don’t have to do the things the last day and don’t give too much work to one or two persons, because a work with 7 people is not the same than a group of 2 or 3, and if the 7 that work very hard it will be easier for everybody and we don’t overburden others.

i)   How this content is related to other contents in the course and in your degree?

This content is related in how children can observe the world and how to explain it, there are some projections that are wrong with the dimensions and children can have a wrong perception of it, and not only in this aspect, in other aspect of the live, for example, today he have made an activity to teach children what is fiction and what is reality with example of cartoons. Some children can take the fiction like reality, and we have to help them to difference between the fiction and the reality.

j)   Is there any evidential social connection of this content?

Yes, the evidential connection is the media. The most important of this aspect is internet, in the sense that we can find all type of information in documents, videos, pictures… about the projections maps and it could be very useful. 

Follow the Facilitator by Fernando Tortosa


First of all I'm going to list the roles of this week:

Cristian Paco (Star)
Feliciana Travieso Pérez (Curator-farmer)
Fernando Tortosa Cutillas (Facilitator)
María Moreno (Journalist)
Raquel Pelayo López (Analyst)
Rocío Ramón Belmonte (Translator)
Rosana Yepes (Journalist)

As well as we did last week, in my group, each one of us had an investigation task apart from their main tasks, the task this week were:
Raquel was in charge to look for Mercator projection.
Rocío was in charge of looking for an example of media that could determine or distort the vision of the student about something.
Rosana was in charge of search information about Robinson Projection.
Cristian was in charge to look for information about Azimuthal Projection.
María was the one who had to find two countries that differ significantly from one projection to another.
Feli was assigned to find a treasure hunt related to primary education. She also searched information about Google Maps and Maps (Apple) and the projections they use.
And I have search information about what is a treasure hunt and choose one that I liked most.
When all of us finished our tasks, I was also in charge of put all the information into the blog and to check it.
My Feelings this week:

This week I was a little stressed because I had just a few time to organize all and distribute the task to my partners but finally we have carried out well the activities and I feel proud of all of us.

Sunday, 16 February 2014

I'm Translator by Rocío Ramón


My five terms are:

Webquest:
Is a resource that allows teachers to create a sequence of research work and / or collaborative between him and his students. The tool offers several alternatives Webquest working from a sequence of simple research to a more elaborate , allowing teachers create links to other websites of interest and research is needed regarding the materials and content necessary for students. To sum up 
It is a research activity where the information that learners interact with comes from all or part of the Internet resources.

Miniquest:
Consist of a version of WebQuests is reduced to only three steps: Scenario , Task and Product . There are three types: MiniQuest Discovery , which is held at the beginning of a curriculum unit and designed to present the said unit / students , MiniQuest Exploration carried out in the course of a curriculum unit and is directed learn the content needed to understand a particular concept or to fulfill a curricular objective and MiniQuest Completion , which develop at the end of a curricular unit and consists of a number of key questions.

Cartographic  Projection:
The projection is a graphical drawing technique used to represent an object on a surface. The figure is obtained using auxiliary lines projecting that, starting from a point called the focus, reflect the object in a plane, like a shadow.

Treasure Hunt:
Is a game in which the organizers prepare a list defining specific items, which the participants (individuals or teams ) seek to gather all items on the list ,usually without purchasing them  or perform tasks or take photographs of the items, as specified. The goal is usually to be the first to complete the list, although in a variation on the game players can also be challenged to complete the tasks on the list in the most creative manner.

Distortion:
Distorsion is defined as the difference between reality and what is created from a method, machine or apparatus. Therefore, it can be defined as "Warp" suffered a signal after passing through a system.



http://www.isabelperez.com/webquest/taller/qwebquest.htm
http://www.webquest.es/que-es-una-webquest
http://www.isabelperez.com/webquest/taller/treasure.htm
http://en.wikipedia.org/wiki/Category:Cartographic_projections
http://www.thefreedictionary.com/distortion
http://www.cienciasmc.es/web/anexos/36_miniquest.html

Saturday, 15 February 2014

Treasure Hunt & cartographic projections


For further information don't hesitate to visit our presentation on Prezzy.
http://prezi.com/qwrzdzanefi0/?utm_campaign=share&utm_medium=copy
  • What is a treasure hunt?
Treasure hunts are useful strategies for acquiring information about a particular topic and practice skills and procedures related to ICT and accessing the information via Internet.
They  allow us to improve reading comprehension of students and teach them to search the Internet. The could place on a level below the Web Quests because Web Quest don't ask students for solving a problem, or exposure conclusions.
In English there are many websites with collections of "Treasure Hunts" made ​​by teachers at all levels and areas. If we make any Google type search string "treasure hunt" "scavenger hunt" or "knowledge hunt" find thousands. In Spanish but there are few but gradually becoming popular in Spanish-speaking countries and more and more in our language.
So they have some differences; A "treasure hunt" is also used as an educational resource, but is simpler. In them, students are given answers to questions, with particular relevance to the "final big question." Being more specific, the "treasure hunts" are considered more appropriate for younger students. A Webquest, on the other hand, involves a process of investigation and processing of the information obtained, leading to conclusions that are not always just answer factual  questions.

We have found a website where we can find 10 great examples of treasure hunt (http://www.learndurkin.com/uploads/All%20About%20me%20scavenger%20hunt.pdf)

Im going to explain the one that we have liked most:
+Name: “What happen the day I was born?”
+Description: see what happened on the day and year you were born.
+Stepts: 1º Enter your born date in the space
            2º Click the button that says “Quick Page”
            3º You will automatically
+Resources: dMarie Time Capsule (http://www.dmarie.com/timecap/)
+Conclusion: The purpose of these task is to improve Reading comprehension and to improve their expression in their writting.
-Treasure hunt for primary education:

We have also found another website where we can see lots of treasure hunts for children in their first day of class; the website is the following:
http://www.cbv.ns.ca/sstudies/activities/1rstday/1rst.html#2
  • Cartographic projections: Robinson, Mercator and Azimuthal:
-Robinson:

http://www.youtube.com/watch?v=n8zBC2dvERM


Purpose:
The Robinson projection is a map projection of a world map which shows the entire world at once. It was specifically created in an attempt to find a good compromise to the problem of readily showing the whole globe as a flat image


Distortion type and the areas more distorted:

The  distortion close to the poles is severe, but quickly declines to moderate levels moving away from them. The straight parallels imply severe angular distortion at the high latitudes toward the outer edges of the map, a fault inherent in any pseudocylindrical projection

Is there more of one version?
The Robinson projection can best be described as being pseudocylindrical, but given its unique method of development, it does not fall perfectly into any known form category
Problems:
-Compression:
Robinson projections are not equivalent; they do suffer from compression. However, the amount of area distortion is generally low within about 45° of the equator.

-Equivalence:
Robinson projections are not equivalent; they do suffer from compression. However, the amount of area distortion is generally low within about 45° of the equator.

-Conformality:
The Robinson projection is not conformal; shapes are distorted more than they would be in a truly conformal projection. However, shapes are not distorted very badly within about 45° north or south of the equator or within about 45° of the map's central meridian.

-Equidistance:
The Robinson projection is not equidistant; there is no point or points from which all distances are shown accurately.

-Azimuthality:
The Robinson projection is not azimuthal; there is no point or points from which all directions are shown accurately.

Socio-cultural implication of using it as a learning resource:

Robinson projection provides a view of the occidental part of hearth  pushing it up  and  excluding the rest of the hearth. However, this is one of the most realistic point of view represented in a bidimentional map that can be well representated by student.

-Mercator:
       a)      Picture.
       b)      Purpose.
Mercator presented his map to shipping. The Mercator projection is a cylindrical projection of a spherical surface. And Mercator had to perform calculations for projection was useful in navigation. 

This was because the Mercator map has straight rhumb lines used for sailing. 

 c)  Distortion types.

-       -Transverse Mercator projection.

The cylindrical projections discussed is formed by placing a cylinder in contact with Ecuador, and even when often used to portray the earth as a whole, are optimal for use in regions of Ecuador. For those parts of the land that are not close to Ecuador, you have the option of turning the cylinder on its side and do nip a particular meridian. A projection is made ​​so-called transverse cylindrical projection and can be based on any chosen central meridian.
Again, a set of rules is proposed to produce either equal areas, equal distances or conformal projections. Of all these the most important is the transverse Mercator, which results from projecting the sphere in a cylinder tangent to the central meridian, an example of which is shown in the figure:


-     -       -Oblique Mercator projection.

The following final classification of the cylindrical projections used where one country or region to be mapped is longer in one direction than another but is not aligned along any meridian or parallel . In this situation it is possible to formulate an oblique aspect of the Mercator projection to minimize the scale factor resulting in an oblique cylindrical projection as not equivalent. It's a regular Mercator projection was altered, wrapping the sphere with a cylinder so that it touches the surface along the great circle path chosen instead of along the terrestrial Ecuador . Setting this projection is necessary to specify the azimuth of the center line and all other parameters discussed above. The scale factor is now proportional to the secant of the distance from the centerline. An example of using this projection is in Peninsular Malaysia, where the projection is called oblique Mercator or antisymmetric Hotine orthomorphic .


  d)  Distortion areas.

The Mercator map also preserves its linear scale in all directions. This subsequently allows minimal distortion of shape and angles of small areas. However, the size and shape of large objects - Greenland or Antarctica for example - are largely distorted. It is originally believed that Geradus intended for the map to be used for nautical purposes, not as a map of the world like it often is. When used as a view of the world’s landmasses, it can drastically alter how people view relative size and shape if they are unaware of the maps characteristics.

The shape distortion is now extreme to the poles and that, in addition to scale factor along parallel, also the distortion along the meridians.
The map also shows Alaska to Brazil a similar size, when the area of ​​Brazil is almost 5 times higher. The same also appears to Alaska 3 times larger than Mexico , where the latter is almost 250,000 km2 larger . Even Europe appears relatively the same size as South America where it is more than 7.2 million km2 larger.
Proportions in the Mercator map.  

-The dimensions. To his critics, this disproportion in the size of the countries near the poles (many of them agree with the great economic powers of the world and the least developed countries are around Ecuador) creating and perpetuating a Eurocentric prejudices or occidentalcéntrica conception , giving a feeling of European and American centrality.

-North-South divisions. The second major criticism of this projection is the Mercator map gives more weight to the northern hemisphere to the south , placing the line of Ecuador not in the middle of the map, but a little lower, so the northern hemisphere occupies 2 / 3 of the surface of the map, and the southern third , in addition to place Europe at the center of the map itself.

-Locating countries.  There is another misleading aspect to mention Mercator map : countries are not where we think they are because " Europe and North America should be much further north than where they are. Are centered on the world map , practically in Ecuador , when many more degrees north.

e)   Versions

A further refinement of this projection is to retain ownership of equal areas but change the shape, using an extra along parallel and along the meridians scaling. This leads to what is usually referred to as the Peters Projection, often used by international organizations showing countries of the world in their correct relative sizes.

The Gall- Peters projection is a cylindrical projection, with all the disadvantages that implies. To his supporters have the advantage that the Gall- Peters projection is a projection that preserves areas. This means that the vertical dimension map stretches or shrinks in a particular way to get the area of objects is preserved at the expense of producing severe distortion in the shape of the continents. So, you can compare sizes of distant objects together as well as if we were looking at the globe. Apparently, when Gall proposed this projection for the first time did not achieve great popularity but Arno Peters was luckier and managed to even the UN adopted its projection. This success was more due to political and social issues that cartographic merit.

Being a cylindrical projection, this projection also produces a deformation of the continents as we change latitude . In this particular case, this distortion is to get away from the latitudes 45 ° N and 45 ° S. Should see the Tissot indicatrix of this map to get an idea of the deformation. Although this new map drawing is very close to the dimensions of the continents, the academic cartographers ignored considering this unscientific projection for that stretch unreal shapes. The main criticism of the Gall- Peters projection is thus distorting the shape of the countries.

f) Problems

Correctly represents the so-called first world-North America and Europe, while Africa and South America appears very small. As an example, it says that Greenland, with 2.1 million square km, is the Mercator projection, larger than Africa, which has about 30 million square km.
Appear as the first contradictions. Was not the favored first world? Did anything special predilection for Mercator practically uninhabited Greenland?
 Mercator placed Europe at the center of the map and moves the line of Ecuador down by ideological, political, or colonial power.
Whoever believes and probably unaware that, in fact, is criticizing a partial map of Mercator. Known as the Mercator map, is the line in the center of Ecuador. This is based on the Mercator projection, complete map.
Another problem: are produced big deformations in the representation when we arrive to the Poles. When we’re nearer to the North Pole, less accurate is.

g) Socio-cultural implications of using it as a learning resource.

In this projection, we can observe that Europe is bigger than other countries, so in other words, they are more concentrated in Europe. An example is that Germany is bigger than Kenya, but it isn’t true. Kenya is bigger than Germany. On the other hand Greenland is biggest that Africa, here occurs the same than in the other example, Africa is much bigger than Greenland. So those distortions are projected in this map and this projection is the one that, in Spain, is more used.

-Azimuthal:

Picture:

Purpose:
The purpose of this kind of map is to show correctly the great circle distance and bearing from the center reference point. Besides, it presents the true direction to any other points.
Azimuthal´s map lets us have a more world vision real, since it is measured on the sphere.

Distortion – Types?
There are different types of projections depending on which perspective we choice it.

Azimuthal Orthographic Projection
It takes this light path

So, the world would be seen:
     

Azimuthal Stereographic Projection
It takes this light path

So, the world would be seen
     
Gnomonic Projection
It takes this light path

So, the world would be seen
 


General Vertical Perspective Projection
It takes this light path



So, the world would be seen




Distortion – Areas that are most distorted?

Each distortion has different distorted areas. For example:
The Gnomonic projection has an extreme distortion far from the center. Also, it shows less than one hemisphere.
Stereographic projection Map is infinite in extent with outer hemisphere inflating severely, so it is often used as two hemispheres. Maps all small circles to circles, which is useful for planetary mapping to preserve the shapes of craters.
Orthographic perspective has a view from an infinite distance.
Vertical perspective is viewed from a finite distance. So, it can only display less than a hemisphere.
There is more than one version?

Problems?

While such a projection preserves the directions, the shapes can be more than distorted.
Also, the distance between any other points may not be correct at all.

Socio-Cultural Implications of using it as a learning resource?
Azimuthal projection is the projection that is closer to reality because it respects the true distances and proportion. However, if we glance it on a paper, maybe we won´t obtain a world´s image clear. To clarify it, we should use some digital format which could show us in 3D.

  • Google maps & Maps (Apple)
Google Maps

It uses a similar alternative of the Mercator projection that is the reason why Google maps are not able to show precisely the areas around the poles.
Nowadays, Google is receiving plenty of messages asking why does the most sophisticated information technology company in the world use the most distorted and archaic world map known to humankind?".
I have found an answer made by one of the Google’s employee “Joel H”.
“Thanks for the feedback. Google maps use Mercator because it preserves angles.  The first launch of Maps actually did not use Mercator, and streets in high latitude places like Stockholm did not meet at right angles on the map the way they do in reality. While this distorts a 'zoomed-out view' of the map, it allows close-ups (street level) to appear more like reality. The majority of our users are looking down at the street level for businesses, directions, etc... so we're sticking with this projection for now. In the meantime, you might want to look at our favourite 3D view of the world”.
Maps (Apple)
Map Kit uses a Mercator map projection, which is a particular kind of circular map projection like the one shown below. In a cylindrical map projection, the coordinates of a sphere are projected onto the surface of a circle, which is then unpacked to generate a flat map. In this projection, the longitude lines that commonly meet at the poles become parallel instead, causing land masses to be twisted as you move away from the equator. The advantage of a Mercator projection is that the map content is scaled in a way that benefits general navigation. Specifically, on a Mercator map projection, a straight line drawn between any two points on the map yields a course heading that can be used in actual navigation on the surface of the Earth. The projection used by Map Kit uses the Prime Meridian as its central meridian. ( Apple- 2013)
  • Two countries situation in different projections
GERMANY:
Surface: 357.021 km²
In the Mercator´s projection we can see that
Observing Germany in the Mercator´s projection we can see that it occupies France, part of Australia, Poland and other countries. This is because Mercator was from Germany so he gave more importance to his country, taking parts of the countries around it.


While the different projections change, Germany gets its real size, until it reaches an approximate dimension to the real one.

BOLIVIA:
Surface: 1.098.580 km².
If we observe the Mercator´s projection, we can see that Bolivia occupies part of Argentina and Paraguay in its real dimension. So it is like three times bigger than its real size. Mercator exaggerate a lot of dimensions, the developed countries were the biggest ones.





Bolivia becomes smaller while the different projections change, so fortunately it gets its real size, without stealing pieces of land to other countries.
  • A media that we think can distort the vision of students
Special Effects
These techniques are designed to create a visual illusion through which the viewer attends scenes that can not be obtained by normal means , such as space travel or the transformation of a man into a werewolf. Special effects can be used to represent objects or beings exist , such as a dragon, different techniques are often used in the same plane or scene to achieve the desired effect and the special effects are often "invisible" is say that the viewer does not realize that the image or sequence you are seeing is actually a special effect.
 This can influence the perception of children on reality and be confused , often can not distinguish the reality of difficult fiction to their age and who have very developed imagination and this can create behavioral problems in children.
To avoid the problems that this can cause in children's behavior have to explain that it is only fiction and does not exist in real life , to encourage watching movies without special effects or just to compare and are well aware of the reality .


  • Results

About Azimuthal, Robinson and Mercator projections, we have reach the conclusion that we would use them three but changing between them at each age period.

We would use Mercator projections at early ages, when for children it’s easier to have a global vision of all world

When children are a little older we would use Robinson projection, because they would be able to understand the distortion in some zones.
Finally when children get older we would use Azimuthal projection because it is more realistic but it hasn’t got a global vision of all the world at same time so we think it would be hard to children to understand it on early ages.