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One GPS Fix, Two Explanations worksheet preview

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One GPS Fix, Two Explanations

Compare two original articles about GPS, analyzing each author's emphasis, organization, explanations, and supporting details.

Grade 6ELAInteractive · Printable

Aligned toRI.6.9

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
ELA
Question types
Multiple choice, Circle the answer, Short answer

About this worksheet

What students practice

  • Students compare how two authors organize and emphasize information about the same GPS process.
  • Students support comparisons of authors' presentations with specific details from both articles.
  • Students explain how different presentations shape readers' understanding of GPS.

How to use

Read both articles before answering. Have students mark shared facts and contrasting explanations, then support their comparisons with evidence.

Curriculum

Common Core standard covered

RI.6.9

Compare how two authors present the same events, such as a memoir and a biography about the same person.

Preview

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Name Date

One GPS Fix, Two Explanations

Compare how two authors explain the signals behind a location dot.

Article A

Read the article. Notice the order in which the author explains the process.

From Space to a Location Dot

1A location dot on a phone screen can seem almost effortless. Behind it, however, a receiver is working through a chain of measurements. GPS, the Global Positioning System, uses signals from satellites orbiting Earth to help receivers determine where they are. Following one location calculation reveals what happens before that dot appears.

2First, GPS satellites broadcast radio signals that include timing information and information used to determine the satellites' positions. The signals travel at the speed of light. A receiver compares the timing information with its own clock to estimate how long each signal traveled. Travel time multiplied by signal speed gives an estimate of distance.

3One distance does not identify a single place. Imagine knowing only how far you are from one satellite: many possible positions would fit that distance. Measurements from additional satellites narrow the possibilities. A receiver generally needs signals from at least four satellites to solve for its three-dimensional position and correct the error in its own clock. The clock correction matters because a tiny timing error can produce a large distance error.

4The receiver combines these measurements through mathematical calculations. It does not ask a satellite to mark the phone on a map. Instead, it calculates a position from the incoming signals. Map software can then place that position on a display. Choosing a route to a destination is another task performed by navigation software, not by the GPS satellites themselves.

5The process repeats as fresh signals arrive, allowing the displayed position to change as the receiver moves. Buildings, trees, and other obstacles can interfere with reception, so the result is not equally accurate everywhere. Still, the basic chain remains the same: signals supply timing and position information, and the receiver turns measurements into an estimated location.

1.
How does Article A mainly organize its explanation?
  • A. It compares GPS with several older navigation tools.
  • B. It traces the steps that produce a calculated location.
  • C. It ranks reception problems from smallest to largest.
  • D. It describes the history of satellites in orbit.
2.
Which sequence of details best supports your answer to question 1?
  • A. Article A mentions a phone screen, a map display, and a destination.
  • B. Article A mentions buildings, trees, and other obstacles to reception.
  • C. Article A describes satellite positions, clock errors, and three-dimensional space.
  • D. Article A moves from signal broadcasts to measurements to a displayed position.

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