Geo-Spatial Information and Technologies

GIS Certificate Program, University of Washington (GEOG CP200)

 

Instructors

 

Matthew W. Wilson

PhD Candidate

Department of Geography
Office Smith 422

mwarrenw (at) u.washington.edu

 

Stephen J. Hyde

Doctoral Student

Department of Geography
Office Smith 417

sjh7 (at) u.washington.edu

 

 

Introduction

The course develops conceptual foundations in spatial concepts, spatial thinking, and mapping to prepare students for advanced study of geographic information systems and management. The course addresses the cartographic legacy and key concepts that underlie geographic information science and provides an overview of geospatial information and technologies, including the global positioning system, land surveys, aerial surveys and photogrammetry, topographic mapping, censuses and other social surveys, and satellite imagery. Upon completion, students are able to specify data requirements for basic GIS tasks, research data availability and formats, identify the technologies necessary to produce data for particular tasks and understand the following:

  • Uses and limitations of maps
  • Map analysis and interpretation
  • Map content, design and evaluation
  • Data discovery and evaluation
  • Software, data and service sectors of the GIS industry

 

Course Materials

Required:

Dent, B. D. (1998) Cartography: Thematic Map Design, 5th ed. McGraw-Hill, Boston.  (fifth edition is not required 3rd or 4th will suffice)

 

The instructors may introduce other readings to enhance the course and may make recommendations to Internet websites for further reading/research.

 

Course Learning Objectives

  1. To understand how to read maps critically
  2. To gain an understanding of  “the data behind the map” (geo-statistics)
  3. To understand basic principles of cartography through making maps
  4. To learn how to acquire and evaluate geographical data
  5. To gain an awareness of some of the ways GIS technologies are used in collaborative decision making.

 

These learning objectives will be accomplished through a ten-week course that meets Wednesday nights from 6:00 to 9:00pm in the Sherman Lab, located in Smith Hall, 401.  The course curriculum is divided into five workshop sessions that correspond to the five course learning objectives, as seen below.

 

Learning Objective

Workshop Session(s)

Date(s)

CLO 1

Workshop 1: Dot mapping

weeks 1 and 2

CLO 2

Workshop 2: Choropleth Mapping

weeks 3 and 4

CLO 3

Workshop 3: Graduated Symbols

weeks 5 and 6

CLO 4

Workshop 4: Surfaces

weeks 7, 8 and 9

CLO 5

Workshop 5: PGIS

weeks 10 and 11

 

GIS Workshop Defined

This GIS workshop uses a definition of geographical information systems (GIS) that emphasizes collaboration among people using and developing tools for geographical research.  The instructors of this course want to promote a collaborative learning environment.  Therefore students can expect a combination of the following learning activities:

  • Short lectures, practical visual examples and presentations by instructors and students;
  • Critical thinking in workshops, essay writing and participation in class discussions;
  • Hands-on workshops directly related to the course learning objectives
  • Reading assignments including selections from the recommended texts

 

Protocol for Deliverables and Student Assessment

Workshop projects that are turned in on time will be evaluated and returned to students one week after its prospective due date.  The instructors will conduct student evaluation qualitatively rather than quantitatively. In other words, brief written comments will be made on the quality of a students work and these comments will ideally serve as a point of departure for dialogue between the student and the instructors.

 

Weeks 1 and 2: Maps, Measurement and Representation

 

Deliverables

  1. Make two maps in two different projections (which preserve different cartographic aspects: shape, size, direction).
  2. Prepare for a discussion based on the questions at the end of Workshop 1.

Lecture 1:

  1. Expectations and introductions
  2. Overview of the Curriculum
  3. Presentation:  Thematic Maps
  1. Introduction to the first workshop

Lecture 2:

  1.    Measurement in Geography: an introduction
  2.    Reference Systems for Geographical Measurement: Time, Space and Attribute
  3.    Map Projections for Designers:  Map Distortion: four common projections
  4.    Dot Maps: a first kind of thematic map: workshop introduced

Workshop 1: Dot Maps, a first kind of thematic map

  • Making a world dot map and comparing projections
  • Creating two different layouts with different projections

 

Substantive and Methodological Learning Objectives:

  1. How is the world’s population distributed?
  2. What are the characteristics of various map projections and how do these influence the display of spatial data?
  3. How does dot density mapping work?  Enumeration Geography
  4. What issues do we need to think through when making a dot density map?

      

Reading Assignment

  1. Read Chapters 1 through  4 and 8 from Dent.

 

Week 3 and 4: Choropleth Mapping,  Attribute Measurement, Measurement Frameworks

 

 

Lecture 1:   

 

  1. Geographical Data Characteristics and Preparation
  2. Levels of Measurement
  3. Three Methods of Classification: Natural Breaks, Equal Intervals, Quantiles
  4. Measurement Frameworks introduced (not to be confused with "levels of measurement")

Lecture 2:    

      1. Choropleth Maps (area symbols)

2. Classification Review

3. Measurement Frameworks

Workshop 2:

  • We will be using the HDI (human development indicators) data from Workshop 2 to create a series of choropleth maps.
  • Use Excel to classify and critically “read” data
  • Join an Excel table to an Africa shapefile and produce a series of maps that represent the data classified in three or more different ways
  • Critically evaluate the different classification methods
  • Classification Worksheet using UN Human Development Indicators for Africa

 

Substantive and Methodological Learning Objectives:

 

  1. Understanding the different levels of measurement:  nominal, ordinal, interval, ratio and counts
  2. Classifying data manually using an Excel spreadsheet
  3. Reviewing descriptive statistical concepts
  4. Brief introduction to descriptive spatial statistics

    5.   What spatial patterns of ‘literacy’ can you detect between countries in Africa?

    6.   What are the fundamentals of choropleth map design?    

    7.   What difference do data classification methods make with regard to data representation?

    

Deliverables

 
  1. Completed classification worksheet
  2. Data table with class breaks indicated
  3. Graph (from Excel) with class breaks indicated
  4. Two maps with two different data classification methods
  5. Essay interpreting the substantive findings of your analysis and your representational design choices.  Please include answers to the questions posed in the Substantive and Methodological Learning Objectives above.

Read handout chapters: Chapters 1 and 2 from McGrew, J. C. J. and Monroe, C. B. (2000) An Introduction to Statistical Problem Solving in Geography, McGraw Hill, Boston.

Read handout chapter: Measurement Frameworks: Chapter 2, from Chrisman, (2002) Exploring Geographic Information Systems, Wiley and Sons, Inc.

Read Dent Chapters 5 and 7

 

Weeks  5 and 6: Point Symbol and Proportional Symbol Maps

 

 

Lecture 4:

  1. Point Symbols and Proportional Symbols
  2. Typography and Type Placement
  3. More Cartographic Principles
  4. Measurement Frameworks

 

Workshop 4:

 

  • Mapping income inequality in US cities
  • Students will use Census data and a US cities point shapefile to create a series of maps using point symbols and proportional symbols

 

Substantive and Methodological Learning Objectives:

  1. Why do different levels of measurement matter in map design?
  2. Did the gap between the rich and the poor increase or decrease from 1970 to 1990?  Where?
  3. How can we analyze change over time?
  4. What design principles of graduated symbol map design are important when showing change on a map?

 

Deliverables

 
  1. Two maps:

One that measures 1970 and 1990 data simultaneously

One that measures the change between 1970 and 1990

 
  1. Read Chapters 4, 5 and 7, pp. 143-152 from Dent 1998
  2. Read pp. 127-148 and Section 7 “Presenting Data” from Ormsby, et al. 2001

 

Weeks 7, 8 :   Overview of  Measurement Sciences: photogrammetry, remote sensing and surveying

 

 

Lecture 4:

  1. Surfaces: statistical terrain, interpolation and surface display
  2. Different types of surveying
  3. Guest lecture: Dr. Miles Logsdon : Remote Sensing

 

Workshop 4:

  • Students will use a digital elevation model (DEM) of Ravenna Park and conduct a critical slope analysis.
  • Students will use global positioning system (GPS) receivers in Ravenna Park to provide “ground truth” data for the DEM.
  • Students will also learn to use 3D Analyst to create a fly-through visualization video that can be viewed in a media player.

 

Substantive and Methodological Learning Objectives:

  1. What are some of the different types of surface representations that can be developed using GIS?
  2. How can surface representations be used in making urban planning decisions?
  3. How can you “ground truth” using a GPS?

 

Deliverables

  1. Table with GPS points (from spreadsheet)
  2. Critical area map from slope analysis
  3. Response to Substantive and Methodological Learning Objectives
  4. ArcScene 3D surface printout
  5. Read Chapter 10 from Dent 1998

 

Weeks 9 and 10: GIS technologies and collaborative decision making

 

Lecture 5:

Participatory GIS (PGIS) as an alternative to GIS

Empowerment and “community” mapping

Discussion/critique of participatory projects

 

Workshop 5:

  • Students form groups (3 to 5 individuals) to address a quality of life concern in a Seattle neighborhood
  • Student groups will brainstorm a list of criteria that would measure quality of life and will negotiate a final list (less than 5 criteria) to move forward in a mapping project
  • Student groups will find and evaluate datasets which describe/measure the list of criteria
  • Groups will display the data in the same coordinate system and projection
  • Groups will produce maps and a short report that discusses the collaborative process, the criteria negotiation, and resulting measurements

 

Substantive and Methodological Learning Objectives:

  1. How is PGIS an alternative to GIS?
  2. Describe how the notion of community is important to PGIS?
  3. What challenges exist for projects using collaborative decision making?

 

Group deliverables

  1. Initial brainstormed list of criteria for Seattle neighborhood
  2. Final list of criteria (describe the negotiation process in final report)
  3. Final maps and final report
  4. Read selected handouts and discuss with class