GIS 4043 Final Project: The Bobwhite-Manatee Transmission Line Project

This was one of the most challenging yet rewarding projects I have worked on for a college course.  Our task was to consider multiple categories of impact on the human and natural environment as a result of the Bobwhite-Manatee Transmission Line Project.  For each of these potential impact categories, we were required to conduct analyses on the amount of land or number of locations affected.  In addition to the data resulting from our analyses and our maps produced to communicate the data, we were required to construct a Powerpoint presentation communicating our results to a lay audience.  We were also required to write a slide-by-slide commentary to accompany our presentation.  Below are the links to my contributions.  While I would have welcomed more time to spend on certain maps, I believe the final product is a success.  I look forward to continuing my GIS education with the next round of courses.

Presentation:
http://students.uwf.edu/tae12/TyEvans_project_presentation.pptx
Presentation slide commentary:
http://students.uwf.edu/tae12/TyEvans_project_slidecommentary.pdf

GIS 4043 Lab 13: Georeferencing, Editing and ArcScene

The thirteenth and final lab exercise of our Introduction to Geographic Information Systems course, like the previous one, introduced us to multiple tools and functions of the ArcGIS software.  Our first task was to georeference a raster image that included no coordinate information to a referenced vector layer of UWF campus buildings.  This involved matching points on the raster image to the corresponding points on the vector layer.  ArcMap then alters the raster image based upon these control points.  Exactly how the image is altered depends on the transformation chosen by the cartographer.  In the example above, I used the 1st order polynomial transformation for the north raster and the 2nd order polynomial transformation for the south raster.  I applied a 3rd order polynomial transformation on the south raster as well, but the 2nd order transformation appeared more accurate.

The second portion of the lab introduced us to editing in ArcMap, an integral component of the software that I am sure will be utilized much in future courses.  In this case, we added one building (the gymnasium, in yellow in the map above) and one road (Campus Lane, in red).  In addition to the line and polygon additions, we edited the corresponding entries in the layer attribute tables.  

The final activity this week involved importing our map of the UWF campus with the addition of our edits into ArcScene to explore the three dimensional capabilities of the software.  As seen below, the ArcScene layout was exported as a JPEG and then imported into ArcMap to add the legend and text.  Again, this was a mere introduction to a component of ArcGIS that could be extremely powerful for certain projects.  I can imagine its use in archaeology, for example, in visualizing and reconstructing complex sites.  

GIS 4043 Lab 12: Geocoding and Network Analyst

Approaching the end of the semester, this lab was split into three sections to introduce use to ArcMap functions that will be explored further in later courses.  One section focused on an exploration of ModelBuilder.  Reminding me of a "Lego-fied" version of Python, ModelBuilder allows you to create a chain of processes by creating a visual model composed of data inputs, tools and outputs.  These models are easily created, edited, saved, and shared with others.  I look forward to learning more of ModelBuilder in the future.

The other two sections were connected and resulted in the map above.  The geocoding section had us create a point data file showing EMS locations by creating an address locator for use in connection with an Excel file of EMS addresses.  We saw how the process can work automatically when all data match properly; we also had to deal with several addresses that did not match automatically.  For these we had to manually select the correct address.  We saw how to do this using the best match candidate list as well as manually locating the address in question directly on the map.  We also explored the use of outside mapping services (e.g., Google Maps) to verify addresses.

Using the geocoded EMS data, the final section had us use ArcMap's Network Analyst to create a sample route from one EMS location to two stops.  Like the other sections, this was an introduction to a powerful tool that we will learn more about in the future.  This lab introduced us to the basics of Network Analyst:  how to create a route, adding and editing stops, tweaking the options for the route analysis, and exporting the route as a new feature class.  I used this route data for the inset map in the above map document.

GIS 4043 Lab 9: Vector Analysis 2

This week's lab continues the previous module's exploration of vector analysis.  This module introduced three tools that will undoubtedly be essential for future GIS work:  buffer, overlay and Python.  Buffer is a tool used to create zones of a defined distance around a feature.  Buffers become new layers which can be worked, combined and analyzed further.  In the above map I created for this lab, potential camping sites must be within 300 meters of a road as well as within 500 meters of a river or 150 meters of a lake.  Buffers for each of these can be created and added to the map.  To easily find areas that meet all the above criteria and create a new layer for them, an overlay tool can be used.  Using the overlay intersect tool, for example, would create a layer based upon the areas in which the input layers overlap (think of a Venn diagram).  There are six different overlay tools for different functions.  For example, another requirement for the camping area in the above map were that they not fall within conservation areas.  Using the erase overlay tool with the output of the intersection of the road and water buffers, we can create yet another layer that subtracts locations within conservation areas.

The third tool introduced was ArcPy and the use of Python in ArcMap.  This module included a fairly gentle introduction to using the program language, but it made clear how bulk processing is made easier with Python compared with going through the more user-friendly but more time-consuming ArcMap user interface.  I look forward to future courses diving further into using the Python programming language.

GIS 4043 Lab 7: Data Search

The seventh lab of Introduction to Geographic Information Systems forced us to find and organize our data layers with little supervision.  Rather than being handed data, we were required to locate, download and organize data representing county boundaries, major roads, hydrography, cities, elevation, and public lands.  We were also to choose one digital orthophoto quarter quad to incorporate into our layouts.  Finally, we were to choose two of four environmental data layers to add into the mix.  Since each of us were given a single county of Florida to focus on, most of the layers needed to be clipped to the extent of our respective counties.  With the amount of data represented, we were forced to carefully organize our layouts so as not to overload the maps with too much information.

I did not run into any overly troublesome difficulties in finding and downloading the required data; I downloaded many more layers than I ended up using as I experimented with different data sources.  Initially I planned on using a land cover layer as one of my optional environmental components.  Unfortunately, the layer I found was so complex and information-rich that I did not want to tackle the task of wrangling it into a presentable form for this lab.  Instead, I went with a shapefile of invasive plant species available from the Florida Natural Areas Inventory website.

After all my layers were downloaded, I tossed several crude maps together with different combinations of layers to see what would work best.  The division that seemed most natural grouped the "human" data (cities, roads, public lands) in one map and the environmental data (invasive species and wetlands as well as elevation) into another.  I could have plausibly included surface water in both maps, but I thought including it in the environmental map would have been unnecessary given the presence of the wetlands data.  I was worried about shoehorning the DOQQ into one of the maps, but using it to expand an especially concentrated section of invasive plants seemed to work well.  The only problem was that, when using the 'clip to shape' option of the data frame properties to clip my DEM raster to the Gadsden County outline, the extent indicators for my orthophoto were also clipped.  After some searching amongst ArcMap's help files and more experimentation, I found the 'Mask (Environment setting)' tool functioned just as well for my purposes without clipping the extent indicators.

GIS 4043 Lab 6: Projections Part II

Our lab project for week six proved to be the most difficult yet rewarding thus far in the course.  We were required to learn and make use of multiple distinct GIS skills to produce the required map.  First, we needed to choose two adjacent Quads in Escambia County, Florida and download the eight associated digital orthophoto quarter quads from labins.org.  Making note of the coordinate system used, we then defined the coordinate system of the downloaded files to the Florida Stateplane system.  We added vector files representing Florida's major roads, Quad index, and county boundaries that were previously downloaded from FGDL.org after using the Project tool to reproject the vector files' coordinate system to match the DOQQs.  We also used Microsoft Excel to calculate the decimal coordinates of a dataset provided in degrees, minutes and seconds; the spreadsheet data was added to the map with a coordinate system of WGS 1984 defined, then exported as a shapefile, and finally reprojected to the Florida Stateplane system.  Having accomplished the above steps, we were required to produce a map document clearly communicating this information.

Although this lab was certainly a challenge, that we were required to accomplish the above tasks with minimal specific instruction made me feel much more confident in my abilities in GIS.  As noted in the lab instructions, the ability to find and incorporate available online GIS data is a valuable skill, and this lab was an excellent introduction.

GIS 4043 Lab 5: Projections Part I

The lab for week five saw us investigate the ramifications of using different coordinate systems for the same geographic data.  Among other activities, we were instructed to create one map with three dataframes illustrating the differences between three coordinate systems.  Switching between the dataframes in data view clearly demonstrated the differences as the map of Florida shifted.  Placing the dataframes side by side in layout view for our exported map made the differences more difficult to see.  Thus, we created a new field for the shapefiles' attributes that calculated the area for each county.  Four counties were then selected to display their area in each dataframe as a more precise demonstration of the differences between coordinate systems.  Doing this reinforced the importance of knowing the coordinate systems of one's datasets and how to harmonize them.  For example, layers with different coordinate systems may be displayed correctly together yet prevent use of analysis tools as well as consume more computing resources as they are drawn. 

For the design of the exported map above, I decided to keep it relatively simple.  As suggested in the lab instructions, I kept the symbology consistent across the dataframes.  My creative input was limited to applying a light blue background to the dataframes and a light tan overall background.  I was momentarily baffled as to how I could ensure a single scale bar would work for all three dataframes until I remembered to manually input the same scale ratio for each dataframe.

GIS 4043 Lab 4: ArcGIS Online and Map Packages

This week's lab gave us an opportunity to interact with ESRI's online functionality and training.  I already had an account for training purposes for an earlier course but had never registered with ArcGIS online or accessed ArcGIS online through ArcMap.  Initially, I was unable to register and was forced to reset my password two times before I successfully connected with ArcGIS online.  I had no problems connecting thereafter, although ArcMap did kick me off at one point and required a second login.

The major portion of this lab involved working through sections of the ESRI online course "Creating and Sharing Map Packages for ArcGIS 10.1."  This course served as a good introduction to utilizing ArcGIS online functions via ArcMap and web browser.  The ease with which maps can be created, edited and shared by and for multiple parties is impressive.  I look forward to experimenting further with ArcGIS online and learning more of its potential.

The screenshots below show the item description of the maps uploaded as part of the ESRI online course.  This provides another example of the importance of good metadata; I would not enjoy wading through search results that lacked useful descriptions and source data information.

GIS 4043 Lab 3: GIS Cartography

This lab began with an introduction to ArcCatalog and an examination of the data available for view therein.  I know viewing, creating and editing metadata is an important component of GIS, so I appreciate the introduction in this lab.  The main activity, however, was the creation of three maps displaying data pertaining to Mexico.  Each map was different, although all were designed to further our understanding of cartography and the essentials of a good map.

The first map we created was a choropleth map depicting the population of Mexico by state.  I wasn't terribly creative in this map, altering primarily the data frame background to blue and adding a drop-shadow, grey background and rounded edges to the legend.  I adjusted the scale bar to have a maximum unit of 1,000 kilometers; I also adjusted its properties to have four divisions and four subdivisions to make the units easier to use.  Additionally, I experimented with the "mask" option for the state labels in an attempt to make them easier to read.  However, my results were not quite satisfactory, due in part to the resulting appearance being quite different when viewed within ArcMap compared to the exported JPEG.

Our second map for this lab depicts the largest roads and rivers along with the railroads and urban areas of central Mexico.  It also required the addition of an inset map showing the location within Mexico of the depicted region.  The amount of data presented was a challenge to symbolize to retain legibility.  Symbolizing rivers a shade of blue was a given, but balancing the remaining elements (roads, railroads, urban regions and Mexico itself) proved more challenging.  Additionally, as noted for the bad example of this map provided for our course, the vein-like appearance of the rivers, roads and railroads creates a danger of Mexico looking like a lobe of a human cerebral cortex.  I am not confident I have avoided this danger entirely, but an attempt was made.  Again, I applied a blue data frame background and tweaked the appearance of the legend.  I also altered the background of the inset map data frame to provide more contrast with the outline of Mexico while remaining subdued so as not to draw attention from the main map.  Finally, the "mask" option for the labeled urban regions was essential in retaining their legibility.

The third map served as an introduction to rasters in this course and the difference between classified and stretched raster symbology.  The above map depicts a stretched symbology, in which there are no discrete categories of data depicted.  As seen in the legend, the data are depicted on a continuum of (theoretically) infinite gradations.  A classified symbology, on the other hand, would break the topographic data into categories.  A classified symbology might be more useful if the data tended to cluster at distinct intervals.

GIS 4043 Lab 2: Own Your Map

The aim of this lab exercise was to ingrain in us some of the basic requirements for a professional map presentation while also encouraging us to explore the many options available for preparing map layouts.  The basic elements of title, north arrow, scale bar, legend, creator, date of creation and data source are required for all the maps we produce.  Exactly how these items will be presented in the finished map, however, is up to us.

I explored just a few of the many options provided by ArcMap in creating my final map layout.  I added muted colors as backgrounds for the data frames and legend (Yucca Yellow for the inset, Olivine Yellow for the main background, and grey for the legend), changed the fonts of the titles, scale bar and text to italicized Times New Roman, added a drop shadow to the inset map, and rounded the corners of the legend.

On a final note, the utility of making the scale bar units multiples of 2 or 5 was something I had not been aware of previously; in this map I followed the advice of the lab instructions in doing so.

GIS 4043 Lab 1: Overview of ArcGIS

Behold the first map borne of this GIS journey.  Not the prettiest map, perhaps, but a start nonetheless. 

Overall, I appreciated the design of the lab material.  The lab goes into some depth to explain the processes involved while forcing the student to bring the processes together and pay attention to details.  At many points during the material of this introduction week, the instructors of both courses (Cartography and Intro to GIS) have emphasized that students are expected to learn much on their own through trial and error as well as extensive use of the 'help' function in ArcGIS, so the training in efficient 'help' usage was certainly useful. The map itself was not difficult to create, although I have some prior coursework in the basics of ArcGIS.  Even so, the process of creating the above map was a good exercise to refresh my memory on some of the functions and options of the program.

Introduction

Greetings!  My name is Ty Evans, and please bear with me as I accustom myself to the blogging world.

Nearing the completion of my second bachelor's degree, this one in archaeology from the University of Nevada, Las Vegas, I was looking for additional skills to complement what I have already learned.  Having read of the power of GIS in archaeology (and many other fields), I took three online GIS courses through Nevada community colleges.  While these were great introductions, I feel a lack of coherency and a limited depth of understanding in my knowledge of the software and its capabilities.  After much research, I believe the online UWF archaeology track GIS graduate certificate is the best single program available, especially by offering an archaeology focus.  My highest hope is to utilize the knowledge and experience gained from this program to begin a career in archaeology with the National Park Service or other government agency in the Southwest/Great Basin region.  Given the ubiquity of GIS, however, I would not be against seeking jobs in other fields in which GIS skills are needed.

I look forward to diving into the program and getting to know my fellow students.