Geography 210/Environmental Science 210
Maps, GIS, and the Environment
Spring 2012
GENERAL INFO:
Room 29-107
MTW 10:30-12:20a
Required Materials:
1) Getting to Know ArcGIS desktop, 1st edition (updated for ArcGIS 10), ESRI Press, Redlands, CA, 2010.
DO NOT BUY THIS BOOK USED- YOU WILL NEED THE UNTAMPERED/UN-USED SOFTWARE
CD THAT ACCOMPANIES THE TEXT.
2) Map, GIS, and the Environment Course Materials, Hitz, 2012- this booklet is available in the
bookstore
3) Flash memory drive (250 MB minimum- 1 GB better)
Instructor: Ralph Hitz
Office: Building 29-234
Office Hours: MW 1:30-3:30, or by appointment
Office Phone: 566-5299
e-mail: rhitz@tacomacc.edu
webpage: http://www.tacomacc.ecu/home/rhitz
WEB-ENHANCED:
This is a web-enhanced course that uses TCC Angel. We will use Angel mainly in the following capacities: announcements
from the instructor; file downloads for assignments (both descriptions and work sheets); chat for students to discuss topics related to
exams and assignments. We won’t use Angel for exams or to turn in assignments. I expect you to be able to use Angel in the
capacities listed above. If you’ve never used Angel, TCC has many support services to get you started. Follow these links on the
TCC home page to the “eLearning” page: Home page>Programs/Schedules (dropdown menu)>eLearning>online classes. Or use this
URL: http://www.tacomacc.edu/onlineclasses/. See the links on the menu to the left for topics. The Week Zero link will take you to a
page that has introductory Angel materials in the form of tutorials.
24/7 Technical Support for Angel: Call 1.866.862.4987 for live phone support or visit
http://d2.parature.com/ics/support/default.asp?deptID=4439 for instant message and email support, an extensive knowledge base and
support ticketing system.
Daytime assistance: elearning@tacomacc.edu or 253.566.5287 or Windows Live Messenger ID: christophersoran@hotmail.com
For content-related issues (for example, an assignment file is missing) contact the instructor.
THE COURSE:
Maps, GIS, and the Environment will provide students with a foundation in geographic information systems and a background in how
this technology is applied to common physical environmental issues relating to fields such as hydrology, soil science, land-use
planning, and biological conservation. Geographic information systems (GIS) have become a central tool in environmental science, as
well as other many other disciplines.
Students taking this class to fulfill a science requirement will gain exposure to this valuable tool and an understanding of the main
physical systems addressed in environmental science. Students who plan on majoring in environmental science or a related discipline
will gain a solid background in geographic information science, on which they can build a greater expertise.
COURSE OBJECTIVES:
These are the specific outcomes for GEGO/ENVS 210. PLO represents Program Learning Outcomes for the Science disciplines,
which may be found in the TCC catalog at this location: http://www.tacomacc.edu/catalog/11-12catalog/. Each outcome may or
may not relate to one or more of the Science PLOs.
Introduction to Cartography
1) Explain the use of the basic elements in cartographic representation, including earth models, map projections, and coordinate
systems.
2) Use a map to locate features given coordinate pairs, and trace a route between two or more points on a map. (1)
3) Describe how features are symbolized in maps and interpret symbols on maps. (1, 4)
Introduction to GIS
1) Summarize and explain the components (software, hardware, data, and user) of a geographic information system.
2) Differentiate between vector and raster data structures.
3) Demonstrate basic GIS software skills necessary for interacting with GIS data. These skills encompass file management,
feature symbolization, feature and attribute editing, selecting features and records, and interpretation of metadata. (4)
4) Explain and execute common GIS analytical techniques such as map overlays and limited types of spatial analysis. (4)
5) Describe where to find publicly available GIS data. (1)
Hydrology
1) Describe the elementary aspects of a hydrologic system including stream anatomy, channel structure, capacity and
competence, and watershed. (3)
2) Describe how to determine stream discharge estimates, carry out field work to collect stream discharge data, and perform a
procedure for calculating stream discharge estimates based on field data. (4, 5)
3) Demonstrate how to edit an existing digital map using GIS software in order to incorporate new hydrologic data.
4) Design a map layout using GIS software to communicate stream discharge data (or an alternate attribute) and compose
metadata explaining the origin of the data. (4)
Soil Science
1) Describe soil horizons and textural qualities of a soil and demonstrate an ability to identify these properties in the field. (3)
2) Explain the evolution of different soil types by way of the state factor equation. (3)
3) Recognize the value of soils to civilizations and the necessity of soil conservation. (1)
4) Carry out data collection on soil properties in the field, incorporate the data into a GIS analysis, and critique the strength of
the analysis by reflecting on the quality of the field data, as well as the underlying assumptions of the analysis. (2, 4)
Land Use Planning/Biogeography/Wetlands
1) Explain the legislative context for land use planning in Pierce County and how land use planning decisions are implemented.
(1)
2) Explain the elementary aspects of biogeography including habitat, gradients, ranges, island biogeography. Illustrate how
these concepts apply to conservation efforts. (3)
3) Identify the physical and biological conditions present at wetlands. (3)
4) Explain the value of wetlands form biological and hydrological perspectives. (1)
5) Use cadastral GIS data in conjunction with other data layers to consider land use planning scenarios. Identify and
differentiate competing interests and concerns related to land use planning. Determine possible solutions involving
competing interests, by using appropriate GIS skills and analytical techniques. Design hypothetical land use plans based on
these evaluations. (4)
GRADING:
Grading will be based on the criteria below. The course grade will be determined by adding the percentages from each of the
categories below. A simple, straight percentage scale will then be used to assign course grade: 100%-92.5% is an A, 92.5%-90% is an
A-, 90-87.5 is a B+, 87.5-82.5 is a B, 82.5-80% is a B-, 80%-77.5% is a C+, 77.5%-72.5% is a C, 72.5%-70% is a C-, 70%-67.5% is a
D+, 67.5%-62.5% is a D, 62.5%-60% is a D-, less than 60% is an E. Points assigned for each item below is subject to change during
the quarter.
Quizzes (4)
Pop quizzes: ArcGIS skills
Small projects and assignments (8)
Major projects (3)
8.25%
2%
2%
15%
each
each
each
each
33% total
6% total
16% total
45% total
100%
ASSIGNMENTS:
Quizzes
Quizzes (4) will test your understanding of the material we cover with respect to the six categories outlined in the Course
Objectives: 1) Cartography; 2) Introduction to GIS; 3) Hydrology; 4) Soil Science; 5) Land-Use Planning; 6) Biogeography and
Conservation. They will be mostly short answer format but some multiple choice and true/false questions also.
Pop quizzes
These will be short, practical tasks that timed but open source, that test your ArcGIS working knowledge. The tasks will
relate to the tutorial assignments that should be completed by the date of each quiz.
Small projects and assignments
We will complete various small projects and assignments such as a map reading lab, producing projects in ArcGIS, and
homework problem sets. These exercises will be made available by the instructor and posted on Angel.
Major projects
For the Hydrology, Soil Science, Land Use Planning sections we will complete a project that will integrate lecture
information, field work, and GIS analysis. The purpose of these projects is for students to learn the process of applying GIS to
specific environmental issues. You will work on projects in teams of two students with each participant receiving the same grade.
The exact project descriptions and all related materials will be made available by the instructor.
CLASS POLICIES:
Attendance
Attendance is critical. This course is “hands-on” and process oriented. There is not a ready source, such as a textbook, to fall
back on should you miss classes. Much of the work also involves projects with a partner, which will require regular contributions
from each group member. I will take regular attendance in lecture and lab. For each three classes that a student misses I will deduct
10% from their course grade. Students who have a perfect attendance record at the end of the quarter will receive 2.5% extra credit.
Withdrawals and Incompletes
May 25th is the last day to withdraw from the course with a grade of “W.” Under appropriate circumstances students may obtain
an incomplete for the course. This option requires that the student fulfill the remaining requirements within a designated amount of
time.
Cheating
Cheating on an assignment or exam will result in zero credit for that item and appropriate action as outlined in the TCC catalog.
Plagiarism is likewise unacceptable. See the TCC Students Bill of Rights and Responsibilities for more information about cheating
and plagiarism.
Field trips
Some of the labs will involve local field trips. Dress appropriately and wear sturdy shoes. The instructor will provide more
information about the fieldtrips during the quarter.
Late material/missed quizzes or exams
Late materials are subject to 25% reduction in points per class day it is late, and there are no make-up quizzes or exams
unless you contact me (phone, in person, or by email) before the original scheduled time of the quiz or exam. If you contact me after
the quiz or exam has already taken place you are ineligible for a make-up.
Accommodations for disabilities
Accommodations for physical disabilities will be made insofar as they are possible. The lecture and a lot of project work will
take place in a classroom setting and should present no difficulties. Both fieldtrip require walking over rough terrain. If you have a
physical disability, please speak with the instructor at the outset of the course.
Students with Special Needs
All students are responsible for all requirements of the class, but the way they meet these requirements may vary. If you need
specific auxiliary aids or services due to a disability, please contact the Access Services office in Building 7 (253-566-5328). They
will require you to present formal, written documentation of your disability from an appropriate professional. When this step has been
completed, arrangements will be made for you to receive reasonable auxiliary aids or services. The disability accommodation
documentation prepared by Access Services must be given to me before the accommodation is needed so that appropriate
arrangements can be made.
Classroom disputes
If you have questions or concerns about this class or me, please come to talk with me about your concerns. If we are unable to
resolve the issue the next step would be to talk to the Science and Engineering Department Chair, Rebecca Sliger..
CLASSROOM BEHAVIOR
General
I expect basic courtesy: no conversations with neighbors during lectures, no leaving in the middle of lecture, and punctual arrival
to class and fieldtrips.
Electronic devices
Cell phones will turned off or silenced in class and in the field while class is in session (unless arranged with me beforehand). No
texting. Computers may be used for class work only. Exceptions may be made by the instructor as announced.
If a student persists in rude behavior, counter to what I outlined in the two sections above, I will take appropriate measures,
contacting administrative officials if necessary. For further expectations of student behavior on the fieldtrip specifically, please see
the liability release form.
CALENDAR:
This calendar presents the basic schedule that we will follow. Tutorial assignments should be completed by the end of the
week they are listed. Other reading assignments pertain to topics of that week in particular. Although I expect the timing and format
to follow the calendar fairly closely there may be modifications of which I’ll promptly inform you. As we progress I will keep also
keep you informed of the specific dates for quizzes and other assignments.
Text: Getting to Know ArcGIS Desktop = GTKA.
Week
Lecture topics
In-class activities
Quizzes, Projects,
Homework
Reading
1 4/2-4/6
 Introduction
1) Map reading exercise
(Wed, 4/4, meet in 29-223
not 29-107), due in class
1) Quiz in lab, 4/2: basic
computer skills
GTKA Chps. 1, 2, 3, 4, 19
to the
course
 Introduction
2 4/9-4/13
3 4/16-4/19
cartography
 Introduction
to GIS
a) GIS basics
b) Data structures
c) Common GIS
analytical
techniques
 Introduction
to
hydrology
2) Homework: complete Part I
of Cartography Lab Exercise
before we meet for the map
reading exercise on 4/4
1) Exercise: starting
ArcGIS projects (due in
class)
1) Cartography quiz, 4/11
(review precedes quiz)
Cartography ancillary
reading- see course materials
GTKA Chps. 5, 6, 7, 8, 10,
14c (pp. 384-390), 16
GIS ancillary reading- see
course materials
2) Exercise: laying out
maps in ArcGIS (due in
class)
1) Exercise: editing
attribute tables, merging
/splitting features
1) editing, merging, splitting
exercise due 4/19
1) Field trips on 4/24 and
4/25: measuring stream
discharge
1) Field techniques exercise
(stream discharge and
recurrence interval problems)
due 4/26
GTKA Chp. 13
1) Exercise: plotting maps
1) Hydrology Quiz, 5/2
Soil science required reading,
 Field
techniques in
hydrology:
a) predicting floods
b) measuring stream
flow
4 4/23-4/27
 Introduction
to the
hydrology field project
 Metadata
5 4/30-5/4
 Introduction
to Soil
Science
6 5/7-5/11
NO CLASS
TUES 5/8
 Introduction
to the Soils
Project: Terrain modeling
with GIS
7 5/14-5/18
(due in class)
(review precedes quiz)
2) Open class to work on
Hydrology Project/plot
maps
2) Hydrology Project due 5/4
see course materials
1) Field trip on 5/8:
collecting soil horizon
thickness data
1) Field trip on 5/14:
collecting soil horizon
thickness data
1) Quiz on Soil Science, 5/16
(review to precede quiz)
GTKA Chps. 11, 12
1) Terrain Model Project due
5/25
Land use planning required
reading, see course materials
2) Work on Terrain model
project in lab
a) Building the soil
thickness terrain model
b) Plotting raster maps
c) misc project work
8 5/21-5/25
 Introduction
to Land-
Use Planning
 Survey of
Pierce County
land attributes data
 Introduction
to the
Land-Use Planning
Project
9 5/29-6/1
NO CLASS
MON 5/28
 Introduction
to
Biogeography,
Conservation, Wetlands
10 6/4-6/8
1) Continue to work on
Terrain model project in
lab
a) Building the soil
thickness terrain model
b) Plotting raster maps
c) misc project work
2) Additional ArcGIS
skills for land use
planning project:
buffering, clipping,
merging, selecting (due in
class)
1) Open class for working
on Land-use Planning
project
1) On campus fieldtrip:
soils, wetlands
Biogeography, Conservation,
Wetlands required reading,
see course materials
1) Land-Use Planning Project
due 6/8
2) Open class for
working on Land-use
Planning project
11 6/11
1) Quiz on Land Use
Planning, Biogeography,
Conservation, Wetlands, 6/11
(review to precede quiz)
NO FINAL EXAM