Intro to GIS Final: Bobwhite-Manatee Transmission Line Project

students.uwf.edu/tc35/fpl_project.pptx

students.uwf.edu/tc35/commentary.pdf

Cartographic Skills Final Project

   
   This week was the final project for Cartographic Skills. I was given an assignment designed to showcase my newly learned skills as if I had just been hired by U.S. Department of Education to create a map for The Washington Post to use in an article on high school seniors and college entrance scores. The primary goal of the project was to use the methods and techniques that I have learned in the course to create a single map displaying two related sets of data: 2013 mean SAT scores by state and 2013 SAT participation rates by state. I was not given any step by step instructions for this lab; I was only provided with a link to the College Board from which I downloaded my data. The rest was up to me!
     To create this map, I used both ArcGIS (to organize my data) and CorelDraw (to complete my design). I decided to use a chloropleth map to depict the mean SAT participation rates by state. I wanted to do this so that I could overlay the mean SAT scores as graduated symbols on top of this map to display the two sets of data clearly. I used Natural Breaks as the classification method because I felt that the class limits for this method did the best job representing the data in a way that coincides with the goal of the assignment. I decided to go with a blue color scheme for the participation rates because it shows contrast very clearly and the color blue is often associated with higher education in American culture. I used graduated solid black circles for the mean SAT scores for a few reasons. For one, I did not want to overcrowd the map with too much variability in color or small detailed symbols since it is to be used in a news article and I can't be certain how small or large the map would be represented.  Another reason for choosing the color black is that I wanted the symbols to really stand out so that one set of data would not overpower the other; the color black is very bold and stands out nicely against the variable shades of blue. I used 5 color classes and 5 graduated symbol classes because I felt that 5 class divisions is the perfect amount to display the data in a way that shows variability amongst the states, without overpopulating the map with data that is hard to differentiate. On my map I included a short paragraph about how the data on the map was calculated so that viewers can have a better understanding of the data being represented. I used an inset map to display the New England area because in this area, states are very small and it was hard to fit the symbols in there without it looking confusing. Although I used a different projection for the separate portions of this map - the contiguous United States, Alaska, and Hawaii - I was sure to include notes that Hawaii and Alaska were not to scale with the scale bar on the map so that viewers could not be misled. This is what is traditionally done on most American maps of the United States. In my opinion and for the purposes of this map in particular, it makes sense to display the states this way because the majority of the American population is used to seeing maps displayed in this fashion and that is the audience that will be viewing my map. In addition, I did not want to distract from primary message of the map by trying to make everything to scale. Finally, I decided to use a grey background so that my data would stand out clearly and be aesthetically pleasing.
     Creating this map was a challenge, as I had to pull from all of my skills that I learned this semester and really think hard about every decision going into creating the final project. Despite the challenge, I had fun with it. Being able to work on an independent project from start to finish was very satisfying and I am proud of the final result. Also, it is really interesting to see how my fellow classmates decided to depict the same or similar data as me. I look forward to continuing my education in map making for my GIS certificate! This has been a really cool class and looking back, I am proud of how far I have come as a cartographer.

Module 12: Google Earth

     This week our lab assignment was completely different than any other lab assignments we've had in this class. Instead of using Corel or Arcmap, this week was all about utilizing the Google Earth software. Google Earth is a 3D mapping software available for free download. It is very popular and is used by many as their means to explore the world. Google Earth contains a plethora of data, such as cities and roads from all over the world as well as user uploaded photos and much much more. There are many features of this software that allow the user to create a personal and unique experience. For example, the user is able to add their own layers specific to what data they want to be presented, this can be done within the software or a KML layer file can be opened with Google Earth too. Other features include celestial settings, where you can explore the sky, moon or mars, historical imagery, which gives a visual timeline of an area that shows the changes over the years, as well as tours and sightseeing tours, Google Earth offers sightseeing tours of landmarks and popular places within an area, also tours can be customized according to what you would like to see.
     In our lab assignment we learned how to convert a map document from ArcMap to a KML file that can be opened in Google Earth as well as converting a layer file to a KML file. This is an important skill to know for those that use mapping software often such as ArcMap because it offers additional features only available on Google Earth which helps to make your map easier and more fun to interpret by other map users. The next part of the assignment was to create a tour of South Florida using the dot map document that was converted from ArcMap. This part of the lab taught us how to navigate around Google Earth and how to use some of it's important features, such as adding place marks, and how to manage layers.
     This screenshot is from my tour of South Florida, it is of downtown Tampa. I chose this shot because I preferred how these 3D models looked over the other 3D models in the tour, this is because remote sensing technology was used to collect data in downtown Tampa resulting in photo realistic 3D models.

Week 12: Geocoding and Modelbuilder

This week we had two lab assignments. Both lab assignments were relatively short and easy. The first assignment was a geocoding lab. In this lab, I created a map showing Emergency Management Services in Lake County, FL and an optimal route to one of the locations. I used ArcMap and created the map using geocoding by address matching and I created a new route analysis using network analsyst to compute an optimal route for a selected destination. The second lab assignment was a tutorial lab. In this lab, I used ESRI Virtual Campus to learn how to build models for GIS analysis using ArcGIS. I was able to explore the various tools and functions of the model builder to get a basic understanding of its usefulness. In section 3 of the virtual course, we are assigned to create a practice model using ArcMap model builder which I have displayed in a screen shot below the image of my map from this week. I believe the modelbuilder is going to be a very useful tool in future projects because the modelbuilder makes it easy to visualize all of the steps in an analysis process at once and it is easy to edit each of the steps within the modelbuilder. 

Note: This post was published late because I did not realize it was only saved as a draft and not published last week! D'oh!

Module 11: 3D Mapping

     This week was all about 3D data, with focus on visualization and mapping techniques. We did not create a map to present this week. Instead, we learned about how to work with a little 3D data, some of the various applications of 3D data, and the pros and cons of 3D data. I really enjoyed this weeks lab because prior to this lab, I did not know anything about 3D data. The ability to create 3D images opens up endless possibilities to cartographers. It can be used to depict a lot of the same data as a 2D map, but using 3D adds visual interest and can help a cartographer get their message across more effectively in some cases. An example of an application of 3D mapping is using 3D to model a crime scene to give investigators a whole new perspective. In another example, 3D can be used to depict weather phenomena in a way that is much easier to understand than a simple 2D image. So as you can see, 3D mapping can be incredibly useful and beneficial. Some of the pros of 3D mapping are as follows: with 3D you can show vertical information that can not be depicted in 2D, it is sometimes easier to recognize terrain in 3D, a viewer relies less on a legend or table of contents because the symbology is intuitive, it's easy for humans to interpret this kind of data because we are used to seeing it all of the time, and it really makes a project stand out when given that extra dimension. Although 3D mapping has so many amazing advantages, it also has its challenges. Some of the cons of 3D mapping are: it is sometimes hard to maintain a consistent scale or symbology throughout a 3D model which distorts the perspective of that model, 3D objects often overlap so it is hard to see everything that is going on, 3D models can be hard to navigate which leaves some users disoriented and limits what can be done with the model, since there is so much data in a 3D model performance issues can occur often, and creating a 3D design can be very complicated.
     For the lab this week, we worked with ESRI Virtual Campus, ArcMap, ArcScene, and Google Earth. There were 3 parts to this lab. The first part of the lab was 3D training, in which we accessed ESRI's My Virtual Campus Training to complete the 3D Visualization Techniques Using ArcGIS course. For this course, we watched a few videos, answered some questions to test our knowledge along the way, and completed 5 exercises. These exercises were really interesting to me because I have never worked with 3D images before. The second part of the lab consisted of converting a 2D building layer to a 3D feature using ArcMap. I enjoyed doing this because the end result was really cool and gave me an interesting perspective on an urban area. The third and final part of the lab was a continuation of learning the concepts of 3D data using CityEngine, which is an extension of ESRI desktop software used for designing, planning, and modeling urban environments in 3D. We explored a 3D image of Napoleons March on Moscow. This image was a little confusing to me, but it was cool being able to look at the image from all different perspectives and see yet another application of 3D mapping.

Module 10: Dot Density Mapping

For this week's module, we learned about creating dot density maps. Dot density maps utilize dots to represent conceptual data for enumeration units, particularly when it is necessary to "show that the underlying phenomenon is not uniform throughout the enumeration units". This lab started off relatively easy. I started working on the map earlier this week, going through the steps provided in the lab manual to create a map showing the population of South Florida using dot density only in urban areas, It looked great and felt good about it. Today, when I went to edit my map and add the finishing touches, I turned off masking so that the software would run less slowly and not crash. Unfortunately, when I turned the masking feature back on, the software completely gave up on me. The dots no longer showed up in only the urban areas; instead, they showed up in the surface water areas. Time and time again I went through the entire process of trying to include the dots only within the urban center layer. It seemed as though the software was completely disregarding my commands, and every time I went to open the properties for the dot density population layer, the settings had to be implemented again (they were not being saved even though I was clicking "okay" and "apply"; it just kept going back to setting my control layer as surface water no matter how many times I tried to change it back to urban areas). A screen capture demonstrates this issue:

So for me, this lab was very frustrating to say the least. I tried everything I could think of to get the dots to show up in the right places again. Since it worked the first time, I was completely confused as to what was going on. My downfall was waiting until today to finish up my map because I ended up having to submit something that I know is incorrect. 

Module 9:Vector Analysis 2

For this week's lab, we continued our study of vector analysis using ArcMap. We learned about buffer, overlay, intersect, and union tools, while placing focus primarily on the buffer and overlay tools. In addition, we practiced working with Python to run these tools.  I enjoyed working with Python because I found it to be an easy and convenient way to run several processes at once. We used our new knowledge to create a map depicting potential camping sites for Desoto National Park, Mississippi.  We started with a map of  all roads, bodies of water, and conservation areas in Desoto National Park. We ran these features through a series of vector analysis tools to create the map showing only areas where it would be possible to camp. The criteria for these areas are as follows: the campsite must be within 300 m of a road, within 150 m of a lake, within 500 m of a river and outside of a conservation area.

Module 8: Isarithmic Mapping

For this weeks lab assignment, we focused on Isarithmic maps. Isarithmic maps display smooth continuous data using varying symbology and interpolation methods. These maps are usually used to display climate data.This particular map utilizes the PRISM interpolation method, which considers major physiographic influences on climate patterns when interpolating data. In these maps, the PRISM interpolation method takes into account the DEM (digital elevation model) for Washington state (since precipitation is effected by elevation). I  used this data to create two maps, each with different symbology: one continuous tone isarithmic map and one hypsometric tone isarithmic map. For both maps I incorporated the hillshade effect in order to incorporate relief into the display. The first map, the continuous tone map, shows the values for average annual precipitation for Washington state using smooth stretched symbology. The second map, the hypsometric tint map, uses classified symbology with the data divided into 10 classes. 

Module 7: Data Search Lab

For this weeks lab, we were each assigned a county in the state of Florida to map. I was assigned Broward county. I used ArcMap software to create three maps containing the required data for this assignment. I downloaded the majority of the data I used in these maps from the FGDL website and I got the DOQQ data from the LABINS website. In the first map, I included the county boundary, cities, major roads, surface water and public land. This map was the easiest to create. I used the Clip tool to make the new layers that I downloaded to the data frame fit within the boundary for Broward county. The next map I created shows the invasive species and conservation areas for Borward county. I created this map in a similar way to the first map. The final map that I created shows a DOQQ (Digital Orthophoto Quarter Quad) image for a quad in Broward county, as well as the DEM (Digital Elevation Model) for Broward county. This final map was definitely the most difficult to create. It was hard for me to work with the data that I downloaded from the LABINS website. In addition, I struggled a little with displaying the DEM using the appropriate symbology. It took me the longest to create the final map but I definitely learned a lot in the process and I know that I have a lot more to learn in the future.

Module 7: Choropleth and Proportional Symbol Mapping

     For this week's lab, we worked in ArcMap to create a choropleth map with 3 data frames. I used graduated symbols to portray wine consumption, European population density, female population percentage, and male population percentage. To create this map, I began by uploading a data set containing the population density for European countries. I used a sequential color scheme under the properties>symbology tab for this layer to display the quantities. I decided to use the quantile classification method because I felt that this classification method gave the best distribution. The population density data needs to be normalized to have a more accurate representation.  I then adjusted my break values for the gender populations so it can be easily understood. The last data frame I added to the map was the data frame showing wine consumption per capita. I decided to use circle shaped graduated symbols in a wine-red color to represent this data in a way that is clear but still provides visual interest. Once I finished tweaking all of my data frames, I went on to add the essential map elements and adjusted the color ramps a little bit until I was satisfied with my final product.

Module 6: Data Classification

In this module we learned about four common data classification methods: Equal Interval, Quantile, Natural Breaks, and Standard Deviation. For our lab assignment we were instructed to create a map depicting the percentage of the population above 65 in Escambia county using each of the four data classification methods mentioned. My map is comprised of four data frames, top left is the Natural Breaks classification method, top right is the Quantile classification method, bottom left is the Equal Interval classification method, and bottom right is the Standard Deviation classification method. Each frame has its own legend displaying the class ranges, this is necessary since each classification method organizes its classes differently. Also essential map elements were added, such as the title, north arrow, and scale bar.

I created this map using ArcMap following the lab protocol. The shapefile of Escambia county that was used contained a plethora of information collected by the 2010 US Census Bureau. In order to label the census tracts with the information I wanted (percentage of pop. above 65) I had to search among the many fields under the (Label Properties>Symbology>Quantities>Graduated Colors) 'value' drop-down list. My next step was to determine an appropriate color ramp, used to represent each class. I usually have difficulty when it comes time to choose a color scheme.  For three of the data frames I chose a color ramp with increasing gradient to depict a change from low values (light colors) to high values (dark colors) but took time finding one that had strong contrast between colors in order to easily differentiate each class. For the Standard Deviation frame an increasing gradient color ramp is not appropriate since all of the data focuses on a center point, for this method a divergent color ramp is best. After making sure all the data frames were assigned to a new classification method and had accurate information it was time to switch over to layout view and start making my document look like a map! Layout view shows the full extent of your page and is used to organize and balance your data frames and all essential map elements. Only in layout view are you allowed the option to create a legend under the 'Insert' tab. In layout view I finalized my map by adding all legends, titles, and essential map elements. Most of my time spent on this lab was spent attempting to achieve balance in my map. A quick Google search led me to the ArcGIS resources page which provided me with a lot of useful information on how to align objects and organize data frames. The ruler and grid lines were also very helpful during the alignment process.

Module 5 - Spatial Statistics

For this week's lab, we went through the ESRI Virtual Campus Training to learn about spatial analysis. Specifically, we learned about different tools we can use to perform some spacial analysis and how to choose those tools. This map is the result of the Median Center, Mean Center, and Directional Distribution tools in ArcMap applied to a map of weather monitoring stations in Western Europe. These tools were very easy to use, especially given the detailed instructions provided by the ESRI Virtual Training Campus's module "Exploring Spatial Patterns in Your Data Using ArcGIS". As you can see, the Mean Center and Median Center of this map are very close together, meaning that the values on this map are neither too clustered nor too dispersed. The distribution of data points on this map is pretty regular. In addition, the ellipse shows us that a decent sized portion of the data falls within one standard deviation of the mean center and that the orientation of these data points is approximately East-West.

Module 3: Cartographic Design

      For Module 3, we were to create a map that represents the public schools in District 7 of Washington D.C. in order to demonstrate what we have learned about Gestalt’s Principles of perceptual organization including the principles of visual hierarchy, contrast, figure ground, and balance.  The map above was created entirely in ArcMap following the provided lab instructions and guidelines from the textbook. I did not have much trouble creating this map, as our instructions were pretty straightforward and I felt confident in my understanding of what we learned in this module. My main challenge was choosing an appropriate color scheme for the land feature on the map. I decided to go with variable shades of green, because it is of high contrast to the map symbols for the schools so it makes them stand out nicely. I also decided to go with green because I felt that it made sense to make a land feature green. When it came to organizing the essential map elements on the map, it really just took me a lot of playing around with the layout of the elements on the page until I came up with a map that I felt followed Gestalt’s principles and was visually pleasing while effectively conveying the message of representing the locations of public schools in District 7. 

Module 5: Projections - Part I

This week in Intro to GIS, we focused on learning about some of the different types of map projections and how to work with projections in ArcMap. For the lab, we used ArcMap software to create a single map that showcases three different projections (on three different data frames) of the state of Florida: Albers, UTM Zone 16, and State Plane N. Included on each projection on the map is the square mileage of 4 different Florida counties to demonstrate the difference between the projections. This lab exercise gave me the chance to explore how I can work with different projections in ArcMap. I was able to visually compare different projections of the same area side by side to get a better understanding of how how each projection is different. I learned that even if my data set has multiple layers with different projections, I can still work with the layers to create a map for visual effect. However, this feature has a downfall in that the resulting map won't be as reliable for any in depth analysis as a map that has layers with the same projection.  To solve this kind of problem, I learned how to use the Project tool to change the coordinate system or projection of a data set.

Module 4: GIS Technology

     For this module, we went onto the ESRI Training site to learn about ArcGIS Online and map packages (how to create, export and share them online) .To begin, I created an ESRI account so that I could access the virtual training courses for this module and for future use.
     The first training course, "Creating and Sharing GIS Content Using ArcGIS Online," taught me about the wide range of capabilities that ArcGIS Online has. There was a series of slides that I went through and within them there were two short videos that I watched which discussed the capabilities of ArcGIS online and the multiple methods for sharing GIS content.The training videos that I watched in this course and the next were very effective in teaching me about the different tools provided by ArcGIS online; they were both concise and informative. Since I like to have a visual reference while learning new concepts, I appreciated this part of the course.
     The second training course, "Creating and Sharing Map Packages in ArcGIS" contained another series of slides with descriptive material, example scenarios, exersizes that guide you through the software, and questions to test yourself with as you go along. Contained were two more short videos that I watched which taught me about map and tile packages and how to extract and reference data. I felt that this training course was really helpful because the videos showed very clear step by step instructions as the speaker described the processes. Overall, the ESRI virtual training courses were easy to navigate and incredibly informative.
     After going through the training courses, I completed the "Optimize a Map Package" exercise.

Cartography Module 4: Typography

     For this module's lab assignment, we were to create a map of Marathon, Florida while following the general typographic guidelines for labeling the features that needed to represented on the map. I used CorelDraw design software to label and edit a map that were were provided with. The map was a plain base map of the Marathon area with no labels. I added the labels to the map using the text tool and I edited the text in the text properties window. I created curves for the labels by drawing a 3 point curve and clicking on the curve with the text bar to type on it. While doing this, I tried to keep in mind the general typographic guidelines. I provided unique label points for the areas of interest that were assigned for us label by using the text tool and trying out the different ESRI fonts to find symbols that were appropriate. There may have been a more efficient way to do this but I could not figure it out. I added an inset map to show the general location of Marathon, Florida with respect to the Florida Keys. I tried to choose a color scheme that would appropriately represent Marathon.  I added all other essential map elements to follow the protocol for creating a successful map. 
     We were also instructed to add three personal touches to our maps to make them unique. These are the three that I decided to go with:

1. I added a subtle wood grain texture to the background of the legend to help make the style of the map unique to the area it is representing. I felt that wood grain would has a nice natural appearance and the Keys are known for having beautiful natural features. I stained it blue to stick with the color scheme I chose for the map.

2. I added an orange conch shell near the title mainly for decorative purposes. I believed it would help me achieve my goal of trying to give the map a style that uniquely represents the Keys since conch shells are found in the keys.

3. I decided to add the phrase “The Heart of the Keys” beneath the title because Marathon, Florida is sometimes referred to as the heart of the keys, which seems appropriate given its location in relation to the rest of the Keys. 

     Overall, this module was pretty fun and helpful to go through. I struggled with CorelDraw when I first started working but as I progressed through the module (and had to repeat some of my work that I lost when eDesktop shut down), I got the hang of how to use the tools. I used this module as an opportunity to explore the software so that I can better understand the features it has to offer. After I  was finished, I felt like I learned a lot about map design and CorelDraw. 

Module 3: Cartography

    In this module's lab assignment, we created three different maps representing different types of information about the same area. The first map represented the population in the different states of Mexico and the second map represented the major roads and rivers in Mexico. In this particular map, the topography of Mexico is represented using a DEM, or Digital Elevation Model, uploaded to the ArcMap software and clipped to show the elevation only in the country of Mexico. This map was easy to transition from the previous map, so I had very little trouble creating it. The only difficult part was choosing a color scheme to represent the elevation. It was fun to create this map and navigate through the different tools we used, such as the legend symbology editor and symbology properties editor. I feel that as I progressed through the lab, each map I created was slightly better than the last and I hope to continue working this way throughout this course. I am really enjoying being being able to create visually appealing maps that represent useful data. This lab provided me with some good practice for positioning and selecting the types of data I want to represent that I am certain I will need for all of my future projects.

Module 2: Own Your Map

     This map represents the location of the UWF campus in Escambia County, Florida. Although it is a very basic representation, it still provides a good idea of the general location of the campus with respect to the location on the Florida panhandle, the county it is located in and the interstates it is near. Creating this map provided me with a great learning experience to start the semester off with. I enjoyed being able to navigate around the ArcMap software and learn about some of the tools it has to offer. The instructions for this assignment were very easy to follow and gave good explanations for the process of creating basic map elements. The only thing I really had difficulty with was choosing a symbol to represent the campus with, since there were so many different choice! I thought the creation of the inset map was pretty cool too because it demonstrated how dynamic the ESRI software is. It's neat that with a variety of layers of data, a user can choose from a wide range of very specific items to show on a map that represents the message they want to deliver. I am excited to continue to learn about what this software has to offer, as I am already amazed with what I've seen so far!