URBDP 302

Geographic Information Systems Fundamentals

Course Introduction

This course introduces you to the basic concepts of performing spatial analyses using a geographic information system (GIS). A GIS is a computer-based set of tools for collecting, storing, retrieving, processing, and displaying spatially referenced data.

The ability to successfully use the capabilities of GIS enables you to make better decisions regarding activities such as properly deploying emergency services in response to a natural or human-made disaster, decreasing fleet costs through automated vehicle routing, or developing a targeted marketing scheme. If you participate in any type of decision-making activities that involve the locations of things on or near the surface of the Earth, a GIS can be a valuable tool in your repertoire.

The first part of the course gives an overview of basic mapping concepts and theories, which are fundamental to understanding and using a GIS. The second part of the course focuses on concepts and theories of GIS, including some of the analysis capabilities of GIS. Finally, we discuss planning and management issues with GIS and some real-world case studies. Throughout the course, you will work on mapping and GIS assignments using ArcView, a GIS software product produced by Environmental Systems Research Institute (ESRI).

The first three weeks of the course focus on the use, design, and construction of maps, while the rest of the course focuses on geographic information systems. The mapping and GIS projects introduce you to data acquisition, identification, and manipulation.

Intended Audience

This course is designed as a prerequisite for further study in GIS and related fields. While it is an introductory course in the sense that it requires no previous experience or education in GIS, it is also an upper-division course, which means that the workload will be substantial and require considerable analysis and interpretation beyond the step-by-step software assignments.

There are four distinct groups of people who take this course. Many of the assignments and the final project are determined by the group you are in. You will fall into one of the following audiences:

• Students in the UW Extension certificate program in Emergency Management, who work in a field with some exposure to emergency management responsibilities and want to develop a skill set relevant to emergency management, or who are experienced professionals currently working in an emergency management role and want to advance their careers. If you are in this group, some of your assignments will require the use of the HAZUS software that you received upon registering for the course.
• Students in the online Masters in Strategic Planning for Critical Infrastructures (SPCI) program offered by the Department of Urban Design and Planning. Critical infrastructures have spatial dimensions that are vital to their protection. Water, sewage, transportation, power, and fuel systems have components that extend for hundreds, or thousands of miles. Even the infrastructures that rely more on (cyber)communications, such as banking and finance and public health systems, have spatial aspects. As future managers and problem-solvers of these infrastructures, and the information systems related to them, you need to understand the technology of GIS—something you will get from this introductory course—but also how to apply GIS to infrastructure systems, a topic that is addressed in detail in the Advanced Geospatial Analysis Course in the masters program. You will want to focus your project on either the technical aspects of learning the software, or else its critical infrastructure applications. You should discuss your project with your program advisor as well as your course instructor. If you are in this group, some of your assignments will require the use of the HAZUS software that you received upon registering for the course.
• Students seeking admission to the GIS Certificate Program offered by UW Extension. You are taking this course in order to gain admission into the competitive GIS Certificate Program. You will want to focus your work and project on understanding the mechanics of ArcGIS. Your final project may provide a foundation on which to build your work in the Certificate Program, but you should be concentrating on software mechanics and broad concepts. If you are in this group, some of your assignments will give you the option of using the HAZUS software that you received upon registering for the course. If you find you do not need the HAZUS software, you may simply discard it.
• Students taking the course for other reasons, such as professional development, career-change exploration, or personal interest. How you approach the course is up to you, depending on whether you are interested in mapping, database management, skill-building, etc. If you taking the course for professional development, you may want to review your project and timeline with your employer, especially if that is who is paying for your course. If you are in this group, some of your assignments will give you the option of using the HAZUS software that you received upon registering for the course. If you find you do not need the HAZUS software, you may simply discard it.

Course Prerequisites

There are no pre-requisites for this course.

Course Objectives

When you have completed this course, you will be able to

• identify the components of a map;
• analyze and interpret a map;
• design and create a map using desktop mapping software;
• identify the components of a GIS;
• differentiate between different types of digital data formats for a GIS;
• perform basic GIS operations on a desktop GIS;
• identify, locate, evaluate and import digital data;
• document data;
• plan, implement, and manage a GIS project; and
• interpret and critique others' GIS analyses.

Course Materials

Textbooks

• Geographic Information Systems and Science by Paul A. Longley, Michael Goodchild, David J. Maguire, David W. Rhind, and Joe Lobley. Published by John Wiley & Sons; 2nd ed., April 2005. ISBN: 0-470-87001-X
• Getting to Know ArcGIS Desktop, second edition, by Tim Orsby, Eileen Napoleon, Robert Burke, Carolyn Groessl, and Laura Feaster. Published by Environmental Systems Research; ISBN: 158948083. Paperback, July, 2004.

Case Studies

Five case studies from current GIS journals will be mailed to you when you register.

Technology Requirements and Skills

In addition to the technology requirements and skills noted in the Online Student Handbook, the following technology specifications are required to run the ESRI software described in the required materials section:

• Microsoft Windows platform operating system, version NT 4.0 with Service Pack 6a (or) Windows 2000 (or) Windows XP (Home Edition and Professional) or later.
• 256 MB RAM minimum or better (512 or higher is recommended).
• 850 MB free disk space on your hard drive.
• 800 MHz (or faster) processor (1 GHz or higher is recommended).
• Internet Explorer 6.0 (Some features of ArcView 9.0 require a minimum installation of Microsoft Internet Explorer Version 6.0. If you do not have an installation of Microsoft Internet Explorer Version 6.0 or higher, you must obtain and install it prior to installing ArcView 9.0).

Software and Supporting Materials

• ArcView provides the underlying technology for GIS Fundamentals. Anyone enrolled in the course must have access to this software, either through specialized computer labs in the College of Architecture and Planning on the UW Campus, purchase of an educational license, or other individual arrangements.
• You will also need to download either service packs or patches for the version of ArcView you are using from the ESRI Support Center.
• If you are using the evaluation version of ArcView (e.g., from the "Getting to Know ArcGIS" book) or any older version of ArcView, download the SP1 upgrade found here: http://support.esri.com/index.cfm?fa=downloads.patchesServicePacks.viewPatch&PID=43&MetaID=1097
• You will receive a free copy of ArcGIS when you register for this course. This software will be valid for one year after installation. You may also choose to purchase this software at an academic discount if you would like to retain a working copy longer than one year. You will receive information about obtaining the discount when you register for the course.
• If it's convenient for you to use the software in a University of Washington computer lab, you can access ArcView 9.1 in the Digital Commons lab (Gould basement). A UW NetID, which you receive when you register for the course, is required to access the software.
• HAZUS-MH MR3 Installation DVD and the HAZUS-MH MR3 Data DVD.
• Digital data obtained from the Washington State Geospatial Data Archive, which requires a  UW NetID login. You receive a UW NetID when you register for the course.
• Microsoft Word 97 or later.

Software Purchase Options

Those who prefer to purchase an educational license for ArcView 9.0 may choose between two options:

1. One-year educational license for the ArcView functionality of ArcGIS: $100:
   • This option includes Spatial Analyst, 3D Analyst, and Geostatistical Analyst extensions, but does not include data.
   • Those of you with GIS educational programs spanning less than one year will find this license option to be the more attractive.
2. An educational license, without a time-limit, for the ArcView functionality of ArcGIS: $250.
   • This option does not include software extensions, though extensions may be purchased additionally for $150 each.
   • This software license option includes data.
   • Those with GIS education programs that exceed one year and/or who intend to make use of the data that accompany the software will find this option more appropriate to their needs.
   Either option represents a significant academic discount (more than 80 percent) off the single-license,commercial rate. Instructions for securing the discount will be made available to you following your registration in the course.

Other Useful Resources

Along with the textbooks and software described above, and the course-specific material and support available through the course web page, there are several other free resources that should take advantage of. You are not required to use any of these, but you will find them to be valuable resources if you plan any further work or study in GIS.

1. The ESRI Listservs
   The discussion lists allow members of our user community to exchange, via E-mail, expert advice and information about using ESRI software.
   • ARCVIEW-L is a discussion list for all subjects concerning released versions of ArcView and related extensions.
   • ESRI-L is a discussion list for subjects on all other released ESRI software products.
2. The Seattle-Area E-mail Discussion Groups
   • You can subscribe to Central Puget Sound GIS Users (cps-gis@u.washington.edu) by sending an e-mail to Dick Thomas: dick@sammplat.wa.org
   • You may subscribe to the UW GIS e-list by going to http://mailman.u.washington.edu/mailman/listinfo/uw-gis-l
3. Support Pages at the ESRI Web Site
   Access the latest ESRI software news, downloads, Frequently Asked Questions (FAQs), and discussion forums from the ESRI Support Center.

The Online Environment

Your online course offers several advantages to the traditional classroom, including a comprehensive Online Learning Student Handbook, the ability to communicate electronically with fellow students and your instructor, and links to a rich array of online resources.

Online Student Handbook

This handbook answers questions about your online learning course, such as how to purchase your text, schedule an exam, obtain a transcript, and get technical help if you need it. The handbook also provides additional resources, such as how to order books or journals from the library and how to study for an online course.

Communication with Your Instructor and Student Peers

• An online discussion forum, designed by the University of Washington award winning Catalyst team, enables you to communicate with other currently enrolled students and with your instructor. You can use this forum to post questions, share resources, or engage in conversations about topical issues
• E-mail is a quick and efficient way to communicate with your instructor about feedback you've received on an assignment. In fact, many online students comment that they get more support and individual attention about assignments in their online class than in a traditional classroom.

Online Resources

As an online student, you have access to a wealth of Web resources compiled to provide fast, easy access to information that supports your online learning experience. Online Resources link you to sites with help for writing and research, language learning, and library reference materials. All links have been assessed for credibility and reliability, and they are regularly monitored to ensure their usability.

About This Course

This course is structured into a series of nine lessons. Lessons One–Six include the following three components:

1. Online commentaries: An online commentary is presented for each lesson. The commentaries add to the material included in the textbooks, so you need to make time to read them thoroughly.
2. GIS exercises: You will complete six GIS exercises during the first seven weeks of the course. This part of the assignment are "open book."
3. Knowledge Check Questions: Each assignment also includes a "knowledge-check." The questions are derived from the online commentaries, assigned readings, and the GIS exercises. The "knowledge-check questions" require short answers–they are to be completed in Microsoft Word and submitted with your exercise.

Lessons Seven–Nine include lesson commentaries focusing on additional readings, project planning, metadata, software, and GIS case studies.

You have three months to complete this course from the date when your registration becomes active. You are responsible for keeping track of this date—you will not receive any warnings or alerts as your deadline approaches. On your expiration date, you will be immediately locked out of the course materials and other UW sites by the automated course management system. Completion extensions are available under certain circumstances for those who are near to completing the course but need extra time. There must be a clear intent to finish the course in order to get an extension. In other words, you must be turning in assignments in order to get an extension. You must also request an extension before your completion date. Extensions are not guaranteed, so don't count on them, and incompletes are rarely if ever granted.

The course also provides Key Terms and a course discussion forum.

Key Terms

Each lesson includes key terms that are important to the concepts you will learn in the lesson and are intended to serve as guides to your study; these terms are highlighted where they appear in the text, and are also shown in a sidebar. You will not be held responsible for key term definitions per se, but you will be expected to use the terms in your written work and presentation material whenever possible. You will find the terms defined either in the lesson commentary, the assigned readings, or both.

URBDP 302 Discussion Forum

The course discussion forum is where you can address questions concerning the lessons and assignments. The discussion forums offer a way for you receive responses from your instructor, as well as share with and benefit from other students. You will find reminders at the end of each assignment. Keep in mind too that content in the FAQs is developed from past student forum questions and their answers.

You can get much more from using the forums if you follow some simple rules. These will help your instructor answer your questions, and also help others who may be searching the forum for help with a similar problem. See the Discussion Forum Guidelines.

Final Project

This course requires a final project. For this project, you will develop a report based on a spatial analysis that you have carried out using GIS. See About the Assignments for more detail.

About the Lessons

Topics covered in each lesson are described below, but you can print an outline of the lesson topics and assignments for your convenience:

Lesson One

• introduction to GIS—a discussion of what defines GIS, what kinds of questions it can answer, and what software packages exist
• elements of a map—a description of what makes up a map, especially in the context of GIS
• map scale—how the scale of a geographic representation relates to the scale of reality
• map projections and coordinate systems—how the flat surface of a geographic representation relates to the curved surface of the earth, and how locations on a geographic representation are referenced

Lesson Two

• GIS components—a description of the entities that constitute a GIS
• spatial data types—what types of spatial data exist, and how we represent them on maps
• levels of measurement—how things are measured, and therefore displayed
• data models—how spatial and attribute data are organized in GIS

Lesson Three

• topology—the mathematical relationships between geographic data.
• vector analyses—the basic types of spatial analyses that can be performed with a GIS on vector model data.

Lesson Four

• vector analyses (continued)—some additional types of spatial analyses that can be performed on vector model data
• raster analyses— the spatial analyses that can be performed on raster model data with a GIS
• Internet Mapping—explore different ways the Internet is used to deliver geospatial content

Lesson Five

• database management—understanding the different types of databases, and how to manage them.
• combining tabular data with spatial data in GIS—linking tabular data sources with spatial data and using them in analyses
• spatial queries—how spatial questions can be answered by spatial data and attached tabular data

Lesson Six

• types of maps—the various types of maps that exist: mental and tangible—reference and thematic.
• classification and symbology—how to use categories, symbology, and color to present your data for analysis and interpretation
• map production—the process whereby a map is produced
• analysis and interpretation—understanding how to analyze and interpret spatial data as it is represented on a map

Lesson Seven

• GIS project planning—essentials in planning a GIS project.
• GIS project implementation—how to implement a GIS project.
• GIS project management—how to manage a GIS project once it is up and running.

Lesson Eight

• metadata—data about data, its importance, and how you can (accurately) contribute to metadata.

Lesson Nine

• GIS case studies—real-world cases explored to learn how GIS is being applied in various disciplines.

About the Assignments

You will complete a total of nine assignments, including a final project, which is due at the end of the course. The first six assignments include mapping and GIS exercises, each with weekly Knowledge Checks (short answer format) based on the readings. Each map and GIS exercise is more complex than, and builds on, the previous exercise. Thus, failure to complete any of these exercises makes completing successive exercises more difficult.

Following are descriptions of the nine assignments:

1. Assignment 1 has two parts:
   • Exercise 1: Reference Map, creating a map of a city, including boundaries, roadway network, and schools.
   • Knowledge Check
2. Assignment 2 has two parts:
   • Exercise 2: Geocoding, further developing the reference map by geocoding daycare and preschool facilities.
   • Knowledge Check
3. Assignment 3 has three parts:
   • Exercise 3: Buffering and Data Manipulation, further geocoding and spatial analysis involving buffering and tabular data manipulation.
   • Knowledge Check
   • Final Project—Step 1: Write a Project Statement
4. Assignment 4 has three parts:
   • Exercise 4: Using Internet map services, exploring several map services using ArcGIS and your Web browser.
   • Knowledge Check
   • Final Project—Step 2: Revise the Project Statement
5. Assignment 5 has three parts:
   • Exercise 5: Risk Assessment, identifying potential toxic chemical release sites and their potential hazards to populations
   • Knowledge Check
   • Final Project—Step 3: Write a Project Work Plan
6. Assignment 6 has two parts:
   • Exercise 6: Map Production, developing two types of choropleth maps, and then applying four classification types to each map (a total of four maps per choropleth type)
   • Knowledge Check

    Important

   There are no mapping or GIS exercises, or Knowledge Checks, associated with the remaining assignments.
7. Assignment 7 has two parts:
   • Lesson Seven readings
   • Final Project—Step 4: Research and Report
8. Assignment 8: create metadata using ArcCatalog or MetaMaker Version 2.30.
9. Assignment 9: review five GIS case studies and write a paper comparing one of these to your final project; you will also complete your Final Project.

Final Project

The topic for your final project is for you to decide, with the caveat that your proposed project statement is approved, as well as your work plan. Your project must be in your field of study, and it must involve the following:

• data needs
• data collection
• data evaluation, data manipulation, spatial analysis, map production (or series of maps)
• a written report
• a critique of other presentations

You will submit the following four components of your project, before you submit the completed project.

1. Final Project—Step 1: Write a Project Statement (with Assignment 3)
2. Final Project—Step 2: Revise the Project Statement (with Assignment 4)
3. Final Project—Step 3: Write a Project Work Plan (with Assignment 5)
4. Final Project—Step 4: Research and Report (with Assignment 7)

Submission Guidelines

Submit all assignments prior to the beginning of the next lesson.

• Anything that requires a written response (such as the knowledge-check questions, reports, etc.) should be submitted as a Microsoft Word document.
• All maps should be submitted as JPEGs (you'll learn more on how to do this in your first assignment).

Submit only the assigned work due that week. If you cannot submit your assigned work on time (due to some real emergency), please contact me as soon as you can so we can make other arrangements.

Please see the About Your Instructor page for the e-mail address and other information necessary to submit your assignments.

Assessment and Grading

Grading for this course is on a credit/no credit basis. To receive credit for this course, you must satisfactorily complete all GIS Exercises, Knowledge Checks, and project assignments.

Your assignments are critiqued, and any errors are identified so that you learn from them. Each exercise has an associated learning objective. Although the instructor does not give a numerical grade for each exercise, he or she does assess each one on the basis of whether you demonstrated you understood the associated learning objective. If the instructor feels you have not demonstrated this, he or she will ask you to revise the assignment and will make specific recommendations toward completing it properly. You must submit assignments in sequence. Because the exercises are interdependent, any assignments that are not complete enough to support the following assignment will be returned to you for revision.

To receive credit for this course, all the assigned work must be completed. No credit will be given for partial completion.

Study Tips

This course is designed to teach you about maps and geographic information systems. Specifically, I want you to understand the components of each, and how to develop maps and perform analyses, and how to interpret and critique other people's work in GIS that you encounter in the future. There will be no exams. All knowledge-check questions and exercises are basically open book. The only memorization I hope you develop from this is the memory of what you are doing, how you are doing it, and why.

Here are some hints:

• Pace yourself. Don't try to do everything at once, especially right before the assignment is due.
• Set aside time each week that is dedicated exclusively to this course. If you set the time up early, it'll give you more incentive to do the work.
• Do the readings first, then answer the knowledge-check questions while the information is still fresh in your mind. This will enhance memory retention.
• ArcView can throw some curves at you, so begin the exercises as soon as possible. This will allow you some time to overcome any problems that unexpectedly arise.
• Use all available resources.The instructor is not the only resource available to you; your fellow classmates are helpful also.
• When doing the mapping and GIS exercises, use ArcView's "HELP" file if you run into a problem you don't understand. Do this before posting a thread. We guarantee that you'll learn the software better if you do this, rather than constantly seeking out help from others. This method forces you to figure things out for yourself. Remember, your peers and instructor will not always be available, especially once the class is over. Learn to use your HELP file now, while you can still ask questions.
• Try to enjoy the class and exercises. We realize learning new things (especially new software, where Murphy's law applies) can be difficult, but I recommend viewing this class as something fun, not something to be dreaded.

About the Course Developers

James Peet

James Peet operates Pacific Geographic LLC, a transportation and geographic consulting firm in Sumner, WA. The firm provides a variety of research and GIS training services to public- and private-sector companies. James has worked in GIS for the past seven years, five of which were spent teaching GIS. He taught at several colleges and universities in the Puget Sound region and proposed, designed, and developed the first GIS for Transportation course offered at the University of Washington. He holds the Ph.D. in geography from the University of Washington. His doctoral work focused on equity issues in transportation infrastructure investment as they relate to public and private maritime facilities.

Joel Franklin

Joel Franklin is a Ph.D. student in Urban Design and Planning at the University of Washington and a registered Professional Traffic Engineer in the State of California. He worked with Geographic Information Systems on several research projects at the University of California, Davis, where he received his BS and MS in Civil and Environmental Engineering, and subsequently worked on numerous applied transportation planning and engineering problems at Fehr & Peers, Transportation Consultants. At Fehr & Peers, Joel also conducted company-wide training in the use of advanced computer tools for transportation engineering. Joel is currently involved with the UrbanSim urban development modeling project (at the Center for Urban Simulation and Policy Analysis), where he uses GIS to support model diagnostics and transportation and land use policy evaluations.

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