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Syllabus:
SSC440: Geographic Information Systems (GIS) in Production Agriculture
and Soil Science Time: Mon and Wed 12:25 – 1:15 pm, Laboratory: Friday 12:25 - 3:10 pm Classroom: Williams Hall (WMS) Room: 2414 (CALS GIS Laboratory) Semester: Spring 2010 1. Instructors: Dr. Jeffrey G. White
Assoc. Prof., Dept. of Soil Science Office: WMS 3207; Tel.: 5-2389 email: jeff_white@ncsu.edu Office hours by appointment. Rob Austin,
Research Assistant-GIS Specialist Dept. of Soil Science Office: WMS 3403F; Tel: 3-0255 email: rob_austin@ncsu.edu Office hours by appointment
There is no single textbook for this course. Students will be referred to texts, book chapters, and articles on print and electronic reserve at Hill Library, posted on the class website, to other websites, and to software tutorials and documentation. Software: The core software used in the course is ESRI’s ArcGIS Desktop: ArcInfo. NCSU has an unlimited site license for ArcGIS Desktop that is available to all faculty, staff and students for use on university machines and home machines with an Internet connection. All students with a personal computer and a broadband internet connection are strongly encouraged to download and install the software to facilitate learning and completion of course assignments. That said, ESRI products are installed in Unity Computer Labs. A USB “memory stick” will facilitate transfer of data from and to GIS Lab computers. An integral part of this course is the ESRI Virtual Campus. Virtual Campus courses consist of self-paced, Web-based GIS instruction modules built around either specific ESRI GIS software packages (e.g., ArcGIS 9.2) or specific disciplines (e.g., Forestry and Hydrology). With the generous support of ESRI and NC State Humanities Extension and Publications, ESRI Virtual Campus online GIS training courses are available to NCSU affiliates at no charge. Your initial homework assignments will include completion of the eight modules of the Virtual Campus Course “Learning ArcGIS Desktop,” for which you will be provided a course login code. These codes may not be passed on to other individuals. 6. Course organization and scope: I.Introduction to Geographic Information
Systems (GIS)
A. What is a GIS?: purpose, power,
practical application
II. Maps and CartographyB. GIS = databases(s) and map(s) A. What is a map?
III. GIS: Spatial Data Models: Vector & RasterB. “Cartographic abstraction”: selection, classification, simplification, exaggeration, symbolization C. Map types: reference & thematic D. Computer cartography vs. GIS E. GIS vs. Paper Maps F. Map elements: distance, scale, direction, legend G. Map scale in GIS A. Vector model: points, lines, &
polygons
IV. Georeferencing & Coordinate SystemsB. Raster model: grids, cells A. Geographic coordinate system: latitude
& longitude
V. Data Collection (Spatial Data/Data Acquisition)B. Spheroids, ellipsoids, geoids, & datums C. Projections and transformations D. Common U.S. coordinate systems A. Secondary (ancillary) vs. primary
data/data sources
VI. Global Positioning System (GPS) and Basic GPS skillsB. Errors and accuracy: data quality, certification, metadata C. Online sources of geospatial data D. Digital Soil Survey A. Methods of operation, history, status,
and components
VII. Remote SensingB. Calculating positions C. Accuracy and errors D. Methods to improve accuracy E. Data collection: logging features and attributes; navigating; transferring data A. Electromagnetic spectrum: basic physics
of radiation
VIII. Statistics, interpolation, & and spatial variabilityB. Aerial photography, photogrammetry, & lidar C. Classification: linking spectral classes with information classes A. Statistics, sampling, data types,
probability, frequency tables, tests
IX. Precision AgricultureB. Interpolation methods C. Basic geostatistical principals and methods A. Definition and rationale: agronomy,
environment, economics
X. CAD (Computer Aided Design) and GISB. Tools: variable rate technology (VRT), GPS, GIS C. Yield monitoring and mapping D. Developing prescriptive maps for VRT management E. Applications A. CAD versus GIS
XI. Creating & analyzing 3-D surfaces: 3-D AnalystB. Reference systems: bearing and distance C. Integrating CAD and GIS A. Why?: topography, any continuous “z”
parameter
Laboratories (subject to change depending on class composition)::
B. Slope, aspect, hillshade, viewshed, cut/fill C. ArcGlobe & ArcScene Lab 1: Introduction to ArcMap
Case Studies and Exercises:
Lab 2: Maps and Cartography Lab 3: Spatial Data Models Lab 4: Georeferencing Lab 5: Finding and using online GIS data Lab 6: Digital Soil Survey Lab 7: Field Collection of GPS data Lab 8: LIDAR and aerial photography Lab 9: Interpolation and Statistics Lab 10: Developing a prescription rate map Lab 11: CAD and GIS Lab 12: ArcHydro and Flow routing Lab 13: Wetland identification - Interpolation Exercise
Others depending on class interest and time:
- Wetlands: delineation (hydric soils, hydrology, vegetation); restoration - Soil Survey Exercises: on-site waste (septic) system soil suitability - GeoReferencing: Using Google Earth as an Image Source - Integrating Google Maps - Golf Course Mgt.: turf/soil/pest
management; asset mgt.
- Animal/Industrial Waste Application: spray fields - Construction: sediment and erosion risk & control (sediment basin placement, sizing) - Land Use, Land Cover (LULC) Classification - Soil Fertility - economic threshhold - Nutrient-sensitive watersheds: (e.g., Neuse River): Riparian buffer rules - Subdivision layout (using CAD and GIS together) - Phosphorus Loss Assessment Tool (PLAT) - Modeling Exercise - RUSLE, raster calculator, Rainfall-Runoff (Q=CIA) - Landscape Architecture - visualization - Laboratories and Case studies will expose students to sites and resources for spatial data. -Examples & data from the various case study topic areas will be integrated as the initial/primary data for the hands-on learning of the various GIS "skills" 7. Projected schedule of reading assignments: The course website which has a tentative listing that will evolve during the semester. 8. Coursework: homework, exams, projects. Regular laboratory exercises and homework as assigned; all will be posted to the course website. Two 50-min exams and one comprehensive two-part final (in class and take-home) will cover all material presented in the course. Near the end of the semester, students will be asked to complete the standardized NCSU on-line ClassEval. During and after the course, we welcome any suggestions that you may have for improving course content and facilitating learning (see Feedback, below). 9. Grades, relative value of the various evaluation components of the course, i.e., the portion of the grade that derives from quizzes, tests, final exam, projects, attendance, etc.: Attendance and class participation: 10% Hour exams: 35% Lab exercises and homework assignments: 35% Final Exam: 20% Letter grades will be assigned on a percentage basis: 96.7-100 = A+; 93.3-96.6 = A; 89.9-93.2 = A-; 86.5-89.8 = B+; 83.1-86.4 = B; 79.7-83 = B-; 76.3-79.6 = C+; 72.9-76.2 = C; 69.5-72.8 = C-; 66.1-69.4 = D+; 62.7-66 = D; 59.3-62.6 = D- and < 59.3 = F. 10. Policies on incomplete grades and late assignments: In accordance with NCSU policy (Grading REG 02.50.3), incomplete grades will be granted only in cases where a serious interruption in a student’s work was not caused by their own negligence. Late assignments: The following penalty will be assessed for unexcused late submissions: 20% grade reduction for each day (or part thereof) that an assignment is late; thus, an assignment turned in 4+ days after the due date will receive zero credit. 11. Policies on absences (excused and unexcused) and scheduling makeup work: Class attendance is required. Students should discuss prospective excused absences with the instructor beforehand whenever possible, and as soon as possible after emergency absences in order to schedule makeup work. Please see NCSU Attendance Regulations for definitions of “excused” and “emergency” absences. 12. Academic Integrity Statement: NCSU policy on academic integrity resides in the Code of Student Conduct Policy (POL11.35.1) By participation in this course, students acknowledge tacitly the utilization and implication of the Honor Pledge: “I have neither given nor received unauthorized aid on this test or assignment.” It is the instructor's understanding and expectation that the student's signature on or submission of any test or assignment means that the student neither gave nor received unauthorized aid. For additional information, please visit the Office of Student Conduct. From the NCSU Policies, Rules, and Regulations, “Code of Student Conduct”: “7. ACADEMIC INTEGRITY
7.1 The free exchange of ideas depends on the
participants' trust that they will be given credit for their work.
Everyone in an academic community must be responsible for acknowledging
their use of others’ words, research results, and ideas, using the
methods accepted by the appropriate academic disciplines. Since
intellectual workers' words and ideas constitute a kind of property,
plagiarism is like theft.
7.2 Furthermore, as a reader you may want to follow other writers' paths of research in order to make your own judgments about their evidence and arguments. You will depend on those writers' accuracy and honesty in reporting their sources. In turn, your readers will depend on yours. 7.3 The free exchange of ideas also depends on the participants' trust that others' work is their own and that it was done and is being reported honestly. Intellectual progress in all the disciplines demands the truthfulness of all participants. 7.4 Plagiarism and cheating are attacks on the very foundation of academic life, and cannot be tolerated within universities.” Section eight (8) of the Code defines academic dishonesty and provides information on potential sanctions for violators of academic integrity. 13. Statement for Students with Disabilities: "Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students on-line or at 1900 Student Health Center, Campus Box 7509, 515-7653. For more information on NC State's policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation (REG02.20.1) 14. Statement on Laboratory Safety and Risk Assumption All students are expected to exercise proper safety precautions in the classroom/laboratory. Safety guidelines will be reviewed during the first class, and as required during the semester. In this laboratory, the primary safety concerns are ergonomics and electricity. Our classroom, the CALS GIS Laboratory, contains numerous computer workstations. While this classroom is not expected to present any hazard beyond which might be expected in a normal classroom, this equipment is valuable, fragile, and must be treated accordingly. There is a great deal of electrical energy coursing through this classroom, so students should exercise the same ordinary prudence afforded any electrical device. 15. Statement on extra expenses: We do not anticipate any activities requiring “pass‑through” charges. 16. Statement on transportation: We do not anticipate any activities requiring students to provide transportation. 17. Student Conduct: The NCSU Code of Student Conduct describes the kind of student behavior that disrupts and inhibits the normal functioning of the University and the actions that the University will take to protect the community from such disruption. It is your duty as a member of the University community to read, understand, and adhere to the Code of Student Conduct. North Carolina State University is committed to providing all students with an educational experience and background that will serve as a platform for success in future professional and personal endeavors. A learning environment that fosters professionalism is central to accomplishing these objectives. For this reason, activities such as drinking, eating, sleeping, tobacco chewing, smoking, or web-browsing or reading of non-class materials or any other activities that are disruptive to the classroom or laboratory learning environment will not be tolerated. You can be asked to leave the class for the remainder of the class period if these rules are violated. In addition, it is important to recognize that the equipment and classroom facilities used in our teaching endeavors are the property of the tax payers of North Carolina and as such, will be treated with respect. 18. Educational Philosophy: This course will be conducted utilizing principles of collaborative, participatory learning. What does that mean? Learning by teaching yourself, learning by doing, learning from others, learning by teaching others, guided discovery, with your instructors, your fellow students, and yourself as guides. We added the laboratory section this year to maximum the time that you practice “hands-on” learning. Workload: This syllabus outlines our optimistic and intensive learning objectives for this course. To realize these objectives will require considerable effort by all of us. You need to learn and understand basic principles and how to apply them using the core functionality of very powerful (thus quite complicated…) software. To master course material and software will require that you use it frequently to complete laboratory exercises, homework assignments, and exams. Rob and I are excited and enthusiastic about GIS and its potential to help us better manage natural resources; we use it frequently in our own work. We hope to develop and nurture within you a similar sense of excitement and enthusiasm about GIS that will make realization of the learning objectives a satisfying pursuit for all of us. We will attempt to make this course as “paperless” as possible. With some exceptions, students should submit all assignments in digital form, either via email, the website, or USB “memory stick,” as directed. Lectures and exercises will be posted to the website as the course progresses. Feedback!: As the semester progresses, we will redevelop and customize this course to better meet your needs. To help us do that, we urge you to communicate with us about any aspect of the course at any time. If you do not understand something, ask. If the course is moving too quickly or too slowly or you find the workload oppressive, say so. If you have problems with software functionality or the course website, tell us. If there is a particular application or functionality that you would like us to cover, let us know. Please work with us to make this the best course possible. |
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