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SSC440: Geographic Information Systems (GIS) in Production Agriculture (and Soil Science)Spring 2008 |
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Syllabus:
Time: Tuesday and Thursday 3:00 – 4:15 pm. Classroom: Williams Hall (WMS) Room: 2414 (CALS GIS Laboratory) 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. Course website: http://courses.soil.ncsu.edu/ssc440/ 2. Course prerequisites and restrictive statements: SSC 200: Soil Science, or equivalent (basic soils); SSC341: Soil Fertility and Fertilizers. Basic familiarity with production agriculture. Computer literacy in a MS-Windows environment Students with concerns about course prerequisites should discuss them with the instructor. 3. Course goals and objectives: Effective management of agriculture, soils, and other natural resources requires characterizing, understanding, and managing the spatial variability of things such as soils and vegetation. A geographic information system (GIS) is software developed to store, manipulate, analyze, and display spatial data. The primary goals of this course are for students to develop: 1) a functional understanding of key GIS principles; 2) a working knowledge of a GIS (Environmental Systems Research Institute’s [ESRI] ArcGIS: ArcMap, ArcCatalog, ArcToolbox); and 3) the problem-solving and critical-thinking skills necessary to use GIS in the characterization and management of agriculture, soils, and other natural resources. 4. Student Learning Outcomes: At the end of this course, a student will be able to: 1. Appreciate the breadth of
problems in agriculture and natural resource management that contain
spatial
components and communicate knowledgeably about how GIS can be used to
solve
those problems by asking geographic questions, acquiring geographic
data,
exploring geographic data, analyzing geographic information, and
developing
plans to act on geographic knowledge.
2. Formulate appropriate geographic questions for agricultural and natural resource management, then analyze and interpret spatial data to answer those questions. 3. Collect, display, manage, and interpret spatial data from various local, state, and federal agencies, including: a. download data from various online sources, load data into ArcMap, manipulate their appearance and develop appropriate, informative, and aesthetically pleasing maps; b. use the Editing and Geoprocessing tools in ArcMap to create, modify, and manipulate spatial data; c. project data into a common coordinate system with on-the-fly projections and the reprojection tools; d. design and create a geodatabase for use in natural resource management. 4. Understand how scale, accuracy, and resolution affect spatial analysis and interpretation; create maps at scales appropriate for their analysis; calculate distances on a map using absolute scale; and describe how resolution affects spatial analysis, interpretation, and display. 5. Gain a basic understanding of global positioning systems (GPS) and be able to collect, upload, and manipulate data from a GPS receiver; transfer data to a GPS receiver; use the receiver to navigate to a location; understand how to collect points, lines, and polygons; and be able to download GPS data for use in a GIS. 6. Recognize the similarities and differences between computer-aided design (CAD) and GIS and be able to transfer geodata from one system to the other; open a CAD file in GIS and extract a subset of layers based on CAD attributes; export GIS data to CAD files. 7. Understand how GIS integrates with spatial models and decision support systems; develop a spatial model using the wizards and diagramming tools within ArcGIS Model Builder. 8. Recognize spatial variability in data and understand the associated assumptions; develop sampling schemes to capture spatial variability of plants, soils, and other natural resources. 9. Use statistics to summarize, interpret and test spatial data; use the statistical tools provided within ArcGIS to analyze, interpret, explain, and present spatial data. 5. Textbook: 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) and Geospatial Technology (Geomatics)
- Case studies will expose
students to sites and resources
for spatial data.A.
What is a GIS?
II.
Data Collection (Spatial Data/Data
Acquisition)B. Importance of GIS C. Major Areas of Practical Application D. Maps E. Data Models - Representing the real world F. Spatial data & georeferencing G. Geodesy: measurement, observation, and mathematical representation of the shape and size of the earth H. Scale, Accuracy, and Resolution in a GIS A.
Secondary (ancillary) vs. primary data/data sources
III.
Global
Positioning System (GPS) and Basic GPS skillsB. Errors and Accuracy: data quality, certification, metadata C. Important Secondary Data Sources A.
Methods of operation - describe the history,
status,
and overall workings
IV.
Remote SensingB. Calculating positions C. Accuracy and Errors D. Methods to improve accuracy E. GPS time and date F. Basic GPS Skills: logging points and attributes; tracking (paths, boundaries); navigating to a point; GPS data entry to GIS A.
Electromagnetic Spectrum - basic physics of
radiation
V.
Precision Agriculture: managing soil, crop,
pest
spatial variabilityB. Aerial photography & Photogrammetry C. Data Sources D. Classification: linking spectral classes with information classes A.
Definition and rationale: economics and environment
VI.
CAD (Computer Aided Design) and GISB. Tools In Precision Agriculture C. Yield Monitoring and Mapping D. Developing Prescriptive Maps for Variable Rate Application E. Applications A.
Survey methods
VII.
GIS,
Spatial Modeling, and Decision SupportB. Reference Systems - bearing and distance C. Integration - CAD data model versus GIS A.
Spatial models
VIII.
Spatial
Variability (Agricultural data focus) B. ArcGIS Model Builder A.
Soil Surveys
IX.
Hydrologic Information Systems (HIS)B. Continuous versus Discrete data C. Interpolation methods A.
Introduction to ArcHydro
X.
Spatial StatisticsB. Flow Analysis (Slope, Aspect, Flow Direction, Flow Accumulation) C. Watershed Delineation D. Space and Time in GIS (Spatiotemporal data) A.
Mathematics in Agriculture
XI.
Potential Case Studies (i.e. Exercises):
dependent on class compositionB. Types of Data C. Sampling D. Frequency Tables E. Statistical Tests A.
Wetlands: delineation (hydric soils, hydrology,
vegetation); restoration
B. Golf Course Mgt.: turf/soil/pest management; asset mgt. C. On-Site waste (septic) system Layout: soil suitability and limitations D. Animal/Industrial Waste Application: spray fields E. Construction: sediment and erosion risk & control (sediment basin placement, sizing) F. Hog Lagoon Identification using spectral signature G. Land Use, Land Cover (LULC) Classification H. Soil Fertility - economic threshhold I. Interpolation Exercise: Inverse Distance Weighted; Kriging; data density, search neighborhood, resolution J. Nutrient-sensitive watersheds: (e.g., Neuse River): Riparian buffer rules K. Subdivision layout (using CAD and GIS together) L. Soil Survey Exercise (hydric soils, buffers, etc...) M. GeoReferencing: Using Google Earth as an Image Source N. Integrating Google Maps O. Phosphorus Loss Assessment Tool (PLAT) P. Modeling Exercise - RUSLE, raster calculator, Rainfall-Runoff (Q=CIA) Q. Landscape Architecture – visualization -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: Specific reading assignments will be made periodically during the semester from texts, book chapters, and articles on print and electronic reserve at Hill Library or posted on the class website, to other websites, and in software tutorials and documentation. 8. Coursework: homework, exams, projects. Two hour exams and one comprehensive final that will cover material presented in the course. Regular exercises, homework assignments, and projects as assigned. At the end of the course, students are requested to complete the standardized NCSU on-line course. During and after the course, I welcome any suggestions that you may have for improving course content and facilitating learning. 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: 40% Homework/Class Exercises/Projects: 30% 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: Deadlines are a reality. To help prepare you for your transition from NCSU into the real world, unexcused late assignments will NOT be accepted. Partial credit for partial work will be given, but only for that work submitted by the deadline. 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 guest lecturers as guides. One of our goals is to minimize the amount of time that I speak in the classroom, and maximum the time that you, the students, speak, interact, and practice “hands-on” learning. 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. Most lectures and exercises will be posted to the website as the course progresses. |
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