# Digital Mapping 3 labs 40 dollars

Attached each lab has instructions. These are 3 different laps with recurring themes from the Digital Mapping course I am taking.
lab9_files.zip

lab10_own_map1.doc

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GUS 0821: Digital Mapping
Spring 2017
Lab 10: Creating your own map_1st part
Submit this lab assignment through Canvas by clicking on the assignment and uploading
this completed document. This assignment is due on April 23d @11:59pm.
This lab assignment meets the following learning goals:
General Education Learning Goals
 Critical Thinking
 Information Literacy
Quantitative Literacy Learning Goals
 Recognize, use, and appreciate mathematical thinking for solving problems that
are part of everyday life;
 Retrieve, organize, and analyze data associated with a quantitative model.
Course Learning Goals
 Understand the mathematical models underlying digital maps
 Describe the geospatial and other technologies used to create digital maps
Objectives: This activity is part one of a two-part project activity that will take students through
the entire process of cartographic production: from the gathering of field data to the creation of a
finished map that can be presented to fellow classmates. This week’s project exercise will
provide students hands-on experience conducting an inventory of geographic locations of
features within a theme, while next weeks project will focus on mapping these features in
Introduction: The term fieldwork is used in the natural and social sciences as a term for the
collection of data in situ, or in place. Surveying refers to the gathering of information through
observations. Before we begin, consider the variety of problems (environmental impacts of
human activity, tracking the spread of a deadly disease, planning for natural disasters, etc.) and
themes (immigration and emigration, dog walks, demographic data) that are the focus of
fieldwork and the construction of digital maps.
Look at the following examples of Google Maps from past semesters for ideas before
considering how you will go about collecting the field data for the creation of your own map.

Abandoned Rail Infrastructure in Philly: http://tinyurl.com/PhillyAbandonedRail

Attractions in Philly: http://tinyurl.com/7nkv8xh
Directions:
1. Consider the project as a whole and choose a theme. You have a fair amount of leeway in
deciding how you will design your project. What will your area of inquiry be and how will this
affect the scale of the map you create? The location where you chose to conduct your research
can be on or near Temple University’s Main Campus or elsewhere. What kind of theme would
you like to focus on? What kind of features could be included in your theme? What kind of
attribute data about your features can be collected? Can the collected data be easily mapped? The
following themes (and theme features) are examples that have been used by students in the past.
You may choose your own theme and features. Please do not choose a theme that can be easily
found on Google map, such as restaurants or cafes! Try to be creative and focus on what
you know well or what you are interested in most!

Theme: Universal accessibility features on Temple Main Campus. In order to ensure that
Temple University is in compliance with all federal laws, you have been hired by the
University to conduct research on the universal accessibility of Temples campus. Features of
this theme may include: handicapped accessibility ramps, clearly marked handicapped
parking spaces, safety railings on stairs and near ledges, signage, and other design elements
of buildings and infrastructure meant to accommodate the needs of individuals with physical
disabilities.

Theme: Green Philadelphia. Imagine you are hired by the city as a consultant to take an
inventory of the positive externalities of environmental amenities and green space in Philly.
Features of this theme may include: the locations of city owned and operated parks, guerilla
D.I.Y. urban gardens, well-organized community gardens, vacant lots, nurseries and
greenhouses, concrete-covered areas that could become green spaces, water drains where
non-point source pollution can make its way from city streets to our precious waterways,

Theme: Campus Safety. The Philadelphia Police Department is interested in ramping up
their activity to combat crime in and around Temple and they need you to make
recommendations as to how their efforts will be most effective. Features of this theme may
include: the locations of different types of student housing on or adjacent to main campus,
security cameras, security booths, emergency blue phone locations, streetlights, and/or other
features you identify.

Theme: Skate Park Campus. Imagine that Thrasher Magazine has hired you as a writer and
located. Features of this theme may include: popular skateboarding areas on campus, skate
parks in Philly, rails, ledges, stairs, skateboarding shops, and other features important to
2. Data Collection: Once you have chosen your theme, you will want to think about the features
to be included in the theme before you design your data collection methodology. Think about the
points, lines, and polygons you can use to eventually depict your data on the Google map you
will create. Some data, such as individual point data, may be appropriate for plotting individual
locations on a map. Other data may be accurately depicted with polygons or with lines. You need
to record at least 15 spatial features within your chosen theme. For example, if your choose to
map trees or parks in Philadelphia, you will need to include at least 15 total trees or parks in your
Your fieldwork activity will require you to not only do a spatial inventory of 15 spatial
features in the physical or cultural landscape but also require you to identify 6 attributes
(variables or characteristics) of each spatial feature inventoried, which distinguishes those
spatial features from one another. For example, if your choose to map trees or parks in
Philadelphia, the attributes might include tree species, height of trees, deciduous or evergreen,
width of trees, local native or foreign exotic tree. For parks in Philadelphia, the attributes might
include 1) state, city or national park, 2) historic, natural or recreational park, 3) camping.
picnicking, hiking or fishing facilities, etc
A. How will you record the location of the data so that you can plot it on a map later?
One way is to create a paper map that you will take with you into the field for the recording of
your data. You may print out imagery from Google Maps to use as a base map for the data
collection. The coordinates of your locations can later be deciphered using a digital source
(http://www.findlatitudeandlongitude.com/). The map should include the boundaries within
which you will conduct the inventory. You should locate the features you investigate on the map.
Each location should be marked with a latitude and longitude identifier(s); a narrative description
of the feature; and a notation of the characteristics you are investigating for each feature.
B. Now you will create a Microsoft Excel Spreadsheet or Microsoft Word Table
recorded. Below is an example of a spreadsheet that was designed to collect feature data. You
can delete the text in each cell of the table below and then insert your field data.
Feature
ID
Feature Name
Lat/long
Var. 1
Size of
entrance
Var. 2
Ramp
present
Var. 3
Elec. Door
0pener
Var. 4
Sign at
entrance
Var. 5
Number of
signs
1 Andersen Hall
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Bell Building
Campus Safety Ser
Conwell Hall
Paley Library
TU Rec. Center
The Sac.
Beury Hall
Speakman Hall
Pearson Hall
Curtis Hall
Student Pavilion
Liacouras Center
Barrack Hall
Tuttleman
Walk Auditorium
In order to receive full credit, you will need to submit (1) the answers to the following
questions and (2) any spreadsheets or tables that you created to contain your data.
1. In a paragraph or more, explain your choice of theme and the potential uses of the survey you
conducted. Explain how you chose the features within your theme. What considerations or
restrictions did you think of when planning your fieldwork and data collection?
2. In a paragraph or more, describe a plan for mapping the features you surveyed. How could you
represent the features? How could you differentiate between the variables you surveyed on a
map? How could you depict similarities and differences, and scale on a map?
3. Include the completed spreadsheet that you created below.
Var. 6
Number of
ramps
GUS 0821: Digital Mapping
Spring 2018
Lab 11: Creating your own map_2nd part
Submit this lab assignment through Canvas by clicking on the assignment and uploading
this completed document. This assignment is due on April 30th @11:59pm.
This lab assignment meets the following learning goals:
General Education Learning Goals
 Scientific & Quantitative Reasoning
 Information Literacy
Quantitative Literacy Learning Goals
 Understand quantitative models that describe real world phenomena and
recognize limitations of those models;
 Recognize, use, and appreciate mathematical thinking for solving problems that
are part of everyday life;
 Retrieve, organize, and analyze data associated with a quantitative model.
Course Learning Goals
 Understand the mathematical models underlying digital maps
 Describe the geospatial and other technologies used to create digital maps
 Evaluate the quality of spatial data, maps, and spatial analyses
Objectives: This activity is part one of a two-part project activity that will take students through
the entire process of cartographic production: from the gathering of field data to the creation of a
finished map that can be shared with and presented to your friends and fellow classmates. This
week’s project exercise will provide students with an opportunity to create a Google Map
Mashup using the survey data (geographic locations of landscape features within a theme)
collected in the previous lab.
Learning Outcomes & Grading Criteria: This project will be graded based on:
1) the amount of effort (time, thought, originality of theme) you put into designing and executing
2) the quality of the data that you collected and geocoded,
3) attributes identified for your landscape features,
4) the clarity and quality of your map.
For deliverables below.
Introduction: The term data (plural of “datum”) refers to qualitative or quantitative attributes of
a variable or set of variables. Geocoding refers to plotting locations on a map using GIS or
gathering location information from a GIS. Metadata are data about data and may include:
citations, identification, data quality, spatial reference, entity and attribute information, temporal,
contact, etc. Google Maps allows the user to enter metadata for user-generated features,
including pictures, videos, and URLs.
Directions:
1. Currently Temple email does not support the My Maps feature, so you will need to create an
independent Google account if you do not already have one. Here is the URL:
m%2Fmail%2F&ltmpl=default&hl=en
2. Study the online Google Map Making Tutorials and begin thinking about the layout and
design of your own map. The following tutorial provides a brief summary overview of the
process of creating and editing custom maps in Google:

For Embedding Videos into Google Maps:

on Your places and Maps on the menu bar and then click on Create Map on the bottom of
the screen. You should then see a blank map of the entire United States. You will then enter the
title and description of your map and select the privacy setting for the map you are creating
(change the privacy setting to public on the web).
4. You can import excel file including all of your data to plot your features easily. You need to
have latitude and longitude information for all your features so your features can be plotted on
can include text, photos, web sites, and even videos to be associated with your geographic
features. You must add descriptive text to each feature.
If you plan to use photos that you took in the field, you will have to upload them somewhere on
the web (picassa is the easiest, as it is part of Google that comes with your Gmail account)
because Google maps will not save your files, but rather only provide a link to the location of the
file on the web.
Deliverables: In order to receive full credit, you will need to submit (1) the answers to the
following questions and (2) a sreenshot of the Google Map you created, and (3) a functional
1. In a paragraph or more, explain the map you created. What community did you choose & at
what scale (block, neighborhood, city-wide)? What features did you map for and how did you
represent them (symbols, shapes and colors)? What information elements or media did you use
to supplement the features of your map? What additional information or media elements would
you add to this map project if more time or funding were available to expand it?
2. In a paragraph or more, describe the patterns, similarities, and differences you observed
among the features of the map you created? How does this map help you to better understand
the larger theme or phenomenon depicted? What did you learn about the process of data
collection and cartographic production from making this map?
3. Take a screenshot of your map and paste it below. Then, generate a link to you your map and
paste the link below the screenshot. Points will be taken off if you fail to provide a screenshot
not provide a functional link that others can follow. To double check to ensure the link you
created is functional, you may log out of your Google account and then click on the pasted link.
GUS 0821: Digital Mapping
Spring 2018
Lab 9: Introductory GIS
Submit this lab assignment through Canvas by clicking on the assignment and uploading
this completed document. This assignment is due on April 16th @11:59pm.
This lab assignment meets the following learning goals:
General Education Learning Goals
 Scientific & Quantitative Reasoning
 Information Literacy
Quantitative Literacy Learning Goals
 Understand quantitative models that describe real world phenomena and
recognize limitations of those models;
 Recognize, use, and appreciate mathematical thinking for solving problems that
are part of everyday life;
 Retrieve, organize, and analyze data associated with a quantitative model.
Course Learning Goals
 Describe the geospatial and other technologies used to create digital maps
 Perform basic mapping and spatial statistical analysis
 Evaluate the quality of spatial data, maps, and spatial analyses
Learning Objective: To learn to interact with a geographic information systems software
package, to learn to apply choropleth mapping color schemes and classification schemes.
Important Terms: color scheme, sequential color scheme, diverging color scheme, classification,
equal interval, quantile.
Follow the directions and complete the assignment.
NOTE: YOU MUST BE WORKING ON A COMPUTER IN EITHER THE TECH CENTER
OR A CLA COMPUTER LAB ON CAMPUS TO RUN THE GIS SOFTWARE PACKAGE
FOR THIS LAB. THE FOLLOWING CLA LABS ARE AVAILABLE:
CLA Lab Locations
Building
Lab
Anderson
AL 19
Anderson
AL 21
Anderson
AL 22
Anderson
AC 103
Anderson
AC 104
GH 230
GH 336
1
GH 513
GH 847
Weiss
WH 640
Tuttleman
TL 201
Tuttleman
TL 201D
1. Open a GIS Software Project
We will use the ArcGIS software package to experiment with different color schemes and
classification schemes in choropleth mapping. Download the ArcGIS project file and data files
from Canvas. These files are contained in a .zip file named Lab 9 Files in the file folder on
Canvas.
Download and unzip the file (you must click Extract all Files). Once it is unzipped, doubleclick on the file PhiladelphiaTracts.mxd. Be patient as the project opens.
The project file opens an ArcGIS application called ArcMap, which when opened should look
something like this:
On the right side of the window is the View window  this is where the map is located. On the
left side of the window is the Table of Contents  this is where the list of map layers is located.
There is only one map layer  phila_tracts.
2
The phila_tracts layer describes the year 2000 tract boundaries for Philadelphia. Ive removed
the tracts that have no population (as in tracts covering Fairmount Park and the airport).
Each map layer has a table with variables associated with it. Right click on phila_tracts in the
You should see something like this:
Each row in the table represents a single tract.
Each column in the table represents a single variable. There are eight variables shown:
STFID: a unique ID number for each tract from the U.S. Census
TOTPOP: the total population of each tract
MEDHHINC: the median household income of each tract
AREA_M: the area of each tract in square meters
n_AFRAM: the number of persons identifying as one race, African American in each tract
n_WHITE: the number of persons identifying as one race, white in each tract
n_HOUSE: the number of housing units in each tract
n_VACANT: the number of vacant housing units in each tract
Close the table.
3
2. Create a Choropleth Map
You can create a choropleth map of a variable by opening the Layer Properties for the map layer.
In the Layer Properties, make sure the Symbology tab is selected (if it isnt already).
On the left side of the Layer Properties, under Show, click on Quantities and select Graduated
Colors.
While still in the Symbology tab, in the middle of the window, under Fields, for Value, choose
MEDHHINC.
For Normalization, choose none (which should already be chosen as the default).
The software has also chosen a default color scheme and classification for you.
For Color Ramp, choose a blue sequential color scheme. Remember, a sequential color scheme
is one that typically uses a single color that grades from light to dark, for example:
On the right, under Classification, note that it reads Natural Breaks (Jenks) and Classes: 5.
Note that the class breaks for this classification scheme are reported in the Layer Properties.
The Layer Properties should look something like this:
4
Press the OK button to view this choropleth map of median household income. The color
scheme and class breaks are now reported for the phila_tracts map layer in the Table of Contents.
1. Paste a screenshot of your map below.
3. Change the Color Scheme
Open the Layer Properties for phila_tracts again.
For Color Ramp choose a different sequential color scheme. Press OK to view the map.
Now choose a diverging color scheme. Remember, a diverging color scheme is one that is used
to represent values as they depart from a critical threshold value. It does so by using two
different colors to represent values above or below the critical value, and darkness in the colors
represents increasing magnitudes …
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