Lab 3: Downloading GIS Data

Introduction:

The goal of this lab exercise was to experience the process of producing a map from data collected from the US Census Bureau using the methods we have learned thus far. While the first portion of the overall map was created using directions provided by our professor the second portion was practice for us to create one ourselves. 

Methods:

First, we needed to download data via the US Census Bureau website. After searching through the multitude of data they offer, we needed to download it from the website and unzip the files into a separate folder. Within the zip file was a shape file of the Wisconsin counties as well as other data regarding the counties. Once the files were unzipped we could pull the data into excel and review it before bringing it into ArcGIS. In order to have the data represented in a way that could be used geographically, the downloaded data from the US Census Bureau was joined with the table which was imported from Excel. Once this was complete, we can use the quantities: graduated colors method of symbology to represent our data on the map of the state of Wisconsin and its counties. 

The next step was to complete this process again using a set of data that I chose individually. The process was the same, however instead of looking at population of the counties I looked at the percent of the population of African Americans in each 

Results:

As can be seen by analyzing the maps above, there is no distinct correlation between the population per county and the percent of that county's population which is African American. While some counties such as Milwaukee County have some similarities because there is a very high population in general and also a high percentage of African Americans. Both these maps could stand alone as they display different sets of data. The map on the left represents the populations for each county in the state of Wisconsin while the map on the right shows the percent of African Americans within the population of each county. 

Sources:

U.S. Census Bureau. (n.d.). American FactFinder.  Retrieved from http://factfinder2.census.gov/faces/nav/jsf/pages/searchresults.xhtml?refresh=t  

ESRI Virtual Campus v. MAG Labs

Throughout this course we have done a number of lab exercises in order to apply what we are learning in the classroom to the real world of GIS. Not only have we used the Mastering ArcGIS textbook labs to sharpen our knowledge and skills but also utilized the ESRI Virtual Campus. While both have their advantages they offer the same objective.

MAG labs (those which come from the Mastering ArcGIS textbook) are extremely helpful to understanding the information read in the textbook. The teaching tutorials provide step by step instructions on how to apply all the new things taught in that chapter to real data. For me, this is something that really helps me to understand the material. They are often quite long but make it so that no part of the process is confusing. 

We more recently started to use the ESRI Virtual Campus and the various topics they teach. After taking two, three hour courses (one on making a 15-Min Map and another on Geodatabases) it was clear just how helpful these courses are. They provide great detail when explaining the subject matter and do so in a concise manner that allows you to really get a grasp on the topic. They also offer practice procedures so that you can test your knowledge and apply it to really make sure you understand what is being discusses. After doing the reading and watching the very informative videos you are tested on what you have learned. These "exams" are nice because you really see what areas of the subject you understand and what areas you need to review and get some more practice in. 

Both of these different lab exercise methods are very helpful in gaining a better understanding of the key topics in GIS, however, the ESRI Virtual Campus courses are very straight forward and the videos have really helped me to grasp difficult topics. For this reason, I prefer the ESRI Virtual Campus labs but the MAG labs certainly have their strengths as well. The instructions for the teaching tutorials are amazing and extremely clear. This really teaches the methods well.

Lab 1: Base Data

Goal:

The goal of this laboratory exercise was to apply the knowledge learned in our Geography 335 course to a real world situation. Throughout this lab we will demonstrate the skills we have learned thus far including digitizing features, manipulation of layers, as well as applying cartographic techniques. Also, the lab shows real world application of GIS in order to produce the necessary materials required for the legal acquisition of a property.

Background:

The objective of this assignment was to produce the necessary maps used in order to present a legal proposal for the University of Wisconsin- Eau Claire confluence project. This project brings together UWEC and the Eau Claire community by creating an area downtown where art students and local businesses can come together. In order to acquire the necessary property there were many city-wide votes to approve or turn down this project. A part of this process includes the presentation of various materials which show the impact this new confluence project will have on the community. For our project we worked to create some of the maps which might be used to make such a decision. 

Methods:

Top Left to Right: Fig.1, Fig. 2, Fig. 3

Bottom Left to Right: Fig. 4, Fig. 5, Fig. 6

As seen in Fig. 1-6, the following six maps were produced in order to provide a thorough, real world proposal for the confluence project in Eau Claire, WI. For all of the individual maps, a base map was added in order to show an aerial image of the proposed site as well as the surrounding area. After this was applied to all the maps, more specific data was added to each of the six maps.

Fig. 1- First the civil division data, collected from Eau Claire county was added in order to give a more detailed view of the area surrounding the proposed site for the confluence project.

Fig. 2- In this map, the block groups were added and show the population (as collected in 2007) of each section per square mile. Tracts were also added into this map to better show the borders of the block groups.

Fig. 3- The map in Fig. 3 uses parcel data as well as water and centerline data from the city database. This shows the various parcels throughout the area, centerlines and water features.

Fig. 4- This particular map shows the Public Land Survey System (PLSS) quarter quarter areas. This data was added from the Eau Claire County database.

Fig. 5- In this map the zing data, collected from the Eau Claire city database, is added in order to show the different zoning areas in the surrounding area of the proposed site. Once this data was added it was grouped based on like zoning codes: C (commercial), I (industrial), R (residential), CBD (central business district), P (public properties) and T (transportation).

Fig. 6- The map in Fig. 6 contains the Eau Claire voting wards from the city of Eau Claire database which are also labeled by the voting ward number assigned to them. 

Results:

It is interesting how close the proposed site for the confluence project is to the central business district as shown in Fig. 5. This is something which was publicized when the proposal of the confluence project was being voted on because it achieves the major point of the University which is to incorporate more of the student body into the downtown area of Eau Claire. In doing so  not only does it benefit students living there because they gain entertainment and other opportunities to be more active in the community but the local businesses receive more attention as well. One downfall of this proposed site though can be seen in Fig. 3 through the centerlines. These centerlines show how accessible the site is and based on the lines shown in this particular map, there is a lack of “easy” routes from the UW-Eau Claire campus to the proposed site. Based on the lack of accessibility there is a greater likelihood that there will be traffic congestion in the area which could cause problems for locals as well as commuting students. 

Sources:

Eau Claire Regional Arts Center (n.d.).

Confluence Projected Site Plan. Retreived from

http://www.uwec.edu/alumni/confluence/

City of Eau Claire

Eau Claire County