This activity has benefited from input from faculty educators beyond the author through a review and suggestion process.
This review took place as a part of a faculty professional development workshop where groups of faculty reviewed each others' activities and offered feedback and ideas for improvements. To learn more about the process On the Cutting Edge uses for activity review, see http://serc.carleton.edu/NAGTWorkshops/review.html.
This activity was selected for the On the Cutting Edge Exemplary Teaching Collection
Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as “Exemplary” in at least three of the five categories. The five categories included in the peer review process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Aug 2, 2010
Exercise 3: Reclassifying the New York State Geologic Map
Barbara and David Tewksbury, Hamilton College
SummaryStudents download and merge the multiple sheets of the New York State Geologic Map together and reclassify units to create an attractive and legible version of the state geologic map at postcard scale. The class votes on the winning layout, and we have postcards printed at OvernightPrints.com *Special thanks to Brian Hynek, University of Colorado, for the basic idea for this exercise.* You might also be interested in our Full GIS course with links to all assignments.
Type and level of course
Entry level GIS course for geoscience students.
Geoscience background assumed in this assignment
Geologic time scale; conventions for naming geologic units; basics of rock types.
GIS/remote sensing skills/background assumed in this assignment
Using metadata to determine spatial reference of a data set; defining a projection; projecting a data set; creating a hillshade of a DEM; symbology and display properties; map layout.
Software required for this assignment/activity:
ArcGIS 10 (ArcView license level) with Spatial Analyst extension (required for hillshading, but that could be left out). The older ArcGIS 9.3 version is also available in the downloads below.
Time required for students to complete the assignment:
2 homework assignments plus 1 lab session.
GIS/remote sensing techniques students learn in this assignment
Merging shapefiles; selecting data by four different methods (selecting by attribute, wild card selection, query language selection, and select-and-sort); reclassifying data in an attribute table; dissolving boundaries to generalize a data set in map view; clip a raster; clip a shapefile.
Other content/concepts goals for this activity
Exploring new online data sites and dealing with metadata and prep for new types of data; applying what they have learned about coordinate systems to trouble-shoot coordinate system problems with a data set.
Higher order thinking skills goals for this activity
Creation of an effective and attractive map for the data set.
Description of the activity/assignmentThis is Exercise 3 in a semester-long GIS for Geoscientists course. Y You can find the other exercises in this series on the course summary page or by typing Tewksbury GIS Exercise into the Cutting Edge search engine.
The New York State Geologic Map, published in the last 1960s, has been digitized and is available for download, along with a shapefile of New York State faults. Students download their own data and use what they learned in the previous exercise on coordinate systems and projections to put all data sets into the same coordinate system. This is complicated by the fact that the NYS Geologic Map files were never assigned a coordinate system by the person who digitized the sheets, and a default coordinate system of "Clarke 1866 UTM 18N" appears in the metadata. This gives us an opportunity to work out where one could go (e.g., the printed map sheets) to find the original coordinate system for the maps and to talk about the usefulness of GIS help desks, in this case to sort out what is meant by the oddball spatial reference "Clarke 1866 UTM 18N" (Clarke 1866 being an ellipsoid, not a datum).
The New York State map sheets are hugely complicated, with hundreds of units and formation names that vary from map sheet to map sheet. This is an ideal data set to simplify by reclassification, and, after merging the sheets, students group formations by age to create maps that are legible at 5.5" x 8.5". They try out several different techniques to select data by attributes (in this case age) in order to explore how each works and to learn why it's useful to know a variety of techniques.
After reclassifying, they symbolize their maps by age, generalize the age units by dissolving internal boundaries, and add a hillshade base (from SRTM DEMs that they downloaded, mosaicked, and projected). They need to clip both the hillshade raster and the faults file to the outline of the geologic map and then create a map layout for their postcards.
Exercise 3a is a homework assignment in which students download and prep their own data. The assignment also requires some of the data that was downloaded for Exercise 2.
Exercise 3b is a combination in-class and homework assignment.
Determining whether students have met the goalsStudents are evaluated on the quality and accuracy of their postcard layout plus their answers to the questions on the assignment handout.
More information about assessment tools and techniques.
URLs and References
Download teaching materials and tips
- Activity Description/Assignment:
- 2011 version for ArcGIS 10 (Zip Archive 1.9MB Feb3 11)
- Old version for ArcGIS 9.3 (Zip Archive 1.7MB Jul26 10)
- Instructors Notes:
- Solution Set: