Geography 458 covers components of metadata that describe geographic information. The title of the course (sources and errors) implies the study of cartographic data quality and its impact on the use of map information. The issues of cartographic data quality have been formulated as a part of a national standard for the exchange of cartographic data, though the research issues in this field are incompletely explored. This course will use material from the conflicting national standards process; case study material developed from ongoing metadata documentation projects in the region, and potential service-learning opportunities with cooperators. Students should build their skills in documenting and communicating about geographic data resources, recognizing problems, and formulating solutions to errors in geographic data.
Students registering for 458 should have exposure to cartography
or to other mapping sciences (surveying, photogrammetry, photo
interpretation, remote sensing). This course does not focus on
GIS software skills, but it does help to have prior experience
with GIS software. Each student will select a data source to study
and test. Students will select products from a list of ongoing
projects with cooperators (Olympic Natural Resources Ceneter in
Forks, King County GIS, City of Seattle, etc.).
This is not a Mickey Mouse course with everything specified
in vast detail. Sometimes a hand calculator is exactly the appropriate
tool, not some state-of-the-art CPU. Sometimes old-time field
work may provide quicker answers than computer processing. Mostly,
this is a course in asking the right questions and communicating
the results so that others can understand them.
Students are expected to produce three written pieces during the
course:
Ideally, these three essays should be focused on the same product
(as a "project"), but various combinations are possible,
as long as the three components are attempted. The lineage report
should produce a digital record complying with the FGDC Metadata
Content Standards, and a narrative with more detail. The third
essay, an evaluation of fitness, should integrate the two previous
presentations. The whole project will be presented orally to the
entire class. As an alternative to the lineage report, a student
may choose to select a metadata source on the World Wide Web to
criticize for lack of compliance with the current metadata standards
(choose amongst those available). This does not have to be the
material tested. Such a critique should be written in the form
of a letter/report to the issuing agency/ producer.
Due to various demands, this course will be graded to reflect
the attainment of the learning goals of the class. There are a
total of 330 points, as shown below. All students in the course
should aspire to "B" (3.0) work or better. Point scores
of 240 or better should assure a 3.0. There are no quotas on high
grades; the 4.0 grade is not reserved for perfect point scores
(the point value of a 4.0 has not be set). Objectives not met
will reduce the points awarded for each assignment.
There will be one take-home exam, covering the contents
of lectures and the readings, with an emphasis on applying course
material to practical problems. (100 points)
The Project has five components (and due dates in the schedule).
The first draft (lineage and test reports) will be returned with
comments. A provisional point score will be atttached. Points
will be recorded on the FINAL version (due on last day of classes)
if you make corrections. Items not submitted as draft will lose
considerably due to a lack of feedback. Draft material submitted
on the due date will be returned in one week or less.
Choose case study 10
Lineage report (and metadata entry) 40
Test report 60
Fitness statement 30
Presentation 30
The following events are scheduled during the quarter. Since a few require clement weather, it is not possible to give dates with great certainty. Each event will have a short take home questionaire about the learning goals. These must be returned within one week of the event for 10 points each. (There may be more or less than 6; points will inflate or contract.)
1 Methods of map compliation and construction
2 Methods of geometric measurement (Plane table: Red Square)
3 Reading the map collar: USGS topographic map sheets - UW Map Library/ Web?
4 Evaluate clearinghouses, metadata sources (Collaboratory)
5 Coordinate grids or why is my map tilted? (Arc/INFO to convert projections)
6 Testing land use codes (UPass field trip)
Some other ideas:
Connecting map techniques to measurement frameworks (bring in map)
Evaluate metadata entry tools, etc. (Collaboratory)
GPS for positional accuracy testing (pending loan)
Reading the standards worldwide (Collaboratory)
Exam 100
Project 170
Events 60
Total 330
Additional points allocated for exceptional class participation,
inventiveness, and connecting the course content to other academic
and professional goals.