Using
Geographic Information Systems
to develop a Sense of Place
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Using
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Table of Contents:
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Background: return
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Geographical Information Systems, or GIS for short, is a way of looking at data from our environment within a spatial context. GIS involves mapping data and interpreting the relationships among that data and making inferences. GIS data can now be mapped and analyzed through use of computer programs such as ArcView. GIS data is diverse including anything from bio-geo-chemical properties to land forms to demographics. Source data comes from public data bases, maps, aerial photos, satellite scans, etc. Using GIS in the classroom helps students to gain a "sense of place" by personalizing how they view their own neighborhood and realizing the myriad of connections to the global life system we call the Earth. "Sense of place" is an essential component for instilling in citizens a sense of environmental stewardship.
Assumptions: return
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The capacity for human organisms to alter their environment includes the potential for self destruction. Human existence depends on a multitude of other species which in turn can be negatively impacted by human actions. The problem, therefore, is whether or not Homo sapiens can act in such a manner so as to maintain a healthy environment for all living things? As such, this becomes a global problem with implications for all.
The Local Problem: How can we as educators create
relevance for our students to the global problem using local resources?
This project although developed in Princeton, New Jersey was designed to
be used anywhere on earth. This study of land use and land cover is model
for teachers to follow that is intended provide students insight about
global connections and a sense of environmental integrity by first developing
a sense of place.
The Research Project:return
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The overarching theme involved in this project is change and stability. The scale of change takes into account human influenced changes over the past three centuries (History). This project focuses on change the during last one hundred years. Data gathered comes from land use and land cover maps, aerial photographs, satellite images, and historical maps from the Princeton, New Jersey area, change in plant cover and public data from CD ROM's produced by the New Jersey Department of Environmental Protection. Census data was gathered to document changes in human population density for selected areas in the Princeton Township. Aerial maps were used to establish plant cover at various times as compared to current land use and land cover maps. Finally "ground truthing" selected sites was used to determine quantity and quality of ground cover.
Instant Glossary: ground truthing = doing an in person inspection of objects or locations survey by air.
Hypothesis: return
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If land cover is related toland use, then increasing the density of human populations will result in a decrease in the quality and quantity of producers.
Instant Glossary: land cover = plant communities
Methods: return
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The study
area selected is in the census tract known as North Princeton
which lies outside the Borough of Princeton. It is part of the Princeton
Township which surrounds the Borough. From observations of aerial photographs
from 1936, 1947, 1954
and 1956, it was concluded that this census tract
has undergone dramatic change following World War II as has the rest of
Princeton Township. The photos indicate, however, that the Princeton
Borough has been relatively stable as it is entirely surrounded by the
township making spatial expansion impossible. The actual blocks used for
ground truthing of the plant cover were selected sight unseen but representing
a reasonable balance between the oldest to the youngest neighborhoods.
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Data: return
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NW corner |
in acres |
dwellings |
dwelling |
over 4m |
Dwelling |
Acre |
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Princeton Land Sat False Color Image, June 1991
Through remote sensing manipulation of Landsat
photos plant cover is readily visible as red. Unplanted fields are light
blue as are large structures such as the Princeton University stadium at
the bottom center near Carnegie Lake. The dark reds are forest or street
trees. Bright red sections represent herbaceous cover such as lawns. Note
large bright red patch at the bottom left of center; this is the golf course.
Using the pre 1936 photo, it is evident that the predominant land use of the study area is agriculture. There were few trees in the area with the exception of block #1 which was the oldest part of the subdivision. Tree clusters are visible around the few farm houses as well as the edges of some fields and streams. The horizon view of 1956 shows the areas beyond the study area are a mix of farmlands and forest. It is assumed that prior to the settlement of colonialists in the eighteenth century, the predominant plant community was broadleaf deciduous forest. During the last 60 years, farm land has decreased in favor of urbanization. The ironic aspect of this is that despite the increase in the density of human population, the amount of woody land cover has markedly increased. In some areas, even taking streets into account, the canopy approaches 40%. The ArcView land use/land cover map does not distinguish this suburban forest, but the ArcView density map quite clearly demonstrates the higher population density in the borough. Census data also confirms that the number of people per acre is about 40% less than in the borough. One misleading datum shows that the density of the dwellings is nearly the same for both the borough and the township. This is probably due to how the data has been interpreted. The land sat image shows less canopy for the borough than in the township. Data from the ground truthing shows that the average dwelling occupies 0.4 acres with an average of 16.2 trees per dwelling and 32.3 trees per acre. No comparison figures were gathered for uncut forest or secondary successional forest. In conclusion, increasing population density does not necessarily decrease plant cover. In the case of Princeton Township, the conversion of farmland to housing has actually increased plant cover and increased biodiversity.
Implications: return to the table of contents
What is implied by these data is that the quality and quantity of the plant cover is strongly influenced by purposeful planning on the part of people. The conversion of forest to fields by European settlers was very intentional. The landscaping of residential lots is again by design. What is not apparent is whether or not humans in any situation were aware of or even interested in the collateral effects such as habitat improvement for wildlife, increase in carbon fixation, or increase energy conservation. This project was undertaken in the broadleaf deciduous forest biome in which agriculture has been the primary influence. Many of the same questions and implications should arise had this project had taken place in the grasslands of Nebraska or the Great Central Valley of California. In these two locations, cities and towns in some ways represent emerging ecological islands which probably increases the biodiversity of the region. However, there are no doubts trade off's which should be considered. Understanding of these implications can guide human endeavors to live with integrity in their environment.
Questions for Further Study:
Classroom Strategies & Extensions: return to the table of contents
GIS has applications for biology, earth/physical science, and the social sciences as well. Interdisciplinary approaches to curriculum can easily use GIS as a method of looking at our environment and its inhabitants, both human and non-human. A generic approach to GIS in the classroom could start with the question that all students could briefly research and respond to in a pre-write activity. The question: "How has your community changed in your lifetime (or in the last 50, or 100 years)?" Students share responses in small groups and report out to the class. From the class report, a list of thematic changes are developed. Using the thematic list or themes that individuals are specifically interested in, teams or individuals research and prepare a report that addresses the following general question: What are the forces responsible for change, and what are these implications for the future?" Format for the report:
Resources/materials: maps, historic photos, library (school, city, university, etc.), internet access, local agencies, CD ROM of city, county, or state data.
Standards: Correlation to the National Science Education Standards
GIS Resources (courtesy of Bob Ford, Westminister College, Utah)
ArcView/ESRI: software and GIS data return to table of contents
Action Research: proposals for future study
Slide Show : clikck for visual presentation of sense of place.
Author, Author, Author!
Meet the Calibraska Team: Ed, Dick, Lee, Carolreturn to top of page
Acknowledgments: The completion
of this project and resulting web page would have been impossible or at
least far more difficult without the help of key individuals in the Environmental
Science Institute of 1997. We thank the following . . .
