Geography Teaching Today

The GIS booklet given to the students provided them with step-by-step instructions for the creation of maps to display the data they had collected. Using the ‘proportional symbols' function within the software program, it is possible to generate proportional circles to represent the data from each site.

Figure 1: Litter survey data displayed in the ArcMap program. The All England Lawn Tennis Club is located just to the south west of the area covered. Students used this map to visually analyse the distribution of litter and to explain the obvious anomalies.

Figure 2: Pedestrian count data displayed in the ArcMap program. The map gives an excellent visual representation of the concentrations of pedestrians between Southfields underground station (in the centre of the map) and the Championships.

Within ArcMap, it was also possible for students to create a finished map for their project, complete with title, labels, key and analysis. This is achieved in the software program by switching from "data view" to "layout view". The GIS booklet provided students with instructions for creating their finished map.

Figure 3: A completed map in layout view. Labels, a title and a key have been added to the map, and it is also possible for students to add written analysis to their maps to explain the patterns that have emerged.

Collecting data in the field using ArcPad

Out in the field, a small group of students used hand-held PDAs loaded with ArcPad software to record noise level readings (collected using noise meters) in the four sample areas. They were provided with instructions for operating the program, and had a trial run in the school grounds the day before the visit. The points at which noise data levels needed to be recorded (25 sites per sample area) were preloaded onto the maps, so the students were able to use the maps to navigate to each site. Tapping the point on the screen opened a spreadsheet in which the data was typed and saved to the PDA, giving a full set of data recordings for each sample area.

Figure 4: Maps and data collection points displayed on a PDA using ArcPad software. The students recorded the noise levels at each point, saved them to

Displaying fieldwork data using isoline maps

Initially, the noise data was displayed in a similar way to the litter, pedestrian and traffic surveys - using symbols.

Figure 5: Noise data displayed in the ArcMap program. Here data is shown as graduated circles using the ‘graduated symbols' function.

Using this method of data presentation, however, failed to highlight clearly the pattern of noise distribution around the Tennis Championships. Instead, students generated isoline maps which, through the used of colour grading, clearly show the noisiest areas. This method helped the students to visually analyse and explain the patterns, along with the anomalies that exist in the data.

Figure 6: Noise data displayed as an isoline map. Generating isoline maps uses an extension of ArcMap called ‘Spatial Analyst'. This is not available as part of the schools bundle but can be purchased separately.

In conclusion, it is possible to introduce some simple activities to familiarise students with GIS techniques to an existing fieldwork investigation, without having to make substantial changes to its structure. The ArcGIS schools bundle is available through the Digital Worlds website.