Remote Sensing - Module 2 - Land Use/Land Cover and Ground Cover

The focus of our second lab module for GIS5027L Photo Interpretation and Remote Sensing was the USGS Land Use/Land Cover Classification System. We learned in our textbook and lecture material that there are four levels in the classification hierarchy with each level increasing in detail leading to a need for increased spatial and spectral resolution. To be able to successfully assign classification codes to features on our photo we used the skills we learned in module 1 where we learned about visual interpretation of aerial imagery. In this exercise, we were only required to classify up to Level II Classification.

In the first exercise, we created a LULC feature class that consisted of the polygons that we created according to the features we identified in the photograph. The map needed to be 100% covered. I found that as I progressed in the exercise I began to see more and more features that I previously had overlooked especially many that would have been Level III classification. It became borderline frustrating but overall it was a great way to learn new techniques that I otherwise would be unaware of. I would have liked to classify to higher levels but time really began to fly as I believe I put in at least 7-8 by the end this exercise.

In the second portion of the lab we did a ground truthing exercise using Google Maps. I created a feature class that covered the mainland portion of the photograph and then used the create a random point tool to drop sample points on the map. We used Google Maps to determine the accuracy of our classifications by using the aerial imagery as well as the Google Maps Street View (GMSV). In most cases this allowed me to determine if my classification choices were true or false. Overall, this was a great hands on exercise for general land use and land cover that provided me with a solid understanding of the USGS Land Use/Land Cover Classification System.

LULC map of Pascagoula, MS with random ground truthing sample points.

Remote Sensing - Module 1 - Visual Interpretation

In our first lab assignment for GIS5027/L Photo Interpretation and Remote Sensing, we were introduced to interpreting the tone and texture of aerial photographs and identifying land features based on various visual attributes such as shape and size, shadows, pattern, associating, and color. 

The first exercise focused on tone and texture. This involved creating polygon feature classes focused on light vs dark areas and areas that exemplified ranges of texture. Being that I was a student of art in both high school and college as well as being an amateur photographer, much of the vocabulary as well as the overall concepts introduced were familiar to me. Even so, I never thought of these concepts as applied to aerial photography and even found myself second guessing my choices as I completed this exercise. Initially, I did not have the course textbook Remote Sensing of the Environment - An Earth Resource Perspective - An Earth Perspective, so after I read the corresponding chapter I made a few changes to my initial choices but overall I was on the right track.

The second exercise included creating point feature classes for identifying features based on shape and size, shadow, pattern, and association. I really found this exercise to be interesting because I've never really taken into consideration identifying features in aerial photography using these criteria. I especially found considering shadows to be of great benefit as some features were a mystery to me until I considered their shadows to analyze them. Since I initially did not have access to the text for this exercise also, I revisited it after reading the corresponding chapter. The text really provided some imperative information that was very helpful in completing the exercise. 

In the final portion of the lab, we did an exercise based on interpreting color. We chose five features from a true-color aerial photo and compared the features with how they appear in a false-color infrared version of the photo. Take a look at the aerial images below. Pick out some features and compare the differences between the two. 

True Color

False Color Infrared

Intro to GIS - Final Project - FPL Bobwhite-Manatee Transmission Line Project

Our final project task was the analysis of a transmission line corridor proposed by Florida Power and Light (FPL) in Manatee and Sarasota Counties. This project was called the Bobwhite-Manatee project.

After data analysis was conducted and public input considered, a proposed route corridor was identified for the project. What is never mentioned is the fact that GIS played an important role in making decisions concerning the the proposed line placement. The use of GIS enables projects like this to be executed confidently ensuring the required standards and objectives are considered.

Our project analysis consisted of four objectives that could be achieved using the GIS tools that we learned throughout the course. These four objectives were:

Objective #1: Define and quantify the environmentally sensitive lands imposed by the transmission line.

Objective #2: Quantify homes within proximity of the transmission line.

Objective #3: Define schools within proximity of the transmission line.

Objective #4: Quantify length and cost of the transmission line.

 

To view my Power Point presentation click here.

To view a transcript of the presentation click here.

 

 

Intro to GIS - Module 6 - Georeferencing, Editing, & 3D

 

This week's lab module focused on georeferencing, editing, and 3D. In the initial portion, we were introduced to the georeferencing process which involved taking two aerial photos of the University of West Florida campus and georeferencing them to a raster base map within ArcGIS Pro. This involved identifying and creating "control points". Features such as street corners or building corners were then chosen identifying common points on the unknown/unreferenced layer with the known/referenced layer. The goal is to get as close as possible with your control points which then moves the unreferenced raster layer in line with the control points on the known/referenced raster layer. As we established our control points we were mindful to inspect the Control Point Table so that our RMS error was as low as possible (below 15). 

Second, we used the skills we learned by georeferencing the aerial photos to georeference a survey drawing document for the UWF Heritage Hall building. I found that getting the initial control points for the image was a little more challenging than the previous aerial photographs. However, after establishing a few points it went smoothly. The biggest difference that I would note is that due to the smaller size of the survey drawing there were fewer features to establish control points on.

After completing the georeferencing portion we created two new features. The first was a new polygon feature for the UWF Gymnasium and then a new line feature for Campus Lane. After creating the new features we used the Multiple Ring Buffer tool to create a conservation easement for an eagle's nest located on campus property so that expansion efforts would not disturb it. Using the Multiple Ring Buffer tool we created a 330 ft and 660 ft conservation buffer around the eagle's nest. The above map depicts the features described.

In the final portion of the lab module, we created a 3D scene which can be viewed in the above map. This process involved converting our UWF_Lidar.lasd to a DEM (digital elevation model) raster using the LAS dataset to raster tool. We then added some of our previous feature layers adjusting our Buildings layer to max height for a 3D effect. Although I was running short on time I believe I covered most if not all the requirements.