GIS is defined as an:

Acronym for Geographic Information System--an integrated collection of computer software and data used to view and manage information about geographic places, analyze spatial relationships, and model spatial processes. A GIS provides a framework for gathering and organizing spatial data and related information so that it can be displayed and analyzed.
[URL:http://resources.arcgis.com/glossary/term/533. Accessed: 2010-05-19. (Archived by WebCite^®at http://www.webcitation.org/5pqO1iWZ4)]

GIS is used in engineering, environmental science, land surveying, urban planning, emergency management, business intelligence, and Web mapping applications. As GIS becomes more mainstream, more applications and uses are being introduced. As society becomes more mobile, GIS and GIS applications are finding their way to smartphones, tablet PCs, and other Wi-Fi connected devices.

Applications make up the heart of a GIS. These applications are used to edit data, create queries on data, model and analyze geospatial relationships, and create and display maps. Web-based applications such as Google Earth have revolutionized how we edit, view, and display geospatial information.

Watch this!

The following Penn State video (5 minutes) gives you a good introduction to GIS, its uses, and capabilities.

A GIS consists of five components or characteristics:

1. hardware
2. software
3. data
4. people
5. applications

The combination of these five characteristics makes a GIS. Without all these components, a GIS would have limited value as a tool for analyzing and characterizing spatial information.

An Example of a Case Study

We will see how GIS is used in siting an electric transmission line by reading the referenced case study. This case study uses GIS to evaluate the best alternative for a proposed electric transmission line. The purpose for reading this case study is to familiarize you with a typical energy industry siting problem and with how GIS is used in the evaluation process.

Discussion Activity Directions

Start by reviewing the "Transmission Line Siting Report” case study. (34 Mb -- The report is 116 pages long...but don't panic!). The project is dated, but the concepts, approach and decision making used in this report are the same used today.

• Scan the entire document to familiarize yourself with the siting process.
• Read the Executive Summary and Sections 1.0 through 4.5 in detail. As you read, consider the following questions:
  • Why do you think the Archeological and Natural Heritage Sites are not published?
  • Why is it important to involve the public early on in the siting process?
  • Only 12.6 percent of the residents either responded to the siting questionnaire or attended the siting workshop.
  1. What do you believe caused the other 87.4 percent to not respond, even though this project may have had a direct impact on them? What is the basis for your answer?
  2. If the public is so concerned about siting and Not in My Back Yard (NIMBY), why do you think there was such a small response?
  3. In what other ways could utility planners increase awareness and participation?
  • Based on the results of the workshop, do you believe this public participation strategy successfully addresses public concerns? Would you consider this to be a model for how public participation should be conducted? If not, what changes would you suggest to improve the process?
  • What if Route G was in the middle from a cost standpoint. Do you believe the utility would have selected Route G, even though it was clearly the best alternative to minimize environmental/cultural/visibility impacts? Why or why not?

Now it is time to discuss your observations. Your initial post must be posted by Wednesday evening.

Go to the "Lesson 1 GRADED Discussion - Transmission Line Siting" discussion forum and:

• Post an original answer to two of the questions from above.
• Indicate whether you agree or disagree with what another person posted and why. A useful technique is a 2x2 technique—give 2 instances where you agree with the post and 2 instances where you disagree with the post.
• Ask another person a question.
• Contribute a "war story" that relates to the topic. These can be from your work, volunteering, personal life, or elsewhere.
• Relate a recent news event, article you have read, or something similar to the class.
• Continue the discussion until we have exhausted our debate and/or I have to draw the discussion to a close!

Grading Criteria

All students are expected to participate in the questions in their group discussions in a concise, well-organized, and scholarly manner. Saying, “I agree with Jennifer” is not adequate. You need to say why you agree (or disagree) and support your comments. Comments should be based on information obtained from appropriate reference sources, including lesson materials, previous coursework, Web-based information, or personal experience. You must use proper grammar and spelling for all contributions.

Your contributions to this assignment will be graded on a 15-point scale. Look at the discussion rubric for more details about my expectations.

As you saw in the video, geospatial technology has made geography an ordinary part of life for those not involved in the geospatial profession. In this lesson, you were introduced to GIS, the role GIS plays in energy-related siting decisions, and GIS software and hardware. Finally, you were asked to review an example of a transmission line siting study to help you understand that process.

As geospatial technologies become integrated into our daily lives, an understanding of what GIS is and how it can be used to solve real-world problems will be an asset you can leverage in your careers. For those who have a desire to explore GIS further and to develop an in-depth knowledge of GIS software and applications, many new and exciting opportunities will be open in business, industry, and government.

Reminder - Complete all of the lesson tasks!

You have finished Lesson 1. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.

The electric grid in the United States is a complex maze of more than 150,000 miles of high-voltage transmission lines fed by more than 5,400 generating facilities.

Figure 2.1: United States Electrical Grid

Credit: FEMA

There are four major utility types responsible for the generation and transmission of electricity in the United States. These types include investor-owned utilities, public utilities, electric cooperatives, and non-utility power producers. The largest amount of energy in the United States is generated by investor-owned electric utilities, which accounts for about 73 percent of the total electric power generated. Public utilities made up of federal, state, and local governments are the second-largest type of electric power generators, generating about 14 percent of the total electric power. Electric cooperatives provide an additional 12 percent of the total electric power generated, followed by the non-utility power producers, making up the remainder of the total. In contrast, non-utility power producers are the largest in number (2,100), followed by public utilities (2,000), electric cooperatives (930), and then investor-owned utilities (213).

There was no master plan in place for the grid; it evolved over time as the demand for electricity increased. To meet this ever-growing demand, utilities established links with their neighboring utilities to provide power where it was needed. Utilities realized they needed to improve reliability. They also realized that economies of scale could be leveraged by linking the transmission lines.

A huge Northeast blackout occurred in 1965 (see why: Northeast Blackout of 1965), and as a result, much of the grid control shifted to regional operations. This regional framework consists of the Eastern Interconnection, the Western Interconnection, and the Texas Interconnection. These interconnections maintain connections with Canada and Mexico. Overall reliability planning and coordination of the electric grid is provided by the voluntary North American Electric Reliability Council (NERC), created after the 1965 Northeast blackout. NERC functions to "develop and enforce reliability standards; assess reliability annually via 10-year and seasonal forecasts; monitor the bulk power system; and educate, train, and certify industry personnel." (NERC Website)

Figure 2.2: NERC Regions

Credit: Department of Energy

To meet future demands for electricity, the current generation and transmission system requires heavy investment in new, conventional, and alternative generation, including efficiency improvements. In concert with this new investment in generation comes a similar need to upgrade and expand in next-generation transmission and distribution systems. The current transmission and distribution system is congested because of the growing demand for electricity, poor planning, and insufficient investment to keep pace with changes. A consequence of this lack of planning prohibits the planned outages necessary for routine maintenance, which can lead to system-wide failures in the event of unplanned outages.

Based on petroleum supply estimates from the Energy Information Administration, oil and petroleum products consumed in the United States totaled 7.284 billion barrels in 2017, and increase of 1% from 2016. Petroleum used for electrical generation accounted for 0.5 percent of that total. The remainder of the consumption included transportation (70.3 percent), industrial (24.2 percent), and residential and commercial (5.0 percent) (Statistica.com).

Figure 2.3: United States Natural Gas Pipeline Network

Credit: Energy Information Administration

The Energy Information Administration records show total natural gas consumption in 2017 totaled 27,110,271 million cubic feet. Of that total, 24,824,283 million cubic feet was delivered to the final consumer. Consumption used for electrical generation accounted for 9,250,066 million cubic feet or 37.2 percent of this total, residential use consumed 17.6 percent and industrial use consumed 32.0 percent. The remainder of the total (13.2 percent) was used for commercial and vehicle purposes (EIA: Natural Gas Consumption by End-Use).

Similar to the electric transmission grid, the current oil and natural gas transmission infrastructure was not designed to meet the expected rate of natural gas consumption growth that the nation will see in the next decade. More than 90 percent of all planned new power generation in the United States will be fueled by natural gas. Almost all small, supplemental back-up generating units (such as those used by hospitals and schools) are powered by natural gas.

According to a report of recommendations prepared by the National Association of Regulatory Utility Commissioners (NARUC), one of the key challenges to energy availability is an adequate natural gas pipeline and distribution system to provide an ever-increasing gas demand across the country. The National Petroleum Council (NPC) estimates over 38,000 miles of new transmission lines will be needed, as well as 263,000 miles of new distribution lines. That much pipeline will require the attention of every state, and many regulatory bodies within the states. It will also require the attention of the Federal Energy Regulatory Commission (FERC), the Bureau of Land Management (BLM), the U.S. Forest Service, and many other federal entities.

The efficient and effective movement of natural gas from producing regions to consumers requires an extensive transmission system. In many instances, natural gas produced from a particular well will have to travel a great distance to reach its point of use. The transmission system for natural gas consists of a complex network of pipelines, pumping stations, and storage facilities. The transmission of natural gas is closely linked to its storage. When natural gas demand is low, it can be put into storage facilities until needed.

Natural gas pipelines include pipelines used in the gathering system, and in interstate transmission and final distribution. The gathering system consists of low-pressure, low-diameter pipelines that transport raw natural gas from the wellhead to the processing plant.

Pipelines can be characterized as interstate or intrastate. Interstate pipelines carry natural gas across state boundaries, in some cases, across the country. Intrastate pipelines, on the other hand, transport natural gas within a particular state. We will focus on the fundamentals of interstate natural gas pipelines, because the technical and operational details discussed are essentially the same for intrastate pipelines.

Natural gas pipelines are subject to regulatory oversight, which in many ways determines the manner in which pipeline companies must operate.

Interstate pipelines are the 'highways' of natural gas transmission. Natural gas that is transported through interstate pipelines travels at high pressure in the pipeline, at pressures anywhere from 200 to 1500 pounds per square inch (psi). This reduces the volume of the natural gas being transported (by up to 600 times), as well as providing propellant force to move the natural gas through the pipeline. For more information on interstate pipelines in general, visit the website of the Interstate Natural Gas Association of America.

The Federal Energy Regulatory Commission (FERC) and other Federal agencies are encouraging and sometimes requiring interstate natural gas pipeline operators to use existing rights-of-way (ROW), where possible when proposing routes for new construction. This is occurring throughout the country, even in more rural, sparsely populated areas.

The PJM Network Failure

Let's look at a real-life example of what can go wrong. The following excerpt, describing a PJM Network failure, was taken from a July, 2010, National Geographic Magazine article. PJM Interconnection is the regional transmission organization that coordinates the movement of wholesale electricity in all or parts of 13 eastern states and the District of Columbia.

August 14, 2003. Most of PJM's network escaped the disaster, which started near Cleveland. The day was hot; the air conditioners were humming. Shortly after 1 p.m EDT, on August 14, 2003, grid operators at First Energy, the regional utility, called power plants to plead for more volts. At 1:36 p.m. on the shore of Lake Erie, a power station whose operator had just promised to "push it to my max max" responded by crashing. Electricity surged into northern Ohio from elsewhere to take up the slack.

At 3:05 a 345-kilovolt transmission line near the town of Walton Hills picked that moment to short out on a tree that hadn't been trimmed. That failure diverted electricity onto other lines, overloading and overheating them. One by one, like firecrackers, those lines sagged, touched trees, and short-circuited.

Grid operators have a term for this: "cascading failures." The First Energy operators couldn't see the cascade coming because an alarm system had also failed. At 4:06 a final line failure sent the cascade to the East Coast. With no place to park their electricity, 265 power plants shut down. The largest blackout in North Ameri­can history descended on 50 million people in eight states and Ontario.

At the Consolidated Edison control center in lower Manhattan, operators remember that afternoon well. Normally the power load there dips gradually, minute by minute, as workers in the city turn off their lights and computers and head home. Instead, at 4? p.m. lights went out in the control room itself. The operators thought: 9/11. Then the phone rang, and it was the New York Stock Exchange. "What's going on?" someone asked. The operators knew at once that the outage was citywide.

There was no stock trading then, no banking, and no manufacturing; restaurants closed, workers were idled, and everyone just sat on the stoops of their apartment buildings. It took a day and a half to get power back, one feeder and sub­station at a time. The blackout cost six billion dollars. It also alarmed Pentagon and Homeland Security officials. They fear the grid is indeed vulnerable to terrorist attack, not just to untrimmed trees.

Full text available at National Geographic.

Since 1990, electric demand has increased by about 25 percent, while expansion of existing transmission infrastructure has decreased by about 30 percent over this same time period. While annual investment in new transmission facilities has generally declined or been stagnant during the last 30 years, substantial investment in generation, transmission, and distribution are expected over the next two decades. Both industry and government estimate that electric utility investment needs could be as much as $1.5 to $2 trillion by 2030. Some progress in grid reinforcement has been made since 2005, but public and government opposition, difficult permitting processes, and environmental requirements are often restricting the much-needed modernization.

In a congestion study prepared by the U.S. Department of Energy, congested transmission paths now affect many parts of the grid across the country. One recent estimate concludes that power outages and power quality disturbances cost the economy between $25 billion and $180 billion annually. These costs could soar if outages or disturbances become more frequent or longer in duration. There are also operational problems in maintaining voltage levels. Again, an excerpt from the National Geographic Magazine article shows just how little tolerance there is in maintaining a reliable voltage in the system:

PJM engi­neers try to keep the current alternating at a fre­quency of precisely 60 hertz. As demand increases, the frequency drops, and if it drops below 59.95 hertz, PJM sends a message to power plants asking for more output. If the frequency increases above 60.05 hertz, they ask the plants to reduce output. It sounds simple, but keeping your balance on a tightrope might sound simple too until you try it. In the case of the grid, small events not under the control of the operators can quickly knock down the whole system.

Full text available at National Geographic.

Many new transmission lines have been proposed to either alleviate congested paths or to provide redundancy so that existing portions of the transmission system can be temporarily taken out of service for proper maintenance and modernization. In many cases, funding is not the primary reason why these critical lines are not being built. Overly stringent permitting requirements, lawsuits, and other regulatory issues often inhibit transmission line construction.

Just as high voltage transmission needs have increased, so has the need to increases distribution. Distribution includes the system of substations, wires, poles, metering, and billing involved in delivering electricity to the consumer. The need to expand the distribution infrastructure and install new distribution equipment to meet population and demand growth will require continued investment. It is estimated that electric companies will spend $14 billion per year on average over the next 10 years on distribution investment. Over the next decade, distribution investment is likely to exceed capital spending on generation capacity as well.

Knowing how to use GIS software is an important skill to have in your professional portfolio, because GIS is used by business, industry, and government to solve complex geospatial problems such as location based services, vehicle routing, complex business analytics, and tracking the latest disaster. As the use of geospatial information becomes more widespread, those who have a good understanding of GIS will be a valuable asset to any organization.

Activity Part 1

For this activity, you will complete the "Getting Started with ArcGIS Pro" Esri online GIS training course.

This tutorial will give you the essentials needed to complete the term project that will begin in Lesson 9. These essential concepts will jumpstart your productivity with ArcGIS Pro. This course introduces the ribbon-style interface, project-based organization, key capabilities, and ArcGIS Pro terminology.

Learning Objectives:

• After completing this course, you will be able to perform the following tasks:
• Identify the components of the ArcGIS Pro interface.
• Create a project in ArcGIS Pro.
• Use editing tools in ArcGIS Pro to modify or create vector data.
• Use geoprocessing tools in ArcGIS Pro to analyze data.
• Use the Raster Functions pane in ArcGIS Pro to visually analyze raster data.
• Use ArcGIS Pro to share a project.

Accessing and completing the tutorial

• Go to the Esri Academy (www.esri.com/training/) and log in with your Esri username and password to go to the Esri Training page.
• Use the search function to search for the course “Getting Started with ArcGIS Pro”.
• Select "Support & Training" in the top menu.
• Select the “Getting Started with ArcGIS Pro” course from the list to begin.
• Read the overview and then select the "Launch Course" button.
• Follow the course outline on the left sidebar to navigate and complete the course.
• Print or save a copy of the Certificate of Completion to a place where you can easily locate it.

Activity Part 2 

After you have completed the training course take the " Getting Started with ArcGIS Pro" quiz.

Deliverables

By the end of Lesson 4, submit your Certificate of Completion to the Getting Started with ArcGIS Pro Dropbox drop box by the due date indicated on the course calendar.

Grading Criteria

The course completion activity will be graded on a simple pass/fail basis, but it is worth a full 10% of your course grade. You will "pass" by submitting your Certificates of Completion!

Discussion Activity

For this week, I want to engage you in a whole-class discussion of the following question:

What do you see as the major roadblocks to expanding the U.S. electrical grid and natural gas pipelines?

This discussion will take place in a special discussion forum created for this purpose.

Directions

1. In the discussion forum, post your response to the following question:
   • What do you see as the major roadblocks to expanding the U.S. electrical grid and natural gas pipelines?
2. Read the postings made by the other GEOG 469 students.
3. Respond to at least one other posting by asking for clarification, asking a follow-up question, expanding on what has already been said, etc.
   Make sure your posting is meaningful! I do not want to see "I agree" type postings! Your responses should add value to the discussion.
4. Return to the discussion forum daily to read new postings, answer questions directed specifically to you, and to respond to any other postings of interest with your own questions or thoughts!

Grading Criteria

All students are expected to participate in the questions in their group discussions in a concise, well-organized, and scholarly manner. Saying, “I agree with Jennifer” is not adequate. You need to say why you agree (or disagree) and support your comments. Comments should be based on information obtained from appropriate reference sources, including lesson materials, previous coursework, Web-based information, or personal experience. You must use proper grammar and spelling for all contributions.

Your contributions to this assignment will be graded on a 15-point scale. Look at the discussion rubric for more details about my expectations.

In this lesson, you learned about the origin of the grid, how and why it was constructed, and how and why it was regulated. We all take the grid to be a smooth-running invisible operation; but when it fails, we see how it impacts us. Through a real-life example, we saw how a failure in one part of the country can impact individuals and businesses in other parts of the country and how, in fact, the grid is interrelated. Finally, we were exposed to the other major energy transmission system, the interstate pipeline system, and how the siting criteria for this system is very similar to the electric grid.

Reminder - Complete all of the lesson tasks!

You have finished Lesson 2. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.

The Smart Grid website is maintained by the Federal government to provide the latest information on the progress of updating the electrical grid to a smart grid system. The smart grid initiative was authorized by Congress under Title XIII of the Energy Independence and Security Act of 2007. The information contained on this smart grid website will give you a comprehensive look at what the Smart Grid is and how the Federal government, working with industry, is bringing the electrical grid into the 21st century.

The electric grid is interwoven into the fabric of our everyday lives just as the highway systems are. Without a vision and a systematic plan to upgrade and modernize the grid, we will experience outages that compromise our way of life, impact our economy, and jeopardize our security. The National Public Radio series Power Hungry: Reinventing the U.S. Electric Grid presents the history of the grid and the challenges of creating a new, smarter, "green" grid for the future. This series will give you a good introduction to these challenges and what is being discussed to take the grid into the 21st Century, and it will provide an excellent backdrop for the remainder of the course.

Listen to this!

The Power Hungry series is a collection of National Public Radio broadcasts that have been placed on the Web and accompanied by text and visuals. Go to the Power Hungry website and read the information and listen to the broadcasts for the entire series. It will take you one hour to listen to all of the broadcasts.

As you read and listen to the series, keep the following questions in mind...we will be discussing these in our lesson discussion assignment!

1. What do you think are the major congestion issues Mr. Mansoor of EPRI is referring to, and do you see the utility industry solving these? Do you believe these congestion issues will require a standardized, nationwide transmission siting criteria?
2. Many utilities are now looking at installing rooftop solar collection systems on commercial buildings to generate electricity for the commercial entity and store the remainder for the grid. If we can take this one step further—economical, easy-to-install rooftop solar systems for residential use—what do you think the utility industry's response will be? Will they embrace it? Will they attempt to offer the service to homeowners?
3. "Eisenhower was a master of military art," McNichol says. "He understood from his readings and history that the best road systems were built by the central government," including the roads built by Rome, Napoleon, and Hitler. Each state transportation department managed its own highway-building program, but the central plan was put forth and managed by the federal government. In today's culture of NIMBY ("Not in My Back Yard"), and congressional gridlock, how do you see the final act of a national grid authority being played out? Should it be a central top-down program managed by the government? Or, should it be managed by the private sector, with minimal government oversight?
4. The electric grid may be more important for the country's national security than the federal highway system is. If you accept this premise, then how should the grid be financed? Should it be funded by the federal government, just like the national highway system, or should it be a public-private venture or solely privately funded?
5. Currently, wind and solar energy generation have a greater cost per kilowatt hour than other sources of energy such as coal, hydro, nuclear, and natural gas. Do you see the cost of wind and solar dropping to compete with the other sources of energy? If so, why do you believe that will happen? If not, do you believe we will see a "green energy bubble"? What do you see as the major impediment to the mass use of solar and wind energy in the United States?

Discussion Activity

For this week, I want to you answer one of the questions listed below and comment on another student's post. This discussion will take place in a special discussion forum created for this purpose.

Directions

1. Post your response to at least two of these questions in the discussion forum
   • What do you think are the are the major congestion issues Mr. Mansoor of EPRI is referring to, and do you see the utility industry solving these? Do you believe these congestion issues will require a standardized, nation-wide transmission siting criteria? Explain your answer.
   • Many utilities are now looking at installing rooftop solar collection systems on commercial buildings to generate electricity for the commercial entity and store the remainder for the grid. If we can take this one step further – economical, easy-to-install rooftop solar systems for residential use – what do you think the utility industry's response will be? Will they embrace it? Will they attempt to offer the service to homeowners? Explain your answers.
   • "Eisenhower was a master of military art," McNichol says. "He understood from his readings and history that the best road systems were built by the central government," including the roads built by Rome, Napoleon, and Hitler. Each state transportation department managed its own highway-building program, but the central plan was put forth and managed by the federal government. In today's culture of NIMBY ("Not in My Back Yard"), and congressional gridlock, how do you see the final act of a national grid authority being played out? Should it be a central top-down program managed by the government? Or, should it be managed by the private sector, with minimal government oversight?
   • The electric grid may be more important for the country's national security than the federal highway system is. If you accept this premise, then how should the grid be financed? Should it be funded by the federal government, just like the national highway system, or should it be a public-private venture or solely privately funded?
   • Currently, wind and solar generation have a greater cost per kilowatt hour than other sources of energy, such as coal, hydro, nuclear, and natural gas. Do you see the cost of wind and solar dropping to compete with the other sources of energy? If so, why do you believe that will happen? If not, do you believe we will see a "green energy bubble"? What do you see as the major impediments to the mass use of solar and wind energy in the United Sates?
2. Read the postings made by the other GEOG 469 students.
3. Respond to at least one other posting by asking for clarification, asking a follow-up question, expanding on what has already been said, etc. Make sure your posting is meaningful! I do not want to see "I agree" type postings! Your responses should add value to the discussion.
4. Return to the discussion forum daily to read new postings, answer questions directed specifically to you, and to respond to any other postings of interest with your own questions or thoughts!

Grading Criteria

All students are expected to participate in the questions in their group discussions in a concise, well-organized, and scholarly manner. Saying, “I agree with Jennifer” is not adequate. You need to say why you agree (or disagree) and support your comments. Comments should be based on information obtained from appropriate reference sources, including lesson materials, previous coursework, Web-based information, or personal experience. You must use proper grammar and spelling for all contributions.

Your contributions to this assignment will be graded on a 15-point scale. Look at the discussion rubric for more details about my expectations.

In this lesson, you were introduced to a great NPR production about the electric transmission grid in the United States. This 10-part series took you from an aged grid looking for a brighter future to a new grid and habits. Along the way, you read about how the grid evolved, the problems the grid has in meeting current and future demands, and how those demands will require a reinvention of the grid as we know it. I hope you came away with a better understanding of how the grid operates and how important a modern grid is to the security and economic viability of not only the United States but also to every industrialized nation in the world.

Reminder - Complete all of the lesson tasks!

You have finished Lesson 3. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.

To frame our consideration of public participation GIS, let's first consider the concepts of “environmental justice” and “environmental equity.”

Watch this!

To get a feel for these concepts, watch the 9-minute video “Chester Environmental Justice”:

Just how involved should the public be in decisions like where to put a 100Kv electric transmission line, or an incinerator, or a hazardous waste storage facility? Professional planners and others have thought about this question for a long time.

A milestone in this vein of planning scholarship was Sherry Arnstein’s article "A Ladder of Citizen Participation." In it, she describes eight “rungs” or levels of participation, from “nonparticipation” at the lowest rung to “citizen control” at the top. (The full citation of the original published article is: Arnstein, Sherry R. [1969]. A Ladder of Citizen Participation. Journal of the American Institute of Planners, 35[4], 216-224.)

Reading assignment

Numerous authors have reconsidered and refined Arnstein’s idea. Today the definitive treatment may be the “Spectrum of Public Participation” (pictured below) published by the International Association for Public Participation. Read the Spectrum carefully. (It’s just one page.) At the end of the lesson, you’ll be expected to use the Spectrum to evaluate the level of public participation in the case study presented in Lesson 1. Then you’ll use the Spectrum again in Lesson 10.

Figure 4.1: Spectrum of Public Participation
Click here to see a text description.

The IAP2 Federation has developed the Spectrum to help groups define the public's role in any public participation process. The IAP2 Spectrum is quickly becoming an international standard. The table below moves from less impact on the decision in the first column to most impact in the last column. 

Spectrum of Public Participation

--	Inform	Consult	Involve	Collaborate	Empower
Public Participation Goal	To provide the public with balanced and objective information to assist them in understanding the problem, alternatives, opportunities and/or solutions.	To obtain public feedback on analysis, alternatives and/or decisions.	To work directly with the public throughout the process to ensure that public concerns and aspirations are consistently understood and considered.	To partner with the public in each aspect of the decision including the development of alternatives and the identification of the preferred solution.	To place final decision making in the hands of the public.
Promise to the Public	We will keep you informed.	We will keep you informed, listen to and acknowledge concerns and aspirations, and provide feedback on how public input influenced the decision.	We will work with you to ensure that your concerns and aspirations are directly reflected in the alternatives developed and provide feedback on how public input influenced the decision.	We will look to you for advice and innovation in formulating solutions and incorporate your advice and recommendations into the decisions to the maximum extent possible.	We will implement what you decide.

Credit: IAP2 International Federation 2014 Accessed November, 20, 2018 at https://cdn.ymaws.com/www.iap2.org/resource/resmgr/foundations_course/IAP2_P2_Spectrum_FINAL.pdf)

Watch this!

The Geospatial Revolution

How can GIS and related geospatial technologies facilitate higher levels of public participation? Let’s approach this question by first watching a six-and-one-half minute excerpt from Episode Two of the Geospatial Revolution series produced by Penn State Public Broadcasting. Early in the video, you’ll hear Jack Dangermond, president of Esri, the GIS software company, state that “geographic information and maps are helping city governments become more democratic and participatory.” Think about that while you watch. Think about which aspect of Portland’s vision of an “interactive city” has the best potential to promote environmental equity.

CommunityViz

In this class, you’re using a software product called ArcGIS to work through a route suitability analysis for an electric transmission line. Some professional planners use a software extension to ArcGIS called CommunityViz to help facilitate public participation in land-use planning and other public policy decisions. Take a look at a couple of brief demos of CommunityViz. While you’re watching, think about how this product extends the capabilities of the ArcGIS software you’re learning to use. Watch closely; you’ll be quizzed about these demos at the end of the lesson.

Activity

Because we will be using an online discussion forum that is asynchronous for this activity, you will need to begin work right away! Be sure to log in to the class discussion forum multiple times between Thursday and Sunday so that you can keep the discussion going.

Directions - Part 1, Quiz

Take the "Lesson 4 - Facilitating Public Participation with GIS" quiz. The quiz consists of 10 multiple choice and short essay questions. You may only take this quiz once, but you may use your notes. This quiz will only be available until the due date indicated on the calendar. Be sure to complete it on time! THIS QUIZ IS NOT GRADED.

Directions - Part 2, Discussion

1. Select the "Lesson 4 - Discussion" forum from the Lesson 4 module and discuss the following. Your peers in this class come from varied backgrounds and locations. Given this, what specific incidences of environmental justice impacts your home location. Be specific about the type, location and population impacted and what has been accomplished to correct the situation. You can use the EPA's EJSCREEN to assist you.
2. Read the postings made by the other GEOG 469 students.
3. Respond to at least one other posting by asking for clarification, asking a follow-up question, expanding on what has already been said, etc. Make sure your posting is meaningful! I do not want to see "I agree" type postings! Your responses should add value to the discussion.
4. Return to the discussion forum daily to read new postings, answer questions directed specifically to you, and to respond to any other postings of interest with your own questions or thoughts!

Grading Criteria

I will not be recording your quiz grade. I will, however, be reviewing your quiz submission carefully and including your responses in the summary for the whole class.

All students are expected to participate in the questions in their group discussions in a concise, well-organized, and scholarly manner. Saying, “I agree with Jennifer” is not adequate. You need to say why you agree (or disagree) and support your comments. Comments should be based upon information obtained from appropriate reference sources including lesson materials, previous coursework, Web-based information, or personal experience. You must use proper grammar and spelling for all contributions.

Your contributions to this assignment will be graded on a 15-point scale. Look at the discussion rubric for more details about my expectations.

Esri tutorials for using ArcGIS Pro have been added to some of the lessons as extra credit activities. These tutorials will give you the opportunity to develop your skill set using ArcGIS Pro. The tutorials will have two benefits. The most immediate benefit is they will provide additional training that will help make the term project a little less confusing. The second benefit is they will provide you with a skill set you can use in your professional career. Many of you will encounter some aspect of GIS, either viewing maps, interacting with GIS staff, or using GIS, in your careers and being familiar with GIS will only enhance your resume.

Four extra credit tutorials are included.

• Lesson 4: Getting Started with the Geodatabase (approximately 3 hours and 30 minutes)
• Lesson 5: Managing Map Layers in ArcGIS Pro (approximately 1 hour)
• Lesson 7: Displaying Data in ArcGIS Pro (approximately 1 hour and 15 minutes)
• Lesson 7: Querying Data in ArcGIS Pro (approximately 30 minutes)

Getting Started with the Geodatabase

This tutorial will give you the essentials of working with the ArcGIS Geodatabase. The geodatabase is the native data storage format for ArcGIS. Learn about geodatabase components and functionality as well as steps to create and add data to a file geodatabase.

Learning Objective:

After completing this course, you will be able to perform the following tasks:

• Describe the components of the geodatabase.
• Create a geodatabase schema.
• Design and create a geodatabase.

Accessing and completing the tutorial

• Go to the Esri Academy (www.esri.com/training/) and log in with your Esri username and password.
• Search for “Getting Started with the Geodatabase” and select it from the resulting list.
• Follow the course outline to navigate and complete the course.
• Print or save a copy of the Certificate of Completion to a place where you can easily locate it.

Deliverables

Submit your Certificate of Completion to the Extra Credit: Getting Started with the Geodatabase drop box by the due date indicated on the course calendar. Note: You have until the last day of class to complete these but I highly recommend doing them BEFORE you begin the term project in Lesson 9.

Grading Criteria

Completion of this module will result in 1 extra credit point.

Wise decision makers welcome public participation because it can lead to better decisions. In this lesson, you've learned that there is a spectrum of participation, from merely informing the public to more meaningful involvement, collaboration, and empowerment. The right level of participation depends on the circumstances, but, too often, the public isn't involved enough in decisions like the ones discussed in this course. This week, you read case studies that demonstrate how, under the right conditions, GIS and related geospatial technologies can facilitate higher levels of public participation. Keep in mind, however, that technical solutions alone are not enough to overcome concerns about environmental justice.

Reminder - Complete all of the lesson tasks!

You have finished Lesson 4. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.

Demand for electricity is expected to grow dramatically over the next 20-30 years. With that expected increase in demand comes the need for the expansion of existing electric transmission lines and corridors, and for new transmission lines. These expansions and additions require detailed planning, siting, and public participation before actual line construction can begin. Some estimates suggest that investment in new generation, transmission, and distribution could be anywhere from $1.5 to $2 trillion by 2030. Much of this cost will be associated with upgrading the existing electric transmission system, adding new transmission lines to serve our growing appetite for electricity, and bringing alternative energy, such as wind and solar, from its origin to the consumer. The siting of new transmission lines is the critical first step in the successful deployment of these transmission systems.

How does this investment transfer to the cost we pay for electricity? A review of the Department of Energy website shows projections for energy use and consumption between 2015 and 2050. Between 2015 and 2050, the total electric use in the United States will increase from 3.871.9 Bkwh (Billion kilowatt-hours)  in 2015 to a projected 5.232.8 Bkwh in 2050, or an increase of 35.1% increase projected over this period. The 

The average residential cost/kwh will go from 12.8 cents/kwh in 2017 to 17.3 cents/kwh in 2035.

How the distribution of electricity was created and has evolved in the United States.

Figure 5.2: A sketch of the Pearl Street Station, sometime between 1882 and 1890

Credit: File: PearlStreetStation.jpg

The earliest electric distribution systems were located in the area surrounding the Pearl Street Power Station in Manhattan, and in Menlo Park, NJ. Both were built by Thomas Edison in 1882. These systems used direct current (DC) and were very inefficient, requiring electric generating stations to be close to the users, generally within a mile. These types of generation-transmission systems were called distributed generation systems.

In the 1890s, further development and refinements of distribution systems were made. The most significant of these improvements was the design of alternating-current (AC), high-voltage distribution transmission systems. This was significant because these new AC lines permitted electric power to be transmitted over much longer distances than the inefficient DC system did.

In 1896, George Westinghouse built an 11,000 volt AC line to connect Niagara Falls to Buffalo, NY – a distance of 20 miles. From that point on, the generation of electricity and the voltage capacity of transmission lines grew rapidly, while the distance from the point of production to the consumer grew wider. This resulted in a move away from the localized production of electricity to much larger, regionalized producers that could generate more electricity at one location and move it longer distances on the growing electrical grid.

The transmission system was built, over the past 100 years, by vertically integrated utilities that produced electricity at large generation stations located close to fuel supplies or needed infrastructure, and then relied on transmission facilities to transport their electricity to customers. Interconnections among neighboring utility systems were constructed to exchange power to increase reliability and share excess generation during certain times of the year. From its early beginnings in the late 1800s, the electric transmission and distribution system in the United States has evolved into a massive grid, bringing electricity to nearly every corner of the country. Today, this grid is a complex network of independently owned transmission lines that now encompasses a network of over 150,000 miles of high-voltage transmission lines linking generating facilities to load centers through interconnected transmission systems spanning states, territories, regions, and the borders of Mexico and Canada¹.

The growth of these larger electric companies resulted in state governments extending the jurisdiction of their regulatory powers to include electric utilities. New York and Wisconsin were the first states to initiate regulatory commissions in 1907; and by 1914, 43 states had commissions in place for the regulation of electric utilities. In 1932, about three-quarters of the investor-owned utility businesses were controlled by eight holding companies, many of which crossed state lines.

Transmissions Grid Timeline

Figure 5.3: Electric Transmission Grid Timeline - Click on this image to see a larger version
Click link to expand for a text description of Figure.5.3

Early 1900's: Investor owned and public utilities acquire right-of-way and construct first transmission lines.

Late 1920's: Federal government assumes jurisdiction over transmission lines crossing over state boundaries.

1935: Congress expands the authority of Federal Power Commission and limits where utilities can operate and expand.

1960's: First regional interconnects created after the massive November 1965 Northeast blackout.

1977: A blackout in New York City forced new standards of reliability on grid operations.

1978: Independent power producers given access to the grid

1992: Congress deregulates the wholesale power generation system, opening up competition among electricity producers. Requires transmission owners to allow use of the grid at fair prices to these wholesale power producers.

Credit: Ron Santini, 2011

In 1927, as a consequence of this growth and consolidation, the U.S. Supreme Court ruled that electricity was not an intrastate commodity, but rather an interstate commodity subject to federal regulation. The Public Utility Holding Company Act (PUHCA) of 1935, was signed into law by President Roosevelt as a result of a Supreme Court ruling. PUHCA limits the geographical scope of utility holding companies and the corporate structure of the holding companies. The act vertically integrated utilities (allowing ownership of both generating facilities and transmission lines) in monopoly service areas. States retained jurisdiction over siting of generating facilities, transmission systems, and distribution rates.

With the backdrop of higher oil prices and a real concern about energy imports from politically unstable countries, Congress enacted the 1978 Public Utility Regulatory Policies Act (PURPA). PURPA was a game-changing piece of legislation because it required utilities to buy electricity from companies that were not designated as utilities, and created a new industry for independent power producers. This legislation also gave these independent power producers access to the transmission system they needed to deliver their power to the grid.

Again, because of the concern over the country’s dependence on foreign oil, Congress passed the Energy Policy Act of 1992 (EPACT). This Act allowed access to the grid by non-utility companies on rates and terms that were comparable to those that the utility would charge itself for access to the grid. Why was this important? Because it fueled the growth of the wholesale power market by allowing electric utilities and other power generators to use the transmission grid to send power to one another at fair market rates.

Figure 5.4: The San Gorgonio Pass Wind Farm

Credit: InterCon

Siting new transmission lines in the United States has become a controversial issue, mainly because few property owners welcome the idea of having a transmission line built near their property or crossing it. As a result of this NIMBY ("Not in My Back Yard") concern, much of the old subjectivity of line corridor location has been removed from the process and replaced with objective, transparent corridor analysis. This objective analysis could not have come at a more appropriate time. With an aging transmission line infrastructure, an increased need to expand capacity, and the development of new conventional and alternative sources of energy, increasing pressure is being placed on utilities and regulatory agencies over siting concerns.

The primary regulatory responsibility for the siting of transmission lines resides with the individual state public utility commissions. In addition, various state and federal resource agencies review and comment on impacts to water, wetlands, wildlife and rare, threatened, and endangered species, land use, cultural and historical resources, and visibility concerns. A closer look at the link will show that not all transmission lines are covered by regulatory agencies. For example, in Pennsylvania, the Public Utility Commission only regulates transmission lines greater than 100kV. Transmission lines smaller than this are not regulated. Transmission lines proposed by the federal government, or transmission lines proposed by public and private utilities that cross state lines, cross federal and tribal lands, or impact national parks, require a detailed NEPA (National Environmental Policy Act) analysis and review by the United States Environmental Protection Agency (USEPA). As part of a utility's public outreach program, affected property owners review and comment on the proposed project during the siting process.

The process for choosing a site for the construction of electric transmission lines involves an extensive study of environmental (water, wetlands, topography, soils, geology), land use, biological, cultural, and visual resource impacts. As you learned earlier in this course, public participation is an important component of the siting process. In the sections to follow, we will be introduced to these criteria. We will discuss each of these criteria in detail and address criteria characteristics, potential impacts to these criteria, and examples of mitigation measures that can be implemented to reduce impacts on these criteria.

Here is a short (3:16) YouTube video, introducing you to the siting process used by ATC, American Transmission Company:

Soils

Soil type plays a significant part in the location of transmission lines. Soil stability is an important factor when locating transmission towers. Clearing of rights-of-way, especially on steep slopes, can expose soils and increase the chance of erosion. Slope failure, such as creeps, slides, and falls, can occur as a result of access road construction on unstable soils on steep hillsides. Soil compaction can result from the movement of heavy equipment along the right-of-way during construction, limiting the ability of the soil to be productive for forage or crops. Increased runoff can result in sediment loads that impact receiving streams. Where soils may be questionable for tower construction, additional engineering analysis must be done to find engineering solutions for tower placement and construction.

Figure 5.5: Soils Map Examples

Credit: USDA.gov

Topography

Topography is an important siting factor because it impacts environmental protection, construction activities, and ultimately, the transmission line cost. Construction of transmission lines on steeply sloped land creates added potential for soil erosion and sediment runoff, which then impacts receiving streams. Detailed engineered erosion and sediment control plans are developed to minimize environmental impacts. Construction on steep slopes presents many challenges: it affects the types of equipment used during construction, mobilization of this equipment, and how and where tower foundations are built. The erection and stringing of electric lines is more difficult on steep terrain than on flat terrain. Consequently, final project costs increase with an increase in slope.

Figure 5.6: Topo Map Examples

Credit: utah.gov (left) and .usgs.gov (right)

Geology

The type and extent of geologic features encountered along the proposed transmission corridor will impact decisions on siting. Geologic fault zones, seismic zones, rock type and extent (an example would be limestone and associated solution channels) pose both environmental concerns and construction concerns. Disturbance of acid rock can create a source of water pollution that could impact receiving streams. Towers constructed in geologic fault zones or seismic zones require detailed engineering analysis and enhanced construction methods.

Figure 5.7: Geologic Information Examples

Credit: Virdell Drilling, Inc. (left) and University of Wisconsin-Madison Department of Geoscience (right)

Water

Water resources can be impacted by construction activities associated with new transmission lines, or with the upgrading of existing transmission lines. Removal or disturbance of vegetation, resulting from the clearing of right-of-way corridors, may affect the natural hydrology of a watershed by altering surface runoff and stream flows. This may lead to decline in water quality by increasing sediment and chemical pollutant loads and warm water inputs. Access roads have the potential to impact water resources by altering natural stream hydrology. Removal of stream shade cover resulting in warmer water could impact aquatic species, especially in cold-water streams. Herbicides used to maintain right-of-way can enter streams through runoff from impacted soils. The siting process should quantify the number of stream crossings and minimize the number of streams and rivers to be crossed by the transmission corridor.

Figure 5.8: Water Use Examples

Credit: river.vroma.org (left), www.lknsocial.com (middle), and Circle of Blue Water News (right)

Wetlands

Generally, wetlands are lands where saturation with water is the dominant factor determining the nature of soil development and the types of plant and animal communities living in the soil and on its surface. Wetland functions include water quality improvements, water storage, water filtration, and biological productivity. According to the U.S. Environmental Protection Agency:

• An acre of wetland can store 1 to 1.5 million gallons of floodwater.
• Up to one-half of North American bird species nest or feed in wetlands.
• Wetlands occupy about 5% of the land surface in the mainland U.S., and they are home to 31% of the plant species.
• 75% of commercially harvested fish are wetland-dependent.

Wetlands vary widely because of regional and local differences in soils, topography, climate, hydrology, water chemistry, vegetation, and other factors, including human disturbance. For regulatory purposes under the Clean Water Act, the term "wetlands" means "those areas that are inundated or saturated by surface or groundwater at a frequency and duration sufficient to support, and that under normal circumstances do support, a prevalence of vegetation typically adapted for life in saturated soil conditions. Wetlands generally include swamps, marshes, bogs and similar areas."

The siting process for wetlands is usually a two-step process. During the initial stage of siting, the National Wetlands Inventory is a resource used to identify wetlands in the proposed transmission line corridors. Once these wetlands have been mapped, they must be verified through field identification of plants and soils using methodology outlined in the 1987 Wetland Delineation Manual. The intent of the siting process is to minimize the impact on surveyed wetlands.

Some of you may remember the Great Flood of 1993 on the Mississippi River. It created billions of dollars in economic loss, not to mention the devastation to homes and communities along its path. You also remember Hurricane Katrina and the horrific impact it had on New Orleans. In 2011, we saw the same scenario played out again with the flooding of the Mississippi River. Each of these disasters can be contributed in some part to the loss of valuable wetlands. The Upper Mississippi River Basin has lost a significant amount of wetlands that historically provided storage and buffering from significant rain events. As for Katrina, the wetlands delta buffering New Orleans from ocean surges has also diminished in size over the years, reducing the protection from hurricanes the city once had. I'm sure many of you are aware of impacts on smaller scales in watersheds close to where you live. So, the message is: wetlands are important not only to protect our economy, but also because they play a part in minimizing impacts on individuals, families, communities, and ecology.

Watch this!

The following 4:10 minute video tells a story of sacred Indian wetlands in Kansas and the proposed construction of a highway corridor adjacent to it. It shows how a lack of due diligence in the siting process created public relations problems. Similar situations can occur when siting any energy generation facility or transmission line. You may encounter a message that says "The video contains content from EMI. It is restricted from playback on certain sites." If so, watch on YouTube.

Land use is a critical siting criterion because of the different types of land uses. Of significance are woodlands, agricultural lands, developed lands, and lands used for parks and recreation. Woodlands, especially those used for forest production, can lose productive acreage created by the right-of-way. Some agricultural lands could be impacted, mainly by the footprint of the tower structure. Transmission lines can also affect field operations, aerial spraying, and field irrigation, as well as create opportunities for weed encroachment, and increase safety hazards associated with pole and guy wire placement. Property owner issues are often raised by individuals or communities along proposed transmission line routes. A common issue is one that involves property owner rights versus the public good.

Developed lands include lands used for residential, commercial, and industrial development. These lands should be avoided to the extent feasible during the siting process. The planning and siting of transmission lines through developed areas involves more detailed planning and public outreach to choose a final route. This added level of detail potentially results in delays or denials in approvals, and can significantly increase the cost of construction.

Local, state, and national recreational areas and parks should be avoided. The impact to these areas may result in the displacement or elimination of recreational uses. New recreational areas cannot be created within the boundaries of transmission lines, and the existing uses of the recreational areas could be changed. The aesthetic aspects of scenic and natural areas could also be impacted. In addition, unintended uses of right-of-ways for recreation activities, such as unauthorized ATV use, can occur.

Wildlife and Rare, Threatened, and Endangered Species (RTES)

Endangered species are species whose continued existence is in jeopardy. Threatened species are those species that are likely to become endangered. The construction and operation of transmission lines can affect plants and animals by altering habitat, displacing habitat, and causing injury or mortality due to collisions with transmission line insulators, conductors, and wires. For example, a transmission line proposed through the Lesser Prairie Chicken habitat would automatically trigger the Endangered Species Act and have a negative impact and create a delay in the siting process.

Figure 5.10: Photo from an online news story

Credit: ConnectAmarillo.com

Cultural resources include archaeological and historical sites. These sites are important because they provide insights into past cultures and religions. Some of these sites are threatened and are listed on the National Registry of Historic Places. The National Historic Preservation Act of 1966, amended in 2000, was enacted to preserve historic properties throughout the United States.

Archaeological Resources

The impact on cultural resources from electric transmission lines are most likely to occur during the construction phase. In addition, access to remote areas of archaeological significance may result, especially if access roads are left in place after construction is complete.

Historical Resources

Historic sites can be impacted visually by the completed lines, resulting in fewer visitors to the site. Potentially, pollution can also affect the site.

Here is an example of how an endangered historic site can impact electric generation. In 2008, the Great Falls Portage, Great Falls, Montana, was listed as one of the 11 Most Endangered Historic Places in the United States. The Great Falls Portage, one of the best preserved and most accessible landscapes along the Lewis and Clark Trail, is a windblown, undeveloped rural area surrounded by mountains and a panorama of blue Montana skies. This National Historic Landmark marks the location where, in 1805, the Lewis and Clark expedition faced its most challenging obstacle —the 18-mile, 31-day portage around the Great Falls of the Missouri River.

In May of 2008, the Southern Montana Electric Generation and Transmission Cooperative, Inc. (SME) sought financial support from the USDA Rural Utilities Service to build the Highwood Generating station, a $720 million coal-fired power plant that would produce 250 megawatts of power and serve up to 120,000 rural electricity customers from Great Portage to Billings. The plant was proposed inside the boundaries of the Great Falls Portage National Historic Landmark, raising grave concerns about the impact that project would have on the site. Construction plans included a large 435-acre power generating facility with a 400-foot smokestack, four 262-foot wind turbines, secondary buildings, access roads, transmission lines, lights, and miles of railroad tracks. Despite receiving 1,500 letters of protest from concerned citizens, the Cascade County Commission voted in 2006, and, most recently, in January 2008, to rezone this agricultural land to allow for industrial activity.

In March of 2009, the USDA Rural Utilities Service ceased providing funding for the project and SME was modifying its plans to include a natural gas generation facility that could be an alternative to, or supplemental to, earlier plans for a coal-fired facility. Currently, the United States Army Corps of Engineers needs to issue a Section 10 water intake permit for the facility and is now the lead federal agency for the project. The National Trust along with a large group of partner organizations are participating in the National Historic Preservation Act Section 106 consultation process for the project. Concerns about the impact to the cultural landscape of the Portage site remain unresolved.

In November of 2009, the SME took a loss of $9.1M because it abandoned the plans for a coal-fired generating facility and opted for a gas-fired generating facility, and the site has been removed from the list of most endangered historic places in the United States.

Data Needs

During the siting process, a cultural impact assessment is usually conducted. This includes identification of properties on or eligible for the National Register of Historic Places located within and adjacent to the proposed electric transmission line or generating facility. At a minimum, the following actions are included in the assessment:

• Contacting the State Historic Preservation Office to determine if any archaeological or historic sites are located in the area of the proposed transmission line.
• Conducting background research on the site by compiling data on previously recorded prehistoric and historic sites and historical structures and other cultural resources.
• Defining an area within a set distance from the center line of a proposed transmission, usually 0.25 miles, as the corridor study boundary. Sites within and immediately adjacent to the corridor should be included in the impact assessment.
• Determining the potential and/or probability of the existence of prehistoric, historic, and archaeological sites, based on historic and prehistoric human activities.
• Conducting cultural resource surveys as directed by the State Historic Preservation Office.
• Determining the potential visual impact to the affected archaeological and historical sites.

Much of this information can be included as a layer used in the GIS analysis of transmission line route selection.

Because of the sensitivity of this data, each State Historic Preservation Office may have special requirements for the release and use of archaeological and historic site information.

Mitigation Measures

• Judicious route selection
• Compliance with all applicable state and federal requirements and permit restrictions
• Development of a mitigation plan to be followed during construction
• Flagging of cultural sites identified within the transmission line right-of-way
• Immediately contacting the State Historic Preservation Office should archaeological artifacts be uncovered during construction

Public

Local, state and national parks, historic areas, and cultural areas may be miles from a proposed transmission line, but because they are visible, transmission lines can detract from the aesthetic value of these public lands. Possible solutions for this may include lower heights of towers, building towers that blend in with the surrounding environment or selecting a route where visibility impacts are not a concern.

An example of this is the visual controversy that surrounded the proposed local of an electric substation and transmission line through the Kituwah Valley in western North Carolina. Save Kituwah, a citizen group opposed to the line created the Save Kituwah website and  Preserve Kituwah Valley video. As a result of this protest, in August of 2010, the utility company found two alternative sites for the substation.

Residential

In almost every questionnaire completed and every public meeting attended by the affected public, the top two issues of concern are those of location and visibility. More specifically, will the proposed towers and lines be close enough to impact the real estate value of property, and what impact will visibility have on both aesthetic and the property values?

According to the USEPA, many people are concerned about potential adverse health effects of electric and magnetic electromagnetic fields (EMF). Much of the research done on electric transmission lines and potential health effects of EMF is inconclusive. Despite more than two decades of research to determine whether elevated EMF exposure, principally to magnetic fields, is related to an increased risk of childhood leukemia, there is still no definitive answer. The general scientific consensus is that, thus far, the evidence available is weak and is not sufficient to establish a definitive cause-effect relationship.

Watch the following 6 minute video about the PSE&G Susquehanna Roseland Power Lines Controversy.

Over the past few lessons, we have discussed many aspects of the grid including planning, permitting and costs. Let’s pull this all together by watching the 57-minute video of former FERC commissioner, Suedeen Kelley’s presentation “Extending the Grid” from January 2010.

Printable Transcript (Word Document)

Directions

Now that you have watched the video, please write a paper that addresses the following four items

• Compare and contrast her presentation in 2010 about planning, permitting and cost allocation aspects of the grid with the current status of these aspects as you understand them.
• Why do you think a national planning, siting & cost allocation process has not gained much traction?
• After viewing the video what would your recommendation be to address a national policy for planning, siting and cost allocation?
• Given the regulatory environment as we know it today and the competing interests of regions (east, central and west) do you believe we can achieve a national policy of grid expansion?

Your paper should be between 700 and 1000 words long and be written in an organized and professional manner.

Grading Criteria

The following extra credit opportunity is another Esri training module. It will take you approximately one hour to complete.

Managing Map Layers in ArcGIS Pro (1 hour)

This tutorial will give you the essentials of working with the map layers in ArcGIS Pro. It is important to ensure that map users have a good experience when viewing and dynamically exploring the features being showcased. This course introduces basic layer property settings so you can provide a simplified, focused user experience.

Learning Objectives:

After completing this course, you will be able to perform the following tasks:

• use layer properties to control the visibility of features in ArcGIS Pro;
• modify scale settings on a layer;
• explain visibility settings;
• define group layers;
• explain the benefit of grouping layers;
• modify the scale range on a group layer;
• define the definition query;
• create a definition query to display a subset of features.

Accessing and completing the tutorial

• Go to the Esri Academy (www.esri.com/training/) and log in with your Esri username and password to go to the Esri Training page.
• Search for “Managing Map Layers in ArcGIS Pro” and select it from the resulting list.
• Follow the course outline to navigate and complete the course.
• Print or save a copy of the Certificate of Completion to a place where you can easily locate it.

Deliverables

Submit your Certificate of Completion to the Extra Credit: Managing Map Layers drop box by the due date indicated on the course calendar. Note: You have until the last day of class to complete this training module but I highly recommend doing them BEFORE you begin the term project in Lesson 9.

Grading Criteria

Completion of this module will result in 1 extra credit point.

In this lesson, we presented an overview of the history of the electric transmission grid since its inception in the early 1900s. We presented how and why the various state and federal governments influenced the development and use of the grid, and we briefly discussed the criteria used to site new transmission lines. We also viewed some real-life video footage of actual transmission line siting controversies. Those videos gave us a quick look at the issues confronting transmission line siting teams and the "Not in My Back Yard" passion of local residents.

The takeaways from this lesson are:

• The electric grid was not planned, it evolved.
• The electric grid is regulated by some states but not by others.
• The federal government only regulates interstate transmission.
• For transmission lines crossing federal lands, an environmental assessment for those portions of the project that might impact federal lands must be conducted.
• Siting can be a long, involved process that includes many government regulations and agencies.
• Winning the approval of the public may be the biggest siting hurdle to overcome.

Reminder - Complete all of the lesson tasks!

You have finished Lesson 5. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.

Errors can be injected at many points in a GIS analysis, and one of the largest sources of error is the data collected. Each time a new dataset is used in a GIS analysis, new error possibilities are also introduced. One of the feature benefits of GIS is the ability to use information from many sources, so the need to have an understanding of the quality of the data is extremely important.

Accuracy in GIS is the degree to which information on a map matches real-world values. It is an issue that pertains both to the quality of the data collected and the number of errors contained in a dataset or a map. One everyday example of this sort of error would be if an online advertisement showed a sweater of a certain color and pattern, yet when you received it, the color was slightly off.

Precision refers to the level of measurement and exactness of description in a GIS database. Map precision is similar to decimal precision. Precise location data may measure position to a fraction of a unit (meters, feet, inches, etc.). Precision attribute information may specify the characteristics of features in great detail. As an example of precision, say you try on two pairs of shoes of the same size but different colors. One pair fits as you would expect, but the other pair is too short. Do you suspect a quality issue with the shoes or do you buy the shoes that fit? Would you do the same when selecting GIS data for a project?

The more accurate and precise the data, the higher cost to obtain and store it because it can be very difficult to obtain and will require larger data files. For example, a 1-meter-resolution aerial photograph will cost more to collect (increased equipment resolution) and cost more to store (greater pixel volume) than a 30-meter-resolution aerial photograph.

Highly precise data does not necessarily correlate to highly accurate data nor does highly accurate data imply high precision data. They are two separate and distinct measurements. Relative accuracy and precision, and the inherent error of both precision and accuracy of GIS data determine data quality.

Watch this!

The 11-second video below, created by Glenn Johnson from Penn State's Dutton e-Education Institute, demonstrates the difference between precision and accuracy. 

Let's go into more detail about error, accuracy, and precision. The following information is taken, with permission, from The Geographer's Craft:

1. The Importance of Error, Accuracy, and Precision

Until quite recently, people involved in developing and using GIS paid little attention to the problems caused by error, inaccuracy, and imprecision in spatial datasets. Certainly, there was an awareness that all data suffers from inaccuracy and imprecision, but the effects on GIS problems and solutions was not considered in great detail. Major introductions to the field such as C. Dana Tomlin's Geographic Information Systems and Cartographic Modeling (1990), Jeffrey Star and John Estes's Geographic Information Systems: An Introduction (1990), and Keith Clarke's Analytical and Computer Cartography (1990) barely mention the issue.

This situation has changed substantially in recent years. It is now generally recognized that error, inaccuracy, and imprecision can "make or break" many types of GIS projects. That is, errors left unchecked can make the results of a GIS analysis almost worthless.

The irony is that the problem of error is it devolves from one of the greatest strengths of GIS. GIS gain much of their power from being able to collate and cross-reference many types of data by location. They are particularly useful because they can integrate many discrete datasets within a single system. Unfortunately, every time a new dataset is imported, the GIS also inherits its errors. These may combine and mix with the errors already in the database in unpredictable ways.

One of the first thorough discussions of the problems and sources of error appeared in P.A. Burrough's Principles of Geographical Information Systems for Land Resources Assessment (1986). Now, the issue is addressed in many introductory texts on GIS.

The key point is that even though error can disrupt GIS analyses, there are ways to keep error to a minimum through careful planning and methods for estimating its effects on GIS solutions. Awareness of the problem of errors has also had the useful benefit of making GIS practitioners more sensitive to potential limitations of GIS to reach impossibly accurate and precise solutions.

2. Some Basic Definitions

It is important to distinguish from the start a difference between accuracy and precision:

2.1 Accuracy is the degree to which information on a map or in a digital database matches true or accepted values. Accuracy is an issue pertaining to the quality of data and the number of errors contained in a dataset or map. In discussing a GIS database, it is possible to consider horizontal and vertical accuracy with respect to geographic position, as well as attribute, conceptual, and logical accuracy.

• The level of accuracy required for particular applications varies greatly.
• Highly accurate data can be very difficult and costly to produce and compile.

2.2 Precision refers to the level of measurement and exactness of description in a GIS database. Precise locational data may measure position to a fraction of a unit. Precise attribute information may specify the characteristics of features in great detail. It is important to realize, however, that precise data – no matter how carefully measured – may be inaccurate. Surveyors may make mistakes or data may be entered into the database incorrectly.

• The level of precision required for particular applications varies greatly. Engineering projects such as road and utility construction require very precise information measured to the millimeter or tenth of an inch. Demographic analyses of marketing or electoral trends can often make do with less, say to the closest zip code or precinct boundary.
• Highly precise data can be very difficult and costly to collect. Carefully surveyed locations needed by utility companies to record the locations of pumps, wires, pipes and transformers cost $5-20 per point to collect.

High precision does not indicate high accuracy nor does high accuracy imply high precision. But high accuracy and high precision are both expensive.

Be aware also that GIS practitioners are not always consistent in their use of these terms. Sometimes the terms are used almost interchangeably and this should be guarded against.

Two additional terms are used as well:

• Data quality refers to the relative accuracy and precision of a particular GIS database. These facts are often documented in data quality reports.
• Error encompasses both the imprecision of data and its inaccuracies.

3. Types of Error

Positional error is often of great concern in GIS, but error can actually affect many different characteristics of the information stored in a database.

3.1. Positional accuracy and precision

This applies to both horizontal and vertical positions.

Accuracy and precision are a function of the scale at which a map (paper or digital) was created. The mapping standards employed by the United States Geological Survey specify that:

"requirements for meeting horizontal accuracy as 90 percent of all measurable points must be within 1/30th of an inch for maps at a scale of 1:20,000 or larger, and 1/50th of an inch for maps at scales smaller than 1:20,000."

Accuracy Standards for Various Scale Maps

1:2,400 ± 6.67 feet

1:4,800 ± 13.33 feet

1:10,000 ± 27.78 feet

1:12,000 ± 33.33 feet

1:24,000 ± 40.00 feet

1:63,360 ± 105.60 feet

1:100,000 ± 166.67 feet

1:1,200 ± 3.33 feet

This means that when we see a point on a map we have its "probable" location within a certain area. The same applies to lines.

Beware of the dangers of false accuracy and false precision, that is reading locational information from map to levels of accuracy and precision beyond which they were created. This is a very great danger in computer systems that allow users to pan and zoom at will to an infinite number of scales. Accuracy and precision are tied to the original map scale and do not change even if the user zooms in and out. Zooming in and out can, however, mislead the user into believing – falsely – that the accuracy and precision have improved.

3.2. Attribute accuracy and precision

The non-spatial data linked to location may also be inaccurate or imprecise. Inaccuracies may result from mistakes of many sorts. Non-spatial data can also vary greatly in precision. Precise attribute information describes phenomena in great detail. For example, a precise description of a person living at a particular address might include gender, age, income, occupation, level of education, and many other characteristics. An imprecise description might include just income, or just gender.

3.3. Conceptual accuracy and precision

GIS depend upon the abstraction and classification of real-world phenomena. The users determines what amount of information is used and how it is classified into appropriate categories. Sometimes users may use inappropriate categories or misclassify information. For example, classifying cities by voting behavior would probably be an ineffective way to study fertility patterns. Failing to classify power lines by voltage would limit the effectiveness of a GIS designed to manage an electric utilities infrastructure. Even if the correct categories are employed, data may be misclassified. A study of drainage systems may involve classifying streams and rivers by "order," that is where a particular drainage channel fits within the overall tributary network. Individual channels may be misclassified if tributaries are miscounted. Yet, some studies might not require such a precise categorization of stream order at all. All they may need is the location and names of all stream and rivers, regardless of order.

3.4 Logical accuracy and precision

Information stored in a database can be employed illogically. For example, permission might be given to build a residential subdivision on a floodplain unless the user compares the proposed plan with floodplain maps. Then again, building may be possible on some portions of a floodplain but the user will not know unless variations in flood potential have also been recorded and are used in the comparison. The point is that information stored in a GIS database must be used and compared carefully if it is to yield useful results. GIS systems are typically unable to warn the user if inappropriate comparisons are being made or if data are being used incorrectly. Some rules for use can be incorporated in GIS designed as "expert systems," but developers still need to make sure that the rules employed match the characteristics of the real-world phenomena they are modeling.

Finally, It would be a mistake to believe that highly accurate and highly precision information is needed for every GIS application. The need for accuracy and precision will vary radically depending on the type of information coded and the level of measurement needed for a particular application. The user must determine what will work. Excessive accuracy and precision is not only costly but can cause considerable error in details.

4. Sources of Inaccuracy and Imprecision

There are many sources of error that may affect the quality of a GIS dataset. Some are quite obvious, but others can be difficult to discern. Few of these will be automatically identified by the GIS itself. It is the user's responsibility to prevent them. Particular care should be devoted to checking for errors because GIS are quite capable of lulling the user into a false sense of accuracy and precision unwarranted by the data available. For example, smooth changes in boundaries, contour lines, and the stepped changes of chloropleth maps are "elegant misrepresentations" of reality. In fact, these features are often "vague, gradual, or fuzzy" (Burrough 1986). There is an inherent imprecision in cartography that begins with the projection process and its necessary distortion of some of the data (Koeln and others 1994), an imprecision that may continue throughout the GIS process. Recognition of error and importantly what level of error is tolerable and affordable must be acknowledged and accounted for by GIS users.

Burrough (1986) divides sources of error into three main categories:

1. Obvious sources of error.
2. Errors resulting from natural variations or from original measurements.
3. Errors arising through processing.

Generally errors of the first two types are easier to detect than those of the third because errors arising through processing can be quite subtle and may be difficult to identify. Burrough further divided these main groups into several subcategories.

4.1 Obvious Sources of Error

4.1.1. Age of data

Data sources may simply be to old to be useful or relevant to current GIS projects. Past collection standards may be unknown, non-existent, or not currently acceptable. For instance, John Wesley Powell's nineteenth century survey data of the Grand Canyon lacks the precision of data that can be developed and used today. Additionally, much of the information base may have subsequently changed through erosion, deposition, and other geomorphic processes. Despite the power of GIS, reliance on old data may unknowingly skew, bias, or negate results.

4.1.2. Areal Cover

Data on a give area may be completely lacking, or only partial levels of information may be available for use in a GIS project. For example, vegetation or soils maps may be incomplete at borders and transition zones and fail to accurately portray reality. Another example is the lack of remote sensing data in certain parts of the world due to almost continuous cloud cover. Uniform, accurate coverage may not be available, and the user must decide what level of generalization is necessary, or whether further collection of data is required.

4.1.3. Map Scale

The ability to show detail in a map is determined by its scale. A map with a scale of 1:1000 can illustrate much finer points of data than a smaller scale map of 1:250000. Scale restricts type, quantity, and quality of data (Star and Estes 1990). One must match the appropriate scale to the level of detail required in the project. Enlarging a small scale map does not increase its level of accuracy or detail.

4.1.4. Density of Observations

The number of observations within an area is a guide to data reliability and should be known by the map user. An insufficient number of observations may not provide the level of resolution required to adequately perform spatial analysis and determine the patterns GIS projects seek to resolve or define. A case in point, if the contour line interval on a map is 40 feet, resolution below this level is not accurately possible. Lines on a map are a generalization based on the interval of recorded data, thus the closer the sampling interval, the more accurate the portrayed data.

4.1.5. Relevance

Quite often the desired data regarding a site or area may not exist, and "surrogate" data may have to be used instead. A valid relationship must exist between the surrogate and the phenomenon it is used to study but, even then, error may creep in because the phenomenon is not being measured directly. A local example of the use of surrogate data are habitat studies of the golden-cheeked warblers in the Hill Country. It is very costly (and disturbing to the birds) to inventory these habitats through direct field observation. But the warblers prefer to live in stands of old growth cedar Juniperus ashei. These stands can be identified from aerial photographs. The density of Juniperus ashei can be used as surrogate measure of the density of warbler habitat. But, of course, some areas of cedar may uninhabited or inhibited to a very high density. These areas will be missed when aerial photographs are used to tabulate habitats.

Another example of surrogate data are electronic signals from remote sensing that are use to estimate vegetation cover, soil types, erosion susceptibility, and many other characteristics. The data is being obtained by an indirect method. Sensors on the satellite do not "see" trees, but only certain digital signatures typical of trees and vegetation. Sometimes these signatures are recorded by satellites even when trees and vegetation are not present (false positives) or not recorded when trees and vegetation are present (false negatives). Due to cost of gathering on site information, surrogate data is often substituted, and the user must understand variations may occur, and although assumptions may be valid, they may not necessarily be accurate.

4.1.6. Format

Methods of formatting digital information for transmission, storage, and processing may introduce error in the data. Conversion of scale, projection, changing from raster to vector format, and resolution size of pixels are examples of possible areas for format error. Expediency and cost often require data reformation to the "lowest common denominator" for transmission and use by multiple GIS. Multiple conversions from one format to another may create a ratchet effect similar to making copies of copies on a photo copy machine. Additionally, international standards for cartographic data transmission, storage and retrieval are not fully implemented.

4.1.7. Accessibility

Accessibility to data is not equal. What is open and readily available in one country may be restricted, classified, or unobtainable in another. Prior to the break-up of the former Soviet Union, a common highway map that is taken for granted in this country was considered classified information and unobtainable to most people. Military restrictions, inter-agency rivalry, privacy laws, and economic factors may restrict data availability or the level of accuracy in the data.

4.1.8. Cost

Extensive and reliable data is often quite expensive to obtain or convert. Initiating new collection of data may be too expensive for the benefits gained in a particular GIS project and project managers must balance their desire for accuracy the cost of the information. True accuracy is expensive and may be unaffordable.

4.2. Errors Resulting from Natural Variation or from Original Measurements

Although these error sources may not be as obvious, careful checking will reveal their influence on the project data.

4.2.1. Positional accuracy

Positional accuracy is a measurement of the variance of map features and the true position of the attribute (Antenucci and others 1991, p. 102). It is dependent on the type of data being used or observed. Mapmakers can accurately place well-defined objects and features such as roads, buildings, boundary lines, and discrete topographical units on maps and in digital systems, whereas less discrete boundaries such as vegetation or soil type may reflect the estimates of the cartographer. Climate, biomes, relief, soil type, drainage, and other features lack sharp boundaries in nature and are subject to interpretation. Faulty or biased field work, map digitizing errors and conversion, and scanning errors can all result in inaccurate maps for GIS projects.

4.2.2. Accuracy of content

Maps must be correct and free from bias. Qualitative accuracy refers to the correct labeling and presence of specific features. For example, a pine forest may be incorrectly labeled as a spruce forest, thereby introducing error that may not be known or noticeable to the map or data user. Certain features may be omitted from the map or spatial database through oversight, or by design.

Other errors in quantitative accuracy may occur from faulty instrument calibration used to measure specific features such as altitude, soil or water pH, or atmospheric gases. Mistakes made in the field or laboratory may be undetectable in the GIS project unless the user has conflicting or corroborating information available.

4.2.3. Sources of variation in data

Variations in data may be due to measurement error introduced by faulty observation, biased observers, or by miscalibrated or inappropriate equipment. For example, one can not expect sub-meter accuracy with a hand-held, non-differential GPS receiver. Likewise, an incorrectly calibrated dissolved oxygen meter would produce incorrect values of oxygen concentration in a stream.

There may also be a natural variation in data being collected, a variation that may not be detected during collection. As an example, salinity in Texas bays and estuaries varies during the year and is dependent upon freshwater influx and evaporation. If one was not aware of this natural variation, incorrect assumptions and decisions could be made, and significant error introduced into the GIS project. In any case, if the errors do not lead to unexpected results, their detection may be extremely difficult.

4.3. Errors Arising Through Processing

Processing errors are the most difficult to detect by GIS users and must be specifically looked for and require knowledge of the information and the systems used to process it. These are subtle errors that occur in several ways, and are therefore potentially more insidious, particularly because they can occur in multiple sets of data being manipulated in a GIS project.

4.3.1. Numerical Errors

Different computers may not have the same capability to perform complex mathematical operations and may produce significantly different results for the same problem. Burrough (1990) cites an example in number squaring that produced 1200% difference. Computer processing errors occur in rounding off operations and are subject to the inherent limits of number manipulation by the processor. Another source of error may from faulty processors, such as the recent mathematical problem identified in Intel's Pentium (tm) chip. In certain calculations, the chip would yield the wrong answer.

A major challenge is the accurate conversion of existing to maps to digital form (Muehrcke 1986). Because computers must manipulate data in a digital format, numerical errors in processing can lead to inaccurate results. In any case, numerical processing errors are extremely difficult to detect, and perhaps assume a sophistication not present in most GIS workers or project managers.

4.3.2. Errors in Topological Analysis

Logic errors may cause incorrect manipulation of data and topological analyses (Star and Estes 1990). One must recognize that data is not uniform and is subject to variation. Overlaying multiple layers of maps can result in problems such as Slivers, Overshoots, and Dangles. Variation in accuracy between different map layers may be obscured during processing leading to the creation of "virtual data which may be difficult to detect from real data" (Sample 1994).

4.3.3. Classification and Generalization Problems

For the human mind to comprehend vast amounts of data, it must be classified, and in some cases generalized, to be understandable. According to Burrough (1986, pp. 137), about seven divisions of data is ideal and may be retained in human short-term memory. Defining class intervals is another problem area. For instance, defining a cause of death in males between 18-25 years old would probably be significantly different in a class interval of 18-40 years old. Data is most accurately displayed and manipulated in small multiples. Defining a reasonable multiple and asking the question "compared to what" is critical (Tufte 1990, pp. 67-79). Classification and generalization of attributes used in GIS are subject to interpolation error and may introduce irregularities in the data that is hard to detect.

4.3.4. Digitizing and Geocoding Errors

Processing errors occur during other phases of data manipulation such as digitizing and geocoding, overlay and boundary intersections, and errors from rasterizing a vector map. Physiological errors of the operator by involuntary muscle contractions may result in spikes, switchbacks, polygonal knots, and loops. Errors associated with damaged source maps, operator error while digitizing, and bias can be checked by comparing original maps with digitized versions. Other errors are more elusive.

5. The Problems of Propagation and Cascading

This discussion focused to this point on errors that may be present in single sets of data. GIS usually depend on comparisons of many sets of data. This schematic diagram shows how a variety of discrete datasets may have to be combined and compared to solve a resource analysis problem. It is unlikely that the information contained in each layer is of equal accuracy and precision. Errors may also have been made compiling the information. If this is the case, the solution to the GIS problem may itself be inaccurate, imprecise, or erroneous.

The point is that inaccuracy, imprecision, and error may be compounded in GIS that employs many data sources. There are two ways in which this compounded my occur.

5.1. Propagation

Propagation occurs when one error leads to another. For example, if a map registration point has been mis-digitized in one coverage and is then used to register the second coverage, the second coverage will propagate the first mistake. In this way, a single error may lead to others and spread until it corrupts data throughout the entire GIS project. To avoid this problem, use the largest scale map to register your points.

Often propagation occurs in an additive fashion, as when maps of different accuracy are collated.

5.2. Cascading

Cascading means that erroneous, imprecise, and inaccurate information will skew a GIS solution when information is combined selectively into new layers and coverages. In a sense, cascading occurs when errors are allowed to propagate unchecked from layer to layer repeatedly.

The effects of cascading can be very difficult to predict. They may be additive or multiplicative and can vary depending on how information is combined, that is from situation to situation. Because cascading can have such unpredictable effects, it is important to test for its influence on a given GIS solution. This is done by calibrating a GIS database using techniques such as sensitivity analysis. Sensitivity analysis allows the users to gauge how and how much errors will affect solutions. Calibration and sensitivity analysis are discussed in Managing Error.

It is also important to realize that propagation and cascading may affect horizontal, vertical, attribute, conceptual, and logical accuracy and precision.

6. Beware of False Precision and False Accuracy!

GIS users are not always aware of the difficult problems caused by error, inaccuracy, and imprecision. They often fall prey to False Precision and False Accuracy, that is they report their findings to a level of precision or accuracy that is impossible to achieve with their source materials. If locations on a GIS coverage are only measured within a hundred feet of their true position, it makes no sense to report predicted locations in a solution to a tenth of a foot. That is, just because computers can store numeric figures down many decimal places does not mean that all those decimal places are "significant." It is important for GIS solutions to be reported honestly, and only to the level of accuracy and precision they can support.

This means in practice that GIS solutions are often best reported as ranges or ranking, or presented within statistical confidence intervals. These issues are addressed in the module, Managing Error.

7. The Dangers of Undocumented Data

Given these issues, it is easy to understand the dangers of using undocumented data in a GIS project. Unless the user has a clear idea of the accuracy and precision of a dataset, mixing this data into a GIS can be very risky. Data that you have prepared carefully may be disrupted by mistakes someone else made. This brings up three important issues.

7.1. Ask or look for metadata or data quality reports when you borrow or purchase data

Many major governmental and commercial data producers work to well-established standards of accuracy and precision that are available publicly in printed or digital form. These documents will tell you exactly how maps and datasets were compiled and such reports should be studied carefully. Data quality reports are usually provided with datasets obtained from local and state government agencies or from private suppliers.

7.2. Prepare a Data Quality Report for datasets you create

Your data will not be valuable to others unless you too prepare a data quality report. Even if you do not plan to share your data with others, you should prepare a report – just in case you use the dataset again in the future. If you do not document the dataset when you create it, you may end up wasting time later having to check it a second time. Use the data quality reports found above as models for documenting your dataset.

7.3. In the absence of a Data Quality Report, ask questions about undocumented data before you use it

• What is the age of the data?
• Where did it come from?
• In what medium was it originally produced?
• What is the areal coverage of the data?
• To what map scale was the data digitized?
• What projection, coordinate system, and datum were used in maps?
• What was the density of observations used for its compilation?
• How accurate are positional and attribute features?
• Does the data seem logical and consistent?
• Do cartographic representations look "clean?"
• Is the data relevant to the project at hand?
• In what format is the data kept?
• How was the data checked?
• Why was the data compiled?
• What is the reliability of the provider?

Source: uconn.edu

These materials were developed by Kenneth E. Foote and Donald J. Huebner, Department of Geography, University of Texas at Austin, 1995. These materials may be used for study, research, and education in not-for-profit applications. If you link to or cite these materials, please credit the authors, Kenneth E. Foote and Donald J. Huebner, The Geographer's Craft Project, Department of Geography, The University of Colorado at Boulder. These materials may not be copied to or issued from another Web server without the authors' express permission. Copyright © 2000 All commercial rights are reserved. If you have comments or suggestions, please contact the author or Kenneth E. Foote at ken.foote@uconn.edu.

What is Metadata?

Metadata is data about data. It is a summary document providing content, quality, type, creation, and spatial information about a dataset. Let’s take an example. You visit a car dealership to purchase a car. On the window of each car is a sticker giving you very specific information about the vehicle including manufacturer, make, model, size of engine, transmission type, miles per gallon, accessories, etc. This is metadata about the characteristics of a specific vehicle. It is the information you use to make an informed decision when comparing and purchasing a vehicle. Without this information, you know nothing about the vehicle and your decision to purchase becomes confusing at best. This is also true for GIS data. If you don’t know what it represents, what it covers, who made it or what quality it is, then only the originator of the data would be able to find and use it. If you do find it and use it, it may be totally inappropriate for your project and give you erroneous results.

Metadata can make clear to users the quality of a dataset or service and what it contains. Based on the metadata, you can then decide whether a dataset or service is useful or not, or whether you need to collect additional data. If the data has a metadata file, the knowledge about the data and services does not disappear if the originator of the data is no longer associated with the data.

It is not necessary for metadata to always give access to the dataset or service; however, it must always indicate where the dataset or service can be obtained.

Official standards organizations define metadata standards. By adhering to common metadata standards, organizations can readily share data. Two organizations set metadata standards. They are the International Organization for Standardization (ISO), and, in the United States, the Federal Geographic Information Committee (FGDC). The FGDC first published the Content Standard for Digital Geospatial Metadata in 1998, and it is the standard used by governmental agencies in the United States.

Activity

In this activity, you will explore metadata further by reviewing actual metadata sets and answering a set of questions about them.

Directions

1. Access the following metadata sets:
   • Hydrology (watersheds, subwatersheds, river & streams)
   • Digital Ortho Quads
   • Watershed Drinking Water Data - Mecklenburg County, NC (Click the DATA Tab > in search box type: Storm Water Watersheds > Click: Metadata).
2. For each dataset, answer the following questions in a word processing document. If you cannot find the answer within the metadata, state that as your response:
   • What agency or organization created the data?
   • When was the data created?
   • What is the GIS format (raster or vector)?
   • What is the resolution of the data?
     • If raster, report cell size
     • If vector, report scale
   • What is the spatial reference of the data?
     • Coordinate system (Geographic, UTM, State Plane, etc.)?
     • Projection (Unprojected, Transverse Mercator, Albers Equal Area, etc.)?
     • Datum (WGS84, NAD83, NAD27, etc.)?
   • How was the original data created (scanned maps, satellite, survey, etc.)?
   • What time period does the data cover?
   • What data attributes are used?
   • What is the unit of the attribute?
   • Was all of the data needed to answer the questions readily available?
   • How would you rate the data quality of the dataset on a scale of 1 to 5, with 1 = poor data quality and 5 = excellent data quality?
3. At the end of your word processing document, respond to the following question:
   • What did you learn about metadata from doing this activity?
4. Save your work as either a Microsoft Word or PDF file in the following format:

   Lesson2_Metadata_AccessAccountID_LastName.doc (or .pdf).

Grading Criteria

This activity is graded out of 5 points

For this activity, you will be completing the Esri tutorial: Editing Basics in ArcGIS Pro. This tutorial will teach you editing basics and work flows. You want to be confident that your data is up to date and accurate. ArcGIS Pro provides editing tools that allow you to update existing features or create new features. Using editing functionality in ArcGIS Pro, you can change the geometry of features or the informational attributes.

Learning Objectives

After completing this course (Esri tutorial: Editing Basics in ArcGIS Pro), you will be able to perform the following tasks:

• create new features and attributes;
• use tools to modify existing features and attributes;
• access and complete the tutorial;
• go to the Esri Academy (www.esri.com/training/) and log in with your Esri username and password to go to the Esri Training page;
• use the search function to search for the course “Editing Basics in ArcGIS Pro”;
• select the “Editing Basics in ArcGIS Pro” course from the list to begin;
• follow the course outline on the left sidebar to navigate and complete the course;
• print or save a copy of the Certificate of Completion to a place where you can easily locate it.

Activity Part 2: Quiz

After you have completed the training course, complete the "Introduction to ArcGIS Reflection Quiz".

Deliverables

Submit your Certificate of Completion to the Lesson 7: Editing Basics in ArcGIS Pro drop box by the due date indicated on the course calendar.

Grading Criteria

This activity will be graded on a simple pass/fail basis but it is worth a full 10% of your course grade. You will "pass" by submitting your Certificate of Completion!

In this activity, we are going to download a dataset that you will use in Lesson 9. You need to complete this task now so that you are ready to jump in and get started on the Lesson 9 Term Project on the first day of Lesson 9. You will be asked to provide a screenshot of your successfully downloaded file as proof.

Directions

1. Installing the sample routing project files on your own computer

1. Verify your computer has a "C:\temp folder", If not create one.
2. Copy the file titled "SAMPLE_ROUTING_PROJECT.zip" to your Desktop or to your Downloads folder on your PC/Laptop. The file is located in the "Term Project Materials" folder.
   • To download the file to your own computer, right-click the location link and select "Save Target As" or "Save Link As" from the pop-up menu.
   • Once the zipped file is downloaded to your computer, double-click on the downloaded zip file to decompress it to your C:\temp folder. You should end up with a folder called C:\temp\SAMPLE_ROUTING_PROJECT.

     Note

     THE "SAMPLE_ROUTING_PROJECT" FOLDER SHOULD BE UNZIPPED TO THE C:\temp folder. The siting model may not execute if saved to some other location.

   • Verify that the "SAMPLE_ROUTING_PROJECT" folder created in your C:\temp folder (C:\temp\SAMPLE_ROUTING_PROJECT\) contains the following folders/files:
     • Analysis folder
     • Data folder
     • Base_Map.mxd (Esri Map Document)
     • SampleProject_Toolbox_v3.tbx
     • Simplified_Epri_model.xls
     • Simplified_Route_Evaluation_spreadsheet.xls
   • Take a screenshot that shows evidence you have successfully completed the download. It should look similar to the one below:
     
   • Save your screenshot using the following naming convention:

     L7_download_AccessAccountID_LastName

     For example, student Elvis Aaron Presley's file would be named "L7_download_eap1_presley"—this naming convention is important, as it will help me make sure I match each submission up with the right student!

2. Installing transmission line siting exercise for use on a Penn State computer lab computer

If you plan to use a Penn State Computer Lab, follow this link to Additional Instructions for Penn State Computer Labs

Having Problems?

If you are having problems, please consult the FAQ for answers to some of the most frequently asked questions. If that doesn't help, post your questions to the Lesson 7 Discussion Forum.

Grading Criteria

The grading for this is slightly different from other assignments. Successful and timely completion of this activity will be reflected in your Lesson 9 grade. The grading will be as follows:

• Completed on time (by end of Lesson 7, see Calendar for details): You will receive two (2) extra points for your Lesson 9 activity. This is the equivalent of half a letter grade for the Lesson 9 activity.
• Completed one (1) to three (3) days late: You will lose 2 points which is the equivalent of half a letter grade for the Lesson 9 activity.
• Completed four (4) or more days late: You will lose 4 points which is the equivalent of a whole letter grade for the Lesson 9 activity.

This week you have two extra credit opportunities, both of which are Esri training courses.

1. Displaying Data in ArcGIS Pro (1 hour 15 minutes)

Symbol size, color, shape, and pattern affect the user's perception and the map's overall meaning. This course introduces ArcGIS Pro tools for symbology. Learn how to select symbology that represents your data and supports the message you want your map to convey.

Learning Objectives

After completing this course, you will be able to perform the following tasks:

• Apply a single symbol to a layer in ArcGIS Pro.
• Apply symbols to a layer in ArcGIS Pro using categorical and quantitative attributes.

Accessing and completing the tutorials

• Go to the Esri Academy (www.esri.com/training/) and log in with your Esri username and password to go to the Esri Training page.
• Search for “Displaying Data in ArcGIS Pro” and select it from the resulting list.
• Follow the course outline to navigate and complete the course.
• Print or save a copy of the Certificate of Completion to a place where you can easily locate it.

Deliverable

Submit your Certificate of Completion to the Extra Credit: Displaying Data in ArcGIS Pro drop box. Note: You have until the last day of class to complete these but I highly recommend doing them BEFORE you begin the term project in Lesson 9.

Grading Criteria

Completion of this module will result in 1 extra credit point.

2. Querying Data in ArcGIS Pro (30 minutes)

A single dataset may store thousands of records and querying the dataset is a fast way to find features. Learn the building blocks of a query expression and how to select features that meet one or more attribute criteria.

Learning Objectives

After completing this course, you will be able to perform the following tasks:

• construct queries in ArcGIS Pro to select features based on specific attributes;
• describe common data types that are used to define feature attribute fields;
• identify the components of an attribute query;
• construct a query using an attribute field that has text values;
• construct a query using an attribute field that has numeric values.

Accessing and completing the tutorial

• Go to the Esri Academy (www.esri.com/training/) and log in with your Esri username and password.
• Search for “Querying Data in ArcGIS Pro” and select it from the resulting list.
• Follow the course outline to navigate and complete the course.
• Print or save a copy of the Certificate of Completion to a place where you can easily locate it.

Deliverables

Submit your Certificate of Completion to the Extra Credit: Querying Data in ArcGIS Pro drop box by the due date indicated on the course calendar.  Note: You have until the last day of class to complete these but I highly recommend doing them BEFORE you begin the term project in Lesson 9.

Grading Criteria

Completion of this module will result in 1 extra credit point.

As you learned in this lesson, errors can be injected at many points in a GIS analysis, and one of the largest sources for this error is in the data collected. Each time a new dataset is used in a GIS analysis, new error possibilities are introduced.

Sources of data come from numerous locations, and you learned that understanding where the data came from, how it was collected, and how it was validated is essential if the GIS analysis based on this data will be used to make decisions that impact public safety and welfare and the environment.

You learned that metadata is the critical information source for determining if the data is relevant for your project. You learned how to read metadata and extract important information from the metadata related to timeliness, relevance, scale, accuracy, and data source, and where to obtain this data.

As you implement GIS projects, you now have the basis to evaluate your data sources before you use them and to make use of the most appropriate data for your projects. This should be one of the first GIS tasks you employ when conducting a new analysis.

Reminder - Complete all of the lesson tasks!

You have finished Lesson 7. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.

LESSON 7

1. Where are the files located for the Lesson 7 Activity?
   • In the Term Project Materials folder
2. How do I download the Lesson 7 Activity Files?
   • Click on the SAMPLE_ROUTING_PROJECT.zip file and follow the download instructions that appear on the screen.
3. Where do I download the files to?
   • Download to your C:\temp folder.
4. My computer does not have a C:\temp folder, what should I do?
   • Create a C:\temp folder:
     • Click on the START icon (Lower left corner of your screen).
     • Click on File Explorer icon (Looks like a folder).
     • Click on Local Disk (C:), click on HOME (Top Menu) select NEW FOLDER, then type in “temp” (without quotes) for the folder name.
     • The folder should look like this C:\temp
     • You can also watch the first 7:30 minutes of the Downloading Term Project Files video for details about how to create a C:temp folder
5. How and where do I extract the zipped file?
   • Right-click the downloaded zipped file and choose EXTRACT ALL..., the unzipping program associated with your computer. Extract the files to the C:\temp folder.
   • NOTE: IF YOUR COMPUTER DOES NOT HAVE A FILE EXTRACTION (UNZIPPING ) PROGRAM, EITHER DOWNLOAD 7-ZIP OR WINZIP (FREE VERSION).
   • You can also watch the last 4 minutes (starting at 7:40) of the Downloading Term Project Files video for directions on extracting (Unzipping) the appropriate files.
6. What should my C:\temp folder look like once I have extracted the files?
7. 
8. What folders/files should be present in my C:\temp\SAMPLE_ROUTING_PROJECT\ folder?
   • Folders: analysis & data
   • Files: Base Map, Base Map.mxd, SampleProject_Toolbox_v3.tbx, Simplified_Epri_model and Simplified_Route_Evaluation_spreadsheet
9. My folder/ file structure looks like this: C:\temp\SAMPLE_ROUTING_PROJECT\SAMPLE_ROUTING_PROJECT\ is this OK?
   • The folder/file structure must look like this: C:\temp\SAMPLE_ROUTING_PROJECT\
   • If it looks incorrect, delete the folders and again extract the zipped folder, but this time to C:\temp
10. Will the Sample Routing Project files execute in ArcGIS PRO if they are located in some other location?
    • These files must be located in the C:\temp folder for you to execute the Lesson 9 Activity.
11. What if I do not complete the download before the end of Lesson 7?
    • You will have deducted points from your Lesson 9 Activity.

LESSON 9

1. Where are the files located for the Lesson 9 Activity?
   • In the Term Project Materials folder
2. How do I download the Lesson 9 Activity Files?
   • Click on a file and follow the download instructions that appear on the screen.
3. Where do I download the files to?
   • Siting Transmission Lines Using the EPRI-GTC Siting Methodology file
     • Download to your Desktop.
   • Transmission Line Siting Exercise Instructions file
     • Download to your Desktop.
   • SAMPLE_ROUTING_PROJECT.zip file
     • This should have already been downloaded to your C:\temp folder and unzipped in Lesson 7.
4. Will the Sample Routing Project files execute in ArcGIS PRO if they are located in some other location?
   • These files must be located in the C:\temp folder for you to execute the Lesson 9 Activity.
5. How do I start the Lesson 9 Activity?
   • Follow the instructions starting on Page 2 of the 'Transmission Line Siting Exercise Instructions ArcGIS Pro' document you downloaded to your Desktop.
6. What if I don’t follow the instructions exactly?
   • There is a good chance your project will not execute properly.
7. How long will it take me to complete the Lesson 9 Activity?
   • ArcGIS PRO modeling: 3-5 hours
   • Write-up: 2-4 hours
8. What if I have problems running the ArcMap Exercise?
   • Post your problem in the Lesson 9 General Questions and Comments Discussion Forum.
   • Send your instructor an email.

Siting projects use the full spectrum of GIS data, including vector date, raster data, attribute data, and imagery. As you learned in Lesson 3, vector data is represented by points, lines, or polygons, while raster data can consist of gridded data, such as topographical maps and digital elevation models, attribute data, which describes characteristics of the spatial features, and, finally, aerial and satellite imagery.

Where to find GIS information

There are many sources for obtaining data for siting projects. Many sources of data are available for download, and I would encourage you to explore on your own to find additional sources. A good summary of the topic of GIS data sources can be found at Maps & Geospatial: Geographic Information Systems (GIS) .

The USGS Center for Excellence for Geospatial Information Sciences is a good place to start finding data on the national level. This is a gateway to the National Map, a collaborative effort among the USGS and other federal, state, and local partners to improve and deliver topographic information for the Nation. Raw GIS data can also be accessed and downloaded from the USGS National Atlas Raw Data Download site. Another good starting point for nationwide data is data.gov: geospatial. This is the federal government's "one-stop shop" for finding and using geographic data. The data categories important to siting projects that you can browse and download include:

• Environment
• Political Boundaries
• Agriculture
• Atmosphere
• Biology
• Demographic
• Elevation
• Geology
• Imagery and Basemaps
• Inland waters
• Transportation
• Utilities

Figure 8.1: Here is an example of how soils data is displayed and used. In this application, soils data was combined with landuse data to determine runoff coefficients for use in estimating runoff to streams during rainfall events.

Credit: Ron Santini

Why we need it

Soils information plays an important role in both the engineering and the environmental aspects of siting. From an engineering perspective, soils data provides information about soil stability, depth to groundwater, depth to bedrock, and other characteristics that impact the construction of transmission towers. From an environmental perspective, soils information provides information about runoff and erosion potential, wetlands, and groundwater.

Where to find it

• The Natural Resources Conservation Service at the United States Department of Agriculture maintains soils surveys for most every county in the United States. In addition, the local county agriculture extension office also has this information available in both digital and hard copy form.
• State and local soils data can be searched and downloaded from the U.S. Department of Agriculture Geospatial Data Gateway. Click on the big green GET DATA button at the top center of the page. You will be directed to the soil data mart to select a state you are interested in.

Figure 8.2: Topographic map of Bellefonte, PA

Credit: Penn State University

Topographic maps provide much more information than just showing the physical characteristics of the land. In this section of a USGS Topo Quad, not only are the land contours visible, but this map also shows the major roads leading into and out of Bellefonte, PA, the Bellefonte street system, the major structures present, individual residences, railroad tracks, power lines, and much more. Topo maps play a major part in siting electric transmission lines.

Why we need it

Topographic data shows the lay of the land, and topography is a critical criterion in the selection of a proposed route or alternate routes. By reviewing topographical data, siting planners and engineers can identify slope and stability issues, wetlands, stream crossings, etc., to select the most cost-effective route while minimizing impacts to the environment. This data also allows engineers to develop plans to mitigate the environmental impact during the construction phase. For example, in the United States, each stream crossing for temporary roads requires obtaining a state permit. In addition, erosion and sedimentation control plans are required for construction activities that will impact streams.

Where to find it

• Topographical maps are available for the most of the United States. Individual maps can be downloaded from the USGS The National Map US Topo site. On the left side menu, click on "Download Maps (Map Store)" to navigate to the interactive map where you can locate and download topographical maps.
• Digital Elevation Model (DEM) data can also be downloaded from the National Map. Landcover data can also be downloaded from that site.

Figure 8.3: Example of a Geologic Map

Credit: National Atlas, US Geological Survey

Why we need it

Geologic data provides siting engineers with the information they need to determine earthquake and foundation design requirements for towers. Geologists and environmental scientists use the geologic data to determine what type of rock underlays the route and whether this rock has characteristics that could cause environmental concerns if exposed or disturbed.

Two examples come to mind. The first is an overhead electric transmission line constructed by a major electric utility through Panther Valley in western North Carolina. During the construction of the transmission line, acidic rock was exposed. When exposed to air and water, this rock created acidic runoff impacting otherwise pristine streams. Action by the utility company to mitigate this rock exposure prevented widespread surface water degradation. A second, and more costly, example is the construction of Interstate I-99 through Central Pennsylvania. During I-99 construction in 2003, Pennsylvania Department of Transportation (PennDOT) crews first dug into the sulfur-bearing rock material (pyrite) in the Skytop section, near State College, and then continued to dig, using some of the million cubic yards of pyrite-laced sandstone as fill under the new highway and leaving the rest in spoil piles along the road. Seven years later, in 2010, after I-99 excavation exposed a massive amount of sulfur-bearing rocks, officials said the cost to undo the environmental damage totaled $100 million! Here is just one link to the I-99 problem: NY Times article

Figure 8.4: I-99 Acid Rock Remediation

Credit: Mining Waste Treatment Technology Selection

Where to find it

• The National Geologic Map Database is a USGS maintained catalog of geologic and geoscience maps and data.
• Additional sources of digital geologic data can be obtained from many individual State Geological Survey websites. Here is an example from the Maryland Geological Survey.

Figure 8.5: Aquia Harbour - Garrisonville 230kV Double-Circuit Line

Credit: Dominion Resources

This aerial photo shows how Dominion Resources use aerial photography to overlay proposed transmission lines. It provides the transmission line siting team with a visual picture of where to position transmission lines to minimize the impact on people and the environment. There are times when the optimum route does have an impact, such as the corridor route depicted in the above aerial.

Figure 8.6: Aerial view of the University Park campus of Penn State

Credit: Andy Colwell

Why we need it

Aerial and satellite imagery give us a picture in time of what the landscape of the project areas looks like. This imagery provides much more detail than a topographical map. By overlaying planned routes on aerial images, siting planners can readily visualize obstacles that can hinder permitting and construction. For example, population density, structure density, wetlands, water bodies, forest land, agriculture operations, and existing transmission lines are easily identified through an analysis of the aerial imagery. In addition, by comparing current and historical imagery, siting planners can identify projected commercial and residential growth areas and plan alternate routes to circumvent them.

Where to find it

• The United States Department of Agriculture maintains the National Agriculture Imagery Program (NAIP). NAIP acquires aerial imagery during the agricultural growing seasons in the continental United States. A primary goal of the NAIP program is to make digital orthophotography available to governmental agencies and the public within a year of acquisition.
• Another source for aerial imagery is the USGS National Aerial Imagery Program.
• Most state and county governments make imagery available for use in GIS applications. For example, 2005 Illinois Digital Orthophoto Quarter Quadrangle data can be downloaded from the Illinois State Library. See "Individual State GIS Data" later in this lesson for a comprehensive list of available state GIS data.

Figure 8.7: Power and environment can exist side-by-side. These BPA transmission towers are located in a wetland and wildlife refuge below McNary Dam in eastern Oregon. The refuge is part of the Columbia River dam project, built by the U.S. Army Corps of Engineers. BPA's power towers were designed to be compatible with the wetlands and refuge set aside in the area.

Credit: Bonneville Power Administration

Why we need it

The impact on water quality from siting corridors is a major concern during construction, and identifying streams and wetlands to be crossed or encroached on during construction is a an important factor in siting decisions. The location of wild and scenic rivers, special stream designations, such as cold water fisheries or trout streams, or impaired streams may require additional permitting during the planning phase of siting and increased monitoring during and after the construction phase. The location of waters used as sources for public drinking water may require additional erosion and sedimentation control permitting and monitoring. The construction of power lines through wetlands or constructing road crossings through wetlands requires a wetlands identification and assessment, and a permit issued by the US Army Corps of Engineers. The permit will outline the mitigation steps to minimize the impact to the wetland.

Where to find it

• The National Hydrography Dataset (NHD) is the surface water component of The National Map. The NHD is a digital vector dataset used by geographic information systems (GIS). It contains features such as lakes, ponds, streams, rivers, canals, dams, and stream gauges. These data are designed to be used in general mapping and in the analysis of surface-water systems.
• The United States Environmental Protection Agency (USEPA) US waters. Watershed Assessment, Tracking & Environmental ResultS (WATERS) is an integrated information system for the nation's surface waters. The EPA Office of Water manages numerous programs in support of the Agency's water quality efforts. Many of these programs collect and store water quality related data in databases.
• USEPA's Surf Your Watershed provides data about individual watersheds and links to the USEPA's Envirofacts Warehouse where additional data for water, waste, air, land, toxins, compliance, radiation, and other data can be accessed and downloaded.
• The United States Geological Survey collects water resources data from approximately 1.5 million sites throughout the United States, the District of Columbia, Puerto Rico, the Virgin Islands, Guam, American Samoa, and the Northern Mariana Islands. Real-time information about surface water, groundwater, and water quality can be accessed and retrieved through the National Water Information System.
• National Oceanic and Atmospheric Administration's Hydrometeorological Design Studies Center contains precipitation data, links to watershed and stream-flow data, and maps and aerial photographs.
• The CUAHSI Hydrologic Information System is an Internet-based system for sharing hydrologia data. It is comprised of databases and servers connected through Web services to client application that allow for the discovery, access, and publication of hydrologic data.
• Wetlands data can be accessed through the U.S. Fish & Wildlife Service's National Wetlands Inventory. This service has developed a series of topical maps to show wetlands and deep-water habitats. This geospatial information is used by federal, state, and local agencies, academic institutions, and private industry, for management, research, policy development, education, and planning activities.

Figure 8.8: Map of State Endangered Plant Laws

Credit: USDA Forest Service: Laws and Regulations to Protect Endangered Plants

Why we need it

The Endangered Species Act of 1973 required the identification and protection of endangered species' critical habitats. As a result, assessments and mitigation plans must be created and approved prior to the construction of transmission lines.

Where to find it

• The United States Fish & Wildlife Service maintains a database of rare, threatened, and endangered species for use in GIS applications. The International Union of Conservation and Nature (IUCN) also maintains information on rare and endangered species.

Figure 8.9: Generalized land use and land cover for the Roseau, Minnesota, 1:250,000-scale quadrangle (modified from U.S. Geological Survey, 1998).

Credit: U.S. Geological Survey - Data Series 240    

The map above depicts some of the 21 categories of land use and land cover (LULC) used by the United States Geological Survey. These LULC categories may be used at the state, regional, or local levels. This land use and land cover data was derived from 1970s and 1980s aerial photography.

Why we need it

Land Use and Land Cover (LULC) designations provide general descriptions of the natural and cultural activities taking place within a project area. LULC designations provide the siting planners with information on what type of land use may be in the proposed transmission right-of-way. This information assists the planners in route selection. By comparing current land-use patterns with historic land use patterns, and combining this information with aerial photography, the planners can identify preferred and alternate routes for the transmission lines. Prior to GIS, planners had to manually evaluate this data and the results were subjective. These individual layers of data can be combined easily in GIS and spatially analyzed to arrive at a better understanding of how LULC will impact a proposed transmission line without the uncertainty of manual analysis.

Where to find it

• The most accurate LULC data is digitized from current aerial imagery available from most state or local government GIS clearinghouses (see the section "Individual State, County and Municipal GIS Data"). It is also available from the National Map, but this data has not been updated since the 1980s because of funding issues.
• An article titled "6 Best Sources for Local Land Use/Land Cover GIS Data" from the Plannovation Blog can help you with your search for LULC data.

Figure 8.10: Crossrail Tunnel archaeology dig in London, England

Credit: BBC News

The picture above shows the Crossrail Tunnel archaeology dig in London, England, where archaeologists, surveying the ground at Liverpool Street station in preparation for Crossrail tunneling, have unearthed hundreds of skeletons on the site of a historic mental health hospital. Opened in 1247, St. Bethlehem hospital was the first institution dedicated to mental health patients and is believed to have led to the coining of the word "bedlam." The site now lies beneath what will be Liverpool Street's new Crossrail ticket hall. There are 20 archaeological digs along the Crossrail route and they have to be completed as part of the planning regulations.

Why we need it

Designated historic sites, burial grounds, and archeological sites are windows into our past. As such, the Federal government passed the Historic Sites Act of 1935 to document and preserve sites of national significance. Many states enacted similar legislation. As a result, this information is incorporated into the siting process to avoid impacting these designated sites.

Where to find it

• In many instances, this data is not available for public download because of the sensitivity of the information. In general, the transmission line planner would make a request to a State Historical and Preservation Agency and/or the National Park Service for a listing of such sites in the proposed project area. In many states, this request requires that the user restrict access to the information.

Visual resources include such things as national parks, monuments and battlegrounds, Native American burial grounds, historical sites and buildings, cemeteries and even local neighborhoods, just to name a few.

Figure 8.11: Delaware Water Gap

Credit: NPCA.org

An example of the visual impacts on National Park lands from proposed transmission lines follows, and taken from National Parks Conservation Association:

But views throughout much of the park unit could change substantially if a power company gets its way. Two energy companies—Public Service Electric & Gas (PSE&G) and PPL Electric Utilities—are proposing a serious upgrade to a smaller power line that predates the park, and winds its way through its southern half, crossing the river near the current visitor center. Eighty-foot towers that only occasionally rise above the canopy of maple, ash, and dogwood could soon be replaced by 200-foot towers that would dwarf them. A narrow right-of-way would expand to 300 feet to accommodate the two 500-kilovolt lines, which might require special lighting or bright orange balls for visibility. Asphalt roads would be constructed to provide constant access to what would become a main artery for coal- and nuclear power delivered to New York."

For obvious reasons, the power company’s preferred alternative is to simply traverse the corridor already established in the park—to cover the shortest distance between two points (see map), and to remove the need to purchase privately owned land or claim eminent domain."

Why we need it

The location of a transmission line can impair the line of sight to the visual resources mentioned, or in the instances of local neighborhoods can be a source of unsightly encroachment on neighborhood aesthetics. Transmission lines crossing over or near Federal lands requires a NEPA (National Environmental Policy Act) environmental impact analysis or assessment that includes a visual impact assessment on the Federal lands.

Where to find it

• See the GIS section of the National Park Service website.

Figure 8.12: Protesters outside a Bonneville Power Administration office.

Credit: Zachary Kaufman

Here we see protesters outside a Bonneville Power Administration office in Van Mall, Oregon. BPA proposed a new high-voltage transmission line between new substations in Clarke Rock and Troutdale, Oregon. Residents contend BPA should find less populated areas. Current demographic data is essential in minimizing the impact transmission lines have on neighborhoods, and, at times, the best data may still not be good enough.

Why we need it

Demographic data is essential for planning new transmission lines. It is used to make population projections to identify significant growth areas within a utility's service area. Planners then identify locations for the expansion of transmission lines and electric substations. In addition, both current and future projections of population density in a proposed transmission line project area provide the planner with another source of information on where to propose primary and alternate transmission line routes. In many instances, populated areas are the most significant challenge to siting a transmission line. Residents do not want unsightly overhead transmission lines running through or close to their neighborhoods for fear of property devaluation or concerns about the health implications of electromagnetic fields.

Where to find it

• The U.S. Census Bureau's data website is a source for demographic data for the United States, as well as for individual states.
• In addition, individual county and city GIS websites provide access to land ownership and land parcels. The availability of this data for download varies from county/municipality to county/municipality.

Figure 8.13: Pennsylvania GIS data portal

Credit: Pennsylvania Spatial Data Access

Figure 8.14: North Carolina GIS data portal

Credit: North Carolina GIS Clearinghouse

The two links above take you to Pennsylvania and North Carolina GIS data portals. Once in a state GIS data portal, you have access to many types of GIS information, from simple vector data, such as roadways, to complex raster data in the form of detailed aerial photography. In addition to individual state GIS data portals, make sure you check other state and local sources such as the Department of Transportation, Department of Environmental Protection, and local government GIS data portals.

Why we need it

Sometimes local GIS information is not available from Federal GIS databases, so we need to look elsewhere to find data. Sources for this information can be found on most state, county, and municipal GIS websites. Depending on the level of government accessed, the type and amount of GIS information available will vary, with state GIS websites having the most available data and municipalities having the least, depending on size. Many times, local GIS data may be more up-to-date and more specific to the area you want to study. The combination of federal, state, county, and municipal GIS data sources gives the best opportunity to find the data you need for a specific project.

Where to find it

• The University of Arkansas, as an example, has compiled a clearinghouse for individual state GIS data. This clearinghouse provides access to individual state data that includes many of the topics we outlined above.
• Individual county and municipal GIS data can be accessed through county and local government GIS Internet sites. In addition to the types of information outlined previously, land parcel information and current aerial photography may be available for download from county and municipal geospatial web links. Some of these sites may ask you to register for downloading data. I have registered for many of these sites at no cost.
• Another example of a state geospatial data clearinghouse can be found at the University of Oregon. The UO Libraries maintains a State-by-State listing of geospatial data resources.
• An example of county data can be found here for Union County, NC.
• Here is an example of available California County GIS data.

This activity will give you the skills to find Internet-based data and information, specifically data that can be downloaded and used for siting projects. The activity will focus on identifying and locating data for your state or region and compiling the data into a spreadsheet.

Directions

1. Download the State and Regional Data spreadsheet. You will see that there are columns provided for each of the following points of information: I have included example entries on the first tab as a guide of what your spreadsheet should include. EXAMPLE ENTRIES INCLUDE:
   1. Data Category (5 total: Environmental, Wildlife, Landuse/Landcover, Cultural, and Local GIS Sources)
   2. Data Sub-category
   3. Data Name
   4. Data Format (Vector, Raster, Imagery)
   5. Coordinate System
   6. Horizontal Datum
   7. Description of the data
   8. Data Source
   9. Data Location URL
   10. Metadata Source
   11. Based on what you have learned about data quality, assess the data quality of this data source?
   12. What criteria did you use to assess the quality of the data?
   13. Comments
2. Find, at a minimum, one data source for each of the 5 categories listed in Item #1 above and enter the related information into the spreadsheet (use the "Student Work" tab of the previously downloaded document to show your work). Note that the data categories and data sub-categories are already provided on the spreadsheet. You need to add items 3 through 13 above. THESE ITEMS CORRESPOND TO THE COLUMN HEADINGS IN THE SPREADSHEET. (item #11—"Comments"—only needs to be provided when applicable).
   • When completing your spreadsheet, include, at a minimum, the data sources we outlined previously in this lesson, and any others you have found. Add rows to the spreadsheet if necessary.
   • When listing the website locations, be specific. For example, if you are located in Charlotte, North Carolina, list the URL that would take you to the data for Charlotte, not just North Carolina.
   • In addition, try to find as much available local data as you can. Go to the website for your county or city and see what data is available through their GIS department and list these links in your spreadsheet. (FOR EXAMPLE: LAND USE DATA, ZONING DATA, LAND PARCEL DATA, TAX PARCEL DATA, WATER QUALITY DATA, ETC.)
3. Save your copy of the spreadsheet in Microsoft Excel or PDF format, using the following naming convention:
   
   Lesson8_Spreadsheet_AccessAccountID_LastName.xls (or .xlsx or .pdf)

Having Problems?

If you are having problems, post your questions to "General Questions and Comments: Lesson 8".

Grading Criteria

This activity is graded out of 10 points

The siting of overhead electric transmission lines, underground pipeline, new power plants, and even new highways require many types of information for the analysis in selecting a final corridor or site. Historically, this data had to be gathered manually if it was available. With the advent of computers, GIS software, and the Internet, this data is abundant and readily available. This lesson identified data needs, why it is needed, and where to find it. The exercise of finding data for your particular needs laid the foundation for how to acquire data and catalog those data sources for your future reference and use.

Reminder - Complete all of the lesson tasks!

You have finished Lesson 8. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.

The final term project will involve using GIS to select the most appropriate transmission line corridor given three competing corridors (Lesson 9). Public opposition to the siting of transmission lines is a critical factor that must be addressed. In Lesson 10, you will have the opportunity to develop plans to address this opposition. The final aspect of siting a new transmission line is how the utility presents the final route selection to the public. Normally, this is conducted through a series of public meetings held in the area where the proposed transmission line will be constructed. In Lesson 11, you will have the opportunity to develop a presentation that will be used for these public meetings. Lesson 12 will have you acting as a "Corporate Transmission Line Siting Committee Executive" reviewing and commenting on the public presentation of one of your classmates. Finally, during Lesson 13, you will incorporate any suggestions from Lesson 12 and submit your final project for grading.

Figure 9.2: Project Phases

Click link to expand for a text description of Figure 9.2

Lesson 9

• Phase 1

• Background Documentation

Lesson 10

•  Phase 2

• Addressing Negative Public Comments

Lesson 11

• Phase 3

• Draft of Siting Project Presentation

Lesson 12

• Phase 4

• Peer Review of a Classmate's Presentation

Lesson 13

• Phase 5

• Final version of Siting Project Presentation

The term project will encompass Lessons 9-13. Each lesson will address a specific aspect of the siting process and will use the information you learned through the first 8 lessons of the course.

I will be treating this project as close to a real-world scenario as possible, with all the pitfalls, decisions and outcomes that are typically encountered in these types of projects. Because of this, I expect you to meet all deadlines, no exceptions…..as many of you know, that is the way it works in the real world with projects of this magnitude…..tight timelines, heavy workloads, etc.…..time is money and any internal or external delay escalates the final cost and prolongs implementation of the project.

You will be the project manager for this project and you will be reporting to me. I expect you to complete each segment of the project on time and in a professional manner. All materials created should be created by you and presented in a form that shows your understanding of the issues and reflects your professionalism. Presentations should be prepared and delivered with the intent that you are selling your final routing decision before the Champlain Power Transmission and Distribution Siting Committee. Your final presentation will help determine the amount of money Champlain Power will allocate to this multi-million dollar project, so your presentation skills will be on display. In Lesson 12, you will reverse roles and be a member of the T&D Siting Committee, where you will select a presentation of a fellow student and provide constructive, positive feedback on his or her presentation highlighting the positive aspects of the presentation and recommending improvements where help may be needed. Lesson 13 will have you refine and resubmit your final presentation, based on the feedback you receive from Lesson 12.

The term project will consist of the following parts:

1. Siting scenario and background information document: Lesson 9
2. Addressing negative public comments: Lesson 10
3. Creating a final presentation and submitting it for peer review: Lesson 11
4. Reviewing a peers presentation: Lesson 12
5. Refining and submitting your final presentation: Lesson 13

Figure 9.2: Project Study Area

Ron Santini

Champlain Power, Inc. has submitted a request to the Georgia State Public Service Commission (GSPSC) to construct, operate, and maintain an overhead 345 kV High Voltage Direct Current transmission line named the "Nebo-Baskins Road Interconnect."The line would begin near Nebo just northeast of Dallas Nebo Road (Start Point) and run southwest to an existing substation southwest of Baskin Road (End Point) (Figure 9.2). The proposed transmission line will be approximately 3.5 miles in length, depending on the final siting decision for the line route. The public outreach and GSPSC reviews should be finalized by April 1, 2019. Construct on the new transmission line is expected to start in January, 2020.

This interconnect is needed to meet the projected demand for new residential, commercial, and light industrial service in the area. The United States Census, the Georgia Economic Development Agency, and local government data all point to increasing current and future needs for infrastructure additions to meet this growing demand. Internal projections made by Champlain Power also suggest the need to increase electric capacity to the area to meet future projected needs. Currently, the area serviced by Champlain Power serves approximately 150,000 residential customers; 7,500 commercial customers; and 1,200 light-industrial customers. Future demand projections (2020-2050) suggest the electric services will increase to 300,000 residential; 18,000 commercial; and 1,500 light-industrial customers. This demand cannot be met by the existing electric service, and a major expansion is required to meet this anticipated increase.

Champlain Power has selected three potential corridors for the planned overhead line interconnect. From these three corridors, a preferred corridor will be selected. Additional siting analysis will then be conducted to select the most appropriate route based on optimum natural environment, built environment and engineering environment criteria. This final route will be submitted to the GSPSC for review and approval. Initial construction will commence within 60 days of final GSPSC approval.

For the term project, you have been assigned as the project manager for siting the Nebo-Baskins Road Interconnect Transmission Line.You will be responsible for leading a team that will have full responsibility for selecting a preferred corridor, conducting the additional siting analysis, and selecting the most appropriate route for review and approval by the GSPSC. In addition, you will responsible for managing all community information outreach programs to keep the general public informed of the siting process and progress. The following two videos will give you a brief introduction to the project:

Most utility companies now use GIS to site new transmission lines, either using in-house developed siting methodology or relying on outside consultants to develop the GIS siting framework. The Electric Power Research Institute (EPRI), a private R&D company closely tied to the utility industry, recognized the need to standardize the process of siting to bring even more objectivity, transparency, and creditability to the siting process. In 2002, EPRI joined forces with the Georgia Transmission Corporation (GTC) to study transmission line siting and develop a process to make siting decisions more quantifiable, consistent, and defensible.

We will use an abbreviated EPRI-GTC Overhead Electric Transmission Line Siting Methodology for the term project. The graphic below shows a generalized flow line of how this methodology works. Click on the graphic below for a brief explanation.

As the project manager, your first task will be to develop a background document outlining your understanding of the siting process and the assigned task. Specifically, you will need to answer the questions below from the Siting Transmission Lines Using the EPRI-GTC Siting Methodology document found in the Term Project Materials module. You will also conduct the siting analysis to determine the most appropriate location for the transmission line. Before the selected route can be made public, the actual location must be approved by our Transmission Line Siting Oversight Committee. In preparation for your meeting with the Committee, you will need to develop a background document including the items identified under ACTIVITIES>2. Activity>Part 2 below. REMEMBER: YOU ARE THE PROJECT MANAGER... TREAT THIS LIKE A REAL WORLD PROJECT... MEET DEADLINES, DELIVER A QUALITY PRODUCT, ETC... YOU WILL BE GRADED ACCORDINGLY.

Activity #1: Quiz

1. Before taking the quiz, read the white paper titled "Siting Transmission Lines Using the EPRI-GTC Siting Methodology" located in the "Term Project Materials" module.
2. Take the Lesson 9 Quiz.

Activity #2

Note: This assignment has two parts. 

Activity #2, Part 1

Caution! This exercise requires you to pay close attention to detail and follow the instructions completely. Failure to do so can result in completion delays, model run failures, and an unresponsive ArcMap.

PLEASE READ THE INSTRUCTIONS VERY CAREFULLY FROM START TO FINISH BEFORE STARTING THE LESSON 9 ArcGIS PROJECT.

I want you to be successful and have fun with the project…not become frustrated! So, I cannot emphasize enough the importance of following the instructions in Lesson 9 step-by-step! Failure to do so has resulted in students having problems. I would suggest you go so far as printing them off and checking off each step as they are completed. I would also highly suggest you run it from start to finish in one sitting.

I would suggest you run the model on your local computer. Please refer to the Frequently Asked Questions for Lesson 9. If you do not find answers there, please do not hesitate to reach out to me.

1. Download the PDF file titled "Transmission Line Siting Exercise Instructions ArcGIS Pro" document located in the "Term Project Materials" module to your C:\temp folder.
2. Verify that you successfully unzipped the "SAMPLE_ROUTING_PROJECT.zip" in Lesson 7.
3. Verify that the "SAMPLE_ROUTING_PROJECT" folder created in your C:\temp folder (C:\temp\SAMPLE_ROUTING_PROJECT\) contains the following folders/files:
   • Analysis folder
   • Data folder
   • Base_Map.mxd(Esri Map Document)
   • SampleProject_Toolbox.tbx
   • Simplified_Epri_model.xls
   • Simplified_Route_Evaluation_spreadsheet.xls
4. Follow the instructions in the "Transmission Line Siting Exercise Instructions ArcGIS Pro" document that you downloaded (step 1) to complete the exercise and find the optimal route. The instructions are very detailed, and a missed step can result in the siting model not executing. PAY ATTENTION TO DETAILS!

Activity 2, Part 2

Using a Word document or Google Docs, create a background document that includes the following elements:

• a title page including project title, your name, course number, and date
• a brief description of the project
• the base map showing the study area in question
• a map showing your selected route
• the Data Normalized Table from the Excel spreadsheet
• the Combined Rank Chart from the Excel Spreadsheet
• your analysis/comments on why you chose your selected route including
  • an explanation of a normalized data table
  • an explanation of a combined rank chart
• your conclusions/opinions about the best route identified in the Combined Rank Chart

Having Problems?

If you are having problems, please consult the FAQ for answers to some of the most frequently asked questions. If you don't see the answers you need there, post your questions to the Lesson 9 General Questions and Comments Discussion Forum.

The grade for each category is calculated by multiplying the weight for the category times the number of points awarded for that category to arrive at the weighted score for each category. The final grade is the sum of all category-weighted scores. See the following example.

Printable Version (MS Word)

In this lesson, you learned how to use the EPRI-GTC siting document and answered the critical questions for understanding how the siting process works. You also completed the siting of the a new transmission line using GIS and presented the information in the form of a background paper for management review and approval prior to the public meetings.

Reminder - Complete all of the lesson tasks!

You have finished Lesson 9. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.

Project Phases

Activity

Directions

For this activity, you will return to your role as the project manager for siting the Nebo-Baskins Road Interconnect transmission line and complete Phase 2 of your term project, "Addressing Negative Public Comments". You have just received a memo from the Vice President of Transmission and Distribution (T&D) for your company that describes some negative public comments he has received. He wants your help in addressing these. As you complete this activity, be sure to consider the principles of public participation that you learned in Lesson 4.

Transource Energy takes 24 Franklin County property owners to court

As you prepare the public participation plan for your term project, take a look at this 3:13-minute video of how a utility provider addressed the public participation aspect of the siting project. You can read more about it on USA Today's Public Opinion Website.

Grading Criteria

I will grade your work using the Public Participation Plan Rubric.

Part A: Data Analysis and Presentation

The grade for each category is calculated by multiplying the weight for the category times the number of points awarded for the category to arrive at the weighted score for the category. The final grade is the sum of all category-weighted scores.

Printable Version (MS Word)

In this lesson, you learned how to identify public opposition issues and how to respond to individual and group concerns. You developed a plan to be included in the siting process, that engages the public early on. You also developed a plan for how to engage the public at local meetings. To reach these goals, you researched the Internet for public participation plans and viewed links and documents presented in this lesson. The final outcome is a skill set that you can incorporate into your broader set of siting skills.

In Lesson 11, we will continue working on the case study by developing a slide presentation you can present to your peers, to your management, or to the public.

Reminder - Complete all of the lesson tasks!

You have finished Lesson 10. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.

Some of you are familiar with creating PowerPoint presentations, while for others this may be your first time. All of us, including myself, can benefit from learning what makes a good presentation.

During the course of your professional careers, many of you will be asked to make presentations to work groups, committees, executives, and even the public. How you convey your message, in both spoken words and visual displays, will impact how your audience perceives you as a confident, knowledgeable, polished professional. These characteristics are on display each time you make a presentation. It is your own personal marketing tool, so it is in your best interest to make each and every presentation as professional as possible.

Before you begin, let’s have a little fun with PowerPoint by watching the YouTube video presented by comedian Don McMillan, called "Life After Death by PowerPoint":

Project Phases

Activity

Prior to the public meeting roll out of your selected route for the proposed transmission line, the site selection committee would like you to make a brief (10-12 minutes) presentation to them.

Directions

1. Create your presentation. Your presentation should include a separate slide for each of the following components:
   • A brief project description
   • A base map showing the study area to include:
     • Aerial Imagery
     • Start and End Points
     • Avoidance, Conservation, and Floodplain Information
     • Building Centroids
     • Land Use & Land Cover
   • A map showing your alternate route selections
     • Include the Built, Natural, and Simple Average Corridors
     • Alternate routes you selected through each of these corridors
   • The Simplified Route Evaluation Spreadsheet including:
     • Route Data
     • Data Normalized
     • Built Emphasis
     • Natural Environment Emphasis
     • Simple Average Emphasis
     • Combined Rank Chart
     • Graphs
   • A map showing your final route selection
   • An explanation of why this route was selected, based on your analysis
   • An explanation of your approach to addressing public participation
   • A summary of your presentation
2. Narrate your presentation

   • You may choose your own screen recording software, or record your screencast from within Canvas. Here is a link to instructions (Links to an external site.) on how to use Kaltura Capture to record within Canvas. Note: Kaltura Capture is accessed in Canvas by clicking on My Media in the Canvas menu and "Add new". If you do not use Kaltura Capture, you will need to upload your own video file to My Media using these instructions (Links to an external site.).

   • Record your screen while you give your five to seven-minute slideshow (make sure the slides are visible and the audio is clear - using a headset microphone is normally the best way to ensure decent audio quality).

   • Need more help? Contact the World Campus Helpdesk for assistance.

NOTE: Review the rubric CAREFULLY! You will be graded on the above items as well as the organization, appearance and professional delivery of your presentation.

Grading Criteria

This initial version of your presentation will be not be graded by me. Instead, it will be reviewed by one of your classmates. You will then use the feedback you receive from your peer to improve upon the final presentation you will submit to me during week 13. Use the Final Project Presentation Rubric as a guide when creating your project. Even though this is ungraded, it is required. (Failure to turn this in on time will result in the inability to participate in the peer-review process next week and a zero on the Lesson 12 peer review assignment which is graded).

REMINDER: This must be turned in by the due date (see the calendar for specific due dates). No late assignments will be accepted. It is scored out of 40 total points.

Part A: Data Analysis and Presentation

Part B: Presentation

(Consists of three parts, Organization, Appearance, and Verbal Delivery. The total weight for all three parts is 40%

The grade for each category is calculated by multiplying the weight for the category times the number of points awarded for the category to arrive at the weighted score for the category. The final grade is the sum of all category-weighted scores.

Printable Version (MS Word)

In this lesson, you learned that effective communication is a vital part of success in the business world. To help you achieve this success, you developed a PowerPoint presentation with narration. This project allowed you to develop skills in making a concise and professional presentation that can be given to any level of management and the public.

So, what's next? Lesson 12 will be the culmination of this project. In Lesson 12, you will be a member of the site-selection committee with the responsibility to review and comment on a presentation submitted by one of your fellow students!

Reminder - Complete all of the lesson tasks!

You have finished Lesson 11. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.

Project Phases

Activity

Write a peer review of another student's submittal of Lesson 11 – Initial Version of the Final Presentation. After you submit your assignment and the assignment due date has passed, your peer review will become available. Look for the student whose paper you are assigned to review under your Submission.  

Directions

1. Click on the Lesson 11 - Final Presentation assignment in the Lesson 11 module.
2. On the right, you will see a name under text that reads "Assigned Peer Reviews".
3. Click on the person's name.
4. On the resulting page, click on the link to open the assignment you will be critiquing.
5. Critique the presentation using the Capstone Project Presentation Rubric as a guide. Your critique should address these elements:
   1. Route Project Description
   2. Final Routing Process
   3. Public Participation Plan
   4. Presentation Organization & Appearance
   5. Presentation Verbal Delivery
   6. Summary and Recommendations
      Things to consider in this section: Would you approve the project or not? Why? Where you left with unanswered questions? Did anything spark your interest? Did anything not sit well with you? etc.
   7. The critique should be submitted electronically, using as a Word document or a PDF using the following naming convention: Lesson12_Critique_AccessAccountID_LastName.doc (or .pdf) 

Grading Criteria

You will be graded using the Presentation Critique Rubric.

Printable Version (MS Word)

In this lesson, you learned that effective communication is a vital part of success in the business world. You became a member of the site selection committee with the responsibility to review and comment on a presentation submitted by one of your fellow students!

Reminder - Complete all of the lesson tasks!

You have finished Lesson 12. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.