zd
International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Vol XXXV, Part B6. Istanbul 2004
and age groups and the list of resources is constantly expand-
ing. All resources are free, with teachers only having to regis-
ter with the website to access them (Section 2.1).
2.2.2 Gase studies
One high profile (BBC News, 2001; The Guardian, 2001) area
of geographic investigation identified by teachers at the start of
the project as desperately in need of better learning and teach-
ing resources was the study of coastal zones. This subject is
one of the major areas of physical geography taught and exam-
ined in schools across the UK. Prompted by a request to de-
velop a coastal erosion practical session for A level students,
the initial aim of geomatics.org.uk was to develop learning and
teaching materials based on the use of geomatics to determine
rates of coastal erosion. The materials were originally aimed at
students studying GCSE, AS and A level geography, however,
the resources also proved useful for students at the earlier
stages of the National Curriculum. Further, with the National
Curriculum placing increasing emphasis on cross-disciplinary
teaching, the resources developed crossed over into the sub-
jects of mathematics, physics and ICT.
Figure 3. Kodak DCS660 aerial image of Filey Brigg
c
2002-2001 Difference
Elevation Range
BE <3 m
Bt -1,36 m'to -1,23m
4,23 m to 0.81 m
0.81 m to -0.41 m
0.41 m10 0m
Om 100.41 m
041 mita0.81 m
Figure 4. Photogrammetrically derived coastal erosion data
The original case study drew heavily on data and results from
“Synergy of GPS, digital photogrammetry and InSAR for
coastal zone monitoring”, an Engineering and Physical Sci-
ences Research Council (EPSRC) funded project (grant num-
ber GR/N23721/01) that investigated the ways in which inte-
grated geomatics technology could help tackle the management
of coastal erosion (Buckley et al., 2002; 2004). Resources pro-
vided in the case study comprised data collected for the re-
search project (Figures 3 and 4). Further case studies have
since been added to the site.
2.2.3 Equipment packs
One of the principle objectives of the project was to place pre-
cision instrumentation, out of reach of most school budgets,
into the hands of school pupils. Equipment is available as class
sets consisting of different combinations of geomatics instru-
mentation, data, software and schemes of work to enable
teachers to implement practical geomatics field and laboratory
work in their teaching programmes. Teachers are able to regis-
ter to borrow equipment via the aforementioned website. At
the time of registering, teachers specify when, and for how
long they require individual items of equipment.
Figure 5. Maths on the beach! Geography and mathematics
come together in a coastal erosion survey
Figure 6. A handheld GPS receiver used in a coastal survey
