International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Vol XXXV, Part B5. Istanbul 2004 
  
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| VISUAL THINKING VISUAL 
I COMMUNICATION 
   
  
  
  
    
   
Exploration 
Gonfirmation 
Synthesis 
PRIVATE REAIM PUBLIC REALM 
Figure 1 DiBiase's depiction of visualization as tool of 
scientific research (MacEachren, 1994) 
2.1 Cartographic Visualization 
Mapping always includes cartographic visualization process. 
Cartographic visualization’s source comes from the static 
(thematic or topographic) maps. Unless cartographic 
visualization process mapping process never completes. Also 
every level of mapping process includes visualization process. 
In any of examples just given, the visualization process is 
guided by saying “How do I say what to whom”. In 1969 
Koeman put forward this proposition. “How” refers to 
cartographic methods and techniques. “7” represents the 
cartographer, “Say” deals with the graphics and semantics that 
represent the spatial data. “Whar” refers to the spatial data and 
its characteristics, whether they are of a qualitative and 
quantitative nature. “Whom” refers to the map audience and the 
purpose of the map; a map for scientists requires a different 
approach than a map on the same topic aimed at children. To 
the proposition “How do I say what to whom" we have to add 
"and is it effective?" "Effective" raises some interesting 
questions. These questions become more complex if we realize 
that we do not even know the initial aim of the visualization in 
the circumstances (Kraak, 1998). 
Together with the developments in computer technology 
cartographic visualization gained new functions by means of 
scientific visualization. Scientific visualization is defined as 
using computer technologies for creating visual presentations 
aiming at easier thinking and problem solving. From the 
cartographic perspective, the aim of the scientific visualization 
is developing the hypothesis and opinions about geographic 
information for helping the researcher. 
When the spatial data include a z-value they would be classified 
without doubt as three-dimensional. In the prototype’s database 
the terrain is represented in x, y z coordinates, so they are three- 
dimensional. The visualization by the prototype, whether on 
screen or paper, is perceptually three dimensional as well, 
because the images contain stimuli that make the user perceive 
their contents as three dimensional. Some would argue this, 
however, because the third dimension is not tangible. As a 
result these images are often described as two and a half 
dimensional only (Kraak, 1994). 
Technologic development allows interactive map making 
possibilities. All two-dimensional, two and a half dimensional 
and three-dimensional maps can create on the screen by 
visualization softwares. Also the screen maps can be animate 
with animation methods. 
2.1.1 Animation: Easiest definition of animation is presentation 
of the photos, which related each others, as a slide show in the 
same time series. This action of the photos gives their content a 
movement. The first cartoons created with this method. 
A cartographic animation is the depiction of change over time. 
The division in temporal and non-temporal animations is often 
taken for granted. The temporal animation is used to display 
time in a temporal sequence. The non-temporal animation is 
used to explain spatial relations by presenting individual map 
images in a sequence, that is not related the time (Kraak, 1999). 
3. CASE STUDY 
Yildiz Technical University (YTU) has a plan that Besiktas 
Campus moves to bigger Davutpasa Campus. This new campus 
has only one building. So university needs some buildings to 
complete the plan. For economic and proper campus planning 
university needs 3d map of the campus, which we motivated for 
this case study. 
In this study we first needed geospatial data of the campus area. 
That handled with the geodetic surveying method by students in 
one of the courses of our department. Campus area divided into 
eight zones. One lecturer and one research assistant managed 
sixteen students for surveying in every zone. After the geodetic 
surveying the data transferred to computer for cartographic 
drawing by students. After the controls, all data were combined 
and 2D campus map was created. That drawing includes roads, 
buildings, he, etc. Later that map imported into AutoCAD Land 
Development Desktop software. Contours were created by this 
program. And then the map which includes contours imported 
into MapInfo Vertical Mapper and 3D Studio VIZ softwares. 
The Campus area is visualized in Vertical Mapper by grid 
method, using the points (x,y,z) derived from that map. 
In Vertical Mapper for making 3D map, points are necessary 
with x,y,z coordinates. If data includes 3D lines and 3D 
polylines, don't includes 3D nodes, program converts 3D lines 
and 3D polylines to 3D nodes by grid method and polt-to-poit 
process. First the dxf file which includes contours is opened 
(Figure 2). After that contours converted to points by poly-to- 
point command. After that points converted to 3D drape file by 
grid manager. Then 3D topographic surface was created to 
using the drape file. This program allows user to see the 
different perspective views of the terrain and zooming options 
(Figure 3). Also it allows user to scaling the map along the z- 
axis. This is important for the easily understanding 3D 
topographic structure. Otherwise program doesn't allow 3D 
visualization of buildings, trees and other natural and human 
made objects. Also there are no animation possibilities in 
Vertical Mapper.