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COURSE OUTLINE
WEEK LECTURE (2-hours/week) LABORATORY (2-hour/wk.)
1 Introduction to Photogrammetry |Photointerpretation. Geo-
and Remote Sensing metry of photographs.
2 Nature and properties of the [Extraction of qualitati-
electromagnetic radiation. ve information.
3 Optical systems, conventional |Extraction of metric
photography. information.
4 Photointerpretation. Image coordinate trans-
formation.
5 Mathematical bases to interre-|Depth of field, characte-
late image - object. ristic curve.
6 Collinearity and coplanarity |Internal, relative and
conditions. absolute orientation.
7 Design of an analytical photo-|Design simulation of a
grammetric instrument. photogrammetric instrum.
8 Satellite multispectral and Digital image processing.
radar images.
9 Radiometric enhancement of Regular, equalized and
digital images. stretched histogram.
10 Geometric corrections of di- |Histograms.
gital images.
11 Multispectral classification. |Multispectral classifica-
tion.
12 Density slicing and edge Density slicing.
enhancement.
13 Principal components, filters,|Filters.
convolutions, Fourier transf.
Bibliography:
DI =
Sensing, 1982.
4. C.P. Lo, "Applied Remote Sensing", Longman Scientific & Techni-
cal, 1986.
5. Kpntıköc F., Kai ©. Kahanavidag, Ungiakr eneEepyaoía eikóvaq
Kdi Egapuoy&c ornv TqAeaviyxveuon.
6. Richards J. A. 1986, "Remote Sensing
introduction, Springer-Verlag Berlin New York London Tokyo.
OUTLINE OF BASIC G.I.S. COURSE
(3rd semester)
. A.S.P. Manual of Photogrammetry, 4th edition, 1980.
. A.S.P. Manual of Remote Sensing, 2nd edition, 1983.
. Barrett E. and L.Curtis: Introduction to Environmental Remote
Digital Image Analysis", A
Units: 3 (2-hour lecture, 2-hour lab per week)
Prerequisites: Math
concurrent.
Grading: Lab assignments 30%, Written exams 70%.
The collection of field topographic data
I, Computer Programming I, or
using a
compass and the collection of cartographic data
from existing maps to create a data base with
information about location of points, lines and
polygons are emphasized in this course. The associ-
ation of other type of information such as topology
and thematic data to specified locations and the
formation of a Geographic Information System uti-
lizing a relational data base are also well cov-
ered. Algorithms for data processing within the GIS
such as Coordinate Geometry and digital sur-
face/terrain modeling are presented. The functions
of the GIS such as polygon overlay and query analy-
sis to support environmental studies and applica-
tions are given in a great depth.
This course is composed of three parts: (a) aquisi-
tion and processing of field surveying data using
compass, (b) cartographic principles and digital
cartography, (c) Geographic Information Systems
(GIS). Most parts of the instruction material is
accompanied by laboratory exercises in the form of
algorithm development and computer programming.
137
COURSE OUTLINE
WEEK LECTURE (2-hours/week) LABS (2-hours/week)
1 Introduction to surveying Field surveying data aqu-
2 Cordinate geometry sition, processing, plot-
3 s " ting, contours, profiles,
4 Cartography Bathymetric map
5 Thematic map design Design of thematic map
6 Color theory Manuscript preparation
7 Digital cartography Display of thematic data
8 Digital terrain models (DTM) |Thematic map
9 Operations on DTM Digital map
10 [Introduction to GIS Generation of DTM
11 |Boolean algaibra DTM contour interpolation
12 |Polygone overlays & buffering |DTM perspective view
13 [Design of a GIS Thematic map from GIS
Bipliography
1. Dent Borden D., 1985, Principles of Thematic Map Design",
Addison-Wesley 398 pp.
- KourcónouAoc K., 1989, "Ieoypagia Mé80801 AvüAuonc Xopou", EMM.
. Monmonier Mark S., 1982, "Computer Assisted Cartography",
Principles and Prospects, Prentice-Hall, Inc. 214 pp.
4. XarÇônouXoc I.N., 1990, Xaproypagia kai MEN, Inuelwoeiq
Mavemiorñpio Aiyaiou, Tyñua MepiBäXAovroc, MuTiAñvn, 183 08).
wn
The laboratory of Remote Sensing and GIS has to
cover multiple levels of education such as: (Barnes
G., J.C. Loon 1933)
(a) Undergraduate instruction
(b) Graduate level research
(c) Support to the other sections of the Department
The existing lab in the Department of Environmental
Studies includes the following equipment: The
ERDAS-PC system for image processing and the
PC-ARC/INFO for GIS, both systems are mounted on
microcomputer systems, thus covering part of the
research needs. Peripherals to those system are an
various digitizers and various plotters. There are
also equipment such as compasses, stereoscopes
which together with the microcomputer laboratory
cover the undergraduate needs. The existing equip-
ment provide, at the present, enough support to the
other sections of the Department but as demand for
more support increases the lab has to grow up more.
The future expansion of the lab will include a net-
work of a UNIX based server and workstations with
color graphics capabilities which will be distrib-
uted to all sections of the department.
4. SOCIAL IMPACT OF NEW TECHNOLOGY IN EDUCATION
It is important to understand that education is
being for the moment, in a transition stage and it
will take a while until both the instructors and
the students are well prepared to efficiently face
new technology. The first step in student prepara-
tion is the introduction of courses in information
science and other high-tech fields at the secondary
level of education. A well documented report for
such student preparation has been published by
Becker T.W. 1989. The student preparation at sec-
ondary level of education is being experimented and
hopefully it will proceed to take fundamental steps
in Greece. The instructor preparation, however, to
face new technology is rather difficult to happen
particularly in countries like Greece which main-
tain a tradition of theoretical knowledge. Other
countries also face the same problem for instructor
preparation by organizing seminars on a regular
basis and by providing all possible facilities.
The problem for the educator and for the society in
general, due to the intrusion of new technology, is
what Dahlberg R.E., and Jensen J.R, 1985 refer
challenge and threat. As analyzed earlier in this
paper, the use of new technology to face regular
curriculum problems, as well as, problems arising
by the intrusion of new technology is highly effi-
cient. This is a real challenge to the educator to
turn the threat into success and provide better