Techniques for developing resources to understand geographic and projected coordinate systems

Abstract

Coordinate systems, both geographic and projected, are recognised as a key concept as well as among the most difficult concepts to understand in geoscience-based disciplines. Accordingly, this study presents methods to create Portable Document Format (PDF) files, embedded with three-dimensional (3D) models and animations, with which students can actively interact and engage in learning with the freely available Adobe Reader. The described techniques use a combination of GIS, 3D modelling and animation, image processing, and video-editing software packages to eventually create freely accessible sample supporting materials. This provides opportunities to create 3D models and animations for the infinite number of ways the spherical/ spheroidal earth can be projected on 3D shapes and their subsequent unfolding to become a twodimensional map. The study provides access to freely available sample resources on coordinate systems that were created using the described methods.

Interactive 3D Models and Animations for Understanding Earth’s Coordinate Systems

“…The datasets presented in this publication has utilized knowledge from literature 36 and used modern software tools together with available digital data for creating 3d models and 37 subsequent animations to demonstrate diverse ways to represent earth surface information on 2d 38 media. Detailed methods for creating these data sets is described in a separate publication [12]. …”

Use of geodesign tools for visualisation of scenarios for an ecologically sensitive area at a local scale

“…The data set and tools used in this study include big data such as LiDAR scans, Earth observations from different platforms on a temporal scale, procedural modelling to create alternate scenarios and 3d visualisation of created resources across diverse media. The use of 3d resources available in generic media is known to enhance students' learning (Srivastava, 2014). While evaluating the resources for students' understanding, we received a very positive response from the respondents (Table S3).…”