GIS EDUCATION FOR ARCHITECTURE AND DESIGN ...
GIS EDUCATION FOR ARCHITECTURE AND DESIGN SCHOOLS Alper Çabuk 1 Saye Nihan Çabuk 2 1
Assoc.Prof.Dr., Anadolu University, Faculty of Engineering and Architecture, Department of Architecture, Eskisehir, Turkey [email protected]
2
Msc.Student, Anadolu University, Graduate School of Natural and Applied Science, Department of GIS and RS, Eskisehir, Turkey [email protected]
Abstract GIS plays very significant role for architectural design studies. The use of GIS in architectural studies can be listed as below: •
Can be used as fast, reliable and cost effective tool for implementing base maps by superimposing, rectifying and integrating data from different resources,
•
Can be used for inventory and analysis (especially 3D analysis), which should be performed before architectural design,
•
Is very useful for restoration and urban regeneration studies,
•
For preparing 3D views and photo realistic images or animations by using satellite images or aerial photographs.
It is very important to gain architectural design students some basic GIS knowledge to fulfill the tasks listed above. In this paper, the experience for GIS courses within the architectural design education will be presented by using 2003-2004 GIS course’s studio works as a case. Key words: Architectural design, GIS education, 3D visualization, analysis, urban design and regeneration, Arc Map
1.Introductional remarks According to spread of user-friendly applications and operation systems for computers, reduction of computer prices, increase in computer literacy and internet usage and communication opportunities create a great demand for professionals on computer and IT market. In addition to the demand for professionals in computer market, there is a great demand for GIS professionals worldwide. The job market demand for people with GIS education is getting higher day by day. This demand has forced many universities to restructure their courses and programs and develop new undergraduate and graduate programs on Geomatics so as to meet the demand. This paper paid attention to the GIS education for architecture and design schools (Cabuk et al 2004a) . 2. An overview to the course Table 1. Lecture contents 1st week
Introduction to Geographic Information Systems
2nd week
Cartography and GIS
3th week
Cartography and GIS
4th week
Map projections
5th week
GIS Analysis
6th week
Preparing base maps
7th week
Creating GIS Database
8th week
GIS as a tool for decision making
9th week
DEM and DTM
10th week
3D analysis for design studies
11th week
Visualization and fly simulations over the site
12th week
Restoration
13th week
Restoration
14th week
Restoration
2.1.Theorical part of the course The first five weeks of the course is for gaining some fundemantal knowledge about database, GIS, cartography, GIS analysis etc. Table 2 is showing the contents of the theorical part of the course.
Table 2. Theorical part of the course
1st week
Introduction to Geographic Information Systems An overview of GIS Organizing Data and Information Database DBMS Attributes The Elements of GIS The GIS Database
2nd week
Cartography and GIS Models of the Earth Earth Shape: Sphere and Ellipsoid The Spheroid and Ellipsoid Measuring the Ellipsoid Earth as Ellipsoid The Datum Geoid Map Scale Geographic Coordinates
3th week
Cartography and GIS Tradional methods for surveying GPS surveying (RTK-Static-fast static etc.) Use of aerial and satelite images Orthophotos
4th week
Map projections Basic Properties of Map Projections Importance of Projections Standard parallels Secant map projections Coordinate Systems Types of Projections Universal Transverse Mercator Albers Equal Area Conic Lambert Conformal Conic UTM Zones
5th week
GIS Analysis 3D Analysis Hydrographical analysis Spatial analysis Network analysis
2.2. Exercises and practice The second part of the course is for gaining the capabilities about GIS use and softwares. Table 3 is showing the contents for the second part of the course. Table 3. Contents of the Practices
6th week
Preparing base maps(exercise 1)
Getting the Map into the Computer Georeferencing in Arc Map – raster rectification Spatial Adjustment in Arc Map – vector adjustment Drawing tools in Arc Map – creating vectors in Arc Map
7th week
Creating GIS Database (exercise 2) Designing the database Creating database tables Editing in Arc Map Creating thematic maps
8th week
GIS as a tool for decision making (exercise 2) Query GIS analysis Evaluating existing features Developing the decisions – Arc View Model Builder
9th week
DEM and DTM (exercise 3) Fundementals of digital elevation modeling Creating DEM in Arc Map Creating DTM in Arc Map
10th week 3D analysis for design studies (exercise 3 - exercise 4) Aspect analysis in Arc Map Slope analysis in Arc Map Visual analysis – visibility etc. Evaluating the site according to GIS analysis
11th week Visualization and fly simulations over the site (exercise 4) 12th week Restoration (exercise 5) Surveying
13th week Restoration (exercise 5) Orthophoto Terrastrial photogrametry
14th week Restoration (exercise 5) Establishing graphical database
Exercise 1 is prepared for showing ‘georeferencing and spatial adjustment tools of Arc Map’. Student have one raster images and a vector file (Autocad drawing) in this study. Student shold adjust the raster images according to the coordinates and then they should adjust the vector file which has distortions according to georeferenced raster image. Exercise 2 is for showing ‘designing a GIS, showing the tools of Arc Map such as labeling, making query, thematic mapping etc.’, creating data, creating layouts, analysis in GIS. In this study Arc View 3.2 Model Builder is also shown for spatial analysis. In this study, study area was a representetive part of Kusadasi historical settlement area. JPEG images were used for geometric rectification in the first place. Rectified images of the study area was used for digitizing. Using ArcMap tools, necessary features such as architectural status, plan and front properties, income levels of the residents, cultural qualifications and etc. were analysed to create a appropriate site use proposal map. Exercise 3 and Exercise 4 is for showing ‘3D analysis in GIS’ which is very important for architecture especially for site selection for different proposed uses in design. Exercise 3 is prepared for creating DEM and DTM for architectural studies. Student are preparing aspect, slope analysis and some visibility analysis in this study and they should find the suitable areas for the buildings and uses which have different functions and requirements. Exercise 4 is prepared for showing capabilites of 3D analysis. Using a rectified aerial photograph of Eskisehir, primary and secondary roads which are located in the city centre were determined for this study. Once a 150 meters and once at every intersection points representing the hypothetical noise measurement spots. Then, three hypothetical values (morning, noon and evening) for every point for three days of the week (Monday, Wednesday and Sunday) were placed in the attribute table. The important thing here is to give realistic values for each point taking the current traffic intensity and flow status into account. The values in the table were used to calculate the mean values. The resulting noise values were then used to create a 3D noise model of the study area using the mentioned aerial photograph in the ArcScene environment. In this study, using GIS analysis, it is possible to determine the areas which are not suitable for settlements. For existing buildings, it is possible to determine architectural precautions to reduce noise level in the buildings. Exercise 5 is prepared for ‘restoration studies in architecture’. This part of the course is especially focused on orthophoto and terrestrail photogramettry. Students have stereo terrestrial images of some buildings and required parameters of the photographs and sketchs for the study area. They should create vectors according to the photographs using some vectorization techniques. After they prepared the vector images, they should also prepare attribute data and create a small GIS for the restoration study. Figure 1-4 is showing the exercises for the course.
Figure 1a. Exercise 1 – raster images and vector (AutoCad drawing used for georeferencing and spatial adjustment
Figure 1. Exercise 1 – spatial adjustment, rubbersheet and limited area applications
Figure 2a. Exercise 2 – vectors used for georeferencing of the raster images (jpeg files)
Figure 2b. Exercise 2 - georeferenced raster and shapefile
Figure 2c. Exercise 2 – produced data according to the raster images
Figure 3. Exercise 2 – prepared layout prepared using themetic maps and results
Figure 4a. Exercise 4 - Georeferenced aerial photograph and points for creating DEM
Figure 4b. Exercise 4 - 3D model created by using Arc Scene
Results Today, developed countries’ wealth depends on the information they have, rather than the natural resources they own. However, it is not adequate only to own this information. It is also important to manage it correctly and orderly. Most of the information contains spatial data and this feature can be used while making analysis. Consequently, the information can be visually analysed. Visual analysis provides faster and more accurate interpretations (Cabuk et. al. 2004). The existing spatial data is outdated or incomplete, is not integrated as file format and geographically in many countries (Cabuk, A., 2003). On the other hand, 80 percent of the data is geogragraphic and if we think the amount of data, there is a lack of GIS experts in the world (Cabuk etal 2004b). Many departments depend on consulting companies to establish their GIS. Although there is in-house training, it is not enough to handle/maintain a GIS project. Non-availability of staff involved in the GIS project from the beginning is another factor that may result in failure of GIS (Yagoub,M,M.). For these reasons it is important to develop new GIS programs in undergraduate and graduate level. New computer aided - web based training methods are more effective than traditional training methods especially for graduate courses (Çabuk etal 2000a, Cabuk etal 2000b, Cabuk etal 2004a)) to provide human resources for geo-information sector (refer. Anadolu University GIS and RS Graduate Program www.anadolu.edu.tr and Cabuk etal 2004a, Cabuk etal 2004c). It is also very important to put some GIS and RS courses for the related fields such as architecture, planning, geology etc. to increase the number of experts.
References Ayday. C., 2003, Proposal for GIS and RS Education in Anadolu University, Eskisehir. Cabuk, A.,Erdoğan,S., 2000a. The Capabilities of Web Based Education Models for Spreading the Use of CAD and GIS, original in Turkish, Istanbul Cabuk A., Ahern, J.,2000b. GIS Education for Planners Using Hypotetical Models, ESRI European, African and Middle Eastern User Conference, Istanbul. Cabuk. A., 2000. Determining the Infrastructure for GIS Education, original in Turkish, Ankara Cabuk. A., 2003. Integration Plans and Basemaps, GIM International, Volume 17, 3. Cabuk. A., Ayday, C., Altan, M., 2004a. GIS Education in Turkey, GIM International, Volume 18, 4.
Cabuk. A., Karademirler,S., 2004b. Geographical Information System and Computer Aided Design Based Method on Urban Regeneration Studies for Historic Sites. 15th Symposium on Urban Design. Cabuk. A., Ayday, C., Altan, M., 2004c. GIS Education Under The Institute of Natural And Applied Sciences of Anadolu University and Online Education Proposal for International World Campus.Journal of Online Education.
Assoc.Prof.Dr., Anadolu University, Faculty of Engineering and Architecture, Department of Architecture, Eskisehir, Turkey [email protected]
2
Msc.Student, Anadolu University, Graduate School of Natural and Applied Science, Department of GIS and RS, Eskisehir, Turkey [email protected]
Abstract GIS plays very significant role for architectural design studies. The use of GIS in architectural studies can be listed as below: •
Can be used as fast, reliable and cost effective tool for implementing base maps by superimposing, rectifying and integrating data from different resources,
•
Can be used for inventory and analysis (especially 3D analysis), which should be performed before architectural design,
•
Is very useful for restoration and urban regeneration studies,
•
For preparing 3D views and photo realistic images or animations by using satellite images or aerial photographs.
It is very important to gain architectural design students some basic GIS knowledge to fulfill the tasks listed above. In this paper, the experience for GIS courses within the architectural design education will be presented by using 2003-2004 GIS course’s studio works as a case. Key words: Architectural design, GIS education, 3D visualization, analysis, urban design and regeneration, Arc Map
1.Introductional remarks According to spread of user-friendly applications and operation systems for computers, reduction of computer prices, increase in computer literacy and internet usage and communication opportunities create a great demand for professionals on computer and IT market. In addition to the demand for professionals in computer market, there is a great demand for GIS professionals worldwide. The job market demand for people with GIS education is getting higher day by day. This demand has forced many universities to restructure their courses and programs and develop new undergraduate and graduate programs on Geomatics so as to meet the demand. This paper paid attention to the GIS education for architecture and design schools (Cabuk et al 2004a) . 2. An overview to the course Table 1. Lecture contents 1st week
Introduction to Geographic Information Systems
2nd week
Cartography and GIS
3th week
Cartography and GIS
4th week
Map projections
5th week
GIS Analysis
6th week
Preparing base maps
7th week
Creating GIS Database
8th week
GIS as a tool for decision making
9th week
DEM and DTM
10th week
3D analysis for design studies
11th week
Visualization and fly simulations over the site
12th week
Restoration
13th week
Restoration
14th week
Restoration
2.1.Theorical part of the course The first five weeks of the course is for gaining some fundemantal knowledge about database, GIS, cartography, GIS analysis etc. Table 2 is showing the contents of the theorical part of the course.
Table 2. Theorical part of the course
1st week
Introduction to Geographic Information Systems An overview of GIS Organizing Data and Information Database DBMS Attributes The Elements of GIS The GIS Database
2nd week
Cartography and GIS Models of the Earth Earth Shape: Sphere and Ellipsoid The Spheroid and Ellipsoid Measuring the Ellipsoid Earth as Ellipsoid The Datum Geoid Map Scale Geographic Coordinates
3th week
Cartography and GIS Tradional methods for surveying GPS surveying (RTK-Static-fast static etc.) Use of aerial and satelite images Orthophotos
4th week
Map projections Basic Properties of Map Projections Importance of Projections Standard parallels Secant map projections Coordinate Systems Types of Projections Universal Transverse Mercator Albers Equal Area Conic Lambert Conformal Conic UTM Zones
5th week
GIS Analysis 3D Analysis Hydrographical analysis Spatial analysis Network analysis
2.2. Exercises and practice The second part of the course is for gaining the capabilities about GIS use and softwares. Table 3 is showing the contents for the second part of the course. Table 3. Contents of the Practices
6th week
Preparing base maps(exercise 1)
Getting the Map into the Computer Georeferencing in Arc Map – raster rectification Spatial Adjustment in Arc Map – vector adjustment Drawing tools in Arc Map – creating vectors in Arc Map
7th week
Creating GIS Database (exercise 2) Designing the database Creating database tables Editing in Arc Map Creating thematic maps
8th week
GIS as a tool for decision making (exercise 2) Query GIS analysis Evaluating existing features Developing the decisions – Arc View Model Builder
9th week
DEM and DTM (exercise 3) Fundementals of digital elevation modeling Creating DEM in Arc Map Creating DTM in Arc Map
10th week 3D analysis for design studies (exercise 3 - exercise 4) Aspect analysis in Arc Map Slope analysis in Arc Map Visual analysis – visibility etc. Evaluating the site according to GIS analysis
11th week Visualization and fly simulations over the site (exercise 4) 12th week Restoration (exercise 5) Surveying
13th week Restoration (exercise 5) Orthophoto Terrastrial photogrametry
14th week Restoration (exercise 5) Establishing graphical database
Exercise 1 is prepared for showing ‘georeferencing and spatial adjustment tools of Arc Map’. Student have one raster images and a vector file (Autocad drawing) in this study. Student shold adjust the raster images according to the coordinates and then they should adjust the vector file which has distortions according to georeferenced raster image. Exercise 2 is for showing ‘designing a GIS, showing the tools of Arc Map such as labeling, making query, thematic mapping etc.’, creating data, creating layouts, analysis in GIS. In this study Arc View 3.2 Model Builder is also shown for spatial analysis. In this study, study area was a representetive part of Kusadasi historical settlement area. JPEG images were used for geometric rectification in the first place. Rectified images of the study area was used for digitizing. Using ArcMap tools, necessary features such as architectural status, plan and front properties, income levels of the residents, cultural qualifications and etc. were analysed to create a appropriate site use proposal map. Exercise 3 and Exercise 4 is for showing ‘3D analysis in GIS’ which is very important for architecture especially for site selection for different proposed uses in design. Exercise 3 is prepared for creating DEM and DTM for architectural studies. Student are preparing aspect, slope analysis and some visibility analysis in this study and they should find the suitable areas for the buildings and uses which have different functions and requirements. Exercise 4 is prepared for showing capabilites of 3D analysis. Using a rectified aerial photograph of Eskisehir, primary and secondary roads which are located in the city centre were determined for this study. Once a 150 meters and once at every intersection points representing the hypothetical noise measurement spots. Then, three hypothetical values (morning, noon and evening) for every point for three days of the week (Monday, Wednesday and Sunday) were placed in the attribute table. The important thing here is to give realistic values for each point taking the current traffic intensity and flow status into account. The values in the table were used to calculate the mean values. The resulting noise values were then used to create a 3D noise model of the study area using the mentioned aerial photograph in the ArcScene environment. In this study, using GIS analysis, it is possible to determine the areas which are not suitable for settlements. For existing buildings, it is possible to determine architectural precautions to reduce noise level in the buildings. Exercise 5 is prepared for ‘restoration studies in architecture’. This part of the course is especially focused on orthophoto and terrestrail photogramettry. Students have stereo terrestrial images of some buildings and required parameters of the photographs and sketchs for the study area. They should create vectors according to the photographs using some vectorization techniques. After they prepared the vector images, they should also prepare attribute data and create a small GIS for the restoration study. Figure 1-4 is showing the exercises for the course.
Figure 1a. Exercise 1 – raster images and vector (AutoCad drawing used for georeferencing and spatial adjustment
Figure 1. Exercise 1 – spatial adjustment, rubbersheet and limited area applications
Figure 2a. Exercise 2 – vectors used for georeferencing of the raster images (jpeg files)
Figure 2b. Exercise 2 - georeferenced raster and shapefile
Figure 2c. Exercise 2 – produced data according to the raster images
Figure 3. Exercise 2 – prepared layout prepared using themetic maps and results
Figure 4a. Exercise 4 - Georeferenced aerial photograph and points for creating DEM
Figure 4b. Exercise 4 - 3D model created by using Arc Scene
Results Today, developed countries’ wealth depends on the information they have, rather than the natural resources they own. However, it is not adequate only to own this information. It is also important to manage it correctly and orderly. Most of the information contains spatial data and this feature can be used while making analysis. Consequently, the information can be visually analysed. Visual analysis provides faster and more accurate interpretations (Cabuk et. al. 2004). The existing spatial data is outdated or incomplete, is not integrated as file format and geographically in many countries (Cabuk, A., 2003). On the other hand, 80 percent of the data is geogragraphic and if we think the amount of data, there is a lack of GIS experts in the world (Cabuk etal 2004b). Many departments depend on consulting companies to establish their GIS. Although there is in-house training, it is not enough to handle/maintain a GIS project. Non-availability of staff involved in the GIS project from the beginning is another factor that may result in failure of GIS (Yagoub,M,M.). For these reasons it is important to develop new GIS programs in undergraduate and graduate level. New computer aided - web based training methods are more effective than traditional training methods especially for graduate courses (Çabuk etal 2000a, Cabuk etal 2000b, Cabuk etal 2004a)) to provide human resources for geo-information sector (refer. Anadolu University GIS and RS Graduate Program www.anadolu.edu.tr and Cabuk etal 2004a, Cabuk etal 2004c). It is also very important to put some GIS and RS courses for the related fields such as architecture, planning, geology etc. to increase the number of experts.
References Ayday. C., 2003, Proposal for GIS and RS Education in Anadolu University, Eskisehir. Cabuk, A.,Erdoğan,S., 2000a. The Capabilities of Web Based Education Models for Spreading the Use of CAD and GIS, original in Turkish, Istanbul Cabuk A., Ahern, J.,2000b. GIS Education for Planners Using Hypotetical Models, ESRI European, African and Middle Eastern User Conference, Istanbul. Cabuk. A., 2000. Determining the Infrastructure for GIS Education, original in Turkish, Ankara Cabuk. A., 2003. Integration Plans and Basemaps, GIM International, Volume 17, 3. Cabuk. A., Ayday, C., Altan, M., 2004a. GIS Education in Turkey, GIM International, Volume 18, 4.
Cabuk. A., Karademirler,S., 2004b. Geographical Information System and Computer Aided Design Based Method on Urban Regeneration Studies for Historic Sites. 15th Symposium on Urban Design. Cabuk. A., Ayday, C., Altan, M., 2004c. GIS Education Under The Institute of Natural And Applied Sciences of Anadolu University and Online Education Proposal for International World Campus.Journal of Online Education.
