3-D GIS Applications in Aviation and Aerospace Pedagogy Dr. Rich Snow, Dr. Mary Snow, and Mario Westphal. Abstract

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1 3-D GIS Applications in Aviation and Aerospace Pedagogy Dr. Rich Snow, Dr. Mary Snow, and Mario Westphal Abstract Embry-Riddle Aeronautical University s new GIS Applications Lab has developed a 3-D airspace GIS to benefit air traffic management and aeronautical science students. Aeronautical charts are incorporated into the system depicting the exact dimensions and arrangements of the airspace classes in 3-D. Approach charts can be added to the GIS to aid pilot debriefing during instrument training. GPS data also can be integrated allowing a flight to be tracked from taxi to landing in 3-D. A classroom assessment technique is being developed to determine the extent to which instructors are achieving their goals through the use of the 3-D airspace GIS. Introduction Embry-Riddle Aeronautical University is a global institution that holds a preeminent position in aviation and aerospace education with a student body of 25,000 representing all 50 states and more than 100 nations. The University conducts applied research for industry and government by actively performing studies and experiments across a broad spectrum of aviation disciplines. The newest addition to the Daytona Beach campus of Embry-Riddle is the Applied Aviation Sciences (AAS) Department, which includes programs in Safety Science, Air Traffic Management, and Applied Meteorology. Realizing the need to begin equipping its students with the opportunities offered by GIS, Embry-Riddle recently acquired ArcGIS lab kits for its two 30-seat computer classrooms, is developing and implementing GIS courses, and has established a GIS Applications Lab.

2 Aviation and Aerospace GIS Curriculum Equipped with the appropriate technological tools, an experimental course, Introduction to GIS, was developed for aviation and aerospace students with lectures articulating the fundamental principles of GIS and computer-based laboratory exercises emphasizing training. Based on the text Getting to Know ArcGIS Desktop, the course begins with a scenario that appeals directly to Embry-Riddle students, in which they are employed by an aviation history foundation that is researching the last flight of Amelia Earhart. The foundation believes Earhart and her navigator crashed on the island of Nikumaroro and is mounting an expedition to search for the wreckage. Students are tasked with managing a GIS project that will help organize data and acquaint potential sponsors with the plan. The course closes with teams of students producing a GIS based on data they have obtained from external sources such as the FAA or other governmental agencies. Past projects range from topics such as the Bermuda Triangle to Homeland Defense resources. Since its inception during the Fall 2002, the class has been full each semester, upgraded from experimental to permanent status in the Embry-Riddle curriculum, and students from aviation disciplines across campus are requesting additional GIS courses. The demand for more GIS classes led to the development of a second course, Advanced Geographic Information Systems, which was offered as an experimental course during the Spring 2004 semester and consists of three modules to address the needs of air traffic management, safety science, applied meteorology, and other Embry- Riddle students.

3 The first module, Understanding and Displaying Information, begins with an overview on the nature of geographic data including explanations of GPS, surveys, aerial digital photography, and satellite remote sensing before turning to maps, layers, and databases within an aviation framework to yield advanced techniques for cartographic presentation. Goals include gaining skill in data acquisition and management, creating custom aviation symbols, displaying tabular point data, and producing high quality graphs and maps. The second module, Raster Data, involves working with rasters and will enable aviation and aerospace students to add digital imagery and thematic rasters to their GIS projects. For students of all three disciplines, incorporating digital imagery allows visualization of the specific terrain, which is essential for understanding the effects of the natural and built landscape in aviation. For example, air traffic controllers presently use this GIS technique to determine the best approach and departure paths in order to minimize noise levels over residential areas. Safety scientists working to recover debris from the Columbia space shuttle were aided in their efforts by a GIS with images of local topography. Applied meteorologists can visualize aspects of the landscape that could impact wind speeds, create wind shear or turbulence, and other variables that might influence aircraft operations. After completing the module, students will understand how rasters represent geographic features within cells, be able to interpret rasters, and display raster properties. The final module, 3-D Analysis, procures cohesion of the various course elements by providing training in the use of ESRI s 3-D Analyst software, which will be an important contribution to the three disciplines in the AAS Department. While some

4 GIS software is cumbersome and difficult to use, 3-D Analyst is a user-friendly program with drop-down windows as opposed to command lines used to perform functions. Safety scientists can include topographic representations of crash sites, air traffic control students can better view complex airspace, and applied meteorologists will be able to extract data from 2-D weather charts to better interpret atmospheric parameters. The goals of the 3-D module are to understand the structure of 3-D data types, explore 3-D analysis, set 3-D viewing properties for 2-D data, and create 3-D surface features. The course has been a huge hit and helped students produce several projects that have the potential for publication. Among these is an analysis of aircraft accidents in Florida that reveals an area of significant activity along the Interstate 4 corridor between Daytona Beach and Tampa. In another project, a student mapped an animated route through the Rocky Mountains to a small isolated airport using 3-D Analyst, a process that allows students to visualize the approach prior to making the flight. Because aviation activities occur in three-dimensions, the possibilities with ArcScene are virtually limitless. The following section further examines 3-D Analyst applications in aviation and aerospace. GIS Applications Lab The success of GIS in the classroom at Embry-Riddle led to the establishment of a GIS Applications Lab in the summer of The Lab is an interdisciplinary research and educational facility offering cartographic services, database management, spatial analysis support, as well as GIS tutoring and training. Among the initial undertakings of the lab designed to benefit Embry-Riddle students was the creation of a 3-D Airspace GIS using 3-D Analyst. In this project, available aeronautical charts and other data are

5 incorporated into a GIS that permits the different airspace classes to form 3-D images depicting their exact dimensions and arrangements. The first step of the project involved scanning a sectional chart of Jacksonville, Florida, and georeferencing the sectional to a base map of Florida. The appropriate airspaces were then digitized and imported into ArcScene where the base heights and extrusions for each of the airspaces was assigned according to their altitudes. The software enables the scene to be zoomed and rotated for optimal viewing. Situational awareness is greatly enhanced by this feature that enables student pilots and air traffic controllers to better comprehend the complexities of airspace. Approach charts can be added to the GIS, which proves to be an exceptional aid when debriefing pilots during Instrument Flight Rules (IFR) training. Global Positioning System (GPS) data also can be integrated, whereby a flight can be tracked and then plotted in a three-dimensional environment for visualization. Thus, flights can be analyzed for precision of maneuvers helping pilots and their instructors better understand the process from taxi to landing. One of the most difficult tasks for air traffic management students involves looking at a two-dimensional display and mentally translating that image into three dimensions. To enhance the pedagogy for air traffic control instructors, the same techniques used to produce the 3-D Airspace GIS for student pilots was applied by the GIS Lab to develop a similar project. The airspace sectors depicting the arrival and departure areas of each airport s airspace were scanned and georeferenced, and the base heights and extrusions for each of the airspaces were assigned according to their altitudes.

6 Another application under investigation by the GIS Lab that will aid students in the Applied Meteorology program involves the integration of flight routes and corridors into a GIS along with real-time weather information. Using the spatial accuracy of GIS, it is possible to develop individual forecasts for each flight, allowing pilots, air traffic controllers, and meteorologists to work together making course corrections to produce the safest and most efficient flight from point A to B. If successful, such a system would save fuel, time, money, and most importantly lives, as flying into inclement weather remains the number one cause of general aviation fatalities. One of the most demanding tasks associated with aviation safety science students is the retrieval of debris and the reconstruction of aircraft or spacecraft after a disaster. The Embry-Riddle GIS Lab provides the tools for data acquisition and analysis as safety science student search teams sift through simulated wreckage generating maps of fallen debris. Using hand-help GPS units, students are able to accurately log the exact locations and descriptions of debris. When the students return to the GIS Lab, the raw data are uploaded into a GIS, maps are produced, and a database is created that will ultimately help determine the cause of the simulated accident. GIS Curriculum Evaluation To provide the authors with the necessary data to improve the GIS courses while guiding and motivating students to participate in and direct their education, a formative assessment of the 3-D GIS as an instructional aid will be implemented. The classroom assessment technique will provide information about what is being learned, the extent to which the 3-D GIS is achieving the goals of the instructors, and enable students to analyze their individual understanding. Realizing that assessment directs and drives

7 student learning, qualitative surveys and quantitative tests will help evaluate the role of GIS toward attaining command of course content while providing students with the feedback required to participate in the pedagogical process. Combining these methods should yield a broad scope of data and facilitate a thorough understanding of the results. Moreover, Embry-Riddle s years of experience in serving students from more than 100 countries has increased its sensitivity to the needs of diverse population groups. Thus, to more accurately reflect the complexity of the cultural contexts in which the data are gathered, a review panel comprised of representatives from a variety of student groups will examine the findings of the evaluation and offer suggestions for enhancing aviation and aerospace GIS pedagogy. Once the evaluations are complete and student suggestions have been implemented, the objectives of the project can be advanced. These include enhancing teaching and learning through the integration of proven GIS high-technology computer techniques, providing collaborative learning opportunities to improve pedagogy, implementing model practices and materials, ensuring faculty are knowledgeable in GIS applications, and expanding GIS education by disseminating the results to the wider professional and academic community. Conclusion The expertise acquired in GIS courses is being applied in government, industry, and academia to advance the analysis of spatial data and to enhance decision-making capabilities at all levels. Through the facilitation of data collection and analysis, GIS allows students and teachers to cooperate in the pedagogical process as students seek direction from faculty regarding how best to investigate research interests, collect and

8 analyze data, and make new discoveries. Students who are familiar with advanced cartographic principles and have well-developed GIS laboratory skills are empowered to map any aspect of the spatial world. Embry-Riddle has a large number of international students, and many of these students have explicitly expressed a desire to return and contribute to their local communities. Equipped with the ability to visualize data formerly confined to tables or graphs, students will be placed in a significantly superior position to help modernize the workplace and enhance the global research infrastructure. Together with their cohorts in the United States, they will serve as the seeds of dissemination for widespread applications in GIS. As the adapted materials are disseminated to the larger academic community, which includes more than 150 colleges and universities offering flight programs, the results should significantly improved the content and pedagogical preparation of science, technology, engineering, and mathematics faculty who support aviation and aerospace. Within the industry itself, graduates who are proficient in GIS will have the ability to manage large databases for government agencies or the private sector, improve air traffic control systems, mitigate noise levels, minimize aircraft accidents, and enhance airport design, management, and security. In summary, advancing GIS curricula at Embry-Riddle Aeronautical University will have impacts that are both farreaching and imminently practical.

9 Author Information Dr. Rich Snow, Assistant Professor, Applied Aviation Sciences, Embry-Riddle Aeronautical University, 600 S. Clyde Morris Blvd., Daytona Beach, FL 32114, , Dr. Mary Snow, Assistant Professor, Applied Aviation Sciences, Embry-Riddle Aeronautical University, 600 S. Clyde Morris Blvd., Daytona Beach, FL 32114, , Mr. Mario Westphal, Graduate Assistant, Applied Aviation Sciences, Embry- Riddle Aeronautical University, 600 S. Clyde Morris Blvd., Daytona Beach, FL 32114, ,

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