At the end of this course, students will be able to: • Define the main types of geographic data. • Explain the concepts of precision and accuracy in relation to geographic data nominal scale. • Convert geographic data between different coordinate systems and select the appropriate system for various applications. • Independently search for existing geographic data and assess its suitability. • Utilize methods for creating, editing, and analyzing geographic data. • Process geographic data (with guidance on automation through scripting) and evaluate the results. • Organize the main elements of a map, selecting the appropriate symbology, scale, and coordinate reference system.

Basic computer literacy

1. Introduction (15 hours): 1.1. List and description of the main disciplines connected to geomatics 1.2. How a GIS works: definitions and components, main capabilities, differences from CAD systems 1.3. GIS data: vector geometries (2D and 3D), raster basics, non-spatial tables, storage options 1.4. Spatial coordinate systems, map projections, and related concepts of precision, accuracy, and nominal scale 1.5. Methods for discovering existing data (metadata and geoportals) 1.6. Instruments for acquiring new data 2. Visualizing, Navigating, and Querying GIS Data (20 hours): 2.1. The layer concept 2.2. Layer symbology, classification, and labeling 2.3. Attributes management (including functions for joining data) 2.4. Info and query tools (attribute-based and location-based) 3. Generating New Data or Information (20 hours): 3.1. Editing and analyzing vector data 3.2. Processing raster data 3.3. Vector-raster conversion and combination 3.4. Creating processing workflows 3.5. Managing extensions/plugins 4. Communicating Results (5 hours): 4.1. Main types of cartographic products (static and dynamic) 4.2. Map layout creation (including atlas) 4.3. Hints on how to manage 3D data

The GIS software used in the course is QGIS, the version suggested is the last Long Term Release (LTR). It is advisable to bring your own laptop and mouse to class.

The course will be delivered as a highly integrated blend of lessons and corresponding exercises, ensuring immediate application of theoretical concepts. Lessons and exercises will be conducted consecutively to demonstrate practical implementation. Students are encouraged to utilize their own hardware during the sessions. Details regarding the necessary software and related hardware requirements will be provided at the course's outset. For the final report, students must develop a project focusing on the utilization and analysis of geographical data within a chosen area and theme relevant to the educational objectives of the degree course.

Material provided by the teacher Further suggested readings: • Mario A. Gomarasca, Basics of Geomatics, Springer, 2014, ISBN: 9781402090141 • Kenneth Field, Cartography, ESRI Press, 2018, ISBN: 9781589484399 • Ghilani, C. D. and P. R. Wolf, Elementary Surveying: An Introduction to Geomatics - Chapter 3, Hall Publishers, 2014 • QGIS User Guide (https://docs.qgis.org/3.28/en/docs/user_manual/index.html) • Tips & Tools for writing a scientific report by University of North Carolina at Chapel Hill (https://writingcenter.unc.edu/tips-and-tools/scientific-reports/)

Lecture slides;

Exam: Compulsory oral exam; Individual essay; Group essay;

The exam will consist of an oral presentation held in a designated classroom, focusing on discussing a report prepared by students. After the discussion of the report, each student will be asked two questions regarding the course content. The report should demonstrate the application of concepts, methods, and analyses covered throughout the course. Students, either individually or in groups of up to three people, are required to produce a written document that is descriptive and self-explanatory, offering a comprehensive overview of the objectives, methods, and findings. The Table of Contents (TOC) of the report should include the following sections: • Abstract/Summary (optional): Briefly summarizing the report's content. • Introduction: Describing the topic, scope, objective, and goal of the analysis, and providing details about the chosen area of interest. • Datasets Description: Providing basic metadata for all external datasets used. • Methods: Presenting the analyses and workflow performed. • Results: Discussing the main outcomes. • Mapping Outputs: Including mapping outputs either within the report or as attached files. No specific template is provided, allowing freedom in adopting any style/format deemed appropriate for presenting the work and results. However, established rules such as starting with a title page, clearly reporting and referencing all bibliography/sources used, enumerating all figures/tables/formulas with captions and references in the text, and considering inserting an index if the report size requires, should be followed. The level of detail in the report should strike a good balance between document readability and providing readers with the tools to understand and potentially reproduce or improve the proposed procedure. The subject of the paper should be agreed upon in advance with the teacher. In such cases, the report may be delivered one week before the exam date. If the subject is not agreed upon, the report must be submitted within two weeks from the exam date. During the oral exam, all topics covered during the course and, if applicable, their application using the adopted GIS software installed in the laboratory or on the student's PC will be evaluated. The oral exam is expected to last approximately 30 minutes. The judgment criteria for composing the final grade include: • Ability to produce a concise, coherent, and unambiguous written paper (55%) • Ability to present the paper's contents clearly and within the indicated time (10%) • Theoretical knowledge related to the topics covered during the lessons (35%)

In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.