digital earth in enhanced teaching methods of...

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*Corresponding author: E-mail: [email protected];

Journal of Geography, Environment and Earth ScienceInternational

13(2): 1-13, 2017; Article no.JGEESI.37716ISSN: 2454-7352

Digital Earth in Enhanced Teaching Methods ofGeography

Karunakar Virugu1*, Ashok Kumar Lonavath2, V. Sathish Kumar2 and K. Jhansi2

1Department of Geography, University College for Women, Hyderabad, India.2Department of Geography, Osmania University, Hyderabad, India.

Authors’ contributions

This work was carried out in collaboration between all authors. Author KV designed the study,performed the statistical analysis and mapping work, wrote the protocol and wrote the first draft of themanuscript. Author AKL guided and designed and edited the manuscript. Authors VSK and KJ helped

in mapping and field study and collection of secondary data and tabulation. All authors read andapproved the final manuscript.

Article Information

DOI: 10.9734/JGEESI/2017/37716Editor(s):

Received 26th October 2017Accepted 26th December 2017

Published 4th January 2018

ABSTRACT

The scope of Geography expanded with changing trends in the world. 21st century is fast growingwith modern trends in computer technology information systems and virtual world to obtain dataabout the physical and cultural worlds, and to use these data to do research or to solve practicalproblems as such. The use of traditional cartographic techniques in teaching terminology ofGeography has turned with innovative teaching methods with computer aided Geo-informatictechnologies. The current digital and analog electronic devices facilitate the inventory or resourcesand the rapid execution of arithmetic or logical operations. These information systems areundergoing much improvement and are able to create, manipulate, store and use spatial data muchfaster rate as compared to conventional methods.The science of Geo-informatics is a cluster of information sciences like Geographic InformationSystem (GIS), Remote Sensing (RS), Global Positioning System (GPS) and Photogrammetry. TheGIS has roots in the analysis of information on maps, and overcomes many of the limitations of

Original Research Article

(1) Pere Serra Ruiz, Department of Geography, Universitat Autònoma de Barcelona, Spain.Reviewers:

(1) Abdurrahman Eymen, Erciyes University, Turkey.(2) Anonymous, Brock University, Canada.

(3) Işın Onur, Akdeniz University, Turkey.(4) Taner Çifçi, Cumhuriyet University, Turkey.

Complete Peer review History: http://www.sciencedomain.org/review-history/22584

Virugu et al.; JGEESI, 13(2): 1-13, 2017; Article no.JGEESI.37716

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manual analysis. As a visual tool, maps are most effective in communicating spatial data. The vastmajority of modern cartography is done with the help of computers, especially using GIS. With anadvent of Remote sensing technology, satellite data is being increasingly used for mapping,monitoring and assessment of various spatial studies particularly in Geographic literature.The teaching of Geography starts with the latitude and longitudes. The real-time informationregarding lat-long and the elevation of the points established with the satellite-based radio-navigations system namely, Global Positioning System (GPS). The terrain models like DEM, DTMand DSM created with Photogrammetry and GIS, with advanced 3D models of spatial features ofgeographic literature are the real-time innovative teaching methods in Geography.

Keywords: Spatial data; geo-informatics; GIS; RS; GPS; photogrammetry; 3D models.

1. INTRODUCTION

The aim of education is to surge individual inright direction with rational thinking. Theemerging trends in geo-spatial technologies likeGIS, Remote sensing, Photogrammetry, GPSand LiDAR etc., have produced the scientificmethods in teaching and learning in the field ofgeography. Since ancient to modern period, thescope of geography has undergone manychanges. Presently, geography is in transitionstage in conversion of social science approachesto scientific approach. The teaching methodologyin geography also keeps changing from use ofGlobe, Charts, Models to Digital aid like GoogleEarth, Bhuvan (NRSC) etc., . The digital earthbrings analog world into digital features andproduce the easier method of understanding andbring changes in ideas and helps in planning anddecision making.

The teaching of Geography subject is rooted inGreeks philosophical school and further it spreadall over the Europe particularly Germans, Frenchschools. According to Majid Husssain [1] thesystematic description of earth explained byGreeks by using diagrammes, charts. Greekphilosophers was come to known the locations ofearth by extensive travelling. Hecataius, thefather of Geography described whole earthcentered with Mediterranean Sea. Aristotle –created a keen desire in his disciples to testtheory by direct observation and he taught hispupils to ‘go and see’ and by that way Alexanderthe Great marched towards east and revealedbeyond the Persian Empire. The systematicdescription of earth begin with Eratosthenes, hetried to measure the circumference of the earth.Hipparchus used instrument ‘astrolabe’ tomeasure latitudes and longitudes.

German schools of Geography developed thesubject geography is enormous. They gavephilosophical and scientific base. In starting

stage of geography teaching in Germanuniversities was mostly general and monotheticand later converted to regionalist and idiographicin nature. The homogeneity of landscape wasfirst explained by German geographers andparticularly the Albercht Penck was leadingGerman geographer explained the developmentof landscape and formulated the subject matterof ‘geomorphology’. Alexander von Humblodt ledthe way in the expansion of geography in andoutside of Germany and he measured accuratelythe temperature of air and ground, pressure,winds, latitudes, longitudes, elevations above thesea level and nature of rocks and plants inrelation with climate. Carl Ritter explainedharmony of interactions of man and environment.

Mackinder’s [2] he was the first of a newgeneration of geographers and his work on 'Thedevelopment of geography teaching out of naturestudy' opinion on the subject matter of geographyconcern it had to bridge the natural science andhumanities and take as its core ‘the interaction ofman in society and so much of environment asvaries locally’.

Scarfe, N. James Fairgrieve [3], pointed out thatregional paradigm recognized early on thatsystematization of the world’s natural regionsand their climatic characteristics affected byhuman occurrence.

Jackson, E [4] of 'Only connect: approaches tohuman geography'explains effective teaching thesubject geography in three aspects viz. 1. Allpupils enjoy their geography, 2. Geography has apresence in whatever curriculum framework, 3.The geography curriculum is current, relevantand worthwhile.

The subject matter of geography has beenredefining from locations of earth to interaction ofhuman society on environment of particularspace. The description of spatial differentiation of


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earth also been changing from observation tomathematical calculation and further instrumentalmeasurement of whole or part of earth. Thespatial technologies are easy way to explain ofspatial differentiation of earth are also been partof redefinition of geography.

According to department of education andemployment (1991), Geography provokes andanswers questions about the natural and thehuman worlds, using different scales of enquiryto view them from different perspectives. Itdevelops knowledge of places and environmentsthroughout the world, and understanding ofmaps, and a range of investigative and problem-solving skills both inside and outside theclassroom. Geography is a focus within thecurriculum for understanding and resolvingissues about the environment and sustainabledevelopment. It is also an important link betweenthe natural and social sciences. As pupils studygeography, they encounter different societiesand cultures. This helps them realise hownations rely on each other. It can inspire them tothink about their own place in the world, theirvalues, and their rights and responsibilities toother people and the environment. (Source: TheSchool Curriculum and the National Curriculum:values, aims and purposes, 1999, DfES/QCA,page 154) [5].

The Commission on Geographical Education ofthe International Geographical Union [6]. TheCommission suggests that students shoulddevelop attitudes and values” which areconducive to interest, appreciation, concern andunderstanding of the physical and human world(Bennetts, in Bailey and Fox, 1996, p.53).

Halford Mackinder esteemed Geikie'scontributions to geographical education, asrepresented in The Teaching of Geography [7].But he was also critical of that text, which hethought not tight enough in its definitions of thescope of the subject, accusing Geikie, in hiswider environmental approach, of includingtopics which 'even the most grasping geographerwould scarcely claim as his' (1887a, p. 506).

In the case of Mackinder, it was not so much thecontent of his 'good cause' that was the mainproblem, but the fact that he regarded instructionand special pleading as justified in itsfurtherance. Thus one of his articles was entitled'The teaching of geography from the imperialpoint of view [8] and the use which could andshould be made of visual instruction' (1911b).

Geikie’s [9] credentials as an earth scientist andas a geographical educationist were impeccable.His The Teaching of Geography covered abroader field than the normal geography texts ofthe time, as befitted its environmental and localstudies emphases.

James Fairgrieve [10] was better known as ageographical educator than as a geographer, inhis work on 'Can we teach geography better?'Geography’ helped to modernize geographicaleducation and inspired more than one generationof teachers.

Walford and Haggett [11] see the future ofgeography in schools as resting on threevariables “the effect of legal structures in thecurriculum; the extent to which the subjectcontinues to motivate students; and the futurecoherence and rationale for the subject” (Walfordand Haggett, [13], p. 3).

Eleanor Rawling [12] highlights geography’swider curriculum contribution and leavesteachers considerable freedom to vary specificcontent and the emphasis given to particularaspects of geography and learning,” also notedin Rawling (in Kent, 2000, p.103).

Dragos Simandan [13], in his book ‘New ways ofGeography’ pointed out that the subjectGeography is multifarious rather than so-calleddefined physical and human geography. Hence,the subject Geography presently is in condition ofCinderalla status where it struggle with otherdiscipline lot. Simandan. D [14] also highlightedthe subject will come out as rejuvenatedGeography once it include the broad contents ofGeography viz. a) human geography (population,settlements, economy, social, cultural, politicalgeography, tourism), b) physical geography(geomorphology, climatology, hydrology,pedology, biogeography), c) regional geography(which includes the geography of landscapes,the regional study of continents, and territorialplanning) and, d) environmental science(environmental geography, general geography,theory and methodology of geography).A fifth research group- on technical geography(GIS, remote sensing, topography,cartography).

The central theme of traditional Geographyteaching is ‘space’ specific. The subjectgeographical space has been in dynamic innature and presently with inclusion of technicalspace the content of geography subjectelaborated with different technical contents like


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GIS, Remote Sensing, Photogrammetry, GPSand Lidar analysis etc.

The geo-spatial technologies are applied in allthe fields of geography. The raster data oflandscape will obtain real time data with satellitenetworks, where GIS can be used in physicalland cover patterns of the earth. The applicationof GIS is plenty in human geography. It startsfrom population studies to economic aspects ofgeography and also includes urban studies.Photogrammetry and LiDAR technologies built3D landscape models that resemble the realworld. Dragos Simandan described about howtechnical subject helpful for geographers in hisbook ‘New ways of Geography’ is the GISgeographer working on human geography topicshas much more in common with a GISgeographer working on 'physical' issues, thanwith his non-GIS human geography colleagues.

The map, globe, toposheets, cadastral maps etc.are traditional teaching aids for teachinggeography. Presently with advent of GIS,Remote Sensing, Aerial photography and Lidarimageries will helpful pupils to understandgeographical spaces in class room where thesespaces can only understandable with differentfield visits. Hence field visit is the compulsory forgeography students as earlier due to someadministrative constraints it could not possible alltime. So that, these technical geography outputsare most effective and describe both physicaland cultural aspect as well can understand eartheffectively, for example the ‘Google Earth’ is anopen source application explain earth mosteffectively. Considering with all these aspect thedigital earth definitely will come as an enhancedteaching aid in geography subject.

2. OBJECTIVES

1. To study the concept and scope ofGeography

2. To study the changes in the teachingmethodology between the past andpresent.

3. To study the impact of the user friendlyteaching methodology by using innovativeteaching aids.

4. To study the applications of the innovativeteaching aids for planning anddevelopment purpose.

3. HYPOTHESIS

It is assumed that the adoption of new teachingaids from time to time would help in proper

application where by quick results can be drawnfor better planning and understanding.

4. METHODOLOGY

In order to bring forth technical geography inteaching geography as digital earth in enhancedteaching models of geography, the geo-spatialtechnologies like GIS, Remote Sensing, AerialPhotography, Remote Sensing and GPS studiesdone in different case studies. Each case studyhas different study area and created spatialtechnical models by using geo-spatialtechnologies. The spatial data collected fromvarious sources like Survey of India, NRSC, andCensus of India etc. The secondary data likepopulation figures obtained from Telangana stateCensus Operations of Census of India, 2011enumerated data.

5. CASE STUDIES

A.M. Chandra, S.K. Ghosh [15] of ‘RemoteSensing and Geographical Information System’explained large number of case studies providinga framework for carrying out various studies indifferent fields using remote sensing and GIS.

Data

Aerial photographs Satellite Imageries

Field data

GIS, GPS, Photogrammetryand Image Processing

Data output(Map, diagram, surfaces etc.

Results

Analysis


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As the scope of geography is widened it isincluded with all geo-spatial technologies Alongwith GIS, Remote Sensing and othertechnologies of Light detection and Ranging(LiDAR), Photogrammetry and Global PositioningSystem (GPS). Digital earth widely uses in thesegeo-informatics. The fundamentals of geographycan be divided into two branches; one is physicalgeography and another is human geography.Physical geography again consists of fourbranches with Geomorphology, Hydrology,Climatology and Ecology. The features of digitalearth can be applied in these four branches ofphysical geography. The human geographystudies the spatial aspects created by man. Itincludes Population geography, Economicgeography and Urban and Settlementgeography. The applications of spatialtechnologies also plays an wider role in humangeography.

Geomorphology is defined as the scientific studyof earth surface (landforms). There are threeorder of landforms existed on the earth surface.First order landforms consists continents andoceans, the second order landforms areMountains, Plateaus and Plains, the third orderlandforms existed within the first and secondorder landform. The digital earth is an aid torepresent whole earth, in this context the googlehas created the total data base of the earth thatgive a detail information of first and second orderland forms.

Fig. 1. Digital Earth

The third order landforms are formed within thefirst and second order landforms. It is shown inthe digital data form by digitization of toposheets.The toposheets in India are prepared by Surveyof India, which shows physical and culturalfeatures of earth surface at given scale withlatitude and longitudinal reference. Generally,

topsheet itself is the best teaching aid, where lotsof information available to study which startsfrom conventional signs to spot heights.

5.1 Study Area

Nalgonda district in Telangana State has beentaken to understand digital form of earth. Thedigital earth and its applications can use as theinnovative teaching aids for planning anddevelopment purpose to achieve regionaldevelopment. The Nalgonda district isLandlocked district of Telangana State. TheDistrict comprises of 4 Regional Divisions, 59Mandals [Sub-Districts], 17 Towns ( 4 STs & 13CTs) and 1,135 Villages. The altitude of thedistrict minimum at 26m height while maximumrange of 679m elevation. The main riversKrishna, Dindi, Paleru, Musi, Aler andPeddavagu drain in all parts of the district. Theaverage maximum temperature with 40 ̊C andminimum temperature with 15 ̊C. The 40 yearsaverage rainfall 701 mm in that about 70%precipitates from SW Monsoon and remaining30% comes from NE monsoon rainfall.

5.2 Case Study: (Digital Earth VsToposheets)

The entire Nalgonda district cover 38 toposheetswith the scale of 1: 25,000 distributed in between16°25’ to 17°50’ north latitudes and 78°40’ to80°05’ east longitudes having an area of 14,240Square Kilometres. By using GeographicalInformation System (GIS), the scannedtoposheets converted into known coordinatesystem called as geo-referencing of toposheets.The mosaic of these toposheets has been doneto extract single view of entire Nalgonda district.The raster file of mosaic image identifies thecontours with 20 meter interval and they areconverted into vector contour file, during in theconversion the onscreen digitisationmethodology is used. Further contours areattached with the non spatial data. In thisprocess the 3D conversion such as TIN & DEMcreated automatically by using GIS. The creationof raster TIN surface has been done by usingGlobal mapper.

5.2.1 Analysis

Jeff S. Jenness [16] of Calculating landscapesurface area from digital elevation modelsidentified 3D TIN surface by using grids, cellsand polygon and identified TIN-based to grid-based surface-area.


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5.1 Study Area




5.2.1 Analysis



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5.1 Study Area




5.2.1 Analysis



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J. Hyyppa, U. Pyysalo [17] of Digital Terrain andTarget models in Forest Environment identifiedDTM from laser scanning based distancemeasurement.

In this case study of Nalgonda district, Telanganastate identified raster TIN surface indicates that

the elevation or altitude of district, ranges atlowest 28 meters to highest 625 meters. Theelevation range has been grouped into threecategories, one is less than 125 m height,second one range from 125 m-250 m and thirdone with greater than 250 m height. Total 59mandals of the Nalgonda district, has been

Raster TIN Surface of Nalgonda district: Extraction from Contours

Fig. 2. Mosaic of Toposheets in Nalgondadistrict

Fig. 3. Vector contour file of Nalgondadistrict

Fig. 4. TIN surface file of Nalgonda district


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classified into three classes accordingly. In thefirst category 10 mandals felled and 150 mandalsin the second category, while in third categorythere are 22 mandals (Fig. 4).

According to Census of India, during 2011 [18],the total population of Nalgonda district is34,88,809. The distribution of population atmandal wise, the Nalgonda district occupies firstin rank with 5.73%, followed by Miryalgudamandal with 5.04%, Suryapet (4.45%), Kodad(3.82%), Bhongir (2.97%). The least percentageof population existed in high latitude zone atWestern part of Nalgonda district, namelyTurkapalle mandal with 0.94% followed byGundal with 1.04%, Marriguda (1.06%),Bommalaramaram (1.07%). The remainingmandals consists with 1.1% to 2.89% of totalpopulation of the districts (Fig. 5).

Regional development indicates that provision ofspecial aid or assistance to develop one region.The improving of literacy rate is one solution forregional development. The Literacy rate inNalgonda district is 64.2%. The distribution ofliterates with respect altitude, the 25.96% of totalliterates are above the altitude of 250m. Theleast number of literates of 17.45% are within the

125 m height and the remaining 56.59% ofliterates lies inbetween 125 m to 250 m height.

Mandal wise analysis of literacy rate indicatesthat the urban pockets in Nalgonda districtrecorded highest literacy rate. The Nalgondamandal recorded highest literacy rate with80.27%, followed by Suryapet (75.19%),Miryalaguda (73.29%), Bhongir (72.17%) andHuzurnagar with 72.03%. While the least literacyrate recorded at higher altitudes of the district,where Chandampet 47.66%, followed byNampalle (51.2%), Pedda Adiserlapalle(51.86%), Mattampalle (55.98%) and Atmakur(s)with 56.31%. The remaining mandals fall inbetween above mandals (Fig. 6).

The total Scheduled Caste (SC) population inNalgonda district is 6,37,385 constitutes 18.27%of total population of the district. The mandalwise distribution of SC population express that,the Khetepalle mandal ranks first with 27.39% ofSC’s, followed by Vemulapalle (26.26%),Nadigudem (25.72%), Shaligouraram (25.06%)and Thiparthi with 24.29%. The least percentageof SC population existed in Dameracherla with10.19%, followed by Turkapalle (12.22%),Mellachervu (12.58%) and Devarakonda with

Maps: Population distribution of Nalgonda district-2011

Fig. 5. Population distribution of Nalgondadistrict, 2011

Fig. 6. Literacy rate in Nalgonda District, 2011


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Graphs: Hypsographic demography in Nalgonda district during 2011

Fig. 7. Hypsographic representation ofPopulation in Nalgonda District

Fig. 8. Hypsographic curve of Literates inNalgonda District

Fig. 9. Hypsographic curve of SC populationin Nalgonda district

Fig. 10. Hypsographic curve of ST populationin Nalgonda district

13.02%. The remaining mandal consists averageproportion of SC population in total population ofthe mandals (Fig. 11).

The hypsographic curve of SC population inNalgonda district indicates that 26.05% SC’sliving in the greater than 250m height and

59.84% of SC population existed in between125m to 250 m altitudinal zone. While the14.71% of SC’s are within the altitude of 125mheight.

The mandal wise analysis of ST populationindicates that Chandampet mandal having

Percent0153045 37

.84

41

21.16

%

Altitude

0255075

26.05 59.94

14.71

%

Altitude


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Percent Percent0255075100

25.96

56.59

17.45

Percent

Altitude

Percent

14.71

010203040 37

.21

36.76

Percent

Altitude


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Percent

17.45

26.03


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highest in ST population with 49.92% ofpopulation is with ST’s only. However it ismentioned that the Chandampet mandal islocated at highest altitude of the district with625m above the sea level. Damarcherla mandaloccupies second in rank with 42.1%, followed byChevemla (34.93%), Peddavura (32.23%),Devarakonda (31.75%), Mattampalle (31.51%)and Pedda Adisapally with 30.62%. While theleast ST population recorded in Valigondamandal with 0.55% population are ST’s, followedby Kettepalle & Mothkur are both having with0.68% ST population, Chityal (0.92%), Atmakur(M) (0.95%) and Chandur (1.09%). Theremaining mandals having proportional averageST population is there in almost all mandals(Fig. 12).

The Scheduled Tribe (ST) population inNalgonda district is 3,94,279 contributes to11.3% of total population of the district. Thedistribution of total ST population with respect tolatitudinal wise, the 37.21% of ST population areabove 250m height and 36.76% of ST populationis in between 125 m to 250m. While theremaining 26.03% of ST population are livingwithin the height of 125 m.

5.3 Case Study: (Digital earth Vs AerialPhotography)

Aerial photographs are taken from the air.Basically aerial photographs are of three typesviz; vertical, oblique and very high obliquephotographs. Interpretation of aerial photographscan be done with minimum of 60 percent overlapin any two adjacent photographs. Thetraditional interpretation of aerial photographs isbasically done with stereo-pairs. The surfacefeatures like physical and culture features areidentified on the earth surface. The on-screeninterpretation of aerial photographs has beendone with the software of Photogrammetrysuites. The method that has been followed inthese type of case study is, initially by knowingthe flight height, aerial triangulation has beendone, secondly that the DTM features likebreak-lines and mass points are placed, later thevector features like buildings, roads parks etchas been captured. Further, DEM and DSM isgenerated over rectified vector features. TheOrtho photo of related aerial photographs hasbeen created. It is a corrected and rectifiedphotograph of given surface whereby, theinterpretation of physical and cultural feature ofthe earth surface can be easily understand. Thegiven figures clearly indicates the difference

between raw aerial photograph to rectifiedphotograph. The Ortho-photo is a best teachingaid when comparison to traditional interpretationof aerial photographs.

5.4 Case Study: (Digital Earth Vs SatelliteImageries)

According to Anji Reddy [19] of ‘Remote Sensingand Geographical Information Systems’, Thecollection of data about the spatial distribution ofthe significant features of the earth's surface haslong been an important part of the activities oforganized societies. Applications of DigitalElevation models of J.R. Sulebak, 2000 [20]states that modern aerial photography andsatellite remote sensing started to providecontinuos surface information by means ofoptical cameras, radar or laser beams, forexample, and the derivation of terrain elevationwas made possible by stereoscopy andinterferometry, topography gained whole newmeaning in spatial studies.

Satellite imageries are captured by using remotesensing technologies, in which satellite do notcoming in contact with the objects or ground. Theprocess of image capture can be done in visualor near infra-red wave lengths. The minimumcapturable area on the ground is called asresolution which is very important to capturequalitative image. The highest resolution imagewith 0.5m resolution are ever captured withQuickBird satellites. The imageries normally arein false colour composition, hence the directinterpretation of these raster files are verydifficult. However, the interpretation is done onthe basis of tone, size, texture, shape and colouretc., where colour is important in terms ofsatellite imageries. A specific methodology hasbeen followed in classification of satelliteimageries by using ERDAS Imagine. The un-supervised and supervised classification hasbeen made for easy interpretation and analysispurpose. It will also helpful in change detection.

5.5 Case Study: (Digital Earth Vs GPS)

GPS-Global Positioning System, is a satellitebased navigational aid. Essentially it is a radio-positioning navigation and time transfer system.It provides accurate information on spot, such asvelocity, time of an object or a platform at anymoment, anywhere on the globe. GPS consistsof 24 satellites each weighing 850Kg, thesesatellites are placed in six orbits, so that foursatellites are accommodated in each orbit at an


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altitude of 20,185km from the surface of theearth. Out of 24 satellites 21 are operational andremaining 3 are kept as active spares so thatthey can be inducted into the operational fleet

immediately in case any one of the operationalsatellites becomes nonfunctional. GPS consistsof three segments 1. Space Segment 2. GroundControl Segment and 3. User Segment.

Fig. 11. SC Population distribution ofNalgonda district

Fig. 12. ST Population distribution NalgondaDistrict

Fig. 13. Aerial photograph


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10







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Fig. 14. Ortho-photo of given aerial photograph

Fig. 15. Supervised Classification

Eg., GLONASS Global Positioning System,Galileo Global Positioning System,NAVSTARGlobal Positioning System.

Fig. 16. GPS network

Applications of GPS are plenty, in militarypurpose; it has become important for nearly allmilitary operations and weapons systems withoutany other reliable navigation system. U.S. forcescould not have performed the maneuvers ofOperation Desert Storm without GPS. With GPS,the soldiers were able to go to places and

maneuver in sandstorms or at night. InAgriculture it is used for optimize watermanagement with accurate topographic maps forland leveling, drainage or improved site-specificagronomy. It create a wide range of samplingregimes out in the field and quickly map andnavigate around field boundaries, point, line, orarea features, viewing all on-screen andaccurately scout crops and navigate to weeds,pests and diseased areas. As assetmanagement; GPS can manage the followingassets. Whatever the asset, you need to know itscurrent location, status or condition, and otherinformation about it in order to effectivelymanage its contribution to your business ororganization's performance. Assets take manyforms. They can be mobile, such as: fleets ofvehicles - taxis, trucks, emergency responsevehicles and railroad cars, boats, airplanes andpackages or other items being shipped orstored. The assets can be fixed in position, suchas: utility hardware - telephone poles, firehydrants, electric or radio towers, pipelines;natural resources - land, trees, bodies of


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water, mineral deposits; public buildinginventories etc.

GPS is used to enhance the accuracy forenvironmental management; Species monitoring,ecological population density studies, soil run-offsurveys, flood analysis, etc., In marine andhydrography; GPS is highly used in seanavigation, hydrographic survey, offshore pilingand jetty construction- tidal height variations,currents, distance from land etc., GPS can use inoil and gas management like; mapping fixedassets such as pipelines and pipeline junctionsand returning to them for maintenance. While inSurveying GPS can use in geodetic networks,precisely and continuously monitoring tectonicactivity, garden design, environmentalrestoration, town or urban planning, recreationpark planning, historic preservation etc.

Fig. 17. GPS tracking

6. CONCLUSION

Digital earth with respect to Toposheetdigitization in extraction of elevation modeldetermining the distribution of population inNalgonda district reveals that at higher thealtitudes showing lesser the population numbersand less literacy rate recorded. It indicates thatincreasing elevation indirectly impact in theliteracy rate. The literacy rate is one of the mainindicators for development. The low lying areamaintain consistent population distribution withequal ratio of all communities except STpopulation. The ST people interested to stay athigher altitudes. It gives regional imbalance inthe development of people. While in the low lying

areas exhibits high literacy rate hence there ishigh development existed. The aerialphotography interpretation, image analysis andGPS tracking will help learners to betterunderstanding and improve decision makingcapacity. With context of interpretation andanalysis of the spatial features of earth surfacewill be more appropriate in digital features ascompare to conventional methods. In digitalfeatures the relative positioning modes ofoperation possible and hence high accuracieswith respect to conventional surveying methods.In planning and development purpose, the digitalearth is highly usable.

COMPETING INTERESTS

Authors have declared that no competinginterests exist.

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_________________________________________________________________________________© 2017 Virugu et al.; This is an Open Access article distributed under the terms of the Creative Commons Attribution License(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium,provided the original work is properly cited.

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http://sciencedomain.org/review-history/22584

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