CARAGA STATE UNIVERSITY College of Engineering and Information Technology Ampayon ... ·...

CSU-CEIT_ES_GE 113 Page 1 of 16

CARAGA STATE UNIVERSITY College of Engineering and Information Technology

Ampayon, Butuan City

Department of Engineering Sciences

Course Syllabus for GE 113 – Remote Sensing

PART I: VISION, MISSION, GOALS, OBJECTIVES University Vision A premiere university known for academic excellence in science and technology, agriculture, environment and natural resources, engineering, education and the arts towards the sustainable development of Caraga region.

University Mission In pursuit of academic excellence, Caraga State University shall endeavor to deliver the highest quality of instruction, research, extension, production, and administration to produce scientifically trained, technologically skilled, and morally sound individuals contributing to the creation of an eco–friendly and healthy environment.

Core Values Competence Service Uprightness

College Goals

a. To provide relevant and quality undergraduate and graduate engineering and IT education to produce graduates who are globally competent in their fields of specialization, passers of licensure or national competency examinations, and manifesting high ethical standards with concern for the society and environment;

b. To provide post-graduate and continuing education programs to advance the knowledge and enhance the competence of engineers and information technology professionals;

c. To provide an educational experience that will develop students’ full potential to become leaders in their field of specialization and understanding the implications of their work on both to themselves and to society as a whole;

d. To engage in relevant research activities focused on regional and national priority areas that will

Program Educational Objectives Three to five years after graduation, the Geodetic Engineering alumni:

1. Must have advanced their practice in the field of surveying, digital mapping, remote sensing, spatial data handling for land and geographic information systems;

2. Must strive to be globally competitive through upholding the CSU mission values, pursuing continuing education, and continuously advancing personal growth; and

3. Must respond to the holistic demand for a geodetic engineer in protecting the environment, human life and property, promoting socio-economic development, and in providing innovative


cultivate creative and innovative endeavors to promote economic development; e. To conduct relevant extension programs, and participate in community activities that will promote

awareness on socio-economic, legal and environmental issues; f. To establish and strengthen mutually-beneficial linkages and collaborations with industries,

government institutions and other entities; and g. To subject academic programs and services to quality assurance mechanisms to ensure relevance,

compliance to standards, and continual improvement.

systems for good governance and community service.

Program Intended Learning Outcomes (PILOs) a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of geodetic engineering. b. Design and conduct experiments to test hypotheses and verify assumptions, as well as to organize, analyze and interpret data, draw valid conclusions, and develop mathematical

models for processes. c. Design, improve, innovate and to supervise systems or procedures to meet desired needs within realistic constraints. d. Work effectively in multi-disciplinary and multi-cultural teams in diverse fields of practice. e. Identify, formulate, and solve geodetic engineering problems. f. Understand the effects and impact of the geodetic engineering profession on the environment and the society, as well as the social and ethical responsibilities of the profession. g. Specialized knowledge in at least one focus area of geodetic engineering practices and the ability to apply such knowledge to provide solutions to actual problems. h. Communicate effective oral and written communications particularly in the English language. i. Engage in life-long learning and to keep current of the development in a specific field of specialization. j. Use the appropriate techniques, skills and tools necessary for the practice of geodetic engineering. k. Gain knowledge in contemporary issues under the program.

COURSE INTENDED LEARNING OUTCOMES (CILOs) After completion of the course, the student must be able to:

Program Intended Learning Outcomes (PILOs)*

a b c d e f g h i j k 1. Understand and explain the basic concepts, theories, principles, and real-world applications of Remote

Sensing, including the roles of closely-related fields of Global Positioning System/Global Navigation Satellite Systems (GNSS/GPS), Cartography, Photogrammetry and GIS.

D D D E E E

2. Differentiate, evaluate and perform appropriate manual and computer-assisted processing and analytical techniques and procedures to different types of remotely-sensed data in accordance with the intended area of application.

D D D D E E D

3. Extract or derive relevant information and create thematic maps using remotely-sensed data, techniques and procedures, either in individual or group setup, based on constraints, application requirements and availability of remotely-sensed data.

D D D D D D D D E D E


4. Communicate thematic maps and other remote sensing-derived information through technical reports and presentations.

D D D D

*I: Introductory; E: Enabling; D: Demonstrative

PART II: COURSE DETAILS Course Name Remote Sensing

Course Code GE 113

No. of Units 3 units (2 units lecture, 1 unit laboratory)

Course Description Principles of remote sensing; identification of geomorphological and cultural features using airborne and satellite imageries; sensors and platforms; digital image processing; thematic mapping applications.

Pre-requisite Phys 41 and GE 103 Co-requisite GE 114

Total Contact Hours 75 hours

Week No.

Topics Intended Learning Outcome (ILOs)

The students must have:

Teaching and Learning Activities

Course Outcomes

Resources Assessment Tasks Allocation Time

1 Orientation

a. Mission and

Vision of the

University and the

College

b. Program

Educational

Objectives

c. Class Policies

and Grading

System

d. Student Code of

Upheld the virtues and core values

of the University and the College

Understood the BSGE Program

Education Objectives, class policies

and grading system, and student

code of conduct

Lecture using PowerPoint presentation

Discussion of Student Handbook

Discussion of Student Code of Conduct

Course syllabus

Student Handbook

Student Code of Conduct

Laptop

Projector

Marker

Whiteboard

Oral Recitation 2 hrs.


Conduct

e. Leveling of

Expectations

1-2 Concepts and Fundamentals of Remote Sensing

Explained the concepts and

principles in remote sensing.

Differentiated Remote Sensing from

GPS/GNSS, Cartography,

Photogrammetry and GIS.

History of aerial photography and

space-borne remote sensing

Described the different elements in

the Remote Sensing process.


Multimedia Presentation

Film showing

Brainstorming

Group Dynamics/Focus Group Discussion

CILO 1 Laptop

Projector

Marker

Whiteboard

Textbook

Researched materials from the internet

Oral Recitation

Quizzes

Assignment

8 hrs.

3-4 Electromagnetic Radiation Principles

Explained the role of

electromagnetic radiation in the

remote sensing process

Described how electromagnetic

energy interacts in the atmosphere

Described how electromagnetic

energy interacts with earth surface

features

Explained the different responses of

earth surface features to

electromagnetic energy.

Described how spectral signatures

can aid in identifying objects from a

remotely-sensed data.



Brainstorming


Peer teaching/cooperative learning

Individual and Group Problem Solving

Lab. Demo

CILO 1 Laptop

Projector

Marker

Whiteboard

Textbook Researched

materials from the internet

Spectroradiometer instrument and software

Oral Recitation

Quizzes

Assignment

Problem Sets

Laboratory Exercise Report

10 hrs.


Laboratory Exercises

5 Remote Sensing Data Collection

Identified and described the

different types of sensors,

instruments and platforms used in

collecting remote sensing data

Identified and described the basic

characteristics of remote sensing

image data


different sensor characteristics and

resolution properties



Brainstorming




Lab. Demo


CILO 1 Laptop

Projector

Marker

Whiteboard Textbook


Spectroradiometer instrument and software

Remote Sensing image datasets

Remote Sensing Image Visualization and Processing Software

Oral Recitation

Quizzes

Assignment

Problem Sets Laboratory

Exercise Report

5 hrs.

Week 6 – Preliminary Examination

7 Visual Interpretation of Remotely-Sensed Images

Explained the concepts and different

elements of visual image

interpretation

Interpreted remote sensing images

to identify features using visual

image interpretation keys



Brainstorming


Peer

CILO 1, CILO 2, CILO 3, CILO 4

Laptop

Projector

Marker

Whiteboard Textbook



Oral Recitation

Quizzes

Assignment


5 hrs.


teaching/cooperative learning

Lab. Demo



8 Introduction to Digital Image Interpretation and Analysis

Identified and described the various

computer-assisted procedures of

manipulation and interpretation of

digital images

Visualized images using a remote

sensing image visualization and

processing software



Lab. Demo


CILO 2, CILO 3

Laptop

Projector

Marker

Whiteboard

Textbook Researched




Oral Recitation

Quizzes

Assignment Laboratory Exercise Report

2 hrs

8-10 Image Rectification and Restoration

Explained the principles of image

rectification and restoration


different computer-assisted

procedures in image rectification

and restoration

Performed image rectification and

registration using a remote sensing

image visualization and processing

software




Lab. Demo


CILO 2, CILO 3, CILO 4

Laptop

Projector

Marker

Whiteboard

Textbook Researched



Remote Sensing

Oral Recitation

Quizzes

Assignment

Problem Set


13 hrs.


Image Visualization and Processing Software

11 Image

Enhancement


enhancement


different computer-assisted

procedures in image enhancement

Performed image enhancement

using a remote sensing image

visualization and processing

software




Lab. Demo



Laptop

Projector

Marker

Whiteboard

Textbook




Oral Recitation

Quizzes

Assignment

Problem Set


5 hrs.

Week 12 – Midterm Examination

13-14 Image

Classification and

Accuracy

Assessment


classification


different methods of image

classification


procedures involved in image

accuracy assessment

Performed image classification and

accuracy assessment using a remote

sensing image visualization and





Lab. Demo


Laptop

Projector

Marker

Whiteboard Textbook



Ground truth datasets

Oral Recitation

Quizzes

Assignment

Problem Set Laboratory

Exercise Report

10 hrs.


processing software

Explained the importance of yielding

high accuracies in image

classification



15 Introduction to

Global Positioning

System and Other

GNSS Technologies

Explained the concepts of GPS and

GNSS

Described the roles of GPS/GNSS in

the Remote Sensing process,

particularly in image processing,

classification and accuracy

assessment

Conducted GNSS/GPS surveys to

gather data needed for image

classification and accuracy

assessment

Lecture using PowerPoint presentations


Field Demonstration



Laptop Projector

Marker

Whiteboard

Textbook



Ground truth datasets


Handheld GPS/GNSS equipment

Oral Recitation Quizzes

Assignment


5 hrs.

16-17 Applications of

Remote Sensing

Identified and differentiated the

various applications of remote

sensing to agriculture, forestry,

mining and geology, hydrology,

land-cover, and other environmental

applications.

Identified and described the type of



Film showing

Group Dynamics/Focus

CILO 1, CILO 2, CILO 3, CILO 4

Laptop Projector

Marker

Whiteboard

Textbook


Oral Recitation Quizzes

Assignment

Individual/Group Reports

Oral presentations

10 hrs.


remotely-sensed images and the

appropriate processing and

analytical procedures for each area

of application

Group Discussion Individual and

group reporting

Week 18 – Final Examination References: • Lillesand, T. M., Kiefer, R. W., & Chipman, J. W. (2008). Remote Sensing and Image Interpretation 6th Edition. United States of America: John Wiley & Sons, Inc. • Jensen, J.R. (2007). Remote Sensing of the Environment: An Earth Resource Perspective, 2nd Edition. New Jersey: Pearson Education/Prentice Hall. • Fundamentals of Remote Sensing (Online Tutorial). Available at http://www.nrcan.gc.ca/earth-sciences/geomatics/satellite-imagery-air-photos/satellite-imagery-products/educational-resources/9309

Part III. Class Policies and Evaluation Details

A. Rubrics as Evaluation Measure:

Oral Recitation

Criteria 0 - Not Acceptable/ No Recitation

1 – Poor 3 –Good 4- Very Good 5 - Excellent Score

Presentation No oral recitation is attempted.

The student makes a presentation without stating the question or its importance. The delivery is difficult to follow.

The student describes the question studied and conclusions are stated, but supporting information is not strong.

The delivery and sentence structure are generally correct. Questions from the audience are answered clearly.

Eye contact is made and sustained throughout the presentation. The student clearly describes the question studied and provides strong reasons for its importance.


Knowledge No oral recitation is attempted.

There is no indication of preparation or organization.

Question is being answered.

An adequate amount of information is given to support the conclusions that are drawn and described.

Specific information is given to support the conclusions that are drawn and described.

Critical Thinking No oral recitation is attempted.

The topic is unclear and no adequate conclusions are stated.

The delivery and sentence structure are generally correct

There is evidence of or example cited for the topic.

Questions from the audience are clearly answered with specific and appropriate information.

Assignments (Essay or Report-type) and Technical Reports

Criteria 0- No Assignment 1- Inadequate (Below Standard)

3- Adequate (Meets Standard)

4- Above Average (Exceeds Standard)

5 - Exemplary (Far Exceeds Standards)

Score

Organization No assignment/report is

submitted

Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors.

Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay.

Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present.

Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic.

Level of Content No assignment/report is

submitted

Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal.

Content indicates thinking and reasoning applied with original thought on a few ideas.

Content indicates original thinking and develops ideas with sufficient and firm evidence.

Content indicates synthesis of ideas, in depth analysis and evidences original thought and support for the topic.


Development No assignment/report is

submitted

Main points lack detailed development. Ideas are vague with little evidence of critical thinking.

Main points are present with limited detail and development. Some critical thinking is present.

Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points

Main points well developed with high quality and quantity support. Reveals high degree of critical thinking.

Format No assignment/report is

submitted

Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention.

Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors.

Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled.

Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look.


Quiz (Essay-type)

Criteria 0-No Answer 1-Needs Improvement 3- Adequate 5- Exemplary Score

General Approach Doesn’t really address the question. States few relevant answers. Reveals some misconceptions. Is not clearly or logically organized. Errors in grammar and style.

Doesn’t address the questions explicitly, although does so tangentially. States a relevant and justifiable answer. Presents arguments in a logical order.

Addresses the question. States a relevant, justifiable answer. Presents arguments in a logical order. Uses acceptable style and grammar (no errors).

Comprehension Doesn’t demonstrate accurate understanding of question but makes an effort. No evidence to support response to question.

Demonstrates an accurate but only adequate understanding of the question. Doesn’t back conclusions with data. Uses only one idea to support the answer. Less thorough than above.

Demonstrates an accurate and complete understanding of the question. Backs conclusions with data and justifications. Uses 2 or more ideas, examples and/or arguments that support the answer

Seat Work/ Board Work/Problem Solving

Criteria 0- No Answer 1- Inadequate (Below Standard)

3- Adequate (Meets Standard)

4- Above Average (Exceeds Standard)

5 - Exemplary (Far Exceeds Standards)

Score

General Approach Student left the problem blank, or simply gave an answer, correct or not, without showing the appropriate work.

Student attempted the problem and did not finish it. Student failed to use the correct method or did not follow the instructions given in the problem.

Student attempted the problem and did not finish it. Student used the correct method, however did not take the problem to completion.

The student's work is for the most part correct. There may be an arithmetic error, or a problem with the format of the answer. Work is clear and easy to follow.

Student showed all required work to arrive at a correct solution. Work is clear and easy to follow.

Problems with two solutions, not clearly marked which is to be graded.

Problems that require the use of a variable: the variable is not explicitly defined.

Problems that require the use of variable have the

variable explicitly defined.


Oral /Project Presentation

Criteria 0- No Oral Presentation

1- Bad 2- Poor 3- Good 5 - Excellent Score

Content The topic/project being presented is not clear; information included that does not support the topic/project in any way.

There is a great deal of information that is not clearly connected to the topic/project.

Sufficient information that relates to the topic/project; many good points made but there is an uneven balance and little variation.

An abundance of material clearly related to the topic/project is included; points are clearly made and all evidence supports the topic/project; varied use of materials.

Coherence and Organization

Presentation is choppy and disjointed; does not flow smoothly; development of the topic/project being presented is vague; no apparent logical order of presentation

Concepts and ideas are loosely connected; lacks clear transitions; flow and organization are choppy

Most of the information are presented in a logical sequence; generally well organized but better transitions from idea to idea and medium to medium is needed

The topic/project is clearly stated and developed; specific examples are appropriate and clearly developed the topic/project; conclusion is clear; the presenter shows control; presentation flows together well; good transitions; succinct but not choppy; very well organized.

Creativity Repetitive with little or no variety; insufficient use of multimedia

Little or no variation; material presented with little originality or interpretation

Some originality is apparent; good variety and blending of materials/media

Very original presentation of materials; uses the unexpected to full advantage; captures audience’s attention

Presentation Material Little or no multimedia used or ineffective use of multimedia; imbalance in use of materials – too much of one, not enough of another

Choppy use of multimedia; lacks smooth transition from one medium to another; multimedia not clearly connected to the topic/project being

Use of multimedia not as varied and not as well connected to the topic/project being presented

Balanced use of multimedia; properly used to develop the topic/project; use of media is varied and appropriate


presented. N

on

-ve

rbal

Sp

eak

ing

Skill

s Eye Contact No eye contact with

audience, as entire report is read from notes/slides

Displayed minimal eye contact with audience, while reading mostly from notes/slides

Consistent use of direct eye contact with audience, but still returns to reading notes/slides

Holds attention of entire audience with the use of direct eye contact, seldom looking at notes

Body Language

No movement or descriptive gestures

Very little movement or descriptive gestures

Made movements or gestures that enhances articulation

Movements seem fluid and help the audience visualize

Poise Tension and nervousness is obvious; has trouble recovering from mistakes

Displays mild tension; has trouble recovering from mistakes

Makes minor mistakes, but quickly recovers from them; displays little or no tension

Speaker displays relaxed, self-confident nature about self, no mistakes.

Ve

rbal

Sp

eak

ing

Skill

s

Enthusiasm Shows absolute no interest in topic presented

Shows some negativity toward the topic presented

Occasionally shows positive feelings about topic

Demonstrates a strong positive feeling about topic during entire presentation

Elocution The speaker mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of the audience to hear

The speaker’s voice is low; incorrectly pronounces terms. Audience members have difficulty hearing the presentation

The speaker’s voice is clear; pronounces most words correctly. Most audience members can hear the presentation.

Speaker uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear the presentation.

Subject/Topic Knowledge

Speaker does not have grasp of information; cannot answer questions about the subject/topic being presented

Speaker is uncomfortable with information and is able to answer only rudimentary questions

Speaker is at ease with expected answers to all questions, without elaboration

Speaker demonstrates full knowledge by answering all questions with explanations and elaborations

Length of Presentation Too long or too short; ten or more minutes above or below the allotted time

Within six minutes of allotted time (+/-)

Within four minutes of allotted time (+/-)

Within two minutes of allotted time (+/-)

Laboratory Exercise


Criteria 0- No Laboratory Exercise Conducted

1- Not Acceptable 2- Below Expectations 3- Meets Expectations 5 – Exceeds Expectations Score

Equipment and/or Computer Hardware and Software Use

a. Understanding of equipment and/or software operation and limitations

Equipment and/or computer hardware and software used in a fundamentally wrong manner

Some conceptual errors in usage of equipment and/or computer hardware and software

Equipment and/or computer hardware and software used properly

Innovative and proper usage of equipment and/or computer hardware and software

b. Safety usage of equipment and/or computer hardware and software

Damage to equipment and/or computer hardware and software due to improper usage

Some risk to equipment and/or computer hardware and software due to improper usage

Safe usage of equipment and/or computer hardware and software

Safety precautions above requirements are observed/used.

c. Setup of equipment and/or computer hardware and software

Equipment and/or computer hardware and software set up in a non-functional manner

Setup will cause data errors Equipment and/or computer hardware and software properly set up

Equipment and/or computer hardware and software set up are enhanced for better precision


a. Report is logically coherent and sequential

Conditions for data and and/or analysis not stated. Unclear report

All data and analysis present, but not in sequence. Must search for items.

Data and analysis results presented clearly following each procedure.

Data and analysis results presented clearly along with excellent narrative.


Class Policies: (For detailed policies, please refer to Student Handbook) a. An “INC” is given to a student whose class standing throughout the semester is passing but fails

to appear for a final examination or complete all requirements for the course due to a valid reason.

b. A student with 3 consecutive absences will be DROPPED from the class. c. Academic dishonesty will not be tolerated. Any student found to have participated in academic

dishonesty will receive a “5.0” in the course, and maybe subject to further disciplinary action. The Student Code of Conduct prohibits students from committing the following acts of academic dishonesty: academic fraud, copying or allowing one’s work to be copied, fabrication/falsification, sabotage of other’s work, substitution (ex. Taking an exam for someone else) among others. (Refer to student handbook for more detailed class policies, rules and regulations.)

Criteria for Grading

Major Exams Prelim Exam 15% Midterm Exam 15% Final 20%

Others Oral Recitation and Attendance 5% Quizzes, Problem Sets, Assignments and Presentations 20% Laboratory Exercises 25% 100%

Behavioral Dimension Evaluation Prelim Midterm Finals Knowledge 60% 75% 50% Comprehension 20% 10% 10%

Application/ Analysis 20% 15% 40% The final grade corresponding to the student’s general average is given in the table below.

General Average 96 - 100 91 - below 96 86 - below 91 81 - below 86 76 - below 81 72 - below 76 68 - below 72 64 - below 68 60 - below 64 50-below 60

Below 50

Final Grade 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 4.0/INC

5.00

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