2016 QUARTER 02

A B C D E F G H I K L M N O P R S T U V W
GD7-1 - Survey theory and electro-optical methods
  • Apply coordinate geometry to calculate positions in a coordinate system grid based on control point locations and measured angles and distances
  • Given the elevation of one control point, calculate the elevation of a second point by differential (spirit or direct) leveling
  • Given the elevation of one control point, calculate the elevation of a second point by trigonometric (indirect) leveling
  • Describe the differences between differential and trigonometric leveling
  • Explain how electronic distance measurement instruments work
  • Define the concepts ellipsoidal (or geodetic) height, geoidal height, and orthometric elevation
  • Illustrate the relationship between the concepts of ellipsoidal (or geodetic) height, geoidal height, and orthometric elevation
DA7-4 - System deployment
  • Develop a phasing schedule for deployment of an enterprise-wide system
  • Integrate geospatial applications with other enterprise information systems
OI2-5 - System management
  • Demonstrate how the way people do their jobs can affect system management
  • Describe methods for articulating user needs to internal technical support staff
  • Describe how system management includes understanding people
DA7-3 - System testing
  • Describe the goals of alpha and beta testing
  • Implement established testing procedures on prototype systems
  • Use testing results to prepare a system for deployment
  • Conduct a quality assurance review
GD2-2 - Systematic methods
  • Describe the historical context of the USPLS
  • Discuss the consequences of the USPLS with regard to public administration (i.e., zoning)
  • Explain how townships, ranges, and their sections are delineated in terms of baselines and principal meridians
  • Illustrate how to quarter-off portions of a township and range section
  • Discuss advantages and disadvantages of systematic land partitioning methods in the context of GIS
  • Differentiate the USPLS from the geographic coordinate system
  • Describe the New England Town partitioning system
  • Compare and contrast the United States Public Land Survey System (USPLS) and the Spanish land grant and French long lot systems
GD8-1 - Tablet digitizing
  • Digitize and georegister a specified vector feature set to a given geometric accuracy and topological fidelity threshold using a given map sheet, digitizing tablet, and data entry software
CV1-2 - Technological transformations
  • Discuss the impact that mapping on the Web via applications such as Google Earth have had on the practice of cartography
  • Explain how emerging technologies in related fields (e.g., the stereoplotter, aerial and satellite imagery, GPS and LiDAR, the World Wide Web, immersive and virtual environments) have advanced cartography and visualization methods
  • Explain how MacEachren’s Cartography-cubed (C3) concept can be used to understand the evolving role of cartography and visualization
  • Explain how software innovations such as Synagraphic Mapping System (SYMAP), Surfer, and automated contouring methods have affected the design of maps
  • Evaluate the advantages and limitations of various technological approaches to mapping
  • Select new technologies in related fields that have the most potential for use in cartography and visualization
OI5-3 - Technology transfer
  • Explain how an understanding of use of current and proposed technology in other organizations can aid in implementing a GIS
GD3-3 - Tessellated referencing systems
  • Explain the concept “quadtree”
  • Describe the octahedral quarternary triangulated mesh georeferencing system proposed by Dutton
  • Discuss the advantages of hierarchical coordinates relative to geographic and plane coordinate systems
AM11-5 - The classic transportation problem
  • Describe the classic transportation problem
  • Demonstrate how the classic transportation problem can be structured as a linear program
  • Implement the transportation simplex method to determine the optimal solution
  • Explain why, if supply equals demand, there will always be a feasible solution to the classic transportation problem

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