This entry describes six general variables of lesson design in cartography education and offers some practical advice for the development of materials for teaching cartography. First, a lesson’s scope concerns the set of ideas included in a lesson and helps identify different types of lessons based on the kinds of knowledge that they contain. Second, learning objectives concern the things that students should be able to do following a lesson and relate to different cognitive processes of learning. Third, a lesson’s scheme deals with the organizational framework for delivering content. Fourth, a lesson’s guidance concerns the amount and quality of supportive information provided. Fifth, a lesson’s sequence may involve one or more strategies for ordering content. Sixth, a lesson’s activity concerns what students do during a lesson and is often associated with different learning outcomes. These six variables help differentiate traditions for teaching cartography, elucidate some of the recurring challenges in cartography education, and offer strategies for designing lessons to foster meaningful learning outcomes.

LiDAR (Light Detection and Ranging) is a remote sensing technology that collects information reflected or refracted from the Earth’s surface. The instrumentation that collects LiDAR data can be housed on drones, airplanes, helicopters, or satellites, and consists of a laser scanner that transmits pulses of light. These transmitted pulses reflect or refract from objects on the Earth’s surface or from the surface itself, and the time delay is recorded. Knowing the travel time and the speed of light, an elevation of each pulse above the surface can be determined. From the pulse data collected, the user can determine the topography and landscape features of the Earth or whatever surface has received the pulses. The evolution of software that displays and analyzes LiDAR data and the development of new and more compact file formats have allowed the use of LiDAR to grow dramatically in recent years.

Linear referencing is a term that encompasses a family of concepts and techniques for associating features with a spatial location along a network, rather than referencing those locations to a traditional spherical or planar coordinate system. Linear referencing is used when the location on the network, and the relationships to other locations on the network, are more significant than the location in 2D or 3D space. Linear referencing is commonly used in transportation applications, including roads, railways, and pipelines, although any network structure can be used as the basis for linearly referenced features. Several data models for storing linearly referenced data are available, and well-defined sets of procedures can be used to implement linear referencing for a particular application. As network analysis and network based statistical analysis become more prevalent across disciplines, linear referencing is likely to remain an important component of the data used for such analyses.

Many facilities exist to provide essential services in a city or region. The service area of a facility refers to a geographical area where the intended service of the facility can be received effectively. Service area delineation varies with the particular service a facility provides. This topic examines two types of service areas, one that can be defined based on a predetermined range such as travel distance/time and another based on the nearest facility available. Relevant location models are introduced to identify the best location(s) of one or multiple facilities to maximize service provision or minimize the system-wide cost. The delineation of service areas and structuring of a location model draw extensively on existing functions in a GIS. The topic represents an important area of GIS&T.