Ajout du projet Dubai.
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@ -19,7 +19,21 @@ Chaque atelier a duré la moitié d'une année scolaire, soit environ dix-neuf s
|
||||
|
||||
\section{Cartographie}
|
||||
|
||||
Cette introduction a été donnée par l'enseignant en géographie. L'objectif était de présenter l'intérêt que les élèves pouvaient porter à la cartographie, plutôt que les techniques cartographiques. Ainsi, ce fut plus une présentation de différents types de cartes, plutôt qu'un cours de bonnes pratiques.
|
||||
%Cette introduction a été donnée par l'enseignant en géographie. L'objectif était de présenter l'intérêt que les élèves pouvaient porter à la cartographie, plutôt que les techniques cartographiques. Ainsi, ce fut plus une présentation de différents types de cartes, plutôt qu'un cours de bonnes pratiques.
|
||||
|
||||
Pendant longtemps, la géographie et indirectement la cartographie ont été des disciplines d'inventaires dont le seul but était de situer les lieux, les faits et les phénomènes. Mais cette vision était évidemment limitée car on ne parlait pas d’utilité opérationnelle de la cartographie. Aujourd’hui, par contre, le marché de la carte et son utilisation médiatique se sont considérablement accrus. La maîtrise de l'outil cartographique est devenue un enjeu primordial dans tous les domaines se préoccupant de la connaissance et de la gestion des territoires.
|
||||
|
||||
Et c’est avec le développement de l’outil informatique que la cartographie a vécu une expansion prodigieuse. D’informative elle est devenue véritablement utile. L’utilisateur, le décideur, le planificateur ont pris conscience de ses qualités d'aide à la décision et à la gestion, de support de communication, d'analyse ou encore de simulation. Grâce à l’informatique, la carte est sortie de son confinement et s’est ouverte à de vastes champs d'application. Inversement, l’informatique s’est nourrie de cet énorme potentiel qui est celui du territoire et a offert théoriquement à tous la possibilité de concevoir une carte. A titre d’exemple, les deux jeunes concepteurs allemands de Terravision, à l’origine de Google maps, ont créé au début des années 90 une première cartographie interactive de la Terre.
|
||||
|
||||
Toutefois, la cartographie ne s'improvise pas. Elle s'apprend, s’exerce, s’expérimente et le produit fini ne sera efficace que s’il assure au lecteur un maximum de clarté et de rapidité de compréhension. C’est un outil fondamental de la géographie, qui utilise un langage visuel. Et ce qui la rend particulièrement intéressante est qu’elle est à la fois une science, un art et une technique.
|
||||
Une science, car ses bases sont mathématiques, notamment en ce qui concerne la détermination de la forme et des dimensions de la Terre. La question du report technique de la surface courbe de la Terre sur un plan (la carte) grâce au système des projections est un enjeu mathématiquement passionnant. Toutefois, cela ne fait de la carte qu’une interprétation de la réalité car celle-ci, même précise et fiable, ne propose qu’un reflet du réel.
|
||||
C'est un art, car en tant que mode d'expression graphique, la carte doit présenter des qualités de forme (esthétique et didactique grâce à la clarté du trait, à son expressivité et sa lisibilité) afin d'exploiter au mieux les capacités visuelles du lecteur. Cela exige de la part du concepteur et du réalisateur des choix dans la représentation.
|
||||
Enfin, c’est une technique, car elle nécessite d'amont en aval l'emploi d'instruments dont les progrès ont bouleversé toute la filière cartographique (photographies aériennes, satellites, ordinateurs, impression et diffusion, etc.).
|
||||
|
||||
Dans le cadre du cours de DO informatique, les cartes sont considérées comme des instruments de connaissance, elles traitent une thématique spécifique et peuvent revêtir une multitude d’aspects différents. Cette diversité est à la fois une richesse et une difficulté : le champ des possibles peut être à prime abord vertigineux. Mais quelle que soit la technique que vous utiliserez, l’essentiel demeure le point suivant : le cartographe est un auteur qui propose un message au lecteur.
|
||||
|
||||
Un mot encore sur l’informatique : son apparition dans le domaine de la cartographie est déjà ancienne puisque les premières cartes par ordinateur datent du début des années 60. Néanmoins, à cette époque, la technologie encore balbutiante et surtout les obstacles financiers empêchaient l'expansion de la cartographie par ordinateur qui ne concernait qu'un noyau de spécialistes. Depuis, elle s'est perfectionnée sans cesse si bien qu'aujourd'hui, concevoir une carte sur ordinateur est en passe de devenir un acte ordinaire, et la possibilité de réaliser des cartes originales est devenue infinie. En effet, en alliant la puissance de calcul et la puissance graphique de l'ordinateur et des logiciels, de nouvelles cartes sont nées, très difficilement concevables à la main : il s'agit par exemple des anamorphoses et des cartes en « 3D » qui permettent d'analyser des phénomènes spatiaux difficilement perceptibles, voire inconnus.
|
||||
Mais cette maîtrise technique ne masque en rien ce qui fait l’originalité et le regard de chaque étudiant(e) attiré(e) par un phénomène spatial, une idée artistique originale, un territoire à investiguer. L’être humain garde le cap, fait des choix et en créant une carte, il laisse une empreinte originale. C’est à cela que le cours de DO informatique vous propose de vous consacrer.
|
||||
|
||||
\section{Logiciels de cartographie}
|
||||
|
||||
|
||||
@ -165,13 +165,17 @@
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\subsection*{Romain et Flavio}
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\og Pour notre projet d’informatique, nous avons décidé de créer une carte touristique de
|
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Dubaï en 3D en utilisant Blender, un logiciel gratuit reconnu par certains comme l’un
|
||||
des meilleurs logiciels de modélisation 3D. Nous avons choisi Dubaï pour sa densité de
|
||||
gratte-ciels, ce qui est impressionnant en 3D, ainsi que pour son caractère moderne et son
|
||||
large éventail d’activités touristiques. Notre objectif est de réaliser une carte interactive utile pour la métropole.
|
||||
|
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Dans ce document, nous allons présenter, expliquer et analyser les différentes étapes
|
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de notre création. \fg
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\medskip
|
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\og Comme nous pouvons le voir, nous n’avons pas cartographié la ville de Dubaï dans
|
||||
son intégralité, mais seulement une certaine zone, en l’occurrence la zone où se trouve la
|
||||
célèbre tour Burj Khalifa. Nous avons fait ce choix afin de limiter le nombre de bâtiments
|
||||
à trier. On peut également remarquer que la base de la ville semble assez réaliste. Cela
|
||||
est dû au fait que nous avons utilisé les images satellites disponibles sur Google Maps \dots{} \fg{}
|
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|
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\medskip
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\og La forme spéciale de la modélisation 3D du Burj Khalifa s’explique donc par le fait que nous utilisons uniquement l’image fournie par le satellite pour déterminer la forme du
|
||||
bâtiment, puis nous ajoutons la hauteur à l’aide des données satellites. C’est pourquoi,
|
||||
dans notre carte, la plus grande tour du monde ressemble davantage à une grande tour
|
||||
en forme d’étoile. \fg{}
|
||||
|
||||
\medskip
|
||||
|
||||
\og Dans un premier temps, nous avons utilisé des extensions pour Blender afin d’intégrer
|
||||
des données satellites et topographiques provenant de Google Maps et OpenTopography.
|
||||
Cela nous a permis de recréer fidèlement une partie de Dubaï en trois dimensions. Bien
|
||||
que cette méthode ait ses limites, telles que la forme simplifiée du Burj Khalifa ou
|
||||
certains bâtiments non modélisés en 3D, nous avons pu créer une carte interactive et
|
||||
visuellement attrayante.
|
||||
Nous avons également mis en place un système de couleur pour identifier clairement
|
||||
les différents bâtiments sur la carte, facilitant ainsi l’identification des points d’intérêt pour les utilisateurs.
|
||||
En conclusion, cette carte 3D de Dubaï représente un outil précieux pour ceux qui
|
||||
souhaitent explorer \fg{}
|
||||
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|
||||
\vfill
|
||||
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|
||||
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|
||||
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||||
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||||
\newpage
|
||||
|
||||
|
||||
@ -571,7 +571,7 @@ Relevons que Home by me est un logiciel propriétaire dont les fonctionnalités
|
||||
\part{Année 2023 - 2024}
|
||||
\@openrighttrue\makeatother
|
||||
|
||||
\section{Avant propos}
|
||||
\section*{Avant propos}
|
||||
Avec cette nouvelle année, vous allez pouvoir découvrir non seulement de nouveaux sujets de cartes, mais
|
||||
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\og Pour notre projet d’informatique, nous avons décidé de créer une carte touristique de
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|
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|
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\contentsline {lstlisting}{\numberline {A.10}{\ignorespaces La gyre de l'Atlantique Sud.}}{108}{lstlisting.A.10}%
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\contentsline {lstlisting}{\numberline {A.11}{\ignorespaces La gyre Pacifique Nord.}}{110}{lstlisting.A.11}%
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\contentsline {lstlisting}{\numberline {A.15}{\ignorespaces Une légende.}}{113}{lstlisting.A.15}%
|
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79
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|
||||
79
main.toc
79
main.toc
@ -47,42 +47,43 @@
|
||||
\contentsline {section}{\numberline {2.34}Carte des funiculaires de Suisse}{79}{section.2.34}%
|
||||
\contentsline {section}{\numberline {2.35}Carte des loisirs}{81}{section.2.35}%
|
||||
\contentsline {section}{\numberline {2.36}Films en Suisse}{83}{section.2.36}%
|
||||
\contentsline {section}{\numberline {2.37}La Chaux-de-Fonds dans l’avenir}{85}{section.2.37}%
|
||||
\contentsline {chapter}{\numberline {3}Développements}{89}{chapter.3}%
|
||||
\contentsline {section}{\numberline {3.1}Investissement}{89}{section.3.1}%
|
||||
\contentsline {section}{\numberline {3.2}Connaissances}{90}{section.3.2}%
|
||||
\contentsline {subsection}{\numberline {3.2.1}Cartographiques}{91}{subsection.3.2.1}%
|
||||
\contentsline {subsection}{\numberline {3.2.2}Informatiques}{91}{subsection.3.2.2}%
|
||||
\contentsline {chapter}{\numberline {4}Conclusion}{95}{chapter.4}%
|
||||
\contentsline {section}{\numberline {4.1}Évolution}{95}{section.4.1}%
|
||||
\contentsline {section}{\numberline {4.2}Conclusion}{96}{section.4.2}%
|
||||
\contentsline {chapter}{\numberline {A}Leaflet}{97}{appendix.A}%
|
||||
\contentsline {section}{\numberline {A.1}Structure}{98}{section.A.1}%
|
||||
\contentsline {section}{\numberline {A.2}Marqueurs}{99}{section.A.2}%
|
||||
\contentsline {subsection}{\numberline {A.2.1}Lignes}{100}{subsection.A.2.1}%
|
||||
\contentsline {subsection}{\numberline {A.2.2}Rectangles}{101}{subsection.A.2.2}%
|
||||
\contentsline {subsection}{\numberline {A.2.3}Cercles}{101}{subsection.A.2.3}%
|
||||
\contentsline {subsection}{\numberline {A.2.4}Rectangles SVG}{102}{subsection.A.2.4}%
|
||||
\contentsline {section}{\numberline {A.3}Pollutions}{102}{section.A.3}%
|
||||
\contentsline {subsection}{\numberline {A.3.1}Échelle}{103}{subsection.A.3.1}%
|
||||
\contentsline {subsection}{\numberline {A.3.2}Fond de carte}{103}{subsection.A.3.2}%
|
||||
\contentsline {subsection}{\numberline {A.3.3}Forme}{103}{subsection.A.3.3}%
|
||||
\contentsline {subsection}{\numberline {A.3.4}Mouvement}{107}{subsection.A.3.4}%
|
||||
\contentsline {subsection}{\numberline {A.3.5}Informations}{109}{subsection.A.3.5}%
|
||||
\contentsline {subsection}{\numberline {A.3.6}Grands cercles}{110}{subsection.A.3.6}%
|
||||
\contentsline {section}{\numberline {A.4}Conclusion}{111}{section.A.4}%
|
||||
\contentsline {chapter}{\numberline {B}Xia et Map Wraper}{113}{appendix.B}%
|
||||
\contentsline {section}{\numberline {B.1}Xia}{113}{section.B.1}%
|
||||
\contentsline {subsection}{\numberline {B.1.1}Installation}{114}{subsection.B.1.1}%
|
||||
\contentsline {subsection}{\numberline {B.1.2}Utilisation}{114}{subsection.B.1.2}%
|
||||
\contentsline {subsection}{\numberline {B.1.3}Techniquement}{115}{subsection.B.1.3}%
|
||||
\contentsline {section}{\numberline {B.2}Map Wraper}{118}{section.B.2}%
|
||||
\contentsline {chapter}{\numberline {C}La projection de Mercator}{121}{appendix.C}%
|
||||
\contentsline {section}{\numberline {C.1}Équirectangulaire}{121}{section.C.1}%
|
||||
\contentsline {section}{\numberline {C.2}Mercator}{122}{section.C.2}%
|
||||
\contentsline {subsection}{\numberline {C.2.1}Loxodromie}{122}{subsection.C.2.1}%
|
||||
\contentsline {subsection}{\numberline {C.2.2}Mathématiquement}{123}{subsection.C.2.2}%
|
||||
\contentsline {section}{\numberline {C.3}Indicatrice}{125}{section.C.3}%
|
||||
\contentsline {chapter}{Bibliographie}{127}{appendix*.161}%
|
||||
\contentsline {section}{Livres}{127}{section*.162}%
|
||||
\contentsline {section}{Ressources en ligne}{127}{section*.163}%
|
||||
\contentsline {section}{\numberline {2.37}Carte touristique de Dubaï en 3D}{85}{section.2.37}%
|
||||
\contentsline {section}{\numberline {2.38}La Chaux-de-Fonds dans l’avenir}{87}{section.2.38}%
|
||||
\contentsline {chapter}{\numberline {3}Développements}{91}{chapter.3}%
|
||||
\contentsline {section}{\numberline {3.1}Investissement}{91}{section.3.1}%
|
||||
\contentsline {section}{\numberline {3.2}Connaissances}{92}{section.3.2}%
|
||||
\contentsline {subsection}{\numberline {3.2.1}Cartographiques}{93}{subsection.3.2.1}%
|
||||
\contentsline {subsection}{\numberline {3.2.2}Informatiques}{93}{subsection.3.2.2}%
|
||||
\contentsline {chapter}{\numberline {4}Conclusion}{97}{chapter.4}%
|
||||
\contentsline {section}{\numberline {4.1}Évolution}{97}{section.4.1}%
|
||||
\contentsline {section}{\numberline {4.2}Conclusion}{98}{section.4.2}%
|
||||
\contentsline {chapter}{\numberline {A}Leaflet}{99}{appendix.A}%
|
||||
\contentsline {section}{\numberline {A.1}Structure}{100}{section.A.1}%
|
||||
\contentsline {section}{\numberline {A.2}Marqueurs}{101}{section.A.2}%
|
||||
\contentsline {subsection}{\numberline {A.2.1}Lignes}{102}{subsection.A.2.1}%
|
||||
\contentsline {subsection}{\numberline {A.2.2}Rectangles}{103}{subsection.A.2.2}%
|
||||
\contentsline {subsection}{\numberline {A.2.3}Cercles}{103}{subsection.A.2.3}%
|
||||
\contentsline {subsection}{\numberline {A.2.4}Rectangles SVG}{104}{subsection.A.2.4}%
|
||||
\contentsline {section}{\numberline {A.3}Pollutions}{104}{section.A.3}%
|
||||
\contentsline {subsection}{\numberline {A.3.1}Échelle}{105}{subsection.A.3.1}%
|
||||
\contentsline {subsection}{\numberline {A.3.2}Fond de carte}{105}{subsection.A.3.2}%
|
||||
\contentsline {subsection}{\numberline {A.3.3}Forme}{105}{subsection.A.3.3}%
|
||||
\contentsline {subsection}{\numberline {A.3.4}Mouvement}{109}{subsection.A.3.4}%
|
||||
\contentsline {subsection}{\numberline {A.3.5}Informations}{111}{subsection.A.3.5}%
|
||||
\contentsline {subsection}{\numberline {A.3.6}Grands cercles}{112}{subsection.A.3.6}%
|
||||
\contentsline {section}{\numberline {A.4}Conclusion}{113}{section.A.4}%
|
||||
\contentsline {chapter}{\numberline {B}Xia et Map Wraper}{115}{appendix.B}%
|
||||
\contentsline {section}{\numberline {B.1}Xia}{115}{section.B.1}%
|
||||
\contentsline {subsection}{\numberline {B.1.1}Installation}{116}{subsection.B.1.1}%
|
||||
\contentsline {subsection}{\numberline {B.1.2}Utilisation}{116}{subsection.B.1.2}%
|
||||
\contentsline {subsection}{\numberline {B.1.3}Techniquement}{117}{subsection.B.1.3}%
|
||||
\contentsline {section}{\numberline {B.2}Map Wraper}{120}{section.B.2}%
|
||||
\contentsline {chapter}{\numberline {C}La projection de Mercator}{123}{appendix.C}%
|
||||
\contentsline {section}{\numberline {C.1}Équirectangulaire}{123}{section.C.1}%
|
||||
\contentsline {section}{\numberline {C.2}Mercator}{124}{section.C.2}%
|
||||
\contentsline {subsection}{\numberline {C.2.1}Loxodromie}{124}{subsection.C.2.1}%
|
||||
\contentsline {subsection}{\numberline {C.2.2}Mathématiquement}{125}{subsection.C.2.2}%
|
||||
\contentsline {section}{\numberline {C.3}Indicatrice}{127}{section.C.3}%
|
||||
\contentsline {chapter}{Bibliographie}{129}{appendix*.164}%
|
||||
\contentsline {section}{Livres}{129}{section*.165}%
|
||||
\contentsline {section}{Ressources en ligne}{129}{section*.166}%
|
||||
|
||||
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Reference in New Issue
Block a user