Abstract:

The issue of using the possibilities of photogrammetry is becoming more and more topical nowadays. The rapid development and affordability of new technologies allow the use of photogrammetry in several areas of practice. This was made possible mainly by the development of digital cameras with adequate resolution, high-quality images and good automatic adaptability to rapidly changing lighting conditions. Great progress has also been made by drones equipped with cameras, which are still very popular and also affordable. Good stabilization of UAV cameras provides quality photographs, which makes photogrammetry not only terrestrial, but we also encounter the term UAV - photogrammetry, where the acquisition of photo images can even be automated using flight planning. Whether ground-based cameras or cameras stored on UAVs designed for this purpose do not have to be special or professional, but we can also use affordable universal cameras. Photogrammetry is one of the modern methods of mapping and can also be used as a tool for digitizing small and large objects. Obtaining photo shots is therefore relatively cheap, but the result of processing in the form of a 3D metric model can be valuable not only from a technical point of view - checking dimensions, shapes, etc., but also from a historical and cultural heritage - dilapidated and forever lost historical objects, museum artifacts. etc. It enables the connection of knowledge from several subjects, such as mathematics, geometry, physics or optics, thus supporting between subject relationships. Photogrammetry, with its expansion in not only geodetic practice and growing popularity, has its place in the teaching of computer science. In our paper, we will therefore focus on the possibilities of implementing photogrammetry in the teaching process at secondary schools within the subject of informatics.

Keywords:

Photogrammetry, computer science teaching, UAV, cultural heritage.