Microclimate

Introduction:

For this activity the class was split up into groups and assigned a zone to take data points from, each group was equipped with a Kestral unit which is shown in figure 1 below and a base plate compass to determine where the wind is coming from. Also each student was instructed to download Arc Collector onto his/her mobile device, because this was where we were going to log in all of the attribute data for each data point. My group was assigned zone 5 to take data points from, below is figure 2, which represents each of the 5 zones that data was taken from. All members of the class needed to record, their group number, temperature, dew point, wind speed, and wind direction. Each phone contained a live feed of all other group, allowing us to keep track of where the other data points were being taken during the activity.

Figure 1: Kestral unit used to collect attribute data for data points

Figure 2: Each zone where data was collected from

Methods:

While collecting data points the tools used were Arc collector on each students mobile device, a kestrel unit, and a base plate compass. The kestrel unit was used to obtain data such as temperature, wind speed, wind direction and dew point. A different measurement of each of these attributes were taken at every data point. Once all of those were collected they were then entered into Arc collector, easy to use in ArcMap because the arc collector was directly attached to a geodatabase on ArcGIS online. This made it easy to transfer all of the data points and attribute data for each point over to ArcMap. Once in ArcMap each group was required to make an interpolation of each field in the attribute data. I decided to do an Inverse Distance Weighted Interpolation or an IDW, This will generate a map that shows the different cell values of each area by averaging the sample data points in each area closest to the cell.


Results:

Below are figures representing each of the maps created for this field activity, each representing a different field in the attribute data.

Figure 3: Showing the temperature difference between areas around UWEC campus

Overall most areas in the figure above are about the same temperature wise except for the area in the far bottom right corner. It seems that area is much cooler or had a much smaller average temperature compared to other areas on the map. Below is figure 4, representing the dew point around the UWEC campus.

Figure 4: Showing the difference between Dew Point values in the area surround the UWEC campus

After looking at the figure above, once again most of the area contains the same dew point except for the area in the bottom right corner. Dew point is the measure of moisture in the air, since in the bottom right corner its a lower dew point than other areas. This signifies that there is less moisture in the air, meaning that area should also be colder than most areas, as seen in figure 3. Below is figure 5, representing the wind speed at the location of each data point.

Figure 5: Showing the wind speed collected at each data point location around the UWEC campus area

The areas that have the highest average wind speed are the areas with the largest elevation and the areas near the river. This is to be expected because wind travels faster over flatter surfaces such as water. Since wind moves from high to low pressure areas, that means at higher altitudes there is greater pressure so there would be faster moving winds at higher elevation. The final figure represents the direction in which the wind is moving, below is figure 6. This figure shows the wind direction of each data point at the time it was collected, and the areas are divided up into sections for what degree the wind is moving. In order to collect wind direction data properly, one must point in the direction the wind is coming from not where it is moving towards.

Figure 6: Represents the wind direction with arrows of each data point collected around the UWEC campus area

Conclusion:

This activity was a great experience for all students that were included, it shows them how easy it is to collect data and create maps representing the data that was collected. It taught me more then expected, proving that there are programs out there that are specifically built to make our lives simpler when it comes to data collection methods.

Priory Navigation Part II

Introduction:

For the second part of the navigation activity, the class was divided into groups and given five sets of points from Professor Hupy, each group was provided with a different set of points. Every group was provided with a GPS to track their current locations, printed out maps created in the previous activity, and a base plate compass. The GPS was only to be used for insight but the main tool to be used for direction was the compass and the map. Here is a link to the maps used in the activity; Priory Navigation Map. Below are figures 1 and 2 representing the tools used in the lab. 

Figure 1: Trimble GPS used to help guide the groups through the activity

Figure 2: Base plate compass the main tool used to guide the groups through this activity

Study Area:

The area where this navigation activity took place was the areas surrounding the Priory at UWEC, which is located at Priory Hall: 1190 Priory Rd Eau Claire, WI 54701. The conditions for the day were sunny with a high of around 65 degrees Fahrenheit, the terrain of the surrounding areas of the Priory varied depending on where the person is located. In some areas there were large trenches with steep topography, while other areas were flat and very easy to walk through.  

Methods:

The first step was for each group to receive their  points from Professor Hupy, the points that were given to group six are listed below;

Set #5 of Points:

618011, 4957883

618093, 4957823

618107, 4957942

618195, 4957878

618220, 4957840

The points above allowed group six to start the journey, since there weren't six sets of five points group six was required to do the fifth set of points starting backwards. Before anything the pace count for each person was needed so then the amount of steps required for each point was recorded, this was done by measuring out 50 meters and counting your steps counting the same foot every time while walking. In order to start the journey of finding each point listed above the first step was to locate each point on the map and mark it correctly, next the base plate compass was needed to find the correct direction to start walking. To do this the compass needed to be aligned with where group six was currently located and align the edge of the compass with the next point. Once the arrow was within the red borders on the compass, or "the red is in the shed" then groups six can start walking towards that point using the GPS device as basically a last resort just in case the groups were to get lost. This process was used after each point was found. Each group was to provide evidence that each point was located, so pictures of each point was required. Below are the images of each point that was collected by group six.

Figure 3: The first point located by group 6 or point #5 in the fifth set of points

Above was the first point located by group six, this was an especially hard point to find because it was the last point in the set of five so it was the point that is furthest away. It was also on the other side of a trench, making it extremely difficult to get to, but once reached the picture was taken and the process to find the next point had started. 

Figure 4: The second point located by group 6 or the fourth point of the fifth set of points

This point was much easier to find because it group six had started to get a hang of locating these points just using the compass and only referring to the GPS when needed. This point was located on the opposite side of the trench so to find this point crossing the trench once again was a necessity. 

Figure 5: The third point located by group 6 or the third point on the fifth set of points

The third point was probably the easiest to find, because it was located on the edge of a trail, so once group six had gotten out of the forest it was very easy to locate where point three was located. The point wasn't covered by any other trees and was basically in an open area which made the marker very easy to locate. 

Figure 6: The fourth point located by group 6 or the second point on the fifth set of points

The fourth point was also a difficult point, because it required group six to go back into the trench where the landscape was very steep, making it hard to walk through and hard to get down to the point. Also the marker for the fourth point was well covered by the surrounding trees and leaves making it very hard to locate. 

Figure 7: The final point located by group 6 or the first point on the fifth set of points

The final point was also an easy point to locate, because it was also just off of the trail but it was harder to find because by this time the GPS device used by group six had shut off. So at that time group six did not have a GPS to refer our current location to at the time. The only tool that group six had available at the time was the base plate compass making it harder to find the final point. 

Discussion:

This activity was very enjoyable, because this allowed each member of every group to learn a new set of skills. Navigation is a very important part of life, especially when technology fails and all that is available to someone is a paper map, that is where these skills can come in handy. Group six only had a few issues, one was that the GPS device had failed during the end of the activity, another was that after some of the points the pace of group six wasn't always accounted for or kept track of. Instead all that was used was the bearing to the next location. But in the end the errors that did occur were minuscule and didn't affect the field activity in any large ways. Below are figures 8 and 9, representing the navigation trails of each group and the navigation trail of group six alone. 

Figure 8: A map representing the trails recorded by the trimble GPS device for each group

After reviewing the figure above, most of the trails aren't very neat meaning that each group had problems locating each point. For instance if one was to look at some of the trails, they would notice that there are clumps of points meaning that the groups had to turn around and retrace their steps to figure out the correct bearing. But in some areas the trails straighten out meaning that during some points of the activity each group had figured out the compass and GPS device using them to their advantages.

Figure 9: A map representing the individual trail of group six recorded by the trimble GPS device

After looking at the map above, group six did not have too many areas where there were huge clumps of points, meaning that group didn't have to turn around a lot. Actually most of the points are represented in a straight line, so this group had a good idea of the general direction needed to travel to locate each point in the fifth set.

Conclusion:

This activity taught myself and my group members a lot of information, one not to relay mainly on technology or GPS device because at some point the batteries may die and you will be lost. Two, that navigational skills are very important because if the technology was to die and all you had on you was a compass and a map then it would be easy to correctly direct yourself. The final point learned from this activity is that one needs to always be prepared when going out into the field and even the smallest mistakes can cause problems, so make sure all of the information required is accurate and correct.  

Priory Navigation

Introduction:

The ways that people navigate where to go has evolved exponentially, moving from looking at paper maps during long car drives to using the GPS device on our cell phones. Usually there is no way a person can get lost now a days because they always have their phones on them, but what happens if the phone dies and all they have is a map. That is why the old navigation techniques will never die, and why the objective of this lab is to create two navigation maps that will be used to guide our way. In order for these maps to work correctly they need to be created as accurate as possible, and able to provide proper directions. For this to happen the maps created need to be put in the proper coordinate system as well as the correct projection so then the person reading the map will find themselves in the correct location. 

Methods:

The first map created contained a UTM grid at 50 meter spacing, while the second contained a decimal degree map. Along with that both maps needs to contain certain elements such as a north arrow, scale bar, RF scale, what projection its in, what is the coordinate system, list of data sources, a watermark with the cartographers name, and the pace count. Most of the data for the maps was supplied by Professor Joe Hupy, with a few modifications the maps were created. Both the UTM grid and the decimal degree grid needed to be created using ArcMap. The UTM grid was created with spacing at every 50 meters, this will allow it to be easier to navigate using the map. While the decimal degree grid was made using 5 second intervals for the same reason as the UTM grid. 

Results:

Figure 1: Priory study area with a decimal degree grid separated by 5 second intervals

Figure 2: Priory study area with a UTM grid with 50 meter intervals

Conclusion:

Overall I am very excited for this lab and learn how to correctly navigate through the selected study area by only using a map. This is going to be very interesting, because it is making the class think in a different way, a way that they aren't used to. Also will hopefully show the class the importance of being able to read actual maps rather than just being able to read a GPS device. This exercise helps the class understand the importance of accuracy as well, both when reading and creating maps meant for navigation. If one mistake goes down, then that can turn this field activity into a nightmare where groups may get lost if their maps aren't accurate to real world features.