Field Navigation: GPS and Paintball

Introduction

Using a GPS has become part of the mainstream in the world of navigation. This exercise was similar to the previous weeks exercise, but now the groups were using GPS units instead of  maps and compasses. The Priory was again the area of navigation. Another added bonus to this exercise was the implementation of paintball markers.

Methods

Before this navigation exercise the groups had to recreate the navigation maps of the previous exercise. The maps had some added features this time. The most notable of the additions was a path of travel. Each group seemed to have a path of travel to each point. This was also something new. Every group had to go to every point instead of a few selected points, but the starting points were different. Each group determined their own path and went with it. The maps that were created in ArcMap were imported into a Juno Trimble GPS and were used in the mobile Arc variant that is ArcPad.  The group moved along the path to each point.

Figure 1: Me, Eric Fabian, checking if the paintball marker is ready for use

 Navigation

Our group had point 10 as our starting point. This point was on the opposite side of the Priory and our group made quite a trek to the starting point. The GPS points were exactly where they were supposed to be. The route of travel went through the very wooded area and travel was quite treacherous. For added protection we had our paintball markers. It was not until our second point that we met another group and had to open fire. I believe that the group already had their point and retreated. The point were still difficult to find as moving with the GPS can still be tricky to read.

Figure 2: The groups map and points. One can see that the points are a bit off but that is due to numerous reasons.

Discussion

Added paintball markers was a fun addition. The GPS unit to me was still a bit difficult to read and navigating through the woods was still the same as the previous week. I think that compared to one another the GPS may be only slightly more helpful but a map and a compass definitely fulfills the need of travel.

Conclusion

Using a GPS to navigate has become the mainstay of today. GPS points can be accurately found in a timely manner as long as navigated correctly. The area to me plays the most on navigation. Being able to have this skill and being able to teach it also helps.

First Navigation Map and Compass

Introduction

This weeks exercise was the fulfillment and use of the navigation maps that were made in exercise 5. The class went to the Priory and were tasked to use a map and compass to find points around the Priory. Once the point was located the group used a punch card to mark that they had been there.

This navigation exercise helps one understand that technology will not always be readily available. To be able to use a map and a compass is a reliable skill.

Study Area/Course

The Priory is a large plot of land, roughly 112 acres, that was purchased by UW-Eau Claire in October 2011. The facility is used to house students, hold a daycare, and be used for educational purposes. The land is mostly wooded and this is where our group navigated. Each group had a separate area to navigate.

Methods

Figure 1: Morgan pointing towards an area that could be the direction of a point

The class was divided into 6 groups of 3 members. Each group had to use 2 maps chosen by the group. These maps were created for exercise 5. Group 3 had area 3 which were points 11-15. The starting point for the group was a gazebo on the back side of the Priory facility. The group received multiple maps and had to plot the points using reference grids that were on the map. Two sets of coordinates were given for each point. The coordinates were in both UTM and decimal degrees. Once the points were plotted the group used the compass and a map to go towards the direction of the point. The method of finding a point includes plotting line of direction and then using the compass to find north on the map. Once north is found turn the compass to find the degree of the point. This is called the azimuth, the direction of the point and travel. If a point is at the 280 degree mark place the arrow so that it is red in the shed. Keep the arrow in the degree area to find the point. To find the distance one uses a scale bar from a map.

Figure 2: One of the maps used for navigation

Figure 3: Lee quite pleased with finding one of the markers

Discussion

This method of finding direction was difficult at first to say the least. At first the group could not find the flag and accidentally stumbled upon flag 14. This flag was one of the points that needed to be found. The group decided that working backwards was the best option since the group was so close to the final flag at 15. The hardest part of the exercise was simple miscalculations. These simple problems caused the group to be far enough away from the flags not to find them

Conclusion

Using a map and compass seems archaic, but this exercise showed that it is a useful tool. Using these methods can be very beneficial.

Aerial Mapping With UAS I and II

Introduction

Aerial imagery can be processed and used in many different ways for many different reasons. The broader view and different vantage points of aerial imagery are huge benefits for many different reasons. Equipment that utilizes aerial imagery can be in the form of a balloon, kite, UAS, or rocket. The class used to of the former ways, the UAS and balloon, to view and process aerial imagery. Many preparations go into aerial imagery including using cameras, GPSs and other technical equipment. The class got to go outside and test the equipment at the Eau Claire Soccer Fields. This blog is two-fold. The first part is focused on image taking, processing, and the mosaic method. While the second half is a UAS mission pre-planning and flight.

Study Area

The Eau Claire Soccer Fields are located approximately 1 mile south of UW-EC campus. The fields are a large open area near residential housing and the Eau Claire Indoor Sports Center. The openness of this area allows for great flying. The area was suitable for the balloon because it had a great range of motion and could fly very high (500 ft). This ability to fly high allowed for a larger area to be captured. For the UAS the openness of the area allowed for easy maneuvering and easily accessible control points.  

Methods

The balloon was a simple large rubber helium balloon attached to a string with a picavet rig. The picavet rig is attached to the string and is where the camera and GPS are attached. Two cameras were attached to the picavet rig, these were a Canon Sx260 and a Canon Elf. The reason for 2 cameras is to get as many shots as possible and see the difference that multiple mediums take in the same area. The GPS was attached to know where the location was for the future process of mosaicing. Once all the equipment was set up the balloon was then lifted into the air at preplanned height of 500 feet. The class then walked around the field to capture multiple images. The route that the class walked was made to utilize the largest area so that many images could be captured. The route was made for minimal overlap, but some overlap is good. Hundreds of images were collected for mosaicing.

After the fieldwork was all done image mosaicing had to take place. Image mosaicing is basically stitching images together to make one large image. This is where hundreds of images come in handy as well as overlapping of images.

Figure 1: The balloon before take off. This shows a size reference for the balloon.

Figure 2: The two cameras and the GPS mounted on the picavet rig

Figure 3: The balloon ascending into the air

PhotoScan

To create mosaiced images in Photoscan add the photos you want under the Workflow tab. After adding the photos go back to Workflow and select Align Photos. This alignment of photos creates Point Cloud which are points of the photos. After the alignment select Build Mesh from Workflow. The mesh will create a TIN which is a Triangular Integrated Network. This means that triangles are created from points to create pieces of an image. In tabs click Texture. To export the image to use in other program click Export Orthophoto. The best option is to save it as a TIFF. After the TIFF is saved and exported open ArcMap. This step is needed only if the image is not geotagged. To geotag the image open Geoprocessing. Open an image of Eau Claire that has been geotagged. Click Viewer which is the magnifying glass this opens a spate view with the area that is not georeferenced. Adding control points to the image will help geotag. To get the track log another software program is used. This is Geosetter. Geosetter will help create GPS points and rectify the image.

Figure 4: An image mosaiced together in Photoscan. As one can see the area is quite large

Figure 5: Another mosaiced image from Photoscan

UAS Methods

There are many pre-planning methods that go into UAS use. If any step is missed the whole operation could be a mess. Tests should be ran before the UAS start up.  This includes waiting for a GPS connection and a connection between the UAS and software that is used to fly. The software the Professor Joe Hupy uses is Mission Planner. Mission Planner is freeware that can be used by anyone. Connection to Mission Planner from the UAS is signified by a green light on the software. No less than 3 people should run a UAS mission. The 3 members ideally should be a pilot who manually controls the UAS, a pilot at the computer, and an engineer that knows all the software. One should first know the topography of the land before flying as to best map out a flight plan.

Figure 6: Professor Hupy using the Mission Planner software prior to UAS launch

For Mission Planner there is a grid of points. These points are referred to as waypoints and are number in sequence. The first point is home and the UAS will return home when it has hit all the points. If the UAS is at 60% and is not close to home the pilot should force the UAS to go home. Once the UAS lands the pilot disarms the UAS and makes sure that everything is off. Professor Hupy’s Y6 rotocopter has a flight time of roughly 15-20 minutes. The area that was chosen had a flight plan less than that so no issues arose.

Figure 7: Professor Hupy's Y6 rotocopter prior to flight. Next to the copter is the controller

Discussion

UAS and other alternative aerial imagery processes have many positives and UAS definitely looks to be the future of aerial imagery and remote sensing. With UAS the cost is cut down and the areas acan be explored more broadly. The alternative of UAS is a booming industry and can be used for anything from police work to agriculture.

Conclusion

UAS removes the human element and allows for a more expansive area of work. The camera does not have to be that advanced on any form of aerial imagery but to think of the future of camera resolution it is amazing. UAS work is more expansive than the current alternatives of balloons, kites, and rockets. The future is very bright with these advancements. 

Total Station Survey

Introduction

One of the most recognizable instruments used by those in the geography field is a surveying station. The class was introduced to this instrument during our lecture meeting and was walked through how to use it. After all the formalities concluded the respective groups of the class went out and took survey points of campus mall at the University of Wisconsin-Eau Claire. Points were being measured for location (decimal degrees) and elevation.

Study Area

The study area was the campus mall of UWEC. A large open area in the center of UWEC, the campus mall has a gradual slope that makes taking elevation points and seeing elevation change quite easy. Our study area was 1 hectare of the campus mall.

Figure 1: The study area, Campus Mall at the University of Wisconsin-Eau Claire

Methods

The first step to any exercise is the setup. Setting up the Total Station may have taken the most time. The surveying part is arguably much more fun. The setup of the Total Station begins with the tripod. First, spread out the 3 legs to create a stable base. To create a stable base push the legs' stakes into the ground. The tripod is now ready. Next is to take the actual surveying tool and placing it on the tripod. To do this unscrew the guard of the tripod and screw in the Total Station. The knob that unscrews is found underneath the area that the Total Station will rest. Once the Total Station is securely screwed on; level the tripod. The level is a circle located on the Total Station. To level the tripod raise or lower the legs. There is a bubble located in the level and once this is steadied and centered in the middle of the circle the next step is to level the legs. There is another level located on the Total Station which resembles a standard level. This is leveled by turning 3 knobs located on the Total Station. Once this is leveled the Total Station is ready.

The next step was to setup a job. First, we had to turn on Bluetooth. Bluetooth is found under parameters in the menu. We ran into some trouble here because of the fact that we did not turn on the Bluetooth first. After setting up Bluetooth we moved onto the GMS. Here the job was created under TopSurv. The projection was set here (UTM Zone 15). After modifying the projection the Bluetooth manager appeared. Make sure that the Bluetooth is set to Total Station to get a match.

The most important aspect was to set a Backsight and an OCC point. To setup these go to the OCC/BS setup. The OCC point was collected earlier when setting up the Total Station. OCC1 is the point. Next, the backsight is collected. To collect the backsight we used the prism which is the instrument that locates the points. How the prism works is that the Total Station shoots a laser and the prism reflects the point back to the Total Station. The Total Station takes into account the height and time it took for return of the laser. The prism was set to 2 meters. To make sure we got accurate readings we entered the height of the Total Station. Once all the technical aspects are recorded hit HC set. The Total Station is ready to use.

The group rotated holding the prism and using the Total Station. To collect points use the GMS when on the point menu and hit measure. The Total Station has a cross hair in the lens which needs to be set on the prism. Once the point was measured we moved on and collected more. A total of 130 points were taken.

Results

Once all our points were collected they were transferred into Arc software. All of our points appeared on ArcMap and seemed to be accurate. Because of the recent change in the campus layout an updated basemap was not used. The large building that was once Davies Center is no longer there and has been replaced by campus mall.

Figure 2: The survey area including all survey points and OCC point. This is an outdated map as the large building where all the points lay no longer exists

We were asked to use kriging to show the change in elevation. Kriging was mentioned before in another blog but to refresh ourselves it uses points' z-values to create continous elevation estimates.

Figure 3: The survey area with Kriging visualization. This shows estimated continuous elevation from the points that were taken.

Figure 4: The 3D representation of Kriging. This shows the elevation change in an easier way to visualize. 

Discussion

There were a few kinks that were encountered but the group worked past them. Using a survey station is a highly accurate way to take elevation features. The area of campus mall was a optimal survey area because of its slight change in elevation. It was possible to see the change without having overwhelming elevations.

Conclusion

The high accuracy of the Total Station along with other factors make this surveying method highly regarded. Many surveyors use these tools because of the dependability.

Microclimate

Introduction

 This exercise was to collect the data for our previously created micro-climate geodatabase. To collect this data we used Trimble Juno GPS units. This data is for the domains that are in the geodatabase. The data features were temperature, wind direction and azimuth, wind speed, snow depth, relative humidity, and time. Some groups took notes. The class was separated into groups of two and were sent to separate areas of campus. My group, Lee and I, were sent to upper campus.

Study Area

Our study area was upper campus, mainly around the dorms closest to the campus hill. We began with some points behind the McPhee Strength and Performance Center, made our way down the sidewalk near Murray Hall, then crossed the street to Tower’s courtyard, to in front of Towers, to the flagpole in the middle of upper campus, the backyard of Horan, and then finished around Governors. The deepest snow depth was farthest from the sidewalks and mostly in the backyards of the dorms.

Figure 1: This shows our study area of upper campus at UW-Eau Claire

Methods

Before using the GPS unit to go out and collect data we had to set up our project in ArcGIS. There were a few steps that had to be taken to make sure that our data would be exported properly into Arc. The first two steps were pretty basic and were to edit symbology and add a raster image the GIS.

Next is to add the ArcPad Data Manager Toolbar. This toolbar is used so that we could get data from ArcPad which is a program on the GPS. For this toolbar to work the ArcPad Data Manager extension had to be turned on. To do this go to Customize > Extensions and check the box “ArcPad Data Manager”. Once this is done we move onto the next step.

Figure 2: This shows our ArcPad toolbar and extension on how to get it to work. The #1 is the toolbar and #2 is the extension

On the ArcPad Data Manager Toolbar click the first icon, Get Data for ArcPad. This opens up a wizard which will begin the process for our data collection. At the first screen click Next. The next screen is the Select Data screen. Here click Action and choose Checkout all Geodatabase layers only. This will select all of our domains for data collection. Click Next. The next screen is Select Output Options. For this we wanted to store the output options in our Microclimate folder > Checkinout_username (for me it was fabianev) > micro_fabianev. After this the next screen was Select Deployment Options and there the “Create the ArcPad data on this computer now” was selected. Finish. The deployment was then successful.

Connect the GPS to the computer. The information is transferred to the GPS. To do this the checkinout folder was pasted in the SD card of the GPS

Figure 3: This shows the second window. Here is where we selected "Action"

Figure 4: The process on where the ArcPad data was saved.

After all this technical work we went outside. As stated earlier our study area was upper campus. To collect our points we opened ArcPad on the GPS and navigated to our document that was just created. The map popped up and from there points were collected. The points that were collected were our domain types that were created earlier and also mentioned earlier. We walked around upper campus collecting points from various locations; near McPhee and around the dorms. One has to enter all the information manually into ArcPad. To collect our data we used a special tool which found, temperature, dew point, relative humidity, and wind speed.

After all these points were collected we went back to the lab. To get our data from the GPS to the GIS we copied and pasted the folder from the SD card. Now, we go back to the ArcPad Data Manager Toolbar and select ‘Get Data From ArcPad”. Here the green plus symbol was selected and our data was added. Click check in and all the data will be added to ArcMap.

Results

The whole class’ data was stored into a geodatabase called “classmicro” A classmate merged all the shapefiles together to combine all the data. A series of maps were made to show what information is out there.

Figure 5: Snow depth in centimeters around campus

Figure 6: Wind speed in mph around campus

Discussion

For some reason some of the points ended up outside of campus and very far away at the equator. I attribute this to a GPS error as it was acting up and not cooperating. From what I understand there were others that were having issues. But, to overcome these technical issues is very important.

Conclusion

This exercise was useful and showed that even within a small area there are many changes and climates. It was very useful to learn how to use ArcPad and is something that will come in very handy in the future.

UAS Field Day

The weather was nice enough for once for class to meet outside. 3/10/2014 was a perfect clear day for a Wisconsin winter so this was a perfect opportunity to showcase multiple UAS components. These were a rotocopter, a kite, and a rocket. The rotocopter was created by UWEC physics student Max Lee with input by Professor Joe Hupy. All these were fitted with cameras to capture images. The rotocopter is controlled by an operator in a certain area to capture all these images. I showed up late so I was not able to hear all the information on the rotocopter. The kite was used like any other kite except that a camera was placed on the string and sent over 100 feet in the air. The camera was set to take a picture every 5 seconds up to 100 pictures. The kite was a very interesting concept as I have never thought of using a kite in this way. The final component of the field day was a rocket. The rocket created by Professor Joe Hupy was retrofitted with cheap cameras. Sadly, shortly after launch the rocket failed due to an engine being placed incorrectly.

**The following images were taken by classmate Drew Briski as I did not have a camera handy and my phone was dead.**

Figure 1: The UAS rotocopter with 6 wings. Operated by Max Lee. A very interesting UAS

Figure 2: The kite in flight with a camera that took images every 5 seconds

Figure 3: The rocket before its ill fate.

Geodatabase and Domain Creation

Introduction

                A geodatabase is a great tool to use for creating and maintaining map documents in ArcGIS. In the future we will be making a microclimate map of the University’s campus. Features of this map will be collected from the field and stored in the geodatabase. In the geodatabase are feature classes which are were all the separate features are stored i.e., temperature, notes, wind, and snow depth. The geodatabase is an easy and efficient way to store information due to rules that exist to allow for less errors and more accurate information.

Part 1: Class Work

                In class we laid out the essentials for creating and using domains. Domains are associated with field types and allow only certain types of attributes to go into a field type. When creating a field the type of data that it uses is associated with the domain. In the domain there are numerous types of data that can be used. The ones that were suggest for class are short and long integer, float, and text. These field types all have different attributes to them short and long integer, and float all have to do with numerical values. Short integer uses numbers that are in a range from -32, 768 to 32, 767, long integer ranges from -2,147,483, 648 to 2,147,483,647, and float allows for decimals places. Text entails exactly what it states, the use of text. When it comes down to it short integer is recommended over long because of storage usage. In a domain a range of can be set which eliminates errors. For example, if the range is from 1-10 a value of 11 cannot be entered or even more so relevant a value of 80, which can happen because of an accidental finger movement. The domain will pick up this error and not allow for completion of the field.

                For this exercise we were given a set of fields to use. These fields are to be used in the microclimate map that will be made in the future. These fields were group number, notes. Relative humidity, snow depth, temperature, dew point, time, win azimuth, wind direction, and wind speed. As one could discover most of these are numerical values and use short integer. These features will be collected in the field using ArcPad which is an ArcGIS extension that is used to store data in respected feature classes. This data is stored according to its domain. For example, snow depth has a short integer field type which means that it cannot be entered as a text type or there will be an error.

Part 2: Geodatabase and domain creation

                To create a geodatabase the first step is to open a new document in ArcMap or ArcCatalog, both will work. Once that is done navigate to the folder you wish to locate the geodatabase in. Right click the folder, choose new, file geodatabase, and name it something that relates to your study interest. For this exercise I named my geodatabase mc_fabianev.

Figure1: Creation of a Fiel Geodatabase in ArcMap

The next step is to create your domains. Right click your newly created geodatabase and select Properties, in the Database Properties window click the Domains tab. Here is where the Domain Names and Description is set. A certain domain name would be Temp and its description would be something along the lines of, “Temperature in degrees Fahrenheit”. Under the Domain Name table is Domain Properties. Here is where our rules come in. For the classes the recommended Field Types are Short Integer, Float, and Text. This is also where the range is set if the Domain Type is a Range Domain. The other Domain Type is Coded Values which are commonly used with Text Domains. When finished hit apply to create all the Domains

Figure 2: Creation of Domains in Arc. Domains are the field attributes used to create Feature Classes

After the creation of Domains the process of creating a Feature Class is started. Right click the geodatabase, select New and then Feature Class. A window called New Feature Class will pop up here you name your Feature Class. Name it something appropriate, mine is micro_fabian_prj. Then select the type of feature. Common features are point, line, and polygon. For the purpose of the exercise point was chosen. Click next which will lead to the coordinate system selection. For this exercise NAD 1983 UTM Zone 15N fits well because of the location of the field exercise. Click Next. XY Tolerance is unchanged. Click Next. Default database storage remains unchanged, use the default option. Click Next. We are finally out our field creation step. In the Field Name column enter the fields that are to be created. In the Data Type column next to it is where our Domains come in. Selecting the field type will relate it to the Domain Type. Fill out all the appropriate fields and the completion of the feature class is complete when Finish is clicked.

Figure 3: Creation of Feature Classes in Arc

To import the Raster base image into the geodatabase right click the geodatabase > Import > Raster Datasets > Folder where Raster is located > Add.

Figure 4: Importing a Raster Image to a Geodatabase

Conclusion

       The creation of geodatabase and domains helps the collection and application method of field and GIS much easier. By having domains errors are eliminated allowing for a smoother process when data entry begins.