Mobile GIS in Geologic Mapping Exercises

ABSTRACT

We have been developing and teaching the composings of mobile GIS in Field way s courses and will be incorporating them into Structural Geology exercises. Since the bedrock in east central Indiana is topographically invariant, non-inclined, and many times not exposed, we have make knowned a new introductory GIS cast that simulates structural features. It utilizes inclined, one-foot square planes that are placed on a series of pedestals stationed in an unclose area, each accompanied by a petrographic hand sample and an age label. An introductory one-hour session is held in the field to teach acquiring GIS data. Then the learners independently acquire geologic data like as GPS-located "outcrop" locations, stone descriptions, and strike/dip, and come into the geologic data on a base map using Mobile GIS software (ArcPad). In a two-hour follow-up class pupils learn to add their field data to a map in the PC-based GIS program ArcMap. Strike/dip signs are computer-generated and displayed at the GP coordinates taken in the field. This exercise supports spatial organization with data availability of Mobile GIS in the field and prepares learners for GIS-based mapping projects in our Field Camp in Wyoming.

INTRODUCTION

Mobile GIS, that is recording field data digitally and connecting them in-situ with geographical points upon a map using GPS and GIS, is an emerging technology and can be used as a tool in geologic field mapping and data collection. above the last years, the Ball State University Geology Department has integrated this technology in many of its geology courses, from field processs to structural geology to our five-week summer field camp. Being an outdoor rule clearly a lab is required to teach pupils the skills. Traditionally, we have introduced GP and mobile GIS to learners in our field methods class. However, owed to a curriculum restructuring, these exercises are incorporated into other classes. The GPS-based exercises are race in structural geology where field mapping is now being emphasized. There are several advantages to this approach: scholars taking the upper-level structure class already have experience in map reading and skills in stone description. In the structure class, they learn to recognize structural features in the field and upon maps. So, at least theoretically, exercises introducing GIS way s at this level can focus upon applying the new technique while integrating advanced geological tasks. Structural geology is also a class that is required for field camp, where this technique is widely used, as described later.

The choice of location for this introductory lab prov to be not easy for us, given the topography and geology collisioned in central Indiana - flat lying carbonates overlayed by till. We take pupils on field trips to Kentucky and, like greatest in quantity other Midwestern universities, to the Appalachians (Malone, 1999) on the other hand we like the students to know by what mode to apply GIS methods beforehand in order to utilize time upon these trips more efficiently. As a compromise, we make knowned this campus-based exercise. On-campus exercises are popular because they are easy to organize, do not require additional funding and travel time like as van-based field trips, and avoid increasing liability issues collisioned with using vans (Keown, 1984) Other place of educations successfully use the geology meetinged in and on campus buildings to leadership campus walking tours (Weiss and Walters, 2004) or have built stone gardens to make geology available (Dillon et al., 2000) For our exercise, we want to be able to command the settings, which makes using buildings upon campus impractical, and to create a stone garden goes beyond the aim of our exercise. Accordingly, we make knowned temporary devices that mimic petrographic and structural features, that are easily movable, cheap, and that do not require as a great deal of preparation and administrative work as, say, creating a stone garden.

Our goal is to introduce the pupils to the new mobile GIS technique while incorporating geologic tasks they already know, similar as strike/dip measurements and stone descriptions. The introduction of this of recent origin technology is expected to increase pupil enthusiasm. Although students have learned previously to take field notes, me use of the GP and GIS gadgets have the appearances to upgrade the attractiveness of the measurement tasks in the students' view: The exercise does initiate creative notion by connecting new technology with traditional mapping techniques. pupil confidence in the field is enhanced by dint of a satellite verification of location, while computer-generated strike/dip emblems and spatially arranged lithologie data allow a quicker comprehension of geologic forms encountered.

After initial trials, however, we also learned to repeatedly emphasize careful measurements and descriptions in the field. We observ that learners (incorrectly) imply that the high-tech digital recording is the greatest in quantity important part of field work as oppos to low-tech initial observations, i.e. stone descriptions and strike/dip measurements. Also, the digital user surface can (again, incorrectly) remind of to the students that data gathered in the field could be "corrected" later of the like kind as photos can be reworked in Photoshop and similar programs, and a certain quantity of students saw that as an excuse for more [i]or[/i] less sloppiness in the field. The pupils also encountered some limits of new technology, ranging from accidentally deleting data places to dead batteries to poor or consummate lack of GPS reception in campus areas with high tree coverage or shut to buildings. Once those point to be solved [i]or[/i] settleds were overcome, using the organization and representation of field data upon a mobile GIS increased the pupil comprehension of relationships between their data and geologic manner of making leading to an overall better production and understanding of the geologic exercise.