Exercise 1: Survey of Terrain Surface

Introduction

The first field activity that we performed in the class was taking a survey of the terrain of an area that the group designed. This activity was designed to engage in geospatial thinking and develop critical thinking skills. Working in a the field of geospatial technology definitely takes critical thinking skills no matter if you are developing a new computer program, making a map, or collecting field data.


Methods

The exercise was performed in the courtyard of Phillips Hall on the University of Wisconsin Eau-Claire campus. Each group was assigned a garden box to build terrain and develop a survey technique to use. Within the garden box, the group could use any material to build a terrain, which in our case, snow was used to form a landscape. The terrain varied from ridges, valleys, plains, depressions, and hills (Fig 1).

On Wednesday, January 28, 2015, the group met up to build and survey the terrain. Weather conditions consisted of  mid- 20 degree weather and cloudy. The wooden edges of the garden box marked sea level and the box measured out to be ~ 112cm x 240 cm.

Figure 1. Top view of the terrain surface developed from snow in the garden box.

 

 

The terrain was surveyed using a X/Y plot method. Both the X and Y axes were measured out into 10 cm increments (Fig 2). String was then used to form a grid so that measurements could be easily taken. The string grid marked where the measurements on the X/Y axes should be taken, but also was the marking point of sea level. The yardstick could then easily be used to measure the Z (depth) value from the terrain to the string marking sea level (Fig 3). The measurements were recorded into a field notebook and then transferred into excel (Fig 4). The X axis was labeled A- L and the Y axis 1-13. All Z values were negative due to all terrain being below sea level. 

 

 Figure 2. Top view showing the grid layout. String and tacks were used to mark 10 cm increments on both the X and Y axes for a total of 276 measurements. Terrain height was measured in cm from terrain up to the string marking sea level.  

 

 

Figure 3. Students measuring terrain using a yard stick and recording values in a field notebook.

Figure 4. Excel file showing measurements.

Discussion

The use of the grid method made the taking a the terrain measurements easy and quickly. With laying the grid out into 10cm x 10cm increments, all of the different terrain was able to receive multiple measurements and the entire garden box was surveyed. With the use of the yardstick to both layout the grid and take measurements, accuracy was one variable that could be an issue. Ample time was taken to lay out the tacks and string to ensure accuracy, but some variance should be expected. Also with multiple students from the group taking measurements, it also becomes another variable on accuracy.


Conclusion

Overall, this exercise tested the minds of the students and developed critical thinking skills. Myself and other students were made to think hard on the techniques used and the situation at hand. Many different techniques could have been used, but thinking critically on each one helped develop skills for different situations in the future.