Field Activity 12: UAV Flights

Introduction

In the final lab of the semester we once again traveled to the Priory where we had conducted the last 2 labs. We had the opportunity this week to be presented with a basic tutorial of UAV (unmanned aerial vehicles) work in the field to collect data. Dr. Joe Hupy as well as one of our fellow students, Mike Bomber walked us through the entire process of preparing the UAV, setting the flight route, actually flying the craft and then viewing the data and collecting GCPs (ground control points). 

Methods

The Priory was a good area to fly the UAVs because it there are portions of open land that do not intersect with regions where there is high activity. The first step when using the UAVs in the field is to complete the pre-flight checklist (Fig. 1). It is imperative to follow these steps to the letter in order to ensure that errors can be minimized since a single error can cause your aircraft to be permanently damaged.

(Fig. 1) Dr. Joe Hupy, Mike and Zach prepare for the UAV flight by going through the pre-flight checklist.

Pre-Flight Checklist

1. Measure weather variables: temperature, wind speed, wind direction etc.
 -Temperature was 52 degrees F wind speed in this case was between 2 and 8 mph, wind direction was southeast.

2. Check electrical connections: 
-Motor, antenna and frame connected, propellers, battery and antenna secure
-While completing this portion of the checklist we ran into a problem. When the battery pack was put into the Iris UAV controller, they began to smoke so a few students assisted Mike in going back to campus to get new batteries for the controller. 

3. Power up the equipment

4. Connect devices to internet modem
 -It is important to connect the UAV and the computer program used to determine the route of the flight and  other specs to the internet so that the program can show the UAV location in relation to satellite images to make it easier to plan a flight mission

5. Connect base station to UAV
 -The base station is based on GPS

6. Make sure that the battery is at greater than 80% power
-It is extremely important to make sure that the battery on the UAV is greater than 80% because they use a great deal of power to fly. You want the battery to be so full because you never know if there are going to be issues and more battery life is needed while you are flying the UAV.

7. Transmitter should be on 

8. Make sure that the area is secure
 -It's important to make sure that the area in which you are flying the UAV is secure. We found that when we were flying the Matrix UAV the wind made it necessary to land before the flight mission was complete. Because the wind was so strong the UAV could not land in the original starting point and our class had to move around a lot to make sure we did not get in the way of its landing procedure.

9. Turn sensors on

10. Turn on the camera 
 -A wide variety of cameras can be mounted to the UAVs themselves to collect imagery while they are flying their missions. The Isis UAV used a GoPro camera for example.

11. Complete the take off sequence

12. Fly the planned mission

13. Land the UAV

14. Disconnect the UAV and program

15. Complete a post flight log report

(Fig.2) Dr. Hupy and Mike disconnect the UAV after it has completed the flight mission.

We flew two different UAV units: the Iris (Fig. 3) and the Matrix (Fig. 4). The Iris was a much smaller and cheaper unit to fly and we found it did not have many issues while in flight. However, the Matrix was launched second, after the winds had begun to get stronger. We could notice right away the effect that the wind was having a pretty severe impact on the UAV. Mike, who was monitoring the flight mission noticed that there was a decreasing number of satellites available to the UAV as it was flying and made the decision to tell Dr. Hupy to land the craft. While the UAVs have the capabilities to autocorrect to compensate for wind and other factors sometimes the conditions just get too bad and it becomes unstable to fly the UAVs. 

(Fig. 3) This is the Iris UAV craft.

(Fig. 4) This is the Matrix UAV while in flight.

Once we had collected the two different sets of imagery using both of the UAV units a few students used the TopCon HiPer to collect GCPs (ground control points) around the study area. This data can then be used in the post processing phase in order to sync the imagery collected using the UAVs with the GPS data to make sure the spatial extent of the images is accurate. 

While students collect the GCPs throughout the study area, Dr. Hupy ran a process whih mosaic's all the images collected by the camera attached to the UAV together to provide the viewer with a consistent, single image of the study area (Fig. 5). 

(Fig. 5) Once the program creates the mosaic of the many images taken by the UAV camera we can see a more complete rendering of our study area.

Conclusion

I really enjoyed this lab because it gave us an opportunity to work with UAVs (even if just indirectly) which is not something that a lot of universities offer. It was interesting as well to gain a better perspective on the impact that these units could have on society as a whole. While it can collect invaluable geographic information, it is a bit creepy the amount of detail that these UAVs can capture in the imagery (Fig. 6).

(Fig. 6) This is one portion of the UAV imagery collected while we were in the field and as can be seen in the upper left-hand corner our class is watching the unit fly.

From a more geographic perspective however this technology amazed me. The fact that it can accurately correct itself to take into consideration wind speed and direction was astonishing. We even saw this taking place in the air while the Iris UAV was flying its mission. These sensors are capable of such great things and I am very hopeful that I will have an opportunity to work with them in the future. 

Field Activity 11: Navigation with a GPS

Introduction

This lab was a continuation of field activities 3 and 10 which involved navigation of the UW-Eau Claire Priory. We were in our same groups as in the previous labs however this time we would be navigating the Priory with a different purpose. In this lab we would to create a new set of navigation points for future groups to use for this assignment. We were to collect these points using a GPS device and UTM coordinates. 

Methods

Since each group once again had three members the roles were divided accordingly. One person was to use the GPS, another should relate the map used in last week's lab to the GPS and the final group member should be in charge of determining the compass bearing as well as determining the most efficient route of navigation. 

The first step of this process was to work with the other groups to determine which regions of the Priory we would be working in so that there was little overlap of new navigation points. Next we needed to determine a total of 5 points which we would be navigating to making sure not to be close to the other groups. In order to keep the naming conventions consistent throughout the class we numbered each point first with our group number followed by the point number. 

Next we needed to test the navigation of our points. We marked each point by wrapping flagging around a large tree several times as well as using a marker in order to write down the location based on the naming scheme discussed in the previous paragraph. Next, we collected the point location using our GPS and took a picture of the points with a camera (Fig. 1-5). 

(Fig. 1A) This image shows point 5-1 from a distance.

(Fig. 1B) In order to properly label each navigation points we labeled the trees with flagging and marking the tape with the point information (Jacob is doing that for this point).

(Fig. 2A) This is a close up image of point 5-2.

(Fig. 2B) This image shows a view of point 5-2 from a distance.

(Fig. 3A) It is a bit difficult to see in this image but Jacob is marking point 5-3 on the right side of the image.

(Fig. 3B) A close up view of the location of point 5-3.

(Fig. 4A) This image shows point 5-4 from a distance after it was marked with flagging and the point number.

(Fig. 4B) This image shows a close up view of the location of point 5-4.

(Fig. 5A) Here point 5-5 can be seen and it is clear how important it is to properly mark the trees with flagging in order to ensure that whoever is navigating this course later can find the points.

(Fig. 5B) This image shows a close up view of point 5-5.

After returning from the field we used our GPS data to create a new navigation map of the Priory study area (Fig. 6). 

Discussion

This lab exercise combined the skills we learned in many of the previous labs. From using a GPS unit correctly to collect field data to navigation methods to mapping of GPS data we collected ourselves using ArcMap. The most difficult portion of this lab exercise was creating a navigation which did not come in contact with other groups. It was much easier this week to navigate the area though after our practice with our maps the week prior. Based on past experience we made sure to double check that our GPS was correctly recording the data points as we went to ensure that we didn't return to the lab only to find that something went wrong during data collection. 

Conclusion

Throughout this field activity we practiced applying all of the skills we have learned in this course thus far. It was also enjoyable to have the opportunity to work as a class. This lab helped us to practice the basic navigation skills as well as the the more modern techniques as well which was very valuable. 

Field Activity 10: Navigation with Map and Compass

Introduction

In this weeks lab assignment we used the navigation maps created in Field Activity 3 to navigate through a course of 5 points at the UW-Eau Claire Priory created by our professor using only a compass and a copy of the maps we created. To successfully complete this lab we needed to orient ourselves so we could navigate from one point to the next. In groups of three students we were each assigned a different route to take as to challenge us to really test our navigation skills. We were in groups of three as it is necessary to have at least this many people to properly complete a distance-bearing navigation. The roles of each person are as follows: one will be needed to hold and use the compass, another to count paces and the final person to be the runner. 

Methods

Each group was first given the same starting point and a specific order in which we were to navigate the course. We were also given a list of point coordinates in decimal degrees which we plotted on the map which we created in Field Activity 3 (Fig. 1). When first creating the maps we were advised to create one which utilized decimal degrees and another which used lat/long to measure the UTM grids which were overlaid on all our maps.

(Fig. 1) This was the map we used primarily for our navigation. The other map we were given used lat/long which was of no use to us because we were given the navigation point locations in decimal degrees.

Once we had plotted the course points on our maps we were given instructions on how to properly use a compass from a fellow UWEC geography student, Zach Hilgendorf who is very knowledgeable when it comes to orienteering. He gave us instructions on how to properly conduct distance-bearing navigation to get from one point to another using only our maps and a compass. The first thing we were instructed to do was to assign roles for each of our 3 group members to one of the following jobs: bearing locator, runner and pace counter. 

The bearing locator's job is to use the compass to determine the direction that the runner should head in (Fig. 2). To find the bearing using the compass the edge must be lined up with the point where we were already located and the next desired location point. It's important to make sure that the travel arrow is pointed towards the direction you desired to go in. Also, the north arrow on the compass must be pointing towards true north according to our maps. After all of this is done the bearing can be determined using the bearing line, which when located means the compass can then be lifted off of the map. Next it is the person who was given the job of bearing locator to align the red north arrow up with the other red north arrow on the bezel which rotates. This is also known as putting "red in the shed". In order to start using the compass properly the direction of the travel arrow needs to be pointed towards the bearing of the location of your next destination. Now, it is the runner's job to move in the bearing direction as guided by the bearing locator to a landmark which can easily be navigated to. Next the pace counter will count the number of paces they are taking to determine the distance towards the point. Based on their pace they are able to determine approximately how far the destination point is to the beginning location. 

(Fig. 2) This is a compass similar to the one we used in this lab. The features which were mentioned throughout this lab are labeled here: 

1: base plate with ruler for measuring map scale, 2: rotating bezel, 3: rotating needle, 5: orienting arrow that is fixed on the rotating bezel and used to point north, 6: bearing line fixed on the base plate, 8: direction of travel arrow. 

Once our group had all of the points plotted and distances measured we made our way to the starting point, found our first bearing and headed into the Priory. It was difficult to navigate through the area because there were very tall thorn-covered plants and large trees which made it impossible to move in a straight line. It was very useful to have a third person in that situation though so we could maneuver around trees or thick areas of vegetation and still make sure we were going in the correct bearing direction. We found the first point quickly and then the second point took a bit longer because we had to navigate around a very steep slope which led to a valley rather than trying to go down and up it. It then became clear just how important it was in this lab to think critically and problem solve. It was much more difficult to make our way to the third point because that point was actually fairly close to the first point so we initially thought we were going in the wrong direction but once we checked our work we found we were correct and made our way to the third point. The fourth point proved to be difficult because we were forced down the steep slope and into the valley and then needed to make our way back up to get to the next point. The final point we navigated too we went past because we did not see it. Since we did not have pace measurements on either of our maps we struggled knowing how far we had traveled and how much further we needed to travel. 

Discussion

There were definitely some advantages and disadvantages to using the distance bearing technique in this lab activity. The first problem was our maps. We knew prior to making them in field activity 3 that we would only be given a compass alongside them to navigate a course of points however after completing the lab I could think of many changes I would have liked to make on the map which would have made the process much easier. For instance, we did not include our pace count on either of the maps which would have been extremely useful in calculating the distance from point to point. One benefit to our map was that it showed the entire area of the Priory rather than just the area of interest we were given. Since the entire navigation course was outside of the area of interest we were lucky that one of our maps had this area shown on a map. Also, other groups had problems because they had overlaid their legend on top of the map data and since we didn't know ahead of time where our navigation course would be within the Priory their legend ended up covering the entire course. This was not something I had thought of when creating my navigation map but it was something that was a very valuable learning point in this lab. 

Not only did we face difficulties with the maps but it was also tricky to make our way from point to point because of the very steep hills covered in loose soil and the thick foliage which was made up of primarily thorn-covered plants. We all seemed to agree that we should have dressed better, planning for the worst rather than expecting our paths to be "easy". 

Despite these problems we were able to navigate the course quite well. Our bearings were somewhat off but close enough that we were not more than 20 feet from each point so we were able to find them easily. 

Conclusion

This activity was very useful in learning how to properly conduct the distance bearing navigation technique. We had beautiful weather conditions and great instruction thanks to our instructors. It was very beneficial to learn how to navigate properly with only a map and a compass as most of us had not done so before. Despite the thorns which left us pretty cut up, we all managed to navigate the course with only a few problems.