Field Activity #7: ArcPad Data Collection

Introduction

This week, students will deploy the database created in Activity #6 to ArcPad for data collection around the UWEC campus. The class will be split into groups of two students each to collect microclimate data from varying parts of campus. All data collection will take place during the class period to ensure temporal accuracy. After the entire class's data is collected, it will be imported to ArcMap and combined to create varying microclimate surface maps of the UWEC campus as a whole.

Methods

To begin, the blank point feature class in the microclimate geodatabase created two weeks ago was added to a workspace in ArcMap with a raster image of the UWEC campus area. The symbology of the points were then changed for easy visual interpretation. The raster image will be used to help visualize were the data is being collected from. With the feature class and background raster image added, the database can be deployed to ArcPad.

Figure 1: Navigate to Customize > Toolbars > ArcPad Data Manager. This will add the ArcPad Data Manager toolbar to the screen. Click the first button, Get Data for ArcPad, to open the Get Data for ArcPad wizard.

Figure 2: Clicking next on the welcome page will result in the Select Data portion of the wizard. Click action to determine what data will be exported and what will not. Once all the appropriate data is selected, click Next.

Figure 3: Next is the Select Output Options portion of the wizard. Here the name of the folder to be created and where the folder will be stored are chosen, along with the file type to be created. "Create an ArcPad map (.apm file) for the data" should be selected. Click Next.

Figure 4: Next is the Select Depolyment Options portion of the wizard. The data created can be stored in different formats including .zip and .CAB but for this assignment the "create the ArcPad data on this computer now" option is most appropriate. Click Finish.

Figure 5: It may take several minutes for the project to be created but once it completes a Get Data For ArcPad window will appear indicating that the operation was successful. Click OK to dismiss the message.

Now that the project for ArcPad has been created the folder can be copied and pasted into a GPS unit through a USB cable. The project can then be opened in the GPS unit and data can be entered by utilizing the stylus and touchscreen. With the database deployed to ArcPad and the project opened in the individual GPS, students went outside to designated areas of campus to collect temperature, dew point, relative humidity, wind speed, wind direction, and snow depth for up to 50 locations. After the data was collected, students returned indoors to import their findings.

Figure 6: To import the data back into ArcMap, copy the folder on the GPS unit back into the computer and select the "Get Data From ArcPad" button on the ArcPad Data Manager toolbox.

Figure 7: The Get Data From ArcPad window. Click the green plus sign in the upper right corner of the window to add the AXF file from the folder copied from the GPS unit and select the "Check in" button.

Each groups data was standardized to the first groups domain and field names and then combined into one single feature class to facilitate making microclimate maps for the entire UWEC campus. With the complete feature class added to ArcMap, continuous surfaces were made through use of different interpolation methods outlined in Activity #2.


Results

 Figure 8: This map showcases temperature values on campus. There seems to be a connection with temperature and location of the river. Temperatures seem to be cooler over ground and warmer over water and along the area to the north of the study area across the river. The spikes of high temperature over ground seem to be located on or near buildings and as a result could be due to buildings or other man made features, building air vents, or possibly errors in using equipment.

 Figure 9: Here, temperature and dew point data are combined to determine if a possible relationship exists. By looking at the map, it would seem there is a positive relationship between the two variables. As temperature rises and falls so does dew point, for the most part. The uppermost section of the study area would be the major outliner.

Figure 10: Here, temperature and relative humidity data are combined to determine if a possible relationship exists. It would seem that there is a slight positive relationship between the two variables. This relationship is less pronounced then in figure 9 but does seem to exist. Lower percentages of relative humidity are likely to be found in areas with lower temperature and vice versa. Most of the relative humidity data seems to fall in the middle categories making visual analysis more difficult.

Figure 11: Here is a simple map of wind patterns on campus. The strength of wind at each point is symbolized by size and color and each arrow points in the direction the wind was moving. In open areas the wind came from the west while in areas with buildings the direction varies. Wind direction that was not from the west was caused by gaps in buildings and wind being redirected by taller buildings.

Figure 12: Here is a map of snow depth. Areas of high snow depth seem to be located near large buildings. This is most likely due to plowing, shoveling, and wind buildup from open walking areas. There is a large area of high snow depth next to the river which is most likely due to wind blown snow building up near the edge of the water. Not shown on the map is elevation, which could also play a role. It seems that lower elevations tended to have more snow.