#ITeachGeo folks: Has anyone successfully run a lab by collecting data with a smartphone magnetometer?
How’d you do it (app choice; survey design, analysis tools)? What worked? What didn’t? Any tips?
How’d you do it (app choice; survey design, analysis tools)? What worked? What didn’t? Any tips?
People who don’t teach geo but like doing google research:
Sure, I’m game to see if your keywords pop up something different than me, but it needs to be SPECIFIC (like lab worksheets or teaching notes), not just theory papers on how this tech could be applied, or names of apps.
Sure, I’m game to see if your keywords pop up something different than me, but it needs to be SPECIFIC (like lab worksheets or teaching notes), not just theory papers on how this tech could be applied, or names of apps.
My students are wandering campus in trios attempting a smartphone magnetics survey.
Using Physics Toolbox Sensor Suite, 1 student is collecting magnetometer data and 1 student is collecting GPS data. The final student is taking timestamped field notes.
No idea if it’ll work
Using Physics Toolbox Sensor Suite, 1 student is collecting magnetometer data and 1 student is collecting GPS data. The final student is taking timestamped field notes.
No idea if it’ll work
Students can plan their own survey routes (gridding this campus is just not going to work!), but need to tie in to our base station.
aka, my iPad collecting magnetometer data at the big wood hammer outside the geo department.
aka, my iPad collecting magnetometer data at the big wood hammer outside the geo department.
Challenges:
Is phone magnetometer sensitivity and GPS precision sufficient for geophysics?
Does this heap of glacial till have detectable geologic magnetic anomalies?
Can we detect the many, many artificial anomalies of pipes, cars, power lines, and more that make up campus?
Is phone magnetometer sensitivity and GPS precision sufficient for geophysics?
Does this heap of glacial till have detectable geologic magnetic anomalies?
Can we detect the many, many artificial anomalies of pipes, cars, power lines, and more that make up campus?
My students learned a lot about troubleshooting!
2 groups had significant partial data loss.
1 group had data gaps.
All groups had timestamp format mismatches.
No one could figure out how to create a colourmap (lat/long as x/y, magnetic as colour) in Excel or Sheets. Whoops.
2 groups had significant partial data loss.
1 group had data gaps.
All groups had timestamp format mismatches.
No one could figure out how to create a colourmap (lat/long as x/y, magnetic as colour) in Excel or Sheets. Whoops.
