the full DEI workshop booklet
Contents
1. 5 Building the Use Case Scenario ccscsccscsccsceccscsccccsccccnccccsceccececescsccecsceees 30 Second Workshop Preparations sccsccccsccccsccccsccccsceccccsccccsccccsceccscesescncescsceccscesescscescececes 32 Worksheet 6 Using the RPI Community SENSOT ccccscsccececcscsccccscccceccccsceccececescecescsceecs 35 Second Workshop Fieldwork ssssesesesesessesscoecesesssoesecesesosoeoecesssssosoecesssosoecesesesosesoesesesssseseo 38 Worksheet 7 Field Site Visit RPI Sensor ssssssssossosssseseossoseossosossossossosossossossosossossossosso 40 Field Site Evaluation Form RPI Sensor sessssssesseossossossseoseossoseosossoseossosossossossossssossossossosse 41 Second Workshop Wrap UpP sesessssssssesessssssececesesosoececesesosoeoecesesesosoecesssssosoecesesosescecsesesssseseo 43 Worksheet 8 Evaluating our MapS sesesesesessesececesseosoecesecosoccecesesoesececesesosoecesscssseoeoesessese 44 Appendix A Sensor Setup Configuration and Maintenance csscsccccsccscsccccsceccsceccscscceces 46 Appendix B Troubleshooting FAQ s sesesesssssoecesesesssoececesesosoecececesesoeoesesesseosoecesesssoesecesessese 49 Appendix C Air Quality Quiz Answer Key sccscsccsssscsscscssccccescscesceccsccsceccsscsceccecescesceces 50 Appendix D Warranty and Licensing sessssssesecesessssececesesssosoececesesoesesesssseosoecesssssseoecesessese 52 Appendix E Contact US sas2. from air pollution Chronic respiratory diseases are aggravated by air pollution Air pollution affects only the respiratory system Air pollution can kill When the plume from a smokestack is white no pollution is coming out Air pollution is expensive At any time our air may contain contaminants air pollution emitted by natural occurrences such as forest fires volcanic eruptions and decaying vegetation Ozone is a pollutant in the lower atmosphere but an essential component of the upper atmosphere Pollution control has not improved overall air quality In recent years rain in industrialized nations has become less acidic Industrial activity is the main source of air pollution Destruction of material and crops by air pollution represents a significant economic loss for our nation Air pollution first occurred during the Industrial Revolution Clean unpolluted air is a pure substance The composition of the atmosphere varies widely at different locations on Earth Air is an unlimited resource that can be managed for health and environmental quality TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE Sources American Lung Association Delaware Environmental Science Summer I
3. Part 2 What is Participatory Sensing Participatory sensing uses technology that can easily be made by a community to create interactive participatory sensor networks that enable public and professional users to gather analyze and share local knowledge Burke J and Estrin D Participatory Sensing By having the community collect this information the data becomes more informative and accessible to those who are using the sensor technology Participatory sensing has been used in many different applications including city planning public health projects the creative arts and natural resource management In this workshop we will be building and using basic sensors to collect environmental monitoring data Our experiences in participatory sensing will then be combined with our participatory mapping project Sensors for Environmental Monitoring A sensor is a device that detects or measures a physical quantity and converts the measurement into a signal that can be read in a different way For example a typical garden thermometer converts the measured temperature into a moving red colored liquid that can be read ona glass tube When we talk about the usefulness of a sensor there are a few key terms we must understand e Accuracy is the degree to which conformity of a measurement to its actual value For example if the temperature outside is 90 F but your thermometer reads 80 F this is not accurate e Precision is the degr
4. cultural locations of importance playgroups schools and other areas where we should focus our attention e Are there areas we suspect pollution might be present where we should focus Thinking more about the current state of our map e How complete is our data Are features missing e Are the locations and positions of features on the map accurate e Are there other features that should have been Pee mapped but were missed pate ae E es e How could the map be improved T Building the Use Case Scenario Using the answers to these above guestions we should be able to construct our use case scenario by asking the following e Where should we place our RPI Community Sensors in the next field site These locations should be selected from the many initial field sites we visited in our first site visits e What kind of data are we expecting to find in these areas e What kind of data are we likely not to find or unable to detect in these areas M Use Worksheet 5 Building the Use Case Scenario to complete this exercise 29 Worksheet 5 Building the Use Case Scenario Participants Name s Part 1 Sharing and Documenting Experiences Why did you choose these locations How did your field sites compare with those of the other groups How did the data from these field sites differ Were you surprised or disappointed in your findings What community concerns should we consider in developing our use case s
5. often require the use of maps in order to contextualize sensor data Mapping is also a gateway to thinking about how different kinds of factors influence a community Useful maps not only include things like water or air quality statistics but also locations of cultural and social value such as historical sites nearby schools and protected land These are often called Community Resource Maps When people take on the task of constructing community resource maps with information important to their community this is called Participatory Mapping Participatory built maps have a number of advantages over generic maps Not only are they made to answer certain questions about a community but they also contain information that might otherwise not be included on generic maps The workshops described in this booklet use participatory sensing and participatory mapping to ask questions about what it means to survey our environment These workshops include activities that use sensor technology but also rely on our direct observations of our environment as well as our understanding of how our community impacts our environment In these workshops we will learn how to build a basic temperature sensor which will then be used to introduce a portable sensor unit call the RPI Community Sensor This device can be used to bring sensing and mapping together in an online software program designed to help us think about abstract sensing data as well as how it relates to han
6. on your map L Description describe the site in detail Include landmarks and other characteristics Make a drawing on the back of this page as well if this is helpful Volts Step 5 Take your third temperature sensor reading record it here along with the time of the reading HH MM __ ___ Time reading 3 Step 6 Using the garden thermometer measure the temperature C of the field site and record it here along with the time of the reading HH MM rime garden therm 24 Step 7 Analyze Your Results Garden Therm A ANAA NAHAN NANA ANAN DAN AAN 0 Is there a large range of difference between your four temperatures Why or why not Q Do your three sensor measured points vary greatly from the garden thermometer Why or why not Q Given what you know about precision and accuracy how would you characterize your sensor circuit Q Try averaging your three sensor measured points using the formula sensori1 sensor2 sensor3 3 Does this average better match the garden thermometer Sources Field Site Form adapted from Clarkson University s SENSE IT workshops 25 Field Site Evaluation Form Temperature Participants Name s Date Time Field Site Basic description of the field site Step 1 Take your first temperature sensor reading record it here along with the time of the reading HH MM Volts __ Time reading 1 Step 2 Personal Observations Wind coming fr
7. the map What symbols will be included in the map What language will be used to represent the map and legend What technology will be used to represent the map and legend Will the map cover a large area or focus on areas of special significance Sources IFAD Good practices in participatory mapping NOAA Coastal Services Center Stakeholder Engagement Strategies for Participatory Mapping M Use Worksheet 2 Why We Map to complete this exercise Worksheet 2 Why We Map Participants Name s Part 1 Determining the Purpose of the Map Why do we want to make a map Is there a specific or multiple reasons What kind of information would be helpful on our map Who do we want to show it to What are some of our most important local environmental issues Are there important cultural or historical items that should be on the map What can we use the map for in the short term In the long term Part 2 Determining the Risks in Mapping What are the risks associated with making maps Who decides on what is important Who controls the use of information Part 3 Practical Considerations Before Mapping Who from the community will be involved in making the map What symbols will be included in the map What language will be used to represent the map and legend What technology will be used to represent the map and legend Will the map cover a large area or focus on areas of special significance 10
8. under an open source license You are free to adapt them to your needs The RPI Community Sensor actually consists of two separate boxes The first is the User Interface which allows us to program the sensor and connect to a GPS satellite and find our location The second is the Core Unit which does all the computing work like saving data and keeping track of the time and runs the sensors VOC CO and temperature M Use Worksheet 6 Using the RPI Community Sensor to complete this exercise 34 Worksheet 6 Using the RPI Community Sensor Participants Name s During this next workshop we will open the RPI Sensor to discuss its components and learn how it operates Inside we will discover the sensor is much like the circuit we designed for the temperature sensor only more complex Here for example is how the User Interface and Core Unit components are connected m m User Interface Core Unit User Interface PASA DUIMNpAIY V CO Temp Analog Sensor X TX PB Up own PB Select eset R ns Humidity Sensor Antenna Setting Up the RPI Sensor To setup the RPI sensor for operation follow the steps below 1 Unscrew the four screws on top of the Core Unit and remove the top plate 2 Connect the battery cable to the Arduino microcontroller 35 possibility of electric shock hazard Electrostatic discharge will damag
9. ARMS LIVESTOCK FARMING _____ HOUSES __FACTORIES ____ STORES PARKING LOT ____ EMPTYLOT __ CARS ____ TRUCKS _ CONSTRUCTION _____ WALKWAY _____ WOODS ____ PLANTS _ HISTORIC SITE Others specify Is there evidence of what you think might cause poor air quality at this site YES NO If YES what do you think are the possible causes Step 3 Take your second temperature sensor reading record it here along with the time of the reading HH MM Volts Time reading 2 20 Step 4 Evaluate and Document the Site V Check off each as you go _ Camera using your digital camera take 3 photographs of this field site L Map estimate your location and mark it on your map _ Description describe the site in detail Include landmarks and other characteristics Make a drawing on the back of this page as well if this is helpful Volts Step 5 Take your third temperature sensor reading record it here along with the time of the reading HH MM __ ___ Time reading 3 Step 6 Using the garden thermometer measure the temperature C of the field site and record it here along with the time of the reading HH MM rime garden therm 21 Step 7 Analyze Your Results Garden Therm kasa AAN DANA NANA AAN NAN 0 Is there a large range of difference between your four temperatures Why or why not Q Do your three sensor measured points vary greatly from the garden thermometer Why or wh
10. CULTURALLY SITUATED COMMUNITY SENSING A project by Rensselaer Polytechnic Institute Din College Dine Environmental Institute July 5 8 2011 Acknowledgements This workbook was constructed over the period of Summer 2011 to assist in teaching a series of workshops on environmental sensing These workshops were conducted on the Navajo Reservation in collaboration with Dine College Shiprock NM Din Environmental Institute Topic air quality monitoring and GIS July 5 8th 2011 Northern Arizona University Flagstaff AZ EEOP Summer Scholars Topic climate change and youth activism July 24 29th 2011 Significant portions of this workbook were adapted from existing educational materials made available by organizations to assist teachers in engaging students in topics of environmental studies We would like to acknowledge the following sources and organizations for providing this content for public use Additional sources for these materials are noted throughout the workbook Environmental Sensing e Clarkson University SENSE IT program Available at http www senseit org e University of Massachusetts Lowell iSENSE project Available at http isense cs uml edu e Georgia Institute of Technology and Carnegie Mellon University Neighborhood Networks Project Available at http www neighborhood networks net e Burke J Estrin D Hansen M Parker A Ramanathan N Reddy S and Srivastava M B SenSys Partici
11. Set Allows the user to manually calibrate the temperature sensor This is done using the 10kQ located on the Mega Shield and a thermometer When the LCD screen reads Thermometer Meas input the thermometers value on the using the pushbuttons on the screen Pressing UP adds 0 1 degrees while pressing DOWN subtracts 0 1 degrees from the current temperature Hit OK once the desired thermometer value is reached Now the user is prompted Adjust to Temp on the LCD screen Using a screwdriver adjust the 10kQ potentiometer until the temperature on the screen reads the temperature of the thermometer Then hit OK 6 The user will be prompted Gas Sensor Cal inquiring if the user would like to calibrate the gas sensors a NO Use the last recorded calibration values for the gas sensors no need for change 47 b Yes Selecting this option will calibrate the gas sensors Before selecting this option the user should be in a low air pollution environment 7 The LCD screen will now display the sensors that are attached to your device and if needed the units the sensor is outputting data in 8 The LCD screen will now read Insert SD Card and Push Button Insert the microSD card and push the PAUSE button to continue 9 Ifthe user selected either No or Once during the Log GPS the LCD screen will display Safe to Remove Interface Unit If the user selected Always then go to step 11 10 Disconnect the interface unit from the core unit 11 Rep
12. a simple electrical circuit the voltage equals the electrical current times the resistance V IxR V is the voltage in volts I isthe current in amps R is the resistance in ohms Sources Getting Started in Electronics by Forest Mims Clarkson University s SENSE IT workshops Building a Basic Temperature Sensor For our first sensor activity we will be building the circuit shown below a basic temperature sensor In your first field site visit we will use this sensor circuit to measure temperature in different locations Calibrated Sensor yt multimeter DUTPUT 10 mVAK trimpot LM335 10k resistor Left is the circuit you will be building lt NG S Y Right is the schematic for this circuit M Use Worksheet 3 Building the Temperature Sensor to complete this exercise 13 Worksheet 3 Building the Temperature Sensor Participants Name s Part 1 Building the Circuit Building a basic temperature sensor is actually very easy In fact basic temperature sensors similar to the one we are about to build are found in many household appliances The difficult part of building and using sensors however is calibrating them to be accurate this is something we will do at the end of this exercise Our circuit consists of the following parts e 9volt battery this will provide power for the circuit e 5 6K resistor some circuits don t require as much current as a battery provides This resistor red
13. aded via serial communication on the device If there is another device connected to the serial communication lines it becomes more difficult for the firmware to be sent to the Arduino unit Q I cannot see anything on the interface unit A First plug the interface unit into the core unit If nothing appears the batteries are too low Change the batteries Q The interface unit is plugged in but no text appears on the screen A Remove the interface unit and plug it in again Be sure the connector fits completely together If text still does not appear contact us via our website Q can make out some text on the interface unit but it is not clear enough to be read A The battery voltage is low Change the batteries Q A sensor unit broke off Now what do I do A That sensor unit is no longer functional If this occurs please attempt to replace that sensor unit Go to the build sections above to see how to replace the sensor Q Tam getting strange data Is this correct A This should only occur for sensors that are calibrated For sensors not calibrated the data is output in volts Use the datasheet for that given sensor to calibrate your data If you cannot calibrate your sensors there is a possibility the sensor may be broken If so consider replacing the sensor Q Tam getting strange symbols in my output file or Tam not getting an output file If I do get an output file it is not a csv file Why A It is most likely that you
14. cenario Are there cultural locations of importance playgroups schools and other areas where we should focus our attention Are there areas we suspect pollution might be present where we should focus 30 How complete is our data Are features missing Are the locations and positions of features on the map accurate Are there other features that should have been mapped but were missed How could the map be improved Part 2 Building the Use Case Scenario Where should we place our RPI Community Sensors in the next field site What kind of data are we expecting to find in these areas What kind of data are we likely not to find or unable to detect in these areas Why or why not 31 Second Workshop Preparations Part 1 Pollution Air Quality and Public Health The main sources of air pollution are heavy industries agriculture road traffic as well as energy generating stations burning fossil fuels Some of the substances produced by these processes may not directly contribute to poor air quality but instead combine to create harmful air pollutants by reactions with other substances present in our atmosphere The RPI Community Sensor device has been designed to detect two of these pollutants Volatile Organic Compounds VOCs and Carbon Monoxide CO Volatile Organic Compounds VOCs VOC can be a range of different contaminants such as carbohydrates organic compounds and solvents These comp
15. continue to log data until one of three events occurs 1 You press the PAUSE 2 The device runs into low battery power or 3 The device enters Configuration Mode To start taking data again press the Pause button a second time If the device is in low battery power it will be indicated on the Interface Unit s LCD screen Also if the RED power LED turns off this indicates there is not enough power left in the unit Retrieving Data from the RPI Sensor To get the data from your RPI Sensor do the following 1 Stop the Sensor a Ifthe Interface Unit is NOT attached press the PAUSE button b Ifthe Interface Unit IS attached wait until the screen is not reading sensing then press the PAUSE button 2 Wait 1 minute then turn the power switch OFF Unscrew the four screws on top of the core unit and remove the top plate 4 Remove the microSD card This card can then be brought to your computer lab ii Always put the microSD card back into the logger device before turning it back on An output CSV text file will be automatically created on the SD card with a filename in the format of ES_HH_MM csv where ES stands for Environmental Sensor and is always present in the output filename and _HH_MM is the time at which recording started in Hour Minute format Entering Configuration Mode For this workshop you will not need to reconfigure the setup of your RPI sensor The instructor has already don
16. dheld garden thermometer To calibrate your sensor for accuracy do the following 1 Read the degrees Celsius from the garden thermometer Celsius temperature Celsius 2 Convert this to degrees Kelvin Kelvin Celsius 273 15 and multiply by 10 Kelvin Temperature x10 Kelvin x10 3 Compare this number to the reading you are getting from your multimeter Multimeter reading Volts 4 Is it accurate If not then use a screwdriver to adjust the 10k potentiometer in your circuit You should see the multimeter value change Do this until the two numbers match Your temperature circuit is now calibrated and ready to be used in the field KW First Workshop Fieldwork N Introduction The purpose of this exercise is to visit field sites we imagine might represent a variety of different environmental characteristics A series of tasks will be assigned to assist your group in exploring these areas The material we gather in this exercise will be used to begin building the community resource map in our next workshop But this exercise will also lay the groundwork for how we expect to use the RPI Community Sensors in our second field site visit We have chosen to use the basic temperature sensor circuit we built in our first workshop because temperature is an environmental factor that is measurable in all locations Temperature is also a major factor in air quality and in air pollution monitoring In fact ma
17. ds on mapping Outline of Workshop Activities DAY 1 First Workshop Preparations classroom based Activities Introduction to participatory mapping and using basic sensors Purpose Determining the objectives of the workshop the purposes of community resource mapping in environmental study and the role sensing can play in this process Build a basic temperature sensor circuit First Workshop Fieldwork field visit Activities Surveying and documenting field sites gather temperature sensor data Purpose Participants visit sites to gather detailed information and begin to understand the scope and environmental parameters of their community First Workshop Wrap Up classroom based Activities Build the community resource map using data from first field site visit sketching to build our use case scenarios Purpose Transcribe data onto physical maps This begins to flesh out significant land features social and cultural resources and areas of interest in environmental surveying DAY 2 Second Workshop Preparation classroom based Activities Discussion of air pollution introduction to the RPI Community Sensor Purpose Training on the portable RPI sensor units then allows participants to build their intended use case based on the constructed community resource map Second Workshop Fieldwork field visit Activities Surveying and documenting use case field sites deploying RPI sensors and col
18. e electrical components Ground yourself before handling electronics Do not handle electronics on rubber or carpeted flooring USB power from an external source should not be used to power the device USB is used for programming purposes Warning When working with electrical components exercise caution to lower the 3 Insert the microSD card into the logging unit 4 Close the core unit and replace the screws 5 Turn on the core unit by switching the power switch to ON Wait for 5 seconds 6 Connect the Interface Unit and the Core Unit The LCD screen will light up and within a few seconds text should appear on the screen If no text appears try unplugging the Interface Unit and plugging it back into the Core Unit 7 IfGPS location has not already been established please do so by following the Configuration Mode instructions below The Sensor Unit will take some time detecting its GPS coordinates NOTE GPS locations may not be detected if inside or in close proximity to buildings Operating the RPI Sensor During operation the RED LED will be on The GREEN LED will be on when the device is communicating to the interface unit Warning hold the device such the sensors face away from your body The VOC and CO sensors can become very hot to the touch Also do not place the RPI sensor in water since it is not waterproof and will stop functioning if it becomes wet 36 Logging Data The device will
19. e this for you If in the future you need to enter Configuration Mode simply plug the Interface Unit into the Core Unit and press the UP DOWN and SELECT buttons simultaneously when the words Hold to Enter Config Mode appear on screen See the workbook appendix for more information on how to configure your device 37 Second Workshop Fieldwork 2 Introduction The purpose of this second fieldwork activity is to visit field sites we N have identified in our use case scenario as places worth closer attention Using the RPI Sensor we also have a multiple sensors to deploy and thus more data to collect at these sites The material we gather in this exercise will be used to build a different kind of community resource map than what we built in our first workshop Instead this exercise will provide the data we need to use the RPI Community Sensor online software view our locations as GPS coordinates and view our data in spreadsheet graphs Global Positioning System GPS Each RPI Sensor is equipped with a Global Positioning System GPS device which determines its exact location GPS is a satellite based navigation system made up ofa network of 24 satellites These satellites circle the earth twice a day and transmit signals to earth GPS receivers take this information from three different satellites and use triangulation to calculate the GPS receiver s location The GPS receiver then compares the time a signal wa
20. eat steps 1 10 for each core unit Batteries Replace the batteries often When you open the device to obtain the SD card it would be good practice to replace the batteries The battery holder is attached to the RPI ES01 via Velco Therefore it is simple to remove the battery holder without disturbing the Arduino Mega Once the battery level in the device drops to 3 5V the real time clock stops functioning Data continues to be logged but it is no longer time stamped Once the battery level drops to 3 5V external sensors that are controlled via a digital pin are shut off Calibration As of now only one sensor in the RPI ESO1 needs to be manually calibrated This is the temperature sensor The temperature sensor is an analog output device To calibrate the temperature sensor see above The initial calibration values of the gas sensors should be sufficient enough to achieve relative values of gas concentration However further calibration can be implemented during configuration mode See above for more information AS OF FIRMWARE 0 8 THERE IS AN ERROR WITH THE GAS SENSOR INFORMATION DISPLAYED ON THE INTERFACE UNIT S LCD SCREEN USE THE CSCS SOFTWARE TO OBTAIN MORE REALISTIC DATA 48 Appendix B Troubleshooting FAQ Q It is taking a long time for the firmware to load to the board Is there a problem with my device A When uploading firmware to Arduino it is recommended that you remove the board from the shield Firmware is uplo
21. ee to which a measuring device repeatedly gives the same result For example if the temperature outside is 90 F but your thermometer reads 80 F every time for 20 different tests it might not be accurate but it is precise This means a useful sensor will be both accurate and precise This is often not the case with most sensors which means they need to be calibrated to correlate the sensor s readings with those of a known standard a NK xX X X x X NA Inaccurate Results Accurate Results Inaccurate but Precise Results 11 e Sensitivity refers to the minimum amount of change that can be measured by the device For example if you are measuring temperature with a thermometer that reads in increments of 1 F then your sensitivity is 1 F e Range refers to the distance between the minimum and maximum reading possible by the sensor For example a typical kitchen thermometer might go from 40 F up to 200 F It is important to choose a sensor that covers the sensitivity and range needed for your experiment If you need to know the temperature of the air to the nearest 1 F and your neighborhood can have temperatures ranging from 10 F up to 120 F then it is wouldn t make sense to use a thermometer accurate to 0 01 F but only works for temperatures between 0 F and 80 F Part 3 Electricity and Sensors In our first workshop we will use our sensors to convert temperature into an electrical signal Later we will convert gas conce
22. ere you expect to find your lowest temperature value e A non natural or manmade place where you imagine air quality is poor Other considerations as you choose your field sites e These sites should all be outdoors e Make sure your sensor is close to what it is you are measuring if your site is drainage ditch or next to air conditioner then get close to each of these e Do your best to visit sites far apart from each other also do your best to visit sites far apart from other monitoring teams e Think about our community resource map can we find locations not just on campus for example Visiting the Field Sites For each of your field sites do the following 1 Record the temperature of the site using the sensor circuit Inspect the surrounding area Make a second temperature measurement to ensure accuracy Take a photograph of the field site and mark it on your map Make a third temperature measurement to ensure accuracy Compare your measurements with the mercury thermometer oY ete oe is 19 Field Site Evaluation Form Temperature Participants Name s Date Time Field Site Step 1 Take your first temperature sensor reading record it here along with the time of the reading HH MM Volts __ Time reading 1 Step 2 Personal Observations Wind coming from which direction NORTH SOUTH EAST WEST What sort of land use is within view check all that apply ____ F
23. evidence of what you think might cause poor air quality at this site YES NO If YES what do you think the RPI Sensor might detect 41 Step 3 Evaluate and Document the Site V Check off each as you go _ Camera using your digital camera take 3 photographs of this field site L Map estimate your location and mark it on your map Has anything changed since your last visit If so explain Step 4 Once the Interface Unit shows the GPS coordinates have been obtained it is safe to detach the Core Unit and move on to the next field site Sources Field Site Form adapted from Clarkson University s SENSE IT workshops 42 Second Workshop Wrap Up Uploading and Viewing Your Data Once we have collected all of the RPI Sensors from our field sites and returned to the computer lab we can remove the miniSD cards and retrieve our data Download the CSV files from the miniSD card onto your computer and use the RPI software to upload the data The RPI site can be accessed at http www communitysensors rpi edu Your instructor will walk you through the process of viewing your data and entering the field site information Follow instructions provided on the site for additional information M Use Worksheet 8 Evaluating our maps to complete this exercise Evaluating our Community Resource Maps An incomplete or inaccurate set of maps is unlikely to serve the reasons it was created The map needs to accurately re
24. g Principles and Applications 2010 Edition ACP EU Technical Centre for Agricultural and Rural Cooperation CTA 2010 NOAA Coastal Services Center Stakeholder Engagement Strategies for Participatory Mapping 2010 Table of Contents Pa i ya sec NA E en ne eee ee IN Naga AENG NENG Ta KARAN LA BE 1 jian Ba yn gya ANE NA arcs da ca AN AKI a NA ese oe esse NK ANG NA AAN Ma KN a AK NG 3 Culturally Situated Community SENSING ccccscsccececcccsccccscsccsceccccnccececcccnceccececescecescsceccecees 4 Worksheet 1 Air Quality DUE icici kag aaa Ka agan NANDA DAN BABAG nand nE Eaa NE 6 First Workshop PreparationS sesessssesesesesssoscececssososcececesssosoecesesesosoecesesesosoesesesesosoecesssseseoe 7 Worksheet 2 Why We Map ccccsccscscsccsccccsccccscsccccsccccsscccnceccecesescescscsceccscesescescecssecceceees 9 Worksheet 3 Building the Temperature Sensor ccccscsccscsccscsccccscccceccccsceccececcscscescsceess 14 First Workshop FieldworK sesesesesessssesessssssscecececssosoececesssssosoesesesosossesesesososoesssesssoecsecessese 18 Worksheet 4 Field Site Visit TeMmperature ccccsccccscsccsceccscsccccsccccsceccsceccececescsccccsceess 19 Field Site Evaluation Form TEMperature ccccscsccscsccccsccccsccccsccccsceccccnccecsccccnceccececcscscceces 20 First Vi OP SO WIaD UD i aires ech kaaran Ka naa ag AN Wa ENEG AGA AD HA KAE KAN DUA BA GENEA EN WANA AA NE aa aaa a A NA 29 Worksheet
25. he Core Unit 8 Wait until the text on the screen states Enter Dev Using the pushbutton keys type in your device s number and hit SELECT to continue 9 Your device s number will be displayed on the screen The device will then start sensing For future use of this device ignore steps 1 2 8 and 9 Configuration Mode To enter configuration mode first plug the Interface Unit into the core unit and press the UP DOWN and SELECT buttons simultaneously when the words Hold to Enter Config Mode appear on screen 1 Following an initial start menu the LCD should be displaying the message Log GPS If it does not press the UP DOWN and SELECT buttons simultaneously The following three options are available a No Do not log any location data b Once Log a single location which will be stored in the first line of the output file This setting is recommended if the Core Unit is left in a stationary location This single location may be manually viewed or removed once the csv file has been loaded onto a computer to determine where the Core Module was left c Always Continue to log the GPS location until the Interface Unit is removed or until the Core Unit is powered off This setting is recommended if the Interface Unit will remain attached to the Core Unit and the two will be moving 46 2 The LCD should now display the message Clock followed by the current time in HH MM SS The internal time of the unit is displayed i
26. ld more information have been included on the map Is any information incomplete or innacurate What areas need to be improved or addressed What are the most important parts represented on the map Part 2 Ownership and Access Who owns the data Who owns the maps What should remain private to those who shared their knowledge 44 Who has access to the information and why What changes might occur in the community due to these maps being created Who benefits or is empowered by these changes and why Who loses or is disempowered by these changes and why 45 Appendix A Sensor Setup Configuration and Maintenance Setting Up the RPI Sensor for the first time Follow the steps below the setup the RPI ES01 if you are using it for the very first time 1 First go to the CSCS website Go to the RPI ESO1 page and receive a serial number for your device Write this number down 2 Download the CONFIG TXT file and place it on your microSD card 3 Unscrew the four screws on top of the Core Unit and remove the top plate Insert the microSD card into the logging unit Close the core unit and replace the screws Turn on the core unit by switching the power switch to ON Wait for 5 seconds Plug in the Interface Unit via the DB 25 connectors The LCD screen will light up and within a few seconds text should appear on the screen If no text appears ao Yl e unplug the Interface Unit and then replug it back into t
27. lecting data Purpose Participants return to their community sites having constructed the draft map The more robust sensors offer environmental data and begin to stimulate and answer questions as well as fill in gaps from initial field site visits This provides the opportunity to take a more critical look at the community resource map created in the second workshop Second Workshop Wrap Up computer lab based Activities Upload data from sensors to the RPI online system as well as site survey information Conduct data analysis using online tools and finish by revisiting the community resource map Purpose The online RPI system allows participants to view their findings in relation with other field sites as well as enable technical application of the sensor data By revisiting the community resource map constructed in prior workshops participants develop broader understanding of the relationship between surveying sensing and environmental study v Before beginning this workshop please complete Worksheet 1 Air Quality Quiz Worksheet 1 Air Quality Quiz Participants Name s 10 11 12 TS 14 I 16 17 16 13 20 Air pollution is harmful only in cities Air pollution is worse in big cities than small ones Nationwide automobiles are the major source of air pollution Ozone smog is a problem only in Los Angeles Inversions in which air at ground level is trapped by warmer air above come
28. n HH MM SS format in which HH represents hours MM represents minutes and SS represents seconds The time may be approved or the clock may be set by the user The following options are available a OK Keep the current clock setting b Set Allows the user to change the hour and minute of the clock If chosen the hour is displayed first proceeded by the minute The UP and DOWN buttons increase or decrease the hour and minute settings by 1 and SELECT saves the setting 3 Meas Interval is displayed on the LCD and the user is required to choose how often to make and record sensor measurements and log GPS location if applicable The interval is displayed on the screen in MM SS format where MM represents minutes and SS represents seconds The default setting is shown initially and the UP and DOWN buttons increase and decrease the measurement interval to a number of preset intervals from 60 minutes to 1 second The SELECT button saves the choice 4 The user is prompted to Change Temp Unit a OK This option indicates the user is satisfied with the current unit displayed on the screen b Set Allows the user to change the temperature unit If selected the following options will be displayed K C F where K is in Kelvin C is in Celsius and F is in Fahrenheit 5 The user is then prompted with Temp XX Y where XX is the current temperature and Y is the unit a OK The temperature sensor is calibrated no need for change b
29. nstitute First Workshop Preparations Knowledge is what we store in our mind and what leads us to take decisions act and react to stimuli received from the external world Knowledge is very subjective and builds up in everybody s mind through a continuous learning process involving among other things concrete experiences observations reflections and the formation and testing of concepts Giacomo Rambaldi Part 1 What is participatory mapping The National Oceanic and Atmospheric Administration NOAA defines participatory mapping as A growing toolbox of techniques that can help communities make land use decisions These maps go beyond the physical features portrayed in traditional maps nearly everything valued by the community can be expressed in spatial terms and represented on a participatory map including social cultural and economic features The process used to create these maps is as valuable as the maps themselves Participatory mapping is used for many reasons to represent resources health hazards and community values to gather traditional knowledge and practices to collect information for environmental monitoring or to find gaps in current data to assist in conducting surveys or interviews and to educate the community about local issues that affect their daily lives J Determining the Purpose of the Map Before we begin building our community resource map it is important to identify why the map i
30. ntrations into an electrical signal which will then be read and saved in a computer file electron flow Electrical Circuit hh o The figure to the right demonstrates a basic circuit It consists of an electric lamp an electricity source a battery Battery and connecting wires Light is created when electricity passes through the electric lamp heating a small metal wire inside the lamp to make it glow _ electron flow Electric lamp glowing Voltage Voltage is the measure of the amount of potential energy the circuit has In this circuit the battery supplies the potential energy of the circuit Voltage is measured in the unit of Volts Current Current is the measure of the amount of electrons per second flowing through the circuit Current is measured in the unit of Amps Current by convention always flows opposite the direction of an electron from positive to negative voltages Electrons being negatively charged particles flow from negative to positive voltages Resistance Resistance is the measure of the amount an object impedes or resists the flow of current The electric lamp in this circuit resists the flow of electrons causing it to heat up Resistance is measured in Ohms Resistance is related to current and voltage by Ohm s Law The bigger the resistance the greater the voltage you will need to cause the same amount of current to flow through 12 Ohm s Law States that in
31. ny different factors impact air quality in a region including e Ambient ozone e Wind speed e Wind direction e Relative humidity e Ambient temperature e Recent rainfall For example certain air pollutants become more prevalent depending on the season which relate to the amount of sunlight moisture and temperature in an area Ground level ozone is highest in the summer and in warmer climates when sunlight is most intense Wind speed and wind direction can determine which communities are most impacted by poor air quality These same variations apply to the presence of Carbon Monoxide CO and Volatile Organic Compounds VOCs which we will discuss later M Use Worksheet 4 Field site visit Temperature to complete this exercise F Ree Bene 18 Worksheet 4 Field Site Visit Temperature Introduction For this first field site activity we will be breaking the group up into small groups of 2 or 3 people Each of these groups will be given e Digital camera e Temperature sensor circuit with multimeter e Analog garden thermometer e Packet of site evaluation forms e Close up map of the area Choosing your Field Sites Your instructor has given you a certain amount of time to complete this assignment In that time visit 3 different sites of your choice As you decide where you will make your measurements try to find the following e Where you expect to find your highest temperature value e Wh
32. ols 0 Ozone A gas thatforms in the atmosphere when 3 atoms of oxy gen are combined 0 High in the stratosphere surround ing the earth a layer of ozone gas forms an important and effective protective barrier against the sun s ultraviolet rays Tropospheric ozone or ground level ozone is a major pol lutant and is harmful 32 Poor air quality created by environmental pollutants can have widespread effects on our health and quality of life Some of these factors and impacts are AIR POLLUTION Some Ingredients AIR POLLUTION Some Solutions Ozone 4 Investin electric car research Particulate Matter 4 Carpool Carbon Monoxide 4 Use clean fueled vehicles Smoke 4 Ride a bike Sulfur Dioxide Take the bus Lead Tune up Motor Vehicles Oxides of Nitrogen 4 Drive the speed limit Dust 4 Use none aerosol products Reactive Organic Compounds 4 Limit industrial waste Sun 4 Use electric or push mowers AIR POLLUTION Some Effects AIR POLLUTION Some Causes Causes lung disease Factories Fades paint Dry Cleaners Chemical Solvents Electrical Power Plants Burning Fossil Fuels Cars and trucks Hair sprays lawn mowers leaf blowers Glass and oven cleaners Motor Boats Motorcycles Causes eye irritation Destroys building materials Breaks down immune system stunts plant growth Cracks windshield wipers Reduces visibility Reduces agricultural crop yields Si di di di ai ai Ai A o o oai i d d i ad Source
33. om which direction NORTH SOUTH EAST WEST What sort of land use is within view check all that apply ____ FARMS LIVESTOCK FARMING _____ HOUSES ____ STORES PARKING LOT ____ EMPTYLOT __ CARS ____ TRUCKS _ CONSTRUCTION _____ WALKWAY _____ WOODS ____ PLANTS _ HISTORIC SITE __FACTORIES Others specify Is there evidence of what you think might cause poor air quality at this site YES NO If YES what do you think are the possible causes Step 3 Take your second temperature sensor reading record it here along with the time of the reading HH MM Volts Time reading 2 26 Step 4 Evaluate and Document the Site V Check off each as you go _ Camera using your digital camera take 3 photographs of this field site L Map estimate your location and mark it on your map L Description describe the site in detail Include landmarks and other characteristics Make a drawing on the back of this page as well if this is helpful Volts Step 5 Take your third temperature sensor reading record it here along with the time of the reading HH MM __ ___ Time reading 3 Step 6 Using the garden thermometer measure the temperature C of the field site and record it here along with the time of the reading HH MM rime garden therm 27 Step 7 Analyze Your Results Garden Therm kimas ABA ANAA NGA ANAA KANAAN DAN AAN 0 Is there a large range of difference between you
34. or 3 people to deploy the RPI Community Sensors Each group will be given e Digital camera e A site evaluation form e Close up map of the area e The RPI Sensor Unit Choosing your Field Sites In your prior activity we designed a use case scenario and identified exact locations for placing the RPI Sensors You will be assigned a location to revisit document and collect data Because we only have 1 User Interface unit we will travel as a group to place each sensor observe the location and move on to the next site After all sites have been visited and sensors have been placed we will return to collect the sensors at the end of the exercise Use the field site evaluation form below in this process Also refer to the instructions for operating the RPI Sensor unit as needed Jesen adha VT ah KY 40 Field Site Evaluation Form RPI Sensor Participants Name s Date _ Time Field Site Basic description of the field site Step 1 Place the RPI Sensor in its location and begin the sensing process as described in the user instructions Fill out the form below while waiting for the GPS coordinates to lock in Step 2 Personal Observations What sort of land use is within view check all that apply ____ FARMS _LIVESTOCK FARMING _____ HOUSES _____ FACTORIES ____ STORES _____ PARKING LOT ____ EMPTY LOT __ CARS ____ TRUCKS ____ CONSTRUCTION WALKWAY ____ PLANTS HISTORIC SITE Others specify Is there
35. ounds usually derive from petrol and gasoline reservoirs industrial processes and fuel combustion paint and cleanser use or agricultural activities VOC play an important role in ozone shaping in the lower atmospheric layer the main cause of smog Health effects can vary from smell nuisance to decreases in lung capacity and even cancer Carbon monoxide CO This gas is created during incomplete combustion of fuels When we let a car engine run in a closed room carbon monoxide concentrations in the air will rise extensively Carbon monoxide contributes to the greenhouse effect smog and acidification The gas can bind to hemoglobin in blood preventing oxygen transport through the body This results in oxygen depletion of the heart brains and blood vessels eventually causing death Examples of other indirect pollutants and effects are ROC Reactive Organic Compounds Compounds that contain hydrogen and carbon Found in gasoline and petrochemicals NOx Nitrogen Oxides Oxides of Nitrogen Combinations of nitrogen oxide nitrogen dioxide and other oxides of nitrogen that are created as a result of combus tion SOx Sulfur Dioxide A colorless gas produced during combustion and natural decomposition sewer gases CO Carbon Monoxide A colorless odorless toxic gas given off during incom plete combustion primarily from motor vehicles PM o Particulate Matter Solid particles or liquid droplets including fumes smoke dusts and aeros
36. patory Sensing ACM 2006 e Forest Mims Getting Started in Electronics 1983 Climate Change e World Wildlife Fund Curriculum for Teachers e The Cooperative College UK Teacher Resources for Climate Change e EPA About Global Warming and Climate Change Back to Basics 2009 e EPA Climate Change and Ecosystems 2010 NSF Digital Library for Earth Systems Education Bristol Univ School of Geographic Sciences NASA Soil Moisture 1999 http wwwghcc msfc nasa gov landprocess GALAXY NET and Explorelearning com humidity sensing activity GardenBot com by Andrew Frueh and Botanicalls com soil moisture activity Geographic Mapping and GIS USGS Exploring Maps teaching modules 1993 ArcGIS software user manual Available at http www arcgis com USGS How to Read a Topographic Map Teacher activity packet 2007 Earth System Science Education program University of Oklahoma 2001 USGS Topographic Map Symbols Pamphlet 1993 Pollution and Air Quality The American Lung Association guide to air quality 1992 Delaware Department of Natural Resources and Environmental Control Why Study Air Pollution High School and Middle School Air Quality Education Program 2000 Participatory mapping International Fund for Agricultural Development Good practices in participatory mapping 2009 Chaplan L and Threkheld B Indigenous Landscapes A Study in Ethnocartography 2001 Rambaldi G Participatory Three Dimensional Modelling Guidin
37. pollutants emitted industrial activity falls behind transportation space heating and electricity generation The important implication is that each of us by our lifestyle and personal habits contributes to air pollution It is not just a problem of industry 16 True Estimates of economic loss due to air pollution run as high as 16 billion annually in the United States 17 False Air pollution is at least as old as civilization Early fires from cooking and smelting operations polluted the air in ancient times Since the Industrial Revolution the amount of pollution per person has increased along with our increased use of resources 18 False Air is a mixture that contains a variety of substances N O Ar CO H O etc of both biological and industrial importance 19 False If this were true living organisms would be limited in the habitats they could occupy 20 False Air is a limited resource that can be managed for health and environmental quality Sources American Lung Association 1992 and Delaware Environmental Science Summer Institute 1995 51 Appendix D Warranty and Licensing There is no warranty express or implied included with this product The text in this document is released as an Open Source initiative under a version of the Creative Commons License For details please contact us via our website http www communitysensors rpi edu q contact Appendix E Contact Us For comments complaints and gene
38. present the views and knowledge of the community It is important for us to discuss evaluate and verify the overall quality completeness accuracy and relevance of the mapped data e Should more information have been included on the map e Is any information incomplete or innacurate e What areas need to be improved or addressed e What are the most important parts represented on the map Using the community s maps to communicate information to decision makers and other groups outside the community is perhaps the most significant component of the participatory mapping process It is important that the completed maps are used to serve the intended purpose s Ownership and Access Once a map has been created it is often put into a public arena It is important that the community is aware of this and develops rules for how the map is used and distributed Who owns the data Who owns the maps What should remain private to those who shared their knowledge Who has access to the information and why What changes might occur in the community due to these maps being created Who benefits or is empowered by these changes and why Who loses or is disempowered by these changes and why Sources IFAD Good practices in participatory mapping NOAA Coastal Services Center Stakeholder Engagement Strategies for Participatory Mapping 43 Worksheet 8 Evaluating our Maps Participants Name s Part 1 Evaluating our Resource Maps Shou
39. r four temperatures Why or why not Q Do your three sensor measured points vary greatly from the garden thermometer Why or why not Q Given what you know about precision and accuracy how would you characterize your sensor circuit Q Try averaging your three sensor measured points using the formula sensori1 sensor2 sensor3 3 Does this average better match the garden thermometer Sources Field Site Form adapted from Clarkson University s SENSE IT workshops 28 First Workshop Wrap Up In this wrap up exercise we will begin building our community resource map using data from first field site visit From this resource map we will then develop our use case scenario for the RPI Community Sensor which is a plan of action based on how why and where our environmental monitoring should take place Sharing and Documenting Experiences We have printed two large USGS area maps one with a large scale the other a closer view of this location Identify your field sites on the map and place pins in these locations Describe and share your field site evaluation information e Why did you choose these locations e How did your field sites compare with those of the other groups e How did the data from these field sites differ e Were you surprised or disappointed in your findings Thinking further on our field sites e What community concerns should we consider in developing our use case scenario e Are there
40. ra wun wan aana aa aia WE DNA vsus idorsoavsisodtok titanais AnP KENE E NGE NAN Na adan ON a Naane KEN Neng 52 Appendix F The RPI Community Sensor Tealm csscsccscsscscsccccsccccsceccececcscnccccsceccscesescscceces 52 Classroom Fieldwork Computer Activit A Activit Activit 4 4 4 Culturally Situated Community Sensing There are as many philosophical and technical differences in implementing participatory mapping initiatives as there are practitioners It is therefore impossible to present a single definitive process There are however key elements that emerge as being essential in implementing a successful mapping initiative Perhaps the point of greatest importance is that participatory mapping initiatives should be driven by process and not by products technology or tools IFAD 2009 Introduction A broad spectrum of environmental sensing projects has emerged in the last decade as sensor technologies become portable economical and accessible to more people of different backgrounds As a result there is great interest in sensor based science projects conducted by local communities These kinds of projects known as Participatory Sensing assist communities in addressing environmental concerns in ways that allow for greater local involvement Not only do they provide meaningful information for understanding the environment but they also teach us to think differently about our community Using environmental sensors
41. ral help please contact us via our website http www communitysensors rpi edu q contact For details regarding the RPI Environmental Sensing Group and the NSF Triple Helix project please contact Dr Ron Eglash at eglash rpi edu For details regarding RPI ESOO or the Manufacturing Design Lab at RPI please contact Mark Anderson at anderm8 rpi edu Appendix F The RPI Community Sensor Team Kirk Jalbert is a Ph D student in Science and Technology Studies at Rensselaer Polytechnic Institute He received his M F A in interactive media from the SMFA Boston and his B S in Computer Science His research uses participatory models for designing technologies to increasing public engagement in environmental sustainability Kirk is primarily responsible for developing the workshops and can be contacted at jalbek rpi edu Louis Gutierrez is a Ph D student in Computer Science at Rensselaer Polytechnic Institute where his research areas include using web and mobile technologies to interface with environmental sensors Louis is working to help prepare students for careers in the Sciences and Engineering Louis is primarily responsible for developing the RPI Sensor online software and can be contacted at gutiela cs rpi edu Christopher Shing is a M S student in Electrical Engineering at Rensselaer Polytechnic Institute where he also received his B S As part of the Triple Helix Program Chris works to encourage students to join the STEM fields Chris i
42. removed the microSD card prior to the data file being saved It is recommended that you only remove the SD card when you see the Safe to Remove SD Card message from your interface device If you do not have an interface unit wait 10 seconds after hitting the PAUSE button before removing the microSD card If this problem still persists it may be due to a mismatch of the OpenLogger s baud rate with the Arduino Mega In the event this occurs remove the OpenLogger from the Mega Shield Then place a wire connecting the RX pin and GND Connect the OpenLogger to 5V and GND to their respective locations The two LEDs on the OpenLogger will flash several times When the OpenLogger LEDs stop flashing remove the device from power Remove the wire connecting the RX and GND pins Plug the device back into the Arduino Mega shield Make sure the CONFIG TXT file is loaded on the microSD card You should be able to log data now 49 Appendix C Air Quality Quiz Answer Key 1 False The air carries pollution far beyond the city So do automobiles and out of city factories 2 True Although special circumstances cause exceptions pollution generally increases with population 3 True Automobiles trucks and buses account for about 40 percent of our nation s pollution 4 False Los Angeles type ozone smog forms in many places wherever automobile exhaust and pollution from other sources are acted upon by sunlight 5 False Inversions occur na
43. s American Lung Association 1992 Delaware Environmental Science Summer Institute 1995 Part 2 The RPI Community Sensor The RPI Community Sensor project has been designed to take advantage of a trend in technology development called Open Source When a technology is Open Source it means the developers have agreed anyone can use their produce for free and can build off their innovations to create new technology as long as new technologies are also free for distribution This is different from proprietary technology protected by legal copyrights 33 In our case the RPI Community Sensor is based on Open Source software AND hardware Inside the sensor box isa product called the Arduino microprocessor This is basically a tiny computer The Arduino Foundation describes their project as follows e Arduino is an open source electronics prototyping platform based on flexible easy to use hardware and software It s intended for artists designers hobbyists and anyone interested in creating interactive objects or environments e Arduino can sense the environment by receiving input from a variety of sensors and can affect its surroundings by controlling lights motors and other actuators The microcontroller on the board is programmed using the Arduino programming language e The boards can be built by hand or purchased preassembled the software can be downloaded for free The hardware reference designs CAD files are available
44. s being made Maps can have many purposes and different meanings depending on who will view them Below is a list of questions we might ask in thinking about the maps purposes e Why do we want to make a map Is there a specific or multiple reasons e What kind of information would be helpful on our map e Who do we want to show it to e What are some of our most important local environmental issues e Are there important cultural or historical items that should be on the map e What can we use the map for in the short term In the long term Determining the Risks in Mapping When producing community resource maps with sensitive information it is also important to identify some of the risks associated with mapping For example making valuable resources visible might allow others to exploit these resources Or including contested information on maps could aggravate groups involved in environmental or land disputes Participants should discuss these issues in advance so that the information to be collected and included on the map can be tailored to avoid potentially negative consequences e What are the risks associated with making maps e Who decides on what is important e Who controls the use of information Practical Considerations Before Mapping Before we can begin collecting information for mapping participants must decide on some additional map related issues fundamental to success Who from the community will be involved in making
45. s primarily responsible for designing the RPI Sensor and can be contacted at shingc rpi edu Mitch Sikapizye is a B S student in Mechanical Engineering student at Renselaer Polytechnic Institute and has been involved in several academic programs to promote and build interest in science and engineering among kids Mitch is primarily responsible for constructing the RPI Sensor and can be contacted at sikapm rpi edu Adrienne Wilson is an undergraduate RPI student conducting research and public outreach in sustainability and the environment Adrienne is primarily responsible for the website graphic design work and can be contacted at wilsoa4 rpi edu 52
46. s transmitted by a satellite with the time it was received The time difference tells the GPS receiver how far away the satellite is With the distance measurements from a few more satellites the receiver can determine the user s position and display it on the unit s electronic map 38 Geographic Information Systems GIS As we collect sensor data and GPS coordinates for our various field sites for entering in the RPI online software we begin to explore what it means to use GIS technology ArcGIS http www arcgis com a leader in GIS software describes GIS e GIS integrates hardware software and data for capturing managing analyzing and displaying all forms of geographically referenced information e GIS allows us to view understand question interpret and visualize data in many ways that reveal relationships patterns and trends in the form of maps globes reports and charts e GIS helps you answer questions and solve problems by looking at your data in a way that is quickly understood and easily shared By combining our previous analog mapping exercise with GIS related digital mapping we Can answer a variety of questions not possible by using only one technique alone M Use Worksheet 7 Field site visit RPI Sensor to complete this exercise 39 Worksheet 7 Field Site Visit RPI Sensor Introduction For this first field site activity we will be breaking the group up into small groups of 2
47. sa BGT eee Swe es OCC CREEK UOUE EERE jagang gagang MERCER GSC SSG TEES eos See ee ee eo ee mk E Naas OC KRASEABTEAEESECEESEEEEE ETE EES TENGE GIGIS GAGE SEES a GET GAGANG GANGGA Gana GEO LANANGAN ewe amp ghee Waaa EERE amp j e 6 WANA CE E i eee Ti i n MALING angan i if 1 JI IIOUAL wires go to multimeter Part 2 Using a Digital Multimeter A multimeter is an instrument used for making electrical measurements Most multimeters are able to measure current voltage and resistance In this experiment you will only need to measure voltage To test for voltage in this circuit 1 First set the dial to 20v DC 2 Using alligator clips take the leads and apply them to the circuit where instructed on the image above Make sure that no part of your body contacts any part of the circuit The multimeter will measure the voltage difference between the two points in the circuit where you place the leads The position of the test leads may need to be adjusted until a reliable measurement appears on the LCD 15 3 Once the leads are secure read the multimeter s voltage For this circuit you should get a reading somewhere in the area of 3 00 volts which corresponds to 3000 millivolts Part 3 Using the Temperature Sensor To get a measurement using your temperature sensor do the following 1 Plug in the 9v battery Connect the m
48. turally They do keep pollution from being dispersed however 6 True Studies indicate that pollution worsens these diseases and causes more hospital admissions from respiratory disease related problems 7 False Among other things pollution is linked to heart failure in chronic respiratory disease patients 8 True In a number of famous long lasting inversions pollution brought death to many people More recently air pollution has been linked to premature death in big cities 9 False Many polluting gases are colorless and many polluting particles are white 10 True The American Lung Association estimates that because of sickness and death air pollution costs each man woman and child in this country over 200 a year Industry also must spend money to clean up pollution 11 True The eruption of Mount St Helen s and fires that ravage Western states vividly demonstrate sources of natural air pollution 12 True In the lower atmosphere ozone is a component of photochemical smog that causes direct damage by corroding metals and plastics and oxidizing biological tissue In the stratosphere ozone acts to filter out harmful ultraviolet radiation 13 False The quality of air has improved since the Clean Air Act and the establishment of the Environmental Protection Agency 14 False The rain in industrialized nations has become more acidic causing both environmental and political problems 50 15 False In terms of total mass of
49. uces the battery current to make it appropriate for our circuit e Temperature sensor the LM355 sensor detects heat and converts it into voltage e 10k potentiometer this will help us make adjustments to the circuit for calibrating e Hookup wires amp alligator clips we need wires to connect all the parts e Breadboard a plastic board where we will place all the parts e Digital multimeter this will be used to measure the voltage in the circuit Your instructor will assist you in building this circuit Calibrated Sensor y multimeter OUTPUT 10 mV K LM335 10k resistor On the left is the circuit you are building Notice how the multimeter wires will be placed at certain points in the circuit to measure the voltage On the right is the schematic for this circuit Every electronic part has a symbol which be represented in a circuit diagram 14 Below is how your circuit should look on your breadboard Many electronic parts can only be connected in one way Make sure to double check all your connections with the instructor before connecting the battery Also be gentle electronics can break easily if dropped exposed to water or forced into place eee SERRE Hama strk Neske CERES HESS HEN ees okas tanan ee oe antt akan e eee awas SERS KEN ares Pees r amp E i B z ee E A E auaganahanGga gagange an masa agaaaasaangangEsaEnganganansangan gg Soe eee ee ee 2 OS CERES TEBE ai
50. ultimeter to the circuit as instructed previously Set the multimeter to 20vDC you should get a reading near 3 00 volts or 3000 millivolts Multimeter reading Volts 2 The temperature sensor outputs 10 millivolts for each 1 Kelvin it detects To get your temperature into Kelvin use the following equation Kelvin multimeter reading x 1000 10 Kelvin temperature Kelvin 3 To convert Kelvin into Celsius or Fahrenheit use one of the following equations Celsius Kelvin 273 15 Fahrenheit Celsius x 9 5 32 Celsius temperature Celsius For example if your multimeter reads 3 03 volts then Temp in Kelvin 3 03v x 1000 10 303 K Temp in Celsius 303 K 273 15 29 85 C Temp in Fahrenheit 29 85 C x 9 5 32 86 F Part 4 Calibrating the Temperature Sensor While you may be getting successful readings with your circuit the temperature sensor we are using LM335 is not necessarily accurate The manufacturers say their product gives precise measurements in a range between 40 and 100 Celsius that s 40 to 212 Fahrenheit But they also say the sensor is not accurate without proper calibration in fact it could be off by as much as 10 F 16 By calibrating the sensor we hope to make it both precise and accurate across the full range of 40 and 100 Celsius To calibrate the sensor we will compare its readings to a known value To find this known value we will be using a han
51. y not Q Given what you know about precision and accuracy how would you characterize your sensor circuit Q Try averaging your three sensor measured points using the formula sensori1 sensor2 sensor3 3 Does this average better match the garden thermometer Sources Field Site Form adapted from Clarkson University s SENSE IT workshops 22 Field Site Evaluation Form Temperature Participants Name s Date Time Field Site Step 1 Take your first temperature sensor reading record it here along with the time of the reading HH MM Volts __ Time reading 1 Step 2 Personal Observations Wind coming from which direction NORTH SOUTH EAST WEST What sort of land use is within view check all that apply ____ FARMS LIVESTOCK FARMING _____ HOUSES __FACTORIES ____ STORES PARKING LOT ____ EMPTYLOT __ CARS ____ TRUCKS _ CONSTRUCTION _____ WALKWAY _____ WOODS ____ PLANTS _____HISTORIC SITE Others specify Is there evidence of what you think might cause poor air quality at this site YES NO If YES what do you think are the possible causes Step 3 Take your second temperature sensor reading record it here along with the time of the reading HH MM Volts Time reading 2 23 Step 4 Evaluate and Document the Site V Check off each as you go _ Camera using your digital camera take 3 photographs of this field site L Map estimate your location and mark it
Download Pdf Manuals
Related Search