NAVIGATION

Introduction:

The technical skill of being able to navigate using a compass and topographic map is a universal ability. As geographers especially, the tried and true method of using a compass to direct to another location is a valuable skill, and should form the foundation of any field applied geography technique. Even if there are no professional reasons, having the ability to read a map, and accurately direct yourself or others to a location can be a vital skill. This is increasingly important for any trail hiking, or backcountry excursions where cellular service will be limited. The analog format of map provide an excellent reference, and can be very useful if designed properly.

            The task at hand for this project, is to assess the navigation maps that were made in the previous week’s project. To do this, each group was given a selection of 5 points that were mapped out in various locations within the University of Wisconsin Eau Claire’s land, called the Priory. Using a navigation map, a compass, and several techniques learned during lab, groups were asked to find each of the locations. Each group was also given a GPS, to track the path that each group took, and to produce a map after completion of the task to assess how the terrain and environmental factors (dense forest) affected the path of each group.

Figure 1: Image of the navigation map used,
and the general placement of the
compass for navigation in the field.
Image Credit: Oliver W. Larson

Methods:

(Group 2; Marcus, Hannah)

------Navigation Project--------

Start time 3:30, End time 5:30

60 degrees F

Sunny

11.02.2016

            After the groups arrived at the Priory, they were given the coordinates to their locations. The groups then separated and plotted the locations by hand on a printed, physical, copy of the navigation map. Only one map was chosen (per 3 group members), and for our group Hannah’s was selected. Her navigation map consisted of an aerial image, with a 50m contour line over laid on top. A 50-meter grid was applied. The map that was used more frequently for the actual navigation was using a coordinate system based on UTM.

            Before leaving for the actual navigation, a pace count was needed to be able to track distances in the field. A 50-meter length was measured in the parking lot. Students paced out the length and came up with an approximate estimate of 50 meters using a pace count. My pace count was 30-32 paces in 50 meters. A pace is counted every right-legged step.

Figure 2: Image of a compass similar to the one
used for this assignment. Image was captured
from nhtramper.wordpress.com

            Next, students were given a quick lesson in how to operate a compass, and use it for a direction. The technique that was taught is called “Red in the Shred”, and is completed as follows. While holding the compass in front of you, the direction of travel arrow is turned to point in the direction that is desired to travel. Once the arrow is pointing towards the desired location, the user should turn his/her entire body until the red portion of the magnetic needle is inside of the red outline for the orienting arrow. Hence, keeping red in the shed. As the user travels, he/she should keep the red arrow in the red outline to continue travelling on course. 

Figure 3: Image displaying the density of the forest covered
during the navigation project.
Image credit: Oliver W. Larson

This however, can get very challenging when navigating in dense wooded areas. A method to help navigate through dense woods is using a landmark in the distance that is in the direction of travel. Once a landmark has been picked out that is confirmed in the direction the user needs to travel, the user can zip-zag around obstacles, as long as he/she reaches the landmark point successfully. Using these techniques, the groups navigated to each of the points that have been selected for each group.

As it can be seen in Figure 3, the forested area consisted of dense brush. This made navigating through the area very difficult, even using the landmark method. Just moving about from location to location provided much difficulty for our group. The dense brush altered our course several times, so a Trimble June GPS (Figure 4) was used as an aid to help find some of the more challenging marks.

Figure 4: Trimble Juno GPS unit, showing the track log
on screen with objective coordinates on the paper.

Discussion

            This project called for groups of students to navigate to different locations around the Priory property, supposedly following the straight-line paths, as directed by using a compass to follow a certain azimuth for a certain distance. This is the ideal process, but in reality, the paths that the groups took needed to account for dense forested areas, that were too challenging to pass through “as the crow flies” (straight-line). Our group originally tried to venture through the dense forested area, using the navigation technique of picking landmarks, and counting the pace, but quickly gave up on this venture, as the landscape was very challenging to cross. 

Figure 5: example of the mark
supposedly at each location. 

The group soon became quite off course, and was unable to find an object in the map to orient themselves off of. The group then made a path to an access road that shadowed the forested area, and used the access road to walk closer to location 1.  Using the map, and landmarks like large trees, the group soon found the first location. This similar type of problem occurred en route to location 2, and location 5, which were never formally found. As the track log shows ( Figure 6), the group was quite close to location 5, and 2. As an additional note, the pink ribbons have been known to be removed by other (thinking they are hunting marks), so it is entirely possible that the ribbons were removed. The group is confident in the locations that were visited were in the generally right location for the ribbons. With the exception of location 5, which was in an area with a large amount of downed trees that made travel very difficult. As the track log shows, open areas and paths previously created provided a much better travel path, that was used for the majority of the navigation in the project. 


Conclusions

Overall, this project was vey informative, and provided and excellent foundation into navigation using a compass. Many of the problems that occurred were able to be quickly fixed or corrected while in the field, and a successful navigation was made to (most) of the assigned locations. This project is an fantastic example of the preparation and techniques that are required to navigate from location to location, given an adverse terrain.