Towards a Mobile Application for an Engineering Geology CourseA Contribution to Improved Student Learning

Joao Paulo Barros1,2, Pedro Caixinha1 and Sofia Soares1,3

1ESTIG, Instituto Politecnico de Beja, Beja, Portugal2UNINOVA-CTS, Monte de Caparica, Portugal

3Geobiotec, Universidade de Aveiro, Aveiro, Portugal

Keywords: Engineering Geology, Ubiquitous Learning, Education, Rock Mass Description, Mobile, Computer Support,Software.

Abstract: One of the subjects studied on engineering geology courses is the description of rock masses and the applica-tion of geotechnical classifications. Field information is collected and organised in order to make possible toapply rock mass classification systems and analyse stereographic projection data. The present work proposesthe use of computer supported ubiquitous learning to collect and treat field data. It presents work in progresstowards the creation of a mobile application suitable for Engineering Geology courses. A first prototype forthe Apple iOS system is presented.

1 INTRODUCTION

Engineering geology, where students deal with lab-oratory and field information in order to understandand learn how to classify rocks and rock masses, is acore subject in several higher education study cycles,most notably civil engineering. In fact, ”During thefeasibility and preliminary design stages of a project,when very little detailed information is available onthe rock mass and its stress and hydrologic character-istics, the use of a rock mass classification scheme canbe of considerable benefit” (Hoek, 2006).

One of the used learning strategies is to give stu-dents a selected rock mass site and ask them to char-acterise and classify it. Students should be able tocollect field data, analyse those data, and make a fi-nal report summarising all the information, as well asapplying Bieniawski classification system to that rockmass (Bieniawski, 1989).

Based on theoretical lectures and literature, stu-dents are exposed to the initial approach, to the clas-sification system, and to needed parameters. Yet, itis during the first field observation that the real prob-lem is presented and effective learning occurs. Eachgroup, composed by three students, has to character-ize a section of a rock mass. To that end, they use atemplate to classify a list of field observations. Studymethodology starts with the geographic and geologi-cal location of the rock mass, the identification of rock

type, texture, colour, weathering degree, discontinu-ities (faults, folds, schistosity, factures), presence ofwater, and other relevant factors to the stability of therock mass.

Recording these data from the rock mass, forcesstudents to use several devices like compass, maps,camera, as well as pencil and paper. Yet, nowa-days, with the available technology, it should be pos-sible to collect and record all data in a simpler andmore integrated way. Inspired by some related liter-ature (Ho et al., 2012), this paper presents work inprogress towards the creation of a computer applica-tion for mobile devices, namely tablet computers. Theapp will allow a simpler and structured way to col-lect and assemble field information, allowing a moreflexible data collection and treatment. Hence, this ar-ticle presents the motivation for the development ofan application to collect field information in order tounderstand and learn how to classify rocks and rockmasses.

The paper is structured as follows: after this intro-duction, Section 2 presents some background infor-mation that contextualises the app functionalities andSection 3 presents the results of a student survey re-garding the perceived importance of the tool. After,Section 4 presents the developed prototype and Sec-tion 5 concludes.

Barros, J., Caixinha, P. and Soares, S.Towards a Mobile Application for an Engineering Geology Course - A Contribution to Improved Student Learning.In Proceedings of the 8th International Conference on Computer Supported Education (CSEDU 2016) - Volume 2, pages 421-426ISBN: 978-989-758-179-3Copyright c© 2016 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

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Figure 1: Rock Mass Rating System (after (Bieniawski, 1989)).

2 BACKGROUND

Rock mass characterisation is an important part of en-gineering geology practice. It is relevant that engi-neers learn how to obtain and read data related to rockmass characterisation.

Even with several limitations, rock mass classifi-cations can be very useful during feasibility and pre-liminary design stages of a project. Although quitea few classification systems are available, one of themost widespread is the Rock Mass Rating System(RMR), proposed by Bieniawski, originally in 1973(Bieniawski, 1973).

RMR is obtained through the sum of the different

weighing of six parameters (see Figure 1): (1) Uni-axial compressive strength; (2) Rock quality desig-nation; (3) Spacing discontinuities; (4) Condition ofdiscontinuities; (5) Groundwater conditions; (6) Ori-entation of discontinuities.

The final value obtained will classify the rockmass through five classes, from a very good rock mass(class I) to a very weak rock mass (class V).

Parameters describe the quality of intact rockand the conditions of the discontinuities. Uniax-ial compressive strength describes rock resistance.Rock Quality Designation Index (RQD) estimatesrock mass quality from drill core logs. RQD is definedas the percentage of intact core pieces longer than 10

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Figure 2: Table to record field data.

cm in the total length of core drilled. When no coreis available, RQD may be estimate, for instance, fromthe number of discontinuities per unit volume of rockmass (Palmstrøm, 1982). Spacing discontinuities de-scribe the partitioning of the rock mass. Conditionof discontinuities defines the importance of weak sur-faces. Groundwater conditions show if there can beany water pressure on discontinuities. Orientation ofdiscontinuities can control slope stability.

2.1 Geological Data Collection andTreatment

Different classification systems place different em-phasis on the various parameters. Hence, at least twoclassifications should be applied to obtain reasonableresults. As our focus is the learning strategies adoptedto familiarize students with data recording from thefield, from the teacher point of view it is adequate touse only the RMR System.

The first approach is the observation of the rockmass. This is divided into several structural regionsso that each group of students works on estimatingparameters for a defined region.

Based on RMR system parameters, a table wasbuilt to record data from the field (Fig. 2). Studentshave to identify the site, take its GPS location and cat-egorize it on its geological environment. The use ofgeological maps, a GPS equipment, or a suitable app

in a mobile device is required for determining loca-tion. A draw from the rock mass and its environmentis convenient and photographs of all relevant aspectsshould be taken. Hardness of intact rock can be cal-culated either in situ, using a Schmidt Hammer, or bybringing rock samples to the laboratory and testingthem with a uniaxial compression or point load com-pression equipment. Discontinuities spacing, aper-ture, and length are measured with a tape measure andvalues written on the table. Discontinuities spatial ori-entation (dip and dip direction) are read using a com-pass with clinometer (Fig. 3). Groundwater, weath-ering degree, and quick friction angle are determinedin the field by local observation and inscribed in thetable. Treated data will allow to archive RMR valueand classify the rock mass. Values from dip and dipdirection of fractures will be placed in stereographicprojection (Wulff net) allowing the identification ofthe main planes of fracturing. The final report will useall field information to recognise eventual geologicalvariability and conclude about rock mass quality.

When preparing future engineers to succeed insolving problems in their professional life, the learn-ing process should also include the use of adequatetechnologies. Drawing, photographing, GPS locat-ing, accessing digital maps, recording data and usinga compass can perfectly be done with a single com-puter application accessible in a tablet. This solutionwill help saving time, permit that difficulties emergedon values management to be overcome (bad values or

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!Figure 3: Students collecting field data.

errors due to poor handwriting for instance), and al-low an easier data treatment. In the next section, wepresent the results of a survey applied to a set of geo-logical engineering students.

3 SURVEY

To access to students feedback about the use of a com-puter application for rock mass assignment a ques-tionnaire was applied. Within an universe of 21 stu-dents, a total of 15 answers where received, 6 femalesand 9 males, most with ages between 20 and 25 years.The questionnaire included the following questions:

1. Rate the importance of the following between 1(not important) and 6 (extremely important):

(a) Importance of a tablet based application fordata collection;

(b) Importance of another application for datatreatment;

(c) Store all data in digital format;(d) Use the tablet to take photos, replacing the

photo camera;(e) Use the tablet compass instead of the geological

compass;(f) Use the tablet to draw instead of the paper note-

book;(g) Use the tablet supported maps instead of the pa-

per topographic maps.

2. Specify other relevant data to be included in theapplication.

The answers to the first two questions show thatstudents find the use of a mobile application for datacollection slightly more important than the use of anew application for data treatment (Fig. 4). Usuallystudents use excel spreadsheet to treat data and aftera specific software to do stereographic projection.

Regarding specific functionalities, all the fiveidentified functionalities were considered very impor-

5.1$4.8$

0$

1$

2$

3$

4$

5$

6$

Data$collec2on$ Data$treatment$

Figure 4: Average importance given to support data collec-tion and data treatment.

5.3$

4.6$4.4$ 4.5$

5.0$

0$

1$

2$

3$

4$

5$

6$

Data$ Photos$ Compass$ Drawing$ Maps$

Figure 5: Average importance given to support for severalfunctionalities in the mobile application.

tant, with average values between 4.4 and 5.3 (Fig.5).

Figure 6 illustrates the minimum, median, andmaximum values for the answers to each question. Itis interesting to notice that the use of the tablet as acompass and for drawing are the only ones where arespondent gave the lowest score (1 – not important).

0"

1"

2"

3"

4"

5"

6"

Data"collec0on"

Data"treatment"

Data" Photos" Compass" Drawing" Maps"

Minimum"

Median"

Maximum"

Figure 6: Minimum, median, and maximum values for eachquestion.

Regarding the open question about additionaldata, the suggestions were the following:

• Support for Excel spreadsheet to register the datarelated to the taken measures (directions, slopes,and others) allowing they export to other applica-tions (Dips, stereonet or other).

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• The application should automatically generatedata to be inserted in an Excel spreadsheet to belatter treated in the laboratory and make a geo-graphical projection with no need for manual edit-ing.

• Insert data in digital format, allowing a faster andmore reliable data register

• It would be wonderful to be able to export the re-trieved data to pdf, or other, for printing; thesedata should include meteorological conditions andaccess to the local.

• Possibility to draw in a vector based format.

• The application could have a table with all the cri-teria to be assessed on the field for the classifica-tion and characterisation of the rock . Besides thefield data, it could contain the formulas for datatreatment.

It is interesting to see that students find importantnot only to have an application allowing them to insertall data collected in the field, but also that the appli-cations allow data treatment in other kinds of support.Nevertheless, formulas and data treatment should bedone by the users/students as one of the courses learn-ing strategies.

4 THE APP PROTOTYPE

Presently, an app for the Apple iOS system is be-ing developed. For this project only field informa-tion was considered; the strength of intact rock, oneof RMR parameters, was not taken into account be-cause it results from laboratory determination. Basedon the data collected in the survey and the teachingexperience, the prototype includes support for the fol-lowing:

• Store all field data in digital format;

• Take photos and record videos;

• Use the tablet compass;

• Use the tablet supported maps;

• Create several ”projects” each one with several”sites”;

• Creation of a text file (comma separated val-ues) readable in any spreadsheet program or othermore specific programs, thus allowing simple andversatile data treatment.

All the data is collected for each site, which be-longs to a single project. Hence, the user starts bycreating a new project with one site. The data is thencollected for this site, including photos. After, the

user can add more sites to the project to collect therespective data or a new project with the respectivesites.

The app still lacks the possibility to draw and hasno formulas for data treatment, which was a studentsuggestion.

Compared to other existing tools, e.g. (Ho et al.,2012; Terrasolum, 2013; Midland Valley ExplorationLtd, 2013), the tool being developed has two mainadvantages:

1. It allows for the specification of a specific set ofgeological data;

2. It offers an integrated support for the registrationof all types of data, namely, classifications, mea-sures, photos, and geographic information.

The first functional prototype already developedwill allow a preliminary evaluation of its user in-terface and functionality. Figures 7, 8, 9, and 10show the more important screens, respectively (1) theproject and site screens, (2) the data insertion screen,(3) the clinometer and compass screen, and (4) thephoto and video screen.

Figure 7: Project screen.

The present tool assumes that the data can be col-lected for each site in each project. This means thateach project can have one or more sites each one withits own data, photos, and videos. Using a tablet com-pass in a scientific context may be questionable dueto its usually bad accuracy. During the project de-velopment process various readings were performedwith geologist’s compass to adjust the application’scompass. Preliminary measures seem quite good butfuture readings should be carried critically in order toascertain the accuracy.

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Figure 8: Data insertion screen.

Figure 9: The clinometer and compass screen.

5 CONCLUSIONS

It is a natural consequence of the increased sophisti-cation of mobile devices that an increased number ofactivities will be more efficiently performed ubiqui-tously based on those devices. Hence, the learningstrategies must adapt while taking significant advan-tage in terms of student efficiency, motivation, andpreparation for latter professional activities.

The related existing tools, e.g. (Ho et al., 2012;Terrasolum, 2013; Midland Valley Exploration Ltd,2013), the survey results, the anecdotal evidence col-lected along several editions of engineering geologycourses taught by the third author, and preliminarytesting with a non-functional prototype, have clearlydemonstrated that mobile devices and applicationswill have a pervasive and important role as tools for

Figure 10: The photo and video screen.

engineering geology students. Although the mobileapplication is still in a prototype stage the authors arealready enthusiastic with the perspective of its use ina very near future.

ACKNOWLEDGEMENTS

This work is partially supported by NationalFunds through Portuguese Agency FCT – Fundacaopara a Ciencia e a Tecnologia in the frame-work of projects PEst-OE/EEI/UI0066/2011 andUID/GEO/04035/2013.

REFERENCES

Bieniawski, Z. (1973). Engineering classification of jointedrock masses. Transactions of the South African Insti-tution of Civil Engineers, 15(12):335–344.

Bieniawski, Z. (1989). Engineering rock mass classifica-tions. Wiley, New York.

Ho, A., Bekele, K., Malinconico, L., Sunderlin, D., waiLiew, C., Rimal, P., Tillquist, C., and Hoang, K.(2012). GeoFieldBook. The tool is available at theiTunes Store. Accessed on 2014/01/12.

Hoek, E. (2006). Practical Rock Engineering. Available athttp://www.rocscience.com/hoek/corner/Practical Rock Engineering.pdf, accessed on 2014/01/11.

Midland Valley Exploration Ltd (2013). FieldMoveClino. Available at Google Play store. Accessed on2014/01/12.

Palmstrøm, A. (1982). The volumetric joint count - a usefuland simple measure of the degree of rock mass joint-ing. In Proceedings of the IV Congress InternationalAssociation of Engineering Geology, New Delhi.

Terrasolum (2013). RMR Calc. Available at Google Playstore. Accessed on 2014/01/12.

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