Characterization of Cavities Using the GPR, LIDAR and GNSS Techniques

The study of the many types of natural and manmade cavities in different parts of the world is important to the fields of geology, geophysics, engineering, architectures, agriculture, heritages and landscape. Ground-penetrating radar (GPR) is a noninvasive geodetection and geolocation technique suitable for accurately determining buried structures. This technique requires knowing the propagation velocity of electromagnetic waves (EM velocity) in the medium. We propose a method for calibrating the EM velocity using the integration of laser imaging detection and ranging (LIDAR) and GPR techniques using the Global Navigation Satellite System (GNSS) as support for geolocation. Once the EM velocity is known and the GPR profiles have been properly processed and migrated, they will also show the hidden cavities and the old hidden structures from the cellar. In this article, we present a complete study of the joint use of the GPR, LIDAR and GNSS techniques in the characterization of cavities. We apply this methodology to study underground cavities in a group of wine cellars located in Atauta (Soria, Spain). The results serve to identify construction elements that form the cavity and group of cavities or cellars. The described methodology could be applied to other shallow underground structures with surface connection, where LIDAR and GPR profiles could be joined, as, for example, in archaeological cavities, sewerage systems, drainpipes, etc.

Survey on integration of Applied Geology and Geomorphology in Civil Engineering curricula in the framework of the European Higher Education Area (EHEA) by using practical trips

The engineer must have sufficient theoretical knowledge to be applied to solve specific problems, with the necessary capacity to simplify these approaches, and taking into account factors such as speed, simplicity, quality and economy. In Geology, its ultimate goal is the exploration of the history of the geological events through observation, deduction, reasoning and, in exceptional cases by the direct underground exploration or experimentation. Experimentation is very limited in Geology. Reproduction laboratory of certain phenomena or geological processes is difficult because both time and space become a large scale. For this reason, some Earth Sciences are in a nearly descriptive stage whereas others closest to the experimental, Geophysics and Geochemistry, have assimilated progress experienced by the physics and chemistry. Thus, Anglo-Saxon countries clearly separate Engineering Geology from Geological Engineering, i.e. Applied Geology to the Geological Engineering concepts. Although there is a big professional overlap, the first one corresponds to scientific approach, while the last one corresponds to a technological one. Applied Geology to Engineering could be defined as the Science and Applied Geology to the design, construction and performance of engineering infrastructures in and field geology discipline. There has been much discussion on the primacy of theory over practice. Today prevails the exaggeration of practice, but you get good workers and routine and mediocre teachers. This idea forgets too that teaching problem is a problem of right balance. The approach of the action lines on the European Higher Education Area (EHEA) framework provides for such balance. Applied Geology subject represents the first real contact with the physical environment with the practice profession and works. Besides, the situation of the topic in the first trace of Study Plans for many students implies the link to other subjects and topics of the career (tunnels, dams, groundwater, roads, etc). This work analyses in depth the justification of such practical trips. It shows the criteria and methods of planning and the result which manifests itself in pupils. Once practical trips experience developed, the objective work tries to know about results and changes on student’s motivation in learning perspective. This is done regardless of the outcome of their knowledge achievements assessed properly and they are not subject to such work. For this objective, it has been designed a survey about their motivation before and after trip. Survey was made by the Unidad Docente de Geología Aplicada of the Departamento de Ingeniería y Morfología del Terreno (Escuela Técnica Superior de Ingenieros de Caminos, Canales y Puertos, Universidad Politécnica de Madrid). It was completely anonymous. Its objective was to collect the opinion of the student as a key agent of learning and teaching of the subject. All the work takes place under new teaching/learning criteria approach at the European framework in Higher Education. The results are exceptionally good with 90% of student’s participation and with very high scores in a number of questions as the itineraries, teachers and visited places (range of 4.5 to 4.2 in a 5 points scale). The majority of students are very satisfied (average of 4.5 in a 5 points scale).