Representing fault evolution by animating a drone 3D model with computer game software (Boconó Fault, Venezuelan Andes).

Author(s):  
Riccardo Rocca

<p>This presentation describes a workflow to enhance the 3D model of a geological outcrop cut across by a regional strike-slip fault located in the Venezuelan Andes.</p><p>This fault (Boconó Fault) has been active since the Early Holocene time and has affected the landscape by displacing the rivers course and the geometry of ancient glacial moraines.</p><p>One of these moraines (Los Zerpa) was studied in detail in 1983 by geologist C. Schubert, who described its evolution with a series of hand drawn panels.</p><p>In 2015 the same area was acquired by the author with a drone survey and rendered as a digital 3D model. More recently the same model has been improved by adding also the interpretation made in the 80’s, adapted to 3D in the form of geometrical elements (lineaments and surfaces) and animations showing the different stages of evolution.</p><p>The fault model can now be publicly accessed over the internet and the users can observe and animate its evolution in 3D and understand the geological processes more intuitively (https://riccardorocca.github.io/home/Los_Zerpa.html).</p><p>This result has been achieved by editing the original model with free software which is more typically used for computer games, namely "Blender" (a 3D editor) and "Sketchfab" (a publishing platform for 3D models). Furthermore, the “Sketchfab” display can be programmed in Javascript, adding widgets that allow the users to interact with the scene by hiding/showing/moving specific elements of the model.</p><p>This workflow is proposed as an example that can be applied to other 3D models of geological faults and other geological features, so that the geological concepts can be represented more intuitively and made accessible to a large audience. With these improvements the models would be a more valuable support to, for instance, published papers and virtual field-trips.</p>

2021 ◽  
Author(s):  
Simon John Buckley ◽  
John Anthony Howell ◽  
Nicole Naumann ◽  
Conor Lewis ◽  
Magda Chmielewska ◽  
...  

Abstract. V3Geo is a cloud-based repository for publishing virtual 3D models in geoscience. The system allows storage, search and visualisation of models typically acquired using techniques such as photogrammetry and laser scanning. The platform has been developed to handle models at the range of scales typically used by geoscientists, from microscopic, hand samples and fossils through to outcrop sections covering metres to tens of kilometres. The cloud storage system serves the models to a purpose-built 3D web viewer. Models are tiled to ensure efficient streaming over the internet. The web viewer allows 3D models to be interactively explored without the need for specialist software to be installed. A measurement tool enables users to measure simple dimensions, such as widths, thicknesses, fault throws and more. V3Geo allows very large models comprising multiple sections and is designed to include additional interpretation layers. The specific focus on geoscience data is supported by defined metadata and a classification schema. Public and private storage are available, and public models are assigned Creative Commons licenses to govern content usage. This paper presents V3Geo as a sustainable resource for the geoscience community, including the motivation, main characteristics, and features. Example usage scenarios are highlighted: from undergraduate geology teaching, supporting virtual geoscience education, and preparing virtual field trips based on V3Geo models. Finally, best practise guidelines for preparing 3D model contributions for publication on V3Geo are included as an Appendix.


Prospects ◽  
2008 ◽  
Vol 38 (4) ◽  
pp. 527-539
Author(s):  
Luis Patron ◽  
Robert A. Ellis ◽  
Brendan F. D. Barrett

2021 ◽  
Author(s):  
Madeline S. Marshall ◽  
Melinda C. Higley

Abstract. Field experiences are a critical component of undergraduate geoscience education; however, traditional onsite field experiences are not always practical due to accessibility, and the popularity of alternative modes of learning in higher education is increasing. One way to support student access to field experiences is through virtual field trips, implemented either independently or in conjunction with in-person field trips. We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of sedimentary outcrops in central lower Michigan, USA. This VFT undertakes all stages of a field project, from question development and detailed observation through data collection to interpretation. The VFT was implemented in undergraduate Sedimentation and Stratigraphy courses at two different liberal arts institutions, with one version of the VFT conducted in-person and the other online. The VFT was presented from a locally hosted website and distributed through an online learning platform. Students completed a series of activities using field data in the form of outcrop photos, virtual 3D models of outcrops and hand samples, and photos of thin sections. Student products included annotated field notes, a stratigraphic column, a collaborative stratigraphic correlation, and a final written reflection. VFT assessment demonstrated that students successfully achieved the inquiry-oriented student learning outcomes and student reflection responses provide anecdotal evidence that the field experience was comparable to field geology onsite. This VFT is an example of successful student learning in an upper-level Sedimentation and Stratigraphy course via virtual field experience with an emphasis on local geology.


Solid Earth ◽  
2021 ◽  
Vol 12 (12) ◽  
pp. 2803-2820
Author(s):  
Steven Whitmeyer ◽  
Lynn Fichter ◽  
Anita Marshall ◽  
Hannah Liddle

Abstract. The Stratigraphy, Structure, Tectonics (SST) course at James Madison University incorporates a capstone project that traverses the Mid Atlantic region of the Appalachian Orogen and includes several all-day field trips. In the Fall 2020 semester, the SST field trips transitioned to a virtual format, due to restrictions from the COVID pandemic. The virtual field trip projects were developed in web-based Google Earth and incorporated other supplemental PowerPoint and PDF files. In order to evaluate the effectiveness of the virtual field experiences in comparison with traditional on-location field trips, an online survey was sent to SST students that took the course virtually in Fall 2020 and to students that took the course in person in previous years. Instructors and students alike recognized that some aspects of on-location field learning, especially those with a tactile component, were not possible or effective in virtual field experiences. However, students recognized the value of virtual field experiences for reviewing and revisiting outcrops as well as noting the improved access to virtual outcrops for students with disabilities and the generally more inclusive experience of virtual field trips. Students highlighted the potential benefits for hybrid field experiences that incorporate both on-location outcrop investigations and virtual field trips, which is the preferred model for SST field experiences in Fall 2021 and into the future.


2015 ◽  
Vol 8 (1) ◽  
Author(s):  
E. Norris ◽  
N. Shelton ◽  
S. Dunsmuir ◽  
O. Duke-Williams ◽  
E. Stamatakis

2014 ◽  
Vol 38 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Sara Shaunfield ◽  
Elaine Wittenberg-Lyles ◽  
Debra Parker Oliver ◽  
George Demiris

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