First year French students also joined this presentation as their geography and history teacher presented the research project. He explained how it was a close collaboration between the researchers, our students and our farm also using new technologies. This project is not closed yet as they still need to improve some methods to get better results. This projects also induced the use of no pesticides and new techniques to remove advantices. The drone is used not only to take classic pictures. The fact that they decided to plant alfafa seeds is because their growth is very dependent to the amount of humidity inside the soil. They hope they will be able to correlate the growth and the kind of archeological pattern they have underneath the surface (thanks to specific pictures signal analysis).
Unusual profession : archaeologist. Archaeology can also need data signal analysis, as well as new technologies used in agronomy and in industry.
Different professions (archaeologist, farmer, teacher...) can add their knowledge in order to increase their assets by mixing differents advanced techniques for example. This is a good example of how a collaborative work can lead to nice results.
Hosting students with their mathematics teachers and one person from the Direction team of our school Ms MARTINEZ, as well as all the foreign students with their teachers went to visit the Sanxay site.
They could see in real life what an excavation work looks like when it is finished and well preserved. We learned even more about the way of life of people living here in the ancient times (e.g. techniques to heat water at a body temperature thanks to chimney smoke). We could also spot the fields where the experiments on alfafa have been carried out.
Even more information about the Sanxay project, as we could ask the researcher all the questions we wanted. Students were quite surprised to find part of the remains of the Gallo-roman time in such a good state. They could also figure out on what scale the alfafa project has been carried out so far.
