CLO2. Solve for distances, elevations and areas from a provided set of survey data.
CLO2. Solve for distances, elevations and areas from a provided set of survey data.
THE CLO2 was comprised of these 3 major topics:
Module 1: Introduction to Surveying
This module introduces the basic concepts, principles and theories of surveying. It includes measurement of distance and errors in measurement.
Module 2: Area Computation
This module is concerned with the determination of area and the lengths and directions of its bounding lines. It includes balancing the traverse using Compass and Transit Rule.
Module 3: Measurement by Stadia
This module focuses on using Stadia Method in determining distances and differences of elevation. It starts with a discussion of curvature and refraction which has to be considered in light of expected stadia accuracy. (This topic was not discussed further but I have such ideas to support the thought)
One problem application that was stuck in my mind in this classwork assignment would be item #18, the application tackles about the measurement of distance. To discuss, the problem states that five measurements were made to determine the length of line and recorded as follows: 350.33, 350.22, 350.30, 350.27, and 350.30 meters. If these measurements were given weighs of 4,5,1,4, and 6, respectively, what is the most probable value of the length measured?
To answer that, we are required to have different values, each recorded values would be multiplied to the assigned length to get the accurate value. Then adding would make a huge value. Going back to the question, it can be solved by just dividing the total assigned length to the total value of P. The answer would be 350.28 as the most probable value for the length.
Module 1: Introduction to Surveying
This module introduces the basic concepts, principles and theories of surveying. It includes measurement of distance and errors in measurement.
In this module, engineering surveying is defined as the activity involved in planning and performing surveys for the location, design, construction, operation and maintenance of civil and other engineering projects. I also understand the comparisons between the two types of surveys. As to mention, plane surveying is that type of surveying in which the surface of the earth is considered to be a plane for all X and Y dimensions, while geodetic surveying is that type of surveying in which the surface of the earth is considered to be an ellipsoid of revolution for X and Y dimensions.
Another thing that was stated here is the measurement of distances and errors in measurement. The basic concept being brought up here would be the concept regarding errors and mistake. To expound, an error is defined as the difference between the true value and the measured value of a quantity. On the other hand, mistakes are inaccuracies in measurements which occur because some aspect of a surveying operation is performed by the surveyor with carelessness, inattention, poor judgment, and improper execution.
Upon learning the basics, I learned that surveying doesn't only be applied in a short basis but for a longer one since it is applied in such industries like engineering, etc.
It is evident in this topic that I solve for distances, elevations and areas from a provided set of survey data. As it is one of the middle topics, I find myself engaged based on the reflective learnings that I had in this topic.
I also understand here the concept of Types of Errors. It has two types, these are systematic and accidental errors. Systematic Errors is one which will always have the same sign and magnitude as long as field conditions remain constant and unchanged. This type of error is also called a cumulative error. However, Accidental Errors are purely accidental in character.
In this module, It is also reflected in my mind the context of distance pacing. Based from what I know, pacing consists of counting the number of steps or paces in a required distance. Also, a pace is pertaining to the length of a step in walking and can be measured from heel to heel or from toe to toe.
Upon learning the basics, I learned that surveying doesn't only be applied in a short basis but for a longer one since it is applied in such industries like engineering, etc.
One problem application that was stuck in my mind in this coursework would be item #4, the application tackles about the survey errors. To expound, the formula states that a line is measured on a windy day as 338.65m. The same line measured 338.37m on a calm day. If the latter measurement is given four times the reliability of the first, determine the most probable value of the measured line.
To answer, this is just the format of determining the final answer would be just the same from above example. This means that if you apply those basic concepts, the solved value would already be 338.426m.
It is evident in this topic that I solve for distances, elevations and areas from a provided set of survey data. As it is one of the middle topics, I find myself engaged based on the reflective learnings that I had in this topic.
Module 2: Area Computation
This module introduces the basic concepts, principles and theories of surveying. It includes measurement of distance and errors in measurement.
The first topic that was under the title of area computation would be measurements of angles and direction.
In this module, it is reflected in mine that the direction of a line is usually defined by the horizontal angle it makes with fixed reference point. I also learned in this module the 4 types of meridian. To enumerate, these are true meridian, magnetic meridian, grid meridian, and assumed meridian.
Next sub topic in this module was all about magnetic declination. The ideology of magnetic declination can be traced from the idea of magnetic poles that are not points but oval areas located about 2,000 km away from the actual location of the geographic poles of the earth. I learned in this topic the compass needle normally points toward the direction of the magnetic poles, meaning the magnetic meridian and the true meridian will not be parallel to each other. There are only a few locations on the surface of the earth where the two meridians coincide.
One problem application that was stuck in my mind in this classwork assignment would be item #15, the application tackles about the measurement of angles and direction as well as magnetic declination. To put into account, the example states that in an old survey performed in 1965, a line AB had a magnetic bearing of S75 10'W when the magnetic declination was 4 10' west. In a new survey performed in 1987, the declination in the same locality changed to 2 50' east. What is the magnetic bearing of AB in 1987?
To solve, the magnetic bearing of AB in 1987 would be equal to magnetic bearing in 1965 subtracted by the sum of magnetic declination in 1965 and the magnetic declination during 1987. Applying the formula, we get to have the value of S 67 50'W as the magnetic bearing of Ab in 1987.
It is evident in this topic that I solve for distances, elevations and areas from a provided set of survey data. As it is one of the middle topics, I find myself engaged based on the reflective learnings that I had in this topic.
Next sub topic in this module was all about bearings and azimuths.
For the bearing and azimuth, I learned the comparison between the two ideologies. The azimuth of a line is its direction as given by the angle between the meridian and the line measured in a clockwise direction from either the north or south branch of the meridian. For the bearings, the bearing of a line is the acute horizontal angle between the reference meridian and the line. The bearing states whether the angle is measured from the north or the south and also whether the angle is measured toward the east or west.
One problem application that was stuck in my mind in this classwork assignment would be item letter B, the application tackles about the bearing and azimuth. The problem was all about determining the bearings and azimuth of line AB.
To solve, we are just going to interpret the date that was shown above and come up with the value of bearing of line BC that is equal to the difference of the given angle B and the azimuth of AB. Applying the concepts, the answer would be S 87 36'W.
For the azimuth of the line BC, we are just going to subtract the bearing of the line from 180 degrees. The resulting answer would be 92 24'.
After learning the basics I learned that area is a mathematical term that is defined as the two-dimensional space occupied by an object and added that the use of the area has many practical uses in construction, agriculture, architecture, and even science. This means that it can be useful in everyday life.
It is evident in this topic that I solve for distances, elevations and areas from a provided set of survey data. As it is one of the middle topics, I find myself engaged based on the reflective learnings that I had in this topic.
One problem application that was stuck in my mind in this classwork assignment would be item #2, the application tackles about the transit rule. rule. The problem was all about by employing the transit rule, determine the adjusted latitude and departure of course AB respectively.
For the adjusted latitude of AB. It is solved by adding the negative values of latitude AB and correction in latitude AB. The resulting answer would be -120.69m.
For the adjusted latitude of AB. It is solved by subtracting the negative values of departure AB and correction in departure AB. The resulting answer would be -156.71.
We also have the topic regarding balancing the traverse which is composed of two rules. These are the compass and the transit rule. To differentiate. The compass or Bowditch rule which was named after the distinguished American Navigator Nathaniel Bowditch (1773-1838), is a very popular rule for adjusting a closed traverse. The correction to be applied to the latitude (or departure) of any course is equal to the total closure in latitude (or departure) multiplied by the ratio of the length of the course to the total length or perimeter of the traverse.
Last subtopic stated here would be about area computation. One of the objectives of land surveying is to determine the area of the land surveyed. But to mention the basic concepts, we have different area computation methods.
These are characterized into 3. These are, area by graphical method, area by triangles, and lastly, area by coordinates. However, in this topic, I learned that this can be applied in different areas concerned to make sure that the inputted data are accurate and precise.
Upon learning the basics, I learned that surveying doesn't only be applied in a short basis but for a longer one since it is applied in such industries like engineering, etc.
It is evident in this topic that I solve for distances, elevations and areas from a provided set of survey data. As it is one of the middle topics, I find myself engaged based on the reflective learnings that I had in this topic.
Module 3: Measurement by Stadia
This module focuses on using Stadia Method in determining distances and differences of elevation. It starts with a discussion of curvature and refraction which has to be considered in light of expected stadia accuracy. (This topic was not discussed further but I have such ideas to support the thought)
In this topic, we have a subtopic regarding curvature and refraction, to expound, For long sights and accurate levelling work, the effects of curvature of the earth and refraction of the line of sight shall have to be taken into consideration. Due to curvature, the points appear to be lower than they actually are; while due to refraction, they appear to be higher than they actually are. The effect of curvature being greater than that of refraction, the combined effect causes the points to appear to be lower than they actually are.
Another striking point that I can still ponder would be The level line falls away from the horizontal line of sight and the vertical distance between the horizontal line and the level line denotes the effect of curvature of the earth.
To differentiate the two ideologies, refraction is when the light being observed is bent via one of the many ways light can be refracted, while curvature means that the measurement is not made in a flat surface. For instance, measuring the distance between two points a far distance apart requires correction for the curvature of the earth. The beam of light will travel in a straight line but the distance along the curve will be longer.
Upon learning the basics, I learned that surveying doesn't only be applied in a short basis but for a longer one since it is applied in such industries like engineering, etc. As for this topic, I learned that the ideology regarding curvature and refraction can be applied in different ways.
One problem application that was stuck in my mind in this coursework would be item #4, the application tackles about the survey errors. To expound, the formula states that a line is measured on a windy day as 338.65m. The same line measured 338.37m on a calm day. If the latter measurement is given four times the reliability of the first, determine the most probable value of the measured line.
To answer, this is just the format of determining the final answer would be just the same from above example. This means that if you apply those basic concepts, the solved value would already be 338.426m.
Unfortunately, there are no classwork assignments nor coursework tasked to us but based from what I learned, I can easily solve for distances, elevations and areas from a provided set of survey data. As this topic was somehow not covered, at learn we get to know the idea regarding solving curvatures and refraction.