BASIC Surveying Manual
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Pacing Is a Simple Means of Measuring Linear
FOR-47 by Dr. Deborah B. HilI Department of Forestry acing is a simple means of measuring linear Pdistance by walking. It can be used outdoors or indoors, in the woods or over land. Pacing's measurement dates back to Roman times. The Roman pace, measured from the heel of the foot to the heel of the same foot in the next stretch, was about 58.1 inches. Today this is known as the geometric pace, which measures about 5 feet. Apace . To make pacing work for you, you need to know how much distance your pace covers. You can determine this by walking a pre-measured course a few times and then checking the pacing chart below. A pace equals two normal steps, beginning and ending on your dominant foot. A common use for pacing in forestry is to pace off 66 feet from a tree in order to get a measurement of tree height. This is why you detem1ine your pace on a 66 foot course. 1. Begin by measuring a 66-foot course with a tape measure. You will use this distance to establish your pace accurately. 2. Pace off the course measured at Step # 1. Repeat two or three times and compare results. 3. Look lip the number of your paces on the chart below to determine how many Unear feet each of your paces covered. EX.: Ifit takes you 24 paces to cover 66feet, each ofyour paces is 2. 75 feet. 4. When you need to go from one point to another and do not know how far it is, pace the distance. -
Shaded Elevation Map of Ohio
STATE OF OHIO DEPARTMENT OF NATURAL RESOURCES DIVISION OF GEOLOGICAL SURVEY Ted Strickland, Governor Sean D. Logan, Director Lawrence H. Wickstrom, Chief SHADED ELEVATION MAP OF OHIO 0 10 20 30 40 miles 0 10 20 30 40 kilometers SCALE 1:2,000,000 427-500500-600600-700700-800800-900900-10001000-11001100-12001200-13001300-14001400-1500>1500 Land elevation in feet Lake Erie water depth in feet 0-6 7-12 13-18 19-24 25-30 31-36 37-42 43-48 49-54 55-60 61-66 67-84 SHADED ELEVATION MAP This map depicts the topographic relief of Ohio’s landscape using color lier impeded the southward-advancing glaciers, causing them to split into to represent elevation intervals. The colorized topography has been digi- two lobes, the Miami Lobe on the west and the Scioto Lobe on the east. tally shaded from the northwest slightly above the horizon to give the ap- Ridges of thick accumulations of glacial material, called moraines, drape pearance of a three-dimensional surface. The map is based on elevation around the outlier and are distinct features on the map. Some moraines in data from the U.S. Geological Survey’s National Elevation Dataset; the Ohio are more than 200 miles long. Two other glacial lobes, the Killbuck grid spacing for the data is 30 meters. Lake Erie water depths are derived and the Grand River Lobes, are present in the northern and northeastern from National Oceanic and Atmospheric Administration data. This digi- portions of the state. tally derived map shows details of Ohio’s topography unlike any map of 4 Eastern Continental Divide—A continental drainage divide extends the past. -
Meyers Height 1
University of Connecticut DigitalCommons@UConn Peer-reviewed Articles 12-1-2004 What Does Height Really Mean? Part I: Introduction Thomas H. Meyer University of Connecticut, [email protected] Daniel R. Roman National Geodetic Survey David B. Zilkoski National Geodetic Survey Follow this and additional works at: http://digitalcommons.uconn.edu/thmeyer_articles Recommended Citation Meyer, Thomas H.; Roman, Daniel R.; and Zilkoski, David B., "What Does Height Really Mean? Part I: Introduction" (2004). Peer- reviewed Articles. Paper 2. http://digitalcommons.uconn.edu/thmeyer_articles/2 This Article is brought to you for free and open access by DigitalCommons@UConn. It has been accepted for inclusion in Peer-reviewed Articles by an authorized administrator of DigitalCommons@UConn. For more information, please contact [email protected]. Land Information Science What does height really mean? Part I: Introduction Thomas H. Meyer, Daniel R. Roman, David B. Zilkoski ABSTRACT: This is the first paper in a four-part series considering the fundamental question, “what does the word height really mean?” National Geodetic Survey (NGS) is embarking on a height mod- ernization program in which, in the future, it will not be necessary for NGS to create new or maintain old orthometric height benchmarks. In their stead, NGS will publish measured ellipsoid heights and computed Helmert orthometric heights for survey markers. Consequently, practicing surveyors will soon be confronted with coping with these changes and the differences between these types of height. Indeed, although “height’” is a commonly used word, an exact definition of it can be difficult to find. These articles will explore the various meanings of height as used in surveying and geodesy and pres- ent a precise definition that is based on the physics of gravitational potential, along with current best practices for using survey-grade GPS equipment for height measurement. -
Literacy and Numeracy in Northern Ireland and the Republic of Ireland in International Studies
The Irish Journal of Education, 2015, xl, pp. 3-28. LITERACY AND NUMERACY IN NORTHERN IRELAND AND THE REPUBLIC OF IRELAND IN INTERNATIONAL STUDIES Gerry Shiel and Lorraine Gilleece Educational Research Centre St Patrick’s College, Dublin Recent international assessments of educational achievement at primary, post- primary, and adult levels allow for comparisons of performance in reading literacy and numeracy/mathematics between Northern Ireland and the Republic of Ireland. While students in grade 4 (Year 6) in Northern Ireland significantly outperformed students in the Republic in reading literacy and mathematics in the PIRLS and TIMSS studies in 2011, 15-year olds in the Republic outperformed students in Northern Ireland on reading and mathematical literacy in PISA 2006 and 2012. Performance on PISA reading literacy and mathematics declined significantly from performance in earlier cycles in Northern Ireland in 2006 and in the Republic of Ireland in 2009. However, while performance in the Republic improved in 2012, it has remained at about the same level since 2006 in Northern Ireland. Adults in both Northern Ireland and the Republic performed significantly below the international averages on literacy and numeracy in the 2012 PIAAC study. Results of the studies are discussed in the context of policy initiatives in 2011 to improve literacy and numeracy in both jurisdictions, including the implementation of literacy and numeracy strategies and the establishment of targets for improved performance at system and school levels. Both Northern -
Failure of the Collection Volume Method and Attempts of the ESE Lightning ROD Industry to Resurrect It Abdul M
118 Journal of Lightning Research, 2012, 4, (Suppl 2: M9) 118-128 Open Access Failure of the Collection Volume Method and Attempts of the ESE Lightning ROD Industry to Resurrect it Abdul M. Mousa* Consultant (Retired from BC Hydro), Vancouver, Canada Abstract: To facilitate the marketing of their devices, the vendors of Early Streamer Emission (ESE) lightning rods are attempting to get the Collection Volume Method (CVM) in IEEE Standard 998 which deals with the Shielding of Substations. This attempt follows their failures before IEC, Standards Australia and the NFPA (National Fire Protection Association). Voting on the standards of the IEEE is done by a pool of persons, most of whom are not lightning experts. The same applies to potential buyers of ESE devices who are being wooed by use of the CVM. This paper seeks to enlighten those persons by using indisputable field observations to prove invalidity of the CVM. The paper also shows that development of the CVM rested on a false perception that discrepancies existed between field observations and predictions of the Electrogeometric Model (EGM), and that the CVM failed to address those claimed discrepancies. Keywords: Lightning, lightning protection, lightning protection standards, collection volume method, electrogeometric model, early streamer emission (ESE) lightning rods. 1. INTRODUCTION effect of location of the measuring point on magnitude of the current was subsequently confirmed by the observed While its roots go further back in history, the differences between the simultaneous current measurements Electrogeometric Model (EGM) was first articulated by taken at different heights of the 540 m Ostankino TV tower Young et al. -
Position Errors Caused by GPS Height of Instrument Blunders Thomas H
University of Connecticut OpenCommons@UConn Department of Natural Resources and the Thomas H. Meyer's Peer-reviewed Articles Environment July 2005 Position Errors Caused by GPS Height of Instrument Blunders Thomas H. Meyer University of Connecticut, [email protected] April Hiscox University of Connecticut Follow this and additional works at: https://opencommons.uconn.edu/thmeyer_articles Recommended Citation Meyer, Thomas H. and Hiscox, April, "Position Errors Caused by GPS Height of Instrument Blunders" (2005). Thomas H. Meyer's Peer-reviewed Articles. 4. https://opencommons.uconn.edu/thmeyer_articles/4 Survey Review, 38, 298 (October 2005) SURVEY REVIEW No.298 October 2005 Vol.38 CONTENTS (part) Position errors caused by GPS height of instrument blunders 262 T H Meyer and A L Hiscox This paper was published in the October 2005 issue of the UK journal, SURVEY REVIEW. This document is the copyright of CASLE. Requests to make copies should be made to the Editor, see www.surveyreview.org for contact details. The Commonwealth Association of Surveying and Land Economy does not necessarily endorse any opinions or recommendations made in an article, review, or extract contained in this Review nor do they necessarily represent CASLE policy CASLE 2005 261 Survey Review, 38, 298 (October 2005 POSITION ERRORS CAUSED BY GPS HEIGHT OF INSTRUMENT BLUNDERS POSITION ERRORS CAUSED BY GPS HEIGHT OF INSTRUMENT BLUNDERS T. H. Meyer and A. L. Hiscox Department of Natural Resources Management and Engineering University of Connecticut ABSTRACT Height of instrument (HI) blunders in GPS measurements cause position errors. These errors can be pure vertical, pure horizontal, or a mixture of both. -
Is Mount Everest Higher Now Than 100 Years
Is Mount Everest higher now than 155 years ago?' Giorgio Poretti All human works are subject to error, and it is only in the power of man to guard against its intrusion by care and attention. (George Everest) Dipartimento di Matematica e Informatica CER Telegeomatica - Università di Trieste Foreword One day in the Spring of 1852 at Dehra Dun, India, in the foot hills of the Himalayas, the door of the office of the Director General of the Survey of India opens. Enters Radanath Sikdar, the chief of the team of human computers who were processing the data of the triangulation measurements of the Himalayan peaks taken during the Winter. "Sir I have discovered the highest mountain of the world…….it is Peak n. XV". These words, reported by Col. Younghausband have become a legend in the measurement of Mt. Everest. Introduction The height of a mountain is determined by three main factors. The first is the sea level that would be under the mountain if the water could flow freely under the continents. The second depends on the accuracy of the elevations of the points in the valley from which the measurements are performed, and on the mareograph taken as a reference (height datum). The third factor depends on the amount of snow on the summit. This changes from season to season and from year to year with a variation that exceeds a metre between spring and autumn. Optical measurements from a long distance are also heavily influenced by the refraction of the atmosphere (due to the difference of pressure and temperature between the points of observation in the valley and the summit), and by the plumb-line deflections. -
Geographical Influences on Climate Teacher Guide
Geographical Influences on Climate Teacher Guide Lesson Overview: Students will compare the climatograms for different locations around the United States to observe patterns in temperature and precipitation. They will describe geographical features near those locations, and compare graphs to find patterns in the effect of mountains, oceans, elevation, latitude, etc. on temperature and precipitation. Then, students will research temperature and precipitation patterns at various locations around the world using the MY NASA DATA Live Access Server and other sources, and use the information to create their own climatogram. Expected time to complete lesson: One 45 minute period to compare given climatograms, one to two 45 minute periods to research another location and create their own climatogram. To lessen the time needed, you can provide students data rather than having them find it themselves (to focus on graphing and analysis), or give them the template to create a climatogram (to focus on the analysis and description), or give them the assignment for homework. See GPM Geographical Influences on Climate – Climatogram Template and Data for these options. Learning Objectives: - Students will brainstorm geographic features, consider how they might affect temperature and precipitation, and discuss the difference between weather and climate. - Students will examine data about a location and calculate averages to compare with other locations to determine the effect of geographic features on temperature and precipitation. - Students will research the climate patterns of a location and create a climatogram and description of what factors affect the climate at that location. National Standards: ESS2.D: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. -
DOTD Standards for GPS Data Collection Accuracy
Louisiana Transportation Research Center Final Report 539 DOTD Standards for GPS Data Collection Accuracy by Joshua D. Kent Clifford Mugnier J. Anthony Cavell Larry Dunaway Louisiana State University 4101 Gourrier Avenue | Baton Rouge, Louisiana 70808 (225) 767-9131 | (225) 767-9108 fax | www.ltrc.lsu.edu TECHNICAL STANDARD PAGE 1. Report No. 2. Government Accession No. 3. Recipient's Catalog No. FHWA/LA.539 4. Title and Subtitle 5. Report Date DOTD Standards for GPS Data Collection Accuracy September 2015 6. Performing Organization Code 127-15-4158 7. Author(s) 8. Performing Organization Report No. Kent, J. D., Mugnier, C., Cavell, J. A., & Dunaway, L. Louisiana State University Center for GeoInformatics 9. Performing Organization Name and Address 10. Work Unit No. Center for Geoinformatics Department of Civil and Environmental Engineering 11. Contract or Grant No. Louisiana State University LTRC Project Number: 13-6GT Baton Rouge, LA 70803 State Project Number: 30001520 12. Sponsoring Agency Name and Address 13. Type of Report and Period Covered Louisiana Department of Transportation and Final Report Development 6/30/2014 P.O. Box 94245 Baton Rouge, LA 70804-9245 14. Sponsoring Agency Code 15. Supplementary Notes Conducted in Cooperation with the U.S. Department of Transportation, Federal Highway Administration 16. Abstract The Center for GeoInformatics at Louisiana State University conducted a three-part study addressing accurate, precise, and consistent positional control for the Louisiana Department of Transportation and Development. First, this study focused on Departmental standards of practice when utilizing Global Navigational Satellite Systems technology for mapping-grade applications. Second, the recent enhancements to the nationwide horizontal and vertical spatial reference framework (i.e., datums) is summarized in order to support consistent and accurate access to the National Spatial Reference System. -
South Palo Alto Tunnel with At-Grade Freight
RAIL FACT SHEETS South Palo Alto Tunnel with At-Grade Freight About the Tunnel with At-Grade Freight For the tunnel alternative, the railroad tracks will be lowered in a trench south of Oregon Expressway to approximately Loma Verde Avenue. The twin bore tunnel will begin near Loma Verde Avenue and extend to just south of Charleston Road. The railroad tracks will then be raised in trench to approximately Ferne Avenue. The new electrified southbound railroad tracks will be built at the same horizontal location as the existing railroad track, however, the northbound track will be moved to the east within the limits of the tunnel to accommodate the spacing required between the twin bores. The railroad tracks in the trench and tunnel will carry only passenger trains. The freight trains will remain at-grade. The roadways at Meadow Drive and Charleston Road remain at their existing grade and will have a similar configuration that exists today with the addition of Class II buffered bike lanes on Charleston Road. This will require expanding the width of the road to maintain bike lanes through the overpass of the railroad. By the numbers Neighborhood Considerations • Diameter of twin bores is 30 feet. • Alma Street will permanently be reduced to one lane • Railroad track is designed for 110 mph. in each direction from south of Oregon Expressway to Ventura Avenue and from Charleston Road to Ferne • Meadow Drive and Charleston Road are Avenue. designed for 25 mph. • The train tracks will be approximately 70 feet below the Proposed Ground Level View - Looking Southwest • Maximum grade on railroad is 2%. -
Roman Large-Scale Mapping in the Early Empire
13 · Roman Large-Scale Mapping in the Early Empire o. A. w. DILKE We have already emphasized that in the period of the A further stimulus to large-scale surveying and map early empire1 the Greek contribution to the theory and ping practice in the early empire was given by the land practice of small-scale mapping, culminating in the work reforms undertaken by the Flavians. In particular, a new of Ptolemy, largely overshadowed that of Rome. A dif outlook both on administration and on cartography ferent view must be taken of the history of large-scale came with the accession of Vespasian (T. Flavius Ves mapping. Here we can trace an analogous culmination pasianus, emperor A.D. 69-79). Born in the hilly country of the Roman bent for practical cartography. The foun north of Reate (Rieti), a man of varied and successful dations for a land surveying profession, as already noted, military experience, including the conquest of southern had been laid in the reign of Augustus. Its expansion Britain, he overcame his rivals in the fierce civil wars of had been occasioned by the vast program of colonization A.D. 69. The treasury had been depleted under Nero, carried out by the triumvirs and then by Augustus him and Vespasian was anxious to build up its assets. Fron self after the civil wars. Hyginus Gromaticus, author of tinus, who was a prominent senator throughout the Fla a surveying treatise in the Corpus Agrimensorum, tells vian period (A.D. 69-96), stresses the enrichment of the us that Augustus ordered that the coordinates of surveys treasury by selling to colonies lands known as subseciva. -
Geodetic Position Computations
GEODETIC POSITION COMPUTATIONS E. J. KRAKIWSKY D. B. THOMSON February 1974 TECHNICALLECTURE NOTES REPORT NO.NO. 21739 PREFACE In order to make our extensive series of lecture notes more readily available, we have scanned the old master copies and produced electronic versions in Portable Document Format. The quality of the images varies depending on the quality of the originals. The images have not been converted to searchable text. GEODETIC POSITION COMPUTATIONS E.J. Krakiwsky D.B. Thomson Department of Geodesy and Geomatics Engineering University of New Brunswick P.O. Box 4400 Fredericton. N .B. Canada E3B5A3 February 197 4 Latest Reprinting December 1995 PREFACE The purpose of these notes is to give the theory and use of some methods of computing the geodetic positions of points on a reference ellipsoid and on the terrain. Justification for the first three sections o{ these lecture notes, which are concerned with the classical problem of "cCDputation of geodetic positions on the surface of an ellipsoid" is not easy to come by. It can onl.y be stated that the attempt has been to produce a self contained package , cont8.i.ning the complete development of same representative methods that exist in the literature. The last section is an introduction to three dimensional computation methods , and is offered as an alternative to the classical approach. Several problems, and their respective solutions, are presented. The approach t~en herein is to perform complete derivations, thus stqing awrq f'rcm the practice of giving a list of for11111lae to use in the solution of' a problem.