ce 111 fundamentals of surveying

Chapter index1 Fundamentals 2 Taping 3 Leveling4 Theodolites/Total Stations 5 EDM measurements 6 Traverse Surveys7 Geomatics/Topograhics 8 Global Positioning 9 Control Surveys10 Highway Curves 11 Construction layout 12, 13, 14 Constr. Projects15 Building Surveys 16 Quantities

CE 111 Fundamentals of SurveyingChapter Learning Objective Highlights

Overview of Course Objectives The Fundamentals of Surveying class provides basic knowledge about principles of surveying for location, design and construction of engineering projects. Students develop skills using surveying instruments including measuring tapes, automatic levels, theodlites, and electronic distance measurement equipment. The ability to identify error sources and the procedures to minimize errors are important components of the course. Cooperative efforts to acquire surveying data during laboratory periods and apply fundamental concepts to adjust data and develop a preliminary route plan are necessary.

The following summary highlights major topics from each of the chapters of the text. The objective is to identify major points in each chapter to assist the student. The Lab Guide, Internet postings, individual readings and the scheduled lecture and laboratory discussions will supplement these materials. Computer applications using spreadsheets (typically from Excel) and computer-aided graphics (typically ACAD) will be incorporated in projects, although the text does not provide instruction in these areas.

Brief comment on textProfessor Kavanaugh organized the text to follow a sequence that was most meaningful for his objectives. However, during the semester you may find it necessary to move forward or backward in the chapters to obtain the information that is needed. The Table of Contents and the Index are valuable tools. Note also that a special section is provided with answers to selected problems. Using these problems as a study aid is helpful, but we are aware that occasionally the answer provided is not correct. The instructors will identify errors that we are aware. If you have difficulty agreeing with the text answer, trust yourself or ask a teammate for corroboration. Then check with the instructor or laboratory assistant.

Selected chapter objectivesThe outcomes presented here reflect learning outcomes that are desired for the student at

this phase of the course. In some cases the chapter reading material must be supplemented from other sources to achieve the stated objective.

Expected outcomes from Chapter 1 ( Introduction to terms and errors)

The student will be able to: explain the difference between plane surveying and geodetic surveying apply basic geometry to detect difference in plane and arc distance over “spherical” earth

surface for typical length survey projects express distances in terms of “full or partial stations” as used in highway construction

project in both metric stations and “standard” English unit stations describe the differences between random error, systematic error and mistakes discuss the relative precision expected from pacing, taping, and electronic distance

measurement techniques identify requirements of field notes in the survey field books

Selected chapter outcomesThe outcomes presented here reflect learning outcomes that are desired for the student at


Expected outcomes from Chapter 2 (Taping)

The student will be able to:

identify typical sources of systematic errors in taping classify taping errors as systematic or random explain why the systematic errors may be always positive, always negative, or either positive

or negative depending on environmental conditions or surveying procedures calculate the corrections for incorrect tape length, misalignment of tape, slopes, temperature,

sag. calculate the errors, standard deviations, standard errors of the mean, accuracy ratio or

relative precision of a set of measurements in terms used by the surveyor (1 unit of error per x units of distance, e.g. 1/3,500).

determine the total combined error from individual random errors of several measurements (propagation of errors from independent random sources)

determine the combined effect of individual systematic errors of several measurements, if appropriate corrections for the systematic errors are not completed

obtain weighted averages from several reported measurements having different variability present properly formatted field notes for linear measurements identify and categorize error types for electronic distance measurements



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Expected outcomes from Chapter 3 (Leveling)


describe the difference between a horizontal plane and a level surface determine the earth’s curvature effect, by comparing the difference between a horizontal

plane and a level (curved) surface on the earth calculate the combined effect of curvature and refraction for sighted measurements made

from point A to a point at a horizontal distance of 1 mile express the rationale for ignoring curvature and refraction effects if sight distances with the

surveying instruments are limited to less than 200m. provide definitions for each of the following acronyms : BM, TP, BS, FS, IS, and HI calculate the differences in elevation using differential leveling techniques describe the primary sources of errors in differential leveling due to the environment, the

equipment, and the user explain strategies to use in the field to reduce the error due to each of the potential sources of

error determine the expected total error in a leveling circuit if the only uncorrected errors are due

to the random reading errors. Random reading errors are assumed to be no larger than ½ of the smallest direct scale reading on the leveling rod (if sight distances are within approximately 100m)

demonstrate ability to set-up automatic level and accurately read level rod collect field data using differential leveling and achieve the expected accuracy (laboratory) present field notes from laboratory surveys that are properly formatted and contain the

appropriate arithmetic check distribute closure errors among all points in a loop circuit (or other closed circuit) by

applying information about the opportunity to accumulate error around the circuit assess if vertical closure is consistent with standards of accuracy used for surveys by US or

Canadian control survey teams distinguish between plan view, profile view and cross-sections as used in route surveying demonstrate understanding of cross-sectioning to attain earthwork data by developing a plan

for survey party teams to acquire elevations for a grid pattern in the Outdoor Classroom calculate elevation differences using trigonometric leveling and corrections for curvature and

refraction determine the effects of small angular errors on the computed elevations when

trigonometric techniques are used



Expected outcomes from Chapter 4 Angles and measurement equipment

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discuss the difference between interior angles to the right or left and deflection angles to the right or left

distinguish between zenith angles, nadir angles, and angles from the horizon explain the best procedure for setting the instrument over a fixed point and attaining proper

position of the levels identify sources of error in measuring angles with the equipment. (physical adjustment of the

equipment will not be required) calculate the expected angular error of closure in a closed traverse, which would not be

exceeded 95% of the time, if the only error is from random reading errors of the theodolite or Total Station

explain the reason for and procedure for taking repeated measurements of angles in a traverse (the field procedure is slightly different for theodolites and Total Stations, but the concepts are the same)

demonstrate ability to “close” a traverse, i.e. measure the angles , of a geometrically known figure to an accepted degree of accuracy (laboratory)

compute adjusted angles in a traverse using information about the variance of the angular measurements at each station

calculate the errors associated with placement of points if angular measurements and trigonometric functions are needed to calculate the fixed position

explain why angles between 40 and 60 degrees are generally preferred when using trigonometric functions and trilateration



Expected outcomes from Chapter 5 Total Stations


identify the environmental, equipment, and human factors affecting the accuracy of electronic distance measurement equipment

explain the conditions under which the variable length error of EDMs ( in parts per million) have minimal effect on accuracy compared to the “fixed” error of equipment

discuss the difference between the capabilities of a Total Station and instruments used only for electronic distance measurement

(Note Chapter 5 presents many details about using the Total Stations, in conjunction with data recorders and internal computing capabilities. Valuable information about the capabilities of different instruments are presented, but that will not be the focus for this class. In the laboratory we will learn how to obtain basic measurements, but will not rely on the software to do all the computations. Coordinate computations and associated adjustments are the focus of Chapter 6).

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Expected outcomes from Chapter 6 (Traverse surveys)


measure and angles (laboratory) and evaluate the results of direct and reverse measurements of angles in a closed traverse

adjust angles to ensure angular closure (weighted adjustments will be presented – see lab supplement).

calculate the azimuths of all lines in a traverse based on adjusted interior or deflection angles calculate the bearings of all lines in a traverse based on adjusted interior or deflection angles explain the relationship between the azimuth of a line AB and the back azimuth of that same

line apply basic rules for adding ( or subtracting ) interior angles to back azimuths to have a

consistent approach to calculate all azimuths of a traverse determine latitudes and departures for all segments of a closed loop traverse, check for

closure error, and express the results in the form of the standard accuracy ratio, i.e. accuracy ratio

develop a spreadsheet program to automatically adjust angles and calculate azimuths of all lines in a closed traverse and calculate closure error using latitudes and departures (laboratory and outside the classroom time)

evaluate the adequacy of a survey in meeting standards for typical urban construction survey projects

expand the spreadsheet program to use standard adjustment procedures, the Compass Rule, to balance latitudes and departures and calculate the “inversed” distance and azimuth for each of the original lines of the traverse

calculate coordinates of each node of a network apply the coordinate method of area computation for any closed polygon (traverse) determine the minimum level of precision needed in angular measurements to achieve

comparable accuracy of 1/3,000, 1/5, 000, or 1/10,000 explain how independent random errors from linear measurements would be combined with

independent random errors from angular measurements to obtain the total expected error from these sources.

compute coordinates of points using distance and angular measurements from a Total Station position that is not over a control point (triangulation and resection)

set out construction points based on measured angles and distances .Selected chapter outcomes

The outcomes presented here reflect learning outcomes that are desired for the student at this phase of the course. In some cases the chapter reading material must be supplemented from other sources to achieve the stated objective.

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Expected outcomes from Chapter 7 (Geomatics/Topographic surveying and drawing) (Much of the activity below will be related to laboratory experience, but Problem 7.1 through 7.8 provide the basic studies expected. If field conditions preclude acquiring our own data, this type of problem will be completed with data from the text or other sources.)


describe the differences among plan data, profile data and cross-section data used in construction surveys for routes

explain a procedure for obtaining cross-section data at right angles from a baseline develop and implement a plan to acquire topographic data of an assigned area near Town

Engineering - this will be incorporated in the laboratory activity) plot X-Y-Z data obtained by survey crews to form the base for a contour map. ( CAD

application is expected in group activities) interpolate elevation data to develop a contour map at prescribed intervals and interpret the

data on the contour map draw a profile of the centerline of a proposed route using data obtained from the contour map

of the area develop cross-sections of existing ground at major points along a route centerline

(Note: Problem 7.10 contains data which are representative of the type of project the CE111 class will undertake. As students develop confidence that the text book problem can be completed, you will be gaining confidence that you can develop a plan, acquire data, and analyze the physical data in the laboratory project.)



Expected outcomes from Chapter 8 ( Global Positioning Systems) and Chapter 9 Control Surveys )

[CE 111 will not focus on the equipment or the detailed computations associated with global positioning systems and establishing high order control surveys for our engineering projects. Students will learn how to relate GPS coordinates of latitude and longitude to ground distances on a spherical earth and the relationship of relationship of our measured distances to larger area coordinate systems (state plane coordinates). However, the detailed computations in the text are not a major portion of this introductory plane surveying classThe student will be able to: explain the differences between planar, spherical, ellipsoidal and geodetic surfaces in

surveying discuss the source of GPS data and the satellite coverage required for XYZ measurements identify sources of errors in satellite survey data input

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complete low level precision surveys with navigational quality GPS equipment convert latitude and longitude readings to northing and easting distances on a spherical

surface explain the concept of state plane coordinate systems.



Expected outcomes from Chapter 10 ( Highway curves) (English and metric unit curves will be considered)


for horizontal curves

sketch simple circular curves and label all major components including BC, PI, EC, R, D, ,T, L, LC, E, and M.

develop equations for principal elements of curve (T, L, LC) if R and are known. calculate stations and deflection angles to stations from the BC of the curve calculate azimuths, chord distances and coordinates for full and partial stations along a curve develop a spreadsheet to calculate angles and distances from a known location of a total

station to curve points when an initial control line azimuth is known. layout a circular curve in the field, incorporate accuracy checks, and assess the quality of the

field work demonstrate understanding of curve layout by setting a curve from more than a single point

along the curve (move up on the curve) analyze alternative geometric layouts to meet additional geometric design constraints that

may occur in the field

for parabolic vertical curves

sketch a parabolic curve to show grades, BVC, V, and EVC and L determine the rate of change of grade (per foot, meter, and/or station) demonstrate understanding of the vertical curve form by being able to explain the common

features of the vertical curve equation calculate summit and crest stations and elevations using basic principles of calculus develop a general spreadsheet program to compute elevations at full and partial stations if PI

station and elevation, curve length, partial station increment, and grades are given. evaluate design constraints to select curves for adequate sight distance on a highway determine the changes in gradients or curve length that would fit a curve through a fixed

point

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Expected outcomes from Chapter 11 Highway Construction Surveys)

Terminology associated with highway earthwork are discussed in Chapter 11 and supplemented with material from the instructor. Among terms that students will know include:

slope stake foreslope backslopecut section subgrade subgrade crossfallfill section ground rod grade rod

Students will be able to Describe each of the aove terms Compute slope stake location based on design and topographic information



Expected outcomes from Chapter 12, 13, and 14 (Other Construction Surveys)

Chapters 12 through 14 provide background and procedural details for several project types. Time limits preclude the investigation of each of these chapters, but the student will find helpful reference materials.



Expected outcomes from Chapter 15 ( Building Construction Surveys)


describe terms of building construction layout including building setback build line offset linesbatter boards

identify accuracy expected in basic building layout develop and implement a field survey for a foundation project implement appropriate checks on field accuracy

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seek and present information on one or more special laser technology instruments and describe the expected accuracy



Expected outcomes from Chapter 16 ( Quantity and Final Surveys)


acquire cross section data from contour map plot roadway templates on end area cross-sections to determine limits of cuts and fills for

defined roadway width, foreslopes and backslopes ( AutoCad applications are expected) calculate end areas using coordinate systems, plus one other strategy (planimeter or

AutoCad) determine cut and fill volumes in earthwork using Average End Area strategy apply shrinkage factors to fill volumes plot a basic mass diagram place balance lines on a mass diagram and identify potential areas of borrow, waste, overhaul calculate total excavation, borrow and waste for a project given a proposed centerline with

grades, curves, and contour data (laboratory activity)

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ce 111 fundamentals of surveying

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