0% found this document useful (0 votes)
34 views8 pages

Lab Module 1

This document provides instructions for students to determine their individual pace factor through a field exercise. The exercise involves students pacing several measured distances and calculating their average pace. They will then use their pace factor to estimate the length of an unknown distance. The document outlines the learning objectives, equipment needed, safety considerations, procedures to complete the exercise, and computations to determine pace factor and estimated distances. It also includes questions for students to assess their understanding.

Uploaded by

Billy Joe Godoy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
34 views8 pages

Lab Module 1

This document provides instructions for students to determine their individual pace factor through a field exercise. The exercise involves students pacing several measured distances and calculating their average pace. They will then use their pace factor to estimate the length of an unknown distance. The document outlines the learning objectives, equipment needed, safety considerations, procedures to complete the exercise, and computations to determine pace factor and estimated distances. It also includes questions for students to assess their understanding.

Uploaded by

Billy Joe Godoy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 8

Name: Date:

Course/Yr: Weather:
Group No.: Time/Temp:
Fundamentals of Surveying Location:

Laboratory Fieldwork No: __

DETERMINATION OF PACE FACTOR

A. LEARNING OBJECTIVES
At the end of this fieldwork, you will be able to:
1. Determine your pace factor.
2. Determine the length of an unknown distance using your pace factor.

B. LEARNING CONTENT
Distance by Pacing

A B
Pacing consists of counting the number of steps or paces in a required
distance. A pace is defined as the length of a step in walking. It may be measured
from heel to heel or from toe to toe.

1 Stride = 2 paces
1 pace

1 pace
1 Stride = 2 paces

Figure
1.1
In surveying, pacing means moving with measured steps; and if the steps
are counted, distances can be determined if the length of one step is known.

The ability to pace distances with reasonable precision is useful to anyone


who is engaged surveying practices. The surveyor in particular can make use of
1
pacing to get quickly a measurement desired or check a measured distance made
by a more precise means of measuring for confirmation.

You can determine your pace factor by counting the number of paces you
make necessary to walk a distance that has been measured. You will be taking paces
a several times to obtain your average pace. Your average pace is used to divide the
measured length thus giving you your pace factor.

C. APPARATUS/EQUIPMENT
Measuring tape (50 m), Marker/Chalk
D. SAFETY GEAR
Hard hat, safety vest, safety shoes
E. PRE-LAB QUESTIONS
1. How do you measure the length of a line without using measuring tools?
2. Do you know how to use the number of steps to determine the distance between
two points?

F. PROCEDURE
1. Determining Pace Factor.
a. Select a straight and level line and on both ends establish markers at least
90 meters apart. Designate these endpoints as A and B.
b. Walk over the line at a natural pace or gait starting with either heel or toe
over point A and count the number of paces to reach point B.
c. For succeeding trials, walk from B to A, then A to B, until 5 trials are
completed, and the number of paces recorded accordingly.
d. Refer to the accompanying table for the recording of observed field data:
Table 1-1

TRIAL LINE TAPED NUMBER MEAN NO. PACE


DIST. OF PACES OF PACES FACTOR
(m) (m/pace)
1 AB
2 BA
3 AB
4 BA
5 AB
𝑛=5

2
2. Measuring Distance by Pacing.
a. Define or establish the end points of another straight and level line whose
length is to be determined by pacing. Designate these end points as C and
D.
b. For the first trial, walk over the line from C to D at a natural pace and record
the number of paces. Then, walk from D to C and again record the number
of paces.
c. Repeat the above procedure until all five trials are completed.
d. After the field data is recorded, make an actual taping of the course CD to
determine the taped distance.
e. Refer to the accompanying table for the recording of observed field data.

Table 1-2

TRIAL LINE NO. OF MEAN PACED TAPED RELATIVE


PACES DIST. DIST. PRECISION
1 CD
2 DC
3 CD
4 DC
5 CD
𝑛=5

G. COMPUTATIONS
1. Computing Pace Factor (PF)
a. Get the sum of the number of paces for the five trials performed on course
AB then compute the mean number of paces.
Σ𝑥
𝑥̅ =
𝑛
b. Divide the known or taped length of course AB by the mean number of
paces for AB to determine the face factor.
𝐿
𝑃𝐹 =
𝑥̅
2. Computing Paced Distance (PD)
a. Get the sum of the number of paces for the five trials performed on course
CD and compute the main number of paces.
Σs
𝑠̅ =
𝑛
b. Multiply the mean number of paces for CD by the pace factor to obtain the
paced distance.

3
𝑃𝐷 = 𝑠̅(𝑃𝐹)
3. Computing Relative Precision (RP)
a. Determine the difference between the taped distance of CD and the paced
distance of CD.
b. Divide the difference by the taped distance of CD and reduce the numerator
to unity to determine the relative precision. Multiply it by 100% to express
the Relative Precision in per cent.
𝑇𝐷 − 𝑃𝐷
𝑅𝑃 =
𝑇𝐷
𝑤ℎ𝑒𝑟𝑒:
𝑥, 𝑠 − 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑎𝑐𝑒𝑠
𝑥,
̅ 𝑠̅ − 𝑚𝑒𝑎𝑛 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑎𝑐𝑒𝑠
𝑛 − 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠
𝐿 − 𝑘𝑛𝑜𝑤𝑛 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑖𝑛𝑒
𝑃𝐹 − 𝑃𝑎𝑐𝑒 𝑓𝑎𝑐𝑡𝑜𝑟
𝑃𝐷 − 𝑃𝑎𝑐𝑒 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒

4
H. OBSERVATIONS
Record your observations below.

I. CONCLUSION
Formulate your conclusion below.

5
J. LEARNING ASSESSMENT
1. An apprentice paces a 50-m length straight and level line with the following
strides: 45.50, 46.00, 45.75, 46.25, 46.25 and 46.10. Calculate how many paces
can he make in order to lay out a 500-m straight and level line.
2. A student surveyor performed the following pacing activity and obtained the
following data:
TRIAL 𝐿 = 20 𝑚 𝐿 = 40 𝑚 𝐿 = 60 𝑚
1 30 paces 58 paces 90 paces
2 30 paces 57 paces 89 paces
3 31 paces 57 paces 90 paces
𝑛=3

Determine the pace factor of the surveyor.

K. POST LAB QUESTIONS


1. What is your pace factor?
2. How effective is a pace factor in estimating distances between two points?

L. CHECK FOR UNDERSTANDING


STUDENT ENGAGEMENT (SE) EFFECTIVE QUESTIONING

Why is pacing important for a surveyor?

6
M. SELF-ASSESSMENT FOR STUDENT LEARNING
Classroom Assessment Technique (CAT) 3-2-1

Three things you learned:


1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.

N. KEY TO CORRECTIONS
https://docs.google.com/spreadsheets/d/14PhZd6QdA4qowypFiNVR8bqV8QQ17
Dah/edit?usp=sharing&ouid=115374429614406160589&rtpof=true&sd=true

Scan to access link.

7
O. FIELDWORK RUBRIC
Category 4 3 2 1
1. Safety Field work is carried Field work is Field work is carried Safety procedures
out with full attention generally carried out out with some were ignored
to relevant safety with attention to attention to relevant and/or some aspect
procedures. The set- relevant safety safety procedures. The of the field work
up and execution procedures. The set- set-up and execution posed a threat to
posed no safety threat up and execution posed no safety threat the safety of the
to any individual. posed no safety threat to any individual, but student or others.
to any individual, but several safety
one safety procedure procedures need to be
needs to be reviewed. reviewed.
2. Teamwork All members of the Most member of the Only a few students Most students were
group actively group participated. were participating. not involved and
participated and The instructor had to The instructor had to were not
helped each other out. speak to the team once speak to the group 2-3 cooperating. The
Any differences were about team work. times about team instructor had to
resolved on their own. work. speak to the group
The instructor did not more than 3 times
have to speak to the about team work.
group at all about
team work.
3. Time Used time well in the Used time pretty well. Did the field work but Field work was not
field work and Stayed focused on the much time spent. finished on time.
focused attention on work most of the time. Focus was lost on Field work was
the work. several occasions. incomplete.
Field work completed.
4. Calculations All calculations are Some calculations are Some calculations are No calculations are
shown and the results shown and the results shown and the results shown OR results
are correct and labeled are correct and labeled labeled appropriately. are inaccurate or
appropriately. appropriately. mislabeled.
5. Data Professional looking Accurate Accurate Data are not shown
and accurate representation of the representation of the OR are inaccurate.
representation of the data in tables and/or data in written form,
data in tables and/or graphs. Graphs and but no graphs or tables
graphs. Graphs and tables are labeled and are presented.
tables are labeled and titled.
titled.
6. Neatness and The work is presented The work is presented The work is presented The work appears
Organization in a neat, clear, in a neat and in an organized sloppy and
organized fashion that organized fashion that fashion but may be unorganized. It is
is easy to understand. is usually easy to hard to understand at hard to know what
understand. times. information goes
together.
7. Strategy/ Typically, uses an Typically, uses an Sometimes uses an Rarely uses an
Procedures efficient and effective effective strategy to effective strategy to effective strategy
strategy to solve the solve the problem(s). solve problems, but to solve problems.
problem(s). does not do it
consistently.

NOTE: Maximum Score = 28 points


𝑠𝑐𝑜𝑟𝑒
𝑅𝑎𝑡𝑖𝑛𝑔 = 𝑥 100%
28

You might also like