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Instructor’s Manual Excel 2016 Module 7 Page 1 of 10
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Excel 2016 Module 7: Creating a Worksheet
A Guide to this Instructor’s Manual
We have designed this Instructor’s Manual to supplement and enhance your teaching experience through
classroom activities and a cohesive module summary.
This document is organized chronologically, using the same heading in blue that you see in the textbook.
Under each heading you will find (in order): Lecture Notes that summarize the section, if any, Teacher Tips,
Classroom Activities, and Lab Activities. Pay special attention to teaching tips and activities geared toward
quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the
software.
In addition to this Instructor’s Manual, our Instructor’s Resources Site also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
Table of Contents
Navigate a Workbook 2
Enter Labels and Values 3
Work with Columns and Rows 4
Use Formulas 5
Use AutoSum 6
Change Alignment and Number Format 7
Enhance a Worksheet 8
Preview and Print a Worksheet 9
End of Module Material 10
Module Objectives
Students will have mastered the material in Excel 2016 Module 7 when they can:
• Navigate a workbook
• Enter labels and values
• Work with columns and rows
• Use formulas
• Use AutoSum
• Change alignment and number format
• Enhance a worksheet
• Preview and print a worksheet

Navigate a Workbook
LEARNING OUTCOMES
• Start Excel and open a blank workbook
• Identify Excel Interface elements
• Navigate a worksheet and select cells
• Add a new sheet
LECTURE NOTES
• Explain that an Excel worksheet is an electronic grid of rows and columns, sometimes referred to
as a spreadsheet.
• Using Excel, you create a file called a workbook that has an .xlsx file extension. A workbook
contains one or more worksheets. Any new workbook you create contains three worksheets. You
can switch between worksheets by clicking the sheet tabs at the bottom of the worksheet window.
• Use FIGURE 7-1 to point out all of the elements in the Excel program window, including the
worksheet window, the Ribbon, the Quick Access Toolbar, the status bar, zoom controls and View
buttons.
• Explain that the worksheet window is the grid area where you enter data. It consists of columns
and rows of cells. Explain that the intersection of a row and column is a cell. You enter data, labels,
and calculations in cells. The letters along the top of the worksheet window are called column
headings; the numbers running down the left side of the worksheet window are called row
headings.
• You refer to a cell’s location using its cell address, which consists of its column letter followed by
its row number (for example, E7).
• Point out that there are also some elements that are special to Excel, including:
o The formula bar, which is used to enter and display calculations called formulas. The
formula bar is located just above the column headings.
o The name box, just to the left of the formula bar, displays the cell address of the current or
active cell. You can tell which cell in a worksheet is the active cell by the dark border (or
cell pointer) around it.
• When you first start a blank workbook, the active cell is cell A1. You can move to a different cell by
clicking it, or by pressing the arrow keys. You can also select cells using the mouse or keyboard.
Use TABLE 7-1 to review methods for selecting cells in a worksheet.
• At the bottom of the worksheet window are three tabs on the left side labeled Sheet1, Sheet2, and
Sheet3. To display a tab, click its sheet tab. These sheets are part of any new workbook. You can
also delete sheets if you don’t need them, or simply leave them blank.
• Use FIGURE 7-2 to define a cell range as a group of cells that share boundaries and are selected.
TEACHER TIPS
Many of today’s students have never created a manual spreadsheet, so it will probably be difficult for
them to see the practical advantages of its electronic counterpart. You can really drive the point home by
showing a spreadsheet containing columns of numbers that are totaled. Change one number, then show
students how the numbers in the total column change. Ask them to imagine using an eraser to make all
the necessary changes and they’ll soon appreciate the time-saving aspects of an electronic spreadsheet.

To demonstrate the relationship between the Name box, the formula bar, and the active cell, activate
different cells, including cells containing labels and those containing values, and point out how the Name
box and the formula bar change based on the cell that is active.
Emphasize that there are more columns and rows to the worksheet data than can be seen at one time.
Students should not think that they have lost some of their worksheet just because they cannot see it on
the screen. [Ctrl][Home] will take you back to the upper left corner of the worksheet. They can use the
arrow keys or the scroll bars to navigate to any part of the worksheet.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students how many of them have already used Excel. What did they use it for?
What features did they like? What did they dislike?
2. Quick Quiz:
1. In Excel, the electronic spreadsheet you work in is called a(n) ____. (Worksheet)
2. The cell in a worksheet that has a dark border around it is called the ____. (Active cell)
3. What is the element in the Excel program window that shows the address of the selected cell?
(Name box)
4. What elements in the Excel program window are also found in the Word program window?
(Quick Access Toolbar, the File tab, a document window, Ribbon, status bar, scroll bars, View
buttons, and window sizing buttons)
5. What elements in the Excel program window are unique to Excel? (Formula bar, Name box,
row headings, column headings, cells)
6. The intersection of a column and a row is called a(n) ____. (Cell)
7. T/F The formula bar displays the active cell address. (F)
LAB ACTIVITY
1. If you plan to use Excel frequently, you can add an Excel icon to your desktop, allowing you to double-
click the icon to start the program. To create an Excel desktop icon, right-click on an empty portion of
your desktop. From the shortcut menu that displays, select New, and then select Shortcut. In the
Create a Shortcut dialog box, enter the path to your Excel program file (or click the Browse button to
locate it), then click Next. In the Select a Title for the Program dialog box, type Excel, and then click
Finish. An Excel icon will appear on your desktop. Once a shortcut is created on the desktop, using it
will save time and keystrokes. Use the desktop shortcut by double-clicking it.
Enter Labels and Values
LEARNING OUTCOMES
• Define labels and values
• Enter text and numbers in cells
• Edit cell contents
LECTURE NOTES
• Explain that you can enter both values and labels in a worksheet. A label is text that describes
values or calculations in a worksheet; values are numeric data that can be used in calculations.

• To enter data in a worksheet, click the cell in which you want to enter the data, type the data, then
press [Enter] to lock in the cell contents and activate the next cell down.
• Explain that you can also click the Enter button on the formula bar to lock in the contents of a cell.
When you use the Enter button to accept a cell entry, the active cell remains the cell where you
entered the data.
• Note that you can also use the arrow keys to lock in the contents of a cell entry.
• You can also use the [Tab] key to lock in a cell entry and activate the cell to the right. Using the
[Tab] key is a good way to enter a row of data. When you reach the end of the row and want to
move to the next row down, press [Enter]. Pressing [Enter] at the end of a row of data activates
the first cell in the next row down.
• Point out that when you enter data in a cell, the cell contents also appears in the formula bar.
• Explain that text you type in cells (labels) are automatically left aligned. Values (or numbers) that
you type in cells are automatically right aligned.
• Remind students that, just as in any Office 2016 program, they can click the Undo button on the
Quick Access Toolbar to cancel previous changes as necessary.
TEACHER TIP
Students might be confused when the contents of a cell extend into the next cell because the adjacent cell
is empty. They might conclude that the neighboring cell contains the contents, too. One way to help
students understand this is to type a long word or phrase into a cell so that the contents extends to the
adjacent cell. Then, click the adjacent cell to show that no contents appear in the formula bar.
Make sure students understand the three-part process of entering data in a cell: selecting the cell, entering
the data, and then accepting the entry. Students might become frustrated if they type data in cells and the
results are not saved because they don’t press [Enter] or [Tab], or click the Enter button on the formula
bar.
1. Class Discussion: Ask students to discuss if they think it matters if you enter labels or values first in a
worksheet. Are there situations where entering one first is better? Or should you always enter one of
these types of data before you enter the other?
2. Quick Quiz:
1. What is the difference between a label and a value in a worksheet? (A label is text that
describes data in a worksheet; a value is a number)
2. What happens if the label or value you type in a cell doesn’t fit in the cell? (It extends into the
adjacent cell, if it is empty.)
3. What happens when you press [Enter] after typing a row of data? (The cell pointer moves
down to the cell at the beginning of the next row.)
Work with Columns and Rows
LEARNING OUTCOMES
• Insert and resize columns
• Insert and resize rows
• Explain AutoComplete

LECTURE NOTES
• If data does not fit in a cell because it is too long, you can resize a column so that all of the data is
displayed.
• Point out that the easiest way to resize a column is to position the mouse pointer between the
column headings until the resize pointer (a double-headed arrow) appears, drag the column to the
right or left, and then release the mouse button. As you drag the column, a ScreenTip appears
showing the exact measurement of the column.
• Mention that you can also double-click the resize pointer between column headings to
automatically resize the column width to accommodate long cell entries. This feature is called
AutoFit.
• To improve the appearance of a worksheet, you may also want to resize row height to add or
reduce space between different rows of data. To resize a row using the mouse, position the mouse
pointer between two row headings until the resize pointer appears, then drag the pointer up or
down. As you drag, a ScreenTip appears showing the exact measurement of the row height. Use
FIGURE 7-6 to illustrate how to resize a row.
TEACHER TIP
In Step 7 of the lesson steps, students are instructed to resize row 2 to an exact height of 30.00. Students
might have trouble doing this. Reassure them that if they make a mistake, they should simply try dragging
it again. If it’s still too difficult, show them how to use the Row Height dialog box to enter a precise
measurement.
1. Quick Quiz:
1. If you want to resize a column so that it automatically resizes to the longest entry in the
column, what should you do? (Double-click the column boundary on the right edge of the
column)
2. If you want to resize a row so that it is exactly 21.00 (28 pixels) what should you do? (Drag the
row boundary until the ScreenTip reads (21.00 28 pixels) or enter the exact measurement you
want in the Row Height dialog box)
2. Critical Thinking: What are the benefits of resizing rows and columns? What are the potential
problems that can result from not resizing rows and columns?
Use Formulas
LEARNING OUTCOMES
• Create a simple formula with cell references
• Identify mathematical operators used in formulas
• Copy a formula using the fill handle
• Explain relative cell reference

LECTURE NOTES
• A formula is an equation that calculates a new value from existing values. Formulas can contain
values, mathematical operators such as (+ or –) as well as cell references, which are references to
cell addresses, such as A5 or F27.
• Make sure that students understand that the mathematical operator for multiplication is an
asterisk (*). They use the multiplication operator in Step 4 in this lesson. Mention, too, that the
mathematical operator for division is a backward facing slash (/).
• Make sure to review the order of precedence, shown in TABLE 7-2.
• All formulas must begin with an equal sign (=). You can enter a formula directly in a cell, or enter a
formula in the formula bar. Any formula you type in a cell also appears in the formula bar.
• You lock a formula in a cell by pressing [Enter] or clicking the Enter button on the formula bar. The
advantage of using the Enter button is that the cell containing the formula remains active after you
click the Enter button. This allows you to see the formula result in the cell and the formula itself in
the formula bar.
• When you enter cell references in a formula, you can either type them or click the cells in the
worksheet that you want to reference. The lesson steps only have students click the cells they
want to reference.
• After you create a formula in one cell, it’s common to want to copy the formula to neighboring
cells. To copy a formula from one cell to an adjacent cell, drag the fill handle to the new cells, and
then release the mouse button. You can use FIGURE 7-9 to illustrate how to copy a formula using
the fill handle.
• Point out that when you copy a formula containing cell references to another cell, the cell
references are automatically replaced with cell references that are in the same relative position as
those in the original formula. This is called relative cell referencing. By default, all cell references
are relative, meaning that they will change to reflect the new cell location of the copied formula.
1. Quick Quiz:
1. What character must you type first in a formula? (=)
2. How do you copy a formula to adjacent cells? (Drag the fill handle)
3. What happens to cell references when you copy a formula to a new cell? (They change to
reference the cells that are in the same relative position to the active cell as they were to the
copied cell.)
2. Critical Thinking: Think about the importance of formulas in Excel. Could Excel have been a successful
spreadsheet program without having the ability to use formulas?
LAB ACTIVITY
1. Ask students to use the spreadsheet from the lesson to experiment with changing some of the values
in the Estimated Year 1 Units column, and then observe how the values in the Year 1 Sales column
change accordingly. Instruct them not to save any of their changes.
Use AutoSum
LEARNING OUTCOMES
• Explain what a function is
• Identify arguments in a function
• Calculate totals using AutoSum

LECTURE NOTES
• Define functions and explain that SUM is the most frequently used worksheet function. Walk
students through the use of the SUM function as shown in FIGURES 7-10 and 7-11.
• Explain what an argument is and why it is important in a function’s calculations.
TEACHER TIP
Point out that you don’t have to make edits to a cell entry in the formula bar. Instead, you can press [F2] or
double-click a cell to put it in edit mode. You can tell if you are in edit mode by looking at the indicator at
the far left of the status bar. The status indicator reads Edit when you are in Edit mode. To edit cell
contents in Edit mode, press [Backspace] to delete characters or use the arrow keys to move the insertion
point in the cell.
1. Class Discussion: Ask students to discuss if they believe that it is better to edit cell content in the
formula bar or directly in the cell. Then, ask them if there is really a “better” way or it is simply a
matter of personal preference.
2. Quick Quiz:
1. What is an argument? (Information a function needs to make a calculation)
2. What are functions? (Prewritten formulas designed for particular types of calculations)
Change Alignment and Number Format
LEARNING OUTCOMES
• Change cell alignment
• Apply number formats
LECTURE NOTES
• Remind students that by default, Excel automatically left-aligns labels in a cell and automatically
right-aligns values. Explain that you can change the alignment using the alignment buttons in the
Alignment group on the Home tab.
• Explain that you can also format numbers to appear in many different standard formats such as
currency, percent, and date.
• Explain that when you set alignment or change the format of a cell value, you must first select the
cells you want to format. Explain how to select a range (a group of two or more cells) and also how
to refer to a range using a colon (for example A1:B7).
• Use the Currency Style button in the Number group on the Home tab to format a cell as a dollar
amount. Use the Percent Style button to format a value as a percent. Use the Comma Style button
to display values with commas.
• Use FIGURE 7-14 to discuss options on the Number Format list. In this lesson, students apply a new
date format. Demonstrate the other types of number categories and their different formats.
• Click the launcher in the Number group on the Home tab to open the Format Cells dialog box. Take
some time to briefly mention the uses for the tabs in the Format Cells dialog box (Number,
Alignment, Font, Border, Fill, and Protection).

TEACHER TIP
Explain that sometimes Excel formulas will return numbers with multiple decimal places. In some
instances, this might cause values not to fit in cells, and you might not want or need to see so many
decimal places in the values. To decrease the number of decimals, select the cells, then click the Decrease
Decimal button in the Number group on the Home tab. You can also increase the number of decimals
using the Increase Decimal button.
Some students might be tempted to enter dollar signs and commas into worksheet cells that contain
currency values. Remind students that cells contain data only; formatting is applied using commands on
the Ribbon or in the Format Cells dialog box.
CLASSROOM ACTIVITY
1. Quick Quiz:
1. T/F By default, Excel right-aligns values. (T)
2. T/F By default, Excel right-aligns labels. (F)
Enhance a Worksheet
LEARNING OUTCOMES
• Add a header and footer to a worksheet
• Apply a theme
• Apply cell styles
LECTURE NOTES
• Worksheet data can be much easier to read and understand when it is formatted and arranged
correctly on the page. Explain that students can make their worksheets more professional-looking
by using different fonts, font styles, and font sizes for important calculations. They can also use
borders and shading to group related worksheet data.
• Explain that formatting labels and values in cells is similar to formatting text in Word. You first
select the cells you want to format, then apply fonts, font styles, and font sizes using the buttons
on the Mini toolbar or in the Font group of the Home tab.
• You can add borders to a worksheet to draw attention to different cells using the Borders button
in the Font group on the Home tab.
• Review the process of adding a border. First select the cells around which you want to add a
border, click the Button list arrow, then select the border style you want to use or click More
Borders to open the Format Cells dialog box with the Borders tab active, make your selections on
the tab, then click OK.
• Review the process of adding shading to selected cells using the Fill Color button in the Font group
on the Home tab or the Fill tab of the Format Cells dialog box.
TEACHER TIP
When choosing a border in the Border tab of the Format Cells dialog box (as opposed to using the Borders
list arrow in the Font group), make sure that students choose a line style and color before choosing a
Preset style. If they choose a Preset style first and then choose a line style and color, the settings in the
Preview area will only show the original Preset style with the original line style.

1. Quick Quiz:
1. What dialog box do you use to apply borders and shading? (Format Cells dialog box)
2. Describe the process of adding a border to a range of cells using a dialog box. (First, select the
range, click the Borders list arrow in the Font group, click the appropriate borders choice, click
the line style you want, and then indicate what borders you want to add in the Border area.)
2. Critical Thinking: What are the benefits of formatting a worksheet using fonts, borders, and shading?
3. Critical Thinking: Are there certain parts of a worksheet that should be formatted in a particular way?
For instance, should labels be formatted differently than values? If so, how?
4. Critical Thinking: When do you think it is helpful to apply shading? When do you think it is helpful to
add borders?
Preview and Print a Worksheet
LEARNING OUTCOMES
• Preview a worksheet
• Adjust the scaling and set orientation
• Print a worksheet
LECTURE NOTES
• Make sure students understand the importance of previewing a worksheet before they print. Doing so
can save time as well as paper and promotes efficient working habits. Also, make sure students get in
the habit of saving their work before printing.
• Point out that in Backstage view the Print Preview area in Excel looks a little different than the Print
Preview area in Word. Point out that to make edits, you must return to Normal view or Page Layout
view.
• Remind students of the difference between landscape and portrait orientations.
TEACHER TIP
You may want to show students how to set and clear a print area; this is not covered in the book. Explain
that if you want to print only part of a worksheet, you can first select the cells you want to print, click the
Page Layout tab, click the Print Area button, and then click Set Print Area. This tells Excel to print only the
cells in the defined print area. Clicking the Print button prints the defined print area. To clear a print area,
click the Print Area button, and then click Clear Print Area.
1. Class Discussion: It takes time, ink, and paper to print a worksheet. Ask the class to brainstorm reasons
for wanting a hard copy of a worksheet created in Excel.

2. Quick Quiz:
1. How can you open the Print screen in Backstage view using the keyboard? ([Ctrl][P])
2. What view lets you see how a worksheet will look when printed? (Print Preview area of
Backstage view)
End of Module Material
• Concepts Reviews consist of multiple choice, matching, and screen identification questions.
• Skills Reviews provide additional hands-on, step-by-step reinforcement.
• Independent Challenges are case projects requiring critical thinking and application of the module
skills. The Independent Challenges increase in difficulty, with the first one in each module being the
easiest. Independent Challenges 2 and 3 become increasingly open-ended, requiring more
independent problem solving.
• Independent Challenge 4: Explore contains practical exercises to help students with their everyday
lives by focusing on important and useful essential skills.
• Visual Workshops are practical, self-graded capstone projects that require independent problem
solving.
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Illustrated Microsoft Office 365 and Office 2016 Fundamentals 1st Edition Hunt Solutions Manual

The Project Gutenberg eBook of Terrain
Exercises

This ebook is for the use of anyone anywhere in the United
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Title: Terrain Exercises
Author: William H. Waldron
Release date: July 4, 2020 [eBook #62552]
Most recently updated: October 18, 2024
Language: English
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by The Internet Archive/American Libraries.)
*** START OF THE PROJECT GUTENBERG EBOOK TERRAIN
EXERCISES ***

Terrain Exercises
By
Lt. Col. William H. Waldron
Infantry, U. S. Army
Washington
United States Infantry Association
1923

Copyright, 1923 By
United States Infantry Association
HAYWORTH PUBLISHING HOUSE, WASHINGTON, D. C.

Page
Introduction 5
Terrain Exercise No. 1
Attack of Strong Point—Rifle Company 11
Approach March and Deployment 51
Defensive Position 107
A Machine Gun Company in Attack 141
An Advance Guard 169
A Flank Guard 221

Posting an Outpost 255
A Visiting Patrol 299
A Reconnoitering Patrol 337

Introduction
Terrain Exercises are those military exercises in which the students
carry on the operations of imaginary bodies of troops over the actual
terrain. As these exercises involve the study of the utilization of the
ground itself and the application of tactical formations and methods
to it, they are the best means, aside from practical field work with
troops, of giving officers and non-commissioned officers practice in
carrying out the duties that fall to them in war.
In the Terrain Exercise is found the logical step in tactical training,
between the theory and practice of the classroom and the practical
training with troops. This method of training is suited to all arms and
services, and in view of its practical value is constantly employed by
unit commanders in the training of their officers and non-
commissioned officers.
Any class of military operations may be practiced, such as the
operations of covering troops—advance guards, flank guards and
outposts; the operations of the various kinds of patrols; combat—
attack and defense; approach march and deployment, and the
tactical cooperation of all special arms.

The Director
The smooth working and success of the Terrain Exercise depends
almost entirely on the ability and tactical knowledge of the Director,
the care he devotes to the selection of the ground, the preparation
of the problem, and his own personal preparation for the conduct of
the Terrain Exercise. To this end a study should be made of the
tactical training it is desired to impart. A problem designed to bring
out these points should be drawn up and fitted to the ground. The
successive special situations must follow in logical sequence.
The Director must have in his mind a solution of the various
situations of the problem and must familiarize himself with all of its
phases to the extent that he will be able to make reasonable answer
to any question that may be propounded.
He must receive all the ideas presented by the members of the
class; take out the good and tactfully discard the poor and
indifferent. He must take care that he does not unduly criticize the
members of the class when they make mistakes and faulty
dispositions. Above all, he must never hold up a solution to ridicule.

Preparation of the Problem
Having determined upon the tactical subject to be studied, the
next essential is a problem, clearly and tersely stated, logically
drawn and easily understood. The several tactical situations should
follow one another in their natural sequence. Each should bring out
the tactical points that it is desired to impress upon the members of
the class. Long and complex situations, difficult for the average man
to grasp, should be avoided. Situations should be interesting and
instructive, natural and simple.
The next step is to fit the problem to a particular section of the
terrain that may be available. In this connection it is well to draw up
a tentative problem with its several situations. Then go out on the
ground and fit the problem to it.
The Director should carefully work out on the ground beforehand
the several situations that he desires to develop. He should work out
the details of all possible solutions and prepare himself to discuss
the advantages and disadvantages of measures that may be
proposed by members of the class and to state the solution that he,
himself, prefers, with the reasons therefor.
A sufficient number of copies of the initial problem, together with
the special situations, should be prepared so that a copy may be
available for each member of the class. This is a more satisfactory
method than the Director explaining them verbally. Time is saved
and misunderstandings avoided. The special situations are numbered
serially and issued at the proper time, as the Exercise progresses. It
is a good idea to have an envelope in which to carry the cards or
slips of paper bearing each special situation.

General Conduct of a Terrain Exercise
The problem will ordinarily consist of a general situation and
several situations.
Take the class to the point where the Exercise is to begin.
Distribute copies of the problem and allow a few minutes for the
members of the class to look over the problem and the terrain. The
Director then reads the problem aloud and points out the
topographical features and places that are referred to. The members
of the class follow from the copies in their possession.
Questions are asked by the Director. One or more members of the
class are required to make a brief statement of the problem, the
idea being to make certain that every man is entirely familiar with
the tactical situation under consideration. This insures a solid
foundation on which the succeeding situations may be developed.
The first situation is then handed to members of the class. The
Director cautions them that each man is to consider himself as being
the commander of the unit whose operations are to be considered.
The solution of the situation is then proceeded with. This solution
may be required to be reduced to writing; it may be given orally; or
a combination of the two systems may be employed.
For example: The situation involves the preparation of a verbal
field order. The Director proceeds step by step with the details of the
matter to be included in each successive paragraph, arriving at a
decision as to just what the wording should be.
1. Information of the enemy and our supporting troops.
2. Plan of the commander.
3. Distribution of troops and tactical order for each element.
4. Administration arrangements, where applicable.
5. Place of commander or where messages are to be sent.

Having determined upon the wording of each paragraph, the
members of the class are required to write out the body of the order.
Where the members of the class have sufficiently progressed in
their tactical training some of the preliminary discussion and solution
may be omitted and the men be required to write out the body of
the order based on the tactical situation. The written solutions are
collected by the Director and redistributed to the class, taking care
that no man receives his own solution back again. This is productive
of good results, for if a man knows that his work is to be seen by
another he will put forth his best effort and be more careful with his
work. Again, the entire solution may be given orally and nothing
reduced to writing. In this case the Director brings out the elements
by questions and discussion, and in the end one or more members
of the class are called upon to state the contents of the body of the
order. This method is excellent for the training of officers in the
giving of verbal tactical orders.
The solution having been completed, the subject is opened up for
discussion. The members of the class are encouraged to ask
questions and express their views on the various elements under
consideration.
The class is then conducted to the place where the next special
situation is to be taken up for solution, and here the same procedure
as outlined above is taken. The Terrain Exercise concludes with a
short conference, in which the Director makes a résumé of the
problems, discusses the several lessons of the day, and shows the
application of tactical principles to them.

General Rules
The following general rules should be observed as far as
practicable:
a. Weather and climatic conditions should be accepted as they
actually exist on the day of the Exercise.
b. Interest is best maintained by bringing up a succession of
instructive situations, each designed to teach some tactical lesson,
dealing with each one concisely but thoroughly, and promptly
passing on to the next. Long discussion and personal arguments
between members of the class are to be avoided. Unimportant
phases are passed over quickly, thus allowing the requisite amount
of time to be devoted to those that are really worth while.
c. Ordinarily four or five situations are about all that may be
profitably included in one Terrain Exercise.
d. All members of the class should be equipped with blank paper
of uniform size (to facilitate the handling of written solutions),
message blanks, pencils, sketching equipment for making rough
sketches on which tactical depositions may be shown.
e. Ordinarily large scale maps should not be used. One of the
valuable features of the Terrain Exercise is that all tactical decisions
and dispositions are based on a study of the ground itself. If the
members of the class are allowed to have large scale maps, the
exercise may resolve itself into the solution of a map problem
whereby the advantage of the study of the ground itself is detracted
from.
However, sheets of the United States Geological Survey maps
should, if practicable, be obtained and issued, as it is desirable to
accustom officers and non-commissioned officers to work with small
scale maps and to familiarize them with this particular map.
f. The number of men in a class should be limited to the number
that one director is able to handle.

Terrain Exercise No. 1.
Attack of Strong Point—Rifle Company
General Situation:
The (a) forms the boundary between hostile States. An invading
Red force was counter attacked by Blue troops and after severe
fighting the Reds have retired. The Blue advance has been
stubbornly contested.

Special Situation—Blue:
The Blue advance was resumed this morning. The 1st Infantry
advancing on the extreme right of the Blue line, has been held up.
After a short delay, the 2nd battalion resumed its forward
movement, but attempts of the assault waves of companies A and B
(on its right) to advance beyond (b) were stopped by fire from the
front and especially by enfilading machine gun fire from (c).
Heavy firing—artillery and small arms—can be heard along the line
to the left. Shells fall occasionally within and in front of the area
occupied by the 1st battalion.
Lieutenant Colonel X, commanding the 1st battalion, has arrived at
this point (d) accompanied by a part of his staff; Captain C,
commanding the support company C; Captain D, commanding the
machine gun company; and Lieutenant Z, commanding a platoon of
the Howitzer company, which organization has been attached to the
battalion.
After studying the situation in his front Lieutenant Colonel X
summoned Captains A and B, commanding the assault companies,
and issued verbal orders for continuing the attack.
Explanation of Letter Symbols
(a) In designating the boundary line some natural topographical
feature should be selected, such as a river, creek, canal, crest of
ridge, etc. In this problem it may be assumed that the Red invading
force has advanced several miles into Blue territory before its
advance was checked by the counter-attack.
(b) The general front occupied by the 1st battalion where it is held
up by the fire from the front and that from the enemy strong point
to the right front. In fitting this problem to the ground care will have

to be taken to get all the features properly coordinated. The line of
departure for Company C may be selected first and the general line
of the 1st battalion prolonged to the left. Then select the location of
the strong point with reference to the line of departure of Company
C. Cover for the deployment of the company should be available.
(c) Location of the enemy strong point. This should be some
topographical feature that might be logically occupied as a strong
point by the enemy and from which the advance of the 1st battalion
might be interfered with.
(d) This point should be near the center of the front covered by
the 1st battalion and should command a view of the front. There
should be reasonable cover for the battalion commander and his
staff. In other words, it should not be so exposed to enemy fire that
the battalion commander could not go there to make his personal
reconnaissance.
Procedure
The class will be assembled at (d) where the Terrain Exercise is to
begin.
The Director distributes the sheets containing the problem
(General Situation and Special Situation—Blue). A few minutes are
allowed the members of the class to read over the problem after
which the Director will read it aloud and point out the places of
importance. One or more members of the class will be called upon
to state his understanding of the tactical situation.
Care will be taken to indicate the right of the line occupied by
Company A and the location of the enemy strong point will be
accurately pointed out.
Explanation

The Director: “Before going further into the problem it is
necessary for every member of the class to have an accurate
understanding of the formation in which the first battalion is
advancing. It is necessary for you to visualize the situation just as it
would appear if the operation were actually taking place.”
The battalion is advancing in attack formation with two companies
as assault companies (Company A is on the right and Company B on
the left) and one company (C) as battalion reserve. The front
covered is about 750 yards. The right of Company A is at (indicate).
Company C is marching about the center of the battalion sector and
about 500 yards in rear of the front lines of the assault companies.
The 1st battalion, being on the right of the Blue line has a combat
patrol of one squad from the battalion reserve covering the right
flank. This patrol is advancing about 150 yards to the right and rear
of the assault echelon. A connecting group of two or three men also
from the reserve company, maintains communication with the 2nd
battalion on the left. As the reserve company may be called into
action at any moment, these detachments are taken from the
support platoon of the company, the 3rd. The battalion commander
and his staff march between the assault echelon and the reserve
company.
When the battalion was held up by the enemy, information of this
fact was sent back to Lieutenant Colonel X by the commanders of
the assault companies and it was also brought back by the battalion
intelligence scouts who are with the assault companies. On receipt
of the information Lieutenant Colonel X came forward to this point to
ascertain the situation and by a personal reconnaissance, see it for
himself. Accompanying him were his staff officers Bn-2; Bn-3,
Captains C and D; and Lieutenant Z. This is the situation in which we
find the battalion commander at the beginning of this Terrain
Exercise. I hope every member of the class understands this
formation and all the details of it. If there are any doubts about it
now is the time to clear them up. If there are no questions we will
proceed.

Procedure
The Director will now distribute the sheets bearing Situation No. 1.

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