3 Pages

Prac-Distance Reductions

Course: SVY 3107, Fall 2009
School: Allan Hancock College
Rating:
 
 
 
 
 

Word Count: 808

Document Preview

- SVY3107 GEODETIC SURVEYING B - 2008 TUTORIAL/PRACTICAL DISTANCE REDUCTIONS Obtain copy of Distred.XLS In Windows Explorer click right button on this file - Properties - General - Attributes Make sure that Distred.XLS is not Read Only. Go to `Distance Reduction' sheet and expand the spreadsheet using Tools - Options tick on Outline Symbols. Cell E27 should contain the following formula:...

Register Now

Unformatted Document Excerpt

Coursehero >> California >> Allan Hancock College >> SVY 3107

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
- SVY3107 GEODETIC SURVEYING B - 2008 TUTORIAL/PRACTICAL DISTANCE REDUCTIONS Obtain copy of Distred.XLS In Windows Explorer click right button on this file - Properties - General - Attributes Make sure that Distred.XLS is not Read Only. Go to `Distance Reduction' sheet and expand the spreadsheet using Tools - Options tick on Outline Symbols. Cell E27 should contain the following formula: =Ellipsoids!B7 Change this if necessary. Save this change. Change the file attributes to Read Only. Go to Ellipsoids tab. Ellipsoids - in cell B5 enter number of ellipsoid - enter 3 - arrow down Distance reduction - note we are now on ANS We will now check the example from the study book. Example A distance has been measured between A and B with microwave EDME, corrected for atmospheric conditions (assume first and second velocity), scale factor, and first arc-tochord, as 43517.3346m. The RL of A is 658.37m and of B 725.25m AHD. The heights of the instruments are 1.47m at A and 1.83m at B. Determine the spheroidal distance between the 2 stations. Approximate azimuth = 45 N(ANS) is 14.563 for A and 14.682 for B N(WGS84) is 42.047 for A and 42.166 for B Assume = -30 Answer (ANS) = 6351399.358, =6383504.066 and R = 6367411.244 d2 = 43517.3346 l = 43517.2827 (Slope correction) s" = 43512.5438 (AHD correction) s' = 43512.6285 (Chord-to-arc correction) s (d4) = 43512.528 (Sea level to spheroid correction) Now use the spreadsheet to solve the problem and (hopefully) get the same answer. For first station (no need to change the name) H = 658.37 + 1.47 = 659.84 For second station H = 725.25 + 1.83 = 727.08 Input d2 = 43517.3346 The answer you get for should be 43512.528 which agrees with our manual calculations in the example. Read the notes at the bottom of `Distance Reduction'. Now we will check our chord-to-arc correction: Assume H = 0 and N = 0 (ie. the measurement is at mean sea level and the geoid coincides with the ellipsoid at that point). Therefore d2 observed will equal d3. Input d2 (now our chord distance) = 43512.5438 (distance at MSL - AHD = 0) What is the arc distance? The answer should be 43512.6285 giving us = 0.0847 Which is the same as our manual chord-to-arc correction! Now change ellipsoids to GRS80 Is there any change in the distance? Why not? What does this tell us? (That R is not critical?) Now reduce our original distance to GRS80 The spheroidal distance should be 43512.341 This distance is significantly smaller than the ANS spheroidal - distance Why? Now change to WGS84 ellipsoid. Is there any change? What do we deduce form this? Tools - Options - Tick `outline symbols' - OK Click the + buttons at the top and LHS and top to reveal intermediate steps Note line 8 - Ellipsoidal height (h) = H + N Note line 14 = d3 Therefore we now have a new way of calculating chord-to-arc correction Change to ANS Change N values back to ANS values d2 = 43517.3346 s - d3 = chord-to-arc correction = 0.0847 (the same result as before) Set H = 0, N = 0, and d2 = 43512.5456 as before Note that d2 does indeed equal d3 Go down to lines 26 to 30 On RHS an inspection of the formula tells us that the three values represent , , R in that order Try the following inputs = 0 We find that (radius of curvature in meridian) = R = 90 We find that (radius of curvature in prime vertical) = R Change ellipsoids to GRS80 note that now = 6351377.104 = 6383480.918 Change ellipsoids to WGS84 note that and have not changed What does this tell us? Make the following changes and note what happens to and values = 0 (a = and and are minimum at equator) = 1 = 89 = 90 ( = = maximum at the poles) Do you understand the reasons for this? Try different values for when = 90 Set = -2730' N = 12 (ANS-AHD maximum) H = 0 (assume at MSL) What error is caused in a 10km traverse due to assuming that N=0 instead of 12 or -12? Your answer should be 18 or 20 mm What if we assumed N = 6 (average difference) Your answer should be 8 or 10 mm Assume that we are doing a 10km traverse at the Gold Coast that we want to reduce to the spheroid (ANS). How accurately do we have to know the RLs of our stations to be sure the error due to this source will be no greater that the measuring accuracy of our EDM (5mm+5ppm)? Note we will ignore N values for this exercise - assume the geoid is coincident with AHD at this point so N=0 For a 10km line 5mm+5ppm represents 55mm Your answer should be approximately 30m for RLs Does this change if we are using the GRS80 ellipsoid (assume N=42.5)? Does this answer change if we are measuring the traverse in Toowoomba on the ANS at an RL of 680m AHD? Using RL = 680, d2 = 10000, s = 9998.933 Using RL = 715, d2 = 10000, s = 9998.878, therefore = 0.055 Your answer should be approximately 35m for RLs Does this change if we are using the GRS80 ellipsoid (assume N=42.5)? Does this answer change if we are measuring the traverse at an RL of 2000m AHD? Close Distred.XLS and do not save changes
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

Allan Hancock College - SVY - 3107
SVY3107 - GEODETIC SURVEYING B APPROX GEODETIC DISTANCE AND CALCULATIONS ON THE SPHEROID - FORWARD AND REVERSE Obtain copy of file Distance.XLS from J:\Toowoomba\2005_S2\GPS\Spreadsheets Open Distance.XLS Note that there are two spread
Allan Hancock College - ECE - 4007
This is just a test ppt file
Allan Hancock College - SVY - 3107
Assignment CoversheetFamily Name/ Surname: Student Number: First Names:Name: Postal Address: City/Suburb: State: Post Code: Country:University of Southern QueenslandCourse Number: SVY3107 Assignment Description/Number: Faculty: Engineering and
Allan Hancock College - EDU - 1461
ED2462 BIOPHYSICAL BASES OF HUMAN MOVEMENT ICRITERIA:CRITERIA Comprehending & Recalling FactsTASK 3 (SPORT-SPECIFIC FITNESS TEST FORMULATION, PRESENTATION & EVALUATION)A Recalls and comprehends a range of relevant concepts from the four major
Allan Hancock College - EDU - 1461
0011121413 0011121968 0031110915 0011121983 0019822270 0011121414 0011022408 0018851139 0011123350 0011122100 0011121811 0011121592 0011120600 0031040361 0011121356 0011121925 0011122120 0011121995 0011122276 0011121902 0011122295 0011022416 00110223
Allan Hancock College - ECE - 1005
Lecture 2Music, Movement and Creativity1Checking on last week's ideas Perceptual-motor emphasis Large(gross) and small ( fine) muscles Locomotor, non-locomotor and manipulative movements Integrated development (whole child) Movement educati
Allan Hancock College - ECE - 1005
Lecture 3Content of Movement Education Program1Review Lecture 2 Skills based experiences have value but should not be the main emphasis Creative experiences require more time and care in strategies and resources Music and art are not necessar
Allan Hancock College - ECE - 1005
Lecture 4Movement Development Locomotor and Non locomotor Movements1Review Week 3 Three program considerations learner(child), task (content,outcomes) , context(experiences, processes) Content in motor& perceptual areas Curriculum documents i
Allan Hancock College - ECE - 1005
Lecture 5Movement Development : Manipulative Movements1Review Week 4 Normative information from age-related charts is useful for being aware of when children may need outside support Individual ( internal and ecological) issues influence indiv
Allan Hancock College - ECE - 1005
Lecture 6Individual Differences in Movement Development1Review Week 5 Normative development in manipulative movements Sources of individual variation Fine motor movements ( e.g. grasp-release), movements against resistance ( e.g. lift), and r
Allan Hancock College - ECE - 1005
Lecture 7Introduction to Movement Planning1Review Lecture 6 Normative sequence and developmental variations Effect of motor and sensory challenges on participation in movement experiences Accommodations which could be made to assist child to
Allan Hancock College - ECE - 1005
Lecture 7aPlanning for Individual Differences in Movement EducationObjectives for Lecture 7a Connect children's perceptual motor development to teaching plans Review organisation of space, materials selection and teaching strategies Consider ac
Allan Hancock College - ECE - 1005
Lecture 8Movement Using Music1Review Week 7 Three elements of a plan for movement Learner (development & child response obtained by observation & interpretation) Task( movements, and documents); and Context ( experiences, location,strategies
Allan Hancock College - ECE - 1005
Lecture 9Movement Outdoors1Review Week 8 Movement areas in which music can be used as a facilitation device Musical elements which can be explored through movement Organisation of a movement to music session Music/movement for transitions2
Allan Hancock College - ECE - 1005
Lecture 10Movement Indoors1Review lecture 9 Movement experiences which may be suited to outdoor locations Purposes of experiences and resources used outdoors Levels of challenge and appropriateness Introduction to practical issues including
Allan Hancock College - ECE - 1005
Lecture 11Organisation of Movement Experiences1Review Week 10 Purposes of indoor movement experiences Levels of challenge and reasons for particular tasks being challenging. Materials and experiences relevant to specific age groups Reminder
Allan Hancock College - ECE - 1005
Lecture 12Strategies for Facilitating Movement1Review lecture series Movement education is co-constructed Perceptual-cognitive as well as motor issues Program : learner, task and context Plans based on current competencies & interests of ind
Allan Hancock College - ECE - 2020
This is just a test ppt file
Allan Hancock College - ECE - 1006
T h e T h eU n ii v e rr s ii tt y U n v e s yo ff oS o u tt h e rr n S o u h e nQ u e e n s la n d Q u e e n s a n dUsing the Library for Information Resources in ECE1006A Library Session for ECE1006: Health in Early ChildhoodPresent
Allan Hancock College - ECE - 1006
Voice Care"you are how you sound"Presented by: Linda Linnan Speech-Language Pathologist-In-Charge (Toowoomba, Darling Downs and Warwick Districts) Education QueenslandToday's lecture: understand how your voice is produced symptoms an
Allan Hancock College - ECE - 1006
Food Advertising on Children's TelevisionHealth in Early ChildhoodDr Ann FirthFood Advertising on Children's TelevisionOutline of the Lecture Approaches to Government Intervention TV Industry in Australia Regulation of Children's TV Ad
Allan Hancock College - ECE - 1006
Writing at UniversityDr Ann FirthWhy an Essay? In their professional lives very few people, except academics, write essays. However, most professionals need to be able to think critically, analyse, make generalisations based on research and pres
Allan Hancock College - ECE - 1006
Presentation kindly prepared for ECE1006 Health in Early ChildhoodbyDavid LesterUSQ Early Childhood Presentation * Manual Handling Issues * Computers & Studying Physical Health Physical Safety Long Term SurvivalGoals of Presentation Knowle
Allan Hancock College - ECE - 1006
ECE1006 Health in Early ChildhoodLyn Bower - Toowoomba Lindy Austin - Wide BayCOMMONWEALTH OF AUSTRALIA Copyright Regulations 1969WARNINGThis material has been copied and communicated to you by or on behalf of The University of Southern Queensla
Allan Hancock College - ECE - 1006
Child Abuse and NeglectLyn Bower - Toowoomba Lindy Austin - Wide BayCOMMONWEALTH OF AUSTRALIA Copyright Regulations 1969WARNINGThis material has been copied and communicated to you by or on behalf of The University of Southern Queensland pursuan
Allan Hancock College - ECE - 1006
ECE1006 Health in Early ChildhoodLyn Bower - Toowoomba Lindy Austin & Di Small - Wide BayCOMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNINGThis material has been copied and communicated to you by or on behalf of The University of Southe
Allan Hancock College - TEA - 2108
TEA2108 Care and Education SettingsAnne Petriwskyj Di SmallStudying TEA2108 : Resources PRINT Text - Hutchins & Sims Study Guide - content, recommended readings, assignments Library - texts, journals, etc USQ CONNECT Powerpoint slides Tuto
Allan Hancock College - TEA - 2108
Lecture 2 TEA2108Program Planning for Quality Care EnvironmentsReview previous week Overview of coursework structure Learning environment as curriculum Physical, time and human environments Infant and toddler care as an application of learning
Allan Hancock College - TEA - 2108
Lecture 3 TEA2108Physical Environments 0-3 Materials and ExperiencesReview Lecture 2 Concepts and locations of quality care Vygotsky- socially constructed learning Planning cycle - observation /interpretation through to evaluation / reflection
Allan Hancock College - TEA - 2108
TEA2108 Lecture 4Quality Care PerspectivesReview Week 3 Role of aesthetics in learning environment Developmentally, culturally and individually appropriate materials Purposes of materials assist in selection of suitable experiences and resource
Allan Hancock College - TEA - 2108
TEA2108 Lecture 5Environments 0-3 Space and Time1Review Week 4 Range of views on quality care Structural versus interactional quality Child Care Regulations Accreditation guidelines Inclusion of children with diverse abilities and backgroun
Allan Hancock College - TEA - 2108
Lecture 6 TEA2108Human Environments Interpersonal IssuesReview Week 5 Management of space, its size, density and shape, and the layout of play areas Organisation for health and safety Practicality and aesthetics Management of timeblocks, sched
Allan Hancock College - TEA - 2108
TEA2108 Lecture 7Evaluation and Analysis of EnvironmentsReview Week 6 Field Experience issues Child self esteem and guidance Responsive routines and interactions Communication -verbal/non verbal Staff-parent, staff-staff, staff-child and chil
Allan Hancock College - TEA - 2108
Lecture 8 TEA2108Range of Services Macrosystem/Chronosystem IssuesReview Week 7 Evaluation of a child care services at a microsystem level Evaluation of educators own professional work (written and practical) Personal professional reflection as
Allan Hancock College - TEA - 2108
Lecture 9 TEA2108Mesosystem and Exosystem (And other context issues)Review lecture 8 Range of services & their purpose Social (demographic, social structure) effect on demand for particular services Political (policy & funding) issues Economic
Allan Hancock College - TEA - 2108
TEA2108 Lecture 12Refining Program PlanningThe Bigger PictureReview courseworkEcological Systems theory - influence and constraints of broader context on program Infant-toddler care as example of quality learning environment Learning environment
Allan Hancock College - NSC - 2921
Lecture 5 Bacterial virulence & pathogenicityAims To be able to define and differentiate the terms True pathogen Opportunistic pathogen Commensal microorganism To understand what makes bacteria pathogenic Reference: Black Chp14: p375-388Defining
Allan Hancock College - NSC - 2921
LECTURE 4 Bacterial geneticsLecture aims To have a brief look at how procaryotic and eucaryotic DNAs differ To become aware of how bacteria grow To understand how bacteria can exchange genetic materialRefs: Black Chp 6: p137-140;Chp8: p196-210Bas
Allan Hancock College - EDU - 1131
EDUCATIONAL FOUNDATIONS 3: The Cultural Contexts of Education1EDUCATIONAL FOUNDATIONS 3: The Cultural Contexts of EducationWelcome Introduction Course structure Pedagogic Process Assessment2EDUCATIONAL FOUNDATIONS 3: The Cultural Cont
Allan Hancock College - EDU - 1131
85015 - Cultural Contexts of EducationWeeks 7& 8 Representations of schooling in popular literaturePlease note due to changes in the schedule, the audio for this week refers to weeks 9 & 10.Helen McCann, 85015, 2001COMMONWEALTH OF AUSTRALIA Co
Allan Hancock College - EDU - 1131
85015 Cultural Contexts of EducationPopular Culture in Education Jon AustinJune 2002Features of popular culture Contrasts with official culture Democrat possibilities Subversive ReinforcingBakhtin & the CarnivalesqueIt could be said (wit
Allan Hancock College - NSC - 2921
Lecture 9 Controlling Microbes 1Aims of lecture To define the terms: sterilization disinfection decontamination antisepsis To understand the meaning of nosocomial infections To understand the principles and methods of sterilization To become
Allan Hancock College - NSC - 2921
Lecture 2 Introduction to MicrobiologyLecture aims To provide an introduction to the study of microbiology To introduce some basic terms To provide a little historyrefer Black Chpt 1pges 1-25,Chpt 3 pgs 49-69 Chpt4 pgs72-106The Nature of Microbio
Allan Hancock College - ENG - 4406
<!doctype html public "-/w3c/dtd html 4.0 transitional/en"><html><head> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <meta http-equiv="author" content="John Billingsley USQ"> <title>Simulation Window</title><sc
Allan Hancock College - EDU - 1461
WEB SITE RESPONSE FORMStudent Name and Number: WEBSITE NAME AND ADDRESS 1 TARGET AUDIENCE OF WEBSITE 1POSSIBLE MARKS AWARDED MARKSCOMFORT LEVEL OF SITE 1STANDARD OF CONTENT 1CREATIVITY OF SITE 1RATING OF SITE RATIONALE OF YOUR RATING12
Allan Hancock College - NSC - 2921
Lecture 10 Vaccines & AntimicrobialsAimsTo be aware of the different types of vaccines used to combat human infections To understand the advantages & disadvantages of each type To be aware of how vaccines are made and gain knowledge of some importa
Skidmore - MA - 111
Mathematics 111, Spring 2009 Lab Activity #5, Related Rates You should do this lab activity in groups of three if possible. This lab does not require the use of the computer, just your brains. Don't rush! Take your time and understand what you're doi
Allan Hancock College - NSC - 2921
Lecture 8 The VirusesAimsTo be able to define a virus To understand how viruses replicate To understand how viruses can be detected To become aware of the biology of HBV & HIVViruses defined Viruses are obligate intracellular parasites They hav
Allan Hancock College - NSC - 2921
Lecture 18 Clinical MicrobiologyAims To become aware of the basic tenets of infection control To understand the the nature of community acquired infectionsInfectious disease control The nature of outbreaks Epidemiology The study of how diseases
Allan Hancock College - BIO - 1102
Spectrophotometry 2Synopsiss a t w s ` 0t b s w s v h sc s d w`h t sb sw tv ` w ` h d ` ` v u Dx s h w s q h w y vGg )d 9` d 9` d d ra w s a t w s ` 6 s hh` h s v h sc cd w b w t e tv `h` h d` ` v u Dx q w s q h w y vThe amount of absorp
Allan Hancock College - CMS - 3012
Activity 1Changes in category membership Category I Description Inactive Offe's categories of persons Additional categories II Unemployed III Employed IV Self-employedCategories deletedChanges in entitlements Category Description Those affected
Allan Hancock College - CMS - 3012
Activity 2Add to table: Workers More competition for Less competition for jobs jobs Time limits on Relaxed work & income receipt of test for older unemployed unemployment benefits Employers Harder to find workers Easier to find workers Stricter regu
W. Alabama - CHE - 323
Finite Difference MethodMajor: All Engineering Majors Authors: Autar Kaw, Charlie Barkerhttp:/numericalmethods.eng.usf.eduNumerical Methods for STEM undergraduates05/18/09http:/numericalmethods.eng.usf.edu1Finite Difference MethodAn examp
W. Alabama - CHE - 323
DifferentiationContinuous FunctionsMajor: All Engineering Majors Authors: Autar Kaw, Sri Harsha Garapatihttp:/numericalmethods.eng.usf.eduNumerical Methods for STEM undergraduates05/18/09http:/numericalmethods.eng.usf.edu1Forward Differen
W. Alabama - CHE - 323
Runge 4th Order MethodMajor: All Engineering Majors Authors: Autar Kaw, Charlie Barkerhttp:/numericalmethods.eng.usf.eduNumerical Methods for STEM undergraduates05/18/09http:/numericalmethods.eng.usf.edu1RungeKutta 4th Order MethodFor R
W. Alabama - CHE - 323
Taylor Series RevisitedMajor: All Engineering Majors Authors: Autar Kaw, Luke Snyderhttp:/numericalmethods.eng.usf.eduNumerical Methods for STEM undergraduates 05/18/09http:/numericalmethods.eng.usf.edu1What is a Taylor series?Some examples
W. Alabama - CHE - 045
For registered students, course materials can be accessed from http:\www.uwace.uwaterloo.ca
W. Alabama - CHE - 101
CHEMICAL ENGINEERING 101 FINAL EXAMINATION Spring, 2001NAME:_ ID:_ 1) Open textbook and notes. Other aids allowed: calculator and a ruler 2) The duration of the exam is 3 hours. 3) There are 10 problems; each problem is worth 10 points. 4) Please s
W. Alabama - CHE - 562