ࡱ> }z{| %-bjbj 1$f  EEEYYY8-Y5";;;W!W!W!)˄E!1!"S!!!;;,)))!R;iV;)!)).FwHG"};@.uY"y@<5y0#}E}W!"y!)!!YW!W!W!&FW!W!W!5!!!!W!W!W!W!W!W!W!W!W! :  01/24/13  COURSE DESCRIPTION: This course includes basic terminology, concepts and principles of the use of surveying instruments, mathematical calculations and the theory of land surveying. Topics include USGS benchmarks, measuring horizontal and vertical angles and distances, terms, recording and an introduction to interpreting field notes. Upon completion, students should be able to recognize benchmarks, measure, specify and record field notes using the previously described methods. CREDIT HOURS Theory Credit Hours 1 hour Lab Credit Hours 2 hours Total Credit Hours 3 hours NOTE: Theory credit hours are a 1:1 contact to credit ratio. Programs may schedule practical lab hours as 3:1 or 2:1 contact to credit ratio; Clinical hours are 3:1 contact to credit ratio; and Preceptorships may be scheduled as 3:1 (P3) or 5:1 (P5) (Ref Board Policy 705.01). PREREQUISITE COURSES As determined by college. CO-REQUISITE COURSES As determined by college. PROFESSIONAL COMPETENCIES Identify, research, define and recognize survey terminology, maps and symbol usages. Interpret the different types of traverses and surveys. Differentiate between different types of surveying instruments and demonstrate the ability to use various types of surveying instruments and equipment. Construct civil documents from survey data. INSTRUCTIONAL GOALS Cognitive Comprehend principles and concepts related to basic surveying. Psychomotor Apply principles of basic surveying. Affective Value the importance of adhering to policy and procedures related to basic surveying. STUDENT OBJECTIVES Condition Statement: Unless otherwise indicated, evaluation of students attainment of objectives is based on knowledge gained from this course. Specifications may be in the form of, but not limited to, cognitive skills diagnostic instruments, manufacturers specifications, technical orders, regulations, national and state codes, certification agencies, locally developed lab/clinical assignments, or any combination of specifications. STUDENT LEARNING OUTCOMES MODULE A SURVEY TERMINOLOGY, MAPS AND SYMBOL USAGESPROFESSIONAL COMPETENCIESPERFORMANCE OBJECTIVESKSAA1.0 Identify, research, define and recognize survey terminology, maps and symbol usages. A1.1 Identify, interpret and research basic survey terminology.1A1.2 Identify mapping legends and symbols.1A1.3 Interpret and compare the different types of survey maps.2A1.4 Identify surveying mistakes, accuracy and precision.2LEARNING OBJECTIVES KSAA1.1.1 Define terminology. A1.1.2 Relate terminology to applications.1 1A1.2.1 Recognize and name mapping legends and symbols. A1.2.2 Determine usage of symbols.1 1A1.3.1 Determine usage of various categories of survey mapping types.2A1.4.1 Recognize sources of errors, mistakes, accuracy and precision in surveying.2MODULE A OUTLINE: Basic Definitions and Terminology Types of Map Numerical Scale, Graphic, Scale Conversion Mapping Symbols, Drawing Mapping Symbols Field Notes and Data Collection Errors, Mistakes, Accuracy and Precision  MODULE B Traverse and Survey InterpretationPROFESSIONAL COMPETENCIESPERFORMANCE OBJECTIVESKSAB1.0 Interpret the different types of traverses and surveys.B1.1 Interpret and distinguish between the different types of traverses and surveys. 2LEARNING OBJECTIVES KSAB1.1.1 Perform calculations from field notes2MODULE B OUTLINE: Methods of measuring and computing traverse angles Angular Measurements and Angle Misclosure Traversing Sources of Errors and Mistakes in Traversing and Leveling Computations Interpreting Field Notes Leveling  MODULE C COMMON SURVEYING INSTRUMENTS AND EQUIPMENTPROFESSIONAL COMPETENCIESPERFORMANCE OBJECTIVESKSAC1.0 Differentiate between different types of surveying instruments and demonstrate the ability to use various types of surveying instruments and equipment.C1.1 Identify common types of survey instruments and equipment.1C1.2 Interpret the functions of various types of surveying instruments and equipment.2LEARNING OBJECTIVES KSAC1.1.1 Recognize and name survey instruments and equipment. 1C1.2.1 Relate functions of survey instruments and equipment to surveying methods and applications.2MODULE C OUTLINE: Chains Tapes Range Poles and Leveling Rods Spirit Levels Dumpy Levels Telescopes Transits and Transit Levels Engineers Transists Theodolites Electronic Theodolites and Total Workstations Precision and Laser Leveling Techniques Leveling Log Books and Field Notebooks  MODULE D BOUNDARY AND PUBLIC LAND SURVEYSPROFESSIONAL COMPETENCIESPERFORMANCE OBJECTIVESKSAD1.0 Construct civil documents from survey data. D1.1 Draw boundary survey using property descriptions. 2D1.2 Construct survey using profile measurement from field notes. 2D1.3 Draw plan and profile drawing using field notes and engineering sketches 2D1.4 Create a subdivision survey from given engineering sketches and from written information.2D1.5 Create a highway profile layout drawing using the point of curve and point of intersection methods. 2LEARNING OBJECTIVES KSAD1.1.1 Explain the process for construction of boundary map2D1.2.1 Explain the process of constructing a profile of a curved line 2D1.3.1 Explain the process of constructing a profile taken from field notes 2D1.4.1 Explain the process of drawing a subdivision layout 2D1.5.1 Explain the process of drawing a street/highway layout2MODULE D OUTLINE: Categories of Land Surveys Methods of Property Descriptions Metes and Bounds Lot and Block Plot Plan Legal Descriptions and Plot Plans Plan and Profiles Township, Sections and Range Lines Notes, dimensions, and azimuths Plotting Property using Bearing, Distance, Latitudes and Departures from a given Traverse  LEARNING OUTCOMES Table of specifications The table below identifies the percentage of learning objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation. Limited Knowledge and ProficiencyModerate Knowledge and ProficiencyAdvanced Knowledge and ProficiencySuperior Knowledge and ProficiencyKSA1234Module A67%33%Module B100%Module C50%50%Module D100% The KSA is NOT determined by the verb used in the learning objective, but rather in the context in which the verb is used and the depth of knowledge and skills required. Example: Three KSA levels using the same verb (describe): KSA 1 Describe three characteristics of metamorphic rocks. (simple recall) KSA 2 Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) KSA 3 Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)  Learners Knowledge, Skills and AbilitiesIndicatorKey TermsDescription1Limited Knowledge and ProficiencyRecognize basic information about the subject including terms and nomenclature. Students must demonstrate ability to recall information such as facts, terminology or rules related to information previously taught. Performs simple parts of the competency. Student requires close supervision when performing the competency.2Moderate Knowledge and ProficiencyDistinguish relationships between general principles and facts. Adopts prescribed methodologies and concepts. Students must demonstrate understanding of multiple facts and principles and their relationships, and differentiate between elements of information. Students state ideal sequence for performing task. Performs most parts of the competency with instructor assistance as appropriate.3Advanced Knowledge and ProficiencyExamines conditions, findings, or other relevant data to select an appropriate response. The ability to determine why and when a particular response is appropriate and predict anticipated outcomes. Students demonstrate their ability to seek additional information and incorporate new findings into the conclusion and justify their answers. Performs all parts of the competency without instructor assistance.4Superior Knowledge and ProficiencyAssessing conditions, findings, data, and relevant theory to formulate appropriate responses and develop procedures for situation resolution. Involves higher levels of cognitive reasoning. Requires students to formulate connections between relevant ideas and observations. Students apply judgments to the value of alternatives and select the most appropriate response. Can instruct others how to do the competency. Performs competency quickly and accurately.AAffective ObjectiveDescribes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. Expressed as interests, attitudes, appreciations, values, and emotional sets or biases.     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