59367 – Assignment 2SVY1104 2020Contents1. Generic Assignment

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Assignment 2SVY1104 2020Contents1. Generic Assignment Information 41.1. Introduction 41.2. Assignment Summary 41.3. Due Date 61.4. Late penalty 61.5. Assignment presentation guidelines 71.6. Submission 71.7. Equipment Required 82. Assignment Body 92.1. Introduction 92.2. Assignment Questions 92.2.1. Task 1 – Site design [120 marks] 92.2.2. Task 2 – Control design [40 marks] 102.2.3. Task 3 – Project preparation [50 marks] 112.2.4. Task 4 – Levelling [40 marks] 142.3. Rubric/ guide 182.4. Appendix A – Submission Checklist 212.5. Appendix B – Lot 71 on SP 291400 222.6. Appendix C – Links to Survey Control Reports 241. Generic Assignment Information1.1. IntroductionThis assignment takes the skills and knowledge you have gained from Modules 4 onwards and combines them into a survey project scenario for you to work through. Keep in mind that this is an of what we are learning in this course, so some liberties have been taken when designing the scenario to ensure it remains at a level suitable for this course.It is not intended to be a comprehensive exercise in survey projects, nor is it intended to 100% accurately reflect normal work procedures – we’re only first year surveying!1.2. Assignment SummaryThis contributes to 25% (250/1000 marks) of your final grade for this course. Table 1 below shows a summary of the marks for each question and how it relates to the course content. Table 1 Summary of marks per question and links to course contentMarks ModuleTask 1 120 marks Module 1 (20 marks)Module 4 (60 marks)Module 5 (40 marks)Task 2 40 marks Module 9Task 3 50 marks Module 7 (10 marks)Module 8 (40 marks)Task 4 40 marks Module 10Total 250 marks1.3. Due DateThis assignment is due as per the information under the Tab on StudyDesk.Please also confirm the due date in the Course Specifications.1.4. Late penaltyA late penalty of 5% (12.5/250 marks) per whole, or partial, University day that the assignment is handed in after the due date, without prior application for omission of late penalties.For more information regarding the University standard for assessment, due dates, and late penalties, please see the University Procedure for Assessment.1.5. Assignment presentation guidelinesThis assignment is predominantly a surveying mathematics exercise. As this is a first-year course, your submission may be neat hand-written solutions, typed solutions, or a combination of the two.Ensure your name and student number appear at least once in the body of your assignment (preferably on the first page).Label each Task or sub-task clearly, so your solutions are easy to follow.For repetitive calculations (i.e. columns of values that use the same formula), you may use a spreadsheet program to generate the values required, however, you should provide a sample calculation for each column/row as required.1.6. Submission InstructionsAll submissions should be digital and made through the StudyDesk Assignment submission link.Before submitting your assignment, check the file you are submitting – are all the pages legible? Have any images/scans been accidentally cropped? Are the pages in the correct order? Have you got copies of the same page, or pages missing?If you do not have a scanner at home, Adobe makes a free mobile scanner app that uses your mobile/tablet camera to take scans of documents and converts them to PDF. It is very easy to use and produces clear results. There are probably other scanner apps out there, but at this one has the benefit of being from a trusted source.A submission checklist is included as Appendix A.Use the following naming convention for your files:o SVY1104_A2_[SurnameInitial]_[StudentNumber].xxxo Where [SurnameInitial] is replaced by your surname and your first initial (eg JessicaSmith would be SmithJ); and o [StudentNumber] is replaced by your 10 digit student number (eg 0061234567)1.7. Equipment RequiredInternet & SoftwareYou will need internet access to access the relevant software packages (Office 365 or similar) and assignment resources (StudyDesk).EquipmentClose Program2. Assignment Body2.1. IntroductionYour company has just landed a large project to be the project surveyors and designers for the development of a parcel of land. You will be one of the lead surveyors for the project, so you are going to be heavily involved in both the design and the construction phases.The planner has provided your company with the first draft of the site design, but it is your job to calculate the design to ensure it fits within the boundaries of the lot and that there are no miscloses in the proposed roads.You will also be entrusted with managing the survey control for the site, which means you will need to design and place any marks required for the life of the project. Of course, you will also be involved in the field work for the project as well, so you need to ensure your equipment is fit for purpose.2.2. Assignment QuestionsThe project site is Lot 71 on SP 291400, close to the train station in Springfield Central, Queensland.Please see 2.5 Appendix B for a map of the site, including existing survey marks in the area.2.2.1. Task 1 – Site design [120 marks]The client has provided you with a draft design (see Figure 1) which you will need to calculate and check for errors. In the southern half of Lot 71 a new boundary is to be created, as shown in blue dimensions. Check the close of the southern lot enclosed by the existing boundaries and the proposed new boundaries.1. Use Bowditch Adjustment by Vector to distribute any misclose in the proposed boundaries.(30 marks)2. If this new boundary were a traverse, would it have been appropriate to adjust the lines, assuming the traverse was of a normal standard? What would you recommend doing to improve the traverse if it were not suitable?(10 marks)Figure 1 Proposed boundaries for southern lot and dimensions for new cul-de-sac.There will also be a new cul-de-sac built for the development. It will come off perpendicular to the existing stub road (180°00, 6.53) into the lot and be designed to fit the dimensions shown in Figure 1.Assign 0m chainage to point A and increase through to point H, along the straight and curved lines. This chainage is applied to the perimeter of the cul-de-sac (not the centreline, as it would normally be). The intersection angle of curve CP3 will be close to 90°.3. Calculate the perimeter of the cul-de-sac.(40 marks)4. Assuming you are set up at the common tangent point between the two 10m radius curves, calculate the setout bearings and distances for the even 10m chainages around the perimeter of the cul-de-sac, as well as all the tangent points for each of the curves.(40 marks)2.2.2. Task 2 – Control design [40 marks]1. Now that you have the design for the site finalised, you are able to look over the site and come up with a proposed site control design.(10 marks)Of course, a desktop design cannot be finalised until a site visit, but this is a starting point to work from.Some points to consider when deciding on the locations for the control marks:• Likely line of sight between marks• Limit the distance between marks to 150m or less (use the measurement tool in Qld Globe to approximate)• Forward plan the project and try to place internal marks away from areas where they are likely to be knocked out early during construction (so not in the roads, for example)• Ensure you have good geometry – don’t load all the marks to one side or one corner• Make sure there is control around the outside of the site as this is likely to survive, allowing you to place new control as required• Which existing marks you are connecting to• The type of survey mark to place – what kinds of survey marks are suitable for long term control?2. Once you have designed an appropriate control layout for the site, write a field procedure document to be provided to any surveyor that will be going out on site to place and measure the control marks.(30 marks)Include information :• Any of the considerations from above that they will need to confirm on site• Equipment to be used• Measurements to be made and method of collection• Checking process to confirm quality of data2.2.3. Task 3 – Project preparation [50 marks]Before you go out on site to begin the field work for the project, you take the instrument out to the Caboolture Calibration Range to test and adjust your instrument. You complete the data collection and come back to the office to process it.Before you start processing the calibration data, there is something you need to fix. You forgot to set the correct temperature, pressure and humidity in the instrument before making the observations to the first target, so you need to adjust the 5 measurements made to that target.Table 2 below shows the atmospheric data that was already in the instrument that was used, as well was the atmospheric values that should have been entered before taking the first five measurements. The incorrect distances recorded to that target are documented in Table 3.Table 2 Atmospheric Conditions: entered and true at time of measurement Pillar 0 to Pillar 1Atmospheric Data Incorrect value Correct valueTemperature 19°C 27°CPressure 990 mbar 1240 mbarHumidity 50% 70%The instrument manufacturer uses the following formula to calculate the appropriate atmospheric correction for ambient conditions:???1 = 286.34 – [0 (.129525+ ????)?? – 4.126(1 +×????10)-4h × 10??]where ?D1 Atmospheric correction (ppm)?? Air pressure (mbar)?? Air temperature (°C)h Relative humidity (%)???? 7.5??( ) + 0.7857(237.3 + ??)Table 3 Observed distances at Pillar 1 with incorrect atmospheric conditions appliedAt To Observed0 1 64.90791 64.90991 64.90591 64.90691 64.90691. Calculate the correction to be applied to the measurements to correct them for the ambient conditions at the time of measurement.2. Calculate the average of the five corrected distances to use in the calibration processing(10 marks)The remaining observed distances are in the table below (Table 4).Table 4 Observed distances for calibration processingAt To True Distance Observed Distance0 2 181.148 181.1783 398.726 398.7574 537.045 537.0735 714.866 714.8986 1148.525 1148.5571 2 116.274 116.3053 333.852 333.8814 472.171 472.25 649.992 650.026 1083.651 1083.6822 3 217.578 217.6094 355.897 355.9265 533.718 533.756 967.377 967.4053 4 138.319 138.3495 316.14 316.1686 749.799 749.8324 5 177.821 177.8516 611.48 611.5125 6 433.659 433.6863. Calculate the Scale Factor and Instrument Constant for the instrument/target pair using linear regression.(30 marks)4. Check that the instrument is working to manufacturer’s specifications by creating a Verification plot. Comment on the conclusions you can draw from the Verification plot and what you can do them.(10 marks)The instrument manufacturer’s specifications for EDM Standard measurement to a standard prism is +/-(1mm +1.5ppm).2.2.4. Task 4 – Levelling [40 marks]Being a diligent surveyor, you complete a check level traverse between the existing survey marks to see how they fit within themselves before using them to transfer levels to the project site.The data from the level traverse is shown below in Table 6. It was completed to control traverse standards, using appropriate equipment. As much as possible, the traverse was on a direct line between survey marks.From the coordinates provided in the Survey Control Reports, the straight-line distances between each of the marks are:Table 5 Calculated distances between Survey Control marksPM MGA E MGA N Distance161428 490070.421 6938901.232 354.943 to 155352155352 489859.95 6939187.04 276.271 to 106017106017 490123.867 6939105.35 287.317 to 112201112201 490406.759 6939155.579 421.682 to 161428Table 6 Level traverse observationsBS ISFSRiseFallRL Survey Mark4.603 49.585 PM 1614284.694 0.956 3.647 53.232 CP 14.717 0.994 3.700 56.932 CP 24.734 1.014 3.703 60.635 CP 34.600 1.140 3.594 64.229 CP 44.641 1.180 3.420 67.649 CP 54.723 1.935 2.70670.355 PM 1553524.781 4.779 0.05670.299 CP 63.277 3.827 0.95471.253 CP 71.128 4.595 1.318 69.935 PM 1060170.970 4.959 3.831 66.104 CP 81.441 4.595 3.625 62.479 CP 90.722 4.909 3.468 59.011 CP 100.795 4.325 3.703 55.308 CP 111.475 4.425 3.630 51.678 CP 120.832 4.952 3.477 48.201 CP 134.673 4.895 4.06344.138 PM 1122014.770 2.939 1.734 45.872 CP 144.760 3.506 1.264 47.136 CP 154.680 4.194 0.566 47.702 CP 162.971 2.792 1.88849.590 PM 1614284.369 4.858 1.887 47.703 CP 163.188 4.937 0.568 47.135 CP 152.838 4.454 1.266 45.869 CP 144.741 4.571 1.73344.136 PM 1122014.757 0.679 4.062 48.198 CP 134.707 1.280 3.477 51.675 CP 124.774 1.078 3.629 55.304 CP 114.611 1.170 3.704 59.008 CP 104.751 1.139 3.472 62.480 CP 94.733 1.128 3.623 66.103 CP 84.770 0.904 3.829 69.932 PM 1060173.618 3.451 1.31971.251 CP 74.797 4.574 0.95670.295 CP 62.232 4.739 0.05870.353 PM 1553521.548 4.939 2.707 67.646 CP 51.259 4.969 3.421 64.225 CP 40.892 4.851 3.592 60.633 CP 30.973 4.593 3.701 56.932 CP20.798 4.674 3.701 53.231 CP 14.445 3.647 49.584 PM 1614281. Assess and calculate the misclose(s) in the level traverse, before completing a proportional adjustment on the reduced levels of the existing survey marks, adopting the starting point (PM 161428) as the one fixed point.(30 marks)2. Compare the calculated elevations for each mark that was not held fixed in the adjustment. Use the distance between each mark and the comparison to discuss whether the traverse met control survey standards.(10 marks)The Survey Control Reports for each survey mark will provide extra information needed to complete this task; please see the links in 2.6 Appendix C.2.3. Rubric/Marking guideExcellent Good Average Poor Very Poor Marks Possible0%Task Sub-task 100-85% 84-65% 64-50% 49-25% 24-1% Attained Marks1 12342 12 Correct adjusted bearings and distances The calculation process is checked for errors by:* re-calculating by using analternative method* where appropriate, calculating a standard value of tolerance* showing the check calculations* writing a brief statement (no more than five sentences) on how the check confirms the calculation process The student demonstrates an excellent understanding of the provided course material by: * selecting and applying an appropriate metholodogy for the task at hand from the course material * providing sufficient calculations that another person less experienced can follow the same process to arrive atthe same solution The student would have obtained the correctsolution, except a minorblunder that does not affect the student’sdemonstration of their understanding of the course material (eg. transcription error) The calculation process is checked for errors by: * re-calculating by using an alternative method * where appropriate, calculating a standard value of tolerance * showing the check calculations The student demonstrates a good understanding of the provided course material by: * selecting and applying an appropriate metholodogy for the task at hand from the course material * although providing calculations for the solution, there are minor omissions in the process steps The student has provided a mostlycomplete attempt at the task The student has provided a brief statement (no more than fivesentences) on how the check confirms thecalculation process, but has not included sufficient check calculations to verify The student demonstrates an average understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material * although providing calculations for the attempt, the progression through the calculation process is not always clear The student has provided a partialattempt at the task The studentindicates thesolution is okay withoutjustification orcalculations The student demonstrates a poor understanding of the provided course material by either:* not selecting an appropriate metholodogy for the task at hand; OR * although providing calculations for the attempt, the progression through the calculation process is often unclear The student has provided a mostly incompleteattempt at the task The checks demonstrate there is a problem and the student hasnot re-attempted their solution The student demonstrates a very poor understanding of the provided course material by:* not selecting an appropriate metholodogy for the task at hand * although providing calculations for the attempt, it is unclear how the outcomes of the attempt were deduced There is no attempt at the questionORthe atttempt is entirelywrong 30Linear Misclose has been calculated and assessedagainst the appropriatestandard The student applies their knowledge of error analysis to identify multiple checks and remedies, withjustification Linear Misclose has been calculated and assessedagainst an inappropriatestandard The student applies their knowledge of error analysisto identify many checks and remedies, with some justification Linear Misclose has been assessed, but not calculated The student applies their knowledge of error analysisto identify some checks andremedies, and demonstratesjustification Linear Misclose has beencalculated, but not assessed The student applies their knowledge of error analysis to identify some checks and remedies The student suggests one recommendation There is no attempt at the questionORthe atttempt is entirelywrong 10Correct perimeter of culde-sac The calculation process is checked for errors by:* re-calculating by using an alternative method* where appropriate, calculating a standard value of tolerance* showing the check calculations* writing a brief statement (no more than five sentences) on how the check confirms the calculation process The student demonstrates an excellent understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* providing sufficient calculations that another person less experienced canfollow the same process to arrive atthe same solution The student would have obtained the correctsolution, except a minorblunder that does not affect the student’sdemonstration of their understanding of the course material (eg. transcription error) The calculation process is checked for errors by:* re-calculating by using an alternative method* where appropriate, calculating a standard value of tolerance* showing the check calculations The student demonstrates a good understanding of theprovided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* although providing calculations for the solution, there are minor omissions in the process steps The student has provided a mostlycomplete attempt at the task The student has provided a brief statement (no more than fivesentences) on how the check confirms thecalculation process, but has not included sufficient check calculations to verify The student demonstrates an average understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* although providing calculations for the attempt,the progression through thecalculation process is not always clear The student has provided a partialattempt at the task The studentindicates thesolution is okay withoutjustification orcalculations The student demonstrates a poor understanding of the provided course material by either:* not selecting an appropriate metholodogy for the task at hand; OR * although providing calculations for the attempt, the progression through the calculation process is oftenunclear The student has provided a mostly incompleteattempt at the task The checks demonstrate there is a problem and the student hasnot re-attempted their solution The student demonstrates a very poor understanding of the provided course material by:* not selecting an appropriate metholodogy for the task at hand* although providing calculations for the attempt, it is unclear how theoutcomes of the attempt werededuced There is no attempt at the questionORthe atttempt is entirelywrong 40Correct setout bearings and distances The calculation process is checked for errors by:* re-calculating by using analternative method* where appropriate, calculating a standard value of tolerance* showing the check calculations* writing a brief statement (no more than five sentences) on how the check confirms the calculation process The student demonstrates an excellent understanding of the provided course material by: * selecting and applying an appropriate metholodogy for the task at hand from the course material * providing sufficient calculations that another person less experienced can follow the same process to arrive atthe same solution The student would have obtained the correctsolution, except a minorblunder that does not affect the student’sdemonstration of their understanding of the course material (eg. transcription error) The calculation process is checked for errors by: * re-calculating by using an alternative method * where appropriate, calculating a standard value of tolerance * showing the check calculations The student demonstrates a good understanding of the provided course material by: * selecting and applying an appropriate metholodogy for the task at hand from the course material * although providing calculations for the solution, there are minor omissions in the process steps The student has provided a mostlycomplete attempt at the task The student has provided a brief statement (no more than fivesentences) on how the check confirms thecalculation process, but has not included sufficient check calculations to verify The student demonstrates an average understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material * although providing calculations for the attempt, the progression through the calculation process is not always clear The student has provided a partialattempt at the task The studentindicates thesolution is okay withoutjustification orcalculations The student demonstrates a poor understanding of the provided course material by either:* not selecting an appropriate metholodogy for the task at hand; OR * although providing calculations for the attempt, the progression through the calculation process is often unclear The student has provided a mostly incompleteattempt at the task The checks demonstrate there is a problem and the student hasnot re-attempted their solution The student demonstrates a very poor understanding of the provided course material by:* not selecting an appropriate metholodogy for the task at hand * although providing calculations for the attempt, it is unclear how the outcomes of the attempt were deduced There is no attempt at the questionORthe atttempt is entirelywrong 40The control pattern adheres to the design guidelines The control pattern mostly adheres to the guidelines The control pattern has 50% compliance with the guidelines The control pattern adheres toa few guidelines The control pattern adheres to one or two guidelines There is no attempt at the questionORthe atttempt is entirelywrong 10An excellent field procedure incorporates:*field checks on the design*best field practices (as we currently know)*data redundancy*appropriate equipment*data analysis and reduction methods A good field procedure incorporates nearly of theelements from the excellent list, with only minor omissions An average field procedure incorporates most of the elements from the excellentlist A poor field procedure incorporates some of the elements from theexcellent list A very field procedure incorporates very few of the elements from the excellent list, with only minoromissions There is no attempt at the questionORthe atttempt is entirelywrong 3034 1 + 23412 Corrections calculated and applied accurately, correct averaged distance The calculation process is checked for errors by:* re-calculating by using an alternative method* where appropriate, calculating a standard value of tolerance* showing the check calculations* writing a brief statement (no more than five sentences) on how the check confirms the calculation process The student demonstrates an excellent understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* providing sufficient calculations that another person less experienced canfollow the same process to arrive atthe same solution The student would have obtained the correctsolution, except a minorblunder that does not affect the student’sdemonstration of their understanding of the course material (eg. transcription error) The calculation process is checked for errors by:* re-calculating by using an alternative method* where appropriate, calculating a standard value of tolerance* showing the check calculations The student demonstrates a good understanding of theprovided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* although providing calculations for the solution, there are minor omissions in the process steps The student has provided a mostlycomplete attempt at the task The student has provided a brief statement (no more than fivesentences) on how the check confirms thecalculation process, but has not included sufficient check calculations to verify The student demonstrates an average understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* although providing calculations for the attempt,the progression through thecalculation process is not always clear The student has provided a partialattempt at the task The studentindicates thesolution is okay withoutjustification orcalculations The student demonstrates a poor understanding of the provided course material by either:* not selecting an appropriate metholodogy for the task at hand; OR * although providing calculations for the attempt, the progression through the calculation process is oftenunclear The student has provided a mostly incompleteattempt at the task The checks demonstrate there is a problem and the student hasnot re-attempted their solution The student demonstrates a very poor understanding of the provided course material by:* not selecting an appropriate metholodogy for the task at hand* although providing calculations for the attempt, it is unclear how theoutcomes of the attempt werededuced There is no attempt at the questionORthe atttempt is entirelywrong 10Correct Scale Factor and Instrument Constant The calculation process is checked for errors by:* re-calculating by using an alternative method* where appropriate, calculating a standard value of tolerance* showing the check calculations* writing a brief statement (no more than five sentences) on how the check confirms the calculation process The student demonstrates an excellent understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* providing sufficient calculations that another person less experienced canfollow the same process to arrive atthe same solution The student would have obtained the correctsolution, except a minorblunder that does not affect the student’sdemonstration of their understanding of the course material (eg. transcription error) The calculation process is checked for errors by:* re-calculating by using an alternative method* where appropriate, calculating a standard value of tolerance* showing the check calculations The student demonstrates a good understanding of theprovided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* although providing calculations for the solution, there are minor omissions in the process steps The student has provided a mostlycomplete attempt at the task The student has provided a brief statement (no more than fivesentences) on how the check confirms thecalculation process, but has not included sufficient check calculations to verify The student demonstrates an average understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* although providing calculations for the attempt,the progression through thecalculation process is not always clear The student has provided a partialattempt at the task The studentindicates thesolution is okay withoutjustification orcalculations The student demonstrates a poor understanding of the provided course material by either:* not selecting an appropriate metholodogy for the task at hand; OR * although providing calculations for the attempt, the progression through the calculation process is oftenunclear The student has provided a mostly incompleteattempt at the task The checks demonstrate there is a problem and the student hasnot re-attempted their solution The student demonstrates a very poor understanding of the provided course material by:* not selecting an appropriate metholodogy for the task at hand* although providing calculations for the attempt, it is unclear how theoutcomes of the attempt werededuced There is no attempt at the questionORthe atttempt is entirelywrong 30Verification plot generated correctly The student demonstrates an excellent understanding of usingverification plots by identifying the relevant information from the plotand discussing possible causes andremedies The student demonstrates an excellent understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* providing sufficient calculations that another person less experienced canfollow the same process to arrive atthe same solution The student would have obtained the correctsolution, except a minorblunder that does not affect the student’sdemonstration of their understanding of the course material (eg. transcription error) The student demonstrates a goodunderstanding of using verification plots byidentifying the relevantinformation from the plot and discussingpossible causes OR remedies The student demonstrates a good understanding of theprovided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* although providing calculations for the solution, there are minor omissions in the process steps The student has provided a mostlycomplete attempt at the task The student has identified the relevant information in theverification plot and has some of causes or remedies The student demonstrates an average understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* although providing calculations for the attempt,the progression through thecalculation process is not always clear The student has provided a partialattempt at the task The student has identified the relevantinformation in theplot and simplystates that thesolution is okay (ornot) The student demonstrates a poor understanding of the provided course material by either:* not selecting an appropriate metholodogy for the task at hand; OR * although providing calculations for the attempt, the progression through the calculation process is oftenunclear The student has provided a mostly incompleteattempt at the task The student indicates thesolution is okay (or not) without justification The student demonstrates a very poor understanding of the provided course material by:* not selecting an appropriate metholodogy for the task at hand* although providing calculations for the attempt, it is unclear how theoutcomes of the attempt werededuced There is no attempt at the questionORthe atttempt is entirelywrong 10Correct Adjusted Reduced Levels The calculation process is checked for errors by:* re-calculating by using an alternative method* where appropriate, calculating a standard value of tolerance* showing the check calculations* writing a brief statement (no more than five sentences) on how the check confirms the calculation process The student demonstrates an excellent understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* providing sufficient calculations that another person less experienced canfollow the same process to arrive atthe same solution The student would have obtained the correctsolution, except a minorblunder that does not affect the student’sdemonstration of their understanding of the course material (eg. transcription error) The calculation process is checked for errors by:* re-calculating by using an alternative method* where appropriate, calculating a standard value of tolerance* showing the check calculations The student demonstrates a good understanding of theprovided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* although providing calculations for the solution, there are minor omissions in the process steps The student has provided a mostlycomplete attempt at the task The student has provided a brief statement (no more than fivesentences) on how the check confirms thecalculation process, but has not included sufficient check calculations to verify The student demonstrates an average understanding of the provided course material by:* selecting and applying an appropriate metholodogy for the task at hand from the course material* although providing calculations for the attempt,the progression through thecalculation process is not always clear The student has provided a partialattempt at the task The studentindicates thesolution is okay withoutjustification orcalculations The student demonstrates a poor understanding of the provided course material by either:* not selecting an appropriate metholodogy for the task at hand; OR * although providing calculations for the attempt, the progression through the calculation process is oftenunclear The student has provided a mostly incompleteattempt at the task The checks demonstrate there is a problem and the student hasnot re-attempted their solution The student demonstrates a very poor understanding of the provided course material by:* not selecting an appropriate metholodogy for the task at hand* although providing calculations for the attempt, it is unclear how theoutcomes of the attempt werededuced There is no attempt at the questionORthe atttempt is entirelywrong 30The student applies their knowledge oftransferring levels and uncertainty bycomparing andcontrasting the results, then drawing conclusions The student applies their knowledge oftransferring levels and uncertainty bycomparing andcontrasting the results with justifications The student applies theirknowledge oftransferring levelsand uncertainty by comparing theresult with some justification The student identifies the-good- stations and the -bad- stations The student only notes thedifferencesbetween theadjusted and provided levels There is no attempt at the questionORthe atttempt is entirelywrong 102.4. Appendix A – Submission ChecklistThis checklist is for your benefit only and does not need to be submitted. Use it to confirm you have completed all the questions/tasks in the assignment, that your submission meets the required standards, and that you have completed the submission process successfully.Tasks Completed? Bowditch adjusted lot design, including checks? on appropriateness to adjust traverse? Road design completed? Setout data calculated? Proposed site control plan? Field procedure document for site control survey? Atmospheric corrected target one measurements? Scale Factor and Instrument Constant calculated from calibration measurements? Verification plot to check instrument is working within manufacturer’s specifications and comments? Adjusted Reduced Levels for marks? of adjusted RLsPresentation? If hand-written/combination: all pages for your submission have been scanned (no doubles or missing pages), and the entire page can be seen (no cropped pages/images)? If hand-written: Each page is neat and legible? Ensure your name and student number/ID appears in the body of the upload file at least once? The file has been named using the nominated naming conventionUpload? The file has been uploaded to the correct course? The file has definitely been submitted2.5. Appendix B – Lot 71 on SP 291400Queensland Globe Help2.6. Appendix C – Links to Survey Control ReportsSurvey Control Reports are reports containing the registered information in a QueenslandGovernment data base. These reports are free for all to access, either through Queensland Globe or other search options.The first page contains the administrative (number, location, etc) information, the of the mark (mark type, installation date, etc) and the co-ordinate information for the mark (co-ordinate values, elevation values, uncertainty, datum, etc).When assessing the level run, consider the uncertainty of the of control mark as well as the method by which it was fixed (how was the elevation transferred to the mark). This can tell you whether a mark may be more reliable than another. The lineage attribute tells you whether the mark is directly on the datum, or whether it is a secondary connection to datum (for example, with AHD values, they can be on datum – i.e. connected directly to a mark that was used to establish AHD datum; derived – which means they connected only to a mark that already has an AHD value, but not necessarily a datum mark; Main Roads – Qld Government department for roads – most roads departments seem to have their own datums that all the marks they place for state-controlled roads are on; or a local datum).PM 106017PM 112201PM 155352PM 161428

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