PLATE 3: PACING

At the end of the activity, the students should be able to:

1. Be familiar with pacing method.
2. Solve and perform problems involving pacing.
3. Develop the skills in computing distances by the method of pacing in determining
horizontal distance.
4. Show the importance of pacing in identifying the horizontal distances.

Direction: Answer the following problems correctly. Use 4 decimal places for your computation.
Show all your solutions immediately after each problem. Box your final answer.
1. A surveyor walked along a given line that was known to be 61 m long. In order to determine
her average unit pace, he paced the line five times recording 78, 76.5, 77, 78, and 76 paces,
respectively, in his field book. Determine his average unit pace. If the surveyor then
counted an average of 150 paces while pacing off a line of unknown distance, what is the
distance?

2. A surveyor has a unit pace of 0.65m/pace. (a) She counts 187 paces while walking from
point C to point D. What is the distance between C and D? (b) How many paces should she
walk in order to lay-out a roughly 350 m long?

3. A 45-m course, AB, on level ground was paced by a surveyor for the purpose of
determining his pace factor. The number of paces for each trial taken are shown in the
accompanying tabulation.
(a) Determine his pace factor.
(b) If the surveyor then took 771, 770, 768, 770, 772, and 769 paces in walking an unknown
distance CD, what is the length of the line?
(c) Assuming that the taped length of line CD is 667.0 m, determine the relative precision of the
measurement performed?

PACING DATA
TRIAL LINE TAPED DIST NO. OF PACES MEAN
1 AB 50
2 BA 53
3 AB 51
45.0
4 BA 53
5 AB 52
6 BA 53