FIELDWORK 5

Discussion

Differential Leveling With And Without Turning Points

According to an Article, Differential Leveling is defined as “The establishment of differences in elevation

between two or more points with respect to a datum. Normally we will assign an elevation of 100.00 to
the datum rather using the mean sea level elevation.”

Differential leveling is a technique used to determine differences in elevation between points that are
remote from each other. Differential leveling requires the use of a surveyor's level together with
graduated measuring rods. An elevation is a vertical distance above or below a referenced datum.

Leveling is classified into three types: geometric leveling, trigonometric leveling, and precise
leveling. In geometric leveling the difference of height between two points is determined by
differences of readings to the leveling rod placed on those points. The readings are made with a
leveling instrument.

Observation and Results

For this fieldwork, we should attain the following objectives: To develop the skills in determining the
difference in elevation between two points, both of which are accessible from a single point of
observation using a dumpy level, To acquire the knowledge of finding the elevation of a point from a
bench mark of known elevation by establishing turning points to and from the point of unknown
elevation, To develop the technical know – how of using the precise level, And lastly, to work
harmoniously and effectively with one’s group while performing each assigned tasked.

The fieldwork is divided into two parts. The first part is with turning point while the second part is
without turning point. For the first part, there were two station named station A and station B. Station B
is on an elevated point while station A is on a flat surface. A rodman went to both station while the
other members looked at the dumpy level to determine the height. We did a Back sight and Foresight
for both station to determine the height. After doing so, we computed the most probable difference in
elevation which is 0.8715m.

For the second part, It is basically the same but with turning points. The turning points assigned was the
post on the location so that it will be easily identified later on. From the first point to the last we
measure the height of each turning points by also using the back sight and foresight until we got back to
the first point. For BM 1 we determined the elevation which is 0.524m while for BM 2 we computed an
elevation of 1.297m.
Conclusion

For this fieldwork, we learned how to use the dumpy level and how to perform Differential leveling. We
tried to determine the difference in elevation between two points, both of which are accessible
from a single point of observation using a dumpy level and find the elevation of a point from a
benchmark of unknown elevation.

For the first part, we had a difference of elevation on the two points which is 0.8715m. While for the
second part, we determined the elevation of the second benchmark which is 1.297 m.

I therefore conclude that the field work was successfully performed, however, some sources errors can
also be observed like the proper handling of the levelling rod, and the levelling of the dumpy level.

Acknowledgement

First and foremost, I would like to thank God for showering us with blessings and guiding us in order to
accomplish our fieldwork.

I would also like to express my gratitude to our professor, Engineer Virgilio Santos for giving us the right
knowledge and wisdom in order for us to achieve our dream profession.

I would also like to give thanks to my family for supporting me until the end.

And lastly, I would like to give thanks to my groupmates: Kyla Mae Alfonso, Joshua Bunagan, and Recy
Lyn Valenzuela for their hard work and determination on completing every field work.

References:

Elementary Surveying Manual

https://engineering.purdue.edu/~asm215/topics/difflevl.html

https://kupdf.net/download/field-work-no-5-differential-leveling-with-and-without-turning-points-
pdf_59f253c3e2b6f5fb63a93b78_pdf

https://www.oneida-boces.org
FIELDWORK 9

Discussion

Determination of Rectilinear Area by Radial Traversing

For this field work, as the title says, we will be performing Radial traversing, but first what is traversing?

In surveying, Traverse is a method in the field of surveying to establish control networks. It is also used
in geodesy. Traverse networks involve placing survey stations along a line or path of travel, and then
using the previously surveyed points as a base for observing the next point.

Radial traversing is ideal for quickly establishing a large number of points in an area, especially when a
total station instrument is employed. They not only enable the angle and distance observations to be
made quickly, but they also perform the calculations for azimuth, horizontal distance, and station
coordinates in real time. Radial methods are also very convenient for laying out planned construction
projects with a total station instrument.

Observation and Results

For this fieldwork, we should attain the following objectives: To acquire the knowledge in getting the
area of a rectilinear field by staking a central station , To learn how to read the horizontal angle of the
transit, To improve the skills in analysis of the area of right triangles, To develop the ability to lead or
follow the designated, desired tasks of one’s party or group and to be fully responsible in the
performance of the assigned tasks.

Personally, I think that the field work was simple because we already know the fundamentals and how
each instrument works. It is like a combination of all the previous field works on determining an area
and using a dumpy level.

For the procedure, we basically made a quadrilateral with a minimum of 20m for each side. Then we
assigned a central station somewhere on the middle of the plane and we placed the dumpy level there.
Then the other members will go to each point of the plane and one member will use the dumpy level to
find its angle that will be used for the computations later on. After completing all points, we did a trial 2
by just repositioning the central station somewhere again on the middle.

For the first trial, we computed an area of 365.98 m ^2 while for the second part we computed a total
area of 365.41m^2.

Conclusion

For this fieldwork, we are able to acquire the area of a rectilinear field by staking a central station and by
performing radial traversing. We had an average total area of 365.6985m^2 for the rectilinear field that
we made.

We also learned how to read the horizontal angle of a transit with the right procedures. And lastly, we
developed our ability to communicate and share the tasks with each other. Radial traversing is the
easiest way of traversing and will be used, and of course it will be useful, throughout our engineering
careers

Acknowledgement

First and foremost, I would like to thank God for showering us with blessings and guiding us in order to
accomplish our fieldwork.

I would also like to express my gratitude to our professor, Engineer Virgilio Santos for giving us the right
knowledge and wisdom in order for us to achieve our dream profession.

I would also like to give thanks to my family for supporting me until the end.

And lastly, I would like to give thanks to my groupmates: Kyla Mae Alfonso, Joshua Bunagan, and Recy
Lyn Valenzuela for their hard work and determination on completing every field work.

References:

Elementary Surveying Manual

https://en.wikipedia.org/wiki/Traverse_(surveying)

https://www.globalsecurity.org/military/library/policy/army/fm/6-2/Ch5.htm