Jobs (exercises)

1. Measuring Distances by Pacing

1. The class will establish a measured distance.
2. Each student will calculate the length of his or her pace.
3. Each student will estimate the distance between two places by pacing, and will then check that estimate using a measuring tape.
4. Each student will record notes of 2 and 3 in his or her field notebook.

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5. Each student will take, and will have taken, the required photographs.

2. Tying Data into a Baseline

1. Students will work in groups of 4, and be issued two measuring tapes, two chaining pins, two range poles, and one right angle prism.
2. Each group will be assigned an area to be "mapped."
3. Each group will establish a baseline and tie-in the locations of every cultural and natural feature with the area (excluding boundaries).
4. Each student will record data in hers or his field notebook.

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5. Each student will take, and will have taken, the required photographs.

3. Tying Features to a Datum, and Triangulation

1. Students will work in groups of 4, and be issued a measuring tape.
2. Each group will be assigned an area to be "mapped," and will then establish a datum.
3. Each group will tie-in by triangulation every feature, except area boundaries.
4. Each student will record notes in his or her book.

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5. Each student will then use these field notes to draw an exact and detailed map of the locale.
6. Each student will take, and will have taken, the required photographs.

4. Mapping with a Brunton Pocket Transit

1. Students will work in pairs, and be issued a Brunton compass and a measuring tape.
2. Each pair will be assigned an area to be mapped.
3. A datum will be established.
4. Every feature, excluding boundaries, will be tied to the datum by azimuth and distance.
5. Each student will record data in their field notebooks.

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6. Each student will take, and will have taken, the required photographs.

5. Conducting a Traverse

1. Students will work in pairs, and be issued a Brunton compass and a measuring tape.
2. Each pair will be assigned a locale in which to work.
3. A closed traverse will be conducted.
4. Triangulation must be used at least twice.
5. Each student will record data in his or her field notebook.

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6. Each student will use their own notes to draw a precise map of the traversed area.
7. Each student will take, and will have taken, the required photographs.

6. Hand Leveling

Part I

1. Students will work in pairs and be issued a Brunton compass.
2. Each pair will be assigned a sloping area as a study site.
3. Stand at the bottom of the hill and arbitrarily establish a datum at 100 meters.
   
4. Using the one-person estimation approach, calculate the elevation at the top of the hill (One need not measure the horizontal distance).
5. Record your work in the field notebook.

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Parts II and III

1. Students will work in groups of 4, share a Brunton compass and a stadia rod.
2. Each group will be be assigned a sloping area as a study site
3. Start at the top of a hill and arbitrarily establish a datum at 200 meters.
4. Taking at least two turns (2 +sights, and 2 -sights), determine the elevation at a point near the base of the hill.
5. All sights, HIs, elevations, and horizontal distances should be recorded in the field notebook.

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6. Turn around and check your work by repeating everything, but this time by progressing up-hill.
7. Each student will take, and will have taken, the required photographs.

7. Using a Clinometer

1. Students will work in pairs and be issued a Brunton compass.
2. Each pair will choose its own study site for measuring vertical angles and applying some simple trigonometry.
3. Standing on reasonably level ground, the height of a tree, building or some other object will be estimated.
4. Standing on the edge of a precipice, or on top of a hill, the depth of the canyon or the height of the hill will be estimated.
5. Standing at the bottom of a hill with an object, such as a flagpole, on top, the height of the object will be estimated.
6. The gradient of a slope willl be measured directly with clinometer.
7. All notes and calculations will be recorded in the field notebook.
8. Each student will take, and will have taken, the required photographs.

8. Sampling

1. Students may work in groups of 2, 3, or 4.
2. Each student will record data is her or his own field notebook.
3. Each group will be assigned a residential neighborhood near campus.
4. Each group will select a starting point and a route that will take them past the front of every house in the neighborhood.
5. Walk this route, stopping at every fifth house to note the presence or absence of screen/storm doors and chimneys.
6. Rewalk this route, stopping at every house to note the presence or absence of screen/storm doors and chimneys.
7. Draw conclusions about the accuracy of your "fifth house" sample.
8. Each student will take, and will have taken, the required photographs.

9. Describing Soils

• Students will work in groups of four and be issued a trowel, soil corer, Munsell color chart, soil texture chart, and plastic bags.
• Each student will be responsible for collecting her or his own samples and recording his or her own data.

Part I

1. Take pinch samples from an area, placing them in a plastic zip-lock bag.
2. Label (number) the sample.
3. Record in your field notebook:
• the sample number,
• the location of the sample area,
• information about the general setting,
• the color of the sample, and
• the texture of the sample.

Part II

1. Extract a core sample from one location
2. Describe the profile on the basis of texture and color
• drawing the profile on the right side of your field notebook, and
• recording other relevant information on the left side.
3. Put the sample in a zip-lock bag and label it.

• Each student will take, and have taken, the required photographs.
• Submit both samples with your field notebooks.

10. Measuring Erosion

1. Students may work in groups of 2, 3, or 4.
2. Each student will be responsible for recording his or her own data in their field notebook.
3. Using qualitative observations, describe in detail soil erosion in some area of your choosing. Record your assessment in the field notebook referring to the indicators mentioned in the Course Notes.
4. Each student will take, and have taken, the required photographs.

11. Hydrology

• Students will work in groups of four, with each group being issued two measuring tapes, a stadia rod, a Brunton clinometer, and a streamflow meter.
• Each student will record data in his or her own field notebook.
• Class will meet at the 24th Street bridge over Waller Creek.
• Each group will select a site along the creek.

Part I:

Part II:

12. Vegetation

1. Students will work in groups of four, with each group being issued a measuring tape.
2. Each student, however, will be responsible for his or her own set of field notes.
3. Choose an area in Pease Park and conduct:
• a releve analysis, and
• a line intersect analysis of the vegetation.
4. Each student will take, and have taken, the required photographs.

13. Dendrochronology

1. Each student will extract one tree ring core using an increment borer.
2. The age of the tree will be determined.
3. The highest rainfall year and the lowest rainfall year will be determined.
4. Each student will record relevant notes in her or his field notebook.
5. Each student will take, and will have taken, the required photographs.

14. Land Use and Landscape Analysis

1. Students may work in groups of 2, 3, or 4.
2. Each student will be responsible for recording his or her data in the field notebook.
3. Class will meet on the corner of 24th Street and Nueces Street, where each group will be assigned one city block.
4. On the left hand page of the field book create a land use classification scheme and code for the assigned block.
5. On the right hand page sketch a land use map using the scheme and code listed on the facing page.
6. On the following page describe at least two pieces of evidence indicating changes in land use or landscape.
7. Each student will take, and will have taken, the required photographs.

15. Cultural Imprints

1. Students may work in groups of 2, 3, or 4.
2. Visit the following buildings on campus:
• Nancy Lee and Perry R. Bass Concert Hall,
• Jesse H. Jones Communication Center,
• Ernest Cockrell Jr. Hal,
• Waggener Hall,
• Geography Building,
• Littlefield Dormitory,
• Moncrief-Neuhaus Athletic Center,
• Perry-Castaneda Library,
• Prather Hall Dormitory,
• Bernard and Audre Rapaport Building,
• Sutton Hall, and
• J. T. Patterson Laboratories.
3. In his or her own field notebook, each student will record:
• the distance between each building and the Main Building [using a map of campus],
• the date which each building was constructed [to be found on the cornerstone], and
• the architectural style of each building. This last item will require the development of a typology of no more than four categories.
4. Draw a line graph correlating building ages (y) with distance (x).
5. Draw a seriation chart of architectural styles and building ages.
6. Write a brief conclusion about architectural styles, ages, and locations.
7. Each student will take, and will have taken, the required photographs.

16. Photographic Essay

 
1. Use blank 8 1/2 x 11 inch white paper.
2. Place two photographers per sheet so that each exercise has one complete page.
3. Title each page and label each photograph with brief but detailed captions. Be sure that everything is typed and the pages are numbered.
4. Include a cover page containing: (i) a title, (ii) your name, (iii) the course title, and (iv) the semester and year.
5. Include a table of contents.
6. Add a heavy paper cover and have the essay velo bound or stapled and taped.

 Created by William E. Doolittle. Last revised 2 December 2007, wed