Exercises for Practice. Exercises for Practice

3.1 How does EDM work? 3.2 What are the different types of EDM? What is the basic difference? 3.3 Explain various components of a Total Station. 3.4 What are different measurements you take with Total Station, and what parameters you compute? 3.5 What do you understand by the terms- Ellipsoid, Geoid and Mean sea level. Draw a diagram to show the three surface. 3.6 What are the advantages and disadvantages of GNSS? 3.7 Define L1, L2 and L5 frequency in GNSS. 3.8 What is Initialization in GNSS Surveying? What do you understand by the terms- Base Station and Differential Correction. 3.9 Define the terms- Ephemeris, Epoch, Dual-frequency Receiver, Pseudorandom Noise or Number (PRN), Selective Availability, Carrier Phase in GNSS, Coarse or Acquisition (C/A) Code. 3.10 What is the basic difference between Static method and Kinetic method of GNSS data collection? 3.11 Define the following acronym as applied to GPS and GNSS: GDOP, PDOP, HDOP and VDOP. 3.12 Define the following terms: (i) Atmosphere delays (ii) Receiver clock errors (iii) Multipath errors. 3.13 Discuss the term SBAS.

This chunk presents a list of short questions designed for students to practice their knowledge on various surveying technologies, particularly focusing on Electronic Distance Measurement (EDM) and Global Navigation Satellite Systems (GNSS). Each question prompts the students to explain key concepts, definitions, and methods related to these technologies, encouraging them to consolidate their understanding and apply what they've learned in practical scenarios.

Think of this section like a sports practice session where today's tasks are drills that help players sharpen their skills. Just as a soccer player repeats penalty shots for better accuracy, students answer these questions to reinforce their understanding of surveying and navigation technologies.

3.14 What is the use of reflecting prism in a EDM/Total Station Survey? Show the travel of electromagnetic wave from instrument to prism and back for Time measurements, and Phase measurement. 3.15 Draw a neat sketch and show various components of a Total Station. 3.16 Discuss various steps involved in setting up a Total Station in the field. 3.17 Discuss the modalities of working with (i) normal Total Station, (ii) Reflectorless Total Station, (iii) Laser-based Total Station, and (iv) Smart Station. 3.18 Write various sources of errors in Total Station observations? How do you remove them? 3.19 Discuss the main segments of GNSS. 3.20 Discuss the methodology of DGNSS data collection. Discuss the sources of error that affect the quality of GNSS observations. How GNSS errors can be corrected?

The long questions aimed at students require deeper engagement with the material. Each question encourages students to not only recall facts but also synthesize information from what they have learned about EDM and GNSS technologies. Questions like the use of reflecting prisms encourage students to visualize and understand the physics behind measuring distances. Also, discussing the components of a Total Station and the errors in observation allows students to connect theory with practical operation, providing a more rounded education about the instruments they will use.

Imagine you are preparing for a big science fair, where you need to present your project. Each of these long questions represents a component of your project—like the materials you need, the experiment setup, and how you will present your findings. Just as you would research and practice each part of your fair project to ensure you understand everything clearly, students need to thoroughly explore these long questions to grasp the complexities of surveying technologies.

3.21 A distance is measured along a slope with an EDM which when corrected for meteorological conditions and instrument constants, is 714.652 m. The EDM is 1.750 m above the ground, and the reflector is located 1.922 m above ground. A theodolite is used to measure a vertical angle of +4°25′15″ to a target placed 1.646 m above ground. Determine the horizontal length of the line. (Ans: 712.512 m)

This unsolved numerical question challenges students to apply their theoretical understanding of EDM in a practical context. The problem includes several variables: the adjusted distance, the heights of both the EDM and the reflector, and the vertical angle measured with a theodolite. Students need to consider trigonometric principles and the concept of measuring lengths in a three-dimensional context, ultimately using the information to determine the horizontal length.

Think of this question as a treasure map where you learn how to follow coordinates and angles to find the treasure. Just like figuring out the horizontal distance to the treasure involves some calculations, understanding how to measure distances accurately using EDM and theodolites is key to finding your way in surveying.

--