UNIVERSITY OF LA SALETTE INC

College of Engineering and Architecture

Santiago City, Philippines

COURSE LEARNING PLAN

2nd Semester
S.Y. 2021-2022

Course No : PBSGE 014 Lec/Lab

Descriptive Title : Geodetic Surveying Lec/Lab
Units : Two (2) Units Lecture
: Two (2) Units Laboratory
Hours per Week : 2 Hours Lecture, 6 hours Laboratory

Prepared and Submitted by: Date Submitted Checked By: Date Reviewed 

ENGR. REY SAGUIBO, MSEM ____________ ENGR. REY SAGUIBO, MSEM ____________
Instructor Program Coordinator

Reviewed by: Endorsed By:

MARY JOIE C. PADRON, MAED ENGR. GENESIS S. JOSE, MSEM, PCPE

Instructional Coordinator Dean, College of Engineering and Architecture

Approved by:

MADEILYN B. ESTACIO PH.D

Vice President for Academic

1
 VISION INSTITUTIONAL OBJECTIVE

The University of La In keeping with its philosophy, vision, and mission, La Salette professes the following institutional objectives:
SaletteInc, a Catholic institution
founded by the Missionaries of Our 1. To foster a reconciled and reconciling community through spiritual upliftment programs and liturgical activities
Lady of La Salette, forms
2. To sustain the quality assured education of the University through institutional and program accreditations,
RECONCILERS “so that they may professional certifications, and compliance with international standards for curricular programs and University
have life and have it to the full.” (John
management.
10:10) 3. To provide accessible education through various modalities of learning.
4. To lead the academic community with strategic and transformative competencies in realizing the Vision, Mission
and la Salette Philosophy of Education.
MISSION 5. To develop and implement transformative teaching and learning experience through the critical approach and
values-based integration.
The University of La Salette, 6. To undertake research on various disciplines and generate new knowledge needed for the advancement of the
Inc. is a premier institution of choice University as well as for the national development.
providing accessible, quality, and 7. To realized ICT oriented learning by establishing the monitoring system to collect and review information needed
transformative education for integral to manage an organization or on-going activities of the University.
human development particularly the 8. To provide industry experience through on-the-job trainings, exposures, internship, immersion programs, and
poor. linkages.
9. To provide a holistic curriculum that integrates instruction, extension, research, ICT, industry experience for both
student and faculty.
10. To adopt an interdisciplinary approach by enhancing the institution’s interest in the understanding of the cultural
reproduction and social integration and in spiritual and moral information.

CORE VALUES INSTITUTIONAL OUTCOMES

FAITH - The total submission to God’s
call to Holiness and commitment to His
will.
RECONCILIATION - Constantly
renewing our relationship with God,
others and all creation through a life of
prayer, penance and zeal
INTEGRITY - The courage and
determination to live and die for
Salettinian ideals.
Having finished their academic degree at University of La Salette, the graduates should be:
TRANSFORMATIVE LEADER. Active involvement in their respective community and organization by the
championing the Salettinians ideals.
RECONCILER. Continue to communicate their Salettinian identity and culture through active involvements in the
evangelizing ministry of reconciliation in their local communities, work-places and in social organization.
INDUSTRY COMPETENT. Demonstrate their readiness in the arena of and qualification for employment through
the established link between theoretical aspect of the curriculum and its practical dimension as a result of their on-the-
job trainings, exposures, internship, immersion programs and linkages with relevant industries or workplaces.

2

EXCELLENCE - Upholding the highest
standard of quality assured education
and professionalism in the areas of
instruction, research, and extension.
SOLIDARITY - Commitment to
building a community anchored on
mutual trust, confidence, teamwork,
unity and respect for the dignity of the
human person and creation.
RESEARCH-ORIENTED. Keep abreast with current developments and trends in all relevant technical/professional
knowledge areas for successful adaptation to a changing and complex world through continuing engagement in
research projects to contribute to the humanization of the world in general, and to the reconciling effects on their
relationship with God, with fellow human beings, with society and with nature.
INFORMATION AND COMMUNICATION TECHNOLOGY PROFICIENT. Demonstrate contemporary skills
applications as they offer innovative solutions in work situations through the employment of new technology and new
ways of communication.
CRITICAL THINKER. Engage themselves in critical reflection and communicative discourses on uncritically
assimilated assumptions, beliefs, value – system and diverse perspectives that need to be collaboratively addressed
for an emancipatory and integral process of human growth and community building.

HOLISTIC PERSON. Demonstrate through their attitude, behaviour and engagement a synthesis of faith and lived
experience; synthesis of faith and science; synthesis of cognitive, affective and behavioural aspects of learning;
synthesis of cultural and global concerns, and a synthesis of curricular and co-curricular programs.

PROGRAM OUTCOMES:

    The students of the BSGE program shall have the ability to:
a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of geodetic engineering;
b. Design and conduct experiments to test hypotheses and verify assumptions, as well as to organize, analyze and interpret data, draw valid conclusions, and
develop mathematical models for processes;
c. Design, improve, innovate, and to supervise systems or procedures to meet desired needs within realistic constraints, in accordance with standards;
d. Work effectively in multi-disciplinary and multi-cultural teams in diverse fields of practice;
e. Identify, formulate, and solve geodetic engineering problems;
f. Understand professional, social, and ethical responsibility:
g. Communicate effectively through oral, written, print, and other media;
h. Understand the effects and impact of the geodetic engineering profession on the environment and the society;
i. Engage in life-long learning and to keep current of the developments in a specific field of specialization;
j. Know contemporary issues
k. Use the appropriate techniques, skills and tools necessary for the practice of geodetic engineering;
l. Know and understand engineering and management principles as a member and leader of a team, and manage projects in a multidisciplinary environment;
m. Understand at least one focus area of geodetic engineering practice and apply such knowledge to provide solutions to actual problems.

3
PROGRAM OBJECTIVES AND ITS RELATIONSHIP TO INSTITUTIONAL OUTCOMES

Institutional Outcomes
Program Outcomes
1 2 3 4 5 6 7
a. apply knowledge of mathematics, physical sciences, and
/ / /
engineering sciences to the practices of geodetic engineering;
b. design and conduct experiments to test hypotheses and verify
assumptions, as well as to organize, analyze and interpret data,
/ /
draw valid conclusions, and develop mathematical models for
processes;
c. design, improve, innovate, and supervise systems or
procedures to meet desired needs with realistic constraints, in / /
accordance with standards;
d. work effectively in multi-disciplinary and multi-cultural teams
/ /
in diverse fields of practice;
e. identify, formulate, and solve geodetic engineering problem; / / /
f. understand professional, social, and ethical responsibility; / /
g. communicate effectively through oral, written, print, and other
/ / /
media;
h. understand the effects and impact of the geodetic engineering
profession on the environment and the society;
/
i. engage in life-long learning and to keep current of the
developments in a specific field of specialization;
/
j. know contemporary issues /
k. use the appropriate techniques, skills and tools necessary for the
/
practice of geodetic engineering;
l. know and understand engineering and management principles as a
member and leader of a team, and manage projects in a /
multidisciplinary environment;
m. understand at least one focus area of geodetic engineering practice
and apply such knowledge to provide solutions to actual problems
/

COURSE DESCRIPTION:

The course includes discussions on the principles and methods of the establishment and densification of horizontal and vertical
geodetic control networks; accuracy standards and specifications of horizontal and vertical geodetic control networks. Laboratory
exercises introduce the students to instruments and handling and practical surveying applications.

4
COURSE OUTCOMES

After the Completing this course, the student must be able to:

1. Apply the concepts related to geometric geodesy and satellite positioning system as preparation to geodetic
control networks;
2. Explain the principles governing and procedures involved in the establishment of horizontal and vertical geodetic
control networks;
3. Comply with the accepted standards of accuracy and specifications for geodetic control network establishment
and operating geodetic control survey technology;
4. Solve computational problems related to horizontal and vertical control establishment that includes processing of
raw data, removal of systematic errors and adjustment and/ or distribution of random errors; and
5. Apply knowledge and skills in geodesy needed for the establishment and maintenance of a reference system
both local and international.

COURSE OUTCOMES AND THEIR RELATIONSHIP TO PROGRAM OUTCOMES

Relationship to Program Outcomes

COURSE OUTCOMES a b c d e f g h i j k l
Apply the concepts related to geometric geodesy and satellite positioning /
system as preparation to geodetic control networks;
Explain the principles governing and procedures involved in the /
establishment of horizontal and vertical geodetic control networks;
Comply with the accepted standards of accuracy and specifications for / /
geodetic control network establishment and operating geodetic control survey
technology;
Solve computational problems related to horizontal and vertical control / / /
establishment that includes processing of raw data, removal of systematic
errors and adjustment and/ or distribution of random errors; and
Apply knowledge and skills in geodesy needed for the establishment and /
maintenance of a reference system both local and international.

5
COURSE OUTLINE:
LEARNING
SCHEDULE
OUTCOMES
1. Explain the Salettinian
vision, mission,
Orientation
philosophy, core
values and institutional
Introduction to the
outcomes.
Course
2. Describe concrete
actions exhibiting your
 Salettinian vision,
Week 1 Salettinian identity.
3. Share your
understanding of the
BSCPE program
outcomes.
 BSGE Program
4. Relate the course
learning outcomes, and
institutional learning
outcomes.
Week 2-3  At the end of this unit, the
student should be able to:
1.  Identify the different
datum and reference
ellipsoids used in the
Philippines.
2. Differentiate the
different methods in
horizontal positioning.
3. Apply appropriate
method to a given
problem.
LEARNING
TOPIC OUTLINE METHODOLOGY ASSESSMENT
RESOURCES
Asynchronous
Learning:
In online discussion the students
are ask to;
Instructional texts
and teacher-made
1. Discuss the relationship of the
modules will be
course outcomes to the Salettinian
uploaded at ULS-
core values and institutional
CLMS. Students will
outcomes.
follow the given Students Manual 2017
philosophy, core examples for every
Students upload onto their LMS
values, and topic, and answer CMO 39, s. 2017
their essay on the ff.
institutional posted guide
outcomes questions.
2. Relate the course learning
outcomes to the program
Outcomes Synchronous
outcomes using any appropriate
discussion:
graphic organizer.
Online discussion via
Google Meet.
Asynchronous R. Subramanian,
Module 1: Learning: 1. Oral discussion on geodetic Surveying and
Introduction to control network. Levelling, Oxford
Geodetic Control Instructional texts University Press,
Network and teacher-made 2. The students will used Second Edition, 2012.
modules will be appropriate methods to solve the
1. Geodetic Datum uploaded at ULS- given problems. James M. Anderson and
CLMS. Students will Edward M. Mikhail,
2. Horizontal follow the given 3. Using their own choice of Surveying, Theory and
examples for every resources such as the internet, books, Practice, Seventh
Positioning Methods
magazines, newspaper articles),
topic, and answer Edition, McGraw Hill
research, the students will write a
posted guide short paper discussing the different
2001
questions. datum and reference ellipsoids used
in the Philippines. Bannister and S.
Synchronous Raymond, Surveying,
discussion: Seventh Edition,
6
 Longman 2004

S.K. Roy,
Online discussion via Fundamentals of
Google Meet. Surveying, Second
Edition, Prentice Hall
of India 2004
Module 2: Geodetic R. Subramanian,
At the end of this unit, Control Network Surveying and
the student should be able (GCN) Levelling, Oxford
Asynchronous
to: University Press,
Establishment and Learning:
Second Edition, 2012.
Densification
Instructional texts 1. The students will have a short
1. Demonstrate the quiz/assignment GCN James M. Anderson and
1. Steps in and teacher-made
accurate steps conducting establishment and densification. Edward M. Mikhail,
Triangulation modules will be
triangulation methods. Surveying, Theory and
uploaded at ULS-
2. The students will identify the Practice, Seventh
2. Direction and angle CLMS. Students will
2. Apply the accuracy steps in triangulation to be able to Edition, McGraw Hill
Measurement Using follow the given
standards and answer the following problems. 2001
examples for every
specifications for Theodolite
topic, and answer
Week 4-5 horizontal positioning. 3. The students will present in Bannister and S.
posted guide
class how to operate a theodolite Raymond, Surveying,
questions.
3. Identify how to operate instrument. Seventh Edition,
a theodolite instrument. Longman 2004
Synchronous
discussion:
S.K. Roy,
Fundamentals of
Online discussion via
Surveying, Second
Google Meet.
Edition, Prentice Hall
of India 2004
Week 6 PRELIM EXAMINATION
Week 7-8 Module 3: The Asynchronous 1. Oral discussion on the horizontal R. Subramanian,
At the end of this unit, Horizontal Geodetic Learning: geodetic control network Surveying and
the student should be able Control Network methodologies. Levelling, Oxford
to: Methodologies Instructional texts University Press,
and teacher-made Second Edition, 2012.
1. Definitions: Earth modules will be 2. The students will solve
Curvature and uploaded at ULS- problems in curvature and James M. Anderson and
1. Discuss the definition
Atmospheric CLMS. Students will refraction in levelling. Edward M. Mikhail,
of earth curvature and
Refraction follow the given Surveying, Theory and

7
 atmospheric refraction.
Practice, Seventh
2. Identify the difference
Edition, McGraw Hill
between earth curvature examples for every
2001
and atmospheric topic, and answer
refraction. posted guide Bannister and S.
questions. Raymond, Surveying,
3. Apply geodetic 2. Geodetic Leveling Seventh Edition,
leveling method using Synchronous
Longman 2004
appropriate survey discussion:
instrument. S.K. Roy,
Online discussion via
Fundamentals of
Google Meet.
Surveying, Second
Edition, Prentice Hall
of India 2004

At the end of this unit, Module 4: Geodetic Asynchronous R. Subramanian,

the student should be able Levelling Learning: The students are ask to write a Surveying and
to: report on Geodetic Vertical Levelling, Oxford
1.Vertical Control Instructional texts Control Surveys Program University Press,
Week 9-11 1. Identify the different Networks and teacher-made products in Comprehensive Second Edition, 2012.
classification of vertical modules will be Everglades Restoration Program
control networks and its 2. Leveling Errors uploaded at ULS- (CERP) projects, and how these James M. Anderson and
accuracy standards. CLMS. Students will products will be maintained for Edward M. Mikhail,
follow the given the duration of CERP. Surveying, Theory and
2. Identify common examples for every Practice, Seventh
sources of errors in topic, and answer ESSAY: Edition, McGraw Hill
conducting geodetic posted guide 2001
leveling surveys. questions. The student needs to explain the
following questions: Bannister and S.
3. Discuss the definition Synchronous Raymond, Surveying,
of vertical control discussion: 1. Differentiate horizontal Seventh Edition,
control networks and vertical Longman 2004
networks.
Online discussion via control networks.
Google Meet. S.K. Roy,
2. Identify the different types of Fundamentals of
errors in levelling and elaborate Surveying, Second
each types. Edition, Prentice Hall
of India 2004

8
 Week 12
At the end of this unit,
the student should be able
to:
1. Identify the different
methods in leveling loop.
2. Apply simple
adjustment methods for
leveling loops.
3. Discuss the difference
between combined
horizontal and vertical
geodetic controls.
4. Determine the
Week 13-17 instruments and methods
use in barometric,
trigonometric, and
precise spirit levelling.
5. Differentiate the
different European levels
in precise spirit levelling
6. Calculate the accuracy
of the different geodetic
leveling.
MIDTERM EXAMINATION
R. Subramanian,
Surveying and
Module 5: Combined Asynchronous Levelling, Oxford
1. The students will have a graded
Horizontal and Learning: University Press,
recitation on the different
Vertical Geodetic Second Edition, 2012.
European level.
Control Instructional texts
and teacher-made James M. Anderson and
2. The students will solve Edward M. Mikhail,
1. Simple Adjustment modules will be problems in barometric leveling, Surveying, Theory and
Methods for Leveling uploaded at ULS- trigonometric leveling, and Practice, Seventh
Loops CLMS. Students will precise spirit leveling. Edition, McGraw Hill
follow the given
2. Barometric examples for every 2001
3. The students will have a
Levelling topic, and answer
research work on instruments and Bannister and S.
posted guide
methods used in geodetic Raymond, Surveying,
3. Trigonometric questions.
leveling. Seventh Edition,
Levelling
Synchronous Longman 2004
4.Precise Spirit discussion: .
S.K. Roy,
Levelling
Online discussion Fundamentals of
via Google Meet. Surveying, Second
Edition, Prentice Hall
of India 2004
9
 Week 18
RUBRICS FOR ESSAY
CRITERIA
FOCUS
The single controlling
point made with an
awareness of a about a
specific topic.
CONTENT
The presence of ideas
developed acts examples
anecdotes, details opinions,
statistics, reasons, and/or
explanations.
ORGANIZATION
The order developed and
sustained within and across
paragraphs using
transitional devices and
including introduction and
conclusion.
STYLE
The choice, use and
arrangement of words and
sentence structures that
create tone and voice.
CONVENTIONS
Grammar, mechanics,
Spelling, usage and
ADVANCED
100-90
Sharp, distinct controlling
point made about a single
topic with evident awareness
of task.
Substantial, specific and/or
illustrative content
demonstrating strong
development and sophisticated
ideas.
Sophisticated arrangement of
content with evident and/or
subtle transitions.
Precise, illustrative use of a
variety of words and
sentence structures to
create consistent writer's voice
and tone appropriate to
audience.
Evident control of grammar,
mechanics. spelling usage and
sentence formation.
FINAL EXAMINATION
PROFICIENT
89-80
Apparent point made
about a single topic
with sufficient awareness of
task.
Sufficiently developed
content with adequate
elaboration or explanation.
Functional arrangement of
content that sustains a logical
order with some evidence of
transitions.
Generic use of a variety of
words and sentence
structures that may or may
not create writer's voice and
tone appropriate to audience
Sufficient control of
grammar, mechanics,
spelling. usage and sentence
APPROACHING
PROFICIENCY
79-70
No apparent point but
evidence of a specific
topic.
Limited content with
inadequate elaboration or
explanation.
Confused or inconsistent
arrangement of content with or
without attempt at transition
Limited word choice and
control of sentence
structures that inhibit voice and
tone.
Limited control of grammar,
mechanics, spelling usage and
sentence formation.
BEGINNING
69-60
Minimal evidence of a
topic.
Superficial and/or minimal
content.
Minimal control of
content arrangement.
Minimal variety in word
choice and minimal
control of sentence
structures.
Minimal control of
grammar, mechanics.
spelling usage and
10
sentence formation.
RUBRICS FOR RECITATION:
CRITERIA ADVANCED
100-90
Speaks Clearly Speaks clearly and distinctly
all (100- 95%) the time, and
mispronounces no words.
Volume Volume is loud enough to be
heard by all audience members
throughout the recitation.
Posture and Eye Contact Stands up straight, looks
relaxed and confident.
Establishes eye contact with
everyone in the room during
the recitation.
Preparedness Student is completely prepared
and has obviously rehearsed.
Listens to Other Listens intently. Does not
Recitations make distracting noises or
movements.
Length Requirements Meets the length requirements
of the assignment.
RUBRICS FOR ORAL PRESENTATION:
formation
PROFICIENT
89-80
Speaks clearly and distinctly
all (100- 95%) the time, but
mispronounces one word.
Volume is loud enough to be
heard by all audience members
at least 90% of the time.
Stands up straight and
establishes eye contact with
everyone in the room during
the recitation.
Student seems pretty prepared
but might have needed a
couple more rehearsals.
Listens intently but has one
distracting noise or movement.
Length is 75% of the
requirement.
APPROACHING
PROFICIENCY
79-70
Speaks clearly and distinctly
most (94-85%) of the time.
Mispronounces no more than
one word.
Volume is loud enough to be
heard by all audience members
at least 80% of the time.
Sometimes stands up straight
and establishes eye contact.
The student is somewhat
prepared, but it is clear that
rehearsal was lacking.
Sometimes does not appear to
be listening but is not
distracting.
Length is less 50%- 75% of the
requirement.
sentence formation
BEGINNING
69-60
Often mumbles or cannot
be understood OR
mispronounces more than
one word.
Volume often too soft to
be heard by all audience
members.
Slouches and/or does not
look at people during the
recitation.
Student does not seem at
all prepared to present.
Sometimes does not
appear to be listening and
has distracting noises or
movements
Length is less than 50% of
the requirement.
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 CRITERIA ADVANCED
100-90
EFFECTIVENESS Project includes all material
needed to gain a comfortable
understanding of the topic.
CONTENT AND Content is accurate and
SEQUENCE relevant and information is
presented in a logical order.
SPELLING AND Presentation has no
GRAMMAR misspellings or grammatical
errors.
SPEECH DELIVERS The voice is very clear and
loud and no mistakes are made
during the presentation. Ideas
are logical.
ORGANIZATION PowerPoint contains a
minimum of 8 slides. All parts
of the task are completed fully
and support the theme/content
of the presentation.
EFFECTIVENESS Project includes all material
needed to gain a comfortable
understanding of the topic.
For Quiz with Detailed solution/s
Rubrics: Maximum of 5 points per Item.
5 points – for an item completely answered with complete solution w/ proof.
PROFICIENT
89-80
Project includes most
material needed to gain a
comfortable understanding of
the topic but is lacking one or
two key elements.
Content is accurate and
relevant but some information
is not presented in a logical
order but it is still easy to
follow.
Presentation has 1-2
misspellings, but no
grammatical errors.
The voice is not clear and
loud enough to be easily
understood, and a few
mistakes are made during the
presentation. Ideas are
logical.
PowerPoint contains a
minimum of 8 slides. All
parts of the task are
completed partially and
support the theme/content of
the presentation.
Project includes most
material needed to gain a
comfortable understanding of
the topic but is lacking one or
two key elements.
APPROACHING
PROFICIENCY
79-70
Project is missing more than two
key elements.
Content is questionable and
information is not presented in a
logical order making it difficult
to follow.
Presentation has 1-2
grammatical errors but no
misspellings.
The voice is not clear and loud
and more than 4 mistakes are
made during the presentation.
Ideas are not logical enough.
PowerPoint contains fewer than
8 slides, or some slides do not
support the theme/content of the
presentation.
Project is missing more than two
key elements.
BEGINNING
69-60
Project is lacking several
key elements and has
inaccuracies.
Content is inaccurate and
irrelevant there is no clear
plan for the organization
of information.
Presentation has more than
2 grammatical and/or
spelling errors.
The voice is not clear and
loud and many mistakes
are made during the
presentation. Ideas are not
logical at all.
PowerPoint contains fewer
than 8 slides and is
missing several parts of
the task. Slides designed
do not support the
theme/content of the
presentation.
Project is lacking several
key elements and has
inaccuracies.
12
3 points – for an item completely answered with complete solution w/out proof or late.
1 point – fail to answer

GRADING SYSTEM:

The student’s grade is composed of:

a. Class Standing (CS) which includes quizzes, assignments, recitations, laboratory exercises, seat works and requirements.
b. Periodical examinations (PE) refer to Preliminary, Midterm or Final Examination.
The Prelim Grade (PG) is computed as:

PG = 2/3 of CS + 1/3 of PE

The Midterm Grade (MG) is computed as:

MG = 2/3 of CS + 1/3 of PE

Cumulative MG = 2/3 of MG and 1/3 of PG

The Final Grade (FG) is computed as:

FG = 2/3 of CS + 1/3 of PE

Cumulative FG = 2/3 of FG + 1/3 of MG

The percentage equivalent of Periodical Examination and the different components of the CS is computed as:

% = (Raw Score/No. of Items) * 50 + 50

Passing Mark is 75% and above.

Failing Mark is below 75%.

InProgress Mark will be given to students on the ff. instances:

1. The student failed to take the final examinations.

2. The student failed to submit major course requirements.

FDA (Failure due to absences) Mark will be given to students who have incurred a significant number of absences. Please refer to Univeristy of La Salette,
Inc. Student Handbook Section 3.3.4-6

13
COURSE REQUIREMENTS:

1. Active participation in online discussion.

2. Submission of homework and accomplish readings.
3. Passed all Examination (major exam and quizzes).

CONSULTATION HOURS:

Faculty Name Schedule Room

Engr. Rey Saguibo,MSEM 3:00 – 8:00 pm Online

REFERENCES:

R. Subramanian, Surveying and Levelling, Oxford University Press, Second Edition, 2012.

James M. Anderson and Edward M. Mikhail, Surveying, Theory and Practice, Seventh Edition, McGraw Hill 2001

Bannister and S. Raymond, Surveying, Seventh Edition, Longman 2004

S.K. Roy, Fundamentals of Surveying, Second Edition, Prentice Hall of India 2004

E-JOURNALS:
Casaca, J., & Henriques, M. J. (2002). The geodetic surveying methods in the monitoring of large dams in Portugal. In International Federation of Surveyors
International Congress (Vol. 22).

Lechner, J., Červinka, L., & Umnov, I. (2008). Geodetic Surveying Tasks for Establishing a National Long Length Standard Baseline. Integrating Generations–
FIG Working Week.

Kunz, M., Skowron, R., & Skowronski, S. (2010). Morphometry changes of Lake Ostrowskie (the Gniezno Lakeland) on the basis of cartographic, remote sensing
and geodetic surveying. Limnological Review, 10(2), 77.

14
REVISION AND APPROVAL NOTATION

NAME POSITION/DESIGNATION SIGNATURE DATE

Last Revised by

Last Updated by Engr. Rey Saguibo, MSEM Instructor, College of Engineering and
Architecture

Checked by Engr. Rey Saguibo, MSEM Program Coordinator

Reviewed by Mary Joie C. Padron, MAED Instructional Coordinator

Endorsed by Engr. Genesis S. Jose, MSEM, PCpE Dean, College of Engineering and Architecture

Vice President for Academics

Approved by Madeilyn B. Estacio, Ph.D.

15