Course Alignment Planning Document Larissa Pizzolato: ADP F23

SURV 2002 – Environmental Surveying

Course Learning Learning goals Teaching and learning Opportunities for Formative assessment Summative assessment UDL opportunities Opportunities Opportunities for/links to:
Outcomes (based on your activities student practice (0% weighting) (including weighting) for/links to: - Essential Employability
(from Course Outline – expertise) - EDIB Skills (ESS) – within
one per line) - Indigenous Course outline
- 21st Century Skills
- UN SDGs
- Changemaking

Be able to review a 30-minute lecture on types Hand out printed At the start of class, in table Provide students with a Offer surveys in Land surveys or Interaction and
• Read
land survey and of land surveys, what they copies of a land groups, place 1 survey at survey plan, and have digital or large land parcel collaboration – data
environmental
identify key are used for. survey, have students each table, then do a where’s them identify key print format. Can boundaries and collection is not an induvial
land survey
landscape features use pencil crayons to waldo activity to find 2 components and have concerns the impact this can activity – it takes
drawings.
and obtain relevant Exposure to different types identify different features on a land survey. describe their with colour have on knowledge / information
information about of survey plans components on the Then have the students importance to land blindness – so communities (e.g. from many different
the site being survey (provide a list change tables and find two surveying (5%) ensuring that any Treaty lands). sources to make a final
surveyed (e.g. Include a survey plan of GC of features to search different features on a colour-coded plan. Discussion about the
property to show students what their for using a legend). different survey. Discussion post on the components also Incorporate the importance of building
boundaries, campus looks like on paper use of surveying in the include different history of land those connections/team
location of utilities, vs. reality. environmental context, line-format styles surveying and the work.
delineation of water and what type of tools / (dashed / hashed) colonial ties to it.
courses) equipment would be
needed (5%)
To correctly use 1 hour lecture each on the Traverse survey lab Complete a total station Traverse survey lab – These labs are Discuss the origins ESS: organization of
• Use basic
surveying calculations related to (total station) locating scavenger hunt (use the use a Total Station to outside, provide of coordinate information, numeracy,
survey concepts
equipment (total measuring horizontal / angles and distances manual to figure out what all measure horizontal students with systems, there are approaches to problem
to locate
station, auto-level) vertical angles and the to produce components of the total angles in a clock-wise safety vests (if many ties to solving
physical features
to obtain field associated calculations (FS- coordinates for points station do), then measure the direction to assign they do not have colonialism as
on the surface of
readings locating BS, averaging between A & F height of 2 reflectors that are coordinates to points their own), access early geographers,
the earth
features on the angles/horizontal distances) building. mounted in the classroom. previously without on to warm clothing cartographers, and
including
landscape. the landscape. (20%) (hats & mitts) if physicists
coordinate
Set up instruments in the Level loop lab (auto- Un-graded quiz on level loops they are not produced these
systems.
To understand classroom and have level) assigning – and their associated Conduct a level loop already. when they were
what a coordinate students follow along with elevations to points calculations then take up as a survey between A and sent to
system is and its the demo at their own between A & F class identifying the F building assigning explore/colonize
relevance to instruments. building. components of an auto-level elevation data to points other nations.
surveying (locating and their purpose. without previous
features on the Anytime we are elevations associated How the
earths surface looking at a survey Identify coordinate system on with them. (15%) coordinate system
using different plan or conducting a a survey plan / topographic we choose distorts
models of the survey (traverse or map and describe its purpose, Identify coordinate how we view the
earth). level loop), have identify relationship to system on a survey earth (video from
students describe how benchmarks/monuments. plan / topographic map, the West Wing
coordinate systems and describe its about projections)
are relevant for each purpose as part of the – E.g. Mercator,
application (e.g. contour/topographic shrinks the size of
vertical datums, mapping lab (5%) southern
projected coordinate countries, and
systems with enlargers northern
benchmarks) more developed
ones.

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 Course Alignment Planning Document Larissa Pizzolato: ADP F23
SURV 2002 – Environmental Surveying
Course Learning Learning goals Teaching and learning Opportunities for Formative assessment Summative assessment UDL opportunities Opportunities Opportunities for/links to:
Outcomes (based on your activities student practice (0% weighting) (including weighting) for/links to: - Essential Employability
(from Course Outline – expertise) - EDIB Skills (ESS) – within
one per line) - Indigenous Course outline
- 21st Century Skills
- UN SDGs
- Changemaking
To use a total 1 hour lecture on each Have students Ungraded quizzes on Make a 1 page guide to Provide many Origins of angle Links to ESS:
• Measure
station to measure concept along-side a demo measure the height of identification of the different had to a peer/colleague different formats measurements / Organization, numeracy.
horizontal and
horizontal angles in front of the classroom on 3 trees using HD, components. on how to use each for trig practice: theodolites – an The importance of
vertical
how the instrument works. Horizon angle, and instrument (set up, use, worksheets, early version of a maintaining neat field
distances and
Learn how to clinometer Have students demo how storage) videos, online total station notes and calculations,
angles.
measure vertical Use a clinometer to each of the instruments work exercises (1500BC) in selecting appropriate
angles using a measure the height of F Measure azimuths to each other Traverse survey lab Egypt. formulas to be able to
clinometer. building, and identify which from a single location and associated Host dedicated correctly measure angles,
vertical angle is being used. to multiple different Make a 1-page guide to had calculations (20%) trig/angles distances.
Learn how to trees or stakes to a peer/colleague on how to practice sessions
measure elevations Measure azimuth from a outside. use each instrument (could Level loop lab and instead of just Time and resource
using an auto-level single position to different also be a summative associated calculations office hours. management: While given
and graduated rod. trees on campus Trigonometry assessment) (15%) sufficient time in class to
worksheets and complete labs, students
To learn different activities (examples practice time management
ways to measure based on skills through using this
vertical angles environmental time in class to its fullest
(zenith / horizon) applications – lakes, via completing labs and
forests). exercises in class
To calculate whenever possible.
azimuths, bearings
and convert them Interaction & Collaboration:
between DMS to Labs are conducted in
DD. groups, students have an
opportunity to share
knowledge and expertise
(some have used the
equipment before on their
coops).
To identify sources 1 hour lecture on Practice these Ungraded quiz at the start of For the traverse survey Include videos of Links to ESS:
• Compute
of error when calculations associated with calculations as a class to review how to do lab, students will apply how to do the Numeracy
traverse
conducting a closure errors, LEC and group using class these calculations, and how to these error calculations, calculations, Responsibility for actions –
closures and
traverse survey, RofP and how they are datasets, on review apply them to real world and comment on how online practice the care and time to take
errors.
and quantify them applied in a closed traverse. worksheets, and on situations their survey accuracy or sessions, host accurate and precise
using closure error, the traverse survey precision is impacted. dedicated math observations impacts the
LEC, and R of P lab. help sessions. error values. Demonstrates
calculations. Quiz (5%) that taking the time to do
tasks correctly can reduce
possible error in the future.

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 Course Alignment Planning Document Larissa Pizzolato: ADP F23
SURV 2002 – Environmental Surveying
Course Learning Learning goals Teaching and learning Opportunities for Formative assessment Summative assessment UDL opportunities Opportunities Opportunities for/links to:
Outcomes (based on your activities student practice (0% weighting) (including weighting) for/links to: - Essential Employability
(from Course Outline – expertise) - EDIB Skills (ESS) – within
one per line) - Indigenous Course outline
- 21st Century Skills
- UN SDGs
- Changemaking
Be able to produce With each lab submission Provide students with Opportunity here for an anti- Each lab (traverse Opportunity for Discuss the Links to ESS:
• Take neat and
field notes that have students submitted detailed feedback on brainstorming session (how survey, level loop, and students to submit consequences, Organization of
accurate field
meet industry field notes related to their their field notes. field notes should NOT look). angles/distance digitized field challenges, and information– the
notes (legal
standard with all field activities and measuring) will have a notes if preferred real-world impacts importance of including all
document).
necessary measurements/readings. Have students share Non-graded quiz on missing field note component over hand of incorrect field necessary information on
components their field notes and components, and how to for students to improve sketched ones. notes or poorly field notes, as these often
(descriptive obtain informal interpret information on a field their field notes with conducted have legal implications (ie.
information, feedback from each note. detailed feedback Provide many surveys. Impact on Delineation of property
instrument other. provided. examples for land agreements, boundaries, ownership
information, roles different contexts national considerations, national
and responsibilities Opportunity here for in paper and boundaries, treaty interest – e.g. country or
of the surveyor. an anti-brainstorming digital format. agreements. Nation boundaries).
session (how field Application of Research
notes should NOT and information –
look). consolidating field data into
a single meaningful field
note to provide to a
client/digitize into a final
survey plan.
To understand the For each lab activity, have Table group Non-graded quizzes at the Each lab will have a Scaffolding Links to ESS: Numeracy,
• Embody the
different types of students identify sources of discussion related to start of class. component related to exercises. Start organization of information
concept of
survey classes, error (calculated, random, error values obtained, calculating the with the
accuracy &
and be able to and systematic). and what they mean accuracy/precision of fundamentals,
precision and
identify (based on for each survey the dataset collected, then apply them to
recognize &
calculated errors) For each course theme, application (level loop, and commenting on the surveying (in the
correct errors in
whether or not a integrate error / precision distance meaning of the values environmental
measurement.
survey meets the measurements into lecture measure/angles, and obtained. context).
specification. content. traverse survey).
Rhymes or
Be able to Discussion and review sayings to help
communicate what worksheets on how to with memorizing
to do if a survey correct for errors trig functions
does not meet (practice problems)
specification.

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 Course Alignment Planning Document Larissa Pizzolato: ADP F23
SURV 2002 – Environmental Surveying

Program Learning Outcomes (from Program Outline): Environmental Technology – Ontario college Advanced Diploma (Coop)
1. collect representative environmental samples, perform routine and specialized tests and interpret results, using current and relevant tools;
2. identify, select and use scientific concepts and models in the prevention, control, and elimination of environmental hazards and in the remediation of contaminated sites;
3. analyze water/soil/air samples in a manner that contributes to the resolution of environmental problems through the selection and application of relevant scientific and engineering principles;
4. participate in the planning, design, implementation and maintenance of environmental projects, following standard procedures;
5. promote and maintain sustainable practices by applying the elements of ecosystem-based management;
6. carry out work responsibilities adhering to standards of professional conduct and principles of professional ethics;
7. suggest strategies aimed at ensuring all tasks are completed in adherence to occupational health and safety standards and applicable legislative requirements;
8. contribute to the development, implementation and maintenance of environmental management systems;
9. provide ongoing support for project management;
10. communicate technical information accurately and effectively in oral, written, visual and electronic forms;
11. develop and present strategies for ongoing personal and professional development to enhance performance as an environmental technologist;
12. use various information technology tools to assemble, analyze and present environmental data effectively.

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