COURSE Project (10%)

Principles and Practice of Geomatics

CVL 203
2023-2024

Semester: Fall 2023

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Table of Contents
I. Introduction .................................................................................................................... 3
II. Project Description ......................................................................................................... 4
III. ABET Learning Outcome ............................................................................................... 6
IV. Project Management & Deliverables .............................................................................. 6
V. Turnitin ........................................................................................................................... 8
VI. APA Style....................................................................................................................... 8
VII. Academic Honesty and Integrity Assurance ................................................................... 8
VIII. Copyrights...................................................................................................................... 9
IX. Project and team-based work......................................................................................... 9
X. Marking Scheme ............................................................................................................ 9
XI. Student Assessment Rubric ......................................................................................... 10
XII. PI Rubrics .................................................................................................................... 11

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I. Introduction

Engineering projects help students to learn and acquire practical knowledge. Despite of theory concept
they acquire, various industries also need to know their capacity to complete projects using their
specific initiatives. Thus, we recommend students to realize engineering projects in their four years of
engineering and try to present as many white papers as possible. Students who give importance to their
course projects are expected to learn how to:
• Work in teams including multidisciplinary teams
• Build a major design experience based on the knowledge and skills acquired in the course work
• Build a major design experience incorporates appropriate engineering standards and multiple
realistic constraints
• Apply both analysis and synthesis in the engineering design process, resulting in designs
that meet the desired needs
In the design process, both creativity and criticism are essential. The followings are the seven steps that
students should consider while designing their projects:
• Recognition of the need and identifying opportunities: Every project begins with recognition
that needs improvement. These needs may be obvious or hidden to be revealed by
investigation, surveys or research.
• Definition of the design problem: It is a major task requires gathering information about the
problem.
• Definition of the design criteria and constraints: While the problem is being defined, the design
criteria and constraints must be defined
a. Design criteria are performance standards to be met by the design
b. Design constraints are limitations placed on the designer, the final design or manufacturing
process. Examples of possible constraints include accessibility, aesthetics, codes,
constructability, cost, ergonomics, extensibility, functionality, interoperability, legal
considerations, maintainability, manufacturability, marketability, policy, regulations,
schedule, standards, sustainability, or usability.
c. Risk analysis
• The design loop: design is a repetitive process of:
a. Synthesis (Brainstorming - Generating new ideas)
b. Analysis (Breaking ideas – find expected results)
c. Decision-making (Deciding the best alternative)
• Optimization: Design team must ask themselves if it is the optimum design. Optimum is the
best design that can be achieved at reasonable cost. The proposed design is judged against the
design criteria
• Evaluation: Design team should hold a design review to approve drawings and specifications
before they are released. If an optimum design cannot be achieved, the design team might
revise the problem definition, the design criteria or the constraints in order to achieve the
optimal solution or prototype.

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II. Project Description

Leveling is the most widely used method for obtaining the elevations of ground points relative to a
reference datum. It involves the measurement of a vertical distance relative to a horizontal line of sight.
It is a vital operation in producing necessary data for mapping, engineering design, and construction.
Leveling results are used to:
- Design highways, railroads, canals, sewers, water supply systems, and other facilities
- Lay out construction projects according to planned elevations
- Calculate volumes of earthwork and other materials
- Investigate drainage characteristics of an area
- Develop maps showing general ground configurations
- Study earth subsidence and crustal motion
After computing the level of different stations, the contouring and mapping can be performed.
A major problem in map making is the visual representation of relief features such as mountains,
plateaus, hills, and valleys. The essential difficulty is that we are accustomed to viewing these and other
surface features from ground level rather than from above. Thus, the appearance of relief features
diagrammed from above, and as they are shown on a map, is unfamiliar to most of us.
Relief features are accurately and effectively portrayed by the rather sophisticated technique of
contouring. Contour lines are the most widely employed method of illustrating relief on large-scale
maps. By definition, a contour is a line connecting points of equal elevation (vertical distance above
mean sea level). Contours are drawn as roughly parallel lines on a map.
Although the spacing of the lines may vary, the amount of elevation change between successive
contours is constant throughout a given map.
This change in elevation is known as contour interval. Information of the contour interval of a given
map is shown in the margin of the map, along with map scale and other pertinent information. Be sure
to make note of the contour interval before interpreting a topographic map, as contour interval varies
from map to map.
Concerning the map layout, the subject area of the map should be plotted at the largest scale that will
enable it to fit neatly within its borders without producing overcrowding. It should also be centered on
the map sheet and, if possible, should be aligned so that the edges of the map sheet coincide with the
cardinal directions. If this is not done, users may experience some confusion when viewing the map.
Accordingly, the size and shape of the map sheet, the size and shape of the area to be mapped, the
orientation of the subject area on the map sheet, and map scale, must be jointly considered in map
layout.
Through this project, you should first apply the rise and fall method for leveling to find the reduced level
at all the stations. After that, you have to use the square method to draw the different contours by
interpolation between gridlines. The contour interval should be decided based on your scale. Then, you
should represent the different elevations while doing a section along axis 4. Finally, you are required to
represent the gridline with the contours on a map, following the required map layout and scale.
Fig. 1 shows the gridlines with the locations of stations A1 to F6. The horizontal and vertical spacings
between stations are equal 13 m. Fig. 2 shows the leveling results obtained for all stations, through 3
instruments’ positions. The reduced level of the benchmark at station A1 is 14.5 m.
Contour map and section should be drawn with hand and all necessary interpolations should be clearly
shown in the submission.

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Figure 1: Gridlines with the locations of stations A1 to F6. Horizontal and vertical spacings are 13 m.

Instrument Instrument Instrument

Stations Readings Stations Readings Stations Readings
Position Position Position

A1 1.50 A3 2.64 A5 1.50

B1 2.55 B3 3.20 B5 1.70
C1 2.85 C3 4.50 C5 2.15
D1 2.89 D3 2.35 D5 1.50
E1 1.25 E3 0.85 E5 1.70
F1 0.60 F3 0.20 F5 1.30
Position 3
Position 1 A2 2.60 Position 2 A4 2.90 A6 0.60
B2 2.90 B4 2.68 B6 1.00
C2 4.90 C4 2.40 C6 1.60
D2 3.95 D4 1.85 D6 0.60
E2 2.25 E4 0.30 E6 1.00
F2 1.50 F4 0.20 F6 1.10
A3 3.64 A5 0.30
Figure 2: Leveling results obtained for all stations, through 3 instruments’ positions.

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III. ABET Learning Outcome

The aim of this project is to:

• Understand the concepts, capabilities, instrumentations, and operations of geomatics
(1).
• Know the units of surveying measurements (1).
• Identify and compute errors in surveying observations (1).
• Apply fundamental surveying concepts to design and execute leveling and traverse
survey (2).
• Apply the collected surveying data in civil engineering projects (1).
• Formulate the setting out of curves by linear and angular methods (1).
• Work effectively in a team to achieve a common goal (5)

ABET student Outcomes:

(1) An ability to identify, formulate, and solve complex engineering problems by applying principles of
engineering, science, and mathematics.
(2) An ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social, environmental,
and economic factors.
(5) An ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.

IV. Project Management & Deliverables

Project has two deliverables. The due date for the PD1 is beginning of week 16,07.01.2024. PD2 is a
Q/A session and will be held in lab sessions after PD1 submission.

In this project:

• Students are required to follow the Engineering Design Process

• Students need to fill the leveling table using the rise and fall method, in order to find the
reduced levels at all stations.
• You have to write the different reduced levels on the gridline and draw the contours by
interpolation between the grid points.
• Students need to draw the different elevation distribution along one of the axes 1 to 6, and A
to F.
• Students should finally draw the gridline, with a corresponding scale, on a map of dimensions
148 mm x 210 mm shown in the figure below. Borders, scales and all relevant information
should be mentioned.
• If there is any missing information, you have to do your own assumptions and justify them.

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V. Turnitin

Turnitin is a web-based solution that lets AUM faculty and AUM students check written work for
improper citation or misappropriated content. You may be assigned a username and a password to be
able to upload your assignments online, when and if requested. If you face any technical problem,
please contact IT at AUM.

VI. APA Style

AUM adopts the APA writing style for all its academic programs. AUM students need to use this style
for their assignments. The following web site is of value for students:
http://owl.english.purdue.edu/owl/resource/560/01/. Students are also encouraged to visit the AUM
Writing Lab to receive help and guidance on all APA-related questions.

VII. Academic Honesty and Integrity Assurance

One of the signs that the course material has been properly understood is honesty when accomplishing
the assignments. Lack of academic integrity (e.g. plagiarism, copying another person’s work, the use of
unauthorized aids on examinations, cheating, facilitating acts of academic dishonesty by others) will
not be tolerated. Therefore, if students include ideas, sentences, or other material that are not theirs
in their work, they must properly quote the source(s). Students are encouraged to consult with the
instructor if they have any questions on the issues of academic integrity or technical formatting of the
references.
Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the right to ask
the student to verify her/his work. This can be done through, but not limited to, repeating the work, oral
examination or discussion, alternative or similar on spot class assignment, pop quiz, or any other action
deemed necessary. If the student fails to prove the authenticity of the work, then the Instructor will apply
the academic misconduct rules as mentioned in the AUM Student Handbook which may include awarding
the work a zero grade.
Students are expected and encouraged to be honest and to maintain the highest standards of academic
integrity in their academic work and assignments at the University. Any act of Academic Dishonesty
may result in severe consequences for violations range from zero grades given for the assignments,
failing the course, and suspension from the University. Students will refrain from any academic
dishonesty or misconduct including, but not limited to:
• Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the
right to ask the student to verify her/his work. This can be done through, but not limited to,
oral examination or discussion, or any other action deemed necessary. If the student fails to
prove the authenticity of the work, then the Instructor will apply the academic misconduct
rules as mentioned in the AUM Student Handbook
• A zero grade will be given to all students that share exactly the same results: You will also be
held responsible if someone else copies your work - unless you can demonstrate that you have
taken reasonable precautions against copying.
• Any violation of the AUM standards will be taken as a violation to AUM policy and can lead to
penalties. If you wonder whether a course of action violates this policy, simply ask in advance
and please refer to the undergraduate AUM Student Handbook.
For a detailed description of academic misconduct, please refer to the AUM Student Handbook.

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VIII. Copyrights

Students are expected to adhere to copyright practices, refer to the undergraduate AUM Student
Handbook.

IX. Project and team-based work

The Project component of the course, if exist, is essential to passing this course. The project shows
competency in understanding and applying the course objectives and achieving the learning outcomes.
The project should allow the student to investigate, apply, research, and practice real-life business
situations. It is expected that each student fully and actively participates in the project as an effective
team member. A project document will be distributed later in the semester with details about the
project.
For all group related work, the entire team is responsible for the team outcome and the deliverables,
except for the specific parts of the project that may be graded individually depending on the project’s
requirement and as communicated in the project document.

“Inclusion in a team is ensuring that every member has a sense of belonging, trust, and support,
member can therefore participate fully and authentically in the project. When a team is inclusive, all
team members contribute, show interest in the work, feel respected and involved, and are able to bring
their own unique strengths and skills to their roles. Inclusivity in a project resolve in a team that perform
better, solve problems faster, and achieve more.

How to render your team more inclusive:

1- Be yourself, and show up at times to your meeting
2- Treat all your teammates with dignity, respect, fairness, and without discrimination
3- Speak up about your own thoughts and show initiative
4- Communicate nicely with the right approach without affronting your teammates
5- Accept criticism and Involve and empower your team members in the project
6- Challenge stereotypes and biases and accept your teammates and their differences

Things that hinder your inclusiveness:

1- Avoiding face-to-face communication and overreliance on email or messaging
2- Creating communication barriers based on differences
3- Creating biases based on stereotypes and prejudice
4- Inconsistent response to mistakes
5- Lack of motivation or demotivating your team members
6- Leaving team members ideas unheard and disregarding members contribution”

X. Marking Scheme

The project is worth total 10% of total grade of your course. PD1 analysis submission is %6 and PD2 Q/A
session is %4. The grade will be based on every group’s work. The student will be evaluated based on
the grading scheme provided in the project template. Note that 10% of the total grade of the
deliverable will be dedicated to assess the formatting and the language used in the submission
(Grammatical and sentence structural mistakes, consistent fonts and size throughout the document,
cover page, groups members’ names, etc.)

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XI. Student Assessment Rubric
Unsatisfactory
Deliverables
(0-59%)
• The student struggles to
display the results using
appropriate visual
representations (tables,
graphs, sketches).
•There is difficulty in
interpreting the displayed
results
•Limited or no analysis of the
results in relation to
theoretical concepts
• Unable to perform analysis
Analysis nor to select a solution.
Submission
(6%)
• Unable to draw conclusions
about the results and
comments on some errors.
Q/A The student fails to meet any
%4 of the following criteria:
Session 1) Accurately and confidently
address all of the posed
(Individual)
questions.
2) Utilize relevant technical
terminology when responding.
3) Offer thorough explanations
and rationale for the answers
provided.
Developing
(60%-74%)
• The student displays the
results using visual
representations, but with
some errors or
inconsistencies.
•There may be challenges in
effectively interpreting the
displayed results
•Partial ability to relate
some of the results to
theoretical concepts
• Partially analyze the
different solutions, but not
able to provide a solid
method on how to select a
solution.
• Demonstrate some
difficulties to draw
conclusions about the
results and comments on
some errors.
The student meets only one
of the following criteria:
1) Accurately and confidently
address all of the posed
questions.
2) Utilize relevant technical
terminology when
responding.
3)Offer thorough explanations
and rationale for the answers
provided.
Satisfactory
(75%-87%)
• The student effectively
displays the results using
appropriate visual
representations (tables,
graphs, sketches) with minor
errors, if any.
•There is a clear
understanding and
interpretation of the
displayed results
•The student demonstrates
the ability to relate some of
the results to theoretical
concepts.
• Analyze the different
solutions, and provide a clear
methodology on how to
select a solution.
• Ability to draw conclusions
about the results and
comments on some errors.
The student meets only two of
the following criteria:
1) Accurately and confidently
address all of the posed
questions.
2) Utilize relevant technical
terminology when responding.
3) Offer thorough explanations
and rationale for the answers
provided.
Excellent
(>88%)
• The student displays the
results using clear and
well-constructed visual
representations (tables,
graphs, sketches) without
any errors.
•There is a deep
understanding and
insightful interpretation of
the displayed results
•The student
demonstrates the ability
to relate the results to
theoretical concepts
*There is evidence of
critical thinking
• Successfully analyze and
evaluate all solutions.
Select the optimum one
using appropriate
methodology. Use the
insights and the gained
knowledge to re-assess
the design.
• Ability to draw
conclusions about the
results, errors, and to
come up with creative
suggestions about
improving the solution
procedure.
The student meets all of
the following criteria:
1) Accurately and
confidently address all of
the posed questions.
2) Utilize relevant technical
terminology when
responding.
3)Offer thorough
explanations and rationale
for the answers provided.
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XII. PI Rubrics

SO (1) Ability to identify, formulate, and solve complex engineering problems by applying principles of
engineering, science, and mathematics.
Performance levels (Rubrics)
Performance Indicators (PIs)
UNSATISFACTORY DEVELOPING SATISFACTORY EXEMPLARY
PI1a Identify and define • Unable to identify • Partially able to • Able to identify the • Consistently able to
complex engineering the required identify the required required identify the required
problems. mathematics, mathematics, mathematics, mathematics,
science and science and science and science and
engineering engineering engineering engineering
principles for a principles for a principles for a principles for a
given engineering given engineering given engineering given engineering
problem. problem. problem. problem.
PI1b Model and • Unable to • Partially able to • Able to understand • Consistently able to
formulate complex understand the understand the the modelling generate at least one
engineering concept of modeling. concept of modeling. concept. successful model for
problems by • Unable to convert a • Partially able to • Able to convert a a specific scenario.
applying principles real-world situation convert a real-world real-world situation • Consistently able to
of engineering, into a model. situation into a into a model. choose the best
science, and model. model among
mathematics. different models.
PI1c Solve complex • Unable to solve • Partially able to • Able to solve • Consistently able to
engineering engineering solve engineering engineering solve engineering
problems by problems using problems using problems using problems
applying principles principles of principles of principles of successfully using
of engineering, engineering, science, engineering, science, engineering, science, principles of
science, and and mathematics. and mathematics. and mathematics. engineering, science,
mathematics. and mathematics and
provide the
optimized solution.

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SO (2) Ability to apply engineering design to produce solutions that meet specified needs with consideration
of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
Performance levels (Rubrics)
Performance Indicators (PIs)
UNSATISFACTORY DEVELOPING SATISFACTORY EXEMPLARY
PI2a Identify engineering • Unable to identify • Partial able to • Able to identify the • Able to define and
design requirements design requirements. identify design major design explain all design
and define design • Unable to use a requirements. requirements. requirements.
strategy. design strategy. • Partially able to • Able to define the • A detailed design
define design basic design strategy. strategy is defined
strategy. and clear design's
steps are proposed.
PI2b Identify design • Minimal or no • Only partial • Major constraints are • All constraints are
constraints: public consideration of consideration of considered but not fully taken into
health, safety, design's constraints. design's constraints. fully integrated into consideration and
welfare, as well as, design. efficiently integrated
global, cultural, and applied into the
social, design.
environmental, and
economic factors.

PI2c Use a methodical • Unable to produce • Only a single • Obtain more than • Obtain a number of
process to develop solutions that meet solution of the one solution that solutions that meet
and evaluate feasible the specified needs problem is meet the needs, the specified needs
solutions against and the discovered that however, not all and the
specifications/requir considerations. partially meets the solutions meet the considerations.
ements with specified needs and specified needs or
consideration of the considerations. the consideration.
public health, safety,
and welfare, as well
as global, cultural,
social,
environmental, and
economic factors.
PI2d Select a solution by • Unable to perform • Partially analyze the • Analyze the different • Successfully analyze
considering risks analysis nor to select different solutions, solutions and and evaluate all
and making a solution. but not able to provide a clear solutions.
appropriate trade- provide a solid methodology on how • Select the optimum
offs. method on how to to select a solution. one.
select a solution. • Use the insights and
the gained
knowledge to re-
assess the design.

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SO (5) Ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
Performance Performance levels (Rubrics)
Indicators (PIs) UNSATISFACTORY DEVELOPING SATISFACTORY EXEMPLARY
PI5a Demonstrate • Unable to respect • Partially able to • Able to respect other • Consistently able to
leadership other team members respect other team team members and/or respect other team
and and/or their opinions. members and/or their their opinions. members and/or their
professional • Unable to distribute opinions. • Able to distribute the opinions.
behavior in the tasks among the • Partially able to tasks among the team • Wisely able to
teams. team members. distribute the tasks members. distribute the tasks
• Unable to work as a among the team • Able to work as a among the team
team. Members work members. team. Members work members.
individually, making • Partially able to work in team, making • Consistently able to
decisions without as a team. Some decisions with work as a team and
considering other members work considering other make collective
views. individually, making views. decisions after
decisions without considering other
considering other members opinions.
views.
PI5b Build-up and • Unable as a team to • Partially able as a • Able as a team to be • Consistently able to
function in be competitive and team to make competitive and listen to other
collaborative argumentative with decisions. argumentative with members; encourage
and inclusive each other. • Partially able to each other. participation of the
environment. • Unable to resolve resolve team • Members are able to other members and
team members’ members’ conflicts. make decisions while are courteous and
conflicts. considering other respectful to each
members views. other.
• Able to resolve team • Consistently able as a
members’ conflicts. team to work and
make collective
decisions after
considering alternate
views.
• Consistently able to
resolve conflicts
effectively.
PI5c Establish • Unable to define or • Partially able to • Able to define or • Consistently able to
goals and document clear goals. define or document document clear goals. define or document
plan tasks to • Unable to make or clear goals. • Able to make or plan clear goals.
meet the plan a schedule. • Partially able to make a schedule. • Consistently able to
objectives of • Unable to make or plan a schedule. • Able to make make or plan a
the team. adjustments and to • Partially able to make adjustments and to schedule.
complete the work. adjustments and to complete the work. • Consistently able to
• Unable to perform complete the work. • Able to perform make adjustments and
assigned tasks to meet • Partially able to assigned tasks to meet to complete the work.
the objectives. perform assigned the objectives. • Consistently able to
tasks to meet the perform assigned
objectives. tasks to meet the
objectives.
PI5d Contribute • Unable to integrate • Partially able to • Able to integrate • Consistently able to
to the teamwork. Individual integrate teamwork. teamwork. Individual integrate teamwork
execution of work contributions Individual work work contributions do into a cohesive final
plans to meet conflict with each contributions do not not conflict with each product.
objectives of other. conflict with each other. • Consistently able to
the team. • Unable as a team to other. • Able as a team to attain a high degree
provide a feedback • Partially able as a provide a feedback of synergy.
incorporated into team to provide a incorporated into • Consistently able as a
revisions. feedback incorporated revisions. team to provide a
into revisions. feedback incorporated
into revisions.

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