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 data of 2 and 3 in his or her field book [sample]
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 assigned cultural and natural features within the area (excluding boundaries).
4. Each student will record data in hers or his field book [sample]
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 assigned cultural and natural features, except area boundaries.
4. Each student will record data in his or her field book [sample]
5. Each student will then use these data to draw on graph paper 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. Assigned cultural and natural features, excluding boundaries, will be tied to the datum by azimuth and distance.
5. Each student will record data in their field books [sample]
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 (measurements can be in meters, and need not be stations).
4. Triangulation must be used at least twice.
5. Each student will record data in his or her field book [sample].
6. Each student will take, and will have taken, the required photographs.

Once the field books are turned in to the TA, they will be given to another student in the class for him or her to draw on graph paper a precise map of the traversed area. Every student will produce a map from another student's recorded data, so exercise extreme care during your field work. Your grade will depend in part how well someone else can use your records!

6. Hand Leveling

Class will meet on the east side of San Jacinto Street, south of the Mustang Statue and north of the end of the wall paralleling the sidewalk next to the Art Building.

Part I

1. Students will work in groups of four, and 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 bottom of the 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 at the top of the hill.
5. All sights, HIs, and elevations should be recorded in the field book [sample] (You need not measure horizontal distances).

Part II

1. Students will work in groups of four, and share a Brunton compass, and a stadia rod.
2. Start at the top of the hill and aribrarily establish a datum at 300 meters.
3. Taking at least two turns (2 +sights, and 2 -sights), determine the elevation at the bottom of the hill.
4. All sights, and HI's will be recorded in the field book [sample] (You need not measure horizontal distances).
5. 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 data and calculations will be recorded in the field book.
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 book.
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 house to note the presence or absence of screen/storm doors and chimneys.
6. Examining your recorded data, record on a new page the presence or absence of screen/storm doors and chimneys of every fifth house.
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.
• Each student will take, and have taken, the required photographs.
• Submit both samples with your field books.

Part I

1. Take pinch samples from an area, placing them in a plastic zip-lock bag.
2. Label the sample with your name and a number.
3. Record in your field book:
• 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. Go as deep as possible.
2. Describe the horizons on the basis of thickness, color, and texture.
• drawing the profile on the right side of your field book, and
• recording other relevant information on the left side.
3. Put the samples in zip-lock bags, labeling each bag and noting which ends of the samplea are up and which are down.

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 book.
3. Using qualitative observations, describe in detail soil erosion in some area of your choosing. Record your assessment in the field book referring to the indicators mentioned in the Course Materials online.
4. Each student will take, and have taken, the required photographs.

11. Hydrology

• Class will meet at the 24th Street bridge over Waller Creek.
• Students will work in groups of four [example, example], 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 book.
• Each group will select a site along the creek.

Part I:

Calculate bankfull discharge using Manning's equation to determine velocity.

Part II:

If the stream is flowing substantially, calculate the discharge using a streamflow meter to determine velocity.
If the stream is not flowing very much, calculate the "bar full" discharge using Manning's equation to determine velocity. 
        
Each student will take, and have taken, the required photographs.

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 records.
3. Groups will be assigned specific areas to study and record the following information on trees (not grass or annuals):
• Frequency
• Density
• Dominance or Cover, by using a line intersect analysis.
• Height
• Health or Vigor.
4. Each student will take, and have taken, the required photographs.

13. Dendrochronology

1. Class will meet by the anchor and cannon at the east end of CLA building.
2. Each student will extract one tree ring core using an increment borer [example].
3. The age of the tree will be determined.
4. The highest rainfall year and the lowest rainfall year will be determined.
5. Each student will record relevant data in her or his field notebook.
6. Each student will take, and will have taken, the required photographs.

14. Land Use and Landscape Analysis

1. Class will meet on the southeast corner of 24th Street and Guadalupe.
2. Students will work in groups of four to six, and be assigned one city block.
3. Each student will be responsible for recording data in his or her field book
4. On the left hand page of the field book create a land use classification scheme and code for the assigned city block.
5. On the right hand page draw 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:
• College of Fine Arts Performing Arts Center,
• Jesse H. Jones Communication Center A,
• Ernest Cockrell Jr. Hall,
• Waggener Hall,
• Mary E. Gearing Hall,
• Littlefield Dormitory,
• Moncrief-Neuhaus Athletic Center,
• Perry-Castaneda Library,
• Prather Hall Dormitory,
• Bernard and Audre Rapaport Building,
• Sutton Hall, and
• J. T. Patterson Laboratories Building.
3. In his or her own field book, 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. Each page should consist of two photographs per job--one of you, one of your group working.
2. Title each page and label each photograph with brief and hopefully humorous captions.
3. Include a cover page containing: (i) a title, (ii) your name, (iii) the course title, and (iv) the semester and year.
4. Include a table of contents.
5. Save it as a pdf and email it as an attachment to the TA before the Final Exam.

 Created by William E. Doolittle. Revised 13 May 2019.