{"id":270,"date":"2020-07-15T11:50:55","date_gmt":"2020-07-15T15:50:55","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/chapter\/lab-17-measuring-and-anlyzing-slop\/"},"modified":"2023-01-26T15:07:22","modified_gmt":"2023-01-26T20:07:22","slug":"measuring-and-anlyzing-slope","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/chapter\/measuring-and-anlyzing-slope\/","title":{"raw":"Lab 16: Measuring and Analyzing Slope","rendered":"Lab 16: Measuring and Analyzing Slope"},"content":{"raw":"In this lab you will be doing a combination of field and office-based analyses of topographical slope. In the field, your technique will simulate a quick low-cost method of approximating slope, and your office-based analysis is typical of preliminary office-based investigations.\r\n\r\n<strong>Slope<\/strong> is a measure of change in elevation over a known horizontal distance. Often it is used to describe the steepness of a landform surface. One might argue that slope is one of the most significant landscape metrics for geographers to evaluate.\r\n\r\nMuch of Earth\u2019s surface is sloping, not flat, and as a consequence there are a range of hydrological and geotechnical processes that are activated by the difference in <strong>potential energy<\/strong> between one location and another. Potential energy is the energy available to for doing work. For example, an object that is lifted above Earth's surface to height H can be moved downward a distance H by gravity. Slope processes bridge several scientific fields such as geomorphology, soil science, hydrology, and engineering.\r\n\r\nIn this lab you will gather your own field measurements at a location of your choosing, and learn the basics of taking high quality field notes to support your field measurements. Then you will input your field measurements into Google Earth (Web) to help calculate the slope you observed in the field. Finally, using a Geographic Information System (GIS), you will measure the gradient of a ski run at a resort of your choosing, plot the vertical profile and produce a short report summarizing your findings.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nAfter completion of this lab, you will be able to\r\n<ul>\r\n \t<li>Plan and execute independent field work.<\/li>\r\n \t<li>Record complete, well-formatted and well-organized field notes.<\/li>\r\n \t<li>Perform a basic surveying measurement in the field.<\/li>\r\n \t<li>Measure elevation and distance using online GIS platforms.<\/li>\r\n \t<li>Calculate slope gradient using a spreadsheet program.<\/li>\r\n \t<li>Generate slope profiles using a spreadsheet program.<\/li>\r\n \t<li>Relate field observations of gradient to calculated values of gradient.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h1>Pre-Readings<\/h1>\r\n<h2 style=\"text-align: left;\">Why Is Slope Analysis Important to Geographers?<\/h2>\r\nImportant applications for slope analysis include describing landforms, watershed modelling, characterization of wildlife habitat, assessing slope stability and mass wasting hazards, classifying soil development, modelling wildfire risk, and assessing potential for land use development.\r\n<h2 style=\"text-align: left;\">Recording Field Notes: General Guidance<\/h2>\r\nIn the field you must be very neat and organized in recording information. In professional settings, notebooks are used as evidence that you used proper procedures and conducted yourself professionally by collecting all the relevant information. Occasionally, field notes are entered into legal proceedings as evidence in support of proper professional processes. It is important to start early in one\u2019s career with taking well formatted, complete, and proper notes. Field notes will be the only recorded evidence of what you saw and did in the field. There is a saying, <strong>\"if it is not in your field notes, it never happened\"<\/strong>. Moreover, human memories are surprisingly unreliable, and it will take only a matter of a few days before you have completely forgotten the details of what you did in the field. Field notes are invaluable in this regard.\r\n\r\nIn professional settings, erasing mistakes is regarded as tampering with field notes. As such, you may not erase mistakes or cover them with white-out. Instead, neatly cross out any incorrect measurements. You never know if or how your observations and measurements will be useful later.\r\n<h3 style=\"text-align: left;\">Surrounding Information<\/h3>\r\nIn the field, you will be recording GPS position, vertical distance measurements, and photographic images. However, before you take these measurements, there are other important pieces of information to be recorded. Surrounding information is always included so that the measurements become meaningful to other colleagues, employees, or researchers that read your values. This surrounding information includes:\r\n<ul>\r\n \t<li>Location (coordinates and verbal description of relative position to major landmarks nearby);<\/li>\r\n \t<li>Date &amp; time;<\/li>\r\n \t<li>Participants (include who is in the field and their roles);<\/li>\r\n \t<li>Weather (as the weather will influence the quality of your observations, measurements, and notes); and<\/li>\r\n \t<li>A description of your overall goal for this field stop.<\/li>\r\n<\/ul>\r\n<h3 style=\"text-align: left;\">Photographs<\/h3>\r\nYou will be taking photographs for this assignment and they will need to be recorded (remember that professionally, if a record of taking a photo is not in your field notes, the picture was never taken). If you take a photo, the following details should be included:\r\n<ol>\r\n \t<li>File number (time of the photo is fine if you are using a cell phone).<\/li>\r\n \t<li>Approximate compass direction the camera was pointing.<\/li>\r\n \t<li>If there is an object for scale so that the viewer of the photograph can tell how large items are in the photo.<\/li>\r\n \t<li>The subject of the photograph and any other information that is important for understanding why you took the picture.<\/li>\r\n<\/ol>\r\n<h2 style=\"text-align: left;\">Field Measurements of Elevation Change (Vertical Distance) Using Levelling<\/h2>\r\nAs previously mentioned, slope is a measure of change in elevation over a known horizontal distance. A <strong>sighting level<\/strong> is a device that allows a user to be able to aim their view along a true horizontal line. Using a sighting level and a known eye height to measure the change in vertical elevation between two points is an ancient technique that early civilizations used to design aqueduct and irrigation systems. It is also a modern technique used in professional settings, except that much more sophisticated digital surveying equipment is used.\r\n\r\nWe will be using GPS readings of horizontal position built into a smartphone to determine the change in horizontal position. So, you might wonder, why not use the GPS to determine the change in vertical distance too? Although handheld GPS-based measurements of horizontal position are typically accurate to within roughly 10 m, errors in vertical position are typically 2-3 times greater. Therefore, using a level to determine vertical distance can improve approximate measurements of slope over using hand-held GPS measurements alone.\r\n\r\nAs seen in <a class=\"internal\" href=\"#figure16.1\">Figure 16.1<\/a>, if a level is used to sight a series of target locations on the ground (Point x<sub>1<\/sub> through to Point A\u2019), and the level\u2019s elevation above the ground (z) is known, the vertical distance (\u0394z) from A to A\u2019 can be measured. The vertical distance (\u0394z) is also know as the <strong>rise<\/strong> of the slope from A to A\u2019.<a id=\"figure16.1\" class=\"internal\"><\/a>\r\n\r\n&nbsp;\r\n\r\n[caption id=\"attachment_605\" align=\"aligncenter\" width=\"858\"]<img class=\"wp-image-605 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.1.jpg\" alt=\"\" width=\"858\" height=\"399\" \/> <strong>Figure 16.1.<\/strong> Sketch profile of the levelling methodology. The surveyor, with a sighting height of z, progresses up slope from A to A\u2019 with intermediate stations x<sub>1<\/sub>, x<sub>2<\/sub>, and x<sub>3<\/sub>. The vertical distance is the sum of the number of sighting heights (z). <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<\/em>[\/caption]\r\n\r\nNo matter the type of level that you use, there are several steps that are common to all levelling measurements of elevation change:\r\n<ol>\r\n \t<li>Measure the height between the ground and your instrument (z).<\/li>\r\n \t<li>Start downhill and work your way uphill.<\/li>\r\n \t<li>At the starting point A, sight along the edge of your level, as though you are aiming an arrow with precision toward the slope in order to locate your next sighting position (x<sub>1<\/sub>). If you have a field partner, they can landmark the position of your target (x<sub>1<\/sub>, x<sub>2<\/sub>, etc.) for you.<\/li>\r\n<\/ol>\r\n<h2 style=\"text-align: left;\">Using a GPS to Record Horizontal Position<\/h2>\r\nThe Global Positioning System (GPS) uses the relative distance of a ground-based receiver to a constellation of satellites to triangulate and locate the receiver\u2019s position on the Earth's surface. Almost all cell phones are equipped with GPS-receiving technologies and they can be used in a fashion similar to a hand-held GPS receiver that is designed for terrestrial or marine navigation. Handheld systems are convenient to carry, give rapid readings with reasonable accuracy, and allow the user to record digital information about way points and paths.\r\n\r\nAs mentioned previously, handheld GPS-based measurements of horizontal position are typically accurate to within roughly 10 m under ideal conditions. However, errors in vertical position are typically 2-3 times greater. Ideal conditions include an open view of the sky without blockage due to buildings, bridges and trees so that the receiver can obtain signals from as many satellites as possible. A more in-depth description of GPS is described in the pre-readings to <a class=\"internal\" href=\"\/geoglabmanualv2\/chapter\/lab-13-gps-orienting\/\">Lab 13<\/a> of this manual.\r\n<h2 style=\"text-align: left;\"><a id=\"calc_slope_grad\" class=\"internal\"><\/a>Calculating Slope Gradient<\/h2>\r\nYour fieldwork and ski hill analyses will involve collecting data in order to analyze slope. In the first part of this lab you will obtain measurements of rise and run using a combination of levelling and GPS measurements. In the second part of the lab, you will extract this data from maps. After recording your field measurements, it is time to crunch some numbers. The <strong>gradient<\/strong> of a ground surface is calculated by the difference in elevation between two points on a slope (rise, \u0394z) divided by the horizontal distance between the two points (run, \u0394x). These two points are labelled as A and A' on Figure 16.2, just as they are on <a class=\"internal\" href=\"#figure16.1\">Figure 16.1<\/a>.<a id=\"figure16.2\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_606\" align=\"aligncenter\" width=\"777\"]<img class=\"wp-image-606 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.2.jpg\" alt=\"\" width=\"777\" height=\"367\" \/> <strong>Figure 16.2.<\/strong> Fundamental elements of a slope. The run (\u0394x) represents the horizontal distance that is visible in map view between points A and A'. The rise (\u0394z) represents the vertical distance between points A and A'. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<\/em>[\/caption]\r\n\r\nAfter obtaining the vertical elevation change (rise, \u0394z) and the horizontal distance (run, \u0394x) between two points, slope gradient can be calculated and expressed in three ways:\r\n<ol>\r\n \t<li>As a percent (%): the fraction (rise \u00f7 run) expressed as a percentage (Equation 16.1):<\/li>\r\n<\/ol>\r\n<strong><a id=\"eqn16.1\" class=\"internal\"><\/a>Equation 16.1<\/strong>\r\n\r\n[latex]\\text{Gradient} (\\%) = \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\times 100\\%[\/latex]\r\n<ol start=\"2\">\r\n \t<li>As an angle, \u03b8 (degrees) (Equation 16.2):<\/li>\r\n<\/ol>\r\n<strong><a id=\"eqn16.2\" class=\"internal\"><\/a>Equation 16.2<\/strong>\r\n\r\n[latex]\\text{Gradient} (^{\\circ}) = Tan^{-1} \\left( \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\right)[\/latex]\r\n<ol start=\"3\">\r\n \t<li>In elevation change per slope distance (m\/km): the gradient expressed with different units used for <strong>rise<\/strong> and <strong>run<\/strong>, but with the <strong>run<\/strong> always reduced to one unit, commonly 1 km (Equation 16.3).<\/li>\r\n<\/ol>\r\n<strong><a id=\"eqn16.3\" class=\"internal\"><\/a>Equation 16.3<\/strong>\r\n\r\n[latex]\\text{Gradient} (m\/km) = \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (km)}[\/latex]\r\n\r\nFor example, let us assume that the elevation change we measured levelling between points A and A\u2019 added up to 5 m, and the horizontal distance we measured between our GPS points using Google Earth is 200 m (Figure 16.3).<a id=\"figure16.3\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_607\" align=\"aligncenter\" width=\"787\"]<img class=\"wp-image-607 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.3.jpg\" alt=\"\" width=\"787\" height=\"220\" \/> <strong>Figure 16.3.<\/strong> Sample values for the fundamental elements of a slope. In this example, the run (\u0394x) has a value of 200 m and the rise (\u0394z) has a value of 5 m between points A and A'. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.\u00a0<\/em>[\/caption]\r\n\r\nUsing the equations presented above, we can express our slope gradient\r\n<ol>\r\n \t<li>As a percent (%) (<a style=\"font-size: 12pt;\" href=\"#eqn16.1\">Equation 16.1<\/a><span style=\"font-size: 12pt;\">)<\/span>:<\/li>\r\n<\/ol>\r\n[latex]\\text{Gradient} (\\%) = \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\times 100\\% [\/latex]\r\n\r\n[latex]\\text{Gradientt} (\\%) = \\dfrac{5\\text{ m}}{200\\text{ m}} \\times 100\\% = 2.5\\%[\/latex]\r\n<ol start=\"2\">\r\n \t<li>As an angle, \u03b8 (degrees) (<a style=\"font-size: 12pt;\" href=\"#eqn16.2\">Equation 16.2<\/a><span style=\"font-size: 12pt;\">)<\/span><span style=\"font-size: 12pt;\">:<\/span><\/li>\r\n<\/ol>\r\n[latex]\\text{Gradient} (^{\\circ}) = Tan^{-1} \\left( \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\right)[\/latex]\r\n\r\n[latex]\\text{Gradient} (^{\\circ}) = Tan^{-1} \\left( \\dfrac{5\\text{ m}}{200\\text{ m}} \\right) = 1.4^{\\circ}[\/latex]\r\n<ol start=\"3\">\r\n \t<li>In elevation change per slope distance (m\/km)\u00a0(<a class=\"internal\" href=\"#eqn16.3\">Equation 16.3<\/a>):<\/li>\r\n<\/ol>\r\n[latex]\\text{Gradient} (m\/km) = \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (km)} [\/latex]\r\n\r\n[latex]\\text{Gradient} (m\/km) = \\dfrac{5\\text{ m}}{\\left( \\dfrac{200\\text{ m}}{1000\\text{ m per km}} \\right)} = 25\\text{ m\/km}[\/latex]\r\n\r\n<strong>Low gradient<\/strong> slopes are almost flat and have very little slope, whereas <strong>high gradient<\/strong> slopes have steep slopes.\r\n<h1><a id=\"lab_ex\" class=\"internal\"><\/a>Lab Exercises<\/h1>\r\nThis lab includes two exercises that result in creating an assignment to be handed in as a report in PDF format. The submitted report will include a series of required figures with captions.\r\n\r\nExercise 1 is partially field-based and will take approximately 3 hours to complete once you have found an appropriate field location (including report preparation but excluding travel time).\r\n\r\nExercise 2 is office-based. This exercise will take approximately 3 hours to complete. The length of time allocated to this exercise will depend on familiarity using Google My Maps, iMapBC, and Microsoft Excel.\r\n\r\n<strong>Required materials<\/strong>:\r\n<ul>\r\n \t<li>Tape measure or ruler.<\/li>\r\n \t<li>GPS equipped cell phone. Refer to your cell phone\u2019s user guide. Almost all new phones are equipped with GPS capabilities. You may wish to choose an app set to record locations in decimal degrees.<\/li>\r\n \t<li>Material to construct a sighting level (see <a class=\"internal\" href=\"#L16AppA\">Appendix A<\/a>).<\/li>\r\n \t<li>Pencil and field book or paper and a hard surface (clip board) to write on.<\/li>\r\n \t<li>Camera (cell phone is fine).<\/li>\r\n<\/ul>\r\n<strong>Required software<\/strong>:\r\n<ul>\r\n \t<li>Google Earth (Web) \u2013 not mobile version.<\/li>\r\n \t<li>Spreadsheet software (Excel, Numbers, or Google Sheets).<\/li>\r\n \t<li>GPS App on your phone that preferably allows confirmation of communication with enough satellites. iPhones may use the compass tool if location services in your privacy settings is enabled. <a href=\"https:\/\/apps.apple.com\/us\/app\/gps-diagnostic-satellite-test\/id1020967894\">GPS Diagnostic<\/a> is recommended and used by professionals, but costs a few dollars. Google Play offers <a href=\"https:\/\/play.google.com\/store\/apps\/details?id=com.stgrdev.gpssatellitesviewer&amp;hl=en_US&amp;gl=US\">GPS Satellites Viewer<\/a> for free.<\/li>\r\n \t<li>Mobile levelling app for a phone\/tablet or a level constructed from craft supplies (see <a class=\"internal\" href=\"#L16AppA\">Appendix A<\/a>).<\/li>\r\n \t<li>iMap BC website (no user name required).<\/li>\r\n<\/ul>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">EX1: Determining Slope in the Field and Using Google Earth (Web)<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Safety: Do not complete this exercise until receiving a safety briefing and completing the proper paperwork (if applicable) from your lab instructor. In addition, your first goal when you arrive at a site is to ascertain whether the terrain is safe.\u00a0\u00a0<\/strong>\r\n<h3 style=\"text-align: left;\">At Home Preparations<\/h3>\r\n<strong>Step 1:<\/strong> Choose an Easily Accessible Slope.\r\n\r\nChoose a slope that you can easily visit. This slope needs to be\r\n<ul>\r\n \t<li>relatively steep with an elevation change at least twice your height,<\/li>\r\n \t<li>open (no obstructions to your view from the top to the bottom of the slope), and<\/li>\r\n \t<li>at least 100 m long.<\/li>\r\n<\/ul>\r\nSafe sidewalks and pedestrian overpasses with no intersections are appropriate, grassy hillsides as well as open and straight sections of trail are also good.\r\n\r\n<strong>Step 2:<\/strong> Construct Your Level\r\n\r\nUsing the instructions in <a class=\"internal\" href=\"#L16AppA\">Appendix A<\/a>, build your sighting level.\r\n\r\n<strong>Step 3:\u00a0<\/strong> Measure Your Eye Height\r\n\r\nWearing the shoes that you will likely wear during fieldwork, measure the elevation of your eyes above the ground when looking level. If you do not have someone that can help you, or if you do not have a tape measure, stand beside a door frame and lightly mark the position of our eye height with a pencil by using your level to sight on the door frame. Use a ruler or tape measure to measure the elevation of your eyes.\r\n\r\n<strong>Step 4:\u00a0<\/strong> Print or Copy Down the Field Notes Template\r\n\r\nIf you have access to a printer, print out the Field Notes Template in <a class=\"internal\" href=\"#worksheets\">Worksheets<\/a> to bring to the field. If you do not have access to a printer, copy the necessary information into your field notebook. This will be your Field Notes Worksheet.\r\n<h3 style=\"text-align: left;\">Field Work<\/h3>\r\n<strong>Step 1: <\/strong>Travel to the Field Site and Start Field Notes\r\n\r\nAfter choosing a slope to measure, walk to the base of your slope. You will call this location <strong>Point A<\/strong>.\r\n\r\nRecord the surrounding information on your Field Notes Worksheet (participants, date, time, goal of fieldwork).\r\n\r\n<strong>Step 2:<\/strong> Plan and Document Your Transect (Figure EX1.1)\r\n\r\nPlan where you will start and approximately where you will end your slope measurement (location of <strong>Point A<\/strong> and <strong>Point A\u2019<\/strong>). If you are using an open slope, it is best to travel directly up-slope (i.e., along the steepest trajectory) and not across the slope.\r\n\r\nDocument this plan by taking a photograph with your downhill start point (<strong>A<\/strong>) in the foreground and your approximate end point (<strong>A\u2019<\/strong>) in the background. This will be Figure EX1.1 in your lab report (see the example in <a class=\"internal\" href=\"#figure16.4\">Figure 16.4<\/a>). Record all pertinent photograph information (time or file number, direction of view, subject, verbal location description) about the photograph on your Field Notes Worksheet.<a id=\"figure16.4\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_1888\" align=\"aligncenter\" width=\"454\"]<img class=\"wp-image-1888 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.4-exposure.jpg\" alt=\"\" width=\"454\" height=\"603\" \/> <strong>Figure 16.4.<\/strong> Example Figure EX1.1. Photograph of entire slope used in Exercise 1. This is a photograph looking southward up slope from <strong>Point A<\/strong> to <strong>Point A\u2019<\/strong> along 6<sup>th<\/sup> Avenue in Kamloops BC between Dominion Street and Pine Street. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em>[\/caption]\r\n\r\n<strong>Step 3:<\/strong>\u00a0Document Point A\u00a0(Figure EX1.2)\r\n\r\nWhile standing at <strong>Point A<\/strong>, record an accurate GPS reading (preferably in decimal degrees) by ensuring that you have at least 4 satellites. This may take a few minutes.\r\n\r\nInclude a verbal description of where <strong>Point A<\/strong> is located so that you will be able to tell if your location maps incorrectly into Google Earth.\r\n\r\nUse a compass application on your phone to indicate the azimuth of your surveying. Azimuth refers to the compass direction expressed in degrees as a number between 0 and 360. Directions expressed as an azimuth do not include cardinal directions (north, south, east, west and their derivatives). For example, northwest has an azimuth of 305\u2070.\r\n\r\nTake an informative photograph of <strong>Point A<\/strong>. This photograph will be Figure EX1.2 of your report (see the example in <a class=\"internal\" href=\"#figure16.5\">Figure 16.5<\/a>).<strong><span style=\"color: #000080;\"><span style=\"color: #000000;\"> Include the information you collect in this step in the figure caption.<\/span>\u00a0<\/span><\/strong><span style=\"color: #000080;\"><span style=\"color: #000000;\">It may be helpful to annotate the photograph with the exact location of Point A with an arrow and label, although this can be done after the field with really good descriptions of where exactly you are placing the starting point (<strong>Point A<\/strong>). Don\u2019t forget all the essential photograph information (time or file number, direction of view, subject, verbal location description).<a id=\"figure16.5\" class=\"internal\"><\/a><\/span><\/span>\r\n\r\n[caption id=\"attachment_256\" align=\"aligncenter\" width=\"496\"]<img class=\"wp-image-256 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX1.2.-Location-of-Point-A.jpg\" alt=\"\" width=\"496\" height=\"659\" \/> <strong>Figure 16.5.<\/strong> Example Figure EX1.2. Photograph of <strong>Point A<\/strong> (indicated by tip of arrow) looking northward on the southeast corner of 6<sup>th<\/sup> Avenue and Dominion Street Kamloops, BC. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em>[\/caption]\r\n\r\n<strong>Step 4: <\/strong>Level Up Towards Point A\u2019\r\n\r\nStanding at <strong>Point A<\/strong> (the base of your slope), use your level to landmark the position on the slope that is perfectly horizontal to your eye height (x<sub>1<\/sub> in <a class=\"internal\" href=\"#figure16.1\">Figure 16.1<\/a>). Walk to your landmark (x<sub>1<\/sub>) and repeat sighting to the next landmark position on the slope that is perfectly horizontal to your eye height (x<sub>2<\/sub>).\r\n\r\nRepeat and record the number of intermediate landmarks required to level up until your next sighting landmark is above your desired endpoint (i.e., where you would overshoot your desired endpoint if you continued). This last position at or above your desired endpoint will be your actual endpoint (<strong>Point A\u2019<\/strong>).\r\n\r\n<strong>Step 5:<\/strong> Document and Describe Point A\u2019 (Figure EX1.3)\r\n\r\nWhile still standing at <strong>Point A\u2019<\/strong>, record an accurate GPS reading by ensuring that you have at least 4 satellites. This may take a few moments.\r\n\r\nInclude in your notes a verbal description of where <strong>Point A\u2019<\/strong> is located so that you will be able to tell if your measured location maps incorrectly into Google Earth.\r\n\r\nTake an informative photograph of your actual endpoint <strong>Point A\u2019<\/strong>. This photograph will be Figure EX1.3 of your report (see the example <a class=\"internal\" href=\"#figure16.6\">Figure 16.6<\/a>). <span style=\"color: #000000;\"><strong>Include the information you collect in this step in the figure caption.<a id=\"figure16.6\" class=\"internal\"><\/a><\/strong><\/span>\r\n\r\n[caption id=\"attachment_1889\" align=\"aligncenter\" width=\"500\"]<img class=\"wp-image-1889\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.6-exposure1-296x300.jpg\" alt=\"\" width=\"500\" height=\"507\" \/> <strong>Figure 16.6.<\/strong> Example Figure EX1.3. Location of <strong>Point A\u2019<\/strong>. Photograph of <strong>Point A\u2019<\/strong> (indicated by tip of arrow) looking northward. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em>[\/caption]\r\n\r\n<strong>Step 6:<\/strong> Photograph Your Field Notes (Figure EX1.4)\r\n\r\nOnce you are done your field work, and before you leave the field, take a picture of your field notes in order to create a backup and include them in your report as Figure EX1.4 (see example <a class=\"internal\" href=\"#figure16.7\">Figure 16.7<\/a>). Double-check by zooming into your photograph that your notes are clearly legible. Remember, you must not re-type or change your field notes in any way after you leave the field.<a id=\"figure16.7\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_657\" align=\"aligncenter\" width=\"1378\"]<img class=\"wp-image-657 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.7.jpg\" alt=\"\" width=\"1378\" height=\"1750\" \/> <strong>Figure 16.7.<\/strong> Example Figure EX1.4. Field notes. Photograph of field notes taken on June 17th, 2020. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><br \/><\/em>[\/caption]\r\n\r\n<strong>Step 7:<\/strong> Re-Photograph Your Field Notes with Transect in Background (Figure EX1.5) and Final Check\r\n\r\nRetake a picture of your field notes with the location of your transect in the background as evidence of your work (see example <a class=\"internal\" href=\"#figure16.8\">Figure 16.8<\/a>). Include in your lab report as Figure EX1.5. Before leaving the field, ensure that you are not missing any details in your notes and that you have taken all five of the required photographs.<a id=\"figure16.8\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_658\" align=\"aligncenter\" width=\"1073\"]<img class=\"wp-image-658 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.8-e1623366966519.jpg\" alt=\"\" width=\"1073\" height=\"1431\" \/> <strong>Figure 16.8.<\/strong> Example Figure EX1.5. Field notes with transect in the background. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em>[\/caption]\r\n<h3 style=\"text-align: left;\">Office Work<\/h3>\r\n<strong>Step 1:<\/strong> Determine Horizontal Distance Using Google Earth (Figure EX1.6)\r\n\r\nOnce back from the field, open <a href=\"https:\/\/earth.google.com\/web\/\">Google Earth (Web)<\/a>. Click on the <span style=\"color: #003366;\"><strong>Projects<\/strong> <\/span>menu icon (fifth icon from top in the menu on the left of the screen). Then click <span style=\"color: #000080;\"><strong>New project<\/strong> <\/span>and then <span style=\"color: #000080;\"><strong>Create KML file<\/strong><\/span>. Name your project &lt;Lastname Firstname Student Number L16 EX1&gt; by entering this into the box containing the text <strong><span style=\"color: #003366;\">Untitled Project<\/span><\/strong> next to the pencil icon. Press the blue <span style=\"color: #003366;\"><strong>New <span style=\"color: #003366;\">Feature<\/span><\/strong><\/span>\u00a0dropdown menu and choose <span style=\"color: #003366;\"><strong>Search to add place<\/strong><\/span>.\r\n\r\nInput the recorded latitude and longitude of <strong>Point A<\/strong> and click the <strong><span style=\"color: #003366;\">Add to project<\/span>\u00a0<\/strong>button once a placemark has been created.\r\n\r\nRepeat the same steps to plot the recorded position of <strong>Point A\u2019<\/strong>.\r\n\r\nOnce both <strong>Point A<\/strong> and <strong>A\u2019<\/strong> have been plotted, use the <span style=\"color: #000080;\"><span style=\"color: #003366;\"><strong>Measure<\/strong> <\/span><span style=\"color: #000000;\">tool (ruler icon at bottom of menu on left of screen)<\/span><\/span><span style=\"color: #000000;\">\u00a0to dete<\/span>rmine the horizontal distance between <strong>Point A<\/strong> and <strong>Point A\u2019<\/strong>. Create a screen capture of your horizontal measurement that includes the Google icon, camera, coordinates and elevation (see example <a class=\"internal\" href=\"#figure16.9\">Figure 16.9<\/a>). This image will be Figure EX1.6 in your report.<a id=\"figure16.9\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_1570\" align=\"aligncenter\" width=\"810\"]<img class=\"wp-image-1570 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16_9_GE-Measurement-tool-.jpg\" alt=\"\" width=\"810\" height=\"484\" \/> <strong>Figure 16.9.<\/strong> Example Figure EX1.6. Google Earth horizontal distance measurement. Screen capture of the measurement of horizontal distance based on field GPS measurements of the locations of <strong>Point A<\/strong> and <strong>A\u2019<\/strong>. GPS measurements were made using the datum WGS84. Google Earth imagery uses GWS84 Web Mercator. <em>Source. Google Earth. Used in accordance with Google Earth terms and conditions.<br \/><\/em>[\/caption]\r\n\r\n<strong>Step 2:<\/strong> Calculate the Gradient\r\n\r\nCalculate the vertical distance from <strong>Point A<\/strong> to <strong>Point A\u2019<\/strong> by multiplying your eye height by the number of sightings that you made in order to reach <strong>A\u2019<\/strong>. Type out your answer and show your work in a clear table (see example <a class=\"internal\" href=\"#table16.1\">Table 16.1<\/a>). This will be Table EX1.1 in your report.\r\n\r\nCalculate the gradient and express as a percentage, an angle, and as elevation change per km.\r\n<div align=\"center\">\r\n\r\n[latex] = \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\times 100\\%[\/latex]\r\n<table class=\"grid aligncenter\" style=\"width: 100%;\"><caption><a id=\"table16.1\" class=\"internal\"><\/a>Table 16.1. Example of Table EX1.1. Gradient Calculations<\/caption>\r\n<tbody>\r\n<tr style=\"height: 17px;\">\r\n<th scope=\"col\">Calculation<\/th>\r\n<th scope=\"col\">Work (Including Intermediate Steps)<\/th>\r\n<th scope=\"col\">Calculation<\/th>\r\n<\/tr>\r\n<tr style=\"height: 100px;\">\r\n<td style=\"height: 100px;\">Elevation change (field measured)<\/td>\r\n<td style=\"height: 100px;\">\r\n<p class=\"tc\">= number of eye height measurements \u00d7 eye height<\/p>\r\n= 6 \u00d7 1.60 m\r\n\r\n= 9.6 m<\/td>\r\n<td style=\"height: 100px;\">9.6 m<\/td>\r\n<\/tr>\r\n<tr style=\"height: 67px;\">\r\n<td style=\"height: 67px;\">Gradient (%)<\/td>\r\n<td style=\"height: 67px;\">\r\n<p class=\"tc\">[latex]= \\dfrac{9.6\\text{ m}}{92.15\\text{ m}} \\times 100\\% [\/latex]<\/p>\r\n= 10.42%<\/td>\r\n<td style=\"height: 67px;\">10.42%<\/td>\r\n<\/tr>\r\n<tr style=\"height: 130px;\">\r\n<td style=\"height: 134px;\">Gradient (\u00b0)<\/td>\r\n<td style=\"height: 134px;\">[latex]= Tan^{-1} \\left( \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\right) [\/latex]\r\n\r\n[latex]= Tan^{-1} \\left( \\dfrac{9.6\\text{ m}}{92.15\\text{ m}} \\right) [\/latex]\r\n\r\n= Tan<sup>\u22121<\/sup> (0.104)\r\n\r\n= 5.9\u00b0<\/td>\r\n<td style=\"height: 134px;\">5.9\u00b0<\/td>\r\n<\/tr>\r\n<tr style=\"height: 130px;\">\r\n<td style=\"height: 134px;\">Gradient (m\/km)<\/td>\r\n<td style=\"height: 134px;\">[latex]= \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (km)}[\/latex]\r\n\r\n[latex]= \\dfrac{9.6\\text{ m}}{\\left( \\dfrac{92.15\\text{ m}}{1000\\text{ m per km}} \\right)}[\/latex]\r\n\r\n[latex]= \\dfrac{9.6\\text{ m}}{0.09215\\text{ km}} [\/latex]\r\n\r\n= 104 m\/km<\/td>\r\n<td style=\"height: 134px;\">104 m\/km<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<strong>Step 3:<\/strong> Assemble the EX1 Component of Your Lab Report\r\n\r\nUse the list of figures and tables summarized in <a class=\"internal\" href=\"#table16.2\">Table 16.2<\/a> to compile the first part of your report. Please ensure that your figures are large enough that they take up at least 75% of the area of a page. Do not forget to include descriptive captions for your figures, and to annotate the photos you use to create figures EX1.1 \u2013 EX1.3. Use your field notes to write the site descriptions.\r\n<table class=\"aligncenter\" style=\"width: 100%;\"><caption><strong><a id=\"table16.2\" class=\"internal\"><\/a>Table 16.2. List of Figures and Tables from Exercise 1 to Include in Your Lab Report. Figure descriptions and example figures included.\u200bUse this table as a checklist to make sure you have all of the necessary elements in your report.<\/strong><\/caption>\r\n<tbody>\r\n<tr style=\"height: 18px;\">\r\n<th scope=\"col\">Item<\/th>\r\n<th scope=\"col\">Description<\/th>\r\n<th scope=\"col\">Caption (Attribution)<\/th>\r\n<\/tr>\r\n<tr style=\"height: 36px;\">\r\n<td style=\"height: 36px; width: 276.997px;\">Figure EX1.1<\/td>\r\n<td style=\"height: 36px; width: 462.986px;\">Photograph of entire slope used in Exercise 1, include direction and locations of A and A\u2019<\/td>\r\n<td style=\"height: 36px; width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.4\">Figure 16.4<\/a> (Photograph Attribution)<\/td>\r\n<\/tr>\r\n<tr style=\"height: 18px;\">\r\n<td style=\"height: 18px; width: 276.997px;\">Figure EX1.2<\/td>\r\n<td style=\"height: 18px; width: 462.986px;\">Photograph of Point A location<\/td>\r\n<td style=\"height: 18px; width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.5\">Figure 16.5<\/a> (Photograph Attribution)<\/td>\r\n<\/tr>\r\n<tr style=\"height: 18px;\">\r\n<td style=\"height: 18px; width: 276.997px;\">Figure EX1.3<\/td>\r\n<td style=\"height: 18px; width: 462.986px;\">Photograph of Point A\u2019<\/td>\r\n<td style=\"height: 18px; width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.6\">Figure 16.6<\/a> (Photograph Attribution)<\/td>\r\n<\/tr>\r\n<tr style=\"height: 18px;\">\r\n<td style=\"height: 18px; width: 276.997px;\">Figure EX1.4<\/td>\r\n<td style=\"height: 18px; width: 462.986px;\">Field notes<\/td>\r\n<td style=\"height: 18px; width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.7\">Figure 16.7<\/a> (Photograph Attribution)<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 276.997px;\">Figure EX1.5<\/td>\r\n<td style=\"width: 462.986px;\">Field notes with transect in background<\/td>\r\n<td style=\"width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.8\">Figure 16.8<\/a> (Photograph Attribution)<\/td>\r\n<\/tr>\r\n<tr style=\"height: 36px;\">\r\n<td style=\"height: 36px; width: 276.997px;\">Figure EX1.6<\/td>\r\n<td style=\"height: 36px; width: 462.986px;\">Google Earth horizontal distance measurement<\/td>\r\n<td style=\"height: 36px; width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.9\">Figure 16.9<\/a> (Image Source - Screen capture must include Google logo and third-party data providers)<\/td>\r\n<\/tr>\r\n<tr style=\"height: 36px;\">\r\n<td style=\"height: 36px; width: 276.997px;\">Table EX1.1<\/td>\r\n<td style=\"height: 36px; width: 462.986px;\">Include elevation change (field measurement) and gradient calculations in %, degrees, and m\/km.<\/td>\r\n<td style=\"height: 36px; width: 386.997px;\">See example <a class=\"internal\" href=\"#table16.1\">Table 16.1<\/a><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">EX2: Create a Slope Profile of a Ski Run at a Ski Hill in British Columbia<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<p style=\"text-align: left;\"><strong>Step 1:<\/strong> Choose a Ski Run<\/p>\r\nOpen <a href=\"https:\/\/www.google.com\/maps\/d\/u\/0\/\">Google My Maps<\/a>. Click <span style=\"color: #000080;\"><strong>Create<\/strong> <strong>a new map<\/strong><\/span>. Using the search function on the left of your screen, visit a ski hill (resort) in British Columbia. The <a href=\"https:\/\/www.hellobc.com\/things-to-do\/ski-snowboard\/bc-ski-map\/\">BC Ski Map<\/a>\u00a0contains more information about BC ski resorts. Zoom into the ski hill until all the lifts and runs are visible on the map. Select one ski run to use in this exercise.\r\n\r\nIt is recommended that you select a ski run below treeline which is easily traceable on satellite imagery. Ski runs should be longer in length, as short ski runs have few slope breaks. The ski runs at some smaller ski resorts may not be available on Google My Maps.\r\n\r\n<strong>Step 2:<\/strong> Outline the Ski Run Using Google My Maps (Figure EX2.1)\r\n\r\nSelect <span style=\"color: #003366;\"><strong>Add layer<\/strong><\/span>\u00a0and draw a thick yellow line over the ski run selected (see example <a class=\"internal\" href=\"#figure16.10\">Figure 16.10<\/a>). <span style=\"color: #000000;\"><strong>Include a screen capture of the run with the name visible in this exercise. <\/strong><\/span><span style=\"color: #003366;\"><strong>Add marker<\/strong><\/span> adjacent to the bottom of the ski run and record the latitude and longitude of this location in decimal degrees. <span style=\"color: #003366;\"><strong>Share <\/strong><\/span>the <span style=\"color: #003366;\"><strong>Layer <\/strong><\/span>and copy the link to include in the Figure EX2.1 caption. Your caption should also include a description including the ski hill name and coordinates.<a id=\"figure16.10\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_259\" align=\"aligncenter\" width=\"600\"]<img class=\"wp-image-259\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabs2020\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX2.1.-Google-My-Map-screen-shot-of-black-diamond-ski-run.png\" alt=\"\" width=\"600\" height=\"491\" \/> <strong>Figure 16.10.<\/strong> Example Figure EX2.1. Google My Maps screenshot of black diamond ski run named Fuzzy located at 49.68 N, 116.04 W at the Kimberley Alpine Resort (<span style=\"color: #000080;\">&lt;include shareable link here&gt;<\/span>). The ski run is indicated by a thick yellow line. <em>Source: K. Burles, adapted from Google My Maps (accessed June 22nd, 2020). Used in accordance with Google My Maps terms and conditions.<\/em>[\/caption]\r\n<p style=\"text-align: left;\"><strong>Step 3:<\/strong> Draw and Describe the Profile of the Ski Run Using iMapBC (Figure EX2.2)<\/p>\r\nOpen <a href=\"https:\/\/www2.gov.bc.ca\/gov\/content\/data\/geographic-data-services\/web-based-mapping\/imapbc\">iMapBC<\/a> and launch application (<strong><span style=\"color: #003366;\">Launch iMapBC<\/span><\/strong>). Select the option that does not require a username. Change the base map from <strong><span style=\"color: #003366;\">Roads<\/span><\/strong> to <strong><span style=\"color: #003366;\">Imagery<\/span><\/strong><span style=\"color: #003366;\">. <span style=\"color: #000000;\">The icon is located in the bottom-left of the screen. <\/span><\/span><span style=\"color: #000000;\">The ski hill lift<\/span>s and runs are not drawn in iMapBC, but they are visible as clear-cut areas in the imagery.\r\n\r\nFind your ski run. Using the <strong><span style=\"color: #003366;\">Lat\/Long<\/span><\/strong>\u00a0function in the tool bar, zoom to the run. To input Lat\/Long, convert the units from decimal degrees to degrees, minutes, and seconds. Use the <a href=\"https:\/\/www.ngs.noaa.gov\/NCAT\/\">National Geodetic Survey Coordinate Conversion and Transformation Tool <\/a>to convert, or consult the pre-reading <a class=\"internal\" href=\"\/geoglabmanualv2\/chapter\/lab-14-map-skills-i#deg_convert\">Lab 14 Degree Conversions<\/a> for instructions on how to do this by hand. Input the Lat\/Long in degrees, minutes, and seconds to zoom into the ski run in iMapBC.\r\n\r\n<strong><span style=\"color: #003366;\">Add Provincial Layers<\/span><\/strong> on the <span style=\"color: #003366;\"><strong>Go to Data Sources<\/strong><\/span> tab. Search layer catalog for <span style=\"color: #003366;\"><strong>Contours \u2013 (1:20,000) (Base Maps \u2013 Contours \u2013 Contours \u2013 (1:20,000))<\/strong><\/span>.\r\n\r\nCreate Figure EX2.2 for your report by drawing the ski run using the tools on the <strong><span style=\"color: #003366;\">Sketch <\/span><\/strong>tab. Using the <span style=\"color: #003366;\"><strong>Edit<\/strong><\/span> tool, change the <strong><span style=\"color: #003366;\">Styles<\/span><\/strong> of the line to change the colour and pattern of the line. Using the <span style=\"color: #003366;\"><strong>Identify<\/strong><\/span> tool on the <strong><span style=\"color: #003366;\">Home <\/span><\/strong>tab, find the maximum and minimum elevation of the ski run. Using the <span style=\"color: #003366;\"><strong>Distance<\/strong><\/span>\u00a0tool on the <strong><span style=\"color: #003366;\">Sketch <\/span><\/strong>tab, measure the length of the ski run. Add <strong><span style=\"color: #003366;\">Text<\/span><\/strong> to the map on the <span style=\"color: #003366;\"><strong>Sketch<\/strong><\/span> tab, including the name of the run, the run length (e.g., Run = 832.3 m), and the maximum and minimum elevation (see example <a class=\"internal\" href=\"#figure16.11\">Figure 16.11<\/a>). Take a screenshot of the image<span style=\"color: #003366;\"><span style=\"color: #000000;\">.<a id=\"figure16.11\" class=\"internal\"><\/a><\/span><\/span>\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n[caption id=\"attachment_1568\" align=\"aligncenter\" width=\"1280\"]<img class=\"wp-image-1568 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.11-final.jpg\" alt=\"\" width=\"1280\" height=\"560\" \/> <strong>Figure 16.11.<\/strong> Example Figure EX2.2. iMapBC screen capture of ski run named Fuzzy at Kimberley Alpine Resort. The ski run is approximately 832.3 m in length and drops 300 m in elevation. The top and bottom of the ski run are located at 1900 m and 1600 m, respectively. <em>Source: K. Burles, adapted from iMapBC (accessed June 22, 2020). iMapBC content: Copyright Province of British Columbia. All rights reserved. Reproduced with permission of the Province of British Columbia.<\/em><span style=\"background-color: #ffff00;\"><em><br \/><\/em><\/span>[\/caption]\r\n<p style=\"text-align: left;\"><strong>Step 4:<\/strong> Describe the Natural Breaks in Slope for the Ski Run (Figure EX2.3 and Table EX2.1)<\/p>\r\nBy inspecting changes in the spacing of contour lines along the path of the run, divide the ski run into 4 segments at natural breaks in slope. Breaks in slope indicate a change in physical continuity in the slope profile. Segments of your ski run may be steeper (more linear distance between contour lines closer together) than other sections.\r\n\r\nPosition your breaks in slope where your path (the ski run) crosses a contour line. Measure the horizontal distance between each slope break segment and record the elevation. This will be Figure EX2.3 in your report. <a class=\"internal\" href=\"#figure16.12\">Figure 16.12<\/a> is an example outlining four slope break segments selected for the Fuzzy ski run.<a id=\"figure16.12\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_1569\" align=\"aligncenter\" width=\"1280\"]<img class=\"wp-image-1569 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.12-segments.jpg\" alt=\"\" width=\"1280\" height=\"569\" \/> <strong>Figure 16.12.<\/strong> Example Figure EX2.3. Four natural slope break segments along the ski run Fuzzy at Kimberley Alpine Resort. The circles indicate the locations of the breaks in slope. <em>Source: K. Burles, adapted from iMapBC (accessed June 22, 2020). iMapBC content: Copyright Province of British Columbia. All rights reserved. Reproduced with permission of the Province of British Columbia.<\/em>[\/caption]\r\n\r\nCreate Table EX2.1 in your report to include the measurements you collected. An example is provided as <a class=\"internal\" href=\"#table16.3\">Table 16.3<\/a>.\r\n<div align=\"center\">\r\n<table class=\"grid aligncenter\"><caption><span style=\"color: #000000;\"><strong><a id=\"table16.3\" class=\"internal\"><\/a>Table 16.3. Example of Table EX2.1. Data Collected for Four Natural Slope Breaks Along the Ski Run <em>Fuzzy<\/em> at Kimberley Alpine Resort<\/strong><\/span><\/caption>\r\n<tbody>\r\n<tr style=\"height: 33px;\">\r\n<th scope=\"col\">Break in Slope Segments<\/th>\r\n<th scope=\"col\">Ski Run Distance for each break in slope segment (m)<\/th>\r\n<th scope=\"col\">Cumulative Ski Run Length (m)<\/th>\r\n<th scope=\"col\">Elevation Change for each break in slope segment (m)<\/th>\r\n<th scope=\"col\">Elevation at each break in slope (m)<\/th>\r\n<\/tr>\r\n<tr style=\"height: 16px;\">\r\n<td>Top of Ski Run (Segment 1)<\/td>\r\n<td>\u00a0-<\/td>\r\n<td>0<\/td>\r\n<td>-<\/td>\r\n<td>1900<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px;\">\r\n<td>Bottom of segment 1<\/td>\r\n<td>242.5<\/td>\r\n<td>242.5<\/td>\r\n<td>40<\/td>\r\n<td>1860<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px;\">\r\n<td>Bottom of segment 2<\/td>\r\n<td>237.2<\/td>\r\n<td>479.7<\/td>\r\n<td>80<\/td>\r\n<td>1780<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px;\">\r\n<td>Bottom of segment 3<\/td>\r\n<td>139.3<\/td>\r\n<td>619<\/td>\r\n<td>60<\/td>\r\n<td>1720<\/td>\r\n<\/tr>\r\n<tr style=\"height: 33px;\">\r\n<td>Bottom of segment 4<\/td>\r\n<td>213.3<\/td>\r\n<td>832.3<\/td>\r\n<td>120<\/td>\r\n<td>1600<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px;\">\r\n<td><strong>Total <\/strong><\/td>\r\n<td><strong>832.3<\/strong><\/td>\r\n<td><strong>\u00a0-<\/strong><\/td>\r\n<td><strong>300<\/strong><\/td>\r\n<td><strong>\u00a0-<\/strong><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p style=\"text-align: left;\"><strong>Step 5:<\/strong> Create a Profile in Microsoft Excel (Figure EX2.4)<\/p>\r\nOpen Microsoft Excel and enter the data in columns similar to Table EX2.1 (<a class=\"internal\" href=\"#table16.3\">Table 16.3<\/a>). Figure EX2.4 in your report will be a profile of the slope using a Scatter (x.y) Chart (see example <a class=\"internal\" href=\"#figure16.13\">Figure 16.13<\/a>, <a href=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX2.4.-Profile-of-the-ski-run-Fuzzy-at-Kimberley-Alpine-Resort.xlsx\">Example Figure 16.13 [Excel]<\/a>).\r\n\r\nAdjust the maximum and minimum values displayed on the ski run elevation axis (y) to optimize the range of elevation in the profile. For example, the y axis in <a class=\"internal\" href=\"#figure16.13\">Figure 16.13<\/a> ranges from 1550 m to 1950 m. Microsoft Excel will default the axis to start at 0 m.<a id=\"figure16.13\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_262\" align=\"aligncenter\" width=\"600\"]<img class=\"wp-image-262\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabs2020\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.11-EX-2.4-Profile-of-the-ski-run-Fuzzy-at-Kimberley-Alpine-Resort.png\" alt=\"\" width=\"600\" height=\"353\" \/> <strong>Figure 16.13.<\/strong> Example Figure EX 2.4 Profile of the ski run Fuzzy at Kimberley Alpine Resort. The elevation of the ski run decreases from 1900 m at the top to 1600 m at the bottom. <em>Source: K. Burles, CC BY-NC-SA 4.0.<\/em>[\/caption]\r\n<p style=\"text-align: left;\"><strong>Step 6<\/strong>: Calculate Gradient Using Microsoft Excel<\/p>\r\nCalculate the slope gradient in Excel using the three calculations provided in <a class=\"internal\" href=\"#calc_slope_grad\">Calculating Slope Gradient<\/a>. Calculating gradient in degrees in Excel requires the use of the =ATAN function. The complete Excel expression is <span style=\"color: #000000;\"><strong>=(ATAN(rise\/run)*(180\/PI()))<\/strong><\/span>. ATAN is an abbreviation for arctan, which is denoted tan<sup>-1<\/sup>. PI() is the notation for \u03c0 in Excel.\r\n\r\nCalculate the <strong>average<\/strong> gradient for each segment and include in Table EX2.2. An example is provided as <a class=\"internal\" href=\"#table16.4\">Table 16.4<\/a>.\r\n<table class=\"grid aligncenter\" style=\"height: 96px; width: 492px;\"><caption><strong><a id=\"table16.4\" class=\"internal\"><\/a>Table 16.4. Example Table EX2.2. Gradient Calculations for the Ski Run <em>Fuzzy<\/em> at Kimberley Alpine Resort<\/strong><\/caption>\r\n<tbody>\r\n<tr style=\"height: 16px;\">\r\n<th scope=\"col\">Slope Segment<\/th>\r\n<th scope=\"col\">Gradient (%)<\/th>\r\n<th scope=\"col\">Gradient (\u00b0)<\/th>\r\n<th scope=\"col\">Gradient (m\/km)<\/th>\r\n<\/tr>\r\n<tr style=\"height: 16px;\">\r\n<td>1<\/td>\r\n<td>16.5<\/td>\r\n<td>9.4<\/td>\r\n<td>165.0<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px;\">\r\n<td>2<\/td>\r\n<td>33.7<\/td>\r\n<td>18.6<\/td>\r\n<td>337.3<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px;\">\r\n<td>3<\/td>\r\n<td>43.1<\/td>\r\n<td>23.3<\/td>\r\n<td>430.7<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px;\">\r\n<td>4<\/td>\r\n<td>56.3<\/td>\r\n<td>29.4<\/td>\r\n<td>562.6<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px;\">\r\n<td><strong>Average<\/strong><\/td>\r\n<td><strong>37.4<\/strong><\/td>\r\n<td><strong>20.2<\/strong><\/td>\r\n<td><strong>373.9<\/strong><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p style=\"text-align: left;\"><strong>Step 7:<\/strong> Assemble EX2 Component of Your Lab Report<\/p>\r\nOpen the Word document created in EX1. Add EX2 and include Figures EX2.1 to EX2.4 and Tables EX2.1 and EX2.2 with detailed captions for each. <a class=\"internal\" href=\"#table16.5\">Table 16.5<\/a> provides a checklist.\r\n<table class=\"aligncenter\" style=\"width: 100%;\"><caption><strong><a id=\"table16.5\" class=\"internal\"><\/a>Table 16.5. List of Figures and Tables from EX2 to Include in Your Lab Report. Figure descriptions and example figures included. Use this table as a checklist to make sure you have all of the necessary elements in your report.<\/strong><\/caption>\r\n<tbody>\r\n<tr>\r\n<th scope=\"col\">Item<\/th>\r\n<th scope=\"col\">Description<\/th>\r\n<th scope=\"col\">Caption (Attribution)<\/th>\r\n<\/tr>\r\n<tr>\r\n<td>Figure EX2.1<\/td>\r\n<td>Google My Maps screen capture of the ski run.<\/td>\r\n<td>See example <a class=\"internal\" href=\"#figure16.10\">Figure 16.10<\/a> (Image Source - Google My Maps Attribution).<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Figure EX2.2<\/td>\r\n<td>iMapBC screen capture of the ski run including the name of the run, 20 m contour lines, maximum and minimum elevations, and run length.<\/td>\r\n<td>See example <a class=\"internal\" href=\"#figure16.11\">Figure 16.11<\/a> (Image Source \u2013 iMapBC Attribution).<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Figure EX2.3<\/td>\r\n<td>iMapBC screen capture of the 4 natural slope breaks you used for your profile.<\/td>\r\n<td>See example <a class=\"internal\" href=\"#figure16.12\">Figure 16.12<\/a> (Image Source \u2013 iMapBC Attribution).<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Table EX2.1<\/td>\r\n<td>Data collected for the 4 natural slope breaks you used for your profile.<\/td>\r\n<td>See example <a class=\"internal\" href=\"#table16.3\">Table 16.3<\/a>.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Figure EX2.4<\/td>\r\n<td>Profile of your ski run created in Microsoft Excel.<\/td>\r\n<td>See example <a class=\"internal\" href=\"#figure16.13\">Figure 16.13<\/a>.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Table EX2.2<\/td>\r\n<td>Gradient calculations completed in Microsoft Excel for your ski run, including average slope.<\/td>\r\n<td>See example <a class=\"internal\" href=\"#table16.4\">Table 16.4<\/a>.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Reflection Questions<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nPlease take 15 minutes to answer the following questions using the experiences gained in completing this lab and from this course in general. Limit your answers to a maximum of 150 words.\r\n\r\n<strong>EX1<\/strong>\r\n<ol>\r\n \t<li>If you were to do this assignment again, what would you do differently? Why? How would this improve your result? Breakdown your reflection into three short paragraphs, including preparing for the field, methods in the field, and your office work after the field.<\/li>\r\n \t<li>Approximately, how precise would you estimate your vertical distance measurements to be, and how could you test their precision? Please give your estimates in terms of numerical values over a distance of 25 m, for example, \u00b14 cm over 25 m.<\/li>\r\n<\/ol>\r\n<strong>EX2<\/strong>\r\n<ol start=\"3\">\r\n \t<li>How did your gradient measurement in the field from Exercise 1 compare to your ski run measurement? Would your gradient measurement from the field be steep enough to be an interesting ski run? Explain your answer.<\/li>\r\n<\/ol>\r\nCreate a new part of your lab assignment titled <strong>Reflection Questions<\/strong>\u00a0and type in your answers.\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Report Submission<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nOnce all exercises are complete, save the assignment as a PDF and submit as directed by your instructor. The PDF submission should be saved in <strong><span style=\"color: #003366;\">Layout \u2013 Orientation \u2013 Landscape<\/span><\/strong> with images taking up at least 75% of the area of the page.\r\n\r\n<\/div>\r\n<\/div>\r\n<h1>Worksheets<\/h1>\r\n<a class=\"internal\" href=\"#lab_ex\"><em>Back to Lab Exercises<\/em><\/a>\r\n\r\nField Notes Template\r\n<ul>\r\n \t<li><a href=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Lab-16-Field-Notes-Template.docx\">Lab 16 Field Notes Template [Word]<\/a><\/li>\r\n \t<li><a href=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Lab-16-Field-Notes-Template.odt\">Lab 16 Field Notes Template [ODT]<\/a><\/li>\r\n \t<li><a href=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Lab-16-Field-Notes-Template.pdf\">Lab 16 Field Notes Template [PDF]<\/a><\/li>\r\n<\/ul>\r\n<h1>Supporting Material<\/h1>\r\n<h2><a id=\"L16AppA\" class=\"internal\"><\/a>Appendix A: How to Build a Level<\/h2>\r\n<a class=\"internal\" href=\"#lab_ex\"><em>Back to Lab Exercises<\/em><\/a>\r\n\r\nThis appendix describes two options for building a level. Choose the one that works for you:\r\n<ol>\r\n \t<li>Using an app on your cell phone;<\/li>\r\n \t<li>Using a protractor template and craft supplies.<\/li>\r\n<\/ol>\r\n<strong>Option 1: Building a level using an app on your cell phone <\/strong>\r\n\r\n<strong>Materials:<\/strong>\r\n<ul>\r\n \t<li>Smart phone (recent model with accelerometer)<\/li>\r\n \t<li>Levelling app\r\n<ul>\r\n \t<li>iOS devices can use the Measure app installed by default on your phone. Just press <span style=\"color: #003366;\"><strong>level<\/strong><\/span>\u00a0(bottom of screen).<\/li>\r\n \t<li>Android phone users may want to try <a href=\"https:\/\/play.google.com\/store\/apps\/details?id=com.peace.ArMeasure&amp;hl=en_CA&amp;gl=US\">AR Measure<\/a>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>An 8.5\u201dx11\u201d piece of scrap paper rolled into a tube approximately the diameter of a straw<\/li>\r\n \t<li>Tape<\/li>\r\n<\/ul>\r\n<strong>Instructions:<\/strong>\r\n\r\nTape the paper tube along the long edge of your smartphone, while making sure that buttons do not get in the way of the tube being absolutely parallel with the long edge of your phone.\r\n\r\nUsing your paper tube, sight along the long edge of your phone as in <a class=\"internal\" href=\"#figure16.14\">Figure 16.14<\/a>.<a id=\"figure16.14\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_619\" align=\"aligncenter\" width=\"600\"]<img class=\"wp-image-619\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabs2020\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.3-Photograph-of-rolled-paper-being-used-as-a-sighting-tube-scaled-1.jpg\" alt=\"\" width=\"600\" height=\"221\" \/> <strong>Figure 16.14.<\/strong> Photograph of rolled paper being used as a sighting tube by affixing it with tape to a cell phone. Note that the screen indicates that a reading of 0 degrees has been reached. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em>[\/caption]\r\n\r\n<strong>Option 2: Constructing your own level<\/strong>\r\n\r\n<strong>Materials:<\/strong>\r\n<ul>\r\n \t<li>Cardboard<\/li>\r\n \t<li>Protractor template (see <a class=\"internal\" href=\"#L16AppB\">Appendix B<\/a>)<\/li>\r\n \t<li>50 cm of thin string or sewing thread<\/li>\r\n \t<li>Stapler or tape<\/li>\r\n \t<li>A weight (such as a bag of coins)<\/li>\r\n \t<li>Scissors<\/li>\r\n \t<li>Paper glue<\/li>\r\n \t<li>Tape<\/li>\r\n \t<li>An 8.5\u201dx11\u201d piece of scrap paper rolled to the diameter of a straw and taped<\/li>\r\n<\/ul>\r\n<strong>\u00a0<\/strong><strong>Instructions:<\/strong>\r\n<ol>\r\n \t<li>Print out and glue the protractor template (see <a class=\"internal\" href=\"#L16AppB\">Appendix B<\/a>) to a piece of cardboard.<\/li>\r\n \t<li>Cut along out the template while glued to the cardboard.<\/li>\r\n \t<li>Attach the weight to the end of the string.<\/li>\r\n \t<li>Knot the other end of the string.<\/li>\r\n \t<li>Staple or tape (must be strong) the knotted end of the string to the centre of the protractor.<\/li>\r\n \t<li>Tape the rolled piece of paper along the straight edge of the protractor.<\/li>\r\n \t<li>Level by sighting through the paper tube until the weighted string aligns with the 90\u2070 line as in <a class=\"internal\" href=\"#figure16.15\">Figure 16.15<\/a>.<a id=\"figure16.15\" class=\"internal\"><\/a><\/li>\r\n<\/ol>\r\n[caption id=\"attachment_620\" align=\"aligncenter\" width=\"600\"]<img class=\"wp-image-620\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabs2020\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.4-Photograph-of-a-level-constructed-with-the-protractor-scaled-1.jpg\" alt=\"\" width=\"600\" height=\"450\" \/> <strong>Figure 16.15.<\/strong> Photograph of a level constructed with the protractor template in <a class=\"internal\" href=\"#L16AppB\">Appendix B<\/a>, cardboard, a string with a weight, and rolled paper being used as a sighting tube. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em>[\/caption]\r\n<h2><a id=\"L16AppB\" class=\"internal\"><\/a>Appendix B. Protractor Template<\/h2>\r\nClick the <a class=\"internal\" href=\"#figure16.16\">Figure 16.16<\/a> below to download.<a id=\"figure16.16\" class=\"internal\"><\/a>\r\n\r\n[caption id=\"attachment_265\" align=\"aligncenter\" width=\"600\"]<img class=\"wp-image-265\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabs2020\/wp-content\/uploads\/sites\/1340\/2021\/03\/Degrees-Angle-Protractor.jpg\" alt=\"\" width=\"600\" height=\"318\" \/> <strong>Figure 16.16<\/strong>. Printable protractor. <em>Source: <a href=\"https:\/\/en.wikipedia.org\/wiki\/File:Protractor_Rapporteur_Degree_V1.jpg\">Scientif38 (2010) [JPG].<\/a> Public Domain.<\/em>[\/caption]\r\n<h1>References<\/h1>\r\n<p class=\"hanging-indent\">Mulu, Y. &amp; Derib, S.(2019).Positional accuracy evaluation of Google Earth in Addis Ababa, Ethiopia. <em>Artificial Satellites, 54<\/em>(2), 43-56. https:\/\/doi.org\/10.2478\/arsa-2019-0005<\/p>","rendered":"<p>In this lab you will be doing a combination of field and office-based analyses of topographical slope. In the field, your technique will simulate a quick low-cost method of approximating slope, and your office-based analysis is typical of preliminary office-based investigations.<\/p>\n<p><strong>Slope<\/strong> is a measure of change in elevation over a known horizontal distance. Often it is used to describe the steepness of a landform surface. One might argue that slope is one of the most significant landscape metrics for geographers to evaluate.<\/p>\n<p>Much of Earth\u2019s surface is sloping, not flat, and as a consequence there are a range of hydrological and geotechnical processes that are activated by the difference in <strong>potential energy<\/strong> between one location and another. Potential energy is the energy available to for doing work. For example, an object that is lifted above Earth&#8217;s surface to height H can be moved downward a distance H by gravity. Slope processes bridge several scientific fields such as geomorphology, soil science, hydrology, and engineering.<\/p>\n<p>In this lab you will gather your own field measurements at a location of your choosing, and learn the basics of taking high quality field notes to support your field measurements. Then you will input your field measurements into Google Earth (Web) to help calculate the slope you observed in the field. Finally, using a Geographic Information System (GIS), you will measure the gradient of a ski run at a resort of your choosing, plot the vertical profile and produce a short report summarizing your findings.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>After completion of this lab, you will be able to<\/p>\n<ul>\n<li>Plan and execute independent field work.<\/li>\n<li>Record complete, well-formatted and well-organized field notes.<\/li>\n<li>Perform a basic surveying measurement in the field.<\/li>\n<li>Measure elevation and distance using online GIS platforms.<\/li>\n<li>Calculate slope gradient using a spreadsheet program.<\/li>\n<li>Generate slope profiles using a spreadsheet program.<\/li>\n<li>Relate field observations of gradient to calculated values of gradient.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h1>Pre-Readings<\/h1>\n<h2 style=\"text-align: left;\">Why Is Slope Analysis Important to Geographers?<\/h2>\n<p>Important applications for slope analysis include describing landforms, watershed modelling, characterization of wildlife habitat, assessing slope stability and mass wasting hazards, classifying soil development, modelling wildfire risk, and assessing potential for land use development.<\/p>\n<h2 style=\"text-align: left;\">Recording Field Notes: General Guidance<\/h2>\n<p>In the field you must be very neat and organized in recording information. In professional settings, notebooks are used as evidence that you used proper procedures and conducted yourself professionally by collecting all the relevant information. Occasionally, field notes are entered into legal proceedings as evidence in support of proper professional processes. It is important to start early in one\u2019s career with taking well formatted, complete, and proper notes. Field notes will be the only recorded evidence of what you saw and did in the field. There is a saying, <strong>&#8220;if it is not in your field notes, it never happened&#8221;<\/strong>. Moreover, human memories are surprisingly unreliable, and it will take only a matter of a few days before you have completely forgotten the details of what you did in the field. Field notes are invaluable in this regard.<\/p>\n<p>In professional settings, erasing mistakes is regarded as tampering with field notes. As such, you may not erase mistakes or cover them with white-out. Instead, neatly cross out any incorrect measurements. You never know if or how your observations and measurements will be useful later.<\/p>\n<h3 style=\"text-align: left;\">Surrounding Information<\/h3>\n<p>In the field, you will be recording GPS position, vertical distance measurements, and photographic images. However, before you take these measurements, there are other important pieces of information to be recorded. Surrounding information is always included so that the measurements become meaningful to other colleagues, employees, or researchers that read your values. This surrounding information includes:<\/p>\n<ul>\n<li>Location (coordinates and verbal description of relative position to major landmarks nearby);<\/li>\n<li>Date &amp; time;<\/li>\n<li>Participants (include who is in the field and their roles);<\/li>\n<li>Weather (as the weather will influence the quality of your observations, measurements, and notes); and<\/li>\n<li>A description of your overall goal for this field stop.<\/li>\n<\/ul>\n<h3 style=\"text-align: left;\">Photographs<\/h3>\n<p>You will be taking photographs for this assignment and they will need to be recorded (remember that professionally, if a record of taking a photo is not in your field notes, the picture was never taken). If you take a photo, the following details should be included:<\/p>\n<ol>\n<li>File number (time of the photo is fine if you are using a cell phone).<\/li>\n<li>Approximate compass direction the camera was pointing.<\/li>\n<li>If there is an object for scale so that the viewer of the photograph can tell how large items are in the photo.<\/li>\n<li>The subject of the photograph and any other information that is important for understanding why you took the picture.<\/li>\n<\/ol>\n<h2 style=\"text-align: left;\">Field Measurements of Elevation Change (Vertical Distance) Using Levelling<\/h2>\n<p>As previously mentioned, slope is a measure of change in elevation over a known horizontal distance. A <strong>sighting level<\/strong> is a device that allows a user to be able to aim their view along a true horizontal line. Using a sighting level and a known eye height to measure the change in vertical elevation between two points is an ancient technique that early civilizations used to design aqueduct and irrigation systems. It is also a modern technique used in professional settings, except that much more sophisticated digital surveying equipment is used.<\/p>\n<p>We will be using GPS readings of horizontal position built into a smartphone to determine the change in horizontal position. So, you might wonder, why not use the GPS to determine the change in vertical distance too? Although handheld GPS-based measurements of horizontal position are typically accurate to within roughly 10 m, errors in vertical position are typically 2-3 times greater. Therefore, using a level to determine vertical distance can improve approximate measurements of slope over using hand-held GPS measurements alone.<\/p>\n<p>As seen in <a class=\"internal\" href=\"#figure16.1\">Figure 16.1<\/a>, if a level is used to sight a series of target locations on the ground (Point x<sub>1<\/sub> through to Point A\u2019), and the level\u2019s elevation above the ground (z) is known, the vertical distance (\u0394z) from A to A\u2019 can be measured. The vertical distance (\u0394z) is also know as the <strong>rise<\/strong> of the slope from A to A\u2019.<a id=\"figure16.1\" class=\"internal\"><\/a><\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_605\" aria-describedby=\"caption-attachment-605\" style=\"width: 858px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-605 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.1.jpg\" alt=\"\" width=\"858\" height=\"399\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.1.jpg 858w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.1-300x140.jpg 300w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.1-768x357.jpg 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.1-65x30.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.1-225x105.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.1-350x163.jpg 350w\" sizes=\"auto, (max-width: 858px) 100vw, 858px\" \/><figcaption id=\"caption-attachment-605\" class=\"wp-caption-text\"><strong>Figure 16.1.<\/strong> Sketch profile of the levelling methodology. The surveyor, with a sighting height of z, progresses up slope from A to A\u2019 with intermediate stations x<sub>1<\/sub>, x<sub>2<\/sub>, and x<sub>3<\/sub>. The vertical distance is the sum of the number of sighting heights (z). <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<\/em><\/figcaption><\/figure>\n<p>No matter the type of level that you use, there are several steps that are common to all levelling measurements of elevation change:<\/p>\n<ol>\n<li>Measure the height between the ground and your instrument (z).<\/li>\n<li>Start downhill and work your way uphill.<\/li>\n<li>At the starting point A, sight along the edge of your level, as though you are aiming an arrow with precision toward the slope in order to locate your next sighting position (x<sub>1<\/sub>). If you have a field partner, they can landmark the position of your target (x<sub>1<\/sub>, x<sub>2<\/sub>, etc.) for you.<\/li>\n<\/ol>\n<h2 style=\"text-align: left;\">Using a GPS to Record Horizontal Position<\/h2>\n<p>The Global Positioning System (GPS) uses the relative distance of a ground-based receiver to a constellation of satellites to triangulate and locate the receiver\u2019s position on the Earth&#8217;s surface. Almost all cell phones are equipped with GPS-receiving technologies and they can be used in a fashion similar to a hand-held GPS receiver that is designed for terrestrial or marine navigation. Handheld systems are convenient to carry, give rapid readings with reasonable accuracy, and allow the user to record digital information about way points and paths.<\/p>\n<p>As mentioned previously, handheld GPS-based measurements of horizontal position are typically accurate to within roughly 10 m under ideal conditions. However, errors in vertical position are typically 2-3 times greater. Ideal conditions include an open view of the sky without blockage due to buildings, bridges and trees so that the receiver can obtain signals from as many satellites as possible. A more in-depth description of GPS is described in the pre-readings to <a class=\"internal\" href=\"\/geoglabmanualv2\/chapter\/lab-13-gps-orienting\/\">Lab 13<\/a> of this manual.<\/p>\n<h2 style=\"text-align: left;\"><a id=\"calc_slope_grad\" class=\"internal\"><\/a>Calculating Slope Gradient<\/h2>\n<p>Your fieldwork and ski hill analyses will involve collecting data in order to analyze slope. In the first part of this lab you will obtain measurements of rise and run using a combination of levelling and GPS measurements. In the second part of the lab, you will extract this data from maps. After recording your field measurements, it is time to crunch some numbers. The <strong>gradient<\/strong> of a ground surface is calculated by the difference in elevation between two points on a slope (rise, \u0394z) divided by the horizontal distance between the two points (run, \u0394x). These two points are labelled as A and A&#8217; on Figure 16.2, just as they are on <a class=\"internal\" href=\"#figure16.1\">Figure 16.1<\/a>.<a id=\"figure16.2\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_606\" aria-describedby=\"caption-attachment-606\" style=\"width: 777px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-606 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.2.jpg\" alt=\"\" width=\"777\" height=\"367\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.2.jpg 777w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.2-300x142.jpg 300w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.2-768x363.jpg 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.2-65x31.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.2-225x106.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.2-350x165.jpg 350w\" sizes=\"auto, (max-width: 777px) 100vw, 777px\" \/><figcaption id=\"caption-attachment-606\" class=\"wp-caption-text\"><strong>Figure 16.2.<\/strong> Fundamental elements of a slope. The run (\u0394x) represents the horizontal distance that is visible in map view between points A and A&#8217;. The rise (\u0394z) represents the vertical distance between points A and A&#8217;. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<\/em><\/figcaption><\/figure>\n<p>After obtaining the vertical elevation change (rise, \u0394z) and the horizontal distance (run, \u0394x) between two points, slope gradient can be calculated and expressed in three ways:<\/p>\n<ol>\n<li>As a percent (%): the fraction (rise \u00f7 run) expressed as a percentage (Equation 16.1):<\/li>\n<\/ol>\n<p><strong><a id=\"eqn16.1\" class=\"internal\"><\/a>Equation 16.1<\/strong><\/p>\n<p>[latex]\\text{Gradient} (\\%) = \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\times 100\\%[\/latex]<\/p>\n<ol start=\"2\">\n<li>As an angle, \u03b8 (degrees) (Equation 16.2):<\/li>\n<\/ol>\n<p><strong><a id=\"eqn16.2\" class=\"internal\"><\/a>Equation 16.2<\/strong><\/p>\n<p>[latex]\\text{Gradient} (^{\\circ}) = Tan^{-1} \\left( \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\right)[\/latex]<\/p>\n<ol start=\"3\">\n<li>In elevation change per slope distance (m\/km): the gradient expressed with different units used for <strong>rise<\/strong> and <strong>run<\/strong>, but with the <strong>run<\/strong> always reduced to one unit, commonly 1 km (Equation 16.3).<\/li>\n<\/ol>\n<p><strong><a id=\"eqn16.3\" class=\"internal\"><\/a>Equation 16.3<\/strong><\/p>\n<p>[latex]\\text{Gradient} (m\/km) = \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (km)}[\/latex]<\/p>\n<p>For example, let us assume that the elevation change we measured levelling between points A and A\u2019 added up to 5 m, and the horizontal distance we measured between our GPS points using Google Earth is 200 m (Figure 16.3).<a id=\"figure16.3\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_607\" aria-describedby=\"caption-attachment-607\" style=\"width: 787px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-607 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.3.jpg\" alt=\"\" width=\"787\" height=\"220\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.3.jpg 787w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.3-300x84.jpg 300w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.3-768x215.jpg 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.3-65x18.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.3-225x63.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.3-350x98.jpg 350w\" sizes=\"auto, (max-width: 787px) 100vw, 787px\" \/><figcaption id=\"caption-attachment-607\" class=\"wp-caption-text\"><strong>Figure 16.3.<\/strong> Sample values for the fundamental elements of a slope. In this example, the run (\u0394x) has a value of 200 m and the rise (\u0394z) has a value of 5 m between points A and A&#8217;. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.\u00a0<\/em><\/figcaption><\/figure>\n<p>Using the equations presented above, we can express our slope gradient<\/p>\n<ol>\n<li>As a percent (%) (<a style=\"font-size: 12pt;\" href=\"#eqn16.1\">Equation 16.1<\/a><span style=\"font-size: 12pt;\">)<\/span>:<\/li>\n<\/ol>\n<p>[latex]\\text{Gradient} (\\%) = \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\times 100\\%[\/latex]<\/p>\n<p>[latex]\\text{Gradientt} (\\%) = \\dfrac{5\\text{ m}}{200\\text{ m}} \\times 100\\% = 2.5\\%[\/latex]<\/p>\n<ol start=\"2\">\n<li>As an angle, \u03b8 (degrees) (<a style=\"font-size: 12pt;\" href=\"#eqn16.2\">Equation 16.2<\/a><span style=\"font-size: 12pt;\">)<\/span><span style=\"font-size: 12pt;\">:<\/span><\/li>\n<\/ol>\n<p>[latex]\\text{Gradient} (^{\\circ}) = Tan^{-1} \\left( \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\right)[\/latex]<\/p>\n<p>[latex]\\text{Gradient} (^{\\circ}) = Tan^{-1} \\left( \\dfrac{5\\text{ m}}{200\\text{ m}} \\right) = 1.4^{\\circ}[\/latex]<\/p>\n<ol start=\"3\">\n<li>In elevation change per slope distance (m\/km)\u00a0(<a class=\"internal\" href=\"#eqn16.3\">Equation 16.3<\/a>):<\/li>\n<\/ol>\n<p>[latex]\\text{Gradient} (m\/km) = \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (km)}[\/latex]<\/p>\n<p>[latex]\\text{Gradient} (m\/km) = \\dfrac{5\\text{ m}}{\\left( \\dfrac{200\\text{ m}}{1000\\text{ m per km}} \\right)} = 25\\text{ m\/km}[\/latex]<\/p>\n<p><strong>Low gradient<\/strong> slopes are almost flat and have very little slope, whereas <strong>high gradient<\/strong> slopes have steep slopes.<\/p>\n<h1><a id=\"lab_ex\" class=\"internal\"><\/a>Lab Exercises<\/h1>\n<p>This lab includes two exercises that result in creating an assignment to be handed in as a report in PDF format. The submitted report will include a series of required figures with captions.<\/p>\n<p>Exercise 1 is partially field-based and will take approximately 3 hours to complete once you have found an appropriate field location (including report preparation but excluding travel time).<\/p>\n<p>Exercise 2 is office-based. This exercise will take approximately 3 hours to complete. The length of time allocated to this exercise will depend on familiarity using Google My Maps, iMapBC, and Microsoft Excel.<\/p>\n<p><strong>Required materials<\/strong>:<\/p>\n<ul>\n<li>Tape measure or ruler.<\/li>\n<li>GPS equipped cell phone. Refer to your cell phone\u2019s user guide. Almost all new phones are equipped with GPS capabilities. You may wish to choose an app set to record locations in decimal degrees.<\/li>\n<li>Material to construct a sighting level (see <a class=\"internal\" href=\"#L16AppA\">Appendix A<\/a>).<\/li>\n<li>Pencil and field book or paper and a hard surface (clip board) to write on.<\/li>\n<li>Camera (cell phone is fine).<\/li>\n<\/ul>\n<p><strong>Required software<\/strong>:<\/p>\n<ul>\n<li>Google Earth (Web) \u2013 not mobile version.<\/li>\n<li>Spreadsheet software (Excel, Numbers, or Google Sheets).<\/li>\n<li>GPS App on your phone that preferably allows confirmation of communication with enough satellites. iPhones may use the compass tool if location services in your privacy settings is enabled. <a href=\"https:\/\/apps.apple.com\/us\/app\/gps-diagnostic-satellite-test\/id1020967894\">GPS Diagnostic<\/a> is recommended and used by professionals, but costs a few dollars. Google Play offers <a href=\"https:\/\/play.google.com\/store\/apps\/details?id=com.stgrdev.gpssatellitesviewer&amp;hl=en_US&amp;gl=US\">GPS Satellites Viewer<\/a> for free.<\/li>\n<li>Mobile levelling app for a phone\/tablet or a level constructed from craft supplies (see <a class=\"internal\" href=\"#L16AppA\">Appendix A<\/a>).<\/li>\n<li>iMap BC website (no user name required).<\/li>\n<\/ul>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">EX1: Determining Slope in the Field and Using Google Earth (Web)<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><strong>Safety: Do not complete this exercise until receiving a safety briefing and completing the proper paperwork (if applicable) from your lab instructor. In addition, your first goal when you arrive at a site is to ascertain whether the terrain is safe.\u00a0\u00a0<\/strong><\/p>\n<h3 style=\"text-align: left;\">At Home Preparations<\/h3>\n<p><strong>Step 1:<\/strong> Choose an Easily Accessible Slope.<\/p>\n<p>Choose a slope that you can easily visit. This slope needs to be<\/p>\n<ul>\n<li>relatively steep with an elevation change at least twice your height,<\/li>\n<li>open (no obstructions to your view from the top to the bottom of the slope), and<\/li>\n<li>at least 100 m long.<\/li>\n<\/ul>\n<p>Safe sidewalks and pedestrian overpasses with no intersections are appropriate, grassy hillsides as well as open and straight sections of trail are also good.<\/p>\n<p><strong>Step 2:<\/strong> Construct Your Level<\/p>\n<p>Using the instructions in <a class=\"internal\" href=\"#L16AppA\">Appendix A<\/a>, build your sighting level.<\/p>\n<p><strong>Step 3:\u00a0<\/strong> Measure Your Eye Height<\/p>\n<p>Wearing the shoes that you will likely wear during fieldwork, measure the elevation of your eyes above the ground when looking level. If you do not have someone that can help you, or if you do not have a tape measure, stand beside a door frame and lightly mark the position of our eye height with a pencil by using your level to sight on the door frame. Use a ruler or tape measure to measure the elevation of your eyes.<\/p>\n<p><strong>Step 4:\u00a0<\/strong> Print or Copy Down the Field Notes Template<\/p>\n<p>If you have access to a printer, print out the Field Notes Template in <a class=\"internal\" href=\"#worksheets\">Worksheets<\/a> to bring to the field. If you do not have access to a printer, copy the necessary information into your field notebook. This will be your Field Notes Worksheet.<\/p>\n<h3 style=\"text-align: left;\">Field Work<\/h3>\n<p><strong>Step 1: <\/strong>Travel to the Field Site and Start Field Notes<\/p>\n<p>After choosing a slope to measure, walk to the base of your slope. You will call this location <strong>Point A<\/strong>.<\/p>\n<p>Record the surrounding information on your Field Notes Worksheet (participants, date, time, goal of fieldwork).<\/p>\n<p><strong>Step 2:<\/strong> Plan and Document Your Transect (Figure EX1.1)<\/p>\n<p>Plan where you will start and approximately where you will end your slope measurement (location of <strong>Point A<\/strong> and <strong>Point A\u2019<\/strong>). If you are using an open slope, it is best to travel directly up-slope (i.e., along the steepest trajectory) and not across the slope.<\/p>\n<p>Document this plan by taking a photograph with your downhill start point (<strong>A<\/strong>) in the foreground and your approximate end point (<strong>A\u2019<\/strong>) in the background. This will be Figure EX1.1 in your lab report (see the example in <a class=\"internal\" href=\"#figure16.4\">Figure 16.4<\/a>). Record all pertinent photograph information (time or file number, direction of view, subject, verbal location description) about the photograph on your Field Notes Worksheet.<a id=\"figure16.4\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_1888\" aria-describedby=\"caption-attachment-1888\" style=\"width: 454px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1888 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.4-exposure.jpg\" alt=\"\" width=\"454\" height=\"603\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.4-exposure.jpg 454w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.4-exposure-226x300.jpg 226w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.4-exposure-65x86.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.4-exposure-225x299.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.4-exposure-350x465.jpg 350w\" sizes=\"auto, (max-width: 454px) 100vw, 454px\" \/><figcaption id=\"caption-attachment-1888\" class=\"wp-caption-text\"><strong>Figure 16.4.<\/strong> Example Figure EX1.1. Photograph of entire slope used in Exercise 1. This is a photograph looking southward up slope from <strong>Point A<\/strong> to <strong>Point A\u2019<\/strong> along 6<sup>th<\/sup> Avenue in Kamloops BC between Dominion Street and Pine Street. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em><\/figcaption><\/figure>\n<p><strong>Step 3:<\/strong>\u00a0Document Point A\u00a0(Figure EX1.2)<\/p>\n<p>While standing at <strong>Point A<\/strong>, record an accurate GPS reading (preferably in decimal degrees) by ensuring that you have at least 4 satellites. This may take a few minutes.<\/p>\n<p>Include a verbal description of where <strong>Point A<\/strong> is located so that you will be able to tell if your location maps incorrectly into Google Earth.<\/p>\n<p>Use a compass application on your phone to indicate the azimuth of your surveying. Azimuth refers to the compass direction expressed in degrees as a number between 0 and 360. Directions expressed as an azimuth do not include cardinal directions (north, south, east, west and their derivatives). For example, northwest has an azimuth of 305\u2070.<\/p>\n<p>Take an informative photograph of <strong>Point A<\/strong>. This photograph will be Figure EX1.2 of your report (see the example in <a class=\"internal\" href=\"#figure16.5\">Figure 16.5<\/a>).<strong><span style=\"color: #000080;\"><span style=\"color: #000000;\"> Include the information you collect in this step in the figure caption.<\/span>\u00a0<\/span><\/strong><span style=\"color: #000080;\"><span style=\"color: #000000;\">It may be helpful to annotate the photograph with the exact location of Point A with an arrow and label, although this can be done after the field with really good descriptions of where exactly you are placing the starting point (<strong>Point A<\/strong>). Don\u2019t forget all the essential photograph information (time or file number, direction of view, subject, verbal location description).<a id=\"figure16.5\" class=\"internal\"><\/a><\/span><\/span><\/p>\n<figure id=\"attachment_256\" aria-describedby=\"caption-attachment-256\" style=\"width: 496px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-256 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX1.2.-Location-of-Point-A.jpg\" alt=\"\" width=\"496\" height=\"659\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX1.2.-Location-of-Point-A.jpg 496w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX1.2.-Location-of-Point-A-226x300.jpg 226w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX1.2.-Location-of-Point-A-65x86.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX1.2.-Location-of-Point-A-225x299.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX1.2.-Location-of-Point-A-350x465.jpg 350w\" sizes=\"auto, (max-width: 496px) 100vw, 496px\" \/><figcaption id=\"caption-attachment-256\" class=\"wp-caption-text\"><strong>Figure 16.5.<\/strong> Example Figure EX1.2. Photograph of <strong>Point A<\/strong> (indicated by tip of arrow) looking northward on the southeast corner of 6<sup>th<\/sup> Avenue and Dominion Street Kamloops, BC. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em><\/figcaption><\/figure>\n<p><strong>Step 4: <\/strong>Level Up Towards Point A\u2019<\/p>\n<p>Standing at <strong>Point A<\/strong> (the base of your slope), use your level to landmark the position on the slope that is perfectly horizontal to your eye height (x<sub>1<\/sub> in <a class=\"internal\" href=\"#figure16.1\">Figure 16.1<\/a>). Walk to your landmark (x<sub>1<\/sub>) and repeat sighting to the next landmark position on the slope that is perfectly horizontal to your eye height (x<sub>2<\/sub>).<\/p>\n<p>Repeat and record the number of intermediate landmarks required to level up until your next sighting landmark is above your desired endpoint (i.e., where you would overshoot your desired endpoint if you continued). This last position at or above your desired endpoint will be your actual endpoint (<strong>Point A\u2019<\/strong>).<\/p>\n<p><strong>Step 5:<\/strong> Document and Describe Point A\u2019 (Figure EX1.3)<\/p>\n<p>While still standing at <strong>Point A\u2019<\/strong>, record an accurate GPS reading by ensuring that you have at least 4 satellites. This may take a few moments.<\/p>\n<p>Include in your notes a verbal description of where <strong>Point A\u2019<\/strong> is located so that you will be able to tell if your measured location maps incorrectly into Google Earth.<\/p>\n<p>Take an informative photograph of your actual endpoint <strong>Point A\u2019<\/strong>. This photograph will be Figure EX1.3 of your report (see the example <a class=\"internal\" href=\"#figure16.6\">Figure 16.6<\/a>). <span style=\"color: #000000;\"><strong>Include the information you collect in this step in the figure caption.<a id=\"figure16.6\" class=\"internal\"><\/a><\/strong><\/span><\/p>\n<figure id=\"attachment_1889\" aria-describedby=\"caption-attachment-1889\" style=\"width: 500px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1889\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.6-exposure1-296x300.jpg\" alt=\"\" width=\"500\" height=\"507\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.6-exposure1-296x300.jpg 296w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.6-exposure1-65x66.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.6-exposure1-225x228.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.6-exposure1-350x355.jpg 350w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Fig-16.6-exposure1.jpg 560w\" sizes=\"auto, (max-width: 500px) 100vw, 500px\" \/><figcaption id=\"caption-attachment-1889\" class=\"wp-caption-text\"><strong>Figure 16.6.<\/strong> Example Figure EX1.3. Location of <strong>Point A\u2019<\/strong>. Photograph of <strong>Point A\u2019<\/strong> (indicated by tip of arrow) looking northward. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em><\/figcaption><\/figure>\n<p><strong>Step 6:<\/strong> Photograph Your Field Notes (Figure EX1.4)<\/p>\n<p>Once you are done your field work, and before you leave the field, take a picture of your field notes in order to create a backup and include them in your report as Figure EX1.4 (see example <a class=\"internal\" href=\"#figure16.7\">Figure 16.7<\/a>). Double-check by zooming into your photograph that your notes are clearly legible. Remember, you must not re-type or change your field notes in any way after you leave the field.<a id=\"figure16.7\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_657\" aria-describedby=\"caption-attachment-657\" style=\"width: 1378px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-657 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.7.jpg\" alt=\"\" width=\"1378\" height=\"1750\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.7.jpg 1378w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.7-236x300.jpg 236w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.7-806x1024.jpg 806w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.7-768x975.jpg 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.7-1209x1536.jpg 1209w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.7-65x83.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.7-225x286.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.7-350x444.jpg 350w\" sizes=\"auto, (max-width: 1378px) 100vw, 1378px\" \/><figcaption id=\"caption-attachment-657\" class=\"wp-caption-text\"><strong>Figure 16.7.<\/strong> Example Figure EX1.4. Field notes. Photograph of field notes taken on June 17th, 2020. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<\/p>\n<p><\/em><\/figcaption><\/figure>\n<p><strong>Step 7:<\/strong> Re-Photograph Your Field Notes with Transect in Background (Figure EX1.5) and Final Check<\/p>\n<p>Retake a picture of your field notes with the location of your transect in the background as evidence of your work (see example <a class=\"internal\" href=\"#figure16.8\">Figure 16.8<\/a>). Include in your lab report as Figure EX1.5. Before leaving the field, ensure that you are not missing any details in your notes and that you have taken all five of the required photographs.<a id=\"figure16.8\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_658\" aria-describedby=\"caption-attachment-658\" style=\"width: 1073px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-658 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.8-e1623366966519.jpg\" alt=\"\" width=\"1073\" height=\"1431\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.8-e1623366966519.jpg 1073w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.8-e1623366966519-225x300.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.8-e1623366966519-768x1024.jpg 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.8-e1623366966519-65x87.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure16.8-e1623366966519-350x467.jpg 350w\" sizes=\"auto, (max-width: 1073px) 100vw, 1073px\" \/><figcaption id=\"caption-attachment-658\" class=\"wp-caption-text\"><strong>Figure 16.8.<\/strong> Example Figure EX1.5. Field notes with transect in the background. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em><\/figcaption><\/figure>\n<h3 style=\"text-align: left;\">Office Work<\/h3>\n<p><strong>Step 1:<\/strong> Determine Horizontal Distance Using Google Earth (Figure EX1.6)<\/p>\n<p>Once back from the field, open <a href=\"https:\/\/earth.google.com\/web\/\">Google Earth (Web)<\/a>. Click on the <span style=\"color: #003366;\"><strong>Projects<\/strong> <\/span>menu icon (fifth icon from top in the menu on the left of the screen). Then click <span style=\"color: #000080;\"><strong>New project<\/strong> <\/span>and then <span style=\"color: #000080;\"><strong>Create KML file<\/strong><\/span>. Name your project &lt;Lastname Firstname Student Number L16 EX1&gt; by entering this into the box containing the text <strong><span style=\"color: #003366;\">Untitled Project<\/span><\/strong> next to the pencil icon. Press the blue <span style=\"color: #003366;\"><strong>New <span style=\"color: #003366;\">Feature<\/span><\/strong><\/span>\u00a0dropdown menu and choose <span style=\"color: #003366;\"><strong>Search to add place<\/strong><\/span>.<\/p>\n<p>Input the recorded latitude and longitude of <strong>Point A<\/strong> and click the <strong><span style=\"color: #003366;\">Add to project<\/span>\u00a0<\/strong>button once a placemark has been created.<\/p>\n<p>Repeat the same steps to plot the recorded position of <strong>Point A\u2019<\/strong>.<\/p>\n<p>Once both <strong>Point A<\/strong> and <strong>A\u2019<\/strong> have been plotted, use the <span style=\"color: #000080;\"><span style=\"color: #003366;\"><strong>Measure<\/strong> <\/span><span style=\"color: #000000;\">tool (ruler icon at bottom of menu on left of screen)<\/span><\/span><span style=\"color: #000000;\">\u00a0to dete<\/span>rmine the horizontal distance between <strong>Point A<\/strong> and <strong>Point A\u2019<\/strong>. Create a screen capture of your horizontal measurement that includes the Google icon, camera, coordinates and elevation (see example <a class=\"internal\" href=\"#figure16.9\">Figure 16.9<\/a>). This image will be Figure EX1.6 in your report.<a id=\"figure16.9\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_1570\" aria-describedby=\"caption-attachment-1570\" style=\"width: 810px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1570 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16_9_GE-Measurement-tool-.jpg\" alt=\"\" width=\"810\" height=\"484\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16_9_GE-Measurement-tool-.jpg 810w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16_9_GE-Measurement-tool--300x179.jpg 300w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16_9_GE-Measurement-tool--768x459.jpg 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16_9_GE-Measurement-tool--65x39.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16_9_GE-Measurement-tool--225x134.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16_9_GE-Measurement-tool--350x209.jpg 350w\" sizes=\"auto, (max-width: 810px) 100vw, 810px\" \/><figcaption id=\"caption-attachment-1570\" class=\"wp-caption-text\"><strong>Figure 16.9.<\/strong> Example Figure EX1.6. Google Earth horizontal distance measurement. Screen capture of the measurement of horizontal distance based on field GPS measurements of the locations of <strong>Point A<\/strong> and <strong>A\u2019<\/strong>. GPS measurements were made using the datum WGS84. Google Earth imagery uses GWS84 Web Mercator. <em>Source. Google Earth. Used in accordance with Google Earth terms and conditions.<br \/><\/em><\/figcaption><\/figure>\n<p><strong>Step 2:<\/strong> Calculate the Gradient<\/p>\n<p>Calculate the vertical distance from <strong>Point A<\/strong> to <strong>Point A\u2019<\/strong> by multiplying your eye height by the number of sightings that you made in order to reach <strong>A\u2019<\/strong>. Type out your answer and show your work in a clear table (see example <a class=\"internal\" href=\"#table16.1\">Table 16.1<\/a>). This will be Table EX1.1 in your report.<\/p>\n<p>Calculate the gradient and express as a percentage, an angle, and as elevation change per km.<\/p>\n<div style=\"margin: auto;\">\n<p>[latex]= \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\times 100\\%[\/latex]<\/p>\n<table class=\"grid aligncenter\" style=\"width: 100%;\">\n<caption><a id=\"table16.1\" class=\"internal\"><\/a>Table 16.1. Example of Table EX1.1. Gradient Calculations<\/caption>\n<tbody>\n<tr style=\"height: 17px;\">\n<th scope=\"col\">Calculation<\/th>\n<th scope=\"col\">Work (Including Intermediate Steps)<\/th>\n<th scope=\"col\">Calculation<\/th>\n<\/tr>\n<tr style=\"height: 100px;\">\n<td style=\"height: 100px;\">Elevation change (field measured)<\/td>\n<td style=\"height: 100px;\">\n<p class=\"tc\">= number of eye height measurements \u00d7 eye height<\/p>\n<p>= 6 \u00d7 1.60 m<\/p>\n<p>= 9.6 m<\/td>\n<td style=\"height: 100px;\">9.6 m<\/td>\n<\/tr>\n<tr style=\"height: 67px;\">\n<td style=\"height: 67px;\">Gradient (%)<\/td>\n<td style=\"height: 67px;\">\n<p class=\"tc\">[latex]= \\dfrac{9.6\\text{ m}}{92.15\\text{ m}} \\times 100\\%[\/latex]<\/p>\n<p>= 10.42%<\/td>\n<td style=\"height: 67px;\">10.42%<\/td>\n<\/tr>\n<tr style=\"height: 130px;\">\n<td style=\"height: 134px;\">Gradient (\u00b0)<\/td>\n<td style=\"height: 134px;\">[latex]= Tan^{-1} \\left( \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (m)} \\right)[\/latex]<\/p>\n<p>[latex]= Tan^{-1} \\left( \\dfrac{9.6\\text{ m}}{92.15\\text{ m}} \\right)[\/latex]<\/p>\n<p>= Tan<sup>\u22121<\/sup> (0.104)<\/p>\n<p>= 5.9\u00b0<\/td>\n<td style=\"height: 134px;\">5.9\u00b0<\/td>\n<\/tr>\n<tr style=\"height: 130px;\">\n<td style=\"height: 134px;\">Gradient (m\/km)<\/td>\n<td style=\"height: 134px;\">[latex]= \\dfrac{\\text{Rise, }\\Delta z (m)}{\\text{Run, }\\Delta x (km)}[\/latex]<\/p>\n<p>[latex]= \\dfrac{9.6\\text{ m}}{\\left( \\dfrac{92.15\\text{ m}}{1000\\text{ m per km}} \\right)}[\/latex]<\/p>\n<p>[latex]= \\dfrac{9.6\\text{ m}}{0.09215\\text{ km}}[\/latex]<\/p>\n<p>= 104 m\/km<\/td>\n<td style=\"height: 134px;\">104 m\/km<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p><strong>Step 3:<\/strong> Assemble the EX1 Component of Your Lab Report<\/p>\n<p>Use the list of figures and tables summarized in <a class=\"internal\" href=\"#table16.2\">Table 16.2<\/a> to compile the first part of your report. Please ensure that your figures are large enough that they take up at least 75% of the area of a page. Do not forget to include descriptive captions for your figures, and to annotate the photos you use to create figures EX1.1 \u2013 EX1.3. Use your field notes to write the site descriptions.<\/p>\n<table class=\"aligncenter\" style=\"width: 100%;\">\n<caption><strong><a id=\"table16.2\" class=\"internal\"><\/a>Table 16.2. List of Figures and Tables from Exercise 1 to Include in Your Lab Report. Figure descriptions and example figures included.\u200bUse this table as a checklist to make sure you have all of the necessary elements in your report.<\/strong><\/caption>\n<tbody>\n<tr style=\"height: 18px;\">\n<th scope=\"col\">Item<\/th>\n<th scope=\"col\">Description<\/th>\n<th scope=\"col\">Caption (Attribution)<\/th>\n<\/tr>\n<tr style=\"height: 36px;\">\n<td style=\"height: 36px; width: 276.997px;\">Figure EX1.1<\/td>\n<td style=\"height: 36px; width: 462.986px;\">Photograph of entire slope used in Exercise 1, include direction and locations of A and A\u2019<\/td>\n<td style=\"height: 36px; width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.4\">Figure 16.4<\/a> (Photograph Attribution)<\/td>\n<\/tr>\n<tr style=\"height: 18px;\">\n<td style=\"height: 18px; width: 276.997px;\">Figure EX1.2<\/td>\n<td style=\"height: 18px; width: 462.986px;\">Photograph of Point A location<\/td>\n<td style=\"height: 18px; width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.5\">Figure 16.5<\/a> (Photograph Attribution)<\/td>\n<\/tr>\n<tr style=\"height: 18px;\">\n<td style=\"height: 18px; width: 276.997px;\">Figure EX1.3<\/td>\n<td style=\"height: 18px; width: 462.986px;\">Photograph of Point A\u2019<\/td>\n<td style=\"height: 18px; width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.6\">Figure 16.6<\/a> (Photograph Attribution)<\/td>\n<\/tr>\n<tr style=\"height: 18px;\">\n<td style=\"height: 18px; width: 276.997px;\">Figure EX1.4<\/td>\n<td style=\"height: 18px; width: 462.986px;\">Field notes<\/td>\n<td style=\"height: 18px; width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.7\">Figure 16.7<\/a> (Photograph Attribution)<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 276.997px;\">Figure EX1.5<\/td>\n<td style=\"width: 462.986px;\">Field notes with transect in background<\/td>\n<td style=\"width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.8\">Figure 16.8<\/a> (Photograph Attribution)<\/td>\n<\/tr>\n<tr style=\"height: 36px;\">\n<td style=\"height: 36px; width: 276.997px;\">Figure EX1.6<\/td>\n<td style=\"height: 36px; width: 462.986px;\">Google Earth horizontal distance measurement<\/td>\n<td style=\"height: 36px; width: 386.997px;\">See example <a class=\"internal\" href=\"#figure16.9\">Figure 16.9<\/a> (Image Source &#8211; Screen capture must include Google logo and third-party data providers)<\/td>\n<\/tr>\n<tr style=\"height: 36px;\">\n<td style=\"height: 36px; width: 276.997px;\">Table EX1.1<\/td>\n<td style=\"height: 36px; width: 462.986px;\">Include elevation change (field measurement) and gradient calculations in %, degrees, and m\/km.<\/td>\n<td style=\"height: 36px; width: 386.997px;\">See example <a class=\"internal\" href=\"#table16.1\">Table 16.1<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">EX2: Create a Slope Profile of a Ski Run at a Ski Hill in British Columbia<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p style=\"text-align: left;\"><strong>Step 1:<\/strong> Choose a Ski Run<\/p>\n<p>Open <a href=\"https:\/\/www.google.com\/maps\/d\/u\/0\/\">Google My Maps<\/a>. Click <span style=\"color: #000080;\"><strong>Create<\/strong> <strong>a new map<\/strong><\/span>. Using the search function on the left of your screen, visit a ski hill (resort) in British Columbia. The <a href=\"https:\/\/www.hellobc.com\/things-to-do\/ski-snowboard\/bc-ski-map\/\">BC Ski Map<\/a>\u00a0contains more information about BC ski resorts. Zoom into the ski hill until all the lifts and runs are visible on the map. Select one ski run to use in this exercise.<\/p>\n<p>It is recommended that you select a ski run below treeline which is easily traceable on satellite imagery. Ski runs should be longer in length, as short ski runs have few slope breaks. The ski runs at some smaller ski resorts may not be available on Google My Maps.<\/p>\n<p><strong>Step 2:<\/strong> Outline the Ski Run Using Google My Maps (Figure EX2.1)<\/p>\n<p>Select <span style=\"color: #003366;\"><strong>Add layer<\/strong><\/span>\u00a0and draw a thick yellow line over the ski run selected (see example <a class=\"internal\" href=\"#figure16.10\">Figure 16.10<\/a>). <span style=\"color: #000000;\"><strong>Include a screen capture of the run with the name visible in this exercise. <\/strong><\/span><span style=\"color: #003366;\"><strong>Add marker<\/strong><\/span> adjacent to the bottom of the ski run and record the latitude and longitude of this location in decimal degrees. <span style=\"color: #003366;\"><strong>Share <\/strong><\/span>the <span style=\"color: #003366;\"><strong>Layer <\/strong><\/span>and copy the link to include in the Figure EX2.1 caption. Your caption should also include a description including the ski hill name and coordinates.<a id=\"figure16.10\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_259\" aria-describedby=\"caption-attachment-259\" style=\"width: 600px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-259\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabs2020\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX2.1.-Google-My-Map-screen-shot-of-black-diamond-ski-run.png\" alt=\"\" width=\"600\" height=\"491\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX2.1.-Google-My-Map-screen-shot-of-black-diamond-ski-run.png 945w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX2.1.-Google-My-Map-screen-shot-of-black-diamond-ski-run-300x246.png 300w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX2.1.-Google-My-Map-screen-shot-of-black-diamond-ski-run-768x629.png 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX2.1.-Google-My-Map-screen-shot-of-black-diamond-ski-run-65x53.png 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX2.1.-Google-My-Map-screen-shot-of-black-diamond-ski-run-225x184.png 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX2.1.-Google-My-Map-screen-shot-of-black-diamond-ski-run-350x287.png 350w\" sizes=\"auto, (max-width: 600px) 100vw, 600px\" \/><figcaption id=\"caption-attachment-259\" class=\"wp-caption-text\"><strong>Figure 16.10.<\/strong> Example Figure EX2.1. Google My Maps screenshot of black diamond ski run named Fuzzy located at 49.68 N, 116.04 W at the Kimberley Alpine Resort (<span style=\"color: #000080;\">&lt;include shareable link here&gt;<\/span>). The ski run is indicated by a thick yellow line. <em>Source: K. Burles, adapted from Google My Maps (accessed June 22nd, 2020). Used in accordance with Google My Maps terms and conditions.<\/em><\/figcaption><\/figure>\n<p style=\"text-align: left;\"><strong>Step 3:<\/strong> Draw and Describe the Profile of the Ski Run Using iMapBC (Figure EX2.2)<\/p>\n<p>Open <a href=\"https:\/\/www2.gov.bc.ca\/gov\/content\/data\/geographic-data-services\/web-based-mapping\/imapbc\">iMapBC<\/a> and launch application (<strong><span style=\"color: #003366;\">Launch iMapBC<\/span><\/strong>). Select the option that does not require a username. Change the base map from <strong><span style=\"color: #003366;\">Roads<\/span><\/strong> to <strong><span style=\"color: #003366;\">Imagery<\/span><\/strong><span style=\"color: #003366;\">. <span style=\"color: #000000;\">The icon is located in the bottom-left of the screen. <\/span><\/span><span style=\"color: #000000;\">The ski hill lift<\/span>s and runs are not drawn in iMapBC, but they are visible as clear-cut areas in the imagery.<\/p>\n<p>Find your ski run. Using the <strong><span style=\"color: #003366;\">Lat\/Long<\/span><\/strong>\u00a0function in the tool bar, zoom to the run. To input Lat\/Long, convert the units from decimal degrees to degrees, minutes, and seconds. Use the <a href=\"https:\/\/www.ngs.noaa.gov\/NCAT\/\">National Geodetic Survey Coordinate Conversion and Transformation Tool <\/a>to convert, or consult the pre-reading <a class=\"internal\" href=\"\/geoglabmanualv2\/chapter\/lab-14-map-skills-i#deg_convert\">Lab 14 Degree Conversions<\/a> for instructions on how to do this by hand. Input the Lat\/Long in degrees, minutes, and seconds to zoom into the ski run in iMapBC.<\/p>\n<p><strong><span style=\"color: #003366;\">Add Provincial Layers<\/span><\/strong> on the <span style=\"color: #003366;\"><strong>Go to Data Sources<\/strong><\/span> tab. Search layer catalog for <span style=\"color: #003366;\"><strong>Contours \u2013 (1:20,000) (Base Maps \u2013 Contours \u2013 Contours \u2013 (1:20,000))<\/strong><\/span>.<\/p>\n<p>Create Figure EX2.2 for your report by drawing the ski run using the tools on the <strong><span style=\"color: #003366;\">Sketch <\/span><\/strong>tab. Using the <span style=\"color: #003366;\"><strong>Edit<\/strong><\/span> tool, change the <strong><span style=\"color: #003366;\">Styles<\/span><\/strong> of the line to change the colour and pattern of the line. Using the <span style=\"color: #003366;\"><strong>Identify<\/strong><\/span> tool on the <strong><span style=\"color: #003366;\">Home <\/span><\/strong>tab, find the maximum and minimum elevation of the ski run. Using the <span style=\"color: #003366;\"><strong>Distance<\/strong><\/span>\u00a0tool on the <strong><span style=\"color: #003366;\">Sketch <\/span><\/strong>tab, measure the length of the ski run. Add <strong><span style=\"color: #003366;\">Text<\/span><\/strong> to the map on the <span style=\"color: #003366;\"><strong>Sketch<\/strong><\/span> tab, including the name of the run, the run length (e.g., Run = 832.3 m), and the maximum and minimum elevation (see example <a class=\"internal\" href=\"#figure16.11\">Figure 16.11<\/a>). Take a screenshot of the image<span style=\"color: #003366;\"><span style=\"color: #000000;\">.<a id=\"figure16.11\" class=\"internal\"><\/a><\/span><\/span><\/p>\n<\/div>\n<div class=\"textbox__content\">\n<figure id=\"attachment_1568\" aria-describedby=\"caption-attachment-1568\" style=\"width: 1280px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1568 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.11-final.jpg\" alt=\"\" width=\"1280\" height=\"560\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.11-final.jpg 1280w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.11-final-300x131.jpg 300w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.11-final-1024x448.jpg 1024w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.11-final-768x336.jpg 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.11-final-65x28.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.11-final-225x98.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.11-final-350x153.jpg 350w\" sizes=\"auto, (max-width: 1280px) 100vw, 1280px\" \/><figcaption id=\"caption-attachment-1568\" class=\"wp-caption-text\"><strong>Figure 16.11.<\/strong> Example Figure EX2.2. iMapBC screen capture of ski run named Fuzzy at Kimberley Alpine Resort. The ski run is approximately 832.3 m in length and drops 300 m in elevation. The top and bottom of the ski run are located at 1900 m and 1600 m, respectively. <em>Source: K. Burles, adapted from iMapBC (accessed June 22, 2020). iMapBC content: Copyright Province of British Columbia. All rights reserved. Reproduced with permission of the Province of British Columbia.<\/em><span style=\"background-color: #ffff00;\"><em><br \/><\/em><\/span><\/figcaption><\/figure>\n<p style=\"text-align: left;\"><strong>Step 4:<\/strong> Describe the Natural Breaks in Slope for the Ski Run (Figure EX2.3 and Table EX2.1)<\/p>\n<p>By inspecting changes in the spacing of contour lines along the path of the run, divide the ski run into 4 segments at natural breaks in slope. Breaks in slope indicate a change in physical continuity in the slope profile. Segments of your ski run may be steeper (more linear distance between contour lines closer together) than other sections.<\/p>\n<p>Position your breaks in slope where your path (the ski run) crosses a contour line. Measure the horizontal distance between each slope break segment and record the elevation. This will be Figure EX2.3 in your report. <a class=\"internal\" href=\"#figure16.12\">Figure 16.12<\/a> is an example outlining four slope break segments selected for the Fuzzy ski run.<a id=\"figure16.12\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_1569\" aria-describedby=\"caption-attachment-1569\" style=\"width: 1280px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1569 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.12-segments.jpg\" alt=\"\" width=\"1280\" height=\"569\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.12-segments.jpg 1280w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.12-segments-300x133.jpg 300w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.12-segments-1024x455.jpg 1024w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.12-segments-768x341.jpg 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.12-segments-65x29.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.12-segments-225x100.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Figure-16.12-segments-350x156.jpg 350w\" sizes=\"auto, (max-width: 1280px) 100vw, 1280px\" \/><figcaption id=\"caption-attachment-1569\" class=\"wp-caption-text\"><strong>Figure 16.12.<\/strong> Example Figure EX2.3. Four natural slope break segments along the ski run Fuzzy at Kimberley Alpine Resort. The circles indicate the locations of the breaks in slope. <em>Source: K. Burles, adapted from iMapBC (accessed June 22, 2020). iMapBC content: Copyright Province of British Columbia. All rights reserved. Reproduced with permission of the Province of British Columbia.<\/em><\/figcaption><\/figure>\n<p>Create Table EX2.1 in your report to include the measurements you collected. An example is provided as <a class=\"internal\" href=\"#table16.3\">Table 16.3<\/a>.<\/p>\n<div style=\"margin: auto;\">\n<table class=\"grid aligncenter\">\n<caption><span style=\"color: #000000;\"><strong><a id=\"table16.3\" class=\"internal\"><\/a>Table 16.3. Example of Table EX2.1. Data Collected for Four Natural Slope Breaks Along the Ski Run <em>Fuzzy<\/em> at Kimberley Alpine Resort<\/strong><\/span><\/caption>\n<tbody>\n<tr style=\"height: 33px;\">\n<th scope=\"col\">Break in Slope Segments<\/th>\n<th scope=\"col\">Ski Run Distance for each break in slope segment (m)<\/th>\n<th scope=\"col\">Cumulative Ski Run Length (m)<\/th>\n<th scope=\"col\">Elevation Change for each break in slope segment (m)<\/th>\n<th scope=\"col\">Elevation at each break in slope (m)<\/th>\n<\/tr>\n<tr style=\"height: 16px;\">\n<td>Top of Ski Run (Segment 1)<\/td>\n<td>\u00a0&#8211;<\/td>\n<td>0<\/td>\n<td>&#8211;<\/td>\n<td>1900<\/td>\n<\/tr>\n<tr style=\"height: 16px;\">\n<td>Bottom of segment 1<\/td>\n<td>242.5<\/td>\n<td>242.5<\/td>\n<td>40<\/td>\n<td>1860<\/td>\n<\/tr>\n<tr style=\"height: 16px;\">\n<td>Bottom of segment 2<\/td>\n<td>237.2<\/td>\n<td>479.7<\/td>\n<td>80<\/td>\n<td>1780<\/td>\n<\/tr>\n<tr style=\"height: 16px;\">\n<td>Bottom of segment 3<\/td>\n<td>139.3<\/td>\n<td>619<\/td>\n<td>60<\/td>\n<td>1720<\/td>\n<\/tr>\n<tr style=\"height: 33px;\">\n<td>Bottom of segment 4<\/td>\n<td>213.3<\/td>\n<td>832.3<\/td>\n<td>120<\/td>\n<td>1600<\/td>\n<\/tr>\n<tr style=\"height: 16px;\">\n<td><strong>Total <\/strong><\/td>\n<td><strong>832.3<\/strong><\/td>\n<td><strong>\u00a0&#8211;<\/strong><\/td>\n<td><strong>300<\/strong><\/td>\n<td><strong>\u00a0&#8211;<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p style=\"text-align: left;\"><strong>Step 5:<\/strong> Create a Profile in Microsoft Excel (Figure EX2.4)<\/p>\n<p>Open Microsoft Excel and enter the data in columns similar to Table EX2.1 (<a class=\"internal\" href=\"#table16.3\">Table 16.3<\/a>). Figure EX2.4 in your report will be a profile of the slope using a Scatter (x.y) Chart (see example <a class=\"internal\" href=\"#figure16.13\">Figure 16.13<\/a>, <a href=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/EX2.4.-Profile-of-the-ski-run-Fuzzy-at-Kimberley-Alpine-Resort.xlsx\">Example Figure 16.13 [Excel]<\/a>).<\/p>\n<p>Adjust the maximum and minimum values displayed on the ski run elevation axis (y) to optimize the range of elevation in the profile. For example, the y axis in <a class=\"internal\" href=\"#figure16.13\">Figure 16.13<\/a> ranges from 1550 m to 1950 m. Microsoft Excel will default the axis to start at 0 m.<a id=\"figure16.13\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_262\" aria-describedby=\"caption-attachment-262\" style=\"width: 600px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-262\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabs2020\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.11-EX-2.4-Profile-of-the-ski-run-Fuzzy-at-Kimberley-Alpine-Resort.png\" alt=\"\" width=\"600\" height=\"353\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.11-EX-2.4-Profile-of-the-ski-run-Fuzzy-at-Kimberley-Alpine-Resort.png 860w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.11-EX-2.4-Profile-of-the-ski-run-Fuzzy-at-Kimberley-Alpine-Resort-300x177.png 300w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.11-EX-2.4-Profile-of-the-ski-run-Fuzzy-at-Kimberley-Alpine-Resort-768x452.png 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.11-EX-2.4-Profile-of-the-ski-run-Fuzzy-at-Kimberley-Alpine-Resort-65x38.png 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.11-EX-2.4-Profile-of-the-ski-run-Fuzzy-at-Kimberley-Alpine-Resort-225x132.png 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.11-EX-2.4-Profile-of-the-ski-run-Fuzzy-at-Kimberley-Alpine-Resort-350x206.png 350w\" sizes=\"auto, (max-width: 600px) 100vw, 600px\" \/><figcaption id=\"caption-attachment-262\" class=\"wp-caption-text\"><strong>Figure 16.13.<\/strong> Example Figure EX 2.4 Profile of the ski run Fuzzy at Kimberley Alpine Resort. The elevation of the ski run decreases from 1900 m at the top to 1600 m at the bottom. <em>Source: K. Burles, CC BY-NC-SA 4.0.<\/em><\/figcaption><\/figure>\n<p style=\"text-align: left;\"><strong>Step 6<\/strong>: Calculate Gradient Using Microsoft Excel<\/p>\n<p>Calculate the slope gradient in Excel using the three calculations provided in <a class=\"internal\" href=\"#calc_slope_grad\">Calculating Slope Gradient<\/a>. Calculating gradient in degrees in Excel requires the use of the =ATAN function. The complete Excel expression is <span style=\"color: #000000;\"><strong>=(ATAN(rise\/run)*(180\/PI()))<\/strong><\/span>. ATAN is an abbreviation for arctan, which is denoted tan<sup>-1<\/sup>. PI() is the notation for \u03c0 in Excel.<\/p>\n<p>Calculate the <strong>average<\/strong> gradient for each segment and include in Table EX2.2. An example is provided as <a class=\"internal\" href=\"#table16.4\">Table 16.4<\/a>.<\/p>\n<table class=\"grid aligncenter\" style=\"height: 96px; width: 492px;\">\n<caption><strong><a id=\"table16.4\" class=\"internal\"><\/a>Table 16.4. Example Table EX2.2. Gradient Calculations for the Ski Run <em>Fuzzy<\/em> at Kimberley Alpine Resort<\/strong><\/caption>\n<tbody>\n<tr style=\"height: 16px;\">\n<th scope=\"col\">Slope Segment<\/th>\n<th scope=\"col\">Gradient (%)<\/th>\n<th scope=\"col\">Gradient (\u00b0)<\/th>\n<th scope=\"col\">Gradient (m\/km)<\/th>\n<\/tr>\n<tr style=\"height: 16px;\">\n<td>1<\/td>\n<td>16.5<\/td>\n<td>9.4<\/td>\n<td>165.0<\/td>\n<\/tr>\n<tr style=\"height: 16px;\">\n<td>2<\/td>\n<td>33.7<\/td>\n<td>18.6<\/td>\n<td>337.3<\/td>\n<\/tr>\n<tr style=\"height: 16px;\">\n<td>3<\/td>\n<td>43.1<\/td>\n<td>23.3<\/td>\n<td>430.7<\/td>\n<\/tr>\n<tr style=\"height: 16px;\">\n<td>4<\/td>\n<td>56.3<\/td>\n<td>29.4<\/td>\n<td>562.6<\/td>\n<\/tr>\n<tr style=\"height: 16px;\">\n<td><strong>Average<\/strong><\/td>\n<td><strong>37.4<\/strong><\/td>\n<td><strong>20.2<\/strong><\/td>\n<td><strong>373.9<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p style=\"text-align: left;\"><strong>Step 7:<\/strong> Assemble EX2 Component of Your Lab Report<\/p>\n<p>Open the Word document created in EX1. Add EX2 and include Figures EX2.1 to EX2.4 and Tables EX2.1 and EX2.2 with detailed captions for each. <a class=\"internal\" href=\"#table16.5\">Table 16.5<\/a> provides a checklist.<\/p>\n<table class=\"aligncenter\" style=\"width: 100%;\">\n<caption><strong><a id=\"table16.5\" class=\"internal\"><\/a>Table 16.5. List of Figures and Tables from EX2 to Include in Your Lab Report. Figure descriptions and example figures included. Use this table as a checklist to make sure you have all of the necessary elements in your report.<\/strong><\/caption>\n<tbody>\n<tr>\n<th scope=\"col\">Item<\/th>\n<th scope=\"col\">Description<\/th>\n<th scope=\"col\">Caption (Attribution)<\/th>\n<\/tr>\n<tr>\n<td>Figure EX2.1<\/td>\n<td>Google My Maps screen capture of the ski run.<\/td>\n<td>See example <a class=\"internal\" href=\"#figure16.10\">Figure 16.10<\/a> (Image Source &#8211; Google My Maps Attribution).<\/td>\n<\/tr>\n<tr>\n<td>Figure EX2.2<\/td>\n<td>iMapBC screen capture of the ski run including the name of the run, 20 m contour lines, maximum and minimum elevations, and run length.<\/td>\n<td>See example <a class=\"internal\" href=\"#figure16.11\">Figure 16.11<\/a> (Image Source \u2013 iMapBC Attribution).<\/td>\n<\/tr>\n<tr>\n<td>Figure EX2.3<\/td>\n<td>iMapBC screen capture of the 4 natural slope breaks you used for your profile.<\/td>\n<td>See example <a class=\"internal\" href=\"#figure16.12\">Figure 16.12<\/a> (Image Source \u2013 iMapBC Attribution).<\/td>\n<\/tr>\n<tr>\n<td>Table EX2.1<\/td>\n<td>Data collected for the 4 natural slope breaks you used for your profile.<\/td>\n<td>See example <a class=\"internal\" href=\"#table16.3\">Table 16.3<\/a>.<\/td>\n<\/tr>\n<tr>\n<td>Figure EX2.4<\/td>\n<td>Profile of your ski run created in Microsoft Excel.<\/td>\n<td>See example <a class=\"internal\" href=\"#figure16.13\">Figure 16.13<\/a>.<\/td>\n<\/tr>\n<tr>\n<td>Table EX2.2<\/td>\n<td>Gradient calculations completed in Microsoft Excel for your ski run, including average slope.<\/td>\n<td>See example <a class=\"internal\" href=\"#table16.4\">Table 16.4<\/a>.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Reflection Questions<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Please take 15 minutes to answer the following questions using the experiences gained in completing this lab and from this course in general. Limit your answers to a maximum of 150 words.<\/p>\n<p><strong>EX1<\/strong><\/p>\n<ol>\n<li>If you were to do this assignment again, what would you do differently? Why? How would this improve your result? Breakdown your reflection into three short paragraphs, including preparing for the field, methods in the field, and your office work after the field.<\/li>\n<li>Approximately, how precise would you estimate your vertical distance measurements to be, and how could you test their precision? Please give your estimates in terms of numerical values over a distance of 25 m, for example, \u00b14 cm over 25 m.<\/li>\n<\/ol>\n<p><strong>EX2<\/strong><\/p>\n<ol start=\"3\">\n<li>How did your gradient measurement in the field from Exercise 1 compare to your ski run measurement? Would your gradient measurement from the field be steep enough to be an interesting ski run? Explain your answer.<\/li>\n<\/ol>\n<p>Create a new part of your lab assignment titled <strong>Reflection Questions<\/strong>\u00a0and type in your answers.<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Report Submission<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Once all exercises are complete, save the assignment as a PDF and submit as directed by your instructor. The PDF submission should be saved in <strong><span style=\"color: #003366;\">Layout \u2013 Orientation \u2013 Landscape<\/span><\/strong> with images taking up at least 75% of the area of the page.<\/p>\n<\/div>\n<\/div>\n<h1>Worksheets<\/h1>\n<p><a class=\"internal\" href=\"#lab_ex\"><em>Back to Lab Exercises<\/em><\/a><\/p>\n<p>Field Notes Template<\/p>\n<ul>\n<li><a href=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Lab-16-Field-Notes-Template.docx\">Lab 16 Field Notes Template [Word]<\/a><\/li>\n<li><a href=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Lab-16-Field-Notes-Template.odt\">Lab 16 Field Notes Template [ODT]<\/a><\/li>\n<li><a href=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2020\/07\/Lab-16-Field-Notes-Template.pdf\">Lab 16 Field Notes Template [PDF]<\/a><\/li>\n<\/ul>\n<h1>Supporting Material<\/h1>\n<h2><a id=\"L16AppA\" class=\"internal\"><\/a>Appendix A: How to Build a Level<\/h2>\n<p><a class=\"internal\" href=\"#lab_ex\"><em>Back to Lab Exercises<\/em><\/a><\/p>\n<p>This appendix describes two options for building a level. Choose the one that works for you:<\/p>\n<ol>\n<li>Using an app on your cell phone;<\/li>\n<li>Using a protractor template and craft supplies.<\/li>\n<\/ol>\n<p><strong>Option 1: Building a level using an app on your cell phone <\/strong><\/p>\n<p><strong>Materials:<\/strong><\/p>\n<ul>\n<li>Smart phone (recent model with accelerometer)<\/li>\n<li>Levelling app\n<ul>\n<li>iOS devices can use the Measure app installed by default on your phone. Just press <span style=\"color: #003366;\"><strong>level<\/strong><\/span>\u00a0(bottom of screen).<\/li>\n<li>Android phone users may want to try <a href=\"https:\/\/play.google.com\/store\/apps\/details?id=com.peace.ArMeasure&amp;hl=en_CA&amp;gl=US\">AR Measure<\/a>.<\/li>\n<\/ul>\n<\/li>\n<li>An 8.5\u201dx11\u201d piece of scrap paper rolled into a tube approximately the diameter of a straw<\/li>\n<li>Tape<\/li>\n<\/ul>\n<p><strong>Instructions:<\/strong><\/p>\n<p>Tape the paper tube along the long edge of your smartphone, while making sure that buttons do not get in the way of the tube being absolutely parallel with the long edge of your phone.<\/p>\n<p>Using your paper tube, sight along the long edge of your phone as in <a class=\"internal\" href=\"#figure16.14\">Figure 16.14<\/a>.<a id=\"figure16.14\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_619\" aria-describedby=\"caption-attachment-619\" style=\"width: 600px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-619\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabs2020\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.3-Photograph-of-rolled-paper-being-used-as-a-sighting-tube-scaled-1.jpg\" alt=\"\" width=\"600\" height=\"221\" \/><figcaption id=\"caption-attachment-619\" class=\"wp-caption-text\"><strong>Figure 16.14.<\/strong> Photograph of rolled paper being used as a sighting tube by affixing it with tape to a cell phone. Note that the screen indicates that a reading of 0 degrees has been reached. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em><\/figcaption><\/figure>\n<p><strong>Option 2: Constructing your own level<\/strong><\/p>\n<p><strong>Materials:<\/strong><\/p>\n<ul>\n<li>Cardboard<\/li>\n<li>Protractor template (see <a class=\"internal\" href=\"#L16AppB\">Appendix B<\/a>)<\/li>\n<li>50 cm of thin string or sewing thread<\/li>\n<li>Stapler or tape<\/li>\n<li>A weight (such as a bag of coins)<\/li>\n<li>Scissors<\/li>\n<li>Paper glue<\/li>\n<li>Tape<\/li>\n<li>An 8.5\u201dx11\u201d piece of scrap paper rolled to the diameter of a straw and taped<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><strong>Instructions:<\/strong><\/p>\n<ol>\n<li>Print out and glue the protractor template (see <a class=\"internal\" href=\"#L16AppB\">Appendix B<\/a>) to a piece of cardboard.<\/li>\n<li>Cut along out the template while glued to the cardboard.<\/li>\n<li>Attach the weight to the end of the string.<\/li>\n<li>Knot the other end of the string.<\/li>\n<li>Staple or tape (must be strong) the knotted end of the string to the centre of the protractor.<\/li>\n<li>Tape the rolled piece of paper along the straight edge of the protractor.<\/li>\n<li>Level by sighting through the paper tube until the weighted string aligns with the 90\u2070 line as in <a class=\"internal\" href=\"#figure16.15\">Figure 16.15<\/a>.<a id=\"figure16.15\" class=\"internal\"><\/a><\/li>\n<\/ol>\n<figure id=\"attachment_620\" aria-describedby=\"caption-attachment-620\" style=\"width: 600px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-620\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabs2020\/wp-content\/uploads\/sites\/1340\/2021\/03\/Figure-17.4-Photograph-of-a-level-constructed-with-the-protractor-scaled-1.jpg\" alt=\"\" width=\"600\" height=\"450\" \/><figcaption id=\"caption-attachment-620\" class=\"wp-caption-text\"><strong>Figure 16.15.<\/strong> Photograph of a level constructed with the protractor template in <a class=\"internal\" href=\"#L16AppB\">Appendix B<\/a>, cardboard, a string with a weight, and rolled paper being used as a sighting tube. <em>Source: C. Huscroft, CC BY-NC-SA 4.0.<br \/><\/em><\/figcaption><\/figure>\n<h2><a id=\"L16AppB\" class=\"internal\"><\/a>Appendix B. Protractor Template<\/h2>\n<p>Click the <a class=\"internal\" href=\"#figure16.16\">Figure 16.16<\/a> below to download.<a id=\"figure16.16\" class=\"internal\"><\/a><\/p>\n<figure id=\"attachment_265\" aria-describedby=\"caption-attachment-265\" style=\"width: 600px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-265\" src=\"https:\/\/pressbooks.bccampus.ca\/geoglabs2020\/wp-content\/uploads\/sites\/1340\/2021\/03\/Degrees-Angle-Protractor.jpg\" alt=\"\" width=\"600\" height=\"318\" srcset=\"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Degrees-Angle-Protractor.jpg 1808w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Degrees-Angle-Protractor-300x159.jpg 300w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Degrees-Angle-Protractor-1024x542.jpg 1024w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Degrees-Angle-Protractor-768x407.jpg 768w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Degrees-Angle-Protractor-1536x813.jpg 1536w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Degrees-Angle-Protractor-65x34.jpg 65w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Degrees-Angle-Protractor-225x119.jpg 225w, https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-content\/uploads\/sites\/1340\/2021\/03\/Degrees-Angle-Protractor-350x185.jpg 350w\" sizes=\"auto, (max-width: 600px) 100vw, 600px\" \/><figcaption id=\"caption-attachment-265\" class=\"wp-caption-text\"><strong>Figure 16.16<\/strong>. Printable protractor. <em>Source: <a href=\"https:\/\/en.wikipedia.org\/wiki\/File:Protractor_Rapporteur_Degree_V1.jpg\">Scientif38 (2010) [JPG].<\/a> Public Domain.<\/em><\/figcaption><\/figure>\n<h1>References<\/h1>\n<p class=\"hanging-indent\">Mulu, Y. &amp; Derib, S.(2019).Positional accuracy evaluation of Google Earth in Addis Ababa, Ethiopia. <em>Artificial Satellites, 54<\/em>(2), 43-56. https:\/\/doi.org\/10.2478\/arsa-2019-0005<\/p>\n","protected":false},"author":970,"menu_order":17,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["katie-burles","crystal-huscroft"],"pb_section_license":""},"chapter-type":[],"contributor":[65,61],"license":[],"class_list":["post-270","chapter","type-chapter","status-publish","hentry","contributor-crystal-huscroft","contributor-katie-burles"],"part":23,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/pressbooks\/v2\/chapters\/270","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/wp\/v2\/users\/970"}],"version-history":[{"count":27,"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/pressbooks\/v2\/chapters\/270\/revisions"}],"predecessor-version":[{"id":2440,"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/pressbooks\/v2\/chapters\/270\/revisions\/2440"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/pressbooks\/v2\/parts\/23"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/pressbooks\/v2\/chapters\/270\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/wp\/v2\/media?parent=270"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/pressbooks\/v2\/chapter-type?post=270"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/wp\/v2\/contributor?post=270"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/geoglabmanualv2\/wp-json\/wp\/v2\/license?post=270"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}