using field exercises to develop critical thinking skills in hydrology students eric w. peterson...
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Using field exercises to develop critical thinking skills
in hydrology students
Eric W. PetersonDepartment of Geography-Geology
Outline
• Description of the course – Hydrology
• Projects– Stream Discharge– Sediment Transport
• Outcomes
Hydrology – Course Design• Senior-Graduate Level
Course• Focus: Hydrologic
Cycle – Surface Water– Precipitation– Infiltration– Surface Runoff– Stream Systems
• Format– Lecture– Problem Based– Field Work
• Spring semester course
Field Work
• 2-3 Saturdays• Begin once weather cooperates (Late Feb.
early March)• Field Work centered on two topics
– Stream flow– Streambed sediment
• Concepts introduced in lecture• Student Product: Assessment of sediment
mobility in the stream.
• Involves students measuring flow in stream.• Students
– Survey the stream• Width of the channel• Water depth across the channel
• Involves students measuring flow in stream.• Students
– Survey the stream• Width of the channel• Water depth across the channel• Channel Slope
– Measure Stream velocity– Repeat process at multiple locations
Project 1: Stream Flow • Involves students measuring flow in stream.• Students
– Survey the stream• Width of the channel• Water depth across the channel• Channel Slope
– Measure Stream velocity– Repeat process at multiple locations– Make observations about the stream
• Is sediment being moved?• Is the water turbid (cloudy)?• Is the velocity constant across the channel? Why or why not?
– Collect and retain data for final report and assignments. DATA OWNERSHIP
• Involves students measuring the size of the sediment in the stream.• Students
– Collect sediment samples
Project 2: Streambed Sediment• Involves students measuring the size of the sediment in the stream.• Students
– Collect sediment samples– Survey the stream
• Width of the channel• Water depth across the channel• Channel Slope
– Measure Stream velocity– Repeat process at multiple locations– Make observations about the stream and the sediment
• What is the approximate size of the sediment? • Is sediment being moved?• Is the water turbid (cloudy)?
– Analyze the sediment in the laboratory– Collect and retain data for final report and assignments. DATA
OWNERSHIP
• Involves students measuring the size of the sediment in the stream.• Students
– Collect sediment samples– Survey the stream
• Width of the channel• Water depth across the channel• Channel Slope
– Repeat process at multiple locations– Make observations about the stream and the sediment
• What is the approximate size of the sediment? • Is sediment being moved?• Is the water turbid (cloudy)?
– Analyze the sediment in the laboratory– Collect and retain data for final report and assignments. DATA
OWNERSHIP
Project Outcomes1. Students learn methods and techniques
2. Students learn to work in groups in a field setting – making decisions as a team
Project Outcomes
3. Data are incorporated into class assignments
• Data organization• Discharge and stress
calculations• Sediment analysis• Error evaluations
• Are the data useable?• If not what can we do?
• Interpretation of individual data
• Comparison of data from multiple locations-statistical evaluation
• Analyze trends and assess the hydrologic situation
X-Section MSW13/20/04
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0 2 4 6 8 10 12 14
Location along X-section (ft)
De
pth
(m
)
0
0.1
0.2
0.3
0.4
0.5
0.6
Ve
loc
ity
(m
/s)
Depth
Velocity
4. Summarizing report• Combination of stream
flow and streambed sediment data
• Analyze and interpret combined data set
Project Outcomes
Student Reaction
• Students enjoy the experience
• Students want to learn the field methods
• Students become involved in the project
• Students become more comfortable making interpretations about theirtheir data
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