3 science activities due in 72 hours

Stream morphology

Catherine Baulkman

SCI 207: Our Dependence Upon the Environment

Instructor’s Name

June 29, 2020

Stream morphology

Introduction

Background paragraph:

Stream morphology refers to the size and shape of a stream. Water that flows down a stream is likely to shape the landscape. It is crucial to have a good understanding of stream morphology. “River morphology consists of floodplains, watersheds, river deposition, erosive activities and all streamflow activities” (Environmental Science Stream Morphology Investigation Manual, 2016). One of the streamflow characteristics is water discharge. Erosion is impacted by the relief and velocity of a river. The gradient difference of a river results into the relief. Sinuosity can be measured after features are formed from an erosion.

Objectives paragraph:

The purpose of this lab is to enable readers to understand how human activity and natural occurrences affect the shape of the landscape and the ecosystem of a river. Features such as meanders and oxbow lakes can form in rivers. The lab also shows calculations of relief, sinuosity, discharge velocity and explains morphological features. It gives calculations of the relief and velocity and an analysis of formation of various features.

Hypotheses paragraph:

Hypotheses

Activity 1	Activity 2
Sinuosity Hypothesis: Curve distance is greater than straight distance	Sinuosity Hypothesis: Curve distance is similar to straight distance
Velocity Hypothesis: Velocity is small because of the minimum time available for travel	Velocity Hypothesis: Velocity is expected to be similar to the one in activity one.
Relief Hypothesis: Relief is larger in test one because of a greater incline.	Relief Hypothesis: Relief is same as in activity one.
Gradient Hypothesis: Gradient is larger when the thicker book is used.	Gradient Hypothesis: Gradient is lower than in activity one.

Materials and Methods

The materials used were

· Cookie sheet

· 2-3 lb bag of play sand

· 2 books

· Water

· Ruler

· Plastic bag

· Smart phone for photographs

· Glass cup

· Single-use cup

· Smart phone stowatch

Sand was initially put in a cookie sheet to make an even layer. It was thereafter left for 24 hours to dry. The books were covered with a plastic bag and the paper clip was used to poke the hole in the paper cup bottom. The tray was put on the book at one end. The glass cup was thereafter filled, and put into the cup that had a hole at the bottom. The data was recorded and drawings were made on paper.

Results

Data Tables:

ACTIVITY

Lab Worksheet continued

Observations/Data Tables

Data Table 1.

	Trial	Sinuosity	Velocity (cm/s)	Relief (cm)	Gradient (cm)
Thicker Book	1	1.0	5.60 cm/s	4.50 cm	0.161cm
	2
	3
Thinner Book	1	1.09	4.34cm/s	3.50cm	0.12cm
	2
	3

Data Table 2.

Variable changed: Rock used as dam Book thickness used: 3.5cm

Trial	Sinuosity	Velocity (cm/s)	Relief (cm)	Gradient (cm)
1	1.403	4.3563cm/s	3.5cm	.096cm
2
3

continued on next page

Calculations

Activity 1. Sinuosity:

curvy distance (cm)/straight distance (cm) = sinuosity (no units)

Activity 2. Sinuosity:

curvy distance (cm)/straight distance (cm) = sinuosity (no units)

28 cm/ 28cm =1 36.5cm/ 27cm=1.403

Both the curvy and straight distances are measurements taken from the stream formation in the stream table. Please refer to Activity 1 for more details.

Velocity:

distance traveled (cm)/time it takes to travel (s) = velocity (cm/s)

Both the curvy and straight distances are measurements taken from the stream formation in the stream table. Please refer to Activity 1 for more details.

Velocity:

distance traveled (cm)/time it takes to travel (s) = velocity (cm/s)

28cm / 5s =5.6cm/s 36.5cm/ 8s =4.563cm/s

The distance a small piece of paper travels downstream divided by how long it takes to get downstream is the velocity. Refer to Activity 1 for more details.

Relief:

highest elevation (cm) – lowest elevation (cm) = relief (cm)

The distance a small piece of paper travels downstream divided by how long it takes to get downstream is the velocity. Refer to Activity 1 for more details.

Relief:

highest elevation (cm) – lowest elevation (cm) = relief (cm)

6cm – 1.5cm =4.5cm 5cm– 1.5cm =3.5cm

Subtract the lowest elevation of the stream from the highest elevation of the stream to calculate the relief. Please refer to Activity 1 for more details.

Gradient:

relief (cm)/total distance (cm) = gradient (cm)

Subtract the lowest elevation of the stream from the highest elevation of the stream to calculate the relief. Please refer to Activity 1 for more details.

Gradient:

relief (cm)/total distance (cm) = gradient (cm)

4.5cm / 28cm =.161cm 3.5cm/ 36.5cm =.096cm

Observations:

Curve distance was longer than the straight distance in activity one

Curve distance was nearly equal to straight distance in activity two.

Graphs:

Photographs:

Figure 1 activity 1

Figure 2 Activity 2

Discussion

The original hypotheses were that curve distance is larger than the straight distance in activity one. Velocity is small because of the minimum time available for travel. Relief is larger in test one because of a greater incline and gradient is longer when the thicker book is used. The hypotheses were accepted.

For activity 2, the hypotheses were that the curve distance is similar to straight distance, velocity remains the same as in activity one, relief is same and gradient is lower. All hypotheses were satisfied.

What I have learned paragraph:

I learned that an ecosystem is affected by river morphology. The velocity of a water in a river can be reduced by human obstacles such as tree planting. The river meanders when there are obstacles. Different formations like oxbow lakes are formed. Farming along river banks causes soil erosion. “Erosion is likely to occur multiple times along a stream…” (Rinaldi et al, 2016). This affects topography.

Sources of error paragraph:

There was a challenge of faulty materials. This could be improved by ensuring that materials are provided.

Future research paragraph:

Which are the most suitable ways to prevent soil erosion? A lab activity can be designed to test various measures that can be taken to prevent soli erosion separately.

References

Bensel, T., & Turk, J. (2014).  Contemporary environmental issues  (2nd ed.). Retrieved from

https://content.ashford.edu

Environmental Science Stream Morphology Investigation Manual, (2016) www.carolina.com/distancelearning

866.332.4478

Rinaldi, M., Gurnell, A. M., Del Tánago, M. G., Bussettini, M., & Hendriks, D. (2016). Classification of river morphology and hydrology to support management and restoration. Aquatic Sciences, 78(1), 17-33.