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Syllabus
NOT YET POSTED Offered Spring--------------------CRN_xxxxxxxx
last updated 6/1/08 Instructor: Douglas_Smith@CSUMB.edu, Lecture/Lab/Fieldtrips: Friday 9:00-2:50 Required Texts: Supplemental
Sources of Readings, Lectures, and Practical Excercises: Other Course Materials: Sturdy shoes/boots, 2H/3H pencil (mechanical or wood), eraser, small "Rite-in-the-rain" field notebook, calculator, clipboard, small daypack, water bottle, warm clothes, rain gear. The simple process of water flowing over or under the surface of the earth is central to human culture. We daily rely upon a supply of fresh water for a multitude of reasons including drinking, bathing, agriculture, energy, and industry. However, as populations grow, both the local quantity and quality of fresh water typically diminishes. In some regions water supply or quality is now becoming the limiting factor in municipal growth. From an environmental perspective, diminished water quality and quantity strongly influence the physical habitat, biodiversity, and aesthetics associated with aquatic and riparian zones of rivers. Our role in "River Hydrology Assessment and Monitoring" is to understand the hydrologic cycle and the interplay of water and rivers well enough to improve our management of water resources. Sustainable human development will rely upon improved relations among human culture, the water cycle, and the rivers that carry the resource. In this field-intensive course, we will cover the theory, measurement, and analysis of many of the traditional topics in hydrology including precipitation, rainfall-runoff, groundwater, streamflow duration, flood frequency and the local water budget. However, we will also learn about the physical description, measurement, and assessment of rivers. The combination of those topics provides the overarching theme of understanding the human impacts on rivers well enough to develop resource management strategies and policies leading toward sustainable development. Upon completion of the course you will gain a technical and quantitative understanding of many parts of the hydrologic cycle, and the ability to survey and interpret the physical attributes of streams. All homework assignments are due at the beginning of class one week from the assignment date. There is a required weekend fieldtrip. Learning Outcome 1 (Fluvial geomorphology): Students will be able to accurately identify and measure the significant
physical characteristics of watersheds and rivers using maps and standard
field survey techniques. Students will be able to apply the Rosgen stream
classification scheme. Students will be able to qualitatively evaluate
the physical stability of a river based upon measured attributes. Students
will be able to design a monitoring plan that assesses stream stability
through time. Outcome includes ability to measure bed and suspended
sediment load and to develop sediment rating curves. Learning Assessments Learning outcome 2 (River restoration principles): Students will practice using an integrated blend of hydraulics, hydrology,
sediment transport theory, and fluvial geomorphic principals to understand
how a stream channel/floodplain system can be restored in a disturbed
landscape. Learning outcome 3 (Statistics of flood and drought
frequency): Students will be able to use standard
hydrologic methodology and statistics to quantify the various parts
of the hydrologic cycle, specifically including rainfall, runoff, infiltration,
interception, and the probability of flood and drought. We will explore
normal, log-normal, and log-Pearson_III distributions. Students will
be demonstrate familiarity with the rational method of hydrologic modeling. Learning outcome 4 (Hydraulics): Students will be able to quantify and recognize the six dynamic states
of flowing water in the field, and discuss the links between water flow
and aquatic habitat. Students will be able calculate and interpret Froude
and Reynold’s numbers. Learning outcome 5 (Hydrologic Cycle): Students will be able to discuss and illustrate all parts of the hydrologic
cycle, and will be able to quanitfy and analyze the cycle by calculating
water budgets from data sets provided in a variety of common units. Learning outcome 6 (Design, conduct, and interpret
scientific investigations): Students will
be able to design, formally propose, conduct, and report upon a small
independent project in the specialized areas of fluvial geomorphology
and hydrology. Learning Assessments
Learning outcome 7 (Water issues in Monterey Bay
region): Students will be able to discuss
the hydrostratigraphy of the Salinas Valley, Seaside, and Carmel Valley.
Students will be familiar with the major sustainability issues and potential
solutions along the Monterey coast. Learning Assessments
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