How to Combat… = dv/dy = shear stress b = shear stress at bed = force area τ = Wt sin α Δx Δy = ρg Δx ΔyD sin α Δx Δy = ρgD sin α Q s W = q s ∝ τ − τ c ( ) 3 2 ∂ z ∂ t = Q s in − Q s out a Factor of safety = sum of resisting sum of driving f FOS>1, stable slope FOS <1, unstable slope q s = Kq m S n = ′ K x m S n K , ′ K = coefficients q = water discharge per u x = distance down hillslo m , n = positive exponents q s = ′ K x − x c ( ) 2 S 2 z = z 0 − εx c 2 2 K d −2 εx − x c ( ) ′ K z = z 0 − ε 2 K d x 2 ∂ e ∂ t = P 0 e −kh ∂ z ∂ t =− ∂ ∂ x − K d ∂ z ∂ x ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ = K d ∂ 2 z ∂ x 2 omorphology in the NEWS!!!
How to Combat… = dv/dy = shear stress b = shear stress at bed Geomorphology in the NEWS!!!!!!
Jan 18, 2018
What the Students had to do: Find a news article that is related to any geomorphologic concept that we have talked about in class. – This alone is a challenge for some students. – Many students do not read, listen to, or watch the news. – I gave them suggestions of where to look for news. – In New Orleans this should be an incredibly easy task, and I imagine it’s pretty much the same everywhere.
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Transcript
How to Combat…
= dv/dy = shear stress
b = shear stress at bed
€
=forcearea
τ = Wt sinαΔxΔy
= ρgΔxΔyDsinαΔxΔy
= ρgDsinα
€
Qs
W= qs ∝ τ − τ c( )
32
€
∂z∂t
= Qsin − Qs
out
a
€
Factor of safety = sum of resisting forcessum of driving forces
FOS >1, stable slopeFOS < 1, unstable slope
€
qs = KqmSn = ′ K x mSn
K, ′ K = coefficientsq = water discharge per unit widthx = distance down hillslopem, n = positive exponents
€
qs = ′ K x − xc( )2 S2
€
z = z0 − εxc2
2Kd
− 2ε x − xc( )
′ K
€
z = z0 − ε2Kd
x 2
€
∂e∂t
= P0e−kh
€
∂z∂t
= − ∂∂x
−Kd∂z∂x
⎛ ⎝ ⎜
⎞ ⎠ ⎟= Kd
∂2z∂x 2
Geomorphology in the NEWS!!!!!!
Official reasons for this assignment:• Apply theoretical concepts to real life issues.• Improve research skills.• Improve oral presentation skills.
Real reason for this assignment:• My students were lost in theoretical equation
land.
€
z = z0 − ε2Kd
x 2
What the Students had to do:• Find a news article that is related to any
geomorphologic concept that we have talked about in class.– This alone is a challenge for some students. – Many students do not read, listen to, or watch the
news.– I gave them suggestions of where to look for
news.– In New Orleans this should be an incredibly easy
task, and I imagine it’s pretty much the same everywhere.
• Send a copy of the article to me in advance – avoid repetition of the same presentation – I could read the article in advance– Make sure that the article is current
What the Students had to do:
• Present the article in class.– Other students had not read the article.– Each student had 10 minutes.– Could use visuals, most of my students didn’t.*
• Presentations should overview the article, focusing on the the geomorphic part of the story.
• Students were asked to relate the story back to concepts from class.
What the Students had to do:
• Other potential topics to cover:– If there was destruction, could it have been
prevented? What will be done now?– Is there more than one side to an issue, what are
the different sides, and who supports each side? What side does “science” support?
– Are there public policy implications?
What the Students had to do:
Why I liked this assignment:• The students were actually very good at identifying
how concepts discussed in class apply to different real-world problems.
• The students were able to tie together many different concepts.
• The students chose very diverse topics, so their presentations were actually interesting.
• I’d like to think that in the future, my students will apply their “geomorphic eye” to practical issues in the future. “student citizens”
• I probably should have encouraged visual props more.
Other things you could do:
• Choose a news article related to a topic you are currently teaching.
• Ask the students to read it and break-up in groups to discuss it in the context of …. (influences on a hydrograph; natural processes; land-use change; politicians; homeowners living on a floodplain; homeowners who live on high ground and subsidize flood insurance; cost of remediation or prevention…)
• Present ideas to class
Sometime between 1999 and 2005 flowing material created a bright streak—seen at left in a new image from the Mars-orbiting HiRISE camera—in a gully on the side of a crater in the Centauri Montes region of Mars.
Computer models of this formation show what it should look like if it was created by pure liquid water (middle) or a landslide of dry debris (right). The new study concludes that the fingering on the end of the feature better matches the dry landslide scenario.
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