Quantitative Skills > Teaching Resources > Activities > LONGPRO Stream Modeling Exercise

Understanding a bedload-dominated stream through spreadsheet modeling

Bill Locke, Montana State University
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This activity was selected for the On the Cutting Edge Reviewed Teaching Collection

This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are

  • Scientific Accuracy
  • Alignment of Learning Goals, Activities, and Assessments
  • Pedagogic Effectiveness
  • Robustness (usability and dependability of all components)
  • Completeness of the ActivitySheet web page

For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.

This activity has benefited from input from a review and suggestion process as a part of an activity development workshop.

This activity has benefited from input from faculty educators beyond the author through a review and suggestion process as a part of an activity development workshop. Workshop participants were provided with a set of criteria against which they evaluated each others' activities. To learn more about this review process, see http://serc.carleton.edu/quantskills/review_processes.html#2005.

This page first made public: Oct 23, 2009


LONGPRO is the third in a sequence of spreadsheet modeling exercises (SCARP, SCARP2, and GLACPRO).

The purpose of this exercise is to teach students to "think like a stream" by integrating modeling with field data to understand the nature of adjustments in bedload-dominated fluvial systems. The context is a study of a piedmont alluvial stream - Middle Cottonwood Creek - and its deposits. The exercise should be transportable to other stream systems.

Learning Goals

Context for Use

Description and Teaching Materials

Teaching Notes and Tips

Link to Word file of Instructor notes, hints, and common student errors. (Microsoft Word 112kB Jun28 05)


References and Resources

Snow, R.S. (1991). Early writing in the research mode via digital modeling of rivers. Journal of Geoscience Education, v. 39, p. 227-229

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