This activity is targeted at a mid- to upper level undergraduate cohort. It has several components that have been used in an introductory hydrogeology course or a capstone field methods class in environmental geology for majors.

Students should have a working knowledge, and practice with, reading topographic maps, have been introduced to the concepts of field notes, surface water features and basic field chemical measurements of specific conductance, pH and temperature.

They need to be familiar with constructing graphs, algebra and working in Excel spreadsheets. They also need to understand the meaning of "area under a curve", mixing models and the concept of conservation of mass.

This is a stand-alone, two-part activity (two days); though it is integrated into a field methods course in environmental geology as an in-class activity it has been adapted into a virtual field experience.

Activity Length

This is a two-part activity (1.5 to 2 days).

Calculating water discharge using different techniques and evaluating the techniques.

Students should be able to compare and contrast different methods for taking stream discharge measurements, and complete a mixing model using both discharge measurements and chemical measurements, as well as, take field notes and create a basic safety plan for their field work.

Higher order thinking skills targeted include formation of hypotheses, analysis of previous data from the area, assessment of sampling locations and field safety for the sampling party, utilize algebra to create a simple mixing model, analyzing field data, error analysis, complex plot interpretation and risk assessment.

Students working in small groups of 2 to 4 will:
- observe stream conditions in situ and individually take field notes
- create a written basic field safety assessment
- compare methods of discharge measurement from published data and select a method that best fits their sampling locations from field data.

Students spend one and a half to two days investigating the area for field planning to measure stream discharge of the headwaters of a scenic and economically important river. They investigate several types of measurement techniques through USGS data sets of discharge, gage height and a salt-tracer method. They also complete a simple mixing model with the discharge and specific conductance data. Students use Excel to calculate discharge from the field measurements. They summarize and analyze their results in graphs with figure captions and in summary paragraphs that assess differences between the measurement techniques and potential sources of error.

Designed for an environmental geology field methods course and revised for a virtual field experience.
Addresses student apprehension of quantitative aspect and/or inadequate quantitative skills and working with large data sets.
Student_Handout for Birth of a River in Yellowstone (Microsoft Word 2007 (.docx) 10.5MB May21 20)
Student Data File for Birth of a River in Yellowstone (Excel 2007 (.xlsx) 497kB May21 20)
Instructor Notes - Birth of a River in Yellowstone (Microsoft Word 2007 (.docx) 100kB May21 20)

Technology Needs

Students will need access to the internet for Google Maps and Google Earth, as well as an interface (email, chat room, discussion board, etc.) to interact with their field partners and the instructor.

Part of the exercise can be done asynchronously with periodic check-ins with the instructor and field partners.

See instructor file supplied above with notes about the individual tasks in the project:

Birth of a River in Yellowstone-Instructor Notes

The students turn in plots, calculations, safety and sampling plans and their written activity summaries.

There is no answer key because all field measurements will be somewhat different depending on the students selection of data.

See file supplied above with notes about the individual tasks in the Exercise:

Birth of a River in Yellowstone-Instructor Notes

URLs in the text for the relevant student tasks. Reference list is located on the last page.