Stream Reach Inventory Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Stream Reach Inventory Essay Assignment
Introduction:
This lab focuses on stream features and on the use of a stream reach inventory to evaluate the potential for a stream channel for biologic activity and the long term stability of the channel. You will be using an inventory tool created by Pfankuch 1975. The manual and score sheet are available on the course website.
From the manual… “the purpose…is to provide information about the capacity of streams to adjust and recover from potential changes in flow and/or increases in sediment production.”
You should have no trouble locating a stream that can be evaluated using the tool. A reach can be defined as a segment of a stream with inherent similarity that can be easily identified and described.
Two papers describing the use this tool are also attached with the other documentation. Reading these papers will give you additional insight to the use and application of this sort of inventory.
Data and Methods:
The scoring rubric created by The USDA Forest Service Northern Region (http://www.biol.canterbury.ac.nz/ferg/pdfs/Pfankuc… (Links to an external site.). This is a classic tool that has been used in a variety of regions.
This is a very robust tool, and can be used by individuals with very little training to create accurate quantitative evaluations of streams.
Analysis:
Remember your write up should be structured in the same format of this assignment. The Introduction section should describe the purpose of the lab. The Data and Methods section should briefly describe the tool used. The Analysis section should include your map, photos, and a discussion of the scores and an analysis of the overall scores.
Where is your stream? Please include a map. Photograph your stream and include this with your lab write up.
What is the score for each stream reach you evaluated? Does this score ‘make sense’?
What item/category provided the ‘lowest’ (worst) score for your streams?
Would it be possible to mitigate this factor and improve the overall quality of the stream reach? Describe your mitigation strategy.
If you were responsible for managing these streams, what actions would you propose to improve the overall rating of the individual reaches?
What would have more impact, to raise all the streams in your management area to “good” or focus on a very limited number of stream reaches and raise them to ‘excellent’ status?
What evidence can you see of changes in the stream channels?
It is not necessary to include your score sheets with your lab. A map, photos, scores and write-up will be sufficient.
From the instruction booklet:
…Management Implications
After beating the brush, getting your feet wet, and fighting insects, you have established a series of channel ratings. You may now ask “What do these numbers mean and how are they used in making management decisions?…. The numbers and adjective ratings mean what they say. A stream channel reach with a ‘poor’ rating will require more judicious management of the tributary watersheds than one rated ‘excellent’….One of the uses of this rating system is to assess conditions and define impacts along short stretches of stream. Channel conditions can be evaluated in terms of stream stability and potential for damaging water quality at culvert or bridge sites, campgrounds or administrative facilities, or sites where livestock or wildlife concentrate near or across the water course’ . Prudent managers will seek trend data by periodic reappraisal of channel conditions and respond to adverse changes before impacts to the water resource become unacceptable and unalterable.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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