scholarly journals Demonstrating the "Unit Hydrograph" and flow routing processes involving active student participation – A university lecture experiment

2017 ◽  
Author(s):  
Karsten Schulz ◽  
Reinhard Burgholzer ◽  
Daniel Klotz ◽  
Johannes Wesemann ◽  
Mathew Herrnegger
Keyword(s):  
Learning Experience ◽  
Student Participation ◽  
Rainfall Runoff ◽  
Unit Hydrograph ◽  
Effective Precipitation ◽  
Lecture Theatre ◽  
Modelling Techniques ◽  
The Impact ◽  
Lecture Experiment ◽  
Precipitation Events

Abstract. The unit-hydrograph (UH) has been one of the most widely employed hydrological modelling techniques to predict rainfall-runoff behavior of hydrological catchments, and is still used up-to-date. Its concept is based on the idea that a unit of effective precipitation per time unit (e.g. mm h-1) will always lead to a specific catchment response in runoff. Given its relevance, the UH is an important topic addressed in most of the (engineering) hydrology courses at all academic levels. While the principles of the UH seem to be simple and easy to understand, teaching experiences in the past suggest strong difficulties in students' perception of the UH theory and application. In order to facilitate a deeper students' understanding of the theory and application of the UH, we developed a simple and cheap lecture theatre experiment involving an active student participation. The seating of the students in the lecture theatre represented the "hydrological catchment" in its size and form. A set of plastic balls, prepared with a piece of magnetic strip to be tacked to any white/black board, each represented a unit amount of effective precipitation. The balls are evenly distributed over the lecture theatre and routed by some given rules down the catchment to the "catchment outlet", where the resulting hydrograph is monitored and illustrated at the black/white board. The experiment allowed an illustration of the underlying principles of the UH, including stationarity, linearity and superposition of the generated runoff and subsequent routing. In addition, some variations of the experimental setup extended the UH-concept to demonstrate the impact of elevation, different runoff regimes and non-uniform precipitation events on the resulting hydrograph. In summary, our own experience in the classroom, a first set of student exams, as well as student feedback and formal evaluation suggest that the integration of such an experiment deepened the learning experience by active participation. The experiment also initialized a more experienced based discussion of the theory and assumptions behind the UH. Finally, the experiment was a welcome break within a 3-hour lecture setting, and great fun to prepare and run.

scholarly journals Demonstrating the “unit hydrograph” and flow routing processes involving active student participation – a university lecture experiment

2018 ◽  
Vol 22 (4) ◽  
pp. 2607-2613
Author(s):  
Karsten Schulz ◽  
Reinhard Burgholzer ◽  
Daniel Klotz ◽  
Johannes Wesemann ◽  
Mathew Herrnegger
Keyword(s):  
Learning Experience ◽  
Student Participation ◽  
Rainfall Runoff ◽  
Unit Hydrograph ◽  
Effective Precipitation ◽  
Lecture Theatre ◽  
Modelling Techniques ◽  
The Impact ◽  
Lecture Experiment ◽  
Precipitation Events

Abstract. The unit hydrograph (UH) has been one of the most widely employed hydrological modelling techniques to predict rainfall–runoff behaviour of hydrological catchments, and is still used to this day. Its concept is based on the idea that a unit of effective precipitation per time unit (e.g. mm h−1) will always lead to a specific catchment response in runoff. Given its relevance, the UH is an important topic that is addressed in most (engineering) hydrology courses at all academic levels. While the principles of the UH seem to be simple and easy to understand, teaching experiences in the past suggest strong difficulties in students' perception of the UH theory and application. In order to facilitate a deeper understanding of the theory and application of the UH for students, we developed a simple and cheap lecture theatre experiment which involved active student participation. The seating of the students in the lecture theatre represented the “hydrological catchment” in its size and form. A set of plastic balls, prepared with a piece of magnetic strip to be tacked to any white/black board, each represented a unit amount of effective precipitation. The balls are evenly distributed over the lecture theatre and routed by some given rules down the catchment to the “catchment outlet”, where the resulting hydrograph is monitored and illustrated at the black/white board. The experiment allowed an illustration of the underlying principles of the UH, including stationarity, linearity, and superposition of the generated runoff and subsequent routing. In addition, some variations of the experimental setup extended the UH concept to demonstrate the impact of elevation, different runoff regimes, and non-uniform precipitation events on the resulting hydrograph. In summary, our own experience in the classroom, a first set of student exams, as well as student feedback and formal evaluation suggest that the integration of such an experiment deepened the learning experience by active participation. The experiment also initialized a more experienced based discussion of the theory and assumptions behind the UH. Finally, the experiment was a welcome break within a 3 h lecture setting, and great fun to prepare and run.

The impact of lecture theatre design on learning experience

Facilities ◽  
1999 ◽  
Vol 17 (7/8) ◽  
pp. 231-236 ◽  
Author(s):  
David Fleming ◽  
John Storr
Keyword(s):  
Learning Experience ◽  
Theatre Design ◽  
Lecture Theatre ◽  
The Impact

scholarly journals Promoting the Quality of Life of Elderly during the COVID-19 Pandemic

2021 ◽  
Vol 18 (13) ◽  
pp. 6813
Author(s):  
Chia-Jung Lee ◽  
Yen Hsu
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Learning Experience ◽  
The Elderly ◽  
Learning Approach ◽  
Learning Center ◽  
Learning Centers ◽  
Technology Learning ◽  
The Impact

This study explored the technology learning model of the elderly in a senior learning center under the impact of the COVID-19 pandemic. Many senior learning centers were closed during the pandemic, and many of them adopted the mode of online education. However, problems such as decreased motivation and a lack of peer interaction still exist. To solve these problems, this study used the easy-to-implement calligraphy AR approach and E-book approach to conduct a quasi-experiment on the elderly of a calligraphy course offered by a senior learning center. The results show a higher learning motivation among the elderly who use calligraphy AR. The learning effectiveness and technology acceptance of the elderly in the E-book learning group were higher than those in the calligraphy AR group. The elderly mentioned that the E-book learning approach is more user-friendly. In general, in the face of the COVID-19 pandemic affecting the suspension of classes in senior centers, education through the development of technology has stimulated the growth of education in advanced learning centers. Through this kind of scientific and technological learning method, it will bring a whole new experience to the elderly. It can improve the stress relief methods, mental health, and quality of life of the elderly during the COVID-19 emergency shutdown, and provide a novel calligraphy technique learning experience for the elderly. Therefore, we believe that the calligraphy AR learning approach and the calligraphy E-book learning approach are practical and may promote quality of life and mental health of the elderly during the emergency closures due to COVID-19, providing elderly attendees with a novel calligraphy technology learning experience.

The Use of Twitter as an Interactive Learning Tool Within a Postgraduate Public Health Course: A Pilot Study

2020 ◽  
pp. 237337992097842
Author(s):  
Rimante Ronto ◽  
Alexandra Bhatti ◽  
Josephine Chau
Keyword(s):  
Public Health ◽  
Online Survey ◽  
Learning Experience ◽  
Empirical Studies ◽  
Teaching Staff ◽  
Learning Tool ◽  
Interactive Approach ◽  
Master Of Public Health ◽  
Use Of Social Media ◽  
The Impact

Twitter has gained attention in recent years as a tool to use in higher education to enhance students’ learning, engagement, and reflective writing. This study explored public health students’ perceptions on the usefulness of Twitter as a learning tool, engagement with their peers, staff, and the broader public health community. Participants were Master of Public Health students from a public university based in Sydney, Australia. A mixed methods approach was used combining content analysis of tweets, an online survey and two focus groups. Students were asked to engage with Twitter by reflecting on each week’s teaching content and by liking and replying to their peers’ tweets. Participation and engagement in this task were high initially and declined toward the end of semester. Most student tweets aligned with topics taught during the semester. Survey and focus group data indicated most students had positive views on using Twitter and reported finding engagement with Twitter beneficial in obtaining current information on health promotion news and trends, increasing their professional networks and allowing them to connect with their peers and teaching staff. Results indicate Twitter is a promising interactive approach to enhance public health students’ engagement and overall learning experience, as well as being useful for professional networking. Larger scale empirical studies are needed to investigate the impact of the use of social media platforms such as Twitter to various learning outcomes longitudinally and beyond this course.

The Impact of Live Cases on Student Skill Development in Marketing Courses

2021 ◽  
pp. 027347532110345
Author(s):  
Shannon Cummins ◽  
Jeff S. Johnson
Keyword(s):  
Time Management ◽  
Learning Experience ◽  
Skill Development ◽  
Handling Time ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Small Samples ◽  
Conflict Handling ◽  
Student Skill ◽  
The Impact

Live cases, where students work directly with an outside organization to solve real-world problems, can be an immersive learning experience for marketing students. Current scholarship on live case usage in marketing is limited to small samples from a handful of live case devotees. This article draws from a large, international sample of 169 marketing educators to investigate the perceived educational impacts of live cases on student skill development. Specifically, the paper explores student teamwork, conflict handling, time management, presentation, communication, and critical thinking skills. Additionally, the article explores how student skill development is affected by the amount of course time dedicated to the live case as well as faculty experience with live cases.

scholarly journals ENSO and Wintertime Extreme Precipitation Events over the Contiguous United States

2008 ◽  
Vol 21 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Siegfried D. Schubert ◽  
Yehui Chang ◽  
Max J. Suarez ◽  
Philip J. Pegion
Keyword(s):  
United States ◽  
West Coast ◽  
Extreme Precipitation ◽  
East Coast ◽  
Daily Precipitation ◽  
Precipitation Variability ◽  
The West ◽  
Extreme Precipitation Events ◽  
The Impact ◽  
Precipitation Events

Abstract In this study the authors examine the impact of El Niño–Southern Oscillation (ENSO) on precipitation events over the continental United States using 49 winters (1949/50–1997/98) of daily precipitation observations and NCEP–NCAR reanalyses. The results are compared with those from an ensemble of nine atmospheric general circulation model (AGCM) simulations forced with observed SST for the same time period. Empirical orthogonal functions (EOFs) of the daily precipitation fields together with compositing techniques are used to identify and characterize the weather systems that dominate the winter precipitation variability. The time series of the principal components (PCs) associated with the leading EOFs are analyzed using generalized extreme value (GEV) distributions to quantify the impact of ENSO on the intensity of extreme precipitation events. The six leading EOFs of the observations are associated with major winter storm systems and account for more than 50% of the daily precipitation variability along the West Coast and over much of the eastern part of the country. Two of the leading EOFs (designated GC for Gulf Coast and EC for East Coast) together represent cyclones that develop in the Gulf of Mexico and occasionally move and/or redevelop along the East Coast producing large amounts of precipitation over much of the southern and eastern United States. Three of the leading EOFs represent storms that hit different sections of the West Coast (designated SW for Southwest coast, WC for the central West Coast, and NW for northwest coast), while another represents storms that affect the Midwest (designated by MW). The winter maxima of several of the leading PCs are significantly impacted by ENSO such that extreme GC, EC, and SW storms that occur on average only once every 20 years (20-yr storms) would occur on average in half that time under sustained El Niño conditions. In contrast, under La Niña conditions, 20-yr GC and EC storms would occur on average about once in 30 years, while there is little impact of La Niña on the intensity of the SW storms. The leading EOFs from the model simulations and their connections to ENSO are for the most part quite realistic. The model, in particular, does very well in simulating the impact of ENSO on the intensity of EC and GC storms. The main model discrepancies are the lack of SW storms and an overall underestimate of the daily precipitation variance.

scholarly journals Derivation of S-Curve from Oscillatory Hydrograph Using Digital Filter

Water ◽  
2021 ◽  
Vol 13 (11) ◽  
pp. 1456
Author(s):  
Kee-Won Seong ◽  
Jang Hyun Sung
Keyword(s):  
Digital Filter ◽  
Model Performance ◽  
Performance Criteria ◽  
Rainfall Runoff ◽  
Small Watershed ◽  
Unit Hydrograph ◽  
Time To Peak ◽  
S Curve ◽  
And Performance ◽  
Smooth Data

An oscillatory S-curve causes unexpected fluctuations in a unit hydrograph (UH) of desired duration or an instantaneous UH (IUH) that may affect the constraints for hydrologic stability. On the other hand, the Savitzky–Golay smoothing and differentiation filter (SG filter) is a digital filter known to smooth data without distorting the signal tendency. The present study proposes a method based on the SG filter to cope with oscillatory S-curves. Compared to previous conventional methods, the application of the SG filter to an S-curve was shown to drastically reduce the oscillation problems on the UH and IUH. In this method, the SG filter parameters are selected to give the minimum influence on smoothing and differentiation. Based on runoff reproduction results and performance criteria, it appears that the SG filter performed both smoothing and differentiation without the remarkable variation of hydrograph properties such as peak or time-to peak. The IUH, UH, and S-curve were estimated using storm data from two watersheds. The reproduced runoffs showed high levels of model performance criteria. In addition, the analyses of two other watersheds revealed that small watershed areas may experience scale problems. The proposed method is believed to be valuable when error-prone data are involved in analyzing the linear rainfall–runoff relationship.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals Benefits and limitations of data assimilation for discharge forecasting using an event-based rainfall–runoff model

2013 ◽  
Vol 13 (3) ◽  
pp. 583-596 ◽  
Author(s):  
M. Coustau ◽  
S. Ricci ◽  
V. Borrell-Estupina ◽  
C. Bouvier ◽  
O. Thual
Keyword(s):  
Data Assimilation ◽  
Hydrological Model ◽  
Peak Discharge ◽  
State Variables ◽  
Rainfall Runoff ◽  
Discharge Data ◽  
Southern France ◽  
Flood Peak ◽  
Event Based ◽  
The Impact

Abstract. Mediterranean catchments in southern France are threatened by potentially devastating fast floods which are difficult to anticipate. In order to improve the skill of rainfall-runoff models in predicting such flash floods, hydrologists use data assimilation techniques to provide real-time updates of the model using observational data. This approach seeks to reduce the uncertainties present in different components of the hydrological model (forcing, parameters or state variables) in order to minimize the error in simulated discharges. This article presents a data assimilation procedure, the best linear unbiased estimator (BLUE), used with the goal of improving the peak discharge predictions generated by an event-based hydrological model Soil Conservation Service lag and route (SCS-LR). For a given prediction date, selected model inputs are corrected by assimilating discharge data observed at the basin outlet. This study is conducted on the Lez Mediterranean basin in southern France. The key objectives of this article are (i) to select the parameter(s) which allow for the most efficient and reliable correction of the simulated discharges, (ii) to demonstrate the impact of the correction of the initial condition upon simulated discharges, and (iii) to identify and understand conditions in which this technique fails to improve the forecast skill. The correction of the initial moisture deficit of the soil reservoir proves to be the most efficient control parameter for adjusting the peak discharge. Using data assimilation, this correction leads to an average of 12% improvement in the flood peak magnitude forecast in 75% of cases. The investigation of the other 25% of cases points out a number of precautions for the appropriate use of this data assimilation procedure.

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