аЯрЁБс>ўџ 79ўџџџ6џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС%` јПŠbjbjNрNр 7",Š,Šd %џџџџџџЄ№№№№№№№ььь8$8ЂЖ`(ˆ"ЊЊЊЊЊЊ!######$XhРXG№љЊЊљљG№№ЊЊ\щщщљp№Њ№Њ!щљ!щщ№№щЊT РˆqјLЪьi”щ!r0Ђщ§‚щ№щ8Њ0к"щќсЊЊЊGGjЊЊЊЂљљљљЄЈ DЈ №№№№№№џџџџ Teaching Notes By Rob Cole Learning Objectives 1) To understand the importance of variable flow in dam-released river waters, and the importance of a flood stage and a low-flow stage to downstream riparian health. 2) To explore a historical dispute between an Indian Nation and others over the dams on the North Fork of the Skokomish River. 2) To have students retrieve from USGS websites long-term data sets of river discharge measurements, and work with these data sets. 3) To be able to create graphs of river discharge measurements, and correctly read and interpret these graphs. 4) To be able to make reasonable judgments regarding the setting of flood stage and low-flow stage from these graphs. 5) To be able to make reasonable judgments of the duration of low-flow stage. 6) To discuss some of the ramifications of variable-flow release from dams on downstream human habitats. Some instructors may wish to have students retrieve all the data from the USGS website, and put it into a form where computations and graphs can be made. If this is the case, then the data is best dealt with in spreadsheet format. Dates can be used in any of several formats, including time serial numbers for date values. Other instructors may wish to use the spreadsheets or the graphs provided in the Appendix. Regardless, the possible learning objectives for this unit can be broadened significantly if the instructor wants to include other spreadsheet computations. Specifically, if elementary statistics is being taught, the computation of the mean and standard deviation values of the discharges can be computed, from which one might begin to make estimates of the distribution of daily average discharge values. From these distributions, the probability of various types of flood events (or other) might be computed. The Poisson Distribution can readily be developed from the given data, because of the relative rarity of high flow events. It all depends on the level of mathematical sophistication one intends to incorporate with this case study. The early 2009 settlement agreed to by various parties can be found at the website (accessed 7/13/2009):  HYPERLINK "http://www.mytpu.org/files/library/cushman-dam-settlement.pdf" http://www.mytpu.org/files/library/cushman-dam-settlement.pdf See also:  HYPERLINK "http://www.mytpu.org/newsroom/power-news/tacoma-power-signs.htm" http://www.mytpu.org/newsroom/power-news/tacoma-power-signs.htm (accessed 7/13/2009) for news releases by Tacoma Power. Intended Audience This case should be appropriate for students at any level in college classes or with advanced students in high school classes. It could readily be used in teacher training classes. It is particularly appropriate for classes in environmental studies, biology, mathematics, education, public administration and Native American Studies. Implementation This case was designed to have a computer spreadsheet lab component to it. The author’s students were expected, in groups of three, to download data from the USGS website, and to produce spreadsheet graphs from this data. Since they were first-year students, the statistical expectations on them were modest: they were expected to find the mean and standard deviation of the daily discharge data, to make a histogram of that data, and to discuss possible distributions of that data. Field Testing None as of mid-June 2009.     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