University of British Columbia - EOSC 114EOSC114 LA Reading Assignment

Document Content and Description Below

EOSC 114 Reading Assignment, Spring 2019: Landslides and Debris Flows (Important copyright notice1) Student ID:__________ Introduction The reading for the Landslides Topic is more challenging than ... the last two, but this worksheet will guide you carefully through the portions of the article that we are interested in. So – do NOT try to read the whole thing. This is a paper published in Geomorphology in 2010, by M. Jakob and P. Friele “Frequency and Magnitude of Debris Flows on Cheekye River, British Columbia.” Our Homework Reading involves only small portions of this article. It may look difficult, but we will NOT cover everything. Follow instructions carefully and you should find it surprisingly easy to learn plenty from this article! Click here http://ezproxy.library.ubc.ca/login?url=http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S0169555X09003286 for free access and to download this article from the UBC Library. You will need your CWL. Goals. After completing this assignment, expect to be able to: 1. Recognize the different components of this specialists’ article. 2. Confidently extract the key messages the authors are trying to convey. 3. Identify some of the challenges of, and methods for, making Frequency-Magnitude models of debris flow fans that include several thousands of years of debris flow events. 4. Explain how authors justify which data are more important and which are less important when they make recommendations about safety at this debris flow. Reading this kind of paper. Professional writing is not the same as narrative or popular writing. Scientists, engineers, etc. develop their own strategies for reading articles. They rarely start at the top and work all the way through to the end. We will use one common strategy, outlined in the following 6 steps: 1. Make sure the purpose of the article is aligned with your needs. 2. Read the Abstract to gain first impressions of the authors’ intentions, their work and results. 3. Read the Introduction to appreciate the context, and then the Conclusion which is usually a summary of work done, results and implications. o At this stage, many readers skim the beginning of each section to gain first impressions about background, methods, results and discussions. o Inspect figures and tables to see what authors consider as most important. 4. Begin working on the details of the paper. We will only ask you to read one small section of the details. 5. Caveats, limitations and needs for further work need to be identified explicitly. Scientific writing is never considered “conclusive”. Authors are expected to draw their conclusions knowing the strengths and limitations of their arguments and recognizing that understanding will always evolve and improve. 6. Revisit sections as needed as you work towards learning what you came for, and understanding what was done, how the authors integrated previous work with their own observations, experiments and analysis, and how they arrived at their conclusions or recommendations. Instructions 1. Today’s Reading Assignment is based on an article-reading strategy. Please follow the worksheet carefully; we will indicate exactly what to read. 2. Review the whole worksheet first, then read and answer questions following instructions. Then submit online. 3. NOTE: A glossary is provided at the end of this worksheet. 4. Ignore older versions of this exercise. This Reading Assignment AND the Homework Quiz submission questions may seem similar to earlier versions of EOSC 114 Reading Assignment - but many questions are different. 5. Recall our Class Code of Conduct, and UBC’s rules for academic integrity: http://www.calendar.ubc.ca/vancouver/?tree=3,54,111,959 1This worksheet copyright © 2018, F. Jones, L. Porritt and UBC. All rights reserved. That means re-distributing these materials to anyone or the web is against copyright law and UBC takes intellectual property rights seriously. See https://copyright.ubc.ca/guidelines-and-resources/faq/. Step 1: Why would someone read this article? o Based purely on the article’s title (no need to read anything else), what is most likely to be a good reason for reading this technical article?  to learn more about past catastrophes that have occurred along the Cheekye River  to gain a better understanding of how often debris flows of various sizes have occurred along this river  to determine how engineers might prevent damage to buildings and property along this river  to find out what is the most likely cause of debris flows that occur on this river  to find out what is the most likely cause of debris flows that occur on this river  to determine the date of the last major debris flow in this area o This paper has 8 sections. Without reading any of them, which of those listed below appears to be the shortest (have the fewest words), not including figures and tables?  Introduction  Chronology of Cheekye River studies  Debris flow frequency-magnitude determination with dendrochronology  Magnitude of the garbage dump debris flow  Volume check using DAN3D  Frequency-magnitude relationship  Discussion  Conclusion o How many of the 8 numbered figures involve one or more maps? ___4____ o How many of the 8 numbered figures involve one or more photographs? ___0____ o How many numbered equations are there in the paper? (don’t worry, we won’t need to understand them!) NOTE: Equations in this paper are written as a paragraph by itself and indicated by a number on the right side. ___3____ Step 2: The Abstract Read the Abstract ONLY (NOTE: A few words and phrases are defined in the Glossary on the last page of this worksheet). o Which one of the following would be considered “proxy data” (rather than “direct data”) for the date of a particular debris flow? NOTE: Check the glossary, and ask yourself, “is the data a direct measure of the debris flow’s date, or is it an implied date based on something other than the debris flow itself?”  a time-stamped video recorded by someone during a flow experienced after a storm  historical record of an event that damaged several properties in the late 1800’s  “before and after” images taken a year apart by an early Landsat satellite, showing a debris flow occurred during that year  the age (based on tree ring counts) of damage to an existing tree that may have been caused by a passing debris flow o What of the following is the best reason that the Cheekye River fan is an excellent location for further advancing the study of debris flows?  Debris flows on Cheekye River fan are poorly understood, so work must be done as soon as possible.  Existing properties and communities on the fan need preventative action as soon as possible.  Recent hazardous events have made it more urgent to do this work.  Cheekye River fan is one of the most well-studied such fan in Canada with much detailed previous research.  The frequent debris flow events on Cheekye River fan make it convenient to study them as they occur [Show More]

Last updated: 2 years ago

Preview 1 out of 12 pages