II. RELEVANCE OF YOUR RESEARCH QUESTION
We gathered around ten sources of material relating to our lab topic, soil erosion. Our group is specifically concerned with rainwater and its erosional affect on soil. Recently, our group decided to narrow down our previous ten research resources to five of our best. We went with the sources that related the closest to our specifics in our project. I am not quite positive how this information is supposed to be presented, but I am going to give it a good shot. We looked at a few books which outlined in detail what erosion was, and its relation to soil erosion. A very informative source, that our group used, was that by D. Zachar. In this work we got most of our beneficial information for the chapter that was directly related to water erosion. This work helped us in the understanding of exactly how the rain droplets moves dirt on the ground to produce various forms of water erosion. When rain droplets fall on the ground, it disperses the soil outward, thereby creating an indentation and removal of soil. Another helpful literary
resource was a book titled Soil Erosion by Sandra Batie. In this informative resource, she explains to the reader about various types of erosion, and was very helpful when we were identifying our lab site to the type of erosion that occurs there. Specifically, the book depicted various different forms of water induced soil erosion. In particular, pictures helped us understand the similarities between one type and the actual effects of erosion we found on site.
We did receive very good information from various online sources. From an Iowa stat lab we got an explanation and pictures of various form of erosion, relating to the information we gathered just before this. The type of erosion that most closely represents our site is that of â?˙rill erosion.â?? Rill is where water falls and creates grooves in the soil. Sometimes the grooves get really deep and then form into more of a gully result. It was very informative and closely related to the actual site we were basing our lab on. This also gave the group an understanding of the type of further erosion that we will likely experience as the project progresses. In another site we learned that water erosion is the main type of erosion that occurs when we deal with soil. It is a dominating 56%! We also learned that when we are dealing with water induced soil erosion, the most occurs on hilly, barren, no vegetation landscapes. This was a good relater to the actual site we are working with.
All in all the literature we covered was helpful. In fact in one of the best resources we found, www.gcrio.org/geo/soil.html, we found a definition and actual ways to go about testing your own erosion experiment. It related extremely close to the method we cam up with before. Standard techniques, using erosion pins to detect soil creep or sheet and rill erosion, painted rock lines and other sediment tracers to
determine soil movement, cliff recession and headcut markers, Young pits,
repeated profile and slope measurements, and repeat photography using reference
points. Repeat measurements of water and sediment collected in permanently installed hillslope troughs provide seasonal, annual and longer-term estimates of erosion and storage along hillslope profiles. Rates of soil erosion can be estimated using erosion-prediction equations developed during the last four decades. Among these algorithms are the Universal Soil Loss Equation (and its recent update the Revised Universal Soil Loss Equation), the Water Erosion Predict ion Project model, and the European Soil Erosion Model.
This also gives our group a very new and definite approach to study the erosion. The equations do give a more professional perspective to this project.
This research relates to the overall project and to overall humanity because it gives the average joe an introduction or awareness to the effects rainwater, on a non-vegitative slope, can have. Such erosion is useful in understand the conservation of forestry, natural shrubs and landscaping. IT is just interesting to sit back and actually take the time to see that on a given piece of land, what factors do indeed shape and change it. Even though, according to some of the research we found, a good erosion study should be measured over a period of a couple decades, our brief timed research of erosion on the bluffs is a somewhat good indicator of the erosion that may take place in a small period of time. I do not quite know if this project will be of any great use to humanity, by my bets it wonâ?˘t, however it is an interesting subject to tackle just to see exactly what effects rainfall does indeed have on a barren slope.
III. Materials and Methods:
A field area of 7.5m x 8.1m is established in the bluffs and stakes are evenly distributed every 2 meters. The stakes are placed vertically into the ground and the ground level is marked on the stakes. Weekly, the level of soil removal in relation to the previous mark on the stake is noted and the measurable distance is recorded. The control for the experiment is a topographical map of the bluffs via a global survey by the United States government. The design is set up so as to accurately and efficiently gauge the erosion of the bluffs. We aren't measuring the whole bluffs simply because much of the bluffs are too steep to be able to measure and safely traverse.
At this point the lab is statistically sound however there are some precautions we need to make to insure accurate results. It is possible for the stakes to wash away should there be too much erosion. Also some erosion may actually accumulate around a stick, which might cause our results to be off. However we don't anticipate such things as being likely. To be unbiased we will use purely quantitative data. The class we assume to be intelligent enough to measure in centimeters.
Important materials are primarily graduated dowel rods. We will then be able to simply look at and gauge the erosion. Also the government topographical map will be utilized as a control.
After measuring we will tabularize and construct graphs with our data. The class will go with us to the bluffs and after we've demonstrated our data collection techniques the class will also collect data. The class will calculate our p-values for just that week. We will have p-values for every week.
Our data sheet will include relevant graphs calculations and collected data.
Weekly trips to the bluffs starting October 2nd and concluding when the winter comes and results our no longer able to be calculated.
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