GIS-ENHANCED FLUVIAL GEOMORPHOLOGY LABORATORY EXERCISES IN THE WEST BRANCH SUSQUEHANNA RIVER (WBSR), PENNSYLVANIA FOR UNDERGRADUATE GEOLOGY AND ENVIRONMENTAL SCIENCE

Undergraduate geology and environmental science students at SUNY Plattsburgh represent a broad spectrum of academic backgrounds and professional aspirations. The challenge for the geomorphology course is to present basic geomorphic concepts, complex principles and methodologies to a diverse student audience in a way that is understandable and relevant to their interests.

Our approach to this fluvial geomorphology laboratory combines traditional topographic map and aerial image analysis, GIS databases, and principles of fluvial hydraulics. We use readily available hydrologic and spatial databases from the West Branch Susquehanna River (WBSR) for the exercises. The exercise begins with a geomorphic analysis of the Young Woman’s Creek watershed near Renovo. The watershed polygon is used to extract spatial data for the watershed and analyze morphological variables and stream network composition. The second part of the exercise involves an analysis of storm hydrographs and floodwave transmission through the WBSR watershed using streamflow data from seven USGS gaging stations and meteorological data from the Williamsport airport for a 30.5 mm rainfall event. Students determine hydrologic variables such as the lag-to-peak time for each station and the station to station travel times for the mainstream floodwave. Both exercises involve collection of spatial data through the use of GIS technology and databases, and the export of those data to spreadsheet and graphical software for further analyses. Students are expected to synthesize their data and observations, and assess the relationships between drainage basin form and function.

The fluvial geomorphology exercises take three weeks to complete, depending upon class size and student preparation. Geospatial technologies (GIS) combined with spreadsheet and graphical analyses enhance the learning experiences and, with careful preparation, can be used by students who have minimal prior GIS experience. The use of GIS technology mitigates time loss due to repetitive, and time-consuming tasks and encourages peer learning. GIS also allows students to work effectively at different spatial scales thereby enabling the student to observe simultaneously the fine details of individual landforms and develop a broader understanding of the regional landscape.