River and delta systems
The intended learning outcomes are integrated physics-based, geomorphology-based and sedimentology-based understanding of the formation and dynamics of rivers and deltas, systems thinking and basic understanding of the societal context of river and delta dynamics, and data analysis skills and modelling skills. Specifically, after a successful course the student:
has acquired knowledge, explanations and advanced understanding of fluvial morphodynamics at length scales ranging from particles to valleys and deltas and seconds to millennia, and interactions between these scales
has advanced his/her knowledge and understanding of fluvial morphodynamics and system response to changing boundary conditions, thereby crosscutting disciplinary boundaries of fluvial morphodynamics, engineering, sedimentology and geology both in understanding and language of concepts
has developed quantitative skills, including physics of flow, sediment transport and morphodynamics, reconstruction and budgeting techniques, and programming
is able to develop empirical, analytical, experimental and numerical tools to reconstruct and predict fluvial phenomena, and is able to evaluate critically the power and limits of these approaches
is able to position the knowledge and understanding in the wider societal context of river basin and delta management, engineering and nature rehabilitation with the boundary condition of global change
is able to analyse and interpret scientific data and literature on fluvial processes, morphology and modeling, and is able to apply this within the fluvial system framework of this course, and clearly present this in writing or oral presentations.
Content
Fluvial and deltaic systems will be studied at all relevant scales from morphodynamics in a channel, to river pattern variation in a valley, to distributary dynamics in a delta. River systems cover about 80% of the Earth’s surface and about one-third of humanity lives in them. The entire course is a unique integration of process-based geomorphological, sedimentological and engineering approaches. The course content is structured in four themes with increasing length and time scales of evolution. Within each theme, the necessary initial and boundary conditions for certain phenomena are studied, the underlying physical processes identified and derived, and the consequences for morphology, stratigraphy and so on described. The course alternates between reach and system scale, for longitudinally simple cases (one source, one sink) to complex systems with multiple sedimentation basins and terraced floodplains as well as entire deltas. The course content is structured in four themes with increasing length and time scales of evolution. Systems thinking and the interactions between physical and biological processes and humans provide important concepts for understanding and forecasting. Some subjects:
Review of channel flow, sediment transport and fundamentals of fluvial morphodynamics. This part mostly comprises review and deepening of required foreknowledge. References will be provided, particularly for students with deficiencies in background.
River patterns: empirical descriptors and predictors for river patterns (which refers to bar pattern, channel pattern and to some extent floodplain pattern), and reconstruction how these patterns changed in response to late Pleistocene and Holocene climate change, sea-level rise and human interference.
River displacement on plains and deltas is about how a river fills larger spaces by migration and displacement (avulsion). Such larger spaces include valleys, fluvial plains and deltas. Furthermore, in between the fluvial deposits peat develops, that later on might considerably affect the development of deltas. During displacement, channel bifurcations divide water, sediment and hazards over the delta, which can be understood from basic physical insights.
From just below the mountains to near the sea is about the fluvial system from upstream alluviated valleys (e.g. with terraces) to the sedimentary (deltaic) zone. Given the required time of significant change, the system at this scale is strongly affected by boundary conditions such as base level change (downstream boundary), climatic change (upstream boundary) and forebulge dynamics (‘initial’ condition).
Development of transferable skills:
The computer practicals (Python) will improve your:
ability to work in a team (through collaboration with fellow students),
written communication skills (through abstracts written in English),
verbal communication skills (by presenting your research to your fellow students),
work ethic (through collaboration and submission deadlines),
analytical/quantitative and technical skills (through data analysis and modelling with Python).
The Delta research project will improve your:
ability to work in a team (projects will be carried out in groups of 3-4 students),
problem-solving skills (by going through the process of defining a research question, developing an appropriate method, gathering data, and analysing results),
engagement with the scientific literature
written communication skills (through extended abstracts written in English),
verbal communication skills (by presenting your research to your fellow students),
leadership and work ethic (through working in groups)
adaptability (conducting your own research project will most likely involve dealing with unforeseen circumstances)
Presential
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River and delta systems
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or HaDEA. Neither the European Union nor the granting authority can be held responsible for them. The statements made herein do not necessarily have the consent or agreement of the ASTRAIOS Consortium. These represent the opinion and findings of the author(s).
