36002 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docx

36002 Topic: SCI 207 Our Dependence upon the Environment
Number of Pages: 2 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
Category: Environmental Issues
Language Style: English (U.S.)
Order Instructions: Attached
Week 1 - Assignment 1
Stream Morphology Laboratory
[WLO: 1] [CLOs: 1, 3, 5]
This lab enables you to construct a physical scale model of a
stream system to help you understand how streams and rivers
shape the landscape, and how human actions can affect river
ecosystems. This lab is done with materials that you will need

to supply; the list of items you will need to obtain is in the
Stream Morphology Investigation ManualPreview the document.
The Process:
Take the required photos and complete all parts of the
assignment (calculations, data tables, etc.). On the “Lab
Worksheet,” answer all of the questions in the “Lab Questions”
section. Finally, transfer all of your answers and visual
elements from the “Lab Worksheet” into the “Lab Report.” You
will submit both the “Lab Report” and the “Lab Worksheet” to
Waypoint.
The Assignment:
Make sure to complete all of the following items before
submission:
Before you begin the assignment, read the Stream Morphology
Investigation ManualPreview the document and review The
Scientific Method presentation video.
Complete Activity 1 and Activity 2 using the materials that you
supply. Photograph each activity following these instructions:
When taking lab photos, you need to include in each image a
strip of paper with your name and the date clearly written on it.
Complete all parts of the Week 1 Lab WorksheetPreview the
document and answer all of the questions in the “Lab
Questions” section.
Transfer your responses to the lab questions and the data tables
and your photos from the “Lab Worksheet” into the Lab Report
TemplatePreview the document.

Submit your completed “Lab Report” and “Lab Worksheet”
through Waypoint.
ENVIRONMENTAL SCIENCE
Stream Morphology
Investigation Manual
STREAM MORPHOLOGY
Table of Contents
2 Overview 2 Outcomes
2 Time Requirements
3 Background
9 Materials
10 Safety
10 Preparation 10 Activity 1
12 Activity 2
13 Submission
13 Disposal and Cleanup
14 Lab Worksheet
18 Lab Questions
Overview

Students will construct a physical scale model of a stream
system to help understand how streams and rivers shape the
solid earth (i.e., the landscape). Students will perform several
experiments
to determine streamflow properties under different conditions.
They will apply the scientific method, testing their own
scenarios regarding human impacts on river systems.
Outcomes
• Design a stream table model to analyze the different
characteristics of streamflow.
• Explain the effects of watersheds on the surrounding
environment in terms of the biology, water quality, and
economic importance of streams.
• Identify different stream features based on their geological
formation due to erosion and deposition.
• Develop an experiment to test how human actions can modify
stream morphology in ways that may, in turn, impact riparian
ecosystems.
Time Requirements
Preparation ...................................................................... 5
minutes, then let sit overnight Activity 1: Creating a Stream
Table ................................ 60 minutes
Activity 2: Scientific Method: Modeling Human Impacts
on Stream Ecosystems.................................. 45 minutes

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Background
A watershed is an area of land that drains
any form of precipitation into the earth’s water bodies (see
Figure 1). The entire land area that forms this connection of
atmospheric water to the water on Earth, whether it is rain
flowing into a lake or snow soaking into the groundwater, is
considered a watershed.
Water covers approximately 70% of the earth’s surface.
However, about two-thirds of all water is impaired to some
degree, with less than
1% being accessible, consumable freshwater. Keeping
watersheds pristine is the leading method for providing clean
drinking water to communities, and it is a high priority
worldwide. However, with increased development and people
flocking toward waterfront regions to live, downstream
communities are becoming increasingly polluted every day.
From small streams to large rivers (hereafter considered
“streams”), streamflow is a vital part of understanding the
formation of water and landmasses within a watershed.
Understanding the flow of a stream can help to determine when
and how much water reaches other areas of a watershed. For
example, one of the leading causes of pollution in most

waterways across the United States is excessive nutrient and
sediment overloading from runoff from
the landmasses surrounding these waterways. Nutrients such as
phosphorus and nitrogen
are prevalent in fertilizers that wash off lawns and farms into
surrounding sewer and water systems. This process can cause
the overproduction of algae, which are further degraded
by bacteria. These bacteria then take up the surrounding oxygen
for respiration and kill multiple plants and organisms. A
comprehensive understanding of the interaction between streams
and the land as they move downstream to other areas of a
watershed can help prevent pollution. One example is to build a
riparian buffer—a group of plants grown along parts of a stream
bank that are able to trap pollutants and absorb excess nutrients;
this lessens the effects of nutrient overloading in the streambed.
(A riparian ecosystem is one that includes a stream and the life
along its banks.)
Sediment, which is easily moved by bodies of water, has a
negative effect on water quality. It can clog fish gills and cause
suffocation, and the water quality can be impaired by becoming
very cloudy because of high sediment flow. This can create
problems for natural vegetation growth
by obstructing light and can prevent animals
continued on next page
Figure 1.
Precipitation
Snow

Rainfall
Overland flows
Underground sources
www.carolina.com/distancelearning 3
STREAM MORPHOLOGY
Background continued
from visibly finding their prey. Erosion also has considerable
effects on stream health. Erosion, or the moving of material
(soil, rock, or sand) from the earth to another location, is caused
by actions such as physical and chemical weathering (see Figure
2). These processes loosen rocks and other materials and can
move these sediments to other locations through bodies
of water. Once these particles reach their final destination, they
are considered to be deposited. Deposition is also an important
process because where the sediment particles end up can greatly
impact the shape of the land and how water is distributed
throughout the system (see Figure 2). Erosion and deposition
can occur multiple times along the length of a stream and can
vary because of extreme weather, such
as flooding or high wind. Over time, these two processes can
completely reshape an area,
Figure 2.
causing the topography, or physical features, of an entire
watershed to be altered. Depending on weather conditions, a
streambed can be altered quite quickly. Faster moving water

tends to erode more sediment than it deposits. Deposition
usually occurs in slower moving water. With less force acting
on the sediment, it falls out
of suspension and builds upon the bottom or sides of the
streambed.
Sediments are deposited throughout the length of a stream as
bars, generally in the middle of
a channel, or as floodplains, which are more ridgelike areas of
land along the edges of the stream. Bars generally consist of
gravel or sand-size particles, whereas floodplains are made of
more fine-grained material. Deltas (see Figure
3) and alluvial fans (see Figure 4) are sediment deposits that
occur because of flowing water
Figure 3.
Erosion Deposition
Figure 4.
the water moving in the stream) are both vital to the shaping of
streambeds. Within stream ecosystems, there are microhabitats
(smaller habitats making up larger habitats) that have different
discharges and velocities. The type
of microhabitat depends on the width of that part of the stream,
the shape of the streambed, and many other physical factors. In
areas that contain rifles, water quickly splashes over shallow,

rocky areas, which are easily observed in sunny areas (see
Figure 5). Deeper pools of slower moving water also form on
the outside of the bends of the streams, as shown in Figure 5.
Runs, which are deeper than rifles but have a moderate current,
connect riffles and pools throughout the stream. The source of a
stream and are considered more permanent structures because of
their longevity. They are both fan-shaped accumulations of
sediment that form when the stream shape changes. Deltas form
in continuous, flowing water at the mouth of streams, whereas
alluvial fans only form in streams that flow intermittently (when
it rains or when the snow melts). Alluvial fans are usually
composed of larger particles and will form in canyons and
valleys as water accumulates in these regions. The fan shape of
both deposits is easy to spot from a distance because they are
formed due to the sand settling out on the bottom of the
streams.
Streamflow Characteristics
Discharge, or the amount of water that flows past a given
location of a stream (per second), is a very important
characteristic of streamflow. Discharge and velocity (the
speed of
Figure 5.
Riffles Pool
STREAM MORPHOLOGY

is where it begins, while the mouth of a stream is
where it discharges into a lake or an ocean.
The flow rate is very helpful for engineers and scientists who
study the impacts of a stream on organisms, surrounding land,
and even recreational uses such as boating and fishing. The
speed of the water in specific areas helps to determine the
composition of the substrate in that area of the streambed, i.e.,
whether the material is more clay, sand, mud, or gravel. Particle
sizes of different sediments are shaped and deposited
throughout various areas of a stream, depending on these
factors.
Most streams have specific physical features that show
periodicity or consistency in regular
intervals. Meanders can occur in a streambed because of
gravity. Water erodes sediment to the outside of a stream and
deposits sediment along the opposite bank, forming a natural
weaving or “snaking” pattern. This pattern can form in any
depth of water and along any type of terrain. Sinuosity is the
measure of how curvy a stream is. This is a helpful
measurement when determining the flow rates of streams
because it can show how the curves affect the water velocity. In
major rivers and very broad valleys, meanders can be separated
from the main body of a river, leaving a U-shaped water body
known as an oxbow lake (see Figure 6). These lake formations
can become an entirely new ecosystem with food and shelter for
some organisms, such as amphibians, to thrive in.
Figure 6.
Oxbow Lake Formation

Another feature important for streamflow is the difference in
elevation or the relief of a stream as it flows downstream.
Streams start at a higher elevation than where they end up; this
causes the discharge and velocity at the source versus that at the
mouth of the stream to be quite different, depending on the
meandering of the stream and the type of deposition and erosion
that occurs. The gradient is another important factor of stream
morphology. This
is a measure of the slope of the stream over
a particular distance (the relief over the total distance of the
stream). For a kayaker who wants to know how fast he/she can
paddle down a particular stream, knowing the difference in
elevation (relief) is important over a particular area; however,
knowing the slope of this particular area will give the kayaker a
more accurate prediction. With erosion and deposition occur-
ring at different rates and at different parts of the stream,
knowing the gradient is a very important part of determining
streamflow for the kayaker.
Groundwater is also affected by changes in
the stream shape and flow. Water infiltrates the ground in
recharge zones. If streams are continuously flowing over these
areas, the ground is able to stay saturated. Most streams are
perennial, meaning they flow all year. However, a drought or an
extreme weather event may lower the stream level. This can
lower the groundwater level, which then allows the stream to
only sustain flow when it rises to a level above the water table.
With the small amount of available freshwater on Earth, it is
vital that our groundwater sources stay pristine.

Biotic and Economic Impacts of Streams
Not only stream a major source of clean
freshwater for humans, but they are also a hotspot for diversity
and life. There is great biotic variability between the different
microhabitats (e.g., riffles, pools, and runs) of a stream. Riffles,
in particular, have high biodiversity because of the constant
movement of water and replenishment of oxygen throughout.
Pools usually have fewer and more hardy organisms in their
slower, deeper moving waters where less oxygen is available.
There is also a multitude of plant
and animal species living around streams. From a stream in a
backyard to the 1,500-mile-long Colorado River, streams have
thousands of types of birds, insects, and plants that live near
them because they are nutrient-rich with clean freshwater.
Sometimes nutrient spiraling can occur in these streams.
Nutrient spiraling is the periodic chemical cycling of nutrients
throughout different depths of the streams. This process
recycles nutrients and allows life to thrive at all depths and
regions of different-size streams.
Streams can also have significant economic impacts on a region.
Streams are a channel for fishing and transportation, two of the
largest industries in the world. Because of all the commercial
boating operations that occur worldwide in these channels, it is
vital to understand the formation and flow patterns of streams
so that they are clear and navigable. Fishing for human
consumption is another large, worldwide industry that depends
on stream health; keeping streams pristine and understanding
how they form are of utmost importance in sustaining this top
food industry. Recreational activities such
as kayaking, sportfishing, and boating all shape areas where
streams and rivers are prevalent as

well.
STREAM MORPHOLOGY
All acts that happen on land affect the water quality
downstream. Through creating a model stream table in this lab,
one can predict large, system-wide effects. Many land features
and physical parts of a streambed can affect the flow of water
within a watershed. Houses along a streambed or numerous
large rocks can cause the streamflow to change directions. If
any of these factors cause erosion or deposition in
an area of the stream, microhabitats can be created. These
factors can affect the stream on a larger scale, creating changes
in flow speeds and widths of the streambeds.
The Importance of Scaling and the Use of the Scientific Method
When a stream table model is created, a large- scale depiction
of a streambed is being reduced to a smaller scale so that the
effects of different stream properties on the surrounding
environment can be demonstrated. While the stream table made
in this lab is not a to-size stream and landscape, the same
processes can be more easily observed at a scaled-down size.
Scientists frequently create models to simplify complex
processes for easier understanding. For example, to physically
observe something that is too big, such as the distance between
each planet in the solar system, the spatial distance can be
scaled to create a solar system model. By changing the distance

between each planet from kilometers to centimeters, this large
system is now more feasibly observed. Similarly, the stream
model allows us to physically view different scenarios of a
streambed and analyze different stream properties.
Mathematical equations are also used frequently to observe
data to predict future conditions, such as in meteorological
models. Ultimately, models can be very important tools for
predicting future events and analyzing processes that occur
in a system.
When one creates a model, many different outcomes for the
same type of setup can be possible. In this case, multiple
variations of similar-size streambeds will be designed to
evaluate different stream features and their impacts on the
surrounding ecosystem. When performing any type of scientific
evaluation time
, the scientific method is very useful in obtaining accurate
results. This method involves performing experiments and
recording observations to answer a question of interest.
Although the exact step names and sequences sometimes vary a
bit from source to source,
in general, the scientific method begins with
a scientist making observations about some phenomenon and
then asking a question. Next, a scientist proposes a
hypothesis—a “best guess” based upon available information as
to what the answer to the question will be. The scientist then
designs an experiment to test the hypothesis. Based on the
experimental results, the scientist then either accepts the
hypothesis (if it matches what happened) or rejects it (if it
doesn’t). A rejected hypothesis is not a failure; it is helpful

information that can point the way to
a new hypothesis and experiment. Finally, the scientist
communicates the findings to the world through presenting at a
peer-reviewed academic conference and/or publishing in a
scholarly journal like Science or Nature, for example.
When creating stream table models, we are trying to understand
how different factors can affect streamflow. A few very
important steps from the scientific method are required. The
first is forming a testable hypothesis, or an educated prediction,
of what you expect to observe
based on what you have learned about stream morphology thus
far. In Activity 1, the steps are already listed, so the main goal
is to compare the two differences in stream reliefs. However,
in Activity 2, the goal is to alter a different variable and predict
what will happen to several stream features in this new
situation. In general, when recording these observations to test
a hypothesis, it is important to repeat the tests.
To obtain valid results, you need to have similar results over
multiple attempts to ensure consistency in the findings and to
show that what you are discovering is not by chance but is
instead replicated each time the experiment is run. While
multiple trials are not required in this lab experiment, if you
feel particularly less than confident with your results from
doing only one trial run in Activity 1 or 2, feel free to do
multiple trials to test for validity.
Materials

Needed but not supplied:
• Tray or cookie sheet (or something similar)
•
•
•
• •
• •
• •
• •
• •
2–3 lb bag of sand or 1 lb bag (or more) of cornmeal
A single-use cup that can have a hole poked in it (e.g., plastic
yogurt cup, foam cup)
A small piece of foam (such as from a foam cup), about the size
of a grain of rice
Cup, such as glass, mug, or plastic cup Paper clip, skewer, or
thumbtack (to poke a hole in the single-use cup)
2 books, one approximately twice as thick as the other
Ruler (There is a ruler in the Equipment Kit if you have already
received it, or you can print one at a website such as printable-

ruler.net.) Tap water
2 Plastic bags (to cover the books or objects you don’t want to
get wet)
Stopwatch (or cell phone with a timer) Digital camera or mobile
device capable of taking photos
A piece of string Marker
STREAM MORPHOLOGY ACTIVITY
Safety
Wear your safety goggles, gloves, and lab apron for the duration
of this investigation.
ACTIVITY 1
A Creating a Stream Table
In this activity, you will be measuring different factors (see
Step 5) for two different stream models: one where the
streambed is tilted at a steeper angle and another where the
streambed is tilted at a shallower one. Propose four separate
hypotheses for which of the two streambed angles (steeper or
shallower) will have the highest values for sinuosity, velocity,
relief, and gradient. Briefly state why you feel that way.
Complete this information in the “Hypotheses” section of the
Lab Worksheet.
1. Bring the tray outside. Place the thicker book in a plastic
bag. Place the tray on one end of the book so it is tilted (see
Figure 7).

Figure 7. Tray Thicker book
2. Fill the cup without a hole in it with tap water and slowly
pour the water into the single-use cup. Ensure that the single-
use cup is right above the higher end of the tray.
Note: Store extra tap water on-site if more water is needed to
form a stream.
3. Let the water trickle out of the hole in the single-use cup
down the sand/cornmeal. Observe how the water forms a
“stream” in the table. Stop pouring after small streamflow has
formed down the table.
Poking a Hole in a Cup to Create a Stream
https://players.brightcove. net/17907428001/HJ2y9UNi_default/
index.html?videoId=5973740372001
Read all the instructions for these laboratory activities before
beginning. Follow the instructions closely, and observe
established laboratory safety practices, including the use of
appropriate personal protective equipment (PPE).
Do not eat, drink, or chew gum while performing these
activities. Wash your hands with soap and water before and
after performing the activities. Clean the work area with soap
and water after completing the investigation. Keep pets and
children away from lab materials and equipment.
Preparation
1. Read through the activities.

2. Obtain all materials.
3. Pour the sand or cornmeal in one, even layer on the tray or
cookie sheet.
4. Pour water slowly over the sand/cornmeal until it is
completely saturated. Pour off any excess water outside.
5. With your hands, rub the sand/cornmeal so it is flat, and let it
dry overnight in the tray/ cookie sheet.
6. Using the paper clip, skewer, or thumbtack, poke a hole in
the side of the single-use cup, 1 cm up from the bottom of the
cup.
Note: This investigation is best performed outdoors or in an
area in which it is easy to clean up wet sand/cornmeal and
water. Do not dump any of the sand/cornmeal and water
mixtures down the sink, because it can cause clogging.
4. On a separate sheet of paper, draw what the formed stream
looks like.
Label where erosion and deposition occur along the streambed.
Then take a photograph of your completed drawings of the
stream to upload to the “Photographs” section of the Lab
Worksheet.
5. Use the instructions below to calculate the values for the
different physical stream features in the “Calculations” section
of the Lab Worksheet. Record these values in Data Table 1 of
the “Observations/Data Tables” section of the Lab Worksheet.

a. Sinuosity = curvy distance (cm)/straight distance (cm) (no
units)
i. Use a piece of string to measure the distance from the mouth
to the source
of the stream along the curve (curvy distance). Once you have
used the string to trace the stream, hold each end of the string,
straighten it, lay it flat, and mark where the two ends of the
stream were. Use a ruler to measure this distance between the
marks (the curvy distance).
ii. Use a ruler to measure the distance straight down the stream
from the mouth to the source of the stream (no curve— straight
distance).
iii. Now, divide the curvy distance by the straight distance.
Note: If there is no curvy distance (if the stream forms straight
down the table), then the sinuosity is 1.
How to Measure the Sinuosity of a Stream
https://players.brightcove.net/17907428001/
HJ2y9UNi_default/index. html?videoId=5973736251001
b. Velocity = distance traveled (cm)/time to travel (s) (recorded
in cm/s)
Obtain the small piece of foam (about
the size of a grain of rice). Hold the single-use cup over the
raised edge of the stream table, allow water to flow out of the
hole, and drop the piece of foam into the top of the stream.
Time how long it takes (in seconds) for the piece of foam to
float downstream. Divide the curvy distance by this time.

How to Measure the Velocity of a Stream
c. Relief = highest elevation (cm) − lowest elevation (cm)
(recorded in cm)
Measure the elevation change from the beginning to the end of
the stream. Use the ruler to measure the highest point of the
incline to the ground for the highest elevation and measure the
bottom part of the tray to the ground for the lowest elevation.
How to Measure the Relief of a Stream
d. Gradient = relief (cm)/total distance (cm) (rise/run) (no units)
Measure the slope of the stream; divide the relief by the total
distance (calculated in Steps c and a). Note: If the stream is
curvy, this distance is the curvy distance;
ACTIVITY
ACTIVITY 1 continued
if it is not, then this distance is the straight distance.
How to Measure the Gradient of a Stream

6. Gently pour the excess water from the stream table into the
grass, and flatten the sand/ cornmeal out where the stream
formed, making a uniform layer.
7. Repeat Steps 1–6 with the thinner book to obtain a more
gradual stream formation.
8. While not required, if you feel particularly less than
confident with your results from doing only one trial run, feel
free to do multiple trials to test for validity.
ACTIVITY 2
A Scientific Method: Modeling Human Impacts on Stream
Ecosystems
Note: In Activity 1, the heights of the source of the streams
were altered to observe how streamflow and streambed
formation were affected. In Activity 2, use your streamflow
knowledge to design an experiment by altering a different
characteristic. You will record the same calculations for your
new experimental setup.
1. Design a procedure similar to Activity 1. Choose one height
to test the trials and change a different variable to analyze the
same calculations for stream movement
and formation throughout the streambed. Choose a variable to
change that models how humans might modify a stream channel
for good or for ill. Activities such as pre-digging
a stream, adding a dam or other features along the streambed, or
adding plants along these areas are all common factors that

can be altered within a streambed. Feel
free to implement additional materials from your surroundings,
such as using a rock to represent a dam, for example.
2. Hypothesize whether each of the four calculations (sinuosity,
velocity, relief, and gradient) will increase, decrease, or stay
the same, and include your reasoning in your choices. Record
this in the “Hypotheses” section in your Lab Worksheet.
3. Test your new experimental design by using the same
procedure as in
Activity 1. On a separate sheet of paper,
draw what the formed stream looks like. Label where erosion
and deposition occur along the streambed. Then take a
photograph of your completed drawings of the stream to upload
to the “Photographs” section of the Lab Worksheet.
4. Calculate the values of the four different stream features in
the “Calculations” section of the Lab Worksheet. Record your
findings in Data Table 2 of the “Observations/Data Tables”
section of the Lab Worksheet.
5. While not required, if you feel particularly less than
confident with your results from doing only one trial run, feel
free to do multiple trials to test for validity.
Submission

Submit the following two documents to Waypoint for grading:
• Completed Lab Worksheet
• Completed report (using the Lab Report
Template)
Disposal and Cleanup
1. Dispose of the sand/cornmeal mixture either in the
environment or in the household trash. Dispose of any other
materials in the household trash, or clean them for reuse.
2. Sanitize the workspace, and wash your hands thoroughly.
ACTIVITY
Lab Worksheet
Hypotheses
Activity 1.
Sinuosity hypothesis:
Activity 2.
Velocity hypothesis:

Relief hypothesis:
Relief hypothesis:
Gradient hypothesis:
Observations/Data Tables
Data Table 1.
Trial
Sinuosity
Velocity (cm/s)
Relief (cm)
Gradient
Thicker Book
1
2
3
Thinner Book

1
2
3
Data Table 2.
Variable changed:
_____________________________________________________
____________________ Book thickness used:
_____________________________________________________
_________________
Trial
Sinuosity
Velocity (cm/s)
Relief (cm)
Gradient
1
2
3
ACTIVITY

Lab Worksheet continued Calculations
Activity 1.
Sinuosity:
curvy distance (cm)/straight distance (cm) = sinuosity (no units)
___________ / ____________ =
Both the curvy and straight distances are measurements taken
from the stream formation in the stream table. Please refer to
Activity 1 for more details.
Velocity:
distance traveled (cm)/time it takes to travel (s) =
velocity (cm/s)
___________ / ____________ =
The distance a small piece of foam travels downstream divided
by how long it takes to get downstream is the velocity. Refer to
Relief:
highest elevation (cm) – lowest elevation (cm) =
relief (cm)
___________ – ____________ =
Subtract the lowest elevation of the stream from the highest
elevation of the stream to calculate the relief. Please refer to

Gradient:
relief (cm)/total distance (cm) = gradient (no units)
___________ / ____________ =
Divide the relief by the total distance of the stream to calculate
the gradient. Please refer to Activity 1 for more details.
Activity 2.
Sinuosity:
___________ / ____________ =
Velocity:
distance traveled (cm)/time it takes to travel (s) =
velocity (cm/s)
___________ / ____________ =
The distance a small piece of foam travels downstream divided
Relief:

highest elevation (cm) – lowest elevation (cm) =
relief (cm)
___________ – ____________ =
Gradient:
relief (cm)/total distance (cm) = gradient (no units)
___________ / ____________ =
Photographs
Activity 1.
Activity 2.
ACTIVITY
Lab Questions
Please answer the following entirely in your own words and in
complete sentences:

Introduction
1. Background—What is important to know
about the topic of this lab? Use at least one outside source
(other than course materials) to answer this question. Cite the
source using APA format. Answers should be 5–7 sentences in
length.
2. Outcomes—What was the main purpose of this lab?
3. Hypotheses—What were your hypotheses for Activity 1?
What were your hypotheses for Activity 2? Identify each
hypothesis clearly, and explain your reasoning.
Materials and Methods
4. Using your own words, briefly describe
what materials and methods you used in each of the activities.
Your answer should be sufficiently detailed so that someone
reading it would be able to replicate what you did. Explain any
measurements you made.
Discussion
5. Based upon the results of each activity,
explain whether you accepted or rejected your hypotheses and
why.
6. What important information have you learned from this lab?
Use at least one outside source (scholarly for full credit) to
answer this question. Cite the source using APA format.
Answers should be 5–7 sentences in length.

7. What challenges did you encounter when doing this lab?
Name at least one.
8. Based upon your results in Activity 2, what next step(s)
might a scientist take to explore how humans affect stream
ecosystems?
Literature Cited
9. List the references you used to answer these
questions. (Use APA format, and alphabetize by the last name.)
Now copy and paste your answers into the Lab Report Template
provided. Include the data tables and photographs. You may
wish to make minor edits to enhance the flow of your resulting
lab report.
18
Carolina Distance Learning
NOTES
Carolina Biological Supply Company
www.carolina.com • 800.334.5551
©2018 Carolina Biological Supply Company
CB781631812 ASH_V2.2
ENVIRONMENTAL SCIENCE Stream Morphology

Investigation Manual
www.carolina.com/distancelearning 866.332.4478
PLEASE USE THE RESOURCES I AM GIVING BELOW:
Required Resources
Text
Bensel, T., & Turk, J. (2014). Contemporary environmental
issues (2nd ed.). Retrieved from https://content.ashford.edu
Chapter 1: Ecosystems
Chapter 2: Human Population Dynamics
Chapter 4: Land Use Changes and Biodiversity Loss
Multimedia
Moovly. (2015, January 8). The ecological footprint explained
(Links to an external site.)Links to an external site. [Video
file]. Retrieved from https://youtu.be/fACkb2u1ULY
This video provides information about what ecological
footprints are and why they are measured and will assist you in
your Ecological Footprints discussion this week. This video has
closed captioning and a transcript.
Accessibility Statement (Links to an external site.)Links to an
external site.
Privacy Policy (Links to an external site.)Links to an external
site.

Weekend Edition (Producers). (2010, August 28). ‘The sound of
a snail’: A patient’s greatest comfort (Links to an external
site.)Links to an external site. [Audio podcast]. Retrieved from
https://www.npr.org/templates/story/story.php?storyId=1294756
25?storyId=129475625
This article provides information on how a nature experience
can happen anywhere and despite overwhelming obstacles, and
will assist you in completing your Nature Experience Project
you will begin this week. The full project is due in Week 5.
This podcast has a transcript.
Accessibility Statement does not exist.
site.
Web Pages
Global Footprint Network. (n.d.). What is your ecological
footprint? (Links to an external site.)Links to an external site.
Retrieved from http://www.footprintcalculator.org/
This web page provides an interactive calculator for
determining your resource consumption and is necessary for
completing your Ecological Footprints discussion this week.
site.
The United States Environmental Protection Agency. (n.d.).
Carbon footprint calculator (Links to an external site.)Links to
an external site.. Retrieved from https://www3.epa.gov/carbon-
footprint-calculator/

This web page provides an interactive calculator for
determining your greenhouse gas emissions and is necessary for
completing the Ecological Footprints discussion this week.
external site.
site.
Website
Water footprint calculator (Links to an external site.)Links to an
external site.. (https://www.watercalculator.org)
This website provides an interactive calculator for determining
your water consumption and is necessary for completing your
Ecological Footprints discussion this week.
site.
Supplemental Material
Carolina Distance Learning. (n.d.). Stream morphology
investigation manual [PDF]. Retrieved from
https://ashford.instructure.com
This lab manual provides background information on stream
morphology and will assist you in your Stream Morphology
Laboratory assignment. This manual is available for download
in your online classroom.

Recommended Resources
Article
Carrington, D. (2018, March 12). What is biodiversity, and why
does it matter to us? (Links to an external site.)Links to an
external site. The Guardian. Retrieved from
https://www.theguardian.com/news/2018/mar/12/what-is-
biodiversity-and-why-does-it-matter-to-us
This article from The Guardian provides information about our
global biodiversity crisis and may assist you in completing the
Sustainable Living Guide Contributions, Part One of Four:
Sustaining Biodiversity and Ecosystems assignment.
external site.
site.
Multimedia
Biointeractive [HHMI Biointeractive]. (2015, April 8). Humans,
biodiversity, and habitat loss - HHMI biointeractive video
file]. Retrieved from https://youtu.be/1drkFgHbcWY
This video provides information about biodiversity loss and how
people are contributing to it, and may assist you in completing
your Sustainable Living Guide Contributions, Part One of Four:
Sustaining Biodiversity and Ecosystems assignment. This video
has closed captioning and a transcript
external site.

site.
TED-Ed. (2015, April 20). Why is biodiversity so important?
file]. Retrieved from https://youtu.be/GK_vRtHJZu4
This video provides information about biodiversity and why it is
important, and may assist you in completing your Sustainable
Living Guide Contributions, Part One of Four: Sustaining
Biodiversity and Ecosystems assignment. This video has closed
captioning and a transcript.
external site.
site.
Web Page
GreenFacts. (n.d.). Biodiversity & human well-being (Links to
an external site.)Links to an external site.. Retrieved from
https://www.greenfacts.org/en/biodiversity/l-3/1-define-
biodiversity.htm
This web page provides detailed information about global
biodiversity issues and may assist you in completing the
Sustainable Living Guide Contributions, Part One of Four:
Sustaining Biodiversity and Ecosystems Assignment.
SCI207: Additional Lab Supplies Checklist

Week
Lab Title
Additional Supplies Needed (not in kit)
1
Stream Morphology
☐ Tray or cookie sheet (or something similar) ☐ 2–3 lb bag of
sand or 1 lb bag (or more) of
cornmeal
☐ A single-use cup that can have a hole poked in it
(e.g., plastic yogurt cup, foam cup)
☐ Cup, such as glass, mug, or plastic cup ☐ Paper clip, skewer,
or thumbtack (to poke a
hole in the single-use cup)
☐ 2 books, one approximately twice as thick as
the other
☐ Ruler (There is a ruler in the Equipment Kit if
you have already received it, or you can print
one at a website such as printable-ruler.net) ☐ Tap water
☐ 2 Plastic bags (to cover the books or objects you don’t want
to get wet)

☐ Stopwatch (or cell phone with a timer) ☐ Camera (or cell
phone capable of taking
photographs)
2
Properties of Soil: Agricultural and Water Availability Impacts
☐ Sheet of white paper ☐ 2 Soil samples
☐ Distilled water
☐ Tap water
☐ Liquid hand soap
☐ Scissors
☐ Stopwatch (or cell phone with a timer) ☐ Camera (or cell
photographs)
3
Ground Water and Surface Water Interactions
☐ Water
☐Tape
☐ Plastic bowl/container
☐ Scissors

☐ Paper towels
☐ Stopwatch (or a cell phone with a timer) ☐ Camera (or cell
photographs)
SCI207: Additional Lab Supplies Checklist
4
Greenhouse Gases and Sea Level Rise
☐ Blank white paper ☐ Water
☐ Printout of page 12 ☐ Freezer
☐ Salt, 3 Tsp
☐ Scissors
☐ Pencil
☐ 2 Coins (dimes or pennies) ☐ Timer
☐ Teaspoon
☐ Camera (or cell phone capable of taking
photographs)
5
Lab Worksheet

Hypotheses
Activity 1.
Sinuosity hypothesis
Relief hypothesis:
Activity 2.
Relief hypothesis:
ACTIVITY
Lab Worksheet continued
Observations/Data Tables
Data Table 1.
Trial
Sinuosity
Velocity (cm/s)
Relief (cm)

Gradient (cm)
Thicker Book
1
2
3
Thinner Book
1
2
3
Data Table 2.
Variable changed: Book thickness used:
Trial
Sinuosity
Velocity (cm/s)
Relief (cm)
Gradient (cm)
1
2

3
Calculations
Activity 1. Sinuosity:
Activity 2. Sinuosity:
/ =
/ =
Velocity:
distance traveled (cm)/time it takes to travel (s) = velocity
(cm/s)
Velocity:
distance traveled (cm)/time it takes to travel (s) = velocity

(cm/s)
/ =
/ =
The distance a small piece of paper travels downstream divided
Relief:
highest elevation (cm) – lowest elevation (cm) = relief (cm)
The distance a small piece of paper travels downstream divided
Relief:
highest elevation (cm) – lowest elevation (cm) = relief (cm)
– =
– =
Gradient:
relief (cm)/total distance (cm) = gradient (cm)

Gradient:
relief (cm)/total distance (cm) = gradient (cm)
/ =
/ =
ACTIVITY
Lab Worksheet continued
Photographs
Activity 1
Activity 2.
Lab Questions
Please answer the following entirely in your own words and in
complete sentences: Introduction
1.
Background—What is important to know about the topic of this
lab? Use at least one outside source (other than course
materials) to answer this question. Cite the source using APA
format. Answers should be 5–7 sentences in length.

[Write your answers here]
2.
Outcomes—What was the main purpose of this lab?
3.
Hypotheses—What were your hypotheses for Activity 1? What
were your hypotheses for Activity 2? Identify each hypothesis
clearly, and explain your reasoning.
4.
Using your own words, briefly describe what materials and
methods you used in each of the activities. Your answer should
be sufficiently detailed so that someone reading it would be
able to replicate what you did. Explain any measurements you
made.
Discussion
5.
Based upon the results of each activity, explain whether you
accepted or rejected your hypotheses and why.
6.
What important information have you learned from this lab?
Use at least one outside source (scholarly for full credit) to

answer this question. Cite the source using APA format.
Answers should be 5–7 sentences in length.
7.
What challenges did you encounter when doing this lab? Name
at least one.
8.
Based upon your results in Activity 2, what next step(s) might a
scientist take to explore how humans affect stream ecosystems?
Literature Cited
9.
List the references you used to answer these questions. (Use
APA format and alphabetize by the last name.)
Name of Lab
Your Name
SCI 207: Our Dependence Upon the Environment
Instructor’s Name
Date

*This template will enable you to turn your lab question
responses into a polished Lab Report. Simply copy paste your
answers to the lab questions, as well as all data tables, graphs,
and photographs, in the locations indicated. Before you submit
your Lab Report, it is recommended that you run it through
Turnitin, using the student folder, to ensure protection from
accidental plagiarism. Please delete this purple text before
submitting your report.
Name of Lab
Introduction
Copy and paste your response to Question One here.
Copy and paste your response to Question Two here.
Copy and paste your response to Question Three here.
Copy and paste your response to Question Four here.
Results
Copy and paste your completed Data Tables here.
Copy and paste any Graphs here. Include a numbered figure
caption below it, in APA format.
Copy and paste your Photographs here, in the order, they were
taken in the lab. Include numbered figure captions below them,
in APA format.
Discussion

Copy and paste your response to Question Five here.
Copy and paste your response to Question Six here.
Copy and paste your response to Question Seven here.
Copy and paste your response to Question Eight here.
References
Copy and paste your response to Question Nine here.
Name of Lab
Your Name
SCI 207: Our Dependence Upon the Environment
Instructor’s Name
Date
*This template will enable you to turn your lab question
responses into a polished Lab Report. Simply copy paste your
answers to the lab questions, as well as all data tables, graphs,
and photographs, in the locations indicated. Before you submit
your Lab Report, it is recommended that you run it through
Turnitin, using the student folder, to ensure protection from
accidental plagiarism. Please delete this purple text before
submitting your report.
Name of Lab
Introduction
Copy and paste your response to Question One here.

Copy and paste your response to Question Two here.
Copy and paste your response to Question Three here.
Copy and paste your response to Question Four here.
Results
Copy and paste your completed Data Tables here.
Copy and paste any Graphs here. Include a numbered figure
caption below it, in APA format.
Copy and paste your Photographs here, in the order, they were
taken in the lab. Include numbered figure captions below them,
in APA format.
Discussion
Copy and paste your response to Question Five here.
Copy and paste your response to Question Six here.
Copy and paste your response to Question Seven here.
Copy and paste your response to Question Eight here.
References
Copy and paste your response to Question Nine here.
PLEASE FOLLOW THE INSTRUCTIONS AND ANY
QUESTIONS PLEASE CONTACT ME AS SOON AS

POSSIBLE
MBA 6237 Assessment
5/MBA_6237_Assessment_5_Instructions.pdf
Details Attempt 1 Available Attempt 2 Attempt 3
Assessment 5 – MBA-FP6237 - Summer 2018 - Section 01
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MBA 6237 Assessment 5/Risk, Quality Assurance, and Change
Control Scoring Guide.pdf
Risk, Quality Assurance, and Change Control Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT
DISTINGUISHED
Describe
techniques and
tools used to
identify, assess,
and manage
risks.
Does not describe
techniques and tools
used to identify,
assess, and manage
risks.
Describes techniques
and tools used to
identify, assess, and
manage risks in a
manner that is unclear
or incomplete.
and tools used to

manage risks.
and tools used to
manage risks and how
they may impact the
organization.
Analyze
techniques and
tools used to
identify, assess,
and manage
risks.
Does not analyze
used to identify,
assess, and manage
risks.
Analyzes techniques
and tools used to
manage risks in a
or incomplete.
Analyzes techniques
and tools used to
manage risks.
Analyzes techniques
and tools used to

manage risks and how
they may impact the
organization.
Describe
techniques and
tools used to
identify, assess,
and manage
change.
Does not describe
used to identify,
assess, and manage
change.
and tools used to
manage change in a
or incomplete.
and tools used to
manage change.
and tools used to
manage change and
their impact on
organizational goals.

Analyze
techniques and
tools used to
identify, assess,
and manage
change.
Does not analyze
used to identify,
assess, and manage
change.
Analyzes techniques
and tools used to
manage change in a
or incomplete.
Analyzes techniques
and tools used to
manage change.
Analyzes techniques
and tools used to
manage change and
their impact on
Describe the
relationship
between a

change
management plan
and scope creep
management.
Does not describe
the relationship
between a change
management plan
and scope creep
management.
Describes the
relationship between a
change management
plan and scope creep
management in a
or incomplete.
Describes the
relationship between
a change
management plan
and scope creep
management.
Describes the
relationship between a
change management
plan and scope creep
management and
describes associated
risks.
Describe

techniques and
tools used to plan
for, verify, and
control quality.
Does not describe
used to plan for,
verify, and control
quality.
and tools used to plan
for, verify, and control
quality in a manner
that is unclear or
incomplete.
and tools used to
plan for, verify, and
control quality.
quality and how they
influence
Analyze
techniques and
tools used to plan
for, verify, and
control quality.

Does not analyze
used to plan for,
verify, and control
quality.
Analyzes techniques
quality in a manner
that is unclear or
incomplete.
Analyzes techniques
and tools used to
plan for, verify, and
control quality
Analyzes techniques
quality and how they
influence
Describe
techniques used
for corrective
action.
Does not analyze
techniques used for
corrective action.
Analyzes techniques
used for corrective

action in a manner
that is unclear or
incomplete.
Analyzes techniques
used for corrective
action.
Analyzes techniques
used for corrective
action and the
importance of
mitigation and fallback
plans.
https://courserooma.capella.edu/bbcswebdav/institution/MBA-
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DISTINGUISHED
Assess the
effectiveness of
project
management
strategies.
Does not assess the
effectiveness of
project management
strategies.

Assesses the
effectiveness of
project management
strategies in a manner
that is unclear or
incomplete.
Assesses the
effectiveness of
project management
strategies.
Assesses the
effectiveness of project
management strategies
and their influence on
Recommend
strategies for
improving project
management
effectiveness.
Does not recommend
strategies for
improving project
management
effectiveness.
Recommends
strategies for
improving project
management
effectiveness in a

or incomplete.
Recommends
strategies for
improving project
management
effectiveness.
Recommends
strategies for improving
project management
effectiveness and how
it will influence
Communicate in a
manner that is
professional and
consistent with
expectations for
members of the
project
management
profession.
Does not
communicate in a
manner that is
professional and
consistent with
expectations for
members of the
project management
profession.

Communicates in a
manner that is
professional but with
errors and not always
adhering to standard
business English
practices or to APA
guidelines.
Communicates in a
manner that is
professional and
consistent with
expectations for
members of the
project management
profession.
Communicates in a
scholarly and
professional manner
with exemplary clarity
and conciseness and
adherence to standard
business English and
APA guidelines.
FP/MBA...
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MBA 6237 Assessment

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MBA 6237 Assessment 4/Project Schedule and Baseline Scoring
Guide.pdf
Project Schedule and Baseline Scoring Guide
DISTINGUISHED
Describe
techniques used
to estimate task
duration,
sequences,
dependencies,
and resource
requirements.
Does not describe
techniques used to
estimate task
duration, sequences,
dependencies, and
resource
requirements.
used to estimate task

dependencies, and
resource requirements
in a manner that is
unclear or incomplete.
Describes
techniques used to
estimate task
duration,
sequences,
dependencies, and
resource
requirements.
used to estimate task
dependencies, and
resource requirements
in a clear and concise
manner that includes a
consideration of
Analyze
techniques and
tools used to
estimate, monitor,
and manage
project
schedules,
including task
duration,
sequences,
dependencies,

and resource
requirements.
Does not analyze
used to estimate,
monitor, and manage
project schedules,
including task
dependencies, and
resource
requirements.
Analyzes techniques
and tools used to
estimate, monitor, and
manage project
schedules, including
task duration,
sequences,
dependencies, and
resource requirements,
in a manner that is
Analyzes techniques
and tools used to
estimate, monitor,
and manage project
task duration,
sequences,
dependencies, and
resource
requirements.

Analyzes techniques
and tools used to
estimate, monitor, and
manage project
task duration,
sequences,
dependencies, and
resource requirements,
consideration of
Use appropriate
techniques and
tools to analyze
project schedule
estimation,
monitoring, and
management
techniques.
Does not use
appropriate
to analyze project
schedule estimation,
monitoring, and
management
techniques.
Uses appropriate
techniques and tools to
analyze project

monitoring, and
management
techniques in a manner
that is unclear or
incomplete.
Uses appropriate
to analyze project
monitoring, and
management
techniques.
Uses appropriate
techniques and tools to
analyze project
monitoring, and
management
techniques in a clear
and concise manner
that includes a
consideration of
Analyze project
baselines to track
and monitor
project
performance.
Does not analyze
project baselines to
track and monitor

project performance.
Analyzes project
baselines to track and
monitor project
performance in a
or incomplete.
Analyzes project
baselines to track
and monitor project
performance.
Analyzes project
baselines to track and
monitor project
performance in a clear
and concise manner
that includes a
consideration of
Analyze
techniques and
tools used to
manage time
within the
project.
Does not analyze
used to manage time
within the project.
Analyzes techniques

and tools used to
manage time within the
project in a manner that
is unclear or
incomplete.
Analyzes techniques
and tools used to
manage time within
the project.
Analyzes techniques
and tools used to
manage time within the
project in a clear and
concise manner that
includes a
consideration of
Analyze project
communication
techniques and
Does not analyze
project
communication
Analyzes project
communication
techniques and tools in
Analyzes project
communication
techniques and

Analyzes project
communication
techniques and tools in
FP/MBA...
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DISTINGUISHED
tools. techniques and
tools.
a manner that is
tools. a clear and concise
consideration of
Analyze
techniques used
for corrective
action.
Does not analyze
techniques used for
corrective action.
Analyzes techniques

used for corrective
action, but the analysis
is unclear or
incomplete.
Analyzes techniques
used for corrective
action.
Analyzes techniques
used for corrective
action in a clear and
concise manner that
includes a
consideration of
Assess
effectiveness of
project
management
strategies.
Does not assess
effectiveness of
project management
strategies.
Assesses effectiveness
of project management
strategies, but the
assessment is unclear
or incomplete.
Assesses
effectiveness of

project management
strategies.
Assesses effectiveness
of project management
strategies in a clear and
concise manner that
includes a
consideration of
Recommend
strategies for
improving project
management
effectiveness.
Does not
recommend
strategies for
improving project
management
effectiveness.
Recommends
project management
effectiveness, but
recommendation is
Recommends
strategies for
improving project
management
effectiveness.

Recommends
project management
effectiveness in a clear
and concise manner
that includes a
consideration of
Communicate in a
manner that is
professional and
consistent with
expectations for
members of the
project
management
profession.
Does not
communicate in a
manner that is
professional and
consistent with
expectations for
members of project
management
profession.
Communicates in a
manner that is
business English

practices or to APA
guidelines.
Communicates in a
manner that is
professional and
consistent with
expectations for
members of the
project management
profession.
Communicates in a
scholarly and
professional manner
with exemplary clarity
and conciseness and
adherence to standard
business English and
APA guidelines.
FP/MBA...
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MBA 6237 Assessment

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MBA 6237 Assessment 3/Scope, Cost, and Time Management
Scoring Guide.pdf
Scope, Cost, and Time Management Scoring Guide

DISTINGUISHED
Identify methods
used for
estimating
activity duration.
Does not identify
methods used for
estimating activity
duration.
Identifies methods
used for estimating
activity duration, but
the identification is
Identifies methods
used for estimating
activity duration.
Identifies methods used
for estimating activity
duration in a clear and
concise manner that
includes a consideration of
risk.
Analyze
techniques and
tools used to
manage scope.
Does not analyze

techniques and
tools used to
manage scope.
Analyzes techniques
and tools used to
manage scope in a
or incomplete.
Analyzes
techniques and
tools used to
manage scope.
Analyzes techniques and
tools used to manage
scope in a clear and
concise manner that
includes a consideration of
scope creep.
Analyze
techniques and
tools used to
manage cost.
Does not analyze
techniques and
tools used to
manage cost.
Analyzes techniques
and tools used to
manage cost in a

or incomplete.
Analyzes
techniques and
tools used to
manage cost.
tools used to manage cost
consideration of risk.
Analyze
techniques and
tools used to
manage time.
Does not analyze
techniques and
tools used to
manage time.
Analyzes techniques
and tools used to
manage time in a
or incomplete.
Analyzes
techniques and
tools used to
manage time.
tools used to manage time

consideration of relevant
software.
Analyze
strategies used to
manage the triple
constraints:
scope, cost, and
time.
Does not analyze
strategies used to
manage the triple
constraints: scope,
cost, and time.
Analyzes strategies
used to manage the
triple constraints:
scope, cost, and time
in a manner that is
Analyzes strategies
used to manage the
triple constraints:
scope, cost, and
time.
Analyzes strategies used
to manage the triple
constraints: scope, cost,
and time in a clear and
concise manner that

includes the importance of
integrated planning.
Analyze
techniques used
for corrective
action.
Does not analyze
techniques used for
corrective action.
Analyzes techniques
used for corrective
action in a manner
that is unclear or
incomplete.
Analyzes
techniques used for
corrective action.
Analyzes techniques used
for corrective action in a
clear and concise manner
that includes a
consideration of relevant
software.
Assess
effectiveness of
project
management
strategies.
Does not assess

project
management
strategies.
Assesses project
management
strategies, but does
not assess
effectiveness of the
strategies used.
Assesses
effectiveness of
project
management
strategies.
Assesses effectiveness of
project management
strategies and how they
support organizational
goals.
Recommend
strategies for
improving project
management
effectiveness.
Does not
recommend
strategies for
improving project
management
effectiveness.

Recommends
strategies for
improving project
management
effectiveness, but
recommendation is
Recommends
strategies for
improving project
management
effectiveness.
Recommends strategies
for improving project
management effectiveness
with clear links to scholarly
literature and provides
convincing and accurate
support for why
recommendations support
FP/MBA...
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DISTINGUISHED
Communicate in a

manner that is
professional and
consistent with
expectations for
members of the
project
management
profession.
Does not
communicate in a
manner that is
professional and
consistent with
expectations for
members of project
management
profession.
Communicates in a
manner that is
business English
practices or to APA
guidelines.
Communicates in a
manner that is
professional and
consistent with
expectations for
members of the
project
management

profession.
Communicates in a
scholarly and professional
manner with exemplary
clarity and conciseness
and adherence to
standard business English
and APA guidelines.
FP/MBA...
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MBA 6237 Assessment 2/Audit Description Scoring Guide.pdf
Audit Description Scoring Guide
DISTINGUISHED
Identify a
business problem
to be solved by a
project.
Does not identify a
business problem to
be solved by a
project.

Identifies a business
problem to be solved
by a project, but the
problem statement is
unclear.
Identifies a business
problem to be
solved by a project.
Describes, in detail, a
business problem to be
solved by a project and
demonstrates a clear
understanding of the
issues, supported by
relevant evidence.
Describe a
project solution.
Does not describe a
project solution.
Describes a project
solution, but the
description is unclear
or incomplete.
Describes a project
solution.
Analyzes a project solution
in detail, and directly links
the recommended solution
to specific issues,

supported by relevant
evidence and reputable
resources.
Describe a
project outcome.
Does not describe a
project outcome.
Describes a project
outcome, but the
or incomplete.
Describes a project
outcome.
Analyzes a project
outcome and
understanding of the
strengths and weaknesses
of the projected outcome.
Describe an
approximate
project budget.
Does not describe
an approximate
project budget.
Describes an
approximate project
budget, but the

or incomplete.
Describes an
approximate project
budget.
Describes an approximate
project budget in detail,
evidence and resources.
Describe a
communication or
reporting
structure.
Does not describe a
communication or
reporting structure.
Describes a
communication or
reporting structure,
but the description is
unclear or
incomplete.
Describes a
communication or
reporting structure.
Analyzes a communication
or reporting structure and
understanding of concepts,

evidence.
Identify a project
team and the
roles on that
team.
Does not identify a
project team and the
roles on that team.
Identifies a project
team and the roles
on that team, but the
identification is
unclear or
incomplete.
Identifies a project
team and the roles
on that team.
Identifies a project team
and describes the roles
and responsibilities of
team members in rich
detail.
Communicate in a
manner that is
professional and
consistent with
expectations for
members of the
project

management
profession.
Does not
communicate in a
manner that is
professional and
consistent with
expectations for
members of the
project management
profession.
Communicates in a
manner that is
basically professional
and somewhat
consistent with
expectations for
members of the
project management
profession.
Communicates in a
manner that is
professional and
consistent with
expectations for
members of the
project management
profession.
Consistently
communicates in a manner
that is professional and
consistent with

expectations for members
of the project management
profession; consistently
uses appropriate spelling,
grammar, punctuation, and
mechanics; and
consistently applies APA
style and formatting.
Audit Description Scoring Guide
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