Transformational Leadership Best for Breitt, Starr & Diamond

Running head: BREITT, STARR & DIAMOND CASE STUDY 1
Breitt, Starr & Diamond Case Study
Tony Archuleta-Perkins
New England College
BREITT, STARR & DIAMOND CASE STUDY

2
Abstract
Transformational leadership approach would be the best
solution for Breitt, Starr & Diamond
LLC. The three founders never wanted to be leaders, they
wanted to focus on their creative
expertise. The four behaviors that define transformational
leadership exemplify the culture need
at Breitt, Starr & Diamond LLC. The newly hired general
manager, Brad Howser followed an
authoritarian leadership model. This approach was upsetting
with the existing team, as they were
not included in paradigm shift of leadership and strategy of the
company. Howser’s approach to
leadership was also transactional in nature. This approach was
very efficient financially and was
the first to launch internal controls. In the beginning of my
own career, I would consider myself
a Country Club Manager, as I wanted to please everyone. Over
the years, I have to learned to
transform into Team Management approach.

Keywords: leadership, culture shifts, paradigms, behaviors
3
Transformational leadership would be the best approach for the
case study of Breitt, Starr
& Diamond LLC. The company was formed with the three of
them, each bringing their
specialized creative expertise. The agency had grown so much
that it required hiring of seven
new employees to help sustain the growth of the business. The
foundation of the business is that
of small, creative, open, trustworthy work environment.
“Transformational leaders transform the personal values of
followers to support the
vision and goals of the organization by fostering an
environment where relationships can be
formed and by establishing a climate of trust in which visions
can be shared” (Stone, Russell, &
Patterson, 2004). In 1991 it was established by Avolio four
primary behaviors that constitute

transformational leadership (Avolio, Waldman, & Yammarino,
1991):
1. Idealized influence.
2. Inspirational motivation.
3. Intellectual stimulation.
4. Individualized consideration.
“Leaders are being driven into unfamiliar territory where
change remains the only
constant” (Sarros & Santora, 2001). This was the exact
predicament that Josh, Rachel & Justin
found themselves in before deciding to hire Brad Howser, their
new General Manager.
Regarding the leadership grid, Howser followed the Authority
Compliance (Bateman,
Snell, & Konopaske, 2019). This methodology proved to be
good for the firm regarding
efficiencies, operations and potentially cost savings.
Unfortunately, the negative impact upon
the firm was the lack of regard, or empathy towards the
employees. Two confirmed
resignations and one more on the way is a sure tale sign of
potentially not the best leadership

move.
4
Transactional leadership would be another methodology that
Howser followed. This was
show by his actions of keeping to strict schedules, controlling
the manner in which supplies
were ordered by his custom designed form. All signs of good
internal controls, but at what
costs?
H. James & Voehl describe the required essentials needed to
move forward with a
cultural change management (CCM) process:
• Change should be embraced as the all employees’ culture and
not only the top
management’s vision or desire.
• Change should be considered in terms of corporate culture and
business needs
simultaneously.
• The core part of any CCM effort is to have a management

transformation strategy.
• People will not change unless and until they are
psychologically ready to
withdraw from their current daily habits (H. James & Voehl,
2015).
In the case of Breitt, Starr & Diamond, these crucial steps were
not taken. Howser was being a
good leader, but perhaps was acting in a silo and was not
getting the leadership team involved,
nor was he getting the team involved. Thus, created a hostile
environment between the founders
and their employees.
“In becoming a leader, it is essential that you take on the role
in ways and practices that
you can be comfortable with” (Canning, 2016). These words sit
very personally with the author
of this case study. In my career, I have been able to mold my
leadership style to one that is more
effective. In the beginning, I would certainly classify myself as
the Country Club Leader
(Bateman, Snell, & Konopaske, 2019). As of now, I have been
able to transform my style to that
of Team Management (Bateman, Snell, & Konopaske, 2019).
Per Rego, Pereira Lopes &

5
Volkmann Simpson the Leadership Grid they established would
mimic of Bateman et al. The
categories I would certainly classify as under Rego et al would
be Authentic and Machiavelically
Authentic, respectively (Rego, Pereira Lopes, & Volkmann
Simpson, 2017). Essentially, my
style is one that I will get the global strategic picture
accomplished, but able to guide the team to
get the details delegated appropriately.

6
References
Avolio, B., Waldman, D., & Yammarino, F. (1991). Leading int
he 1990s: the four Is of
transformational leadership. Journal of European Industrial
Training, Vol. 15 No. 4, pp.
9-16.
Bateman, T. S., Snell, S. A., & Konopaske, R. (2019).
Management: Leading & Collaborating in
a Competitive World. New York: McGraw Hill Education.
Canning, B. (2016). Define Your Leadership Style.
MotorAge.Com, pp. 8-9.
H. James, H., & Voehl, F. (2015). Cultural Change
Management. International Journal of
Innovation Science, Vol. 7 No. 1, pp. 55-74.
Rego, P., Pereira Lopes, M., & Volkmann Simpson, A. (2017).

The Authentic-Machiavellian
Leadership Grid: A Typology of Leadership Styles. Journal of
Leadership Styles, Vol. 11
No. 2, pp. 48-51.
Sarros, J. C., & Santora, J. C. (2001, July). The
transformational-transactional leadership model
in practice. Leadership & Organization Development Journal,
Vol. 22 No. 8, pp. 383-
393.
Stone, A., Russell, R. F., & Patterson, K. (2004).
Transformational versus servant leadership: a
difference in leader focus. Emerald Insight, Vol. 25 No. 4, pp.
349-361.
Lab Worksheet
2 Carolina Distance Learning
www.carolina.com/distancelearning 3
Hypotheses
Activity 1.
Sinuosity hypothesis:

Velocity hypothesis:
Relief hypothesis:
Gradient hypothesis:
Activity 2.

Relief hypothesis:
continued on next page
ACTIVITY
Lab Worksheet continuedObservations/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

continued on next pageCalculations
Activity 1. Sinuosity:
curvy distance (cm)/straight distance (cm) = sinuosity (no units)
Activity 2. 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)
Both the curvy and straight distances are measurements taken
from the stream formation in the stream table. Please refer to
Velocity:
distance traveled (cm)/time it takes to travel (s) = velocity
(cm/s)
/ = / =
The distance a small piece of paper 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)

The distance a small piece of paper 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 (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 (cm)
/ = / =
Divide the relief by the total distance of the stream to calculate
the gradient. Please refer to Activity 1 for more details.
Divide the relief by the total distance of the stream to calculate
the gradient. Please refer to Activity 1 for more details.
ACTIVITY
Lab Worksheet continuedPhotographs
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.

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 provided.
Include the data tables and photographs. You may wish to make
minor edits to enhance the flow of your resulting lab report.
Stream Morphology
Investigation
Manual
ENVIRONMENTAL SCIENCE
Made ADA compliant by
NetCentric Technologies using
the CommonLook® software
STREAM MORPHOLOGY
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 to 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
Key
Personal protective
equipment

(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Key
Personal protective
equipment
(PPE)
follow
link to
video
photograph
results and
submit
stopwatch
required

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
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 increas-
ingly 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. Under-
standing the flow of a stream can help to deter-
mine 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 overpro-
duction 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 comprehen-
sive 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 excessive 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
Figure 1.
Snow
Rainfall
Precipitation
Overland
flows
Underground
sources
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 weath-
ering (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 depos-
ited. 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,
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. Deposi-
tion usually occurs in slower moving water. With
less force acting on the sediment, it falls out
of suspension and builds up on 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 2. Figure 3.
Erosion Deposition
and are considered more permanent struc-
tures 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 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 stream-
flow. Discharge and velocity (the speed of
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 riffles, 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 riffles but have
a moderate current, connect riffles and pools
throughout the stream. The source of a stream
Figure 4.
Figure 5.
PoolRiffles
STREAM MORPHOLOGY
is where it begins, while the mouth of a stream is
where it discharges into a lake or an ocean.
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 partic-
ular 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 contin-
uously flowing over these areas, the ground is
able to stay saturated. Most streams are peren-
nial, meaning they flow all year. However, a
drought or an extreme weather event may lower
the stream level. This can lower the ground-
water 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 ground-
water sources stay pristine.
Biotic and Economic Impacts of Streams
Not only are streams 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 a high biodiversity because of
the constant movement of water and replenish-
ment of oxygen throughout. Pools usually have
fewer and more hardy organisms in their slower,
deeper moving waters where less oxygen is
available. There are 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 world-
wide 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 environ-
ment 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 evalua-
tion, the scientific method is very useful in
obtaining accurate results. This method involves
performing experiments and recording observa-
tions 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 vari-
able 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 consis-
tency 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 experi-
ment, 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
• Single-use cup that can have a hole poked in it
(e.g., plastic yogurt cup, foam cup)
• Small piece of foam (such as from a foam cup),
about the size of a grain of rice
• Cup, such as a 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
• Piece of string
• Marker
https://printable-ruler.net
STREAM MORPHOLOGY
Safety
Wear your safety
goggles, gloves, and
lab apron for the dura-
tion of this investigation.
Read all the instructions for these laboratory
activities before beginning. Follow the instruc-
tions 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 chil-
dren 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 mixture down the sink, because it can
cause clogging.
ACTIVITY 1

ACTIVITY
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 sepa-
rate 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).
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 a 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
Figure 7. Tray Thicker
book
https://players.brightcove.net/17907428001/HJ2y9UNi_default/i
ndex.html?videoId=5973740372001
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;
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.bright-
cove.net/17907428001/
HJ2y9UNi_default/index.
html?videoId=5973736251001 continued on next page

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.
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
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.
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 work space, and wash your
hands thoroughly.
ACTIVITY
Lab Worksheet
Hypotheses
Activity 1.
Relief hypothesis:
Activity 2.

Relief 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:
_____________________________________________________
____________________
_____________________________________________________
_________________
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 Activity 1 for
more details.
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 Activity 1 for more
details.
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 2.
Sinuosity:

___________ / ____________ =
more details.
Velocity:
velocity (cm/s)
___________ / ____________ =
more details.
Relief:
relief (cm)
___________ – ____________ =
details.
Gradient:
___________ / ____________ =

Photographs
Activity 1.
Activity 2.
ACTIVITY
Lab Questions
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.

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.
NOTES
http://www.carolina.com/distancelearning
Stream Morphology
Investigation Manual
www.carolina.com/distancelearning
866.332.4478
Carolina Biological Supply Company
www.carolina.com • 800.334.5551
©2018 Carolina Biological Supply Company
CB781631812 ASH_V2.2
http://www.carolina.comStream MorphologyTable of
ContentsOverviewOutcomesTime
RequirementsKeyBackgroundStreamflow CharacteristicsBiotic
and Economic Impacts of StreamsThe Importance of Scaling
and the Use of the Scientific MethodMaterialsNeeded but not
supplied:SafetyPreparationACTIVITYACTIVITY 1A Creating a
Stream TableACTIVITY 2A Scientific Method: Modeling
Human Impacts on Stream EcosystemsSubmissionDisposal and

CleanupLab WorksheetHypothesesActivity 1.Activity
2.Observations/Data TablesCalculationsActivity
1.Sinuosity:Velocity:Relief:Gradient:Activity
2.Sinuosity:Velocity:Relief:Gradient:PhotographsLab
QuestionsIntroductionMaterials and
MethodsDiscussionLiterature CitedNOTES
Stream Morphology
Investigation
Manual
Made ADA compliant by
NetCentric Technologies using
the CommonLook® software
STREAM MORPHOLOGY
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 to 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
Key
Personal protective
equipment
(PPE)
follow
link to

video
photograph
results and
submit
stopwatch
required
Key
Personal protective
equipment
(PPE)
follow
link to
video
photograph
results and
submit
stopwatch
required
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
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 increas-
ingly 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. Under-
standing the flow of a stream can help to deter-
mine 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 overpro-
duction 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 comprehen-
sive 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 excessive 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

Figure 1.
Snow
Rainfall
Precipitation
Overland
flows
Underground
sources
STREAM MORPHOLOGY
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 weath-
ering (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 depos-
ited. 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,
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. Deposi-
tion usually occurs in slower moving water. With
less force acting on the sediment, it falls out
of suspension and builds up on 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 2. Figure 3.
Erosion Deposition

and are considered more permanent struc-
tures 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 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 stream-
flow. Discharge and velocity (the speed of
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 riffles, 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 riffles but have
a moderate current, connect riffles and pools
throughout the stream. The source of a stream
Figure 4.
Figure 5.
PoolRiffles
STREAM MORPHOLOGY
is where it begins, while the mouth of a stream is
where it discharges into a lake or an ocean.
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 partic-
ular 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 contin-
uously flowing over these areas, the ground is
able to stay saturated. Most streams are peren-
nial, meaning they flow all year. However, a
drought or an extreme weather event may lower
the stream level. This can lower the ground-
water 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 ground-
water sources stay pristine.
Biotic and Economic Impacts of Streams
Not only are streams 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 a high biodiversity because of
the constant movement of water and replenish-
ment of oxygen throughout. Pools usually have
fewer and more hardy organisms in their slower,
deeper moving waters where less oxygen is
available. There are 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 world-
wide 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 environ-
ment 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 evalua-
tion, the scientific method is very useful in
obtaining accurate results. This method involves
performing experiments and recording observa-
tions 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 vari-
able 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 consis-
tency 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 experi-
ment, 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
• Single-use cup that can have a hole poked in it
(e.g., plastic yogurt cup, foam cup)
• Small piece of foam (such as from a foam cup),
about the size of a grain of rice
• Cup, such as a 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
• Piece of string
• Marker
https://printable-ruler.net
STREAM MORPHOLOGY
Safety
Wear your safety
goggles, gloves, and
lab apron for the dura-
tion of this investigation.
Read all the instructions for these laboratory
activities before beginning. Follow the instruc-
tions 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 chil-

dren 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 mixture down the sink, because it can
cause clogging.
ACTIVITY 1
ACTIVITY
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 sepa-
rate 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).
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 a small
streamflow has formed down the table.
Poking a Hole in a Cup to Create a
Stream
Figure 7. Tray Thicker
book

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;
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.bright-
cove.net/17907428001/
HJ2y9UNi_default/index.
html?videoId=5973736251001 continued on next page

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.
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.
ACTIVITY 2
A Scientific Method: Modeling
Human Impacts on Stream
Ecosystems
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.
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 work space, and wash your
hands thoroughly.
ACTIVITY
Lab Worksheet
Hypotheses
Activity 1.
Relief hypothesis:
Activity 2.
Relief hypothesis:

Observations/Data Tables
Data Table 1.
Relief
(cm) Gradient
Thicker
Book
1
2
3
Thinner
Book
1
2
3
Data Table 2.
Variable changed:

_____________________________________________________
____________________
_____________________________________________________
_________________
Relief
(cm) Gradient
1
2
3
ACTIVITY
Lab Worksheet continued
Calculations
Activity 1.
Sinuosity:
___________ / ____________ =

more details.
Velocity:
velocity (cm/s)
___________ / ____________ =
more details.
Relief:
relief (cm)
___________ – ____________ =
details.
Gradient:
___________ / ____________ =
Activity 2.
Sinuosity:
___________ / ____________ =

more details.
Velocity:
velocity (cm/s)
___________ / ____________ =
more details.
Relief:
relief (cm)
___________ – ____________ =
details.
Gradient:
___________ / ____________ =
Photographs
Activity 1.

Activity 2.
ACTIVITY
Lab Questions
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.
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.

NOTES
Stream Morphology
Investigation Manual
www.carolina.com/distancelearning
866.332.4478
Carolina Biological Supply Company
www.carolina.com • 800.334.5551
©2018 Carolina Biological Supply Company
CB781631812 ASH_V2.2
http://www.carolina.comStream MorphologyTable of
ContentsOverviewOutcomesTime
RequirementsKeyBackgroundStreamflow CharacteristicsBiotic
and Economic Impacts of StreamsThe Importance of Scaling
and the Use of the Scientific MethodMaterialsNeeded but not
supplied:SafetyPreparationACTIVITYACTIVITY 1A Creating a
Stream TableACTIVITY 2A Scientific Method: Modeling
Human Impacts on Stream EcosystemsSubmissionDisposal and
CleanupLab WorksheetHypothesesActivity 1.Activity
2.Observations/Data TablesCalculationsActivity
1.Sinuosity:Velocity:Relief:Gradient:Activity
2.Sinuosity:Velocity:Relief:Gradient:PhotographsLab

QuestionsIntroductionMaterials and
MethodsDiscussionLiterature CitedNOTES

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