>River Presentations
Home » Teaching » ESM 125: River Conservation » River Presentations
In this Section: Syllabus » Instructor » Grading Policy » Readings » Exams » Individual Assignments » River Presentations » Video Response Canvas Quizzes » Reading Response Canvas Quizzes

River Presentations

Team-based River Conservation Experiment Design

Motivation For Activity

  • In real-world jobs, people spend most of their time working with other people and they also must be effective at developing creative scientific ideas and communicating their ideas through discussion and presentations. Creative thought and skeptical reflection are the two most essential elements of science. Many university courses teach scientific content and critical thinking, but few teach students how to think creatively as scientists. This set of three activities is designed to grow each student's ability to be creative scientists and help them develop their speaking skills.
  • This class has 2 of these activities, because repetition is required to learn and develop your abilities to think creatively, work in a group, and speak in front of a group

Assignment Concept

  • On two occassions, class time will be devoted to breaking up into small teams of 3-4 students to integrate and critique the material presented in a topical unit. The challenge for each small group is to identify an aspect of the topic that remains poorly understood and then design an experiment (field, lab, or computer model) that can address the identified problem. 
  • You should come to class individually prepared for the exercise by completing all relevant readings in advance and thinking about the limitations of the science that has been done so far. Your group will have a full 50 minutes to discuss the topic amongst yourselves and generate an experiment outline. The discussion time will only be sufficient if you come prepared with your individual ideas to contribute to the group.
  • Each group will prepare a 9-minute presentation about their experiment, including visual aids in the form of a digital slide presentation. Given 5 groups times 9 minutes = 45 minutes, leaving 1 minute for transition between presentations.
  • In the following class meeting each group will present their experiment and receive feedback.
  • Finally, outside of class, your group will type up a brief experimental method (using the standard scientific method, not a full proposal or paper) and submit it to the professor for grading.
  • Every student will fill out a grading sheet judging the presentations of all the other groups.  These peer evaluations will be used to assign bonus points to the top presentations.
  • Except for unusual situations, everyone in each group will receive the same grade, so make sure that all members contribute fairly.

Oral Graded Elements

  • Each group oral presentation will be graded using 100 points and evaluated on the basis of 8 elements: +
    • Was a clear and sufficient background explanation of the problem explained? (10 pts)
    • Was there a clear scientific question, and for each question raised, was there a clear and well-stated scientific hypothesis about it? (20 pts)
    • Was there a clear experimental design, and in the design were the individual methods technically sound? (20 pts)
    • Were specific data analyses proposed that clearly test the hypotheses? (10 pts)
    • Example graphics, tables, or statisticla results that illustrate the expected results of the study? (20 pts)
    • Was the experiment novel and of scientific and/or societal significance? (10 pts)
    • Was the presentation given in the allotted time? (5 pts)
    • Was the group adequately prepared? (5 pts)
  • Each student must participate in preparation and presentation of at least 2 of the 6 elements. This insures actual collaboration instead of parsing out work on an individual basis.  One goal of this activity is to get students to practice working with others, even when other people have different agendas, desires, and abilities. This is a common experience in a real-world job.
  • If a student is not communicating with the group and failing to do the work on a fair basis, then the other group members should continue on with their activity and alert the professor about what is happening.
  • Bonus points will be assigned on the following basis: +
    • Activity 1: each of the top 2 groups get 5 bonus points
    • Activity 2: each of the top 2 groups get 10 bonus points
    • Activity 3: the top group gets 20 points, 2nd place gets 10 points, and 3rd place gets 5 points.

Written Report

  • THERE IS ONLY 1 REPORT PER GROUP.
  • Use your preferred word processor program and style formatting.
  • Write a brief (~ 2 page) report explaining the experiment, including 1-2 key graphics that help convey the experiment and the expected results.  This is intended to cement the ideas that were developed and gain practice writing quick proposals, which is a common requirement of working in the real world.
  • It is OK if the document is a little less or more than 2 pages.
  • If you talk about published work, then you have to cite it.
  • The report will be graded out of 50 points and will look for the same elements as in the oral presentation.
  • Even though there is only 1 report shared per group, it is going to be easiest for Canvas if each person turns in a copy of the report, so that the system registers everybody as having made a submission. If we were re-using the same groups, then it would make sense for me to set up all the groups for group submission, but with it changing every time I think it is easiest to do individual submission of the group report.

Overall Scoring

  • The overall grade on presentations will be a simple sum of scores on oral presentations (X/100) and write-up (X/50)

I'm Scared to Speak Publicly

  • Everybody begins at the same point of being very scared to stand in front of others and speak.  It is not a question of being good or bad at it, just a question of practice and experience. You will not be penalized for being a beginning speaker, no matter how scared you are.  To begin with, focus on just getting through delivery of the content without speaking too fast or softly.
  • As you grow your comfort level with being in front of people, try to shift from rote delivery of words to adding pauses and emphases on key points, which is a natural part of speaking mindfully about something you know of instead of just reading words.
  • Learn to use your hands to point out elements of the visual aids and gesture appropriately about what you are talking.
  • Once you are comfortable with delivering content mindfully, switch gears to imagine what you want your speaking persona to be and start playing with how you can animate yourself more to bring greater charisma to the presentation.  There is no one style of speaking that is best, so focus on finding your individual speaking persona.
In this Section: Syllabus » Instructor » Grading Policy » Readings » Exams » Individual Assignments » River Presentations » Video Response Canvas Quizzes » Reading Response Canvas Quizzes
>River Presentations
  • Home
  • About Me
  • Research
    • Scientific Highlights
    • Projects
      • Near-Census River Science
        • 2DMUs
        • Hydraulic Topography
        • Topographic Change Detection
        • Topographic Change Processes
        • Floodplain Inundation
        • Streamwood Storage
        • Upper South Yuba
        • Salmonid Migration
        • North Yuba River
        • Salmon Migratory Habitat
      • Geomorphic Covariance Structures
      • Synthetic River Valleys
      • Watershed Processes
        • Watershed Sediment Transport
        • Watershed Streamwood
        • Watershed Sedimentation
      • River Rehabilitation
        • Spawning Habitat Rehabilitation
        • Cobble/Gravel Injection
        • Streamwood Jams
        • Geomorphologist's Guide
      • Waterfalls
        • Horseshoe Falls
        • NSEAM 1.0
        • Hydraulic Jumps
        • Small Step Mapping
        • Small Step Hydraulics
      • Tidal Freshwater Deltas
        • TFD Introduction
        • TFD Vegetation
        • TFD Sediment Cycles
        • TFD Ecogeomorphology
        • TFD Hydrometeorology
        • TFD Sediment Transport
        • TFD Modeling
        • TFD Animal Response
        • Bush River, MD
        • Winter's Run, MD
      • Estuarine Processes
        • Salinas River Estuary
        • San Joaquin-Sacramento Delta
        • Blackwater National Wildlife Refuge
        • Long Island Sound
      • Functional Flows Model
      • Volcanic Lakes
        • VL Classification & Modeling
        • VL Bibliography
        • Keli Mutu
          • Remote Sampling Strategy
        • Lake Batur
        • Other Volcanic Lakes
      • Agricultural Sediment
      • Urban Rivers
      • Chaos in Hydrology
      • Channel Types
    • Methods
      • Net Sedimentation Tile (NST) Protocol
      • Sediment Core Processing Protocol
      • Vibracoring Protocol
      • Loss-On-Ignition Protocol
      • C-14 Sample Selection and Prep Protocol
      • Cation Sample Prep and Analysis Protocol
      • Grain Size Distirbution Protocol
      • MS Word Fig. code
      • Kite Blimp Method
      • Laser Granulometer Protocol
    • Software
      • River Builder
    • Sponsors
  • Teaching
    • SAS 004Y : Water in Popular Culture
      • Course Logistics
      • Sections
      • Syllabus
        • SAS004 Introduction
        • Water Scarcity
        • Water Scarcity Discussion
        • Floods
        • Flood Insurance Discussion
        • Water Quality
        • Water Quality Discussion
        • Water & Psychology
        • Water Psychology Discussion
        • Conquering Nature
        • Conquering Nature Discussion
        • Pro Poor Water
        • Pro Poor Water Discussion
        • Arctic Socio-Ecology
        • Indigenous Knowledge
        • Earth Stewardship
        • Earth Stewardship Discussion
        • Global Climate Change
        • Global Climate Change Discussion
        • Coastal Zone in Crisis
        • Coastal Zone Crisis Discussion
        • Course Review
      • Readings
      • Instructor
      • Classroom Behavior
      • Grading Policy
      • Movie Logs
      • Discussion Activities
      • Expository Essay
      • Study Guide
      • Online TA Help
    • ESM 125: River Conservation
      • Syllabus
        • River Conservation Introduction
        • Navigability For Title - Law
        • River Segmentation
        • Historical Hydrology
        • Indigenous River Conservation
        • Habitat Conservation Law
        • Aquatic Habitat
        • Riparian Habitat
        • Water Temperature
        • Sediment Sampling
        • Water Quality
        • CA State Water Boards
        • Biological Opinions
        • Setting Biological Goals
        • County-Level Water Management
        • River Restoration
        • Fish Passage & Fishways
        • Beaver-Assisted Restoration
        • Water Management Lessons
      • Instructor
      • Grading Policy
      • Readings
      • Exams
      • Individual Assignments
      • River Presentations
      • Video Response Canvas Quizzes
      • Reading Response Canvas Quizzes
    • HYD 143 : Ecohydrology
      • Instructor
      • Grading Policy
      • Syllabus
        • Chapter 1
        • Chapter 2
        • Chapter 3
        • Chapter 4
        • Chapter 5
        • Group Activity 1
        • Group Presentations 1
        • Chapter 6
        • Chapter 7
        • Chapter 8
        • Chapter 9
        • Group Activity 2
        • Group Presentations 2
        • Chapter 10
        • Chapter 11
        • Chapter 12
        • Chapter 13
        • Chapter 14
        • Chapter 15
        • Group Activity 3
        • Group Presentations 3
        • Chapter 16
        • Chapter 17
        • Chapter 18
        • Chapter 19
        • Chapter 20
        • Chapter 21
      • Online TA Help
      • Video Response Quizzes
      • Group Presentations
      • In-class Assignments
    • HYD 151 : Field Methods in Hydrology
      • Instructor
      • TA Info
      • Grading Policy
      • Syllabus
        • Chapter 21
        • Chapter 1
        • Chapter 2
        • Chapter 3
        • Chapter 4
        • Assignment 1
        • Chapter 5
        • Chapter 6
        • Assignment 2
        • Chapter 7
        • Chapter 8
        • Chapter 9
        • Assignment 3
        • Chapter 10
        • Chapter 12
        • Chapter 11
        • Chapter 13
        • Chapter 14
        • Assignment 4
        • Chapter 15
        • Chapter 16
        • Chapter 16b
        • Chapter 17
        • Field Equipment Showcase
        • Chapter 18
        • Chapter 19
        • Chapter 20
        • Chapter 22
        • Chapter 23
        • Chapter 24
        • Course Review
      • Readings
      • Online TA Help
      • Field Safety
    • HYD 252: Hillslope Geomorphology and Sediment Budgets
      • Instructor
      • Grading Policy
      • Syllabus
        • Week 1
        • Week 2
        • Week 3
        • Week 5
        • Week 6
        • Week 7
        • Week 8
        • Week 9
        • Week 10
        • Week 4
      • Readings
      • Safety
    • HYD 254Y: Ecohydraulics
      • Instructor
      • Grading Policy
      • Syllabus
        • Introduction to Near-Census River Science
        • Introduction to 2D Modeling
        • 2D Modeling Training
        • 2D modeling discussion & synthesis
        • 2D Modeling Terrain Variability
        • 2D Model Validation
        • Fluvial Landform Assessment
        • Ecological Analysis of Structure and Function
        • Hydrogeomorphic Processes
        • Parameterizing Boundary Roughness
        • Frontiers of River Science
      • Readings
      • Online TA Help
      • Lab Tutorials
    • HYD 256: Geomorphology of Estuaries and Deltas
      • Syllabus
        • Week 1
        • Week 2
        • Week 3
        • Week 4
        • Week 5
        • Week 6
        • Week 7
        • Week 8
        • Week 9
        • Week 10
      • Readings
      • Lab
      • Field Safety
      • Online TA Help
      • Grading Policy
    • Virtual River Methods
      • Syllabus
      • Instructor
      • Grading Policy
      • Readings
      • Assignments
      • Game Setup
  • People
    • MS Students
    • PhD Students
    • Postdocs
    • Committee Advisees
    • Technicians
    • Undergrads
    • Visitors
    • Collaborators
    • Furry Friends
  • Info for Applicants
  • Service
    • Past Service
    • Professional Service
  • Outreach
  • Curriculum Vitae

GET IN TOUCH

  • 223 Veihmeyer Hall
    LAWR Dept., UC Davis
    One Shields Avenue
    Davis, CA 95616
  • (530) 302-5658
  • (530) 752-1552
  • gpast@ucdavis.edu
  • Google Scholar
  • Research Gate
  • ORCID: 0000-0002-1977-4175
  • Dr. Gregory B. Pasternack - Watershed Hydrology, Geomorphology, and Ecohydraulics
UC Davis