WELCOME TO
Yhd-12.3210 Watershed Engineering!
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Teacher-in-charge: Marko Keskinen
with professor Harri Koivusalo + Annamari Vuola
+ wonderful visiting lecturers
Who we are? MARKO University Lecturer since August 2013 Interested in integrated approaches, global water issues and water governance HARRI Professor of Water Resources Engineering Interested e.g. in hydrological modeling, catchment processes and land use &climate change impacts on hydrology ANNAMARI Course assistant Interested in the management of floods and storm waters and their linkages to sustainable planning Who the lecturers are? Lecturers are disSnguished experts from Aalto and Finnish Environment InsStute (Syke); all have received their Doctorate from Aalto/TKK. •  Harri Koivusalo, Aalto (8.1 & 12.1) •  Jarkko Koskela, Syke (19.1) •  Noora Veijalainen, Syke (26.1) •  Mika Mar5unen + Jyri Mustajoki, Syke (2.2.) •  Marko Keskinen, Aalto (9.2) à All of the lectures link to an exercise Who you are? Discuss in pairs 1) Introduce yourselves briefly -­‐  Name + year of study + major and minor -­‐  Other relevant informa6on for the course à Take notes, as you’ll introduce your pair to others! 2) ExpectaSons from the course -­‐  What you expect from the course? What not? AND THEN, 3) Define together ‘watershed engineering’ SOME OF YOUR EXPECTATIONS WATERSHED
ENGINEERING?
Our take…
Watershed? ’An area of land and water bodies that drains runoff through the same outlet’ N.B. The term ’watershed’ is synonym for the catchment in North America, in BriSsh English watershed usually means ’drainage divide’ SOURCE: www.ymparisto.fi à Synonyms: catchment, drainage basin, drainage area basin (in Finnish: valuma-­‐alue) Engineering? BEFORE: ‘The art of direcSng the great sources of Power in Nature for the use and convenience of man.’ (Tredgold 1828) NOW: ‘Modern engineering amplifies tradiSonal ingenuity by the power of scien=fic reasoning and knowledge’ (Auyang 2004) ‘The applica=on of scien=fic and mathema=cal principles to prac=cal ends such as the design, manufacture, and operaSon of … processes and systems’ (American Heritage DicSonary 2014) ‘Emphasis is ojen on problem solving as the primary acSvity of engineers, or on invenSon and creaSvity’ (Riley 2008) Wind
Engineering? Hence, engineering is essenSally about these two interlinked things: 1) Problem solving by applying science 2) Quan=fica=on i.e. ‘number-­‐giving’ so that we can understand, develop, monitor and compare things & contexts Wind
Watershed Engineering: our take ’Applying maths and science to find suitable solu=ons for the challenges within watershed(s), usually by the means of quan=fica=on’ à Ojen using several different disciplines = mul=-­‐disciplinary (and even inter-­‐disciplinary) à In pracSce the approaches used are ojen defined by the following aspects: 1) context & scale 2) themes (‘problem’) 3) method Our take during this course à All lectures and exercises combinaSons of these CONTEXT & SCALE -­‐ 
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Soil column Area within a water-­‐
shed (forest, field…) A watershed System of watersheds -­‐  From local to naSonal to regional scale METHODS THEMES -­‐  Water resources management -­‐  Land use -­‐  Hydropower -­‐  Flood miSgaSon -­‐  Climate change -­‐  Water governance etc. -­‐ 
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Hydrological modelling & related computaSonal methods RegulaSon planning Management tools (e.g. IWRM) Decision support tools (e.g. MCDA) etc. WATERSHED ENGINEERING Questions?
Comments
COURSE
PRACTICALITIES
Learning outcomes (1/2) Important, as tell the main content of the course! Ajer the course… •  Student understands the main aspects of watershed engineering, and idenSfies the basic methods and tools for the related research problems •  Student understands hydrological characterisScs in areas of different land use types, and is able to analyze, summarize and illustrate related model simula=on results •  Student recognises the principles of drainage and its impacts on water balance, and can apply computaSonal methods for solving related problems •  Student knows the principles of opera=on of lake-­‐river systems, and is able to apply water balance equaSon for lake-­‐river regulaSon Learning outcomes (2/2) Ajer the course… •  Students understands the role of climate change for water resources planning and management •  Students recognises the key aspects of common decision-­‐support tools for water resources planning and management, and is able to use at least one basic tool •  Student knows the essenSals about Integrated Water Resources Management (IWRM), including its use in transboundary river basins •  Student is able to write independently a research report, including the basic skill for informaSon search, analysis and synthesis and referencing •  Student is able to present his/her work for professional audience and can discuss and debate his/her work in English Course Smetable •  III period –  LECTURES on Tuesdays 10-­‐12, Lecture Hall R2 (Rakentajanaukio 4) –  EXERCISES: Wed 9-­‐12 and on Fri 12-­‐15, different places à Be prepared to come for both sessions, if needed! (usually one enough) WORK LOAD: Lectures + exercises 35 h, individual work 50 h (TOTAL 85 h) NOTE: Exercises takes =me: 3 hour session + 6-­‐8 hours / exercise •  IV period –  Individual seminar work (report + presentaSon) –  Seminar presentaSon + acSng as an opponent For more, see MyCou
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WORK LOAD: Seminar work 44 h, seminars 6 h (TOTAL 50 h) All the informa=on shared through MyCourses, so stay tuned! Course email: yhd-­‐12.3210@aalto.fi EvaluaSon for the grade No exam, but lectures + exercises & seminar work •  Exercises 50 % –  6 exercises, each exercise evaluated separately (grade 1-­‐5): final grade = the average from all exercises –  To pass the course, you need to pass all the exercises: recommended to parScipate in the lectures & exercises –  Exercise reports returned ajer DL will get half of their original grade (e.g. 4 à 2): submit the reports on Sme! –  Note that some exercises may require parScipaSon in both exercise sessions (Wed & Fri) •  Seminar work 50 % –  Grade (1-­‐5) is based on the final report and seminar presentaSon + acSvity as an opponent à Assessment Matrix gives more informaSon Exercises: in pairs or individually •  Exercises can be returned in pairs or individually à Pair work introduced based on previous course feedback •  If you work in pairs, following rules apply: •  All exercises done jointly, no task-­‐dividing •  You keep the same pair in all exercises •  In all exercises, you need also to define your responsibiliSes and work loads (i.e. who did what) •  At the end of the exercises, you need to do a self-­‐evaluaSon (giving a grade to yourself and your pair) •  You have to decide how you do the exercises when you return the first exercise QUESTIONS
? Seminar work •  WriSng a scienSfic report and preparing a presentaSon on a selected topic à 50 hours work 6me allocated for this •  The aim of the seminar work is to: For more, see MyCou
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1)  widen the scope of the lectures 2)  provide more in-­‐depth understanding on your selected topic 3)  enable you to learn scienSfic report wriSng and presentaSon & communicaSon skills Course material •  No specific course book: almost any book on hydrology is a good opSon for further reading –  For example an e-­‐book in Aalto library: Raghunath, H. M. (2006) ‘Hydrology: principles, analysis and design’ •  Lecture slides and notes •  AddiSonal material and references given out during the lectures and exercises What are your expecta6ons from the course now? Ques6ons, concerns, comments? THANK YOU!
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