Applying a Hydrologic Classification Approach to Low Gradient Boreal Watersheds

Total Page:16

File Type:pdf, Size:1020Kb

Applying a Hydrologic Classification Approach to Low Gradient Boreal Watersheds APPLYING A HYDROLOGIC CLASSIFICATION APPROACH TO LOW GRADIENT BOREAL WATERSHEDS BRITTANY RUNDLE GERMAIN A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ENVIRONMENTAL SCIENCES SCHOOL OF GRADUATE STUDIES NIPISSING UNIVERSITY NORTH BAY, ONTARIO March, 2017 © BRITTANY RUNDLE GERMAIN, 2017 ii Abstract The Attawapiskat River catchment makes up a ~57,000 km2 area in Ontario’s Far North extending from Precambrian Shield headwaters through the Hudson Bay Lowlands (HBL) ecozone to the coast. The region is peatland dominated and the low gradient, large expanses require further analysis and study to address uncertainties about their variations in hydrologic response. Recent hydrologic or catchment classification studies aim to assess broad-scale hydrologic systems in terms of smaller ‘building blocks’ to help develop hypotheses of how hydrologic systems function within specific terrains, but few if any have focused on low gradient peatland dominated systems. This study applies Principal Component Analysis (PCA) to representative catchments within the HBL ecozone, the Boreal Shield and the transition between the two in the Attawapiskat River watershed to assess hydrologic similarity based on physical, climatic and hydrologic characteristics. Different assessments of hydrologic similarity between catchments were made based on the combination of metrics/characteristics included in seven scenarios. Physical and terrain-based characteristics grouped catchments by physiographic region (HBL, transition zone and Shield), while hydrologic characteristics (i.e. tracer and flow-based metrics) grouped catchments both by physiographic region and partly by groundwater influence. Physical and terrain-based characteristics were found to exhibit the most control on the PC-space while hydrologic characteristics provided additionally important details about source water contributions to overall catchment hydrology. This study illustrates the importance of tracer- based/flow metrics in hydrologic similarity analyses. Keywords Hydrologic classification, peatland environments, Hudson Bay Lowlands iii Acknowledgments I would like to thank the many people that supported and contributed to the completion of this research: First, I wish to thank my advisors Dr. April James and Dr. Brian Branfireun for the support, direction, and guidance throughout this process. Thank you especially to Dr. James for the opportunity to work for/with you on both this project and many others. Thank you to all members past and present of the Nipissing Watershed Analysis Centre/Integrative Watershed Research Centre for being my work colleagues, school mates and for letting me make a second home out of the lab for the years I have been here. I have had many opportunities as part of this lab group that I would never have experienced if I had ended up somewhere else. Thank you to everyone else who contributed the data for this research: DeBeers Canada, University of Western Ontario, University of Waterloo, Nipissing University, OMNRF, OMOECC and the Vale Living with Lakes Centre. Thank you to Dr. Krystopher Chutko for being a sounding board and someone who is always available to answer questions, no matter how inane they may be. Thank you to the Canadian Network of Aquatic Ecosystem Services for all the contacts, events and conversations that have been made possible by this network over the last few years. While working at a smaller university, it was extremely beneficial to be a part of a larger community and see how other institutions operate their graduate programs. On a more personal note, thank you to my husband for supporting me completely during this process. Thank you for keeping me fed and keeping me on task for the last few years. You made life much easier on me by keeping up on everything (E.g. laundry) while I attempted to focus. Lastly, thank you to my parents Malcolm and Glenda Rundle: you formed this brain from day one, so everything I do is a testament to your parenting! iv Table of Contents Abstract .............................................................................................................................. iii Acknowledgments.............................................................................................................. iv Table of Contents ................................................................................................................ v List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii List of Appendices ............................................................................................................. ix 1 Introduction .................................................................................................................... 1 1.1 Hydrologic Classification Approach ....................................................................... 2 1.2 Catchment Scale Connectivity in Large Scale Peatlands ....................................... 5 1.3 Rationale for Catchment Classification Indices ...................................................... 7 1.4 Research Objectives .............................................................................................. 10 1.5 Study Area ............................................................................................................ 11 2 Methods ........................................................................................................................ 19 2.1 Catchment Metrics ................................................................................................ 19 2.2 Statistical Analysis ................................................................................................ 29 3 Results .......................................................................................................................... 31 3.1 Catchment Characteristics .................................................................................... 31 3.2 Principal Component Analysis Scenarios ............................................................. 41 4 Discussion .................................................................................................................... 53 5 Conclusions and Future Direction ................................................................................ 59 References ......................................................................................................................... 62 Appendices ........................................................................................................................ 67 v List of Tables Table 1: List of study catchments, as defined by streamflow and water chemistry monitoring. Full station name, FIRNNO and PWQMN identification provided where relevant. .................... 18 Table 2: Physiographic metrics for research sub-catchments (OMNRF, OIHD, 2012). .............. 22 Table 3: Percent cover of Quaternary Geology (for values > 10%) and assigned permeability ranking (1:1,000,000 [OGS, 1997]). Permeability rankings of 1-5 are assigned for lowest to highest permeabilities. .................................................................................................................. 23 Table 4: Percent cover of Bedrock Geology (for values >10%) and assigned permeability ranking of dominant rock types. (1:250,000 [OMNDM, 2011]). Permeability rankings of 1-3 are assigned for lowest to highest values........................................................................................................... 25 Table 5: Percent cover of landcover types for all research catchments (OMNRF, OFAT, 2013).26 Table 6: Climate data and metrics for each region. Data from Environment Canada (RoF and SNF, accessed in 2015) and De Beers VM Research Station (HBL). .......................................... 27 Table 7: Flow-based metrics normalized by drainage areas. Data from Water Survey of Canada (SNF, accessed in 2015) and De Beers VM Research Station (HBL). ......................................... 27 Table 8: Tracer-based metrics. Data collected by Nipissing University (SNF), De Beers VM Research Station (HBL) and OMECC (RoF). See Appendix 7a-j for data. ................................. 28 Table 9: Combinations of catchment characteristics used for different Principal Component Analysis scenarios. Refer to Tables 2-8 for detailed information about each group of metrics. .. 30 vi List of Figures Figure 1: Terrestrial ecozones in Ontario, Canada. Boreal Shield in green, Hudson Bay Lowlands (HBL) in blue and Mixedwood Plains in red. Attawapiskat River and watershed indicated (NABCI Canada, 2014). ................................................................................................................. 1 Figure 2: Schematic of the T3 concept, taken from Buttle (2006). Hypothetical mapping of a Batchawana River catchment (1) and Abitibi River catchment (2) in terms of relative control of the three T’s (typology, topography and topology). ....................................................................... 4 Figure 3: Map of Ontario with Attawapiskat watershed outlined and research catchments highlighted. Black dots are climate stations used in study. .......................................................... 13 Figure 4: Victor Mine research sub-catchments. .........................................................................
Recommended publications
  • Assessment of the Vulnerability of Peatland Carbon in the Albany Ecodistrict of the Hudson Bay Lowlands, Ontario, Canada to Climate Change
    Ministry of Natural Resources and Forestry Assessment of the vulnerability Science and Research of peatland carbon in the Albany Ecodistrict of the 46 Hudson Bay Lowlands, Ontario, CLIMATE CHANGE Canada to climate change RESEARCH REPORT CCRR-46 Responding to Climate Change Through Partnership Assessment of the vulnerability of peatland carbon in the Albany Ecodistrict of the Hudson Bay Lowlands, Ontario, Canada to climate change Jim McLaughlin, Maara Packalen, and Bharat Shrestha Forest Research and Monitoring Section Ontario Ministry of Natural Resources and Forestry 2018 Science and Research Branch • Ministry of Natural Resources and Forestry © 2018, Queen’s Printer for Ontario Printed in Ontario, Canada Single copies of this publication are available from [email protected]. Cette publication hautement spécialisée Assessment of the Vulnerability of Peatland Carbon in the Albany Ecodistrict of the Hudson Bay Lowlands, Ontario, Canada to Climate Change n’est disponible qu’en anglais conformément au Règlement 671/92, selon lequel il n’est pas obligatoire de la traduire en vertu de la Loi sur les services en français. Pour obtenir des renseignements en français, veuillez communiquer avec le ministère des Richesses naturelles et des Forêts au [email protected]. Some of the information in this document may not be compatible with assistive technologies. If you need any of the information in an alternate format, please contact [email protected]. Cite this report as: McLaughlin, J., M. Packalen and B. Shrestha. 2018. Assessment of the vulnerability of peatland carbon in the Albany Ecodistrict of the Hudson Bay Lowlands, Ontario, Canada to climate change. Ontario Ministry of Natural Resources and Forestry, Science and Research Branch, Peterborough, ON.
    [Show full text]
  • Carbon Storage and Potential Methane Production in the Hudson Bay Lowlands Since Mid-Holocene Peat Initiation
    ARTICLE Received 28 Aug 2013 | Accepted 9 May 2014 | Published 11 Jun 2014 DOI: 10.1038/ncomms5078 Carbon storage and potential methane production in the Hudson Bay Lowlands since mid-Holocene peat initiation Maara S. Packalen1, Sarah A. Finkelstein2 & James W. McLaughlin3 Peatlands have influenced Holocene carbon (C) cycling by storing atmospheric C and releasing methane (CH4). Yet, our understanding of contributions from the world’s second largest peatland, the Hudson Bay Lowlands (HBL), Canada, to peat-climate-C-dynamics is constrained by the paucity of dated peat records and regional C-data. Here we examine HBL peatland development in relation to Holocene C-dynamics. We show that peat initiation in the HBL is tightly coupled with glacial isostatic adjustment (GIA) through most of the record, and occurred within suitable climatic conditions for peatland development. HBL peatlands initiated most intensively in the mid-Holocene, when GIA was most rapid and climate was cooler and drier. As the peat mass developed, we estimate that the HBL potentially released 1–7 Tg CH4 per year during the late Holocene. Our results indicate that the HBL currently stores a C-pool of B30 Pg C and provide support for a peatland-derived CH4 contribution to the late Holocene atmosphere. 1 Department of Geography, University of Toronto, Toronto, Ontario, Canada M5S 3G3. 2 Department of Earth Sciences, University of Toronto, Toronto, Ontario, Canada M5S 3B1. 3 Ontario Forest Research Institute, Ontario Ministry of Natural Resources, Sault Ste. Marie, Ontario, Canada P6A 2E5. Correspondence and requests for materials should be addressed to M.S.P.
    [Show full text]
  • Summary of the Hudson Bay Marine Ecosystem Overview
    i SUMMARY OF THE HUDSON BAY MARINE ECOSYSTEM OVERVIEW by D.B. STEWART and W.L. LOCKHART Arctic Biological Consultants Box 68, St. Norbert P.O. Winnipeg, Manitoba CANADA R3V 1L5 for Canada Department of Fisheries and Oceans Central and Arctic Region, Winnipeg, Manitoba R3T 2N6 Draft March 2004 ii Preface: This report was prepared for Canada Department of Fisheries and Oceans, Central And Arctic Region, Winnipeg. MB. Don Cobb and Steve Newton were the Scientific Authorities. Correct citation: Stewart, D.B., and W.L. Lockhart. 2004. Summary of the Hudson Bay Marine Ecosystem Overview. Prepared by Arctic Biological Consultants, Winnipeg, for Canada Department of Fisheries and Oceans, Winnipeg, MB. Draft vi + 66 p. iii TABLE OF CONTENTS 1.0 INTRODUCTION.........................................................................................................................1 2.0 ECOLOGICAL OVERVIEW.........................................................................................................3 2.1 GEOLOGY .....................................................................................................................4 2.2 CLIMATE........................................................................................................................6 2.3 OCEANOGRAPHY .........................................................................................................8 2.4 PLANTS .......................................................................................................................13 2.5 INVERTEBRATES AND UROCHORDATES.................................................................14
    [Show full text]
  • Canadian-Geography-And-Mapping
    Canadian Geography and Mapping Skills Encouraging Topic Interest Keep a class collection of maps showing population, climate, topography, etc., to help students develop an understanding and appreciation of different types of maps. The Government of Canada website (http://gc.ca/aboutcanada-ausujetcanada/maps-cartes/maps-cartes-eng.html) and tourism bureaus are great sources of free maps. Encourage students to add to the class collection by bringing in a variety of maps for roads, tourist attractions, neighbourhoods, parks, amusement parks, floor plans, etc. Also have atlases and other resources handy for further study. Vocabulary List Record new and theme-related vocabulary on chart paper for students’ reference during activities. Classify the word list into categories such as nouns, verbs, adjectives, or physical features. Blackline Masters and Graphic Organizers Use the blackline masters and graphic organizers to present information, reinforce important concepts, and to extend opportunities for learning. The graphic organizers will help students focus on important ideas, or make direct comparisons. Outline Maps Use the maps found in this teacher resource to teach the names and locations of physical regions, provinces, territories, cities, physical features, and other points of interest. Encourage students to use the maps from this book and their own information reports to create an atlas of Canada. Learning Logs Keeping a learning log is an effective way for students to organize thoughts and ideas about concepts presented. Student learning logs also provide insight on what follow-up activities are needed to review and to clarify concepts learned. Learning logs can include the following types of entries: • Teacher prompts • Connections discovered • Students’ personal reflections • Labelled diagrams and pictures • Questions that arise • Definitions for new vocabulary Rubrics and Checklists Use the rubrics and checklists in this book to assess students’ learning.
    [Show full text]
  • Ontario Curriculum
    2018 REVISED The Ontario Curriculum Social Studies Grades 1 to 6 History and Geography Grades 7 and 8 The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Elementary Schools for the Twenty-First Century . 3 Supporting Students’ Well-Being and Ability to Learn . 3 INTRODUCTION 6 The Vision and Goals of the Social Studies, History, and Geography Curriculum . 6 The Importance of Social Studies, History, and Geography in the Curriculum . 9 Citizenship Education Framework . 10 Social Studies . 10 History . 11 Geography . 12 Concepts Underlying the Social Studies, History, and Geography Curriculum . 13 Indigenous Education in Ontario . 14 Roles and Responsibilities in Social Studies, History, and Geography . 15 THE PROGRAM IN SOCIAL STUDIES, HISTORY, AND GEOGRAPHY 19 Curriculum Expectations . 19 The Strands in the Social Studies, History, and Geography Curriculum . 22 The Inquiry Process in Social Studies, History, and Geography . 23 Spatial Skills: Using Maps, Globes, and Graphs . 25 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 27 Basic Considerations . 27 The Achievement Chart for Social Studies, History, and Geography . 31 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN SOCIAL STUDIES, HISTORY, AND GEOGRAPHY 36 Instructional Approaches . 36 Cross-Curricular and Integrated Learning . 39 Planning Social Studies, History, and Geography Programs for Students with Special Education Needs .
    [Show full text]
  • The Smallpox Epidemic of 1782-83 Among the Hudson Bay Lowland Cree
    "God was Angry with Their Country": The Smallpox Epidemic of 1782-83 among the Hudson Bay Lowland Cree VICTOR L YTWYN Historical and Geographical /Consulting Services ,The Hudson Bay Lowlands is a vast subarctic region ·of predominantly swampy, low-lying terrain (see Figure 1). The Aboriginal people who oc- , cupied the Hudson Bay Lowlands at the time of European contact !n the 17th century were known as "Winepeg Athinuwick" and "Muchiskewuck Athinu­ wick", meaning 'the people of the sea-coast' and 'the people of!he swampy ground' respectively (Graham 1969: 192). They were linked by language and culture to a much larger group of people living in the interior ofNorth America who were commonly called Cree. In this paper, for the purpose of clarity and continuity, the people of the Hudson Bay Lowlands will be called the Lowland Cree. In 1610, Henry Hudson led the first European voyage into Hudson Bay and made contact with aboriginal people in James Bay, probably in the vicinity of Point Comfort (Kenyon 1986:1 ). Other Europeans followed, including Thomas Button, who spent the winter of 1612-13 at the mouth ofthe Nelson River (Fox 1635), Jens Munk, who wintered at the mouth of the Churchill River in 1619-20 (Munk 1980), and Thomas James and Luke Fox, the former wintering on Charlton Island in James Bay (Fox 1635, James 1740). Although aboriginal people were contacted by some of the European explorers, none of the reports provide detailed accounts of the Lowland Cree population. Hence, it is impossible to assess the impact of these brief European contacts on the health of the Lowland Cree.
    [Show full text]
  • 2011 277 Wetlands of the Ontario Hudson Bay Lowland
    2011 BOOK REVIEWS 277 Wetlands of the Ontario Hudson Bay Lowland: A Regional Overview By John L. Riley. 2011. Nature Conservancy of Canada, Toronto, Ontario. 156 pages. + appendices. Paper and available on - line: NCC – http://www.natureconservancy.ca OMNR – http://www.mnr.gov.on.ca/en/Business/FarNorth What is a fen? Are there different kinds of fens and cient and informed land use planning – and here we how do you tell them apart? Here is an overview that have the basis for it. answers these and many other questions for one of The use of many colour photos not only increases the most important wetland areas in the world. In fact the book’s appeal, but also is important in illustrating the Hudson’s Bay Lowland is the world’s third largest the subject matter. It is of interest to think a little more wetland and the largest in North America, – and 83% about the photos. Several of them show the author of it is in Ontario. It takes up ¼ of the province and and/or his colleagues on a sunny day with a blue sky spills over into Quebec and Manitoba. The area has a – and of course it looks like fun. Try to imagine the significant effect on earth’s climate by sequestering risks associated with this remote area and the extreme atmospheric carbon. It also home to a fascinating diver- discomfort of biting insects and bad weather. Work- sity of plants and animals. This globally important ing in the lowlands was not an easy job. landscape is likely to experience rapid environmental The first chapter entitled “Regional Overview” cov- changes over the next few decades.
    [Show full text]
  • Hudson Bay Swamp Life, Because of Their Ability to Adapt to the Natureworks
    662 Hudson Bay swamp life, because of their ability to adapt to the NatureWorks. “Swamps.” New Hampshire Public changing environment,and to take advantage of a Television, 2012. http://www.nhptv.org/nature range of water levels. Fish here include largemouth works/nwep7i.htm. bass, bluegill, warmouth, red-ear sunfish, alligator Nickell, Joe. “Tracking the Swamp Monsters.” gar, freshwater drum, flathead catfish, and buffalo Committee for Skeptical Inquiry 25, no. 4 (2001). fish. Enormous quantities of crawfish thrive in Honey Island Swamp. Human Impact In 1980, President Jimmy Carter authorized the Hudson Bay 37,000-acre (15,000-hectare) Bogue Chitto National Wildlife Refuge (NWR), located north of and adja- Category: Marine and Oceanic Biomes. cent to Honey Island Swamp. The swamp is now a Geographic Location: North America. permanently protected wildlife area under the con- Summary: The second-largest bay in the world, trol of this refuge, and managed by the Louisiana Hudson Bay supports diverse cold-water coastal Department of Wildlife and Fisheries. A larger part and marine ecosystems. of the swamp is claimed as the Pearl River Wildlife Management Area (WMA). The Pearl River WMA, Named for the Dutch explorer Henry Hudson, at 35,000 acres (14,000 hectares), is comparable to Hudson Bay is the second-largest bay in the world, the Bogue Chitto NWR in size. after the Bay of Bengal. It is a marine bay and mar- Honey Island Swamp remains intact except for ginal sea in northern Canada that drains most of its waterways. The swamp is accessible only by the central area of the country as well as parts of boat or on foot; few roads exist in the area, and the upper Midwest of the United States, about 1.5 none within the borders of the swamp.
    [Show full text]
  • THE ONTARIO CURRICULUM | Social Studies, Grades 1To 6; History and Geography, Grades 7 and 8
    2013 REVISED The Ontario Curriculum Social Studies Grades 1 to 6 History and Geography Grades 7 and 8 The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Elementary Schools for the Twenty-First Century . 3 Supporting Students’ Well-Being and Ability to Learn . 3 INTRODUCTION 6 The Vision and Goals of the Social Studies, History, and Geography Curriculum . 6 The Importance of Social Studies, History, and Geography in the Curriculum . 9 Citizenship Education Framework . 10 Social Studies . 10 History . 11 Geography . 12 Concepts Underlying the Social Studies, History, and Geography Curriculum . 12 Roles and Responsibilities in Social Studies, History, and Geography . 14 THE PROGRAM IN SOCIAL STUDIES, HISTORY, AND GEOGRAPHY 18 Curriculum Expectations . 18 The Strands in the Social Studies, History, and Geography Curriculum . 21 The Inquiry Process in Social Studies, History, and Geography . 22 Spatial Skills: Using Maps, Globes, and Graphs . 24 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 26 Basic Considerations . 26 The Achievement Chart for Social Studies, History, and Geography . 29 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN SOCIAL STUDIES, HISTORY, AND GEOGRAPHY 34 Instructional Approaches . 34 Cross-Curricular and Integrated Learning . 37 Planning Social Studies, History, and Geography Programs for Students with Special Education Needs .
    [Show full text]
  • An Expedition to the Hudson Bay Lowlands D R a B B O
    An Expedition to the Hudson Bay Lowlands d r a b b O y t r a M : o Special Report by Jon McCracken Photo Essay by Ron Ridout t o h P e got the call late last winter. Don Sutherland, zoologist for the WOntario Ministry of Natural Resources' Natural Heritage Information Centre (OMNR-NHIC) was assembling a six-person crew of volunteers to spend two weeks this summer on the Hudson Bay lowlands, gathering information for the Ontario Breeding Bird Atlas. It was an exceptional opportunity, and Ron Ridout and I (both of Bird Studies Canada) jumped at the chance, as did Marty Obbard (OMNR's provincial bear biologist), Colin Jones (NHIC biologist), and Peter Burke (free-lance biologist and wildlife artist). Our destination was as far north as you can get in Ontario – the Pen Islands region, tucked into the province's extreme northwestern corner on Hudson Bay, right next to the Manitoba border. The nearest community is Fort Severn, about 100 kilometres to the southeast. American Golden-Plover/Pluvier bronzé A large colony of about 8000 pairs of Snow Geese, and exceptional numbers of migrating Black Scoters, Hudsonian expertly plunked us down on a suitable Godwits, and Red Knots, help make the gravel ridge about 7 kilometres from the region a globally Important Bird Area. coast and about the same distance to the tree Relatively little is known about the region's line. Perfect! summer bird life, however, so our mission was to survey a land area that encompassed Home Sweet Home some 200 square kilometres.
    [Show full text]
  • Social Studies History and Geography
    Ministry of Education REVISED The Ontario Curriculum Social Studies Grades 1 to 6 History and Geography Grades 7 and 8 2004 Contents Introduction . 2 The Importance of Social Studies, History,and Geography . 2 Social Studies . 2 History . 2 Geography . 3 The Goals of Social Studies, History,and Geography Education . 3 Concepts Underlying the Social Studies, History,and Geography Curriculum . 3 Roles and Responsibilities in Social Studies, History,and Geography Education . 5 The Program in Social Studies, History, and Geography . 7 Curriculum Expectations . 7 Subject Areas and Strands in the Curriculum . 8 Assessment and Evaluation of Student Achievement . 9 Basic Considerations . 9 The Achievement Chart for Social Studies, History,and Geography . 10 Some Considerations for Program Planning in Social Studies, History, and Geography . 14 Teaching Approaches . 14 Cross-Curricular and Integrated Learning . 14 Study of Current Events . 15 Planning Social Studies, History,and Geography Programs for Exceptional Students . 15 English As a Second Language and English Literacy Development (ESL/ELD) . 16 Antidiscrimination Education in Social Studies, History,and Geography . 17 Literacy,Numeracy,and Inquiry/Research Skills . 17 The Role of Technology in Social Studies, History,and Geography . 18 Guidance and Social Studies, History,and Geography . 18 Health and Safety in Social Studies, History,and Geography . 18 Part 1: Social Studies, Grades 1 to 6 . 19 Heritage and Citizenship . 20 Canada and World Connections . 34 Part 2: History and Geography, Grades 7 and 8 . 51 History . 52 Geography . 65 Glossary . 78 Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario – Études sociales, de la 1re à la 6e année – Histoire et géographie, 7e et 8e année, 2004.
    [Show full text]
  • Subglacial Drainage, Eskers, and Deforming Beds Beneath the Laurentide and Eurasian Ice Sheets
    Subglacial drainage, eskers, and deforming beds beneath the Laurentide and Eurasian ice sheets PETER U. CLARK Department of Geosciences, Oregon State University, Corvallis, Oregon 97331-5506 JOSEPH S. WALDER U.S. Geological Survey, Cascades Volcano Observatory, 5400 MacArthur Boulevard, Vancouver, Washington 98661 ABSTRACT over a deforming bed and that developed over a rigid, nondeforming substrate (Rothlisberger, 1972; Shreve, 1972). In particular, Walder Glatiological theory predicts that the subglacial drainage network and Fowler showed that if subglacial water pressure is close to the at the base of gently sloping ice sheets resting on deforming sediment ice-overburden pressure and the hydraulic gradient (largely controlled should consist of many wide, shallow, probably braided "canals" dis- by ice-surface slope) is low (such as at the base of a gently sloping ice tributed along the ice-sediment interface, rather than an arborescent sheet), then the drainage network over a deforming bed should consist network of relatively few large tunnels, as would develop over a rigid of numerous wide, shallow, braided channels along the ice-sediment substrate. A corollary prediction examined here is that eskers, which interface. Meltwater would flow relatively sluggishly through such a form in large subglacial tunnels, should be rare where subglacial bed drainage network. In contrast, meltwater flowing over a rigid sub- deformation occurred, but they may be relatively common where the strate or over a deformable bed at relatively high hydraulic gradient bed was rigid. Bed deformation would be most likely where subglacial would drain through an arborescent network of relatively few large till was relatively continuous, fine-grained, and of low permeability— tunnels at substantially higher flow velocity.
    [Show full text]