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Model structure uncertainty with MARRMoT


CIROH_HydroLearn
Enrollment is Closed

Problem Statement

Hydrologic models are a critical tool for water resources planning and management, as well as for preparing for and responding to various natural disasters. There are a large number of hydrologic models out there (Figure 1), each with their own underlying assumptions, simplifications and implementations. In the past, modeling of large geographical domains has typically been done with a single model under the (typically implicit) assumption that this model will be a reasonable representation of hydrologic behaviour everywhere. More recently, there has been growing recognition that models have specific strengths and weakness and that the choice of model matters. One prime example is NOAA's NextGen Water Resources Modeling Framework. This framework is meant for flood forecasting throughout the entire USA, and is built around the capability to run different models in different places.

A key challenge with such approaches is to know which model to use in which place. This is referred to as "model structure uncertainty". There is increasing evidence that different models can produce (substantially!) different simulations, but understanding about which model to use where, as well as clear guidance for model selection based on modeling purpose, is still lacking. This module is intended to introduce students to these topics, to provide hands on experience with using different models in different places, and to start thinking critically about how the simplifications inherent in each model may make the model more or less appropriate for use in different locations.

Module Overview

This module uses a combination of open-source data and model code to show why model choice matters. Students take on the role of a new hire in an engineering consultancy firm. The student will first go through some on-the-job training to get familiar with commonly used data sources and tools. The student is then tasked to generate hydrologic model simulates for a basin in western Washington State. Finally, the consultant is asked to apply their models to a different basin, located near Houston in Texas. Students will contrast the performance of both models in both regions, and provide a summary of the usefulness and appropriateness of using either model in either scenario.

Topics Covered

  • Accessing commonly used open data (USGS gauge information and observations, the CAMELS data set)
  • Use of the open-source MARRMoT toolbox
  • Using the data and models to generate hydrologic simulations for different basins
  • Gain hands on experience of the impact of model structure uncertainty

Prerequisites

Students are expected to have the following pre-existing knowledge:

  • General understanding of hydrologic processes and how basins transform precipitation into streamflow;
  • Basic programming skills to run the model toolbox and analyze results;
  • General understanding of model calibration (purpose of model calibration, what common terms such as parameters and objective functions mean).

Learning Objectives

[To do, once learning objectives have been finalized.]

Add learning objective language like the following, "At the end of this module, students will be able to: X, Y, Z"

"This will be accomplished through activities within each section. Results from each activity will be recorded in specified results templates. The results templates for each activity can be found at the beginning of each activity. The results templates are organized such that results from one activity can easily be used in successive activities."

Suggested Implementation

The module can be used as is for self-guided learning by students. Experience has shown that a classroom discussion to consolidate learning after the exercises have been completed is helpful.

Course Authors

Course Staff Image #1

Dr. Diana Spieler

Diana is a Postdoctoral Fellow at the University of Calgary, Canada. Her research focuses on model structure uncertainty, particularly on ways to improve model selection.

diana.spieler@ucalgary.ca
Course Staff Image #2

Dr. Wouter Knoben

Wouter is a Senior Research Associate at the University of Calgary, Canada. His research focuses on the question "which models should be used where, when, and why?"

wouter.knoben@ucalgary.ca

Teacher Resources

Course materials and solution scripts can also be found on Github. Description of the module development and previous use can be found in Knoben & Spieler (2020).

Target Audience

Graduate students.

Tools Needed

Computer with internet access. Matlab license is provided through CUAHSI. To run the module without using CUAHSI resources, a Matlab license is needed.

Expected Effort

Practical experience has shown that the exercises in this module take about two afternoons to complete in a classroom setting. We estimate that this module will take about 10 hours to complete on an individual basis.

Adapted From

The materials used in this course are an implementation of the module described in Knoben & Spieler (2022). Section 2.1.2 has been imported directly from "Modelling Watershed Sensitivity to Drought" (Graup, Lightbody & Tamaddun, 2021). Section 2.1.3 has been adapted from "Modelling Watershed Sensitivity to Drought" (Graup, Lightbody & Tamaddun, 2021): our adaptation uses a different gage, slightly different instructions and adds a few minor quizzes.

  • Graup, L.; Lightbody, A.; Tamaddun, K., (2021) Modelling Watershed Sensitivity to Drought. HydroLearn. https://edx.hydrolearn.org/courses/course-v1:UCSB_UNH_UV+HM101+2021_T1/about.
  • Knoben, W. J. M. and Spieler, D. (2022). Teaching hydrological modelling: illustrating model structure uncertainty with a ready-to-use computational exercise, Hydrol. Earth Syst. Sci., 26, 3299–3314, https://doi.org/10.5194/hess-26-3299-2022.

Acknowledgments

This project received funding under award NA22NWS4320003 by National Oceanic and Atmospheric Administration (NOAA) Cooperative Institute Program to the Cooperative Institute for Research on Hydrology (CIROH) through the University of Alabama. The statements, findings, conclusions, and recommendations are those of the author(s) and do not necessarily reflect the opinions of NOAA.

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  2. Course Number

    TUD_MHYD03
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  5. Estimated Effort

    10 hours