Experimental study of sediment supply control on step formation, evolution, and stability
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Bibliographic record
Abstract
Abstract. We present results from an experimental campaign conducted in a steep flume subject to longitudinal width variations and different sediment feed rates. The experiments were designed to study how sediment supply influences step formation, step location, and step stability. Our results show that steps are more likely to form in segments of the channel where the width narrows because of particle jamming, and these steps are also more stable. Sediment feed increases particle activity which generates a dynamic channel morphology with steps forming and collapsing. A comparison with experiments without sediment feed shows that sediment supply does not inhibit step formation. Time series of step formation, evolution, and destruction show that the maximum number of steps is achieved when the sediment feed is larger than zero but smaller than the transport capacity. We summarize this outcome in a conceptual model where the dependence of step frequency on sediment supply is expressed by a bell curve. Sediment yield measured at the channel outlet followed the sediment feed at the inlet closely, even when we fed 50 % more and 50 % less than the calculated transport capacity. This outcome challenges the applicability of the concept of transport capacity to steep channels and highlights the key role played by sediment feed in dictating sediment yield and channel response. Finally, we detected a positive correlation between sediment concentration and step destruction, which stresses the importance of particle interactions for step formation and stability.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it