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<br />and watershed charateristics and to provide case studies of <br />flood plain management tool applications in existing <br />communities. A program of physical model studies was <br />developed to provide (1) quantitative data on flood <br />behavior. including depth, velocity. and sediment transport <br />rates; (2) qualitative and quantitative relationships <br />between fan and watershed conditions and flood processes; <br />(3) models of flood plain management tool applications and <br />operations; and (4) analyses of the effectiveness of such <br />tools. <br /> <br />Physical model studies were selected as the only viable <br />short-term means for investigating phenomena which have only <br />been cursorily documented in the field. As discussed in <br />Part II. Section 2 of this report. such use is justified <br />despite a recognized lack of data suitable for model <br />verification. Physical models have. in the past. been used <br />successfully to study complex. hydraulici, fluid mechanics, <br />and sedimentation p,oblems where no analytic or field data <br />was available. Many theories about erosion. sed iment <br />transport and rive. mechanics have been developed based <br />on physical model studies and such studies have proven <br />to be essential to the improvement of our understanding <br />of the responses of complex natural systems. Care has been <br />taken to verify each model used in the present study. <br />wherever possible. against observed flood behavior. One <br />model was designed to be a scale replica of an actual fan <br />and the results of prototype flood simulations were compared <br />with field observations of a historical flood. <br />Comparisons between model behavior and hydraulic <br />principles were made to verify the reasonableness of the <br />results. <br /> <br />As an adjunct to the study of fan flood processes and <br />management tool effectiveness. analyses of management tool <br />environmental, social. economic. and inflationary impacts <br /> <br />11 <br /> <br /> <br />