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<br />. <br /> <br />19 <br /> <br />a primary factor in sedimentation study, but the size distribution of the <br /> <br />sediment that forms the bed and banks of a stream is of great importance. <br /> <br />. <br /> <br />A size classification embracing and expanding the Wentworth scale, which <br /> <br />has been recommended by the Subcommittee on Sediment Terminology of the Com- <br /> <br />mittee on Dynamics of Streams of the American Geophysical Union, contains <br /> <br />. <br /> <br />six consecutive size classes; boulders, cobbles, gravel, sand, silt, and <br /> <br />clay (Table 2-1). <br /> <br />. <br /> <br />2.3.2.l Boulders <br /> <br />The boulder class has been of little interest when considering sediment <br /> <br />transport problems. In this range, size measurement of a single particle is <br /> <br />. <br /> <br />a relatively simple matter. Conversely, it is a difficult problem to establish <br /> <br />the size distribution of a bed of boulders due to the large volume of the <br /> <br />sample required and the size of the particles. Here, indirect methods are <br /> <br />. <br /> <br />commonly used, such as photographing the material through a grid. <br /> <br />2.3.2.2 Cobbles and Gravel <br /> <br />These two classes play an important role in prohlems of local scour and <br /> <br />. <br /> <br />resistance to flow and to a lesser extent considering bed-load transport. <br /> <br />Size of particles in this range may be determined by direct measurement of <br /> <br />either the volume or one or more diameters of typical particles (usually with <br /> <br />. <br /> <br />conversion of results to the normal diameter), or by passing the material <br /> <br />through sieves of the proper mesh size. <br /> <br />. <br /> <br />2.3.2.3 Sand <br /> <br />The sand class is very important considering sediment transport. Sand <br /> <br />sizes are almost invariahly determined by sieving or by the visual accumu- <br /> <br />. <br />, <br />, <br />I <br /> <br />lation tube. <br /> <br />. <br />