GEOL
3083 HYDROGEOLOGY FALL 2002
SYLLABUS
Instructor:
Dr. Steve Kline, Office:
Rm 6B, McEver (968-0676) or Rm 155, Energy Center (968-0202)
Office hours:
10:00 - 12:00, MWF; 1:00- 3:00 T-Th (may be in field some of these
times-Call to be sure)
Class time:
9:00 to 9:50 MWF; Room 2, McEver.
Text:
Fetter (2001) Applied Hydrogeology, 4th ed. Prentice Hall
Other
references:
Freeze
and Cherry (1979) Groundwater, Prentice Hall;
Walton
(1970) Groundwater Resource Evaluation, McGraw-Hill;
Driscoll
(1986) Groundwater and Wells, Johnson Filtration Systems, Inc.;
Heath
(1989) Basic Ground-Water Hydrology: U.S.G.S. Water-Supply Paper 2220.
Rationale
for the course:
Water is an important part
of the earth’s geologic system. From an academic standpoint it is meaningful
for students of geology to fill out their knowledge of the earth with this
integral component; and with respect to groundwater, none are better prepared
to understand its behavior than geologists. But even the more, from the
standpoint of human need, water is a critical natural resource, and it is not
unlimited in abundance or invulnerable to contamination. A major part of the
drinkable water of the earth (and water for other important uses) resides in
the ground. An understanding, both in a general sense and in a quantitative
sense, of the residence and movement of groundwater is vital to maintaining
quality of life for humanity. For this reason, this course is not only
recommended for geology majors, but for any who’s discipline involves
protection or management of the natural environment.
Objectives:
The emphasis of the course will be on groundwater, although some aspects of surface water hydrology are also addressed. We will cover the basic empirical knowledge of the residence and movement of groundwater, as well as a number of quantitative aspects (so as not to be the "geologist who knows everything about groundwater except how much"); we will also cover groundwater chemistry. The student who successfully completes the course should come out of it with a good understanding of where water resides in the earth, and with an overview of the movement of groundwater under steady-state conditions in both water-table aquifers and in confined aquifers. Students will learn how to determine which way water is flowing in the subsurface, how fast it is moving, and what quantities are there in any given area. Students will also learn what affects wells have on the steady-state system. They will be able to determine how much drawdown there will be and how large the cone of depression will be if an aquifer of known hydrologic properties has a well installed in it. Conversely, they will know how to apply pumping-test data to determine aquifer properties. With regard to water chemistry, students will obtain a basic understanding of the chemical ingredients in natural ground and surface waters. In addition, students will acquire knowledge of the behavior of various pollutants in groundwater systems and have an introductory knowledge of groundwater remediation.
Outline
of course and schedule
Note: T = top of
page; B = bottom of page; M =
middle of page
|
W 8/21 |
Introduction.
Hydrologic cycle. Read
p. 1-9T; skim 11-18
and 24-29 and 37-42; read p. 46-48T. |
|
F 8/23 |
Hydrologic
cycle continued. Begin Properties of aquifers: porosity and
specific yield. Read p. 69-81T
Homework #1 |
|
M 8/26 |
Porosity and
specific yield, cont. Read p. 69-81T |
|
W 8/28 |
Properties
of aquifers: Darcy's Law.
Hydraulic Conductivity. Read
p. 81-82M |
|
F 8/30 |
Properties
of aquifers: Hydraulic
Conductivity, cont. Water Table. Read
p. 84B-90, 93B-95T, 105-106
Homework #2 |
|
M
9/2 |
NO
CLASS—LABOR DAY HOLIDAY. |
|
W 9/4 |
Water Table,
continued. Types of Aquifers, Groundwater Maps. Read p. 95M-100T +
107-108T Homework #3 |
|
F 9/6 |
Properties
of aquifers: Transmissivity,
Storativity. p. 100M-102B, 104-106, Homework #4 |
|
M9/9 |
Principles
of Groundwater Flow: Hydraulic
head. Skim p.
113-115M; read 115M-116, 118-122M |
|
W 9/11 |
Principles
of Groundwater Flow:
Groundwater velocity. Groundwater flow equations. Flow nets. Refraction
of flow lines. Skim
p. 122M-124T. Read p. 124B-125M. Skim p. 125B-132B; Read
132B-138B. |
|
F 9/13 |
Principles of
Groundwater Flow:
Computer-aided drafting of flow nets: demonstration of FLOWNET (see p.
279). Start calculation of steady state flow in confined aquifers. Read
p. 138B-140T. |
|
M
9/16 |
Principles
of Groundwater Flow:
Calculation of steady state flow in confined and unconfined aquifers.
Read 138-141M. Skim 141M-142B. Read 142B-146B. Homework
#5 |
|
W 9/18 |
Principles
of Groundwater Flow: The
Vadose Zone. Read p. 219-228. Homework #6 |
|
F 9/20 |
The Vadose Zone
(continued). Groundwater Recharge.
Read p. 219-228; 231B-234B. |
|
M 9/23 |
Regional
groundwater flow. Read p. 236-250, 272-278. |
|
W 9/25 |
Lecture
test & Take-home test |
|
F
9/27 |
Regional
groundwater flow (continued). Read p. 236-250, 272-278. |
|
M 9/30 |
Geology
of groundwater occurrences: Groundwater regions of the U.S.:
Alluvial valleys. Alluvial basins. Read p. 338-344, 289b-297M. |
|
W
10/2 |
Geology
of groundwater occurrences: Groundwater regions of the U.S.:
Glaciated central region. 285-289M |
|
F 10/4 |
Geology
of groundwater occurrences: Groundwater regions of the U.S.:
Atlantic and Gulf Coastal Plains (includes principles of
salt-water intrusion w/ homework #7). Western High Plains. p.
338-344, 327B-337M, 263-267. |
|
M 10/7 |
Geology
of groundwater occurrences: Groundwater regions of the U.S.:
Non-glaciated central region (flat-lying sandstone aquifers,
folded and faulted terranes). Read p. 338-344, 268-272T, 297M-310M. |
|
W 10/9 |
Geology
of groundwater occurrences: Groundwater regions of the U.S.:
Karst areas of non-glaciated central region. Southeast Coastal
Plain. Read p. 338-344, 310M-319, 255-262 |
|
F 10/11 |
Geology of
groundwater occurrences: Groundwater regions of the U.S.:
Colorado Plateau & Wyoming Basin. Appalachian Piedmont & Blue
Ridge. Northeast Superior Uplands. Western Mountain Ranges. Columbia
River Plateau / Hawaii. Read p. 338-344, 319B-323M. |
|
M 10/14 |
Lecture
Test |
|
W 10/16 |
Groundwater
flow to wells: Drawdown. Cone of Depression. Estimation of drawdown
in pumped confined aquifers. Read p. 150-156M.
Homework #8 |
|
F 10/18 |
Groundwater
flow to wells: Estimation of
drawdown in pumped leaky (semiconfined) aquifers. Drawdown in unconfined
aquifers. Read p.
156B-163M, 164-165 Homework #9(SKIP). Determining aquifer
parameters from pump-test data: Steady-state conditions. Read p.
166-167M Homework #10 |
|
M 10/21 |
Groundwater flow
to wells: Determining aquifer
parameters from pump-test data: Transient conditions, confined aquifers.
Time-drawdown methods: Theis method.
Read p. 169M-173M Homework
#11 |
|
W
10/23 |
Groundwater flow to wells:
Determining aquifer parameters from pump-test data: Transient
conditions, confined aquifers. Jacob time-drawdown straight line method.
Jacob distance-drawdown straight line method. p. 173M-177B Homework
#12 |
|
F 10/25 |
Groundwater
flow to wells: Determining
aquifer parameters from pump-test data: Transient conditions,
semi-confined (leaky) aquifers. Also unconfined aquifer tests. Read p.
177B-180M, 184B-190T. Homework #13 |
|
M
10/28 |
NO CLASS—DR. KLINE AT GSA MEETING |
|
W
10/30 |
NO
CLASS—DR. KLINE AT GSA MEETING |
|
F 11/1 |
Groundwater
flow to wells: Determining
aquifer parameters from pump-test data: AQTESOLV computer program.
Homework #14 |
|
M 11/4 |
Groundwater flow
to wells: Determining aquifer
parameters from pump-test data: Transient conditions: Slug Tests. Read
p. 190T-205B. Homework #15 |
|
W
11/6 |
Groundwater flow to wells:
Well efficiency. Well specific capacity. Estimating aquifer
transmissivity from specific capacity data. Read p. 205B-207M. Homework
#16 |
|
F
11/8 |
Groundwater flow to wells:
Effects of well interference and aquifer boundaries. Estimation of
distance to a hidden source of recharge. Read p. 207M-209. Homework
#17 |
|
M
11/11 |
Groundwater Chemistry:
Aqueous chemistry of ionic compounds (minerals). Groundwater and
carbonate rocks. Specific conductance as a measure of concentration.
Eh-pH controls. Read p. 346-347. Skim p. 348-366B. |
|
W 11/13 |
Lecture
test & Take-home test |
|
F 11/15 |
Groundwater
Chemistry: Aqueous chemistry
of ionic compounds (minerals). Groundwater and carbonate rocks. Specific
conductance as a measure of concentration. Eh-pH controls (continued). Read
p. 346-347. Skim p. 348-366B. |
|
M 11/18 |
Groundwater
Chemistry: Cation exchange.
Methods of chemical data presentation.
Read p.
366B-368M, 373M-381M. Homework #18 |
|
W 11/20 |
Intro to water
quality. Sources of
groundwater contamination. Water quality standards. Read p.385-389B,
415B-426T. |
|
F 11/22 |
Water sampling.
Ground water monitoring. Vadose zone monitoring. Read p. 389B-400T Homework
#19: Plotting chemical data using computer |
|
M 11/25 |
Transport
of pollutants in ground water. Read p. 400T-415B. |
|
W 11/27 & F 11/29 – NO
CLASS—THANKSGIVING HOLIDAY |
|
|
M
12/2 |
Transport
of pollutants in ground water (continued). Read p. 400T-515B. Begin
Groundwater restoration. p. 426T-439M |
|
W
12/4 |
Groundwater
restoration. p.426T-439M |
System for grade determination
Grades will come from
performance on two major facets of the course–a knowledge-based aspect and a
quantitative aspect. Each aspect is important. The main objective of the course
is in the knowledge-based (qualitative) aspect, so more credit will be assigned
to it. However, a good bit of your time will be spent dealing with the
quantitative aspect, so I want a good bit of credit to be able to come from this
aspect.
I also want to construct the
grading system so as to emphasize your strengths. I therefore have decided to
have a kind of flexibility in how much credit will be assigned to each of these
two major facets of the course. If your total average in the quantitative aspect
of the course is better than your average in the qualitative aspect, then I will
assign the quantitative average to be 40% of the total class grade, and the
qualitative aspect to be 60% of the total. If your qualitative average is better than your quantitative
average, then I will decrease the quantitative average to be 25% of the total
grade, and will increase the qualitative average to be 75% of the total grade.
The individual components of
each of these two aspects of the grade are weighted as follows.
|
Qualitative
(regular) |
Qualitative
(grad students) |
||
|
In-class lecture
tests: 3 @ 25% each |
75% |
In-class lecture
tests: 3 @ 20% each |
60% |
|
|
|
Term paper: 1 @ 15% |
15% |
|
|
|
Practical project 1
@ 5% |
5% |
|
Final Exam |
25% |
Final exam |
20% |
|
Total |
100% |
Total |
100% |
|
Quantitative
|
|
|
Total homework* |
50% |
|
Take-home tests: 2 @
25% each |
50% |
|
Total |
100 |
| * Each homework set will be assigned different point values. I have not made an effort to cause the points to total to 50%; rather, I will take the total number of points that accumulate and divide the total number of points you earn by the total number of points possible to get an average for homework. | |
Regarding homework
assignments: Unless otherwise
specified, the assignment will be due at the beginning
of the next class meeting. If turned in anytime after the beginning of
class that same day, 5% will be automatically deducted. If turned in to my
office the next day (very next day, not just next class time), 10% is deducted.
If turned in before the beginning of the following class time, 20% is deducted.
At that time, in most cases, I will return graded homework assignments and an
answer key will be posted, so after that time no assignments will be received
and you'll get a 0 for that homework assignment.