Class discussions and field trips
This activity has benefited from a review and suggestion process as a part of an activity development workshop.
This activity has benefited from input from faculty educators beyond the author through a review and suggestion process as a part of an activity development workshop. Workshop participants were provided with a set of criteria against which they evaluated each others' activities. After the review, the authors developed a plan for revising their activities based on the feedback they received from their peers. To learn more about this review process, see http://serc.carleton.edu/quantskills/review_processes.html#2006.
This page first made public: Jul 11, 2006
The course activity includes three aspects:
- Class discussion. Discussion centers on the Darcy law and the Dracy-Gersevanov law, including their main physical difference and applications to aquifer mechanics;
- Lab experiments. Lab work focuses on the data collection and interpretation of Lab results from conductivity experiments for aquifer sedimentary material. Quantitative skill is emphasized and embedded in data analyzing, figure plotting, graph interpreting and theory understanding using MS Excel;
- Field trips. Field trips allow students to collect data in situ, including aquifer parameters and pumping parameters.
- Realize the physical difference between the Darcy law and the Darcy-Gersevanov law,
- Understand the relation between driving force and drag force,
- Calculate the data from conductivity tests in the Lab and field using the spread sheet in MS Excel,
- Plot curves using graph function provided by MS Excel,
- Analyze test results with the built-in tools in MS Excel (e.g. linear regression or curve fitting),
- Validate the theoretical flow relation (e.g., the Darcy law) with lab results,
- Interpret the physical significance of the Darcy-Gersevanov law and its application to aquifer movement,