Water flow in the subsurface

Andrew M. Goodliffe

University of Alabama

This activity has been reviewed by 2 review processes

This activity has benefited from input from faculty educators beyond the author through a review and suggestion process. This review took place as a part of a faculty professional development workshop where groups of faculty reviewed each others' activities and offered feedback and ideas for improvements. To learn more about the process On the Cutting Edge uses for activity review, see http://serc.carleton.edu/NAGTWorkshops/review.html.

This page first made public: Apr 30, 2008

Summary

Using an off-the-shelf mock-up of a hydrological system, students are asked to predict where water will flow. Dyed water is injected into various parts of the system so that the students can see the flow patterns.

Groundwater flow, Groundwater | College Introductory

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Context

Audience

This exercise is used in an introductory undergraduate level geoscience course primarily taken by non-majors. The course title is Sustainable Earth.

Skills and concepts that students must have mastered

The concepts of porosity and permeability.

How the activity is situated in the course

The activity is used during the groundwater/pollution segment of the class.

Goals

Content/concepts goals for this activity

Students will be able to observe how water flows through the subsurface.

Higher order thinking skills goals for this activity

Students will be able to predict the flow of water in the subsurface using their knowledge of porosity, permeability, and maybe even Darcy's Law.

Other skills goals for this activity

Students will understand the consequence of pollutant flow in the subsurface and the consequences for other people.

Description of the activity/assignment

Students are presented with a working geological model of the subsurface. This includes permeable and impermeable horizons, a simulated lake/river, and a number of wells. In the demonstration phase of the activity dyed water is injected at various points in the model. Students are asked to predict where this dye will travel. Examples are given of various real world scenarios, ranging from groundwater flow from a septic tank to the disposal of hazardous pollutants down a deep well. Students are then invited to experiment with the model in groups.