|Instructor Contact Information||Outline of Topics||Course Goals and Requirements|
|Evaluation and Grading||What
should you bring
to this course?
Outcomes and Objectives (What will you take
from this course?)
|Links, downloads and Suggestions for Further Reading||Hints
Instructor Contact Information:Instructor: Dr. Laura L. Sanders Office: S-146
OUTLINE OF TOPICS AND READINGS
outline will be adjusted daily as the semester proceeds.
Please check back frequently for updates.
* Reading assignments listed here are for the Schwartz and Zhang textbook unless otherwise noted.
Reading assignments should be completed before coming to class on the day listed.
* To see a list of each day's learning objectives, click on the date. These will be added as the semester progresses.
|JAN 10 Introduction. Review of hydrogeologic terms and concepts. Read: Preface, Chapter 1, Chapter 3.||JAN 12 Basic hydrogeologic principles. Read: Chapter 3.|
|JAN 17 No class.
||JAN 19 Basic hydrogeologic concepts, cont. Storativity and specific storage. First journal article (Article 1) distributed. Read: Chapter 3.|
24 Storativity and
specific storage, contd. Read:
1 and Chapter 4.
||JAN 26 Research paper organization. Reading, discussing, and leading discussions of scientific papers. Abstracts. Acknowledgments. Read: Chapter 4.|
|JAN 31 Discussion of Article 1 (discussion leader: Sanders). Hydraulic properties of aquifers and confining units. Read: Article 1 and Chapter 4.||FEB 2 Discussion of Article 2 (leader: Jessy). Flow nets. Read: Article 2 and Chapter 5.|
Discussion of Article 3 (leader: Sadia). Read:
||FEB 9 Exam #1. See review sheet.|
Discussion of Article 4 (leader: Sheetal ). Pumping
||FEB 16 Cont'd discussion of Article 4 (leader: Sheetal ). Pumping tests, cont'd. Read: Chapter 9.|
|FEB 21 Discussion of Article 5 (leader: Paul). Pumping tests, cont'd. Read: Article 5, Chapter 9.||FEB 23 Continued discussion of Article 5 (leader: Paul). Pumping tests, cont'd. Read: Article 5, Chapter 9.|
|FEB 28 Continued discussion of Article 5 (leader: Paul). Pumping tests, cont'd. Read: Article 5, Chapter 9.||MAR 2 Pumping tests, cont'd. Read: Chapter 9.|| MAR 3: Talk at NIU by
Eileen Poeter (NGWA Darcy Lecturer and director of the IGWMC)
|MAR 7 Discussion of Article 6 (leader: Sheetal). Pumping tests, cont'd. Use of isotopes in age dating of ground water. Read: Article 6. Research proposals may be handed in beginning today.||MAR 9 Isotopes, continued. Slug tests.
|MAR 14 Aquifer response to
pumping: the Theim
for steady state conditions. Read:
Chapter 6. Research proposals.
See MAR 16
|MAR 16 Meet on Wednesday, MAR 15 instead of Thursday this week! We'll meet with the Isotopes Geochemistry class at 5:40 pm in S-116. Read: Article 6 and the Isotopes for Beginners info sheet.|
|MAR 21 SPRING BREAK; no class.||MAR 23
SPRING BREAK; no class.
|MAR 28 Exam
||MAR 30 Discussion of Article 7 (leader: ). Read: Article 7 and Chapter 6. Unsaturated flow. Discussion of Article 8 (leader: ). Discussion of Article 9 (leader: ). Unsaturated flow. Flow nets, redux. Read: Chapter 6. Flow nets. Regional flow. More practice with flow nets. Using maps, graphs, tables, and figures in a scientific paper. Equations of flow. Read: Chapter 8, Chapter 5. Discussion of Article 10 (leader: Brian). Read: Article 10 and Chapter 12.Read: Article 8. Skim Chapters 10, 11. Read: Chapter 12.|
|APR 4 Discussion of Article 11 (leader: ). Aquifer response to pumping: transient conditions. Slug test data interpretation. Read: Article 11 and Chapter 12.||APR 6 Pumping test data interpretation. Skim: Chapters 9, 10, 11, and 13.|
|APR 11 Pumping test data interpretation,
Discussion of Article 12 (leader: ). Read:
12. Skim: Chapters 9, 10, 11, and 13.
|APR 18 Discussion of Article 13 (leader: ). Mass transport and contaminant hydrogeology. Read: Article 13, Chapter 22.||APR 20
|APR 25 Mass transport and contaminant hydro, cont'd. Read: Chapter 19.||APR 27 Contaminant hydro, cont'd. Final deadline for handing in research proposals.|
|MAY 2 Final
Quiz 6:00-7:50 pm. Note
Course Goals: Upon completion of this course, the student will
* have an advanced understanding of the principles of hydrogeology, particularly with respect to physical hydrogeology, chemical hydrogeology, and contaminant hydrogeology;
* be able to apply those principles in the design of hydrogeologic experiments and investigations, as demonstrated by the writing of a research proposal;
* be able to use the hydrogeologic literature to do research, including being able to read, understand, and apply ideas that appear in the literature; and
* be conversant in areas of current research in the field.
Attendance at all class sessions is expected.
Students are expected to have an e-mail account and to check their e-mail at least every other day.Students should bring the following to every class meeting: textbook, class handouts, scientific calculator, pencil and eraser, ruler, colored pencil.
Flexibility: This outline will change as the semester evolves. Please allow for flexibility in topics and assignments. Check this page frequently for updates!Evaluation Leading discussions (20 points): During the course, students will select, read, and discuss articles from the current issues of scientific journals such as Ground Water, Ground Water Monitoring and Remediation, Water Resources Research, Environmental Science and Technology, or other hydrogeologically-focused periodicals. Each student will lead the discussion of two separate articles during the semester. Students leading a discussion earn 0-10 points, up to 20 points total for the semester. These points will be awarded on the basis of how well-prepared and organized the discussion leader is, how clearly s/he brings out the main points of the article, and how well s/he engages the rest of the class in the discussion. Two students may elect to co-lead an article discussion; if they do so, they may earn 0-5 points each for each discussion.
Proposals will be evaluated on the basis of
considerations such as the
following: Does the proposal follow the required format? Is the
question clearly defined and articulated? Is the Introduction
and relevant? Are the proposed methods realistic and will they
information to answer the research question? Is the proposal
presented, free of grammatical and spelling errors, and with figures
tables in proper format? Are the references presented in the
format? More information on the proposal will be given later in
Homework (10 points): Occasional homework assignments will be given. Unless otherwise specified, they will be due one week from the date on which they are assigned. Homework should be either typewritten or neatly printed, on the front side of the page only. Please start each new problem on a new page. Pages should be stapled or clipped together, and the student's name should appear on every page. Trim ragged edges. Problems should be solved in a logical sequence of steps, with each step explained in words. For quantitative or numerical problems, the final answer should be circled or boxed. Answers should be rounded to the appropriate number of significant digits. Units of measurement must be included at every step.
Summary of evaluation:
In general, 90-100 pts = A,
Participation 18 80-89 pts = B, 70-79 pts = C,
Quizzes (3) 24 60-69 pts = D, <60 pts = F
Research Proposal 24
TOTAL 100 points
Department of Earth Science | Northeastern Illinois University
© 2006 Laura L. Sanders. Last updated February 9, 2006.