introduction to physical hydrology: - brown · web viewheath, ralph c., and frank w. trainer,...

Foundations of Physical Hydrology:Watershed Dynamics & Groundwater Flow

Geological Sciences 58Environmental Studies 58

PROVISIONAL COURSE SYLLABUSFALL ‘06

Semester I; 2006-2007

Synopsis: Qualitative introduction to the dynamics of watersheds and groundwater flow from an intuitive perspective. Lays the foundations for understanding the physical mechanisms by which water is transported throughout a hydrologic system. Provides background for future studies, but is primarily designed to enable informed citizens to thoughtfully critique water management practices and public policy. Pre-college math and physics background is expected.

Version: May 16, 2006

John F. HermanceProfessor of Geophysics

Department of Geological SciencesBrown University

Providence, RI 02912-1846

Office: Room 167Geo/Chem Building

324 Brook Street

Tel.: 401-863-3830Fax: 401-863-2058

e-mail: [email protected]

__________________________________© John F. Hermance: 05/09/23; 1:04 AM

Course Description

For the Fall of 2006, in addition to a qualitative/semi-quantitative introduction to the behavior of surface water(floods, droughts, etc.) and groundwater (drinking water, contaminant migration, etc.), a principal theme of the course will emphasize the "tools" of hydrology. In weekly field labs, students will use instruments to measure streamflow, groundwater levels, etc. Later in the fall, students will access and process data in indoor labs, constructing 2D and 3D maps, accessing and editing satellite and GIS-type images, and executing modeling software. This version of the course can be taken in addition to GE 158 (the latter being offered in the spring, and more mathematically oriented). Graduate credit can be arranged.

A qualitative introduction to all aspects of physical hydrology, with emphasis on the dynamics of watersheds and groundwater flow. The basic goals of the course are to develop the underpinning concepts of watershed hydrology to a level at which students can intuitively assess and critique the technical aspects of fundamental issues. Our primary objective is to provide the introductory level undergraduate student with the qualitative background and practical experience for more advanced undergraduate activity in the future, such as an advanced course or seminar, independent research, senior thesis, or other such capstone experiences in their Brown career.

Topics will include precipitation, infiltration, overland flow, streamflow generation and the interaction between surface waters and groundwater with a view toward understanding mechanisms of flood generation, droughts, practical aspects of well drilling, installing monitoring wells, the development of groundwater supplies, contaminant migration, remediation and water supply protection. Lectures and group discussions will develop the underlying physical principles, and will extend an intuitive view of these processes to predictive models. Depending on available university resources, field and laboratory exercises will provide practical, hands-on experience in observing specific hydrological processes and measuring fundamental parameters. Although some exercises and labs will involve computer applications (such as Excel, etc.), familiarity with computers is not required. Students may elect to either select or be assigned an individual or small group research project on a topic (or topics) of their choice to adapt the course material to their own personal interests and/or needs (some examples are attached). The credit for this might range from a few percent to as much as 15% of the final grade. (In exceptional cases, arrangements might be made for one or more term projects to count toward a larger percentage of the final grade — see Instructor before mid-semester.)

Active class participation is expected in discussions of formal course material, related reports in the media (not necessarily current), the technical literature and on the Internet. Students will be judged on their interest level, participation and development, not on their preexisting quantitative background. Inquiries concerning the class are welcomed by the instructor (Jack Hermance; Office: GeoChem 167, xt 3830; e-mail: [email protected]).

Prerequisites: Pre-college math and physics, or permission of the instructor. Cannot be taken in addition to GE/ES 158.

Required Texts:

Principal text: To be announced.Hermance, J. F., Typed Course Notes, 2006.

_______________________© John F. Hermance: January 11, 2005

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Schedule of Topics by Week(Detailed outline by Topic Follows)

PART I. PRINCIPLES OF PHYSICAL HYDROLOGYWeek 1:Partitioning of Water in the Global Environment: The Hydrologic CycleRelative Distribution of Water in the Earth's EnvironmentWatersheds: Fundamental units of hydrology

Week 2Mass Balance in the Water Cycle:Summary of Surface & Subsurface Flow Generation

PART II. WATERSHED DYNAMICS: INTERACTION AMONGTHE COMPONENTS

Week 3PrecipitationEvapotranspiration

Week 4Infiltration, Depression Storage & Overland FlowWetlands

Week 5 & 6Streamflow Generation

PART III. WATER IN THE SUBSURFACEWeek 7 & 8Hydrologic nature of the geologic environmentFundamental Concepts of Ground-Water Flow

Week 9Visualizing flow patterns in the subsurface

Week 10Physical Processes in AquifersSubsurface flow to a discharging (recharging) wellWell tests and monitoring wellsRegional Flow Patterns

Week 11 & 12Water QualityWatershed Pollution & Contaminant MigrationOverview of water moving through the environment


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Outline of Subject Matter

PART I. PRINCIPLES OF PHYSICAL HYDROLOGY

Partitioning of Water in the Global Environment: The Hydrologic CycleMultiple uses of, and demands on, waterWater as a consummable resourceGlobal fresh water usage patterns

Water availabilityWater-stressed countriesWater-scarce countries

Relative Distribution of Water in the Earth's EnvironmentGlobal water budgetSources of fresh waterSpatial scales of hydrologic processes

Watersheds: Fundamental units of hydrology(Watersheds are to hydrology as atoms are to modern physics)

DefinitionSynonyms

WatershedDrainage basinRiver basinCatchment

Delineating a watershedTopographic vs groundwater dividesTerrain analysis using digital elevation models

Watershed Parameters

Mass Balance in the Water Cycle:One of the Fundamental Relations in HydrologyConcept of water balanceConservation conditionConservation of flux with sourcesElements of hydrologic cycle

PrecipitationEvapotranspirationOverland flowInfiltrationGroundwater flow & baseflowStream runoffGaining vs losing streams

Dynamic storage of a watershed element(Steady-state vs transient conditions)

Basic processes & watershed elementsInflowStorage elementsOutflow

Residence times

Summary of Surface & Subsurface Flow Generation


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PART II. WATERSHED DYNAMICS: INTERACTION AMONGTHE COMPONENTS

Discussion of the fundamental concepts, observational data, model simulations, & predictions.

PrecipitationPoint measurementsAreal samplesDepth of precipitationComputer visualization, interpolation and animation of station gauge data

EvapotranspirationTemperatureSolar RadiationWindHumidity

Infiltration, Depression Storage & Overland FlowDepression storageDirect runoff

Horton overland flowSaturated overland flow

InfiltrationSubsurface stormflowGroundwater recharge & baseflow

WetlandsGroundwater outcrops"Buffers" of hydrological anomaliesSustaining wetlandsEffect of groundwater withdrawal on wetlands

Streamflow GenerationStreamflow & hydrographs: Measuring streamflow

FlowmetersWeirsStage versus discharge

Baseflow recessionControls on flow velocity (assessing the Manning Equation)

Channel radiusFlow gradientChannel roughness

Rainfall-runoff relationsComponents of storm hydrograph

Characteristic delay times (theoretical versus observed)Response to overland flowInterflow and throughflowEnhanced baseflowDecay of overland flow

Separating components of hydrographUnit hydrographsStreamflow statistics (peak flow probabilities, etc.)Characteristic residence times


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PART III. WATER IN THE SUBSURFACE

Hydrologic nature of the geologic environmentHydrologic characteristics of "rock" materials(Consolidated vs unconsolidated materials)

GrainsPoresCracks, joints and fractures

Distribution of water in igneous and metamorphic rocksWater in sedimentary formations — TeleconnectionsMorphology of glaciated terrainsHydrologic nature of residual soils & other unconsolidated overburden

SoilUnconsolidated sedimentsGlacial outwashAlluvial fansRiver valley and stream bed deposits (Sorted vs unsorted deposits)

Clay Silt SandGravel Cobbles

General comments on the soil-bedrock interfaceHydrology of unconsolidated sediments

River valleysCoastal plainsGlaciated terrain— Surface materials— Buried fossil landforms

Fundamental Concepts of Ground-Water FlowConservation condition Darcy's lawPressure and hydraulic head Hydraulic conductivityEffect of matrix and fluid properties on mass transportInhomogeneous versus anisotropic mediaLateral inhomogeneities: Discrete or "block" discontinuities versus smoothly varying propertiesRefraction of fluid flow across a material boundary

Visualizing flow patterns in the subsurfaceContours of hydraulic headContours of flow directionFlowlines and flow nets“Zones of influence” for discharging groundwater

Physical Processes in AquifersConceptual models of the hydrogeologic environment

Infiltration dynamicsCapillary forces and soil moisture tensionUnsaturated or vadose zone

Aquifer characteristics, divisions and classesConfined aquifersUnconfined aquifersPerched aquifers

Compressibility, pore pressure and effective stressAquifer flow parameters

Transmissivity & storativity for confined aquifersSpecific yield for unconfined aquifersPotentiometric (piezometric) head versus the "watertable"

Simple steady-state models for confined and unconfined flowUnconfined flow with regional recharge

Subsurface flow to a discharging (recharging) well


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Confined vs unconfined flowSteady-state vs transient conditionsEffect of local boundaries and local recharge zones: Method of images

Well tests and monitoring wells

Regional Flow PatternsTransient vs steady-state conditionsConfined vs unconfined aquifersHorizontal vs vertical recharge processes

Water Quality(Physical and chemical properties of water)

Physical properties of waterDissociation & solubility of chemical elements in the hydrosphereWater Quality

Watershed Pollution & Contaminant Migration"Point source" pollution

Chemical & fuel spills (or leaks)LandfillsWaste treatment facilitiesSeptic systems

"Non-point" or distributed contaminant sourcesAgricultural

FeedlotsFertilized fields

CommunityPesticides & herbicidesComposite septic fields

Mitigating contaminant migrationRecovery wells"Capture zones"Dispersal, soil "washing" and biodegrading

Overview of water moving through the environment


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Background Reading List

Bachmat, Yehuda, John Bredehoeft, Barbara Andrews, David Holtz, and Scott Sebastian, Groundwater Management: The Use of Numerical Models, American Geophysical Union, Washington , D. C., 1980.

Black, P.E., Watershed Hydrology, 2nd edition, An Arbor Press, 449 pp., 1996.Bras, R.L., Hydrology, Addison Wesley Publishing Company, Reading, MA, 643 pp. 1990.Chow, V.T., D.R. Maidment, and L.W. Mays, Applied Hydrology, McGraw-Hill, Inc., 572 p., 1988.Davis, Stanley N., and Roger J. M. DeWiest, Hydrogeology, 463 pp., John Wiley & Sons, Inc., New York, 1966.Dingman, S.L., Physical Hydrology, Macmillan Publishing Company, 575 p., 1994.Domenico, Patrick A., and Franklin W. Schwartz, Physical and Chemical Hydrogeology, 824 pp., John Wiley &

Sons, New York, 1991.Eagleson, Peter S. (Chairman), Opportunities in the Hydrological Sciences, 348 pp., Committee on Opportunities

in the Hydrological Sciences, National Research Council, National Academy Press, Washington, DC, 1991.Fetter, C.W., Applied Hydrogeology, 4th edition, 691 pp. (includes computer disk), Prentice Hall, 2001.Fetter, C.W., Contaminant Hydrogeology, Macmillan Publishing Company, New York, 458 pp., 1993.Foley, D., G.D. McKenzie, and R.O. Utgard, Investigations in Environmental Geology, Macmillan Publishing

Company, 304 p., 1993.Freeze, R. Allan, and John A. Cherry, Groundwater, 604 pp., Prentice-Hall, Englewood Cliffs, NJ, 1979.Gabler, R.E., R.J. Sager, and D.L. Wise, Essentials of Physical Geography, Saunders College Publishing, 559 p.,

1991.Heath, R.C., Ground-Water Regions of the United States, Geological Survey Water-Supply Paper 2242, United

States Government Printing Office, 78 p., 1984.Heath, Ralph C., Basic Ground-Water Hydrology, United States Geological Survey Water-Supply Paper 2220,

1984.Heath, Ralph C., and Frank W. Trainer, Introduction to Ground Water Hydrology, 285 pp., National Ground

Water Association, Dublin, OH, 1992.Hermance, J.F., A Mathematical Primer on Groundwater Flow, Prentice Hall, 1998.Kazmann, R.G., Modern Hydrology, Third Edition, 427 pp., National Water Well Association (now National

Ground Water Association), Dublin, OH, 1988.Keller, E.A., Environmental Geology, Macmillan Publishing Company, 521 p., 1991.Mayer, L., Introduction to Quantitative Geomorphology: An Exercise Manual, McGraw-Hill, Inc. 380 p., 1990.McIntyre, M.P., H.P. Eilers, and J.W. Mairs, Physical Geography, John Wiley & Sons, Inc., 536 p., 1991.Postel, Sandra, Last Oasis; Facing Water Scarcity, 239 pp., W.W. Norton & Co., New York, 1992.Rahn, Perry H., Engineering Geology: An Environmental Approach, Elsevier Science Publishing Company, Inc.,

New York, 1986.Roscoe Moss Company, Handbook of Groundwater Development, 493 pp., Wiley & Sons, New York, 1990.Schwartz, Frank W. (Chairman), Ground Water Models, Scientific and Regulatory Applications, 303 pp.,

Committee on Ground Water Modeling Assessment, National Research Council, National Academy Press, Washington, DC, 1990.

Serrano, Sergio E., Hydrology for Engineers, Geologists, and Environmental Professionals - An Integrated Treatment of Surface, Subsurface, and Contaminant Hydrology, HydroScience, 1997.

Todd, Keith David, Groundwater Hydrology, 535 pp., John Wiley & Sons, New York, 1980.Walton, W.C., Principles of Groundwater Engineering, 546 pp., Lewis Publishers, 1991.Wang, Herbert F., and Mary P. Anderson, Introduction to Groundwater Modeling: Finite Difference and Finite

Element Methods, 237 pp., W. H. Freeman and Company, San Francisco, 1982.Ward, Stanley H. (Editor), Geotechnical and Environmental Geophysics, Volume I: Review and Tutorial, Society

of Exploration Geophysicists, 1990.Ward, Stanley H. (Editor), Geotechnical and Environmental Geophysics, Volume II: Ground Water Exploration,

Society of Exploration Geophysicists, 1990.Watson, I., and A.D. Burnett, Hydrology - An Environmental Approach, Buchanan Books Cambridge, 702 p.,

1993.


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Pedagogical Framework

Provisional Core Activity1 (Expected of all students, unless prearranged otherwise.)

1) Required2: Two to three formally scheduled 1 hour lectures and/or group discussions per week, presented or supervised by the instructor (J.F. Hermance). Lecture periods will also be used for class discussions or for presentations by class members. Students are expected to contribute to class discussions.

2) Optional: Depending on sufficient resources being available from the university for any specific semester, we will arrange a series of optional weekly computer, field, and laboratory exercises (2-3 hrs/week) at times to be arranged (up to 6 such meetings total).

• Depending on student interest (and available resources), several (2 or 3) field trips will visit various hydrological sites in southeast New England, and expose students to a number of sampling or data gathering procedures. It is possible that, because of scheduling conflicts, not all students will be able to participate in these. Possible examples:— Field trip to inspect typical southeast New England upland geology, with a visit to a producing

community water well-field. On-site discussion of engineering & geological aspects— Field trip to inspect typical southeast New England watershed— Demonstration of non-invasive geophysical investigations— Observation of gauging operations

- Streams - Depth to water table (and gradient)- Precipitation - Infiltration

• Students will perform several (4) measuring procedures in the laboratory, such as:— Soil properties — Retentivity— Permeability — Infiltration— Water quality — Surveying techniques

• Computer demonstrations & hands-on activities (6 selected from below) will assist in visualizing and quantifying several hydrological processes:— Accessing environmental data bases

- Precip - Temp- Streamflow - Evapotranspiration

— Accessing standard computer applications- Basic - Fortran- Graphing - Surfer- DeltaGraph - Excel

— Regional groundwater flow (steady-state & transient)— Storm flow and stream flooding— Groundwater flow to a pumping well

- Development of the "cone of depression"- "Capture zone" for a recovery well

— Contaminant migration in subsurface waters

In addition to the above formally scheduled sessions, occasional informal demonstrations or tutorials might be offered to individuals or small groups of students who may opt for additional background. The latter will be supplementary credit activities and usually given 1 to 4 grade points.

Important Note: In all cases (formal field and lab exercises, computer demonstrations, informal demonstrations or tutorials, and video viewing), students are expected to submit short, written reports on such exercises that will be evaluated by the graduate TA and the Instructor. Such reports will be evaluated on their substance, creativity and aesthetic quality of presentation (spelling, grammar, syntax, citations, quality and organization of figures, etc.).

1 These expectations may be modified somewhat after assessing the background and interests of the students.2 The term “Required” needs to be interpreted very loosely. Due to the flexibility of grading, students map “opt out” of

most any exercise and still do well in the course. This term is used to indicate that future work will draw on information systematically developed in this category.


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3) Optional: A weekly, written synopsis of the water-related "news story of the week" from the news media, topical technical journals, or the Web. A hard copy of the actual article, or articles, used should be appended to a student composed, 250 to 400 word review, professionally presented with citations, etc. Due the Wednesday of each week beginning in week 2. A total of 8 due throughout semester. Late submissions not permitted. Generally 3 grade pts each providing they contain some thoughtful analysis, but some may warrant extra credit. Students will be randomly selected to present an informal, spontaneous oral overview to the class each week.

4) Required: Problem sets or written homework assignments, sometimes based on material in text or assigned reading not covered in lecture. It is recommended that text and math formulas be typed; and explanatory sketches done using computer graphics. Style will be graded. (8 planned exercises; usually due on Friday).

5) Optional: Surfing the Internet Web: A) Each student is expected to identify a water-related resource on the Internet, respectively, on 3 separate

occasions throughout the course of the semester (i.e. approx. 1 resource every two weeks; 4 pts each). These will be appropriately documented and reported (see Item 2, above). Include the URL and a representative hardcopy (printout) of representative material.

B) The following is optional and totally student-initiated. At your own discretion, students should monitor specific Web pages of your choosing on the Internet for a period of days, during which you will systematically download, on a daily basis, key hydrological data or "events" from specific watersheds or regions that you will analyze and, at some point, disseminate to the rest of the class. (This will be done on an ad hoc basis thoughout the first half of the semester, for a typical maximum grade point accumulation of 8 points, but more may be negotiated in advance.) Must be completed by the end of week 8.

6) Optional: An individual research project(s) of the student’s choosing (in consultation with Instructor). Can be done individually or in small groups. A list of possible projects is attached for illustrative purposes. These typically run from 10 to 15 pts, but may be worth from a few to upwards of 20 grade points. Projects will all be selected before mid-semester, with final results submitted by class-time at the end of week 10. Students may get extra credit for reporting on individual or group term project(s). Each presenter will meet with the Instructor or TA at least 2 days (48 hrs) prior to their talk to rehearse material, show visual aids, etc.

7) Optional: Oral report(s) on special topics to be assigned. Approx. 10 minutes in length. These will be integrated directly into the regular lecture/discussion format. Above guidelines apply (see Item 5).

8) Optional mathematical exercises supplying intermediate steps in theoretical derivations. (Up to 8 grade pts, total). These might be student initiated, or be explicitly flagged by the instructor.

Problem sets, computer exercises, oral reports, the research project and current events will form the basis for active class discussions in which each student will be expected to participate. Students will be expected to cultivate their presentation skills throughout the semester.

Students will be evaluated on their preparation and class responses. All formal activities will be completed by the beginning of reading period so that the remainder of the semester can be used for singular opportunities that may have spontaneously arisen during the semester from a student’s individual initiative, class discussions or student reports.

Note 1: At times (because we are trying to keep you close to the cutting edge of the science), you may be purposely or inadvertently exposed to proprietary information of a relatively sensitive nature — it may be serving as the basis for regulatory enforcement, litigation, property transfer, etc. You literally may hold the future of some individual in your hand, or have access to information on a million dollar real estate transfer or property settlement. You are expected to use professional judgment and discretion in discussing or disclosing this information outside of class.

Note 2: All computer programs, data, interpretations and reports developed by students as part of the activities in this course will be considered public domain. The substantive elements of all student projects (including labs, field reports, final projects, etc.) will be archived at Brown University. Students desiring copies of the same should make them before turning in the material, or make special arrangements ahead of time with the instructor.


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Note 3: All material (paper copy, computer material, data, etc.) supplied to the student by the Instructor and Brown University will be inferred to be, and will remain, the property of Brown University and the Instructor, and should not be reproduced and circulated to non-class members in any format, or as any product.

Assignment of Final Grade

Evaluation of student performance will be by the Instructor (in consultation with the graduate TA), and will be based on:

Core Activitya) Required: Written Homework: 8 exercises @ 6 pts each; up to 48 ptsb) Optional: Field, computer & laboratory activities. 6 exercises; up to 30 ptsc) Optional: "News Story” or “Case Study” of the week. 8 @ 3 pts each;up to 24 ptse) Optional: Internet resources. 3 @ 4 pts each; up to 12 ptsf) Optional: Internet "event" monitor up to 8 ptsg) Optional: Individual Initiative Project(s) up to 15 pts

(Can be negotiated for more or less credit if appropriate)h) Optional: Class presentation(s) up to 4 ptsi) Unprepared for class or lab (also optional, but not recommended) Minus 20 pts

__________Subtotal : 141 pts

Other Optional Activity (Student Initiative)k) Participation in study groups; up to 10 ptsl) Optional points for special effort on, or exceptional

quality of, individual exercises. up to 15 ptsm) Optional contributions to mathematical derivations up to 10 ptsn) Class Participation (from minus 20 pts) up to 10 pts

To allow each student considerable latitude in assigning their individual priorities for what they expect to obtain from the course, the above subtotal of 141 points will not be prorated to a maximum course grade of 100%, but the grade will be based on the actual cumulative grade points.

Students are encouraged to complete all homework as well as an independent research activity for "super-A's", but such is not required for "simple-A's". A "super-A" student will be one who wants to obtain the most from her/his Brown experience, and/or who might want to call upon the instructor in the future for a singularly positive recommendation.

Based on the actual cumulative grade points, in general3, a grade of 90 points or greater will be an A, 75 points or greater will be a B,60 points or greater will be a C,59 points or less will be a no credit (NC).

Note regarding alternative learning styles: The class is purposely designed to naturally accommodate the different ways in which students learn, and can easily adjust to particular situations. This may be particularly beneficial to students with alternative learning styles (including, but not exclusively, special needs, such as learning inefficiencies, health considerations, physical needs, etc.). Students who might want to enhance this feature of the course – such as those who simply “learn differently”, and would benefit from alternative requirements for assignments, assessments and/or tests – are encouraged to advise the instructor (Jack) as early in the semester as convenient. Some students may simply “learn differently”, and would benefit from alternative requirements for assignments, assessments and/or tests. Students with diagnosed special needs should also contact the instructor early in the semester, regardless if they anticipate special accommodation. All such arrangements will be confidential.

3 The Instructor always reserves the right to lower any of these ranges by one or two points to accommodate the occasional case where a student clearly merits subjective recognition of her/his contribution to the class activities which is not conveyed by a strict numerical grade.


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Standard Policy Toward Late-Work: All assignments are due on the date and the time indicated. If this is class-time, then assignments will be collected at the beginning (precisely!) of class. After that time, until 4 PM the next day (unless there is a persuasive case made by a Dean), homework will be prorated to 90% of its normal, on-time grade. By the beginning of the next class, the grade will be prorated to 80%. After that, to the beginning of the next class, grades will be prorated to 70%. After 1 week, homework will be prorated to 50%, and will not be accepted after 2 weeks from due date, or past the beginning of reading period.

Policy toward plagiarism or other academic misconduct

Students are encouraged to work together and collaborate on homework, writing and projects – however, you need to keep me (Jack) informed as to what and who this involves!

Recognizing that the majority of students in this course may not be familiar with the instructor's broad & liberal style of assigning grade credit (which is virtually anything goes, if it makes sense to your learning hydrology), it is important that each participant be aware that there are bounds on proper performance.

The instructor is most generous in recognizing individual interests and career objectives of the student, and how this interest can bridge across two or more courses and their independent research at Brown University or elsewhere. Since the instructor's interpretation of the relevance of certain material to hydrology is so broad in offering the maximum opportunity to the motivated student to explore non-traditional areas of inquiry, it is possible for some to abuse the situation. Students should be aware, however, that transgressors will be summarily dealt with.

While students may — and are encouraged to — discuss their homework with other class members (or prior class members), it is expected that each person will contribute an independent component of an assignment — an independent component that is specifically and unequivocally identified.

The discovery of plagiarism of another's work in any form, particularly copying — in spirit or substance — another student's homework from this semester, or from previous semesters, without proper and unambiguous acknowledgment, will immediately result in a "No Credit" for the course, and notification of the Dean's Office.

Students working together on an exercise or a term project, and submitting virtually the same response or report, should clearly identify each individual's contribution. In some cases, a student may contribute little or nothing to a group activity, but still passively participate for informational background, etc. This is acceptable in some circumstances, and such a student may receive partial credit for the work, providing she/he clearly states the same, and describes the level of (or lack of) their participation.

Relation to Projects in Other CoursesIn some cases, it may be appropriate, even encouraged, for a student to continue, extend, or supplement activities that developed in a previous or a parallel course, or from independent research. However, if a student uses material from other activities to be assigned credit for the present course, such material must be identified. Discovery of failure to do will result in the student receiving a No Credit for the course.


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!!! Note the Following Important Dates & Deadlines4 !!!(Provisional Calendar)

January 26 First meeting

February 9 Summary of 1st Web resource

February 23 Summary of 2nd Web resource

March 8 Summary of 3rd Web resource

March 10 Mid semester. (Should be discussing possible research topic with instructor)

March 17 Preliminary (1 paragraph, draft) proposals for special projects must be submitted to Instructor.Students should have expressed interest in any "special topics" to be considered in future lectures by instructor or discussions in class.

March 24 (Spring Recess Final scope of work for special projects must be submitted to Instructor.starts tomorrow)

March 25-April 2 Spring Recess – enjoy!

April 10 Begin last phase of scheduled class presentations. Do not forget to meet w/ Instructor or TA 3 days before talk to go over format & content.

April 24 Final projects due.

April 28 All course materials & written exercises must have been submitted to Instructor unless previously arranged otherwise.

April 28-May 9 Reading period. Reserved for required special activities (to be announced). No class activities are formally planned at this time.

4 Dates are for Academic Year 1999-2000, and will be accordingly modified for future years. All deadlines are specified relative to the beginning of class-time on the date indicated. These are strictly adhered to. Beside these “Special Dates”, there are deadlines for regular homework and the “News Story of the Week”.


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BIOGRAPHICAL SUMMARY OF INSTRUCTOR

“Jack” (John F. Hermance)

Professor of Geophysics/Hydrology, Brown University. Ph.D. in Physics, University of Toronto, 1967. Major research interests: environmental geophysics, particularly those activities related to groundwater and watershed studies. Has directed numerous geophysical field projects in Iceland, the Azores, the Yukon, Canada, major volcanic centers in the western United States, and the Northeast U.S. Author of 70+ publications. Research Associate, MIT, 1967-68; participant in NASA/MIT Apollo Applications Program: responsible for designing and assessing feasibility of various radio frequency (MF, HF & VHF) electromagnetic "sounder" experiments during manned lunar landings. Joined Brown Faculty in 1968. Visiting Faculty Fellow at Phillips Petroleum Research Center, Bartlesville, OK, 1974; Visiting Senior Research Associate, Lamont-Doherty Geological Observatory, 1975-76. Member: American Geophysical Union, Society of Exploration Geophysicists, National Ground Water Association/Association of Ground Water Scientists & Engineers, Society of Environmental & Engineering Geophysicists. Best Presentation Award, Society of Exploration Geophysicists Annual Meeting, 1974. Member NASA/MAGSAT Investigators' Team. Member Inter-Union Commission on the Lithosphere/CC-5. Executive Committee and Board Member of the DOSECC Corporation (Deep Observation and Sampling of the Earth's Continental Crust through scientific drilling), 1984-87. Scientific Advisory Committee for Long Valley Deep Exploration Well, DOE/GTD & Sandia National Laboratories, 1985-94. OSHA Certified: Health & Safety Operations at Hazardous Materials Sites 29 CFR 1910.120 (e) (3).

Highlights:

Senior Geophysicist; Conrad Geoscience, Corp. (Current).Principal Coordinator, Geophysical Sensing Experiment on Kilauea Iki Lava Lake, Hawaii: A cooperative

experiment of Sandia Laboratories, U. of Texas at Austin, Massachusetts Institute of Technology, the U. S. Geological Survey, Brown U. and Columbia U., 1976-81.

Associate Editor, Environmental Geology, 1980-82.Chairman of Thermal Regimes Panel, National Academy of Sciences Continental Scientific Drilling Committee,

1982-85.Associate Editor, Tectonophysics, 1987-1992.Chairman & Principal Editor of Proceedings of the Workshop on the National Geomagnetic

Initiative, National Research Council, National Academy of Sciences, March, 1992.Author of textbook: “A Mathematical Primer on Groundwater Flow”, Prentice-Hall, 1998.Member, Standing Committee on Hydrologic Measurement Systems, Consortium of Universities for the

Advancement of Hydrologic Sciences, Inc. (CUASHI), 2001-2003.Current research includes:

• Watershed characterization, groundwater studies, aquifer characterization, & subsurface flow modeling;• Development of adaptive signal processing techniques to extract temporal and spatial vegetation signatures

from remote sensing data;• Site studies assessing presence and potential migration of hazardous materials, including chemicals, solvents

and fuels, among others;• Development of new geophysical procedures applied to groundwater investigations, as well as to delineating

subsurface infrastructure: pipelines, underground storage tanks, foundations, etc.


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introduction to physical hydrology: - brown · web viewheath, ralph c., and frank w. trainer,...

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