Chapter 10: Groundwater
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Environmental Systems the Atmosphere and Hydrosphere
Environmental Systems The atmosphere and hydrosphere THE ATMOSPHERE The atmosphere, the gaseous layer that surrounds the earth, formed over four billion years ago. During the evolution of the solid earth, volcanic eruptions released gases into the developing atmosphere. Assuming the outgassing was similar to that of modern volcanoes, the gases released included: water vapor (H2O), carbon monoxide (CO), carbon dioxide (CO2), hydrochloric acid (HCl), methane (CH4), ammonia (NH3), nitrogen (N2) and sulfur gases. The atmosphere was reducing because there was no free oxygen. Most of the hydrogen and helium that outgassed would have eventually escaped into outer space due to the inability of the earth's gravity to hold on to their small masses. There may have also been significant contributions of volatiles from the massive meteoritic bombardments known to have occurred early in the earth's history. Water vapor in the atmosphere condensed and rained down, of radiant energy in the atmosphere. The sun's radiation spans the eventually forming lakes and oceans. The oceans provided homes infrared, visible and ultraviolet light regions, while the earth's for the earliest organisms which were probably similar to radiation is mostly infrared. cyanobacteria. Oxygen was released into the atmosphere by these early organisms, and carbon became sequestered in sedimentary The vertical temperature profile of the atmosphere is variable and rocks. This led to our current oxidizing atmosphere, which is mostly depends upon the types of radiation that affect each atmospheric comprised of nitrogen (roughly 71 percent) and oxygen (roughly 28 layer. This, in turn, depends upon the chemical composition of that percent). -
Porosity and Permeability Lab
Mrs. Keadle JH Science Porosity and Permeability Lab The terms porosity and permeability are related. porosity – the amount of empty space in a rock or other earth substance; this empty space is known as pore space. Porosity is how much water a substance can hold. Porosity is usually stated as a percentage of the material’s total volume. permeability – is how well water flows through rock or other earth substance. Factors that affect permeability are how large the pores in the substance are and how well the particles fit together. Water flows between the spaces in the material. If the spaces are close together such as in clay based soils, the water will tend to cling to the material and not pass through it easily or quickly. If the spaces are large, such as in the gravel, the water passes through quickly. There are two other terms that are used with water: percolation and infiltration. percolation – the downward movement of water from the land surface into soil or porous rock. infiltration – when the water enters the soil surface after falling from the atmosphere. In this lab, we will test the permeability and porosity of sand, gravel, and soil. Hypothesis Which material do you think will have the highest permeability (fastest time)? ______________ Which material do you think will have the lowest permeability (slowest time)? _____________ Which material do you think will have the highest porosity (largest spaces)? _______________ Which material do you think will have the lowest porosity (smallest spaces)? _______________ 1 Porosity and Permeability Lab Mrs. Keadle JH Science Materials 2 large cups (one with hole in bottom) water marker pea gravel timer yard soil (not potting soil) calculator sand spoon or scraper Procedure for measuring porosity 1. -
Earth Systems and Interactions
The Earth System Earth Systems and Interactions Key Concepts • How do Earth systems What do you think? Read the three statements below and decide interact in the carbon whether you agree or disagree with them. Place an A in the Before column cycle? if you agree with the statement or a D if you disagree. After you’ve read • How do Earth systems this lesson, reread the statements to see if you have changed your mind. interact in the phosphorus Before Statement After cycle? 1. The amount of water on Earth remains constant over time. 2. Hydrogen makes up the hydrosphere. 3. Most carbon on Earth is in the atmosphere. 3TUDY#OACH Earth Systems Make a Table Contrast the carbon cycle and the Your body contains many systems. These systems work phosphorus cycle in a two- together and make one big system—your body. Earth is a column table. Label one system, too. Like you, Earth has smaller systems that work column Carbon Cycle and together, or interact, and make the larger Earth system. Four the other column Phosphorus of these smaller systems are the atmosphere, the Cycle. Complete the table hydrosphere, the geosphere, and the biosphere. as you read this lesson. The Atmosphere Reading Check The outermost Earth system is a mixture of gases and 1. Identify What systems particles of matter called the atmosphere. It forms a layer make up the larger Earth around the other Earth systems. The atmosphere is mainly system? nitrogen and oxygen. Gases in the atmosphere move freely, helping transport matter and energy among Earth systems. -
Hydrogeology of Flowing Artesian Wells in Northwest Ohio
Hydrogeology of Flowing Artesian Wells in Northwest Ohio By Curtis J Coe, CPG and Jim Raab Ohio Department of Natural Resources Division of Water Resources June 2016 Bulletin 48 Table of Contents 1.0 Introduction ........................................................................................................................... 1 1.1 Site Location and Setting .................................................................................................. 1 1.2 ODH Water Well Regulations for Flowing Artesian Wells ............................................. 3 1.3 Purpose and Scope of Work .............................................................................................. 3 2.0 Previous Work ....................................................................................................................... 4 2.1 Bedrock Hydrogeology ..................................................................................................... 4 2.2 Glacial Hydrogeolgy ......................................................................................................... 8 2.2.1 Williams Complex Aquifer ....................................................................................... 8 2.2.2 Williams End Moraine Aquifer ................................................................................. 8 2.2.3 Buried Valley Aquifers ............................................................................................ 13 2.2.4 Lake Maumee Lacustrine Aquifer .......................................................................... -
Study and Development of Village As a Smart Village
International Journal of Scientific & Engineering Research, Volume 7, Issue 6, June-2016 395 ISSN 2229-5518 Study and development of village as a smart village Rutuja Somwanshi, Utkarsha Shindepatil, Deepali Tule, Archana Mankar, Namdev Ingle Guided By- Dr. V. S. Rajamanya, Prof. A. Deshmukh M.B.E.S. College Of Engineering Of Ambajogai, Faculty Of Civil Engineering, Dr. Babasaheb Ambedkar Marathwada University Aurangabad, Maharashtra, India. Abstract – This project report deals with study and development of village as a smart village. We define smart village as bundle of services of which are delivered to its residence and businesses in an effective and efficient manner. “ Smart Village” is that modern energy access acts as a catalyst for development in education , health, security, productive enterprise, environment that in turns support further improvement in energy access. In this report we focuses on improved resource use efficiency, local self-governance, access to assure basic amenities and responsible individual and community behavior to build happy society. We making smart village by taking smart decisions using smart technologies and services. Index term – Introduction, concept, services, requirement, benefits, awareness program, information of javalgao village, preparation of report, total cost, photogallery. —————————— —————————— 1. INTRODUCTION The fast urbanization has become already a main characteristic of socio-economic transition in China. This paper points In India there are 6,00,000 villages out of them 1,25,000 out the characteristics and the problems of villages in Beijing villages are backward so there is a need for designing and building the metropolitan region. The paper also explores the role of villages in the village as a smart village. -
Reversing Biodiversity Loss – the Case for Urgent Action This Statement Has Been Created by the Science Academies of the Group of Seven (G7) Nations
31 MARCH 2021 Reversing biodiversity loss – the case for urgent action This statement has been created by the Science Academies of the Group of Seven (G7) nations. It represents the Academies’ view on the magnitude of biodiversity decline and the urgent action required to halt and reverse this trend. The Academies call on G7 nations to work collaboratively to integrate the multiple values of biodiversity into decision-making, and to pursue cross-sectoral solutions that address the biodiversity, climate and other linked crises in a coordinated manner. At its simplest, biodiversity describes life on Earth – the • Despite clear and growing evidence, and despite ambitious different genes, species and ecosystems that comprise the global targets, our responses to biodiversity decline at the biosphere and the varying habitats, landscapes and regions global and national levels have been woefully insufficient. in which they exist. The 2020 Global Biodiversity Outlook3 reported that none of the 20 Aichi Biodiversity Targets, set out in the Strategic Plan Biodiversity matters. for Biodiversity 2011 – 2020, had been fully achieved. Since the ratification of the UN Convention on Biological Diversity • Humans emerged within the biosphere and are both (UN CBD) in 1992, more than a quarter of the tropical forests inseparable from it and fully dependent on it. Biodiversity that were standing then have been cut down. has its own intrinsic value distinct from the value it provides to human life. For all species, it provides food, But there is hope for a better way forward. water shelter and the functioning of the whole Earth system. For humans, it is also an integral part of spiritual, • To halt and reverse biodiversity loss by 2030, nothing cultural, psychological and artistic wellbeing1. -
Integrated Water Cycle Management Strategy and Strategic Business Plan
Eurobodalla Shire Council Integrated Water Cycle Management Strategy and Strategic Business Plan FINAL November 2016 EUROBODALLA SHIRE COUNCIL – IWCM STRATEGY AND SBP Eurobodalla Shire Council IWCM Strategy and Strategic Business Plan Prepared on behalf of Eurobodalla Shire Council by Hydrosphere Consulting. Suite 6, 26-54 River Street PO Box 7059, BALLINA NSW 2478 Telephone: 02 6686 0006 Facsimile: 02 6686 0078 © Copyright 2016 Hydrosphere Consulting Cover images: Deep Creek Dam (Eurobodalla Shire Council), Moruya River (http://www.warrenwindsports.com.au/) and Batemans Bay (Eurobodalla Shire Council). PROJECT 12-050 – EUROBODALLA IWCM STRATEGY AND SBP REV DESCRIPTION AUTHOR REVIEW APPROVAL DATE 0 Draft for Council review R. Campbell M. Howland M. Howland 26/4/16 1 Updated with water supply data R. Campbell M. Howland M. Howland 2/6/16 2 Minor edits R. Campbell R. Campbell 10/6/16 3 Minor edits R. Campbell R. Campbell 17/6/16 4 Updated financial plan R. Campbell R. Campbell 25/11/16 EUROBODALLA SHIRE COUNCIL – IWCM STRATEGY AND SBP DOCUMENT STRUCTURE Eurobodalla Shire Council has reviewed and updated its Integrated Water Cycle Management (IWCM) Strategy and Strategic Business Plan (SBP). This document addresses the requirements for both the IWCM Strategy and SBP. Part A of this document provides the information required for the IWCM Strategy development as listed in the Integrated Water Cycle Management Strategy Check List – July 2014 (NSW Office of Water, 2014a). Background data are provided in the IWCM Issues Paper (Hydrosphere Consulting, 2016). Part B of this document provides further detail on IWCM options and scenarios. Part C and Part D provide the additional information required for the SBP and financial plan development as listed in the Water Supply and Sewerage Strategic Business Planning and Financial Planning Check List – July 2014 (NSW Office of Water, 2014b). -
Water We Doing Here? (5Th Grade)
Water We Doing Here? 5th Grade Field Trip to Red Rock Canyon National Conservation Area Las Vegas, Nevada Water We Doing Here? Overview: Students extend their learning about Earth’s systems by defining terminology, making place- based observations of the Earth’s systems and the water cycle, and describing how the Earth’s systems interact using the Red Springs trail at Red Rock Canyon National Conservation Area. Duration: 45-minute session for pre-activity 1 day for field trip and reflection 45-minute session for post-activity Grade: Fifth Next Generation Science Standards: Field Trip Theme: Red Rock Canyon National Conservation Area’s topography creates a specialized water cycle that is important to the interaction of Earth’s systems. Objectives: Students will: . Define and give examples of the major Earth’s systems . Name the phases of the water cycle . Name two plants and two animals that live in or depend on Red Rock Canyon National Conservation Area water cycle to survive . Describe how the water cycle at Red Rock Canyon National Conservation Area works . Describe the importance of the water cycle to plants and animals . Simulate the paths that water takes in the water cycle . Investigate and explain that water can be a liquid or a solid and can go back and forth from one form to another . Create a model of the Earth’s systems for the Red Springs trail at Red Rock Canyon . Describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact Background Information: The water cycle describes the constant movement and ever changing states of water (hydrosphere) on, in and above the Earth. -
Do You Drink It? 9-12
DO YOU DRINK IT? 9-12 SUBJECTS: Science (Physical Science, Ecology, Earth Science), Social Studies (Geography) TIME: 2 class periods MATERIALS: 3-liter soda bottles aquarium gravel sand (coarse) pump from liquid dispenser blue, yellow & Red food coloring paper cups straws student sheets droppers scissors or razor blades markers OBJECTIVES The student will do the following: 1. Create an aquifer model. 2. Locate major U.S. aquifers. 3. Explain how a well works. 4. Examine a well’s relationship to the water table. 5. Apply principles of well placement. 6. Explain different ways that groundwater is contaminated. 4-37 BACKGROUND INFORMATION An aquifer is an underground layer of rock or soil that holds the water called groundwater. The word “aquifer” is derived from the Latin “aqua” meaning “water ,”and “ferre” meaning “to bring” or “to yield.” The ability of a geological formation to yield water depends on two factors - porosity and permeability. Porosity is determined by how much water the soil or rock can hold in the spaces between its particles. Permeability means how interconnected the spaces are so that water can flow freely between them. There are two types of aquifers. One is a confined aquifer, in which a water supply is sandwiched between two impermeable layers. These are sometimes called artesian aquifers because, when a well is drilled into this layer, the pressure may be so great that water will spurt to the surface without being pumped. This is an artesian well. The other type of aquifer is the unconfined aquifer, which has an impermeable layer under it but not above it. -
Water Levels in Major Artesian Aquifers of the New Jersey Coastal Plain, 1988
WATER LEVELS IN MAJOR ARTESIAN AQUIFERS OF THE NEW JERSEY COASTAL PLAIN, 1988 By Robert Rosman, Pierre J. Lacombe, and Donald A. Storck U.S. GEOLOGICAL SURVEY Water-Resources Investigations Report 95-4060 Prepared in cooperation with the NEW JERSEY DEPARTMENT OF ENVIRONMENTAL PROTECTION West Trenton, New Jersey 1995 CONTENTS Page Abstract............................................................. 1 Introduction......................................................... 2 Purpose and scope............................................... 2 Study area...................................................... 2 Previous investigations......................................... 4 Well-numbering system........................................... 4 Methods of data collection...................................... 5 Description of data presented................................... 6 Acknowledgments................................................. 8 Hydrogeology of the Coastal Plain.................................... 8 Description of aquifers and confining units..................... 11 Location of freshwater/saltwater interface...................... 12 Water levels in artesian aquifers of the Coastal Plain............... 13 Cohansey aquifer in Cape May County............................. 13 Water levels............................................... 13 Water-level fluctuations................................... 13 Atlantic City 800-foot sand..................................... 14 Water levels............................................... 14 Water-level -
Hydrosphere Investigation [PDF]
ECO-SCHOOLS PATHWAYS TO SUSTAINABILITY ALIGNMENT TO THE GLOBE PROGRAM HYDROSPHERE INVESTIGATION Water participates in many important natural chemical reactions and is a good solvent. GLOBE students provide valuable data to help fill these gaps and improve our understanding of Earth’s natural waters. Students and scientists investigate hydrology through the collection of data using measurement protocols and by using instruments that meet specific specifications. ECO-SCHOOLS USA PATHWAY GUIDING QUESTIONS TO SUPPORT INTEGRATION BIODIVERSITY How does waterway health impact the flora and fauna in and around our Investigate and increase biodiversity at school and within the school community? community. CLIMATE CHANGE Over time, how has climate change modified water chemistry or altered Find meaningful lasting ways to reduce the school’s carbon water temperature, and how have these changes impacted the wildlife footprint. that call the habitat home? CONSUMPTION AND WASTE Is there a relationship between litter found in waterways and their Analyze and address the full life cycle of a school’s products health? Has this had an impact on local vegetation or on overall including what teachers, staff and students consume. ecosystem health? Questions? [email protected] HYDROSPHERE INVESTIGATION, PAGE 2 OF 4 Water participates in many important natural chemical reactions and is a good solvent. GLOBE students provide valuable data to help fill these gaps and improve our understanding of Earth’s natural waters. Students and scientists investigate hydrology through the collection of data using measurement protocols and by using instruments that meet specific specifications. ECO-SCHOOLS USA PATHWAY GUIDING QUESTIONS TO SUPPORT INTEGRATION ENERGY What is the quality of water within 100 yards/91 meters of our local Investigate energy habits, the school and states fuel mix and power plant? ways to conserve energy. -
Causes of Groundwater Depletion
Number 63 Issue Paper February 2019 Aquifer Depletion and Potential Impacts on Long-term Irrigated Agricultural Productivity When developing policies that regulate groundwater systems that are being depleted, the potential consequences of groundwater depletion need to be fully assessed to determine the trade-offs that exist between the undesired impacts of groundwater depletion and whether these impacts outweigh the benefits associated with groundwater use. (Photo from Ed Hennigan/Shutterstock.) is even higher in arid and semi-arid ar- the Mississippi Embayment Aquifer ABSTRACT eas, where the only consistent source of (Mississippi River lowlands bordering Groundwater is the Earth’s most irrigation water is groundwater. In these Arkansas and Mississippi), aquifers in extracted raw material, with almost regions, however, the use of groundwa- southern Arizona, and smaller aquifers 1,000 cubic kilometers per year (800 ter typically far exceeds the rate at which in many western states. million acre-feet per year) of ground- it is naturally replenished, indicating The groundwater resource with the water pumped from aquifers around the that these critical groundwater resources greatest long-term depletion is the High world. Approximately 70% of ground- are being slowly depleted. Within the Plains (Ogallala) aquifer in the Great water withdrawals worldwide are used to United States, groundwater depletion has Plains Region of the United States, support agricultural production systems, occurred in many important agricultural where groundwater levels have declined and within the United States, about 71% production regions, including the Great by more than 50 meters (150 feet) of groundwater withdrawals are used for Plains Region (Nebraska, Colorado, in some areas.