TCE Contamination and Cleanup Curriculum
Groundwater Flow Using a Model
Time:
1 to 2 class periods depending on the number of groundwater models in use
Preparation Time:
Reserve the models in advance, pick up and return time.
All models have to be cleaned after each use and that may take up to 15 minutes
so plan accordingly.
Materials:
Groundwater flow models
EXPLORE # 1
Abstract:
This activity will enable students to directly see how water moves underground. Many students
think of an underground aquifer as a river or lake that is buried (universal misconception).
When they use the models they are able to see how water is held between the different size
sediments and what influences its flow and direction. The act of Pumping water out of a well will
also direct underground water flow and the students will see how pollutants in the aquifer can
be contained by pumping, while the remediation process is progressing.
Objectives:
Students will use groundwater flow models to gain an understanding of how water moves
underground and in turn moves pollutants underground.
National Science Education Standard:
o
Arizona Science standards;
S1,C1,PO 2,3,4
C2, PO 1, 5
C3, PO 1,7
C4, PO 1
S3 C1, PO 3
S6, C1, PO1,4,6
Teacher Background
It is strongly recommended that you only use groundwater flow models after
you have had experience with them yourself. You should demonstrate
appropriate model use for your students. When students first use the models,
have them become familiar with them by working through some
of the exercises typically included with model kits. Once students have
become comfortable with the models, have them work through the
Groundwater Pollution worksheet. As an extension, you can also have
students design and implement a groundwater pollution experiment to run
with the models.
Related and Resource Websites
You can obtain the models through Project WET , Kerry Scwartz, Director
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TCE Contamination and Cleanup Curriculum
Activity:
Students will use groundwater flow models to
understand the movement of water pollutants in the ground.
Closure:
Embedded Assessment:
Groundwater Pollution Worksheet
Names:
1. Name three sources of groundwater pollution.
2. What is the difference between point sources and non-point sources of water pollution?
3. Pour dye into the “point source.” The “point source” can represent various sources of
groundwater contamination. Draw a diagram of the plume of pollution and its direction of
travel from the point source to other location in the ground flow model.
4. In which direction did the pollutants travel faster? Why?
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TCE Contamination and Cleanup Curriculum
5. What did you notice about the green dye?
6. In which layer did the pollutants travel faster?
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