This homework assignment is given in the first two weeks of class. Students receive one or two lectures that cover the topics of atmospheric layers, temperature and pressure profiles, concepts of atmospheric mass and pressure and measuring (i.e. dropsonde) instrumentation. At the beginning of each lecture I briefly show them the tropical update from the NOAA National Hurricane Center web site; if there is an active storm, I show where I go to get more info, such as the projected storm track and storm history (for example, from Intellicast Hurricane Tracking). Then, for this assignment, I reintroduce them to these hurricane information web sites and demonstrate how to find the historical data on tropical storms (such as from the Unisys Hurricane Data Archive), and how to copy and paste text data into word and/or excel, as a tab- or space-delimited file. I point out some problem areas with this data-grabbing method, such as headers that get lost from their associated data column or date information that may not format as dates.
I then hand out the assignment, which asks them to:

Find data on a current or recent (this year) tropical system, provide the name and year of the storm and the reference web site, and plot the wind speed and pressure variables against time. Students should label the axes and give a descriptive title to the chart.
Describe what they notice in the graphed data and if it seems believable (this allows students to decide if they have done the task correctly by using their understanding of the data).
Predict what will happen if the storm a) intensifies or b) weakens.
I then provide another data set (of any long-duration tropical storm that formed, weakened and later re-intensified) and ask them to go through the same process of plotting and interpretation.
I tell them that some future climate predictions are for more storms with lower central pressures and ask which of the two charts best represents that future scenario, and why.

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In this project, students analyze the costs of gasoline nationwide. They also investigate the cost-effectiveness of purchasing a new hybrid vehicle as opposed to purchasing a new vehicle that runs solely on gasoline.

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This activity provides the hydrogeology students an exercise to understand specific discharge, hydraulic conductivity, and porous media. They will actually use a Darcy column to gather data on porous media, as well as calculate and understand the hydrologic properties of the materials.

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In this field exercise, students measure channel cross sections in a rough alluvial and smooth bedrock-floored reach in a local stream. This exercise is hypothesis-driven. The hypothesis states that increasing roughness decreases average stream velocity, and so the depth and/or width must increase for the rougher bed. Working in groups, students use hand levels, tape measures, and surveying rods to document channel geometry. They then must reduce the data and plot it as distance-elevation on a chart. Finally, they analyze and compare the results to the predicted roughness-hydraulic geometry relation. Students learn simple surveying methods to collect field data. Students compare real world data to theoretical predictions. Students gain insight into how bank and bed roughness influences water flow, and thus can also influence flood heights.
Designed for a geomorphology course
Integrates geomorphology into a core course in geology
Designed for an introductory geology course
Uses geomorphology to solve problems in other fields

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This introductory exercise allows students to evaluate predictions from hydraulic geometry, area-discharge scaling and downstream fining in a complex field environment. For many this is their first time collecting, entering, plotting and analyzing data.
Designed for a geomorphology course
Uses online and/or real-time data
Addresses student fear of quantitative aspect and/or inadequate quantitative skills

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The flow or discharge value in a river does not mean much to a lay person or a decision maker because this flow can be insignificant on a big river or can be dangerous on a small creek. Thus, we must know how to translate this flow value into the water depth, velocity, and the corresponding extent to understand its impact. The objective of this unit is to perform hydraulic modeling on a reach of Wabash River near Lafayette, Indiana, to estimate water surface elevation and extent corresponding to a 100 year flow. Students will learn the basics of hydraulic modeling using HEC-RAS to simulate the flow hydraulics using one-dimensional steady state assumption. The outcome will be the inundation extent corresponding to the 100-year event along the reach of the Wabash River near Lafayette, IN. Make sure you have HEC-RAS available on school or personal computers prior to the start of the unit.

HydroViz is an educational "virtual" hydrologic observatory developed for a "real" watershed and is based on integration of field data, remote sensing observations and computer simulations of hydrologic variables and processes. The main purpose of HydroViz is to support hydrology education in engineering and earth science courses.

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In this exercise, students learn how to make a preliminary evaluation of the hydrogeology of
a site. Students map the location and elevation of important hydrogeologic features, then
produce a hydrogeologic map of the site, including a water profile and estimated
flow paths
for groundwater. This type of map is crucial for evaluating potential sources of groundwater,
as well as potential sources of groundwater contamination.

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This assignment is designed to expose students in my undergraduate 3 credit non lab elective geohydrology course to a variety of hydrogeological environments and groundwater issues/problems that exist in the United States. Much of the course (field trip and local groundwater contamination case study) highlights and emphasizes understanding of the shallow unconsolidated aquifers in Michigan. Students use as their main source of information the data and illustration rich professional USGS Groundwater Atlases. Using this resource, in this activity students learn about the structure of aquifers in volcanic rock, karst and permafrost regions. They teach their fellow students about groundwater problems that result due due to overpumping, subsidence, sinkholes, saltwater intrusion and coal mining.

Key words:
hydrogeologic environments, water supply and water quality problems, aquifers

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This activity is a single, semester-long project that involves a hydrogeologic assessment of a property in Central Texas. The project is presented in the lab portion of a hydrogeology class, and it is broken into several separate steps. Each step is treated as a separate assignment, however, the data and results associated with each assignment are applied towards the overall goal of the project. Students are required to maintain a file and a master Excel workbook containing all information, data, and results from each of the steps. All this information is then used to develop an analytical model that simulated drawdowns in the aquifer. This model is used to answer the primary question associated with the project. The results are then documented in a technical report.

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This activity is for students to work in teams (2012) or individually (2013) to develop a project (such as a physical or numerical model), survey based research, case study, technical briefs on a remediation technology, etc. of the students' choice, based on their understanding of and interest in the subjects covered in the class. This is used in the GL 199 Hydrogeology course, which is offered through the Department of Geology and Environmental Sciences at Norwich University. This is an experimental course that has not made it to the course catalogue as yet. It is currently offered to students majoring in Geology, with an acknowledgement that a course in hydrogeology is a desirable component of a Geology curriculum. Environmental Science students are encouraged to take it to deepen their understanding of subsurface processes. This course is considered a science elective for Civil and Environmental Engineering majors, and greatly complements the Hydrology, and Soils and Materials classes that are a part of the regular CE&E curriculum. Students from freshmen through seniors across these three majors are accepted into the course.
With a cross section of majors and academic years in the class, it was determined that a project that has students thinking about a topic of their choice and developing fundamental research and collaboration skills is critical to meeting common workplace demands.

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This exercise is designed to evaluate the students' understanding of both the hydrologic cycle and the water budget (mass balance) equation. In my course, the exercise is the students' first exposure to models in the course. While the exercise may seem basic, students gain experience in creating conceptual models and then generating mathematical models from the conceptual model. The exercise provides students with an introduction (or refresher) to some basic Excel formulas. Finally, the exercise can be modified to include more "what if" scenarios that require critical thinking and analysis from the students.

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At the University of Vermont, instructors used land use change, driven by development of the University of Vermont campus and recent student occupancy of surrounding neighborhoods in Burlington, Vermont, as an opportunity for service learning and for teaching fundamental hydrologic and geologic skills. Students from a Geomorphology class, Geohydrology class and student senior research projects all worked on the preoject. In each of these studies, students worked closely with City and University staff and presented results at local forums, professional national meeting, and on the World Wide Web. These service-learning projects have received positive feedback from the students, city officals, and community members.

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Detailed, annotated example of Socratic questioning for topics of hydrologic cycle, streamflow hydrographs, and impacts of land-use change on streamflow.

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This sample of plausible questions and responses is designed to help guide the instructor through an entire Socratic lesson. Specifically, it will help instructors learn how to create Socratic questions and design a session of Socratic questioning. It begins with a general question about the hydrosphere, then explores components of the hydrosphere, and finally moves to the specific case of a change in surface material/land cover at Earth's surface.

In this field exercise, students examine the mystery mounds and patterned ground on the top of Umptanum Ridge in central Washington. Groups of 3-4 students design and conduct a field investigation and write a single joint report. Each group formulates a testable hypothesis that addresses one of the proposed processes involved in forming or subsequently shaping the mounds. The groups design an experiment to test their hypothesis, collect the necessary field observations and measurements during a regular afternoon field lab period and write a scientific report that includes an introduction, statement of hypothesis, background information, methods, data, analysis and interpretations, discussion of uncertainties, conclusions, and references. One week later, reports are turned in and students form "jigsaw" discussion groups composed of one student from each field research group. Each student briefly summarizes their group's research hypothesis and results to the jigsaw group. The jigsaw groups then each develop a revised hypothesis based on these combined results and present that to the entire class.
Designed for a geomorphology course
Uses online and/or real-time data
Has minimal/no quantitative component
Addresses student fear of quantitative aspect and/or inadequate quantitative skills
Addresses student misconceptions

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Aquatic ecosystems are home to a complex intersection of physical and biological factors and an intersection of natural and anthropogenic factors. In the Chesapeake Bay, low oxygen events have occurred periodically and may be connected with harmful algal blooms, fish kills, heavy flooding/runoff events, and warming temperatures. Careful monitoring of the system by the Chesapeake Bay Program since 1984 allows scientists and policymakers to evaluate the causes of the events and monitor improvements in the health of the ecosystem.

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In this activity, students will make observations about the core that was collected on IODP expedition 310.

Provenance: Beverly Owens, Cleveland Early College High School
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Students access the ice core data archived at Lamont-Doherty Geological Observatory. They select a core (Greenland, Antarctica, Quelcaya), pose a working hypothesis regarding the data, import the data in an Excel-readable format, and examine the data to determine correlations between variables and cause/effect as recorded in leads and lags. They generate a written and graphical analysis of the data and, in the next lab period, discuss the similarities and differences among their group outputs in terms of demonstrated correlations, assumptions required, effects of latitude, and any other item that arises.

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