I presented the short case studies at the Teaching Hydrogeology workshop to illustrate the five fundamental points I emphasize in my basic hydrogeology class. These five points are what consultants tell me my students should know cold; what the difference is between the water table and potentiometric head, that a contaminant plume from an individual source should be narrow, that water table maps should be related to the topography, that major dissolved species are important to know about, and that organic matter conditions a lot of contaminant transport. How to apply this knowledge where there is scant data is the rub, and I draw from my consulting files to illustrate how I, at least, do it.


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    Higher Education,NSDL,Undergraduate (Upper Division),Undergraduate (Lower Division),oai:nsdl.org:2200/20100502200005854T,Water quality/chemistry,Ecology, Forestry and Agriculture,Vocational/Professional Development Education,Contaminant hydrology,Chemistry,Geoscience,Groundwater flow,NSDL_SetSpec_380601



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