Lenczewski, Melissa E.

O\u27Leary-Driscoll, Sarah

English

Illinois Mathematics and Science Academy: DigitalCommons@IMSA

Seeing the Unseen:  Inquiry Driven Campus Hydrogeology Project Melissa E. Lenczewski, NIU- Geology Sarah O’Leary-Driscoll, IMSA-Science  Importance of Groundwater Education Hydrologic cycle On a global scale, water is transferred from the oceans, to the atmosphere, to the continents, and back to the oceans. Water reservoirs on Earth  Main Groundwater use •  Lower population areas with most water  •  25% of population of USA drinks groundwater while in rural areas 100% •  Human biologically require 1 gallon of water/day •  We withdrawal 400 billion gallon/day or 1800 gallon/person –  used for agriculture, livestock, showers, cooking, etc. Groundwater •  Water in the zone of saturation below the water table  •  Geology influences location and if it can be used as a resource •  Not rivers underground Groundwater •  Vadose Zone-unsaturated zone, pores are filled with air or air/water •  Zone of Saturation where all the pores are filled up with water Dug Wells in Myanmar •  Dug wells are about 100 years old •  Brick liner •  Community Use •  Cleaning •  Washing •  20-50 feet deep •  4-5 feet in diameter  Well •  Tube into the ground that intersects groundwater •  Pumped to get water to the surface ChicagoGroundwater elevations in the Deep Sandstone Aquifer in northeastern Illinois, 2014. (Abrams et al., 2015)Location of DeKalb County and water resource use areas in northeast Illinois. (modified from CMAP, 2008)Chicagoland Area Image from Vaiden et al., 2004Modified from Abrams et al. (2015)Recharge into groundwater Regional Bedrock Aquifer  •  Western DeKalb County is a likely recharge area for the deep bedrock aquifer supplying the Greater Chicago area. DeKalb Chicago Joliet Groundwater flow line Groundwater Contamination Sources Sciences •  Chemistry –  Organic  (oil, Rx) –  Inorganic (N, P) •  Biology –  Pathogens –  Microbial Communities •  Earth Sciences –  Geology of site (As, F) –  Hydrological flow (landfill leachate to stream) •  Math –  Velocity, gradients •  Engineering –  Development of sensors Objectives •  Introduce groundwater sciences  –  Earth sciences, biology,  chemistry, environmental sciences, math, engineering •  Hands-on activities on campus •  Curriculum development  •  Partnered with Illinois Math and Science Academy –  3 year residential academy –  Selective for interest in math and science –  Inquiry  based teaching  •  Methods in Science Course •  Geology course •  UNSDG focused curriculum  •  Future cross disciplinary environmental courses  IMSA and SIR •  Scientific Inquiries in Research Program –  Wednesday is inquiry day with students –  On and off campus research work  –  Students collaborate with researchers in the field –  Papers published internally  –  Presentation day with posters and research talks  IMSA and SIR •  Inspiration from teaching Environmental Field Camp at NIU Development of well field •  Campus Geology –  Glacial Geology •  Tools: –  ILWATER (website) –  Geological Maps Regional Geology Students determined locations Drilling and Well Installation •  Drilling methods –  NIU’s Geoprobe  –  Donation from local drillers •  Well installation – PVC Borehole Logging •  Classification using USCS and USDA systems. –  focus on glacial and Quaternary materials •  Submit to state geological survey •  Preserve core for a display Pictures of cores Microbiology	Sample		Well Installation } Screened intervalDepth to waterStickupTop of casing(usually a surveyedelevation)Water level in wellGround surface•  GIS •  Elevations Water Levels Well IDmeters, East meters, North TOC, feetEW 3 334249 4653698 762.654EW 2 334266 4653695 762.647EW 1 334276 4653687 762.603FP 1 334276 4653674 768.979OBS 4S 334286 4653644 771.663OBS 4 334287 4653644 776.624PW 1 334294 4653645 774.635PW 2 334312 4653646 774.623OBS 1 334312 4653634 776.89OBS 00 334312 4653621 776.797OBS 2 334321 4653646 776.392OBS 10 334320 4653601 774.898OBS17-01 334330 4653645 771.172Total StationDTWTOC	5/22,	fthead	elev,	ft total	depth,	ft vertical	gradient,	ft4.60 764.379 7.17 2.577.67 767.228 12.21 4.5411.56 765.330 29.76 18.208.17 763.002 16.91 8.7411.08 765.312 29.76 18.68NA NA 24.89 NA11.82 764.180 21.88 10.066.89 764.773 24.65 17.7611.31 765.487 29.3 17.998.28 768.170 14.47 6.199.78 764.843 27.38 17.609.42 765.203 28.09 18.67Water Sampling •  Exposure to a variety of purging and sampling techniques. –  low flow, parameter stabilization, specified volume –  QA/QC, sample preservation –  Organics, inorganics, microbiological Microbial Community Pathogens- Coliform/E. coli Microbial Community •  DNA extract of core with depth and of water •  Compare microbial communities using PCR-Sequencing Microbial Community Aqueous Chemistry Test	Type HACH	Testing	KitsMethod As	per	manufacturer	instructionsdetection	limitSubstance	being	tested	for symbol sample	results unit lowest highest IL	MCL unit misc.	info.	Arsenic As ND mg/L 5.00 1000.00 0.05 ppm NAAmmonia NH3 ND mg/L 0.00 2.00 NA NA NACalcium	Hardness	 CAS 240.00 mg/L 20.00 400.00 NA NA NANitrate	 NO2 0.88 mg/L 0.00 40.00 10.00 ppm as	nitrogenTotal	Hardness CaCO3 420.00 mg/L 20.00 400.00 NA NA NAPhosphate PO4 0.06 mg/L 0.00 50.00 400.00 ppm proposedPhosphorous P 0.02 mg/L 0.00 50.00 NA NA NAMagnesium	Hardness Mg 180.00 mg/L 20.00 400.00 NA NA NA•  Water level changes associated with precipitation events •  Weather Station •  Pressure Transducer Continuous Monitoring •  Three-point problems and hydraulic conductivity •  Conservative tracer –  NaCl into one well, monitor in others –  Advective Flow, Disperation, Dilution •  Gradient and velocity Flow between wells  •  Field observations and keeping accurate notes Other exercise •  In addition to on campus research presentations and publications, our students are going to share their research more widely –  Rachel Moreno: presenting at American Society for Microbiology  –  Ethan Phillips: presenting at North Central Geological Society of America  Presenting Research  •  Formally Write up curriculum for dissemination •  Partner with other schools locally and further abroad •  Engage in longer term collaborative research groups using this model     Next Steps •  Interdisciplinary Foreign Research Experience for Teachers (IFRET) •  Summer 2020 (flexible dates between June-July) •  All expenses paid to Southeast Asia (Myanmar) for up to two high school teachers •  Research with Professor –  Jim Wilson, Medical Geographer •  NIU.edu/ese/ifret Opportunities for Science Teachers Textile Dyes as a Source of Groundwater Contamination in Mandalay, Myanmar Surya Freeman (Grzybowski et al., 2019) Example Project- Myanmar Home to 1.21 million people  Currently lacking: -  wastewater management systems -  solid waste disposal processes -  water treatment facilities  People either use shallow aquifer groundwater or buy bottled water for everyday uses  Example Project Textile Dyeing in Mandalay Textile dyeing and weaving of traditional longyi garments has occurred in the Amarapura Township of Mandalay, Myanmar since 1822 -  Dyeing is an unregulated practice  -  Colored dyes are bought from China and India  Effluent Pipes – Heavy Metals •  Melissa Lenczewski –  Lenczewski@niu.edu •  Sarah O’Leary-Driscoll –  soleary@imsa.edu  Questions? 

Seeing the Unseen: Inquiry Driven Campus Hydrogeology Project

https://digitalcommons.imsa.edu/cgi/viewcontent.cgi?article=1047&context=sci_pr

Seeing the Unseen: Inquiry Driven Campus Hydrogeology Project

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