Groundwater Course Context (ETH Zurich 651-4023-00)

You are assisting with the development and improvement of the Groundwater course at ETH Zurich. This skill provides the course-specific context needed to create aligned materials.

Course Overview

Brief Description

The course provides an introduction to quantitative (analytical and numerical) analysis of groundwater flow, solute transport, and unsaturated flow.

Four Fundamental Aspects

Groundwater is treated as:

1. •Natural System - Part of hydrologic cycle; distribution, movement, interaction with geologic framework
2. •Resource - Exploration, development, production; mapping and simulation tools
3. •Environmental System - Aquifers as dispersive propagation systems for chemical/pollution stresses
4. •Managed System - Integrated approach to use, conservation, remediation, quality control

Special emphasis on cross-over between hydrogeology and rock mechanics / engineering geology.

Learning Objectives (Bloom's Taxonomy Aligned)

LO1: Understanding Flow & Transport Principles

Students will be able to describe and explain (Understand) the basic principles of groundwater flow and solute transport processes, identify (Apply) relevant boundary conditions for various practical scenarios, and evaluate (Evaluate) their significance in groundwater modeling contexts.

LO2: Problem Formulation

Students will be able to construct (Apply) simple, practical groundwater flow and solute transport problems, analyze (Analyze) their underlying assumptions, and adapt (Create) them to address real-world challenges.

LO3: Analytical & Numerical Methods

Students will be able to solve (Apply) fluid flow and solute transport problems using simple analytical and/or numerical methods, compare (Analyze) the results for different scenarios, and justify (Evaluate) their choice of method.

LO4: Critical Evaluation

Students will be able to critically evaluate (Evaluate) a groundwater modeling report by assessing (Analyze) its methodology, assumptions, and conclusions, and recommend (Create) improvements to enhance its scientific rigor.

Mapping Bloom's Levels

Course Structure (HS26 Revision)

New Structure: Theory First, Project Second

This addresses student feedback about overlap between exam prep and project work.

Assessment Timeline

Week 1-4: Flow Theory
    ↓
Week 5: Formative Quiz (Flow) - Low stakes, feedback-focused
    ↓
Week 5-8: Transport Theory
    ↓
Week 8: Comprehensive Exam (Flow + Transport) - 50% of grade
    ↓
Week 9-14: Numerical Project
    ↓
Week 14: Presentation + Report Submission - 50% of grade

Weekly Topics (Planned)

Assessment Structure

Grade Components

Formative Quiz (Flow) - Week 5

Purpose: Early feedback on flow concepts before moving to transport

Sample Question Types:

• •"Which boundary condition is appropriate for...?" (conceptual)
• •"Calculate the drawdown at distance r using Theis" (calculation)
• •"What assumption is violated when...?" (critical thinking)

Comprehensive Exam - Week 8

Purpose: Summative assessment of all theoretical content

Exam Structure:

• •Part A: Flow (Darcy, flow equation, BCs, well hydraulics, numerical concepts)
• •Part B: Transport (ADE, advection/dispersion, analytical solutions, numerical concepts)
• •Questions similar to homework exercises

Project Report Rubric

Project Presentation Rubric

Case Study: Limmat Valley Aquifer

Overview

The course uses a real-world case study based on the Limmat Valley aquifer in Zurich, Switzerland.

Why Limmat Valley?

• •Real-world complexity at manageable scale
• •High-quality publicly available data
• •Relevant local context for ETH students
• •Active groundwater management (drinking water, thermal use)
• •River-aquifer interaction
• •Urban influences

Model Specifications (MODFLOW 6)

Key Features to Model

Available Data

Student Tasks (Typical)

1. •Understand the hydrogeological setting
2. •Explore the pre-calibrated numerical model
3. •Run steady-state and transient simulations
4. •Compare results to observations
5. •Analyze sensitivity to key parameters
6. •Interpret flow patterns and water budget
7. •Apply scenarios (changed pumping, climate)
8. •Document methodology and findings

Teaching Philosophy

Core Principles

1. •

   Conceptual Understanding First

   • •Equations follow from physical understanding
   • •Always ask "why?" before "how?"
   • •Fewer equations, deeper understanding
2. •

   Learning by Doing

   • •Numerical project applies lecture concepts
   • •Exercises mirror exam problems
   • •Self-assessment with immediate feedback
3. •

   Real-World Relevance

   • •Case study uses actual Swiss data
   • •Connect to professional practice
   • •Discuss model limitations honestly
4. •

   Scaffolded Complexity

   • •Start simple, add complexity gradually
   • •Pre-calibrated model as starting point
   • •Students modify and analyze, not build from scratch
5. •

   Transparent Expectations

   • •Clear learning objectives per notebook
   • •Published rubrics before assignments
   • •Example of "good" work provided
6. •

   Early Feedback

   • •Formative quiz after flow section
   • •Students know where they stand before high-stakes exam
   • •Opportunity to adjust study approach

What Students Should NOT Need to Do

• •Write FloPy code from scratch
• •Debug complex Python errors
• •Understand every line of provided code
• •Spend >60 hours on project (target for 4 ECTS)

What Students SHOULD Be Able to Do

• •Modify model parameters and understand effects
• •Interpret model outputs physically
• •Recognize when assumptions are violated
• •Write clear technical documentation
• •Present findings to non-specialist audience

Key References

Primary Textbook

• •Domenico, P.A. & Schwartz, F.W. (1990). Physical and Chemical Hydrogeology. Wiley.

Supplementary

• •Freeze, R.A. & Cherry, J.A. (1979). Groundwater. Prentice Hall. (Free via Groundwater Project)
• •Anderson, M.P., Woessner, W.W. & Hunt, R.J. (2015). Applied Groundwater Modeling. Academic Press.
• •Bear, J. (1979). Hydraulics of Groundwater. McGraw-Hill.

Practical Guides

• •Chiang, W.-S. & Kinzelbach, W. (2001). 3-D Groundwater Modeling with PMWIN. Springer.
• •Kruseman, G.P. & de Ridder, N.A. (1991). Analysis and Evaluation of Pumping Test Data. ILRI.

Exercise Alignment Matrix

When creating exercises, ensure coverage across learning objectives:

Content Development Guidelines

For Lecture Slides (PDFs exist)

• •Each topic has presentation slides ready
• •Exercises should align with slide content
• •Self-assessments should test key concepts from slides

For Exercises

1. •Solvable on paper - No computer required for core calculation
2. •Exam-aligned - Same format as exam questions
3. •Progressive difficulty - Basic → Applied → Critical thinking
4. •Clear solutions - Step-by-step, with physical interpretation

For Formative Quiz

1. •Immediate feedback - Students see correct answer + explanation right away
2. •Unlimited retakes - Low pressure, encourages practice
3. •Coverage - All major flow topics from weeks 1-4
4. •Diagnostic - Identifies specific misconceptions

For Case Study Notebooks

1. •Learning objectives at top of each notebook
2. •Connection to lectures - Reference relevant slide content
3. •Expected outputs - Students know if results are reasonable
4. •Completion markers - Track progress through material

Common Student Questions (FAQ)