1. Teacher Earth Science Education Programme PARTNERS PRINCIPAL PLATINUM GOLD

2. Teacher Earth Science Education Programme PARTNERS Teacher Earth Science Education Programme PARTNERS BRONZE Anglo Coal Australian Nuclear Science and Technology Organisation CS Energy Department of Sustainability and Environment, Vic Essential Petroleum Flinders University Gordon Wakelin King Great Artesian Basin Coordinating Committee Hot Dry Rocks Macquarie University Sandy Menpes Monash Energy Museum Victoria Our Water Our Future, Vic Petroleum Geo-Services Primary Industries and Resources SA Stanwell Corporation Velseis ZeroGen SILVER The Australian National University Department of Primary Industries, Vic Earth Science Western Australia Pitney Bowes Business Insight PowerWorks Queensland Resources Council Rob Kirk Consultants The University of Sydney The University of Tasmania

3. Teacher Earth Science Education Programme Wet Rocks – Learning about Groundwater Presenter Affiliation

4. Teacher Earth Science Education Programme Wet Rocks Overview of groundwater Basics of groundwater Management of groundwater resources Management as an integrated resource with surface water Management of groundwater as a hazard

5. Teacher Earth Science Education Programme Overview of the Groundwater Resource

6. Teacher Earth Science Education Programme World Groundwater Resources Source: http://www.whymap.org

7. Teacher Earth Science Education Programme Importance of Groundwater to Australia 10% 11% 72% 35% 63% 37% 4% 7% Groundwater as a % of total water use (2000) 21% of total Australian use Source: Google Maps National Land and Water Resources Audit (2000) Irrigation (52%) Urban / Industrial (29%) Rural (18%)Other (1%) Groundwater Use by Type Groundwater Use4986 GL Surface Water Use19109 GL Total Volume24095 GL

8. Teacher Earth Science Education Programme Groundwater Dynamics Flow time: Hours to years Flow time: Years to millennia

9. Teacher Earth Science Education Programme How does groundwater flow? Are there “underground rivers”? How does water flow through rock and soil? Does groundwater flow “downhill”? How long does it take for groundwater to flow? How do you get it out?

10. Teacher Earth Science Education Programme Porosity and Permeability Porosity = the gaps between the soil and rock particles Permeability = how well the gaps are connected to allow water to move between them

11. Teacher Earth Science Education Programme Flowing water underground 1m 2m 3m 2m 1m “Map” View “Block” View “Gradient” of the groundwater surface “Contours” of the groundwater surface “Head” elevation Groundwater flows from the higher “head” to the lower “head” – the hydraulic head of the system. Bores measure the head elevation at specific points 3m 2.5m 1.5m

12. Teacher Earth Science Education Programme Aquifers and Aquitards Aquifer: A layer of soil or rock that has relatively higher porosity and permeability than the surrounding layers, enabling usable quantities of water to be extracted. Aquitard:A layer of soil or rock that has relatively lower porosity and/or permeability than the surrounding layers, limiting the movement of groundwater through it and the capacity to extract useable quantities of water.

13. Teacher Earth Science Education Programme Confined and Unconfined Aquifers Unconfined: Surface of the groundwater (the watertable) is at the same pressure as the atmosphere. Confined: The “surface” of the groundwater is constrained by an aquitard. It is under pressure. If the aquifer is tapped, the water level will rise up in response to the pressure. The distribution of pressure is called the potentiometric surface. Confined zone

14. Teacher Earth Science Education Programme Multi-Aquifer Systems Source: Groundwater Notes, Department of Sustainability and Environment, Victoria http://www.ourwater.vic.gov.au

15. Teacher Earth Science Education Programme Scale of groundwater systems Local systems – recharge and discharge areas within 5km of each other Intermediate system – recharge and discharge areas within 50km of each other Regional system - recharge and discharge areas grater than 50km of each other

16. Teacher Earth Science Education Programme Groundwater Dynamics – Unconfined Aquifers Water entering the soil Water used from the soil Change in saturated zone storage Aquifer through-flow Groundwater Pumping Soil storage (unsaturated zone) Recharge

17. Teacher Earth Science Education Programme Groundwater System Dynamics – Unconfined Aquifer Out-flow waterways flooding water supply irrigation land-use Recharge Rainfall Infiltration Plant use Soil Evaporation Pumping In-flow Discharge to the Environment

18. Teacher Earth Science Education Programme Rainfall variability Cumulative rainfall residual Rising trend Falling trend Falling trend

19. Teacher Earth Science Education Programme Ability to predict what is climate change

20. Teacher Earth Science Education Programme Landuse impacts on recharge 1Sandy Loam, Light Clay over Fractured Rock; Basalt, Rhyolite, Rhyodacite, Ignimbrite 2Loam over Fractured Rock 3Sandy Loam, Light Clay over Sedimentary; Silt, Alluvium 4Loamy Sand, Medium Clay over Sedimentary; Silt, Alluvium 5Loamy Sand, Medium Clay over Sedimentary; Sand 6Sandy Loam, Light Clay over Sedimentary; Clay, Aeolian / Evaporates, Mudstone/Marl/ Laterite

21. Teacher Earth Science Education Programme Unsaturated Zone Storage Depth Soil Moisture

22. Teacher Earth Science Education Programme Significance of climate variability on recharge

23. Teacher Earth Science Education Programme Groundwater Dynamics – Unconfined Aquifers Water entering the soil Water used from the soil Change in saturated zone storage Aquifer through-flow Groundwater Pumping Soil storage (unsaturated zone) Recharge

24. Teacher Earth Science Education Programme Groundwater Pumping Takes water from storage by reducing level or pressure. Changes flow patterns Changes recharge / discharge relationships

25. Teacher Earth Science Education Programme Environment as a water user Out-flow waterways flooding water supply irrigation land-use Recharge Rainfall Infiltration Plant use Soil Evaporation Pumping In-flow Discharge to the Environment

26. Teacher Earth Science Education Programme Groundwater Dependent Ecosystems

27. Teacher Earth Science Education Programme Groundwater and Waterways Source: http://www.connectedwater.gov.au/processes Connected losing stream (loss varies with difference in level between river and groundwater) Disconnected stream (rate of loss more or less constant) Gaining during low flow, losing during high flow. Gaining stream

28. Teacher Earth Science Education Programme Groundwater use affects surface water and environment Source: http://www.connectedwater.gov.au/processes

29. Teacher Earth Science Education Programme Groundwater/surface water “connectivity” Source: CSIRO Sustainable Yields Project http://www.csiro.au/files/files/pkgb.pdf “Losing streams” – surface water recharging groundwater “Gaining streams” – groundwater base flow to surface water Seasonally variable Not connected Example: Goulburn Broken catchment

30. Teacher Earth Science Education Programme Groundwater / surface water interaction

31. Teacher Earth Science Education Programme Groundwater Management Basics Water entering the soil Water used from the soil Change in saturated zone storage (groundwater levels) Aquifer through-flow Groundwater Pumping Soil storage (unsaturated zone) Recharge Rainfall Land use (forest, agriculture, urban) Discharge (waterways, ocean, land)

32. Teacher Earth Science Education Programme Managing groundwater – as a resource Sustainable yield is inherently intergenerational because it implies resource use in ways that are compatible with maintaining them for future generations. Proposed National definition (2002): ”The groundwater extraction regime, measured over a specified planning timeframe, that allows acceptable levels of stress and protects the higher value uses that have a dependency on the water.”

33. Teacher Earth Science Education Programme Sustainability and SY are dynamic concepts that will continue to be refined The challenge is to turn the principles of sustainability and groundwater sustainable yield into achievable policies and then practice. Science alone cannot choose the correct interpretations for society but any interpretation must be based on sound hydrologic analysis and understanding, and community involvement. Sustainable Yield – a dynamic concept

34. Teacher Earth Science Education Programme Sustainable yield for an aquifer A B B A Hydraulic Properties Recharge What are the elements of defining SY? Annual aggregate abstraction volume provision for groundwater dependent ecosystems time element social/economic aspects

35. Teacher Earth Science Education Programme Sustainable yield (cont) BA Discharge Volume Well hydraulics Leakage impacts on water quality

36. Teacher Earth Science Education Programme Wetland / Waterway Protection A B B A Hydraulic Properties Recharge Management zone

37. Teacher Earth Science Education Programme Dryland salinity management (a) Prior to development (b) With clearing and development Note:Historical “salt” refers to concentrated solute Impact: 2.5MHa of cultivated land (5%) affected by salinity 5.7MHa has immediate potential to be affected by salinity a b

38. Teacher Earth Science Education Programme Salinity in a catchment A B B A Hydraulic Properties Recharge Trade off in land-use can affect viability of the land and adjacent areas Requires LARGE SCALE CONTROLS eg dewatering and interceptor networks, evaporation basins, stream regulation

39. Teacher Earth Science Education Programme Managing groundwater for construction Mine or Building Basement / Foundation Dewatering bores Watertable reduced for stability and to provide safe operating conditions In-pit pump

40. Teacher Earth Science Education Programme Saline intrusion into fresh aquifers Saline lake or the sea Sea / lake level

41. Teacher Earth Science Education Programme Key management principles… Regardless of the key issue for management, the same key elements of the water cycle apply – it is how you use them to achieve your objective that differs. Groundwater systems are complex natural systems – the response to your management action is not always what you may expect. Always think of the range of potential outcomes. Scale matters – there is a much greater likelihood of interacting with local systems in observable timeframes than with a regional system.

42. Teacher Earth Science Education Programme Threats of pollution on groundwater The many sources of contamination to groundwater

43. Teacher Earth Science Education Programme Point Source and Diffuse Sources Point source (localised) eg. Leaking tanks Spills Landfills Tar pits Diffuse source Agricultural chemical application (fertilizers / pesticides) Large scale mining

44. Teacher Earth Science Education Programme Point source TypeSourceContaminants IndustryManufacturing sites, refining sites, gasworks Organic compounds, heavy metals Waste disposalLandfills Septic tanks Heavy metals, organic compounds, BOD 1, COD 2, nutrients CommercialPetrol stations Dry cleaners Petroleum hydrocarbons, chlorinated hydrocarbons 1: BOD - biological oxygen demand 2: COD – chemical oxygen demand

45. Teacher Earth Science Education Programme Diffuse sources TypeSourceContaminants AgricultureIntensive agriculture, irrigation Pesticides, nutrients (fertilizers) Large scale facilitiesDefence sites, firing ranges, water treatment plants Organic compounds, heavy metals, dioxins Large scale miningTailingsHeavy metals

46. Teacher Earth Science Education Programme A complex picture...

47. Teacher Earth Science Education Programme Advective processes, concentrations – single point source Single point source t1t1 C0C0 C 0 1 0 1 0 1 t2t2 t3t3 t1t1 t2t2 t3t3 C0C0 C C0C0 C Distance (x)

48. Teacher Earth Science Education Programme Concentrations – continuous point source Continuous point source 0 1 Distance (x) At t 2 t1t1 t2t2 t3t3 C0C0 C

49. Teacher Earth Science Education Programme Mechanical Dispersion Dispersivity is a function of the porous media Longitudinal Transverse

50. Teacher Earth Science Education Programme Dispersion of the solute Continuous point source Distance (x) At t 2 Results in spreading of the front Longitudinal (l) Transverse (t) 0 1 C0C0 C

51. Teacher Earth Science Education Programme t1t1 t2t2 t3t3 Dispersion effect Instantaneous point source Distance (x) C0C0 C 0 1 0 1 0 1 t1t1 t2t2 t3t3 C0C0 C C0C0 C

52. Teacher Earth Science Education Programme Reactions in solute transport Initial assumption for advection – dispersion equation is that the porous media and the solute are non-reactive However, in reality, the solute often interacts with the porous media, other components of the pore water and / or undergoes decay Main processes are decay / degradation and retardation

53. Teacher Earth Science Education Programme Degradation and daughter products CpCp CdCd Time or Distance Assumes a first order kinetic reaction, in that the solute is lost to the pore water through the decay or degradation (ie only deals with the loss term)

54. Teacher Earth Science Education Programme Biodegradation Where biological processes aid the breakdown of contaminants Rate specific to: Bacterial population Nutrient / substrate availability Solution chemistry (redox, pH) Co-metabolites / toxins Temperature Laboratory determined

55. Teacher Earth Science Education Programme Retardation Taken from “In-situ” presentation on “Groundwater Contamination and remediation

56. Teacher Earth Science Education Programme Effects in the field.... From Fetter, 1999, Contaminant Hydrogeology

57. Teacher Earth Science Education Programme Perchloroethene Carbon Tetrachloride Chloride Effects in the field (cont.) From Fetter, 1999, Contaminant Hydrogeology

58. Teacher Earth Science Education Programme Contamination Summary Generally a legacy issue. Can be from localised “point sources” or distributed over large areas (“diffuse source”). Once in the ground, interact with the material they are passing through. Main processes affecting the concentration in the groundwater are advection, dispersion, degradation / decay and retardation.

59. Teacher Earth Science Education Programme Contributions Prepared by Chris McAuley, Principal Hydrogeologist, Department of Sustainability and Environment, Victoria. Support figures sourced from: Lectures given by Chris McAuley TESEP teaching package developed by Louse Goldie Divko (Department of Primary Industries, Victoria), Megan Bourke (independent education consultant) and Philomena Manifold (independent consultant) Referenced sources

60. Teacher Earth Science Education Programme Geoscience Pathways TESEP uses this fabulous website to distribute materials www.geosciencepathways.org.au

61. Teacher Earth Science Education Programme Please partner! TESEP will only succeed in the long term if we continue to grow our partnerships Contact either –Executive Officer, Greg McNamara eo@tesep.org.au –Chairperson, Jill Stevens cp@tesep.org.au to discuss the options

62. Teacher Earth Science Education Programme TESEP wishes to thank the following partners Partners PRINCIPAL PLATINUM GOLD

63. Teacher Earth Science Education Programme Partners BRONZE Anglo Coal Australian Nuclear Science and Technology Organisation CS Energy Department of Sustainability and Environment, Vic Essential Petroleum Flinders University Gordon Wakelin King Great Artesian Basin Coordinating Committee Hot Dry Rocks Macquarie University Sandy Menpes Monash Energy Museum Victoria Our Water Our Future, Vic Petroleum Geo-Services Primary Industries and Resources SA Stanwell Corporation Velseis ZeroGen SILVER The Australian National University Department of Primary Industries, Vic Earth Science Western Australia Pitney Bowes Business Insight PowerWorks Queensland Resources Council Rob Kirk Consultants The University of Sydney University of Tasmania

64. Teacher Earth Science Education Programme TESEP Also wishes to thank: Australian Geoscience Council Australasian Institute of Mining and Metallurgy Geoscience Australia Minerals Council Australia

65. Teacher Earth Science Education Programme Thank you