**View the UNIT INTRODUCTION (VIDEO)****Listen to the UNIT INTRODUCTION (AUDIO ONLY)****If nothing seems to happen after clicking on one of the above links, look at your task bar to see if a real player window has activated but is not displayed. If so, click on this and wait for the video or audio to begin. If not, look under your open windows to see if a window may have come up that requires your response before Real Player will start. Also, if the video seems "jerky" or "freezes", this is because your Internet connection is slow. The audio should not be affected. If you cannot hear the audio, try turning up the audio volume knob on your computer or the volume knob on the real player graphics window.**

Course Download Area

**
UNIT 5 -- ANALYTICAL TRANSPORT MODELING:
I am assuming that you learned the basic principles of
contaminant transport in your basic ground-water hydrology class. Relevant material
includes: advection, dispersion, decay, adsorption, and chemical reaction. This
course will only consider modeling the transport of trace constituents in single
phase liquids in the saturated zone as influenced by the processes of advection,
dispersion, decay and retardation. If you are not familiar with these topics,
I recommend that you study this material by reading the appropriate chapter(s)
in your basic text. Alternatively you could study the first 3 Chapters of Zheng
and Bennett (one of the optional texts for this course); Fetter's 1999 book
entitled Contaminant Hydrogeology, ISBN 0-13-751215-5; Domenico and Schwartz's
1998 book, Physical and Chemical Hydrogeology, ISBN 0-471-59762-7; or many other
geohydrology texts. **

**The OBJECTIVE
of UNIT 5 is for you to:**

** * BECOME
FAMILIAR with some ANALYTICAL SOLUTIONS FOR CONTAMINANT TRANSPORT**

*** APPLY THE CONCEPTS
AND APPROACHES DISCUSSED IN PREVIOUS SECTIONS ON FLOW MODELING TO CONTAMINANT
TRANSPORT MODELING **

** DISCUSSION**

** For the
limited range (transport of trace constituents in single phase liquids in the
saturated zone as influenced by the processes of advection, dispersion, decay
and retardation) of analytical solutions considered in this course, you must
first evaluate the dimensionality of the problem (1, 2, or 3D), the character
of the source (slug or continuous), and whether a steady or transient solution
is needed. Again there may be some situations for which a steady state solution
is not relevant. Study the analytical solutions presented on the contaminant
transport analytical solution main page. Think about the parameters that control
the progress of the solution, underlying assumptions, the value of results obtained
using these solutions and the errors that might be introduced by applying these
solutions to a field problem. Then move on to undertake some calculations using
these solutions in the exercises of Unit 5.**

** EXERCISES**

** If you
chose to purchase Applied Contaminant Transport Modeling,
read Chapters 2, 3, & 4
**

** Then
undertake the following exercises for unit 5:
**

**
EXERCISE EXPLORING 1D CONTAMINANT TRANSPORT, SLUG SOURCE **

**
EXERCISE EXPLORING 1D CONTAMINANT TRANSPORT, CONTINUOUS SOURCE **

**
EXERCISE EXPLORING 3D CONTAMINANT TRANSPORT, CONTINUOUS SOURCE **

**
EXERCISE EXPLORING 3D CONTAMINANT TRANSPORT, CONTINUOUS SOURCE WITH SORPTION
AND DECAY
**

**
**

**
For the 3D spreading continuous source
with sorption and decay, explain why the concentration
changes as it does for an increase and decrease of each parameter on the slider
bar menu (please include extremes where you would expect the solution to revert
to a simpler solution, compare extreme values that would represent 1D in the
3D equation). Where possible, determine the physical reasons why the graph changes
as it does. I say "where possible" because some of the observations
you make may be due to the way the program is coded. Such aspects
are generally not explained in program manuals and one needs to deduce these
from their observations of code performance. Be sure you understand what you
are viewing both in the curves and on the bar at the bottom of the window and
use that knowledge in your description. Explain what you think is wrong (if
anything) with the behavior of the applet. Use complete sentences and be as
concise as possible. ** **If
you have questions, email them to me. epoeter@mines.edu
**

**
**

** COMMUNICATION**

** If you
choose, send email with your questions, thoughts and comments regarding analytical
contaminant transport modeling and the answers you obtained during the exercises.
epoeter@mines.edu**

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