scholarly journals Overview of Methods Applied in Karst Hydrogeology

Author(s):  
Nico Goldscheider
Keyword(s):  
1988 ◽  
Author(s):  
Dallas L. Peck ◽  
Joseph W. Troester ◽  
John E. Moore

2021 ◽  
Vol 4 (2) ◽  
pp. 329-349
Author(s):  
Rachel Bosch

Abstract. During the summer of 2020, many geology field camps were canceled due to the COVID-19 pandemic, including the karst geomorphology field course I was scheduled to co-teach through Western Kentucky University. When the National Association of Geoscience Teachers (NAGT), in collaboration with the International Association for Geoscience Diversity (IAGD), began the project of supporting working groups to create online field experience teaching materials, this presented an opportunity. This paper describes the development of two activities derived from that field camp curriculum that are now freely available as peer-reviewed exemplary teaching activities on the Science Education Resource Center (SERC) Online Field Experiences repository under “Karst hydrogeology: a virtual field introduction using © Google Earth and Geographic Information Systems (GIS)” and “Karst hydrogeology: a virtual field experience using © Google Earth, GIS, and TAK [Topographic Analysis Kit].” Each product includes a student handout, an instructor workflow reference, a grading rubric, and NAGT-established learning objectives. The introductory activity is the more basic of the two, is expected to take about an 8 h workday to teach, and walks students through all the steps, as well as providing global examples of karst landscapes that can be virtually explored. The other activity, “Karst hydrogeology and geomorphology”, assumes student familiarity with © Google Earth, GIS, and karst drainage systems and is expected to take about twice as long as the introductory activity to teach. To make these learning opportunities financially accessible, all software required for the activities is open source, and alternative workflows for the introductory module are provided so that the entire exercise can be completed using a mobile device. Addressing this need for virtual capstone options during the pandemic, and providing a virtual alternative for years to come, these karst activities, along with a subset of other SERC activities, were assembled into three learning tracks, each one providing learning hours equivalent to a traditional field camp, that have been added to the course offerings at the University of Cincinnati Department of Geology. In addition to providing online capstone activities in the time of a pandemic, these learning materials provide alternative experiences to traditional field camps that are inclusive for all geoscience students.


2021 ◽  
Author(s):  
Antonio Pulido-Bosch
Keyword(s):  

2015 ◽  
Vol 74 (1) ◽  
pp. 1-3 ◽  
Author(s):  
Francesco Fiorillo ◽  
Zoran Stevanović

Author(s):  
Mario Parise

Karst refers to the processes of chemical dissolution and mechanical erosion acting on soluble rocks (mainly carbonates and evaporites), and to the surface and subsurface landforms thus produced. In their book Karst Hydrogeology and Geomorphology, Derek Ford and Paul Williams state that about 20 percent of the emerged Earth’s surface is karst, with caves representing a typical and well-known expression (see Ford and Williams 2007, cited under Karst Hydrogeology: The Importance of Karst Aquifers). Together with caves, karst lands are characterized by underground drainages and by scarce presence of water running at the surface. Water, rather than flowing on the ground as watercourses and rivers, rapidly infiltrates underground through networks of fissures and conduits, which combine to the diffuse flow in recent carbonates, giving origin to the complex systems of karst caves. Karst environments and caves have been of interest to humans since the earliest civilizations—for water supply, as settlements or areas of protection, or to bury the dead. Some of the more ancient testimonies of art are within caves, such as those in several caverns of the Mediterranean area (including, to mention the most remarkable, Lascaux and Chauvet in France, Altamira in Spain, and Porto Badisco in Italy). Karst research, which is linked to caving exploration, had a great impulse in the second half of the 20th century. Caves have been recognized as a very precious and peculiar environment, where traces of the past, in terms of sediments (see Sasowsky and Mylroie 2004, cited under Cave Deposits) or evidence of paleoclimate (see Fairchild and Baker 2012, cited under Contribution to Paleoclimatic Studies), have been preserved, often in great detail, in contrast to what occurs at Earth’s surface, where most of it is being destroyed, canceled, or covered by later processes. As a consequence, the classical studies about speleogenesis (that is, the origin of caves) and on geomorphology of the underground settings have developed in integration with those by researches in other disciplines, covering, among others, cave sediments, biospeleology and microbiology, and dating of speleothems for paleoclimatic and paleoenvironmental studies. Further, the expansion of built-up environments and construction in karst lands resulted in the interaction among natural hazards in karst and society, as pointed out in Parise and Gunn 2007 (under Karst Hazards), and Gutiérrez, et al. 2014 (under Human Impacts and Land Management in Karst), bringing to general attention the issue of fragility of karst, due to its peculiar hydrologic and hydrogeological features. As a matter of fact, Goldscheider and Drew 2007 (under Karst Hydrogeology: The Importance of Karst Aquifers) documents that karst aquifers are of high quality and represent between 20 and 25 percent of the world’s drinking resources, but that they are also extremely vulnerable and potentially threatened by a variety of forms of pollution.


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