575.629.81 - Modeling Contaminant Migration through Multimedia Systems

Expanded Course Description

The course introduces the theory and application of mass balance-based mathematical models used to simulate the distribution of contaminants in the atmosphere, groundwater, and surface water as a contaminant migrates through the environment. Sources of contaminants include stack emissions into the atmosphere, disposal of contaminants on the ground with subsequent migration of contaminants into the underlying groundwater, and discharge of wastewater or watershed runoff into surface waters and to groundwater. Predicting the movement of a contaminant through the air, groundwater, and surface waters requires specifying the key fate and transport processes that predominate within each medium and integrating the physical and chemical interactions between the media.

The course presents the basic theoretical principles, analytical models, and numerical methods used to simulate transport of contaminants discharged into the air, groundwater, and surface water. The basic processes of physical transport and physical-chemical fate in each medium will be addressed, such as advection and dispersion, deposition and resuspension, entrainment, adsorption and chemical partitioning, volatilization, degradation, and photolysis. 

One of the unique features of the student case-study project assigned for the course is that the student will gain hands-on experience developing models to simulate transport and fate of contaminants in the air, groundwater, and surface water. This represents real-life conditions, where contaminants released from power plant stacks may be deposited upon the ground and transported to groundwater, migrate from groundwater into surface waters, be deposited directly onto a surface-water body, and discharged directly from a source into the surface-water body via an outfall. Contaminants in the surface-water body will be transported within the water column and between the water column and sediment bed. 

The course and the case study project will cover all of these transport sources and pathways in air, groundwater, and surface water. Air emissions, groundwater, and surface-water discharges from a coal- fired power plant located on the Potomac River upstream of Washington D.C. will be modeled to provide the setting to evaluate the impact of these discharges on compliance with EPA’s standards for contaminants in ambient air, groundwater, freshwater rivers, and public drinking-water supplies. 

Screening level models will be used to evaluate transport and fate of contaminants in the air, groundwater and surface water media for a course project based on a hypothetical yet realistic case study of an industrial facility in the Washington DC region. Students will be responsible for data setup and coding of equations to create Excel spreadsheet models for contaminant fate and transport in the air and surface water and students will be responsible for data setup for application of a public-domain Excel spreadsheet model for subsurface contaminant fate and transport in groundwater.

The course also presents an overview of the policy and regulatory history that has evolved to control emissions into the air, groundwater, and surface waters of the United States.

Course Structure

The course materials are divided into modules. The modules can be accessed by clicking Modules on the menu. A module will have several sections, including the overview, content, readings, discussions, and assignments. Students are encouraged to preview all sections of the module before starting the module. Students should regularly check the Calendar for assignment due dates. 

Course Topics

• Introduction, Modeling Applications and Project Description
• Air: Air Pollution Fundamentals
• Air: Plume Dispersion Models
• Air: Numerical and computer models
• Surface Water: Watershed Hydrology, Streamflow and Flow Balance
• Surface Water: Transport and Mass Balance for Conservative Contaminants
• Surface Water: Kinetic Processes and Mass Balance for Non-Conservative Contaminants
• Groundwater: Basics of Hydrogeology
• Groundwater: Groundwater Flow Modeling
• Groundwater: Groundwater Fate and Transport Modeling
• Course Review and Model Integration for multi-media modeling of air, groundwater, and surface water
• Presentation and Discussion of Case Study for multi-media modeling of air, groundwater, and surface water
  

Course Goals

The course will impart an understanding of the fundamental mass balance-based principles controlling the movement of contaminants within and between the atmosphere, soil, groundwater, and surface-water bodies. The course will require the application of these principles using screening level spreadsheet models to simulate the transport and fate of contaminants in the air, groundwater, and surface water. 

Course Learning Outcomes (CLOs)

• Describe mass-balance principles of transport and fate modeling, including model conceptualization, mathematical formulation, analytical and numerical solution techniques, model calibration, validation, and application for assessment of remediation alternatives.
• Explain physical transport processes that govern contaminant movement and mixing in the air, groundwater, and surface water.
• Apply transport and fate equations to evaluate advection, dispersion, and kinetic interactions of contaminants discharged into the air, groundwater, and surface water.
• Apply screening level spreadsheet models of transport and fate in the case-study project to evaluate the environmental impact of contaminants discharged into the air, groundwater, and surface water to meet EPA standards and criteria for air, groundwater and surface waters.
• Describe the role of environmental models as a tool to ensure regulatory compliance with standards and criteria in air, surface water, and groundwater.

Textbooks

Recommended Textbook 

Ramaswami, Anu, J.B. Milford, and M.J. Small. (2005). Integrated Environmental Modeling: Pollutant Transport, Fate, and Risk in the Environment. Hoboken, NJ: John Wiley & Sons, Inc. 

ISBN-13: 978-0-471-35953-1 

This textbook has been used for the course in the past and provides great background material for the topics covered in the course. However, the text now is optional and the lectures and other course materials provide much of this information needed for the course and the course project. 

Required Software

The student should have access to software such as Microsoft’s Word, Excel, and PowerPoint. 

Basic skills with spreadsheet programs (e.g., Microsoft EXCEL,) text editors, presentation software (e.g., Microsoft PowerPoint,) and online research are required.

The following two books are excellent references for Microsoft Excel since the author specifically describes features of Excel that are relevant to science and engineering calculations: 

A Guide to Microsoft Excel 2013 for Scientists and Engineers, Bernard Liengme https://www.elsevier.com/books/a-guide-to-microsoft-excel-2013-for-scientists-and- engineers/liengme/978-0-12-802817-9. 

Liengme’s Guide to Microsoft Excel 2016 for Scientists and Engineers, Bernard Liengme https://www.elsevier.com/books/liengmes-guide-to-excel-2016-for-scientists-and- engineers/liengme/978-0-12-818249-9 .

Student Coursework Requirements

The instructors expect that each module will take approximately 8-16 hours per week to complete. Here is an approximate breakdown: completing the assigned readings (approximately 1-2 hours per week;) listening to the audio annotated slide presentations (approximately 1-2 hours per week;) solving graded Assignments (approximately 2-4 hours per week;) participating in class Discussions (approximately 1-2 hours per week;) and completing the individual project that will be due at the end of the course (approximately 3-6 hours per week).

The course will consist of three basic student requirements for assessment: 

Class Discussions (25% of Final Grade Calculation) 

Each student is responsible for carefully reading all assigned material, accessing required information via the Internet, and being prepared for discussion. 

There are three discussion sections in the course, one for each medium and each lasting 2 weeks. The student shall post their initial response and any related required material(s) to the discussion questions by the end of the first week of the discussion section. Posting a response to the discussion question is Part One of the grade for module discussions. 

Part Two of the grade for class discussion is each student’s interaction (i.e., responding to classmate postings with thoughtful responses) with at least one classmate as required. Just posting a response to a discussion question is not sufficient; the instructors want each student to interact with their classmates. The student should be detailed in their postings and in their responses to classmates' postings. The student should feel free to agree or disagree with their classmates. The student should ensure that their postings are civil and constructive. The student should post their responses to classmates by the end of the second week of the discussion section. 

The instructors will monitor module discussions and may respond to some of the discussions as they are posted. In some instances, the instructors may summarize the overall discussions and post the summary for the module. 

Refer to the Discussion Rubric located in the ‘Syllabus & Course Information’ section for information on discussion participation expectations. 

Assignments (45% of Final Grade Calculation) 

Weekly Assignments primarily will be quantitative in nature but also may include qualitative assignments (e.g. literature reviews, model summaries.) The student shall include a cover sheet with their name, assignment identifier, and submission date. They also should include their name and a page number indicator (i.e., page x of NumPages) on each page of their submissions. Each problem should have the problem statement, assumptions, computations, and conclusions/discussion delineated. All figures and tables should be captioned and labeled appropriately. 

Please make sure that your assignment filenames have your name and module number on all your files submitted (word, pdf, excel, powerpoint, etc.). 

The third assignment for each medium (i.e., for modules 4, 7, and 10) will require the student to describe the status of their modeling efforts for the project. This step is to ensure that each student is making proper progress through the project. 

All assignments are due according to the dates in the Calendar. 

Refer to the Assignment Rubric located in the ‘Syllabus & Course Information’ section for information on assignment deliverable expectations. 

Individual Course Project (30% of Final Grade Calculation) 

Refer to the Project Description and associated grading rubric for information on project deliverable expectations. 

Qualitative assignments are evaluated by the following grading elements: 

1. Each part of the question(s) is answered. 
2. Writing quality and technical accuracy are high. (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards; that is, all assignments will be graded on grammar and style as well as content.) 
3. Rationale for answer is provided. 
4. Examples are included to illustrate rationale. (If a student does not have direct experience related to a particular question, then the student is to provide analogies versus examples.) 
5. Outside references are included. 

Grading Policy

Student assignments are due according to the dates in the Calendar and as specified in the corresponding modules. The instructors will post grades within 1 week after assignment due dates. 

A grade of A indicates achievement of consistent excellence and distinction throughout the course; that is, conspicuous excellence in all aspects of assignments and discussion in every week. 

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course. 

Course Policies

The policies and guidelines of the Engineering for Professionals Program provide the overarching structure for the policies and guidelines that apply to this class. We strive for fairness and due process to all students. Students who wish to appeal a grade may do so in writing. 

If you know that you will be late submitting an assignment or other deliverable product for the course, please communicate with the appropriate instructor to inform them of your particular situation and the reasons why you are not able to submit a deliverable on time. You are expected to show the same courtesy to the instructors about your ability to meet deadlines that you would show to your supervisor or client in your professional life. Good communication skills are critical for professional success. 

Late Penalty – Assignments up to 1 week late will be penalized as shown below. Assignments may not be accepted later than 1 week late for credit; they may still be reviewed for comment at the instructor’s discretion. 

1st day late - 2%  

2nd day late - 4%  

3rd day late - 6% 

4th day late - 8%  

5th day late -10%

6th day late -12%

7th day late -14% 

Over 14 days late – not accepted for a grade

Academic Misconduct Policy 

Discussions will be required several times through the course. Note that your initial response must be yours and yours alone, and not influenced by responses already submitted. Also, note that the project is an individual effort, not a group one, although, you may discuss issues that are challenging you with your classmates. 

Collaborations and discussions between students are key ingredients to success in a graduate course. You are encouraged to discuss the course material with each other as you sort through concepts that may be difficult to comprehend or controversial. Whenever you turn in work with your name on it to be evaluated, graded and included in your record it must represent an individual effort by you alone. If you include direct quotes from any source in your discussions, written assignments, the final exam, or any other submission for which you will receive a grade you must provide attribution. Contact us if you have any questions, no matter how slight, about this policy, or if you have questions about a particular assignment.

Plagiarism 

Plagiarism is defined as taking the words, ideas or thoughts of another and representing them as one's own. If you use the ideas of another, provide a complete citation in the source work; if you use the words of another, present the words in the correct quotation notation (indentation or enclosed in quotation marks, as appropriate) and include a complete citation to the source. See the course text for examples. 

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.