Electronic Theses and Dissertations
Date
2023
Document Type
Thesis
Degree Name
Master of Science
Department
Civil Engineering
Committee Chair
Brian Waldron
Committee Member
Daniel D.L. Larsen
Committee Member
Scott S.S Schoefernacker
Abstract
Determination of recharge rates for an urban setting is a complicated process that is subject to variation based on the chosen methodology, as well as the suitability and constraints of each method. The recharge mechanism and rates to the shallow aquifer within Shelby County were assessed using multiple approaches, including the water-table fluctuations (WTF) method (using two approaches), the vadose zone pulsing method, the chemical tracer method, and the identification of areas with potential infrastructure leaks. The water-table fluctuation method generated a total annual recharge rate ranging from 0.12 m/year or 9 % of precipitation (for Sy= 0.1) to 2.17 m/year or 158 % of precipitation (for Sy= 0.3) using the Master Recession Curve (MRC) method. The large disparity in results could be due to the influence of surface water features, additional recharge from underground water infrastructure, and specific yield estimation. However, the vadose zone pulsing method failed to yield any definitive outcomes, while the chemical tracer method revealed the presence of fluoridated municipal water flowing into the shallow aquifer in some areas. The results of WTF appeared to be more coherent and more reasonable than the other approaches. Additional regional-scale techniques and a comprehensive investigation of artificial recharge computation via leakage should be conducted to obtain more accurate estimations of recharge rate.
Library Comment
Dissertation or thesis originally submitted to ProQuest
Notes
Open Access
Recommended Citation
Airee, Sagar Singh, "Investigation of Recharge Sources, Mechanisms, and Rates to the Shallow Aquifer within Shelby County, TN, USA" (2023). Electronic Theses and Dissertations. 3052.
https://digitalcommons.memphis.edu/etd/3052
Comments
Data is provided by the student.