Ranges of Values For Natural Materials
Table of saturated hydraulic conductivity (K) values found in nature
Values are for typical fresh groundwater conditions — using standard values of viscosity and specific gravity for water at 20°C and 1 atm. See the similar table derived from the same source for intrinsic permeability values.
| K (cm/s) | 10² | 101 | 100=1 | 10−1 | 10−2 | 10−3 | 10−4 | 10−5 | 10−6 | 10−7 | 10−8 | 10−9 | 10−10 |
| K (ft/day) | 105 | 10,000 | 1,000 | 100 | 10 | 1 | 0.1 | 0.01 | 0.001 | 0.0001 | 10−5 | 10−6 | 10−7 |
| Relative Permeability | Pervious | Semi-Pervious | Impervious | ||||||||||
| Aquifer | Good | Poor | None | ||||||||||
| Unconsolidated Sand & Gravel | Well Sorted Gravel | Well Sorted Sand or Sand & Gravel | Very Fine Sand, Silt, Loess, Loam | ||||||||||
| Unconsolidated Clay & Organic | Peat | Layered Clay | Fat / Unweathered Clay | ||||||||||
| Consolidated Rocks | Highly Fractured Rocks | Oil Reservoir Rocks | Fresh Sandstone | Fresh Limestone, Dolomite | Fresh Granite | ||||||||
Source: modified from Bear, 1972
Read more about this topic: Hydraulic Conductivity
Famous quotes containing the words values, natural and/or materials:
“Politics is not an end, but a means. It is not a product, but a process. It is the art of government. Like other values it has its counterfeits. So much emphasis has been placed upon the false that the significance of the true has been obscured and politics has come to convey the meaning of crafty and cunning selfishness, instead of candid and sincere service.”
—Calvin Coolidge (1872–1933)
“All the moral laws are readily translated into natural philosophy, for often we have only to restore the primitive meaning of the words by which they are expressed, or to attend to their literal instead of their metaphorical sense. They are already supernatural philosophy.”
—Henry David Thoreau (1817–1862)
“Young children learn in a different manner from that of older children and adults, yet we can teach them many things if we adapt our materials and mode of instruction to their level of ability. But we miseducate young children when we assume that their learning abilities are comparable to those of older children and that they can be taught with materials and with the same instructional procedures appropriate to school-age children.”
—David Elkind (20th century)