chapter 4: water - pearson education

© Pearson Education Ltd 2013 1

Workbook Answers Workbook answers

Chapter 4: Water

Water … before you start! 1. (a) STUDENT CHOICE/OPEN ANSWERS. (b) STUDENT CHOICE/OPEN ANSWERS. 2. (i) Answers may include: flooding, death, homes destroyed, landslides/mudslides etc. (ii) Answers may include: drought, thirst, death, starvation, animals and crops die/can’t grow

crops/lack of food etc. 3. Seventy per cent of the surface is water – so the planet appears mainly blue – especially from above/space. 4. (i) to drink; (ii) to rear/produce food; (iii) to make things (industry); (iv) to produce energy. 5. (i) Most (97.5%) is saline (salty). (ii) Locked away in ice sheets and glaciers (iii) Stored deep underground. 6. (a) The answer should just include the two people: A small child/baby and a woman (mother)

carrying it on her back. Answer may suggest/include ethnicity (African). (b) Collecting water from a lake/river – no access to water via a mains supply or well. (c) In a less developed country (LDC), probably a rural area with no piped supply/lack of money to

put it in/no infrastructure. Woman and child look African as opposed to Asian. 7. • The world’s fresh water is not evenly distributed.

• Just under 1 billion cannot access clean, fresh water for drinking.

• As Figure 2 shows, women and children often spend hours each day collecting water.

• Agriculture is the biggest consumer of water, with over 70% of all the water used. 8. STUDENT CHOICE/OPEN ANSWERS. Answers may include: flat landscape, farming, flooding etc.



9. Twenty‐five per cent of the land is below sea level and much has been drained/reclaimed from the sea. There are also many large rivers. All these factors mean that flooding is a constant threat, especially if climate change leads to rises in sea level. 10. STUDENT CHOICE/OPEN ANSWERS. NB The photo is of a very empty reservoir in South East England following a winter of below average rainfall. Good answers will mention the problems this could cause, and include the words given – reservoir, shortage and water stress. 11. By 2030 at least half the world’s population will be suffering from water stress: as water is an essential resource, people will defend their rights to water supplies and are likely to come into conflict over it, especially where it is very limited and/or shared.



4.1 Where is the world’s water?, pages 116–117 1. There is twice as much land than water on the surface of the Earth. x Over 95 per cent of the Earth’s water is saline.

Less than 2 per cent of the Earth’s water is fresh water. x Only 30 per cent of the fresh water is accessible. x Most of our fresh water is frozen and stored in glaciers and ice caps. 2. They are on the surface: so easier to access – do not need wells/boreholes sunk (which costs money). 3. (a) In the sea/ocean; in the sky as water vapour and/or clouds; on the land (there is a large island in

the distance) – on the surface or underground. (b) If NO, explain why: can’t see water vapour or the water underground on the land (or on the

surface as is too far away/dark). If YES, will depend on what student answered in (a).

4. (a) A system is a collection of parts which work together. Most systems have inputs, processes and

outputs. (b) A cycle goes round and round – as does water in many forms within the hydrological cycle. 5. Rain, sleet, snow and hail precipitation Water changing from a gas into a liquid condensation Water vapour from vegetation transpiration The movement of water underground groundwater flow Water changing from a liquid into gas evaporation The movement of water on the land surface run‐off 6. (a) STUDENT RESEARCH. (b) infiltration = water sinking down through the soil

percolation = water moving down from the soil into the underlying rocks interception = water, especially rain, is prevented from reaching the ground by trees/vegetation, i.e. it is intercepted en route throughflow = water flowing through the sloping soil layer to a river



7.

(a) There are a number of places where students could put the various letters. See diagram for the main locations.

(b) As above (c) STUDENT CHOICE.

X



4.2 Access to water, pages 118–119 1. (a) The detail of answers may vary slightly from those in the table.

Water

availability

(m3 per person

per year)

Location (countries, continent)

Low

(up to 2499)

South Africa, Botswana (Southern Africa)

Medium

(2500–5999)

Spain, France, Italy, Greece (Western Europe)

High

(Over 6000)

Norway, Sweden, Finland, Russia (Northern Europe)

(b) Many choices including: Canada, Iceland, Norway, Gabon, Congo, Equatorial Guinea, Guyana, Surinam, French Guiana, Papua New Guinea, Laos etc.

2. • To survive we need 2 litres of water a day to drink.

• For all our basic needs we need 25–50 litres a day.

• Water is needed for us to stay healthy – for good personal hygiene and sanitation.

• The Earth has enough water for everyone’s needs. 3. (i) The climate varies: some areas are very dry, whilst others are wet. (ii) Some countries are more densely populated than others so need more – this map looks at what

is available per person, not the total amount of water available. 4. Most LDCs have less water available than MDCs. Many MDCs cannot afford piped water or systems to remove waste (sanitation). x LDCs use up to 200 times more water, for personal and industrial use, than MDCs. x Globally we use twice as much water today as we did 100 years ago. x 5. STUDENT CHOICE/OPEN ANSWERS.



6. (a) To halve the proportion of people living without access to safe water and sanitation by 2015. (b) Very successful – the goal was reached in 2010. (c) Eighty‐nine per cent (6 billion) now have access to improved water via pipes or wells, especially

those in parts of India and China. (d) In the very poorest in areas like sub‐Saharan Africa, forty per cent of the people still have no

access to safe water. Two and a half billion are still lacking basic sanitation. 7. • Basic answer – Improving sanitation is much more costly than providing safe water, e.g. via a

local well.

• Good answers will go into more detail using some or all of the words listed. 8. STUDENT CHOICE/OPEN ANSWERS.



4.3 Water consumption and home use, pages 120–121 1. Many answers to this – may include:

(a) USA, Spain, Sudan, Guyana, Thailand, Malaysia, Italy, Greece. (b) China, Peru, Afghanistan, Georgia, Namibia, DR of Congo, Zambia, Kenya, Somalia, Ethiopia etc. (c) The biggest users of water per capita are North America, most of Europe, Australia and the

islands in and around Indonesia. The lowest users are Southern Africa, India, China, and the Pacific coast of South America. Generally the biggest users are MDCs and the lowest are LDCs.

2. It enables us to compare countries properly. If it is just the total amount used, figures for quite different countries could be similar even though they had large differences in use because of the number of people living there. 3. As LDCs industrialise and urbanise they will need more water. MDCs have already industrialised and have large urban populations. Population growth is also highest in LDCs. 4. (a) Agriculture accounts for over two thirds (70%) of the world’s water consumption. Of the

remaining 30%, industry uses 22% and use in the home (domestic) 8%. (b) In high income countries, the biggest consumer is industry (59%), with agriculture at 30% and

domestic use 11%. The pattern is quite different in low/middle income countries. Just over 4/5th (82%) is used in agriculture, 10% in industry and 8% in the home.

5. (a) Water footprint means how much water is used by each person. This can be divided into

different uses e.g. home or domestic use. (b) The Netherlands water footprint for domestic use is 127 litres per day per person. This is less

than half the Europe average of 320; but far lower than the average use in the Americas. It is only slightly above the average (120) for Asia. It suggests that the country is very water efficient when compared to other MDCs.

(c) It is an easy way to compare levels of use and a good visual method of doing so. 6. (a) STUDENT CHOICE. Should include different categories of use, e.g. personal hygiene; eating and

drinking; leisure etc. (b) STUDENT CHOICE/OPEN ANSWERS. 7. More labour‐saving devices which use more water, e.g. dishwashers, garden sprinkler systems. There is more money to install, e.g. swimming pools etc. As LDCs grow, more can afford a ‘better’ lifestyle – from basic facilities (piped water) through to appliances like washing machines etc.



8. (a) In houses, gardens, swimming pools and golf courses. (b) Phoenix is a city built in a hot desert region. Most of its water comes from underground, but is

being extracted at a much faster rate than is being naturally replaced and is therefore unsustainable.



4.4 Water and agriculture, pages 122–123 1. Agriculture accounts for 70 per cent of the world’s water consumption. It is higher in some countries – in China 88 per cent of water used is for agriculture. However, the highest is India with 88 per cent. High income countries use far less, with an average of just 30 per cent of total water use from agriculture. The Netherlands with 32 per cent is slightly above this average. In the USA almost half the water used is in this sector. 2. (a) Between 2000 and 5000 litres. (b) STUDENT CHOICE/OPEN ANSWERS. (c) Answer should explain the different ingredients used to make the item chosen – to grow it/rear

it/cook it/package it/transport it etc. 3.

To replace lack of rain

during dry seasons

LDCs like India and

the Philippines

To increase the amount

which can be grown

(yield) e.g. rice

The Netherlands

To provide artificial

conditions for crops

which could not usually

be grown e.g. in

glasshouses

South west USA and

Egypt

To grow crops or rear

animals in dry, arid

regions

Southern

Mediterranean

4. STUDENT CHOICE/RESEARCH/DIAGRAM.



4.5 Water and industry, pages 124–125 1. (a) Industry is the largest consumer of water in high and middle income countries (59%) – much

higher than the proportion of total water use (10%) in low income countries. (b) On average, industry uses less water than agriculture. Agriculture is a primary industry – the

products do not make much profit. As a country develops it moves away from agriculture to industry, manufacturing goods which it can make more money from.

2. Examples may vary for example:

(i) As part of a finished product, e.g. in drinks, sauces etc. (ii) In the manufacturing process, e.g. washing and cleaning raw materials/machinery. (iii) In transporting goods to sell, e.g. the manufacture of lorries, road building etc. (iv) By people working in factories making goods, e.g. hygiene and sanitation facilities. 3. (a) It is the water needed to produce something (see answers to question 2) but which cannot be

seen, e.g. Figure 1 shows that it takes 1 000 000 litres to make a house, e.g. mixing water to make cement and bricks, making paint to decorate it etc.

(b) Answers may include: water to make the components, e.g. tyres, seats, engines etc.; cleaning and washing processes; in the factory making it (facilities for workers); advertising (making paper for leaflets and posters); transporting it to a car showroom etc.

(c) It is ‘virtual’ water because it is not in the final product (car) but in the various processes, systems and facilities needed to make everything that goes into the final product.

4.

Figure 2 page 124 Figure 3 page 125

Description hydro-electric power station coal-fired thermal power

station

Uses of water turn turbines to generate

electricity

river valley dammed to create

storage reservoir

heated to provide steam to turn

turbines

used as a coolant

Other uses/

information

water for irrigation

water for home and industrial

use

reservoirs for recreation

Water returned to rivers may

harm flora and fauna if contain

impurities/too warm.

Some released as steam into the

atmosphere.



5. The world’s most populous countries are China and India. As they continue to develop, their demand for energy will rise. This will lead to an increased demand for water. This is a major problem because in both countries water is already scarce. Globally, it is estimated that industry will need twice as much water by 2030. Most of this increase will be in LDCs. 6. It can get into rivers and groundwater, polluting or contaminating local water supplies, making them unsafe or even dangerous to drink. 7. Many tourists visit areas where water is scarce – they want hot, dry, sunny weather on their holidays! They expect there to be plentiful water in their hotels and local facilities, e.g. well‐watered gardens and golf courses, clean and full swimming pools etc. This can cause great problems when local people don’t have enough water and may be a source of conflict. It is also often unsustainable.



4.6 Water, landscape and people, pages 128–129 1. STUDENT CHOICE: annotations should be brief but clearly explain changes. 2. (a) A large river delta formed where the rivers Meuse, Rhine and Scheldt enter the North Sea. As

they reach the coast they drop large amounts of sediment which form many small islands. These split the river channels into many smaller waterways and form tidal mud flats.

(b) Sand dunes are found, stretching 120 km north from the Hook of Holland. Further north are the West Frisian Islands, tidal lagoons and mud flats.

3. (a) Several major European rivers enter the Netherlands to reach the North Sea. (b) A ‘drain’ is an area where water is gradually removed – in this case, the Netherlands provides

the final ‘drain’ for water from these major rivers to reach the end of their courses in North Sea. 4. STUDENT CENTRED/OWN DIAGRAM. 5. STUDENT CENTRED/OWN ANSWERS Answers may include ideas about: Benefits: Economic development, trade, expeditions, location on edge of Europe/gateway, growth of coastal ports, good farmland. Challenges: Danger from inland (river) and coastal flooding especially given the low lying land of the Netherlands.



4.7 Water management and supply, pages 130–131 1. (i) drain the land (ii) protect it from flooding. This was because much of it was very flat, wet and boggy and prone to flooding and the first settlers needed land for farming and building homes. 2.

40 per cent of drinking water is very low.

Only 4 per cent of homes monitor water quality.

Leakage of water from pipes chlorination is rarely needed.

Water Boards constantly comes from surface water.

Water is good quality so

do not have water meters.

3. Answers may include:

(i) Sea defences were in a poor condition. (ii) Local action was often ineffective and could cause problems in neighbouring areas. (iii) Nationwide action was needed to prevent flooding. 4. It works on behalf of the government’s Ministry of Infrastructure and Environment. It is responsible for the water system and the national waterway and road network. 5. It was a good idea for the government to have control over drinking water. They can monitor quality and control supply and prices of this essential resource. 6. • Over 68 per cent is used taking showers and flushing toilets.

• Washing, whether personal, clothing or dishes, uses 24 per cent.

• Only 3 per cent is used for drinking and preparing food.

• Personal hygiene uses 74 per cent.

• Washing machines use is 11 per cent more than hand washing. 7. • The amount of water used by washing machines and to flush toilets has decreased as they have

become more water efficient.

• All devices which use water must have a label to rate how efficient they are – helping consumers when choosing which one to buy.



8. STUDENT CENTRED ANSWERS.

EXTENSION WORK STUDENT CENTRED RESEARCH/ANSWERS.



4.8 Draining the land and reclaiming the sea, pages 132–133 1. (a) Much of the clay and peat soils are easily waterlogged, e.g. after heavy rain. (b) Historically dyke enclosure took place – land surrounded by dykes before the water drained

away. As technology advanced, firstly windmills and then electric and diesel pumps were used. This enabled larger, wetter areas to be drained (including lakes) and for water levels to be controlled as required.

2. STUDENT CHOICE/OPEN ANSWERS. 3. (a) (i) It was considered to be too big a project (was first considered in the 17th century). (ii) Fishermen were worried that they would lose their jobs. (iii) There was concern that flooding would be caused elsewhere. (b) A major storm in the winter of 1916 damaged a number of dykes, causing widespread flooding. 4. (i) To protect against North Sea flooding. (ii) To create polders to increase farmland and food security. (iii) To improve water management by creating the freshwater Lake Ijssel. 5. 6 The new province of Flevoland was created. 3 Sluices and locks were constructed allowing water and shipping in and out. 2 Friesland became connected to North Holland. 4 The Weiringermeer and Noordoostpolder were completed. 1 The Afsluitdijk enclosure dam was built. 5 The completed new polders added 5 per cent to the total land area of the Netherlands. 6. Extra farmland, new settlements including the new province of Flevoland, new roads, nature reserves, Lake Ijssel (freshwater and leisure/recreational activities). 7. Should select from sinking land, dyke maintenance, see page 133 of the Student Book on salinisation. STUDENT CHOICE/RANGE OF RESPONSES.

EXTENSION WORK STUDENT CHOICE/RESEARCH.



4.9 Protecting the coastline, pages 134–135 1. (a) Maintaining means to keep the defences in good working condition, and repairing if necessary. It

is essential to ensure that coastal defences don’t fail when flood threatens. (b) Hard engineering involves structures using concrete, brick, rock, i.e. hard materials.

Soft engineering is the use of vegetation or sand, i.e. soft materials, (c) Hard engineering, e.g. sea walls, dams, barriers.

Soft engineering, e.g. sand dunes and beach replenishment. 2. Both shortened the length of the coastline, making it easier to protect. 3. (a) Ships needed access into and out of ports and rivers in the delta region. (b) Storm or surge barriers were built which can be put in place when flooding threatens, but left

open the rest of the time to let shipping pass through. (c) A sluice system can control the flow of saltwater and prevent water from freezing in winter and

blocking the rivers with ice floes. 4. • The coast has been shortened by 700 km = less land to protect.

• More fresh water available.

• A number of new recreation areas and nature reserves.

• Water coming in and out of the area can be controlled.

• Transport links have improved e.g. to isolated areas like Zeeland. 5.

Soft engineering Hard engineering

beach replenishment seawalls

sand dunes dams

marram grass reinforced dykes

beaches storm barriers

6. STUDENT CHOICE – most annotations can be linked to several different locations.



7. Answers may include: Advantages:

• more attractive than hard engineering (blend into the landscape);

• usually cheaper;

• often fairly small scale so cause minimal disruption to habitats/wildlife – and people! Disadvantages:

• can be more easily damaged and destroyed than hard engineering methods like sea walls; need constant attention, e.g. beach replenishment (which is on‐going);

• are often less effective as are usually small scale/easily eroded.



4.10: The threat from rivers, pages 136–137 1. (a) The amount (volume) of water a river carries at any one time (variable). (b) Rivers may carry more water in, e.g. spring if they are fed by mountain glaciers or snow, which

melts as temperatures rise; discharge varies during wet and dry seasons; sudden changes in normal rainfall patterns may cause flash floods or drought.

2. (a) (i) Building embankments and dykes to restrict flooding (ii) increase discharge of the channel. Answers may include other methods, e.g. dams/barriers. (b) It builds up on the bed of the river, decreasing the volume of eater it can carry before

overflowing. 3. STUDENT CHOICE/RANGE OF RESPONSES. 4. (a) Unusually heavy rainfall compared to normal. (b) The River Meuse overflowed, flooding 20 per cent of Limburg province. (c) Answers may include: • A large area between the Rivers Rhine and Meuse was flooded as water levels topped the dykes,

causing localised flooding.

• 250 000 people were evacuated.

• Millions of farm animals also had to be moved. 5. STUDENT CHOICE/RANGE OF RESPONSES – good answers will use the words listed (homes, businesses, crops, livestock and infrastructure) and others. 6. (a) The floods of 1995 made it clear that room was needed for floodwater to be safely collected or

channelled. Raising dykes higher and higher was not practical or a guarantee that they would not be over‐topped.

(b) Its main aims are to provide far greater storage capacity for discharge from the Rhine and other rivers and to improve the quality of the environment of the areas in and around rivers.

7. Diagram 1: By lowering the level of the land forming the flood plain, it can hold more water without over‐topping the dykes. Diagram 2: A deeper, wider river channel allows it to carry a higher discharge without overflowing. Diagram 3: By moving the dyke further away from the river channel across the flood plain, it increases the room for floodwater to collect.



EXTENSION WORK Additional side channels can provide temporary storage for floodwater. An additional high water channel beyond the dyke can store floodwater when needed. Smaller groynes increases the capacity of the river channel to store water.



4.11 Increasing demand, decreasing supply?, pages 140–141 1. (a)

(b) The time taken for each extra billion people gradually decreases as we move towards the present day. It took 105 years to double from 1–2 billion, but only 11 years to grow from 6 to 7 billion. 2. • There are 25 per cent of people who do not have access to clean drinking water.

• Underground water is being used up more quickly than it can be replaced.

• Conflict over shared rivers is increasing.

• Climate change will improve the availability of water for most people.

• Melting glaciers are an increasing source of fresh water. 3. 1. Water shortage 2. Water stress 3. Water scarcity



4. (a) Suggested answers are:

Continent Changes in % water

withdrawal

Locations/data

Africa • increase in North Africa

• increase in South Africa

• Sudan, Algeria,

Zimbabwe + 20%

• South Africa 20% plus

Asia • increase in China

• increase in India

• NB withdrawal already in

highest category in many

countries

• By 20% plus

• By 20% plus

• May be predicted to

increase but highest

category shown is above

40%

North America • Increase in USA only • By 20%

South America • No change

Europe • Increase in France

• Most = no change

• By 20% at least

Oceania • No change

(b) Population in LDCs are rising more rapidly than in MDCs; the quality of life and industry are both improving/developing in LDCs.

5. STUDENT DISCUSSION /CHOICE /OPINION. 6. (i) Transnational river: a river which flows through or separates two or more countries. (ii) Aquifer: a rock which holds water, e.g. a porous rock like chalk.



4.12 Water wars case study 1: The Euphrates, pages 142–143 1. (a) Netherlands, France, Germany, Austria, Lichtenstein, Switzerland, Belgium, Luxembourg, Italy.

(This includes the Rhine Basin, i.e. tributaries joining the Rhine.) (b) Answers may include: (i) It is a major transport route (the Gateway) across Western Europe. (ii) Historically it helped the country develop as a trading nation. (iii) It enters the North Sea in the Netherlands via its delta and the port of Rotterdam. 2. Use of the river or changes such as dams/irrigation schemes by one country can impact on other countries. 3. STUDENT CHOICE/RANGE OF RESPONSES. 4.

Date Event/description

1960s The construction of dams on the river began in Turkey as part of its

GAP project (culminated in 1992 in the opening of the huge Ataturk

dam).

1973 Syria opened the Thawra dam, decreasing an already poor quality water

supply to Iraq.

1974 Iraq moved troops to the Syrian border and threatened to bomb the

Thawra dam.

1991 The wetlands/marshes of Iraq were drained by Saddam Hussain,

impacting on the lives of hundreds of thousands of Iraqis.

Late 1990s Syria and Iraq persuaded a number of companies involved in Turkey’s

GAP project to boycott it.

2003 Iraq’s wetlands re-flooded.

2009 Turkey agreed to increase the water flow in the river.

5. Answers should include the various dams which have either restricted flow downstream and/or damaged its quality. Also deliberate draining of the marshes in Iraq by Saddam Hussain – a politically motivated action against the Marsh Arabs.



4.13 Water wars case study 2: Israel and Palestine, pages 144–145 1. (a) Twenty‐one major ‘disagreements’ have led to violence/armed conflict. (b) (i) It is an essential resource which may be scarce, especially in arid areas. (ii) Demand is rising in some areas, especially where population growth is high, so countries need

more water, making conflict a more likely possibility. (iii) Action upstream, e.g. damming a river, can affect countries downstream. 2. Aquifers need rainfall to replenish water used: without rain (drought conditions) this would not happen and the water level in the aquifer would drop and could disappear altogether. 3. (a) Hot desert and semi‐arid. (b) • For most of the year it is dry, with rain mainly from February to November.

• The north is even drier than the south.

• Over half the rain that falls is lost through evaporation. •

• Five per cent of the rain goes into aquifers underground. 4. 18 5. (i) The aquifer is located under Israel, west of the River Jordan under the west/central part of the

country. It is approx. 130 km from north to south and 50–60 km from east to west. (ii) STUDENT CHOICE/RESEARCH . 6. Receive far less water P Have mains water via a piped supply I Have enough water to irrigate farmland I Rely on water tankers P Often have no water P Pay less for their water I 7. STUDENT CHOICE/OPEN ANSWERS.



4.14: Too much water case study 1: flooding in Pakistan, pages 146–147 1. Detail will vary but main points should include the following – with specific examples which may also vary:

(i) Relief: • The north is high mountains (Himalayas) between 1000–5000 metres high

• The west is mainly a large plateau

• The south and east are lowland plains.

(ii) Drainage: • The River Indus flows south westerly from the mountains in the north to the Arabian Sea in the

south

• The Indus is 3000 km long and one of Asia’s main rivers

• It is joined by several major tributaries as it flows through the lowland plain.

(iii) Climate: • The north is the wettest region with 500–750 mm per year (more in the highest peaks)

• the south is an arid region with less than 250 km per year. 2. The relief of Pakistan is a major factor: with the Himalayas in the north east and flat lowlands in the south west. The River Indus rises in the mountains and flows south west down and across the lowlands to the sea. There are high water levels in the river, especially as snow melts in spring, but also as a result of monsoon rains. This will cause widespread flooding over the lowlands – so physical factors like relief, drainage and climate work together to initiate flooding. 3. Answers may include:

• floodwater deposits silt and nutrients across the flood plain

• the land around the Indus and its tributaries is very fertile – providing food for millions who live and farm in the region.

4. The jet stream was blocked by a stronger wind during July. This meant much more rainfall fell on Pakistan as it could not move elsewhere. 5. STUDENT CHOICE/RANGE OF RESPONSES.



6.

Deforestation has decreased

interception and increased surface

run off so

no longer get back into the river

and stays on the flood plain.

Silt builds up on the bed of the

rivers so

become blocked and unable to

hold water.

Dams and barrages can the river channel can hold less

water.

Where embankments are built,

floodwater can

interrupt the natural flow of the

river.

Many small drainage ditches are

poorly maintained so

water reaches the river more

quickly.

7. (i) Pakistan is a LDC. It does not have the wealth or resources to build adequate flood defences. (ii) It takes many years for a country to recover from each flood; areas still recovering are often hit

again. (iii) The monsoon pattern may be changing, bringing more rain more frequently.



4.15 Too much water case study 2: Rotterdam, pages 148–149 1. (i) It will collect on the surface or run off as it cannot sink into it. (ii) It will sink into it/be soaked up. 2. (a) Like most urban areas, rainwater is collected quickly via gutters, pipes and drains, reaching rivers

quickly and causing flooding. Too much rain can cause drainage systems to back up and flood. Future rainfall patterns may not see more rain here, but the same amount may fall in heavier bursts – increasing flood risk.

(b) Via gutters and networks of pipes and drains into local water courses. Also via water plazas, green roofs and multifunctional facilities (see question 4 answers).

3. (i) Increasingly heavy rainfall events (ii) Sea levels rise (iii) Much of the land is below sea level



4. Possible answers may include:

Description How it works

Water Plaza

Named

example:

Student

choice:

e.g. public

buildings like

libraries and

hospitals

• Large town/urban squares • Main use is recreation,

e.g. sports pitches/sports fields

• Stepped play areas on slopes

• Steps also used for picnics

• When it rains heavily, the water collects in the plazas

• Each plaza holds about 1000 m3 of water

• It is held in storage until it can be safely drained off into the main sewage network

Green roofs

Named

example:

Student choice

• Flat roofs are used to grow plants and grass

• The vegetation provides extra permeable surfaces

• These intercept rainfall, acting as temporary stores and slowing down the rate at which it reaches ground level

• Rain water can be ‘harvested’ for use elsewhere

Multi-

functional

Facilities:

e.g. car parks

Named

example:

Student

choice: e.g.

the

Museumpark in

Rotterdam

• Spaces are built or adapted for more than one purpose, e.g. car parks have additional capacity to store excess water underground – Museumpark can store up to 10000 m3.

• When required, floodwater can be temporarily stored

• This can be pumped back out into the local sewage network when it has room/is safe to do so

• This helps prevent heavy rain going directly into the network and mixing in with sewage which may then reach street level

5. STUDENT CHOICE/RANGE OF RESPONSES.

EXTENSION WORK STUDENT CHOICE/RESEARCH.

chapter 4: water - pearson education

Documents