Module

 3    

About  Water  
Summary  
This  m odule  consists  of  3  parts:      
A.  Water  Properties  
B.  Water  Cycle  
C.  Ground  and  Drinking  Water  
 
Water   is   one   of   the   most   important   and   ubiquitous   molecules   on   the   surface   of   our   planet   and   in   living  
organisms.  It  has  very  specific  properties  which  are  responsible  for  its  very  broad  utilisation  in  nature  and  our  
daily   life.   Life   could   not   exist   without   water.   A   brief   overview   of   some   water   properties   (A.   Water  
Properties)   are   presented  to  encourage  observation   of  them   in   daily  life.     Associated   experiments  are  also  
suggested.  In  lesson  B.  Water  Cycle,    local  and  global  water  cycles    are  generally  distinguished.  Regarding  
Groundwater,   specific   aspects   of   regional   and   local   conditions   recharge   and   climate   characteristics   are  
summarized.   In   lesson   C.   Ground   and   Drinking   Water,   the   occurrence   of   different   types   of   natural  
drinking  water  sources  are  presented.  A  few  examples  of  springs  in  Bulgaria  are  given.  

Objectives  
The  pupils  achieve  physical  and  chemical  background  of  water  and  carry  out  related  experiments.  They  can  

Module 4
describe   important   aspects   of   the   water   cycle,   link   these   aspects   to   their   own   local   water   sources   and   water  
supply.  They  become  more  aware  of  the  influence  (changing)  climate  and  varying  weather  conditions  have  
on   the   local   water   supply.   The   pupils   can   distinguish   between   different   types   of   natural   drinking   water  
sources,  do  experiments  to  see  how  soil  cleans  water  and  do  first  water  tests  to  identify  the  water  quality.  

Key  words  and  terms    

Density,  freezing  and  melting  point,  specific  heat  capacity,  polarity  and  solubility,  pH,  surface  tension;  water  
cycle,  evaporation,  condensation,  precipitation,  infiltration,  storage,  runoff,  groundwater,  surface  water;  soil  
structure,  soil  type,  aquifer,  groundwater,  spring  

Preparation/materials    
M ater ials P repar ation
Little  glass  bottles  (2),  2  plastic  sticks Pupils  should  bring  several  water  samples.
Freezer,  Thermometer,  Bunsen  burner  (or  hot  water  burner)
Modell  of  water  molecule
Salt,  sugar,  oil,  Soap,  Glasses,  Towels  (or  tissue)
Paper  clips,  screws,  cork,  ice  cubes   Ice  cubes  have  to  be  prepared  before.
Paper  and  pens  for  drawing,  scissors  
Charcoal  (cotton  wool),  silt,  gravel      
Big  plastic  bottles  with  a  cap    
   
       
A  WECF  publication  2012  
About  Water    
3A.  Water  Properties  

Introduction    
Do  the  pupils  know  about  any  living  organism  which  can  exist  without  needing  water  at  least  every  now  and  
then?   Is   there   any   flower   that   does   not   fade,   any   animal   that   does   not   die   without   water?   Every   species   on  
earth,   whether   it   is   a   big   animal   like   an   elephant   or   a   small   insect   like   a   bee   or   an   ant,   depends   on   water.  
Human  Beings  not  only  depend  on  water  to  survive  but  they  consist  of  60-­‐70  %  water.  Water  bodies  are  also  
important  habitats  for  living  creatures  (e.g.  sea,  swamp,  lakes  and  rivers).  Water  is  a  very  important  element  in  
our   daily   life.   We   need   water   for   the   production   of   goods   for   (daily)   consumption   (clothes,   food,   etc.),  
transportation   (rivers,   sea,   etc.)   or   recreation   (swimming,   skiing,   ice-­‐skating).   Water   is   also   essential   for  
everyday  activities  like  cooking,  drinking  and  cleaning.  Water  is  a  very  crucial  element  for  life  and  especially  for  
our  well-­‐being  and  prospering.  To  gain  a  deeper  understanding  of  our  drinking  water’s  vulnerability,  it  is  helpful  
to  know  some  of  its  properties.  These  properties  are  sometimes  very  astonishing  (and  on  a  first  glance  more  or  
less  hidden)  and  show  us  an  admirable,  vibrant,  and  vivacious  element.  

1. Water  properties  

Density  
3
Water   has   an   approximate   density   of   1   g/cm   in   it’s   liquid   state.   But   this   changes   when   water   freezes.   The  
3
volume  expands  during  the  phase  transition  from  water  to  ice  and  so  the  density  lowers  to  around  0,9  g/cm .  
Therefore,   ice   seems   to   be   “lighter”   than   water   because   it  floats  on   the   water   surface.   As   the   volume   of   water  
increases   when   freezing,   it   develops   a   huge   power   as   well.   For   example   water   pipes   can   burst   during  
wintertime  if  not  properly  insulated.  

States  of  matter  

Our  temperature  scale  of  “degree  centigrade”  uses  the  freezing  and  boiling  point  of  water  for  scaling.  At  both  
points  water  changes  its  state  of  matter.  The  graphic  below  names  all   the  changes  of  water’s  states  of  matter.  
Water  is  the  only  molecule  on  earth  which  shows  all  three  states  of  matter  in  a  natural  environment.  

 
Graphic  1:  Water  –  states  of  matter.  
Source:  [Link]  

       
A  WECF  publication  2012  
Specific  heat  capacity  
Water   has   a   very   high   specific   heat   capacity   (4,186   kJ/   kg*K)   in   comparison   to   a   lot   of   other   materials   like  
metals  (e.g.  steal  0,477  kJ/  kg*K)  or  other  liquids  (e.g.  oil  1,67  kJ/  kg*K).  Water  needs   –  as  it  can  store  much  
more  energy  –  a  lot  of  energy  to  get  heated.  In  return  it  keeps  this  energy  and  slowly  cools  down.  Therefore,  
large  water  bodies  can  serve  as  a  local  energy  reservoir  and  we  can  use  water  for  heating  (hot  water  bottle).  
The  Black  Sea  works  as  a  large  heating  source  in  winter  (higher  temperatures  at  the  coast  of  the  Black  Sea  than  
in  the  inland).  

Polarity/Solubility  

Water  has  a  molecular  structure  which  leads  to  the  effect  that  water  has  a  positive  and  a  negative  part  (see  
graphic).   This   property   is   responsible   for   the   solubility   or   insolubility   of   other   substances   in   water.   Polar  
molecules  like  sugar,  salt  and  ethanol  can  easily  be  dissolved  in  water.  Oil  is  nearly  insoluble  and  floats  as  a  thin  
layer  on  the  water  surface.  However,  if  we  use  soap  or  a  similar   detergent  we  can  “dissolve”  substances  like  oil  
or  fat.  
 
   
 
 
 
 
 
 
Model  of  a  water  molecule.  
 Source:  [Link]-­‐[Link]  
 

Surface  tension  

The   above   mentioned   polarity   of   water   molecules   causes   strong   forces   between   them.   The   forces   between  
molecules  (surface  tension)  cause  also  the  curve  (meniscus)  in  the  surface  of  a  liquid  close  to  the  surface  of  a  
glass  or  other  object.  The  meniscus  of  oil  is  different  to  the  meniscus  of  water.  The  forces  between  the  water  
molecules  are  lower  than  between  water  and  the  glass,  and  the  forces  between  oil  molecules  are  higher  than  
between   oil   and   the   glass.   In   the   illustration   below,   water   and   oil   shows   the   effect   of   building   respectively   a  
concave   and   convex   meniscus   when   filled   into   a   glass.   Intermolecular   forces   are   also   responsible   for   water  
building  drops.  In  the  nature  and  daily  life  we  can  see  effects  of  the  surface  tension  liquids.  For  example  some  
animals   can   “walk”   on   the   water   surface   (e.g.   water   strider).   The   addition   of   some   drops   of   a   detergent  
interrupts  the  strong  connection  between  the  water  molecules  and  destroys  the  surface  tension.  
 
 
 
 
 
 
 
 
 
 
 
Surface  tension  of  different  liquids  (water  and  oil)  
   

       
A  WECF  publication  2012  
pH  
pH   is   a   measure   that   describes   how   acid   or   alkaline   the   (watery)   environment   is.   It   ranges   from   1   (very   acid)   to  
7   (neutral)   to   14   (very   alkaline).   For   many   biological   and   chemical   processes,   a   specific   pH   is   important.   If   it  
differs  too  much  from  the  optimum  for  a  specific  reaction,  the  process  will  not  work.  For  example  our  stomach  
needs  a  pH  around  1  (which  is  provided  by  the  stomach  acid)  to  digest  the  food  properly.  See  also  module  5.  

2. Exercises  and  activities  

Let  the  pupils  describe  which  results  they  expect  from  the  following  experiments,  why  they  expect  them  and  
what  they  observed  doing  the  experiments:  

Density  
• Different  materials  (screws,  cork,  wood,  ice)  show  different  behaviour  when  put  into  a  container  with  
water.  They  float  or  sink  in  water  depending  on  their  density.    
• Freezing  water  in  a  small  glass  bottle.  The  bottle  will  be  cracked  when  ice  is  formed  and  expands.  Fill  2  
glass  bottles  with  water  and  close  it  with  a  cap.  Put  them  into  the  freezer.  Next  time  when  taking  the  
bottles  out  (after  a  few  hours)  they  should  be  broken.  

States  of  matter  

• Where  can  we  find  the  different  states  of  matter  (water,  ice,  steam)  in  our  natural  (or  artificial)  
environment?

Polarity/Solubility  
• Show  with  an  electrostatic  chargeable  material  like  plastic  sticks  (  e.g.  2  plastic  pens,  or  wool)  that  flowing  
water  (tap)  can  be  deflected  by  electric  voltage.
• Solubility  of  different  materials:  salt,  sugar,  oil.   What  happens  if  soap  is  used?

Surface  tension  
• What  does  the  surface  look  like  when  water  is  filled  into  a  thin,  flat  bottomed  flask?
• Children  stand  together  and  each  child  takes  the  hands  of  two  other  children  (no  row!)  This  should  
demonstrate  the  forces  between  the  water  molecules  and  that  they  tend  to  built  “round”  structures  e.g.  a  
meniscus  (or  drop).  An  object  (e.g.  book,  glass)  that  each  child  should  hold  in  one  hand  (in  the  other  one  
still  holding  a  hand  of  another  child)  demonstrates  the  effect  of  a  detergent  to  lessen  the  surface  tension.
• A  paper  clip  can  float  on  the  water  surface.  If  the  children  are  not  able  to  put  the  clip  carefully  on  the  
water  surface  they  can  use  some  absorbent  paper.  The  addition  of  some  drops  of  detergents  will  destroy  
the  surface tension  and  the  clip  will  sink  to  the  ground.

pH  
Measurement  of  pH  of  different  liquids:  
• vinegar:  2,5    
• Cola:  2-­‐3    
• orange,  apple:  3-­‐4  
• rainwater:  5-­‐6  
• mineral  water:  6    
• drinking  water:  6-­‐8  
• soap:  9-­‐10  

       
A  WECF  publication  2012  
General  questions  
•   A  person  weights  100kg.  How  much  of  him/her  is  water?    
•   In  which  states  of  matter  does  water  exist?    
•   At  which  temperature  does  water  freeze  and  boil?    
•   At  which  temperature  does  sea  water  freeze  and  boil?  
 

WSP  related  activities  

• If   you   think   of   your   home   environment,   in   which   situations   do   you   come   into   contact   with   different  
states  of  water  matter?  
• In  which  months  of  the  year  is  the  soil  in  your  environment  probably  frozen?  

3. Text  sources  and  further  reading  

Water  Science  for  Schools,  U.S.  Geological  Survey  (USGS),  (2012).  Available  from  [Link]  
Water  Structure  and  Science,  (2012).  Available  from  [Link]  
 
 

       
A  WECF  publication  2012  
About  Water  
3B.  Water  Cycle  

1. Water  cycle  -­‐  global  

The   water   cycle   starts   on   the   ocean   because   it   is   the   largest   water   reservoir   on   earth.   It   covers   71%   of   the  
earth's   surface.   Solar   energy   heats   the   water,   particularly   in   the   tropics.   Through   evaporation,   especially   at   the  
sea  surface  and  to  a  lesser  extent  also  on  the  mainland,  humidity  is  created.  Because  this  vaporised  water  is  
lighter   than   air,   it   rises   into   the   atmosphere.   In   higher   altitudes,   the   air   cools   down   and   the   water   vapour  
condenses.  This  creates  clouds.  The  wind  transports  the  moist  air  and  clouds  to  the  mainland.  
When   humid   air   meets   cold   air   layers,   it   is   lifted   (warm   front),   as   it   is   when   it   meets   on   mountain   flanks  
(convection).  When  air  rises,  it  cools  down.  Cold  air  can  hold  less  moisture  than  warm.  If  the  clouds  are  already  
saturated  with  condensed  water  to  a  certain   extent,  precipitation  occurs  and  the  water  falls  as  rain,  snow  or  
hail  to  the  ground.    The  form  of  precipitation  depends  on  the  local  temperature.  When  the  water  falls  to  the  
ground,  it  can  infiltrate  the  soil  and  seep  into  the  groundwater  layer,  or  it  can  flow  on  the  surface  directly  into  
the  next  creek  or  river.    
Via  a   spring   or   well,   the   groundwater   reaches   the   surface   again   and   flows   through   a   river   system   back   into   the  
ocean.  In  the  Polar  Regions  and  high  mountain  ranges,  a  part  of  the  precipitation  is  stored  in  solid  form  as  ice  or  
snow,  where  it  could  pass  through  as  melted  water  into  the  ocean  again  (Figure  1).    

Figure  1:  Water  cycle  

Source:  [Link]  

 
A  WECF  publication  2012  
2. Water  cycle  -­‐  local  
The  local  water  cycle  depends  on  geographical  aspects  like  latitude,  distance  to  the  sea,  main  wind  direction,  
temperature  profile  (on  a  yearly  base)  and  topography.  Bulgaria  has  (as  indicated  by  Table  1  and  Figure  2)  less  
precipitation  in  some  of  its  parts  than  other  countries  in  Europe  and  a  slightly  higher  average  temperature.  
 
   Town Temperature  [°C]   Precipitation  [mm]  
(annual  average) (annual  average)

Sofia 9,7 563

Varna 12,1 471

Paris 10,6 639

Vienna 9,9 613

Moscow 5,0 688

Istanbul 14,1 698

London 9,7 753

Berlin 9,2 578

Munich 9,2 1009

Table  1:  Temperature  and  Precipitation  of  different  cities  in  Europe  
Source:  [Link]  
 

 
                       Figure  2:  Average  annual  precipitation  Europe    
                       Source:  [Link]  
 
A  WECF  publication  2012  
Therefore,   Bulgaria   is   vulnerable   to   severe   droughts   in   some   parts   of   the   country,   as   they   have   already  
occurred   in   the   past   (Figure   4).   Drought   in   Bulgaria   was   most   severe   in   the   years   1945   and   2000   with   a  
precipitation  of  less  than  30%  of  the  current  climatic  values  (1961-­‐1990).  The  last  drought  period  (1982-­‐1994)  
affected   groundwater   considerably   in   Bulgaria   (Figure   3).   There   was   a   reduction   of   discharge   in   most   of   the  
springs  and  the  wells  showed  lower  water  levels.  The  reduction  of  spring  discharge  was  determined  to  be  up  to  
20-­‐30%.  

         Source:  European  Water  1/2:  25-­‐30,  2003;  V.  Alexandrov  &  M.  Genev  
 
The  following  graphic  shows  the  parts  vulnerable  to  sever  droughts  in  colour  which  might  be  most  affected  by  
the  climate  change  hence  drought.  

 
Figure  4:  Regions  threatened  by  droughts  
orange:    serious  risk;    yellow:    moderate  risk  
Source:  [Link]/SLM/files/spatial%20soil%20drought_part%[Link]  

 
A  WECF  publication  2012  
3. Exercises  and  Questions  

• Which  forces  generate  the  water  cycle?  

• How  much  of  the  earth's  surface  is  covered  by  water?  
• Draw  a  simplified  picture  of  the  water  cycle.  Name  and  describe  all  important  stations  of  the  water  cycle.  
• Quote  different  types  of  precipitation.  
• What  happens  to  your  water  sources  (springs,  wells  or  water  supply)  if  there  is  less  precipitation?  
• Have  the  pupils  already  experienced  drought?  
• What  could  drought  mean  to  their  daily  life?    
 

WSP  related  activities  

• How  does  the  precipitation  of  the  local  area  occur  throughout  the  year?  
• Is  the  local  area  considered  as  an  area  prone  to  droughts,  hence  leading  to  water  scarcity?    
If  yes,  is  there  a  programme  for  implementing  water  saving  measures?  

4. Text  sources  and  further  reading  

European  Water  1  /  2:  25-­‐30,  (2003).  Climate  Variability  and  Change  Impact  on  Water  Resources  in  Bulgaria.  
Available  from  [Link]  
Water  Science  for  Schools,  U.S.  Geological  Survey  (USGS),  (2012).  Available  from  [Link]  
 

 
A  WECF  publication  2012  
About  Water  
3C.  Ground  and  Drinking  Water  

1. Groundwater  

The   following   text   describes   the   flow   of   water,  

starting   from   the   point   where   it   soaks   into   the    
soil   to   the   point   where   it   appears   on   the   earth's  
surface;  e.g.  a  spring  or  in  a  well.    Groundwater,  as  
mentioned  in  module  3B  (water  cycle),  is  generated  
by   precipitation   infiltrating   (rainfall,   snow)   into   the  
soil.     Gravity   forces   water   to   seep   deeper   and  
deeper   through   the   soil   and   water   move   through  
the  groundwater  system  where  it  eventually  makes  
its  way  back  to  the  surface.  
Soil  is  –   put  simply   –   a  mixture  of  bedrock,  clay,  silt,  
organic   material,   air,   water   and   many   different  
organisms.  It  also  has  many  different  layers  (Figure  
1).  There  is  a  large  variety  of  different  soil  types  and  
each   one   has   unique   characteristics,   like   in   colour,  
texture,   structure,   depth   and   minerals.   The  
composition   and   depth   of   the   soil   influences   the  
compounds   of   the   groundwater.   There   is   an   intense  
exchange   of   substances   between   water   and   soil  
components   resulting   in,   for   example,   mineral-­‐rich  
or  mineral-­‐poor  water  and  with  different  hardness.  
Soil   can   act   as   a   filter   and   can   absorb   substances  
like   minerals   (fertiliser),   pesticides   or   acids.   As  
water  passes  through  the  soil  it  can  uptake  wished  
substances,   like   minerals   but   also   unwished  
substances  such  as  arsenic,  nitrate  or  pesticides.  
Figure  1:  soil  layers

As   water   seeps   deeper,   it   sometime   encounters   an   impermeable   layer.   It   flows   horizontally   along   this   layer  
filling  all  the  cracks,  crevices  and  pores  above  like  a  sponge.  This  water  filled  layer  is  called  an  aquifer.  When  
the  aquifer  water  returns  back  to  the  surface,  the  groundwater  forms  a  spring.  
Depending  on  the  local  geographical  conditions,  there  are  different  types  of  springs  and    aquifers  which  require  
different  technical  devices  to  extract  water  from  the  ground.  An  interesting  type  of  spring  or  well  is  the  artesian  
well.   It   is   a   well   in   geographical   depression   where   the   groundwater   is   exposed   to   a   certain   pressure.   This  
pressure  is  high  enough,  that  the  water  comes  to  the  surface  without  pumping  (Figure  2).  
 
The  depth  of  groundwater  can  vary  and  can  reach  hundreds  of  metres  deep  into  the  earth.  Another  term  for  
groundwater   is   aquifer,   however,   this   term   is   usually   used   to   describe   water-­‐bearing   formations   capable   of  
providing   enough   water   for   peoples’   needs   (industry).   Often   the   different   layers   of   aquifers   structure   the  
ground  deep  in  the  earth.  Usually,  the  deeper  the  groundwater  reaches,  the  more  protected  the  water  is.  The  
different   layers   in   the   ground   enhance   the   filter   effect   by   purifying   the   water,   as   mentioned   above   by   soil.  
Aquifers   near   the   surface   are   prone   to   pollution.   Severe   pollution   of   groundwater   is   mostly   caused   by   man.  
Thus  the  protection  of  water  is  essential  (see  module  11  for  information  on  water  protection).    
 

 
A  WECF  publication  2012  
Springs  in  Bulgaria  

Bulgaria  has  many  hot  springs  where  the  spring  water  has  higher  temperatures  and  varying  mineral  content.  
Some   examples   are   Velingrad,   Narechen,   Kyustendil,   Separeva   banya,   Sandanski,   Pomorie,   Pavel   Banya   and  
Hissarya.  Depending  on  the  mineral  content,  the  water  can  be  used  for  healing  purposes  or  as  mineral  water  
for   drinking.   Other   important   (warm)   water   reservoirs   are   geothermal   water   resources.   You   can   find   them  
throughout  Bulgaria  in  depths  between  100m  and  5000m  by  drilling.  They  can  be  used  as  an  energy  resource  
and  theoretically  as  a  drinking  water  resource.  
 
 

Figure  2:  Aquifers  and  wells  

Source:  [Link]  

The  recharge  of  local  springs  depends  largely  on  the  local  geology  and  climate.  As  aquifers  store  only  a  certain  
amount  of  water,  the  local  water  supply  depends  largely  on  the  precipitation  received  in  past  weeks  or  months.  
If  there  is  less  precipitation  and/or  higher  temperatures,  the  wells  and  springs  could  dry  up.  

2. Drinking  water  

According  to  the  Protocol  on  Water  and  Health  of  UNECE  and  WHO  “Drinking  water  means  water  which  is  used,  
or   intended   to   be   available   for   use,   by   humans   for   drinking,   cooking,   food   preparation,   personal   hygiene   or  
similar  purposes,”  drinking  water  or  potable  water  is  water  of  sufficiently  high  quality  that  can  be  consumed  or  
used  especially  for  drinking  and  cooking  with  low  risk  of  immediate  or  long  term  harm.  It  has  to  be  very  pure.    
 
There   can   be   various   sources   depending   on   local   conditions.   Drinking   water   can   originate   from   groundwater  
(springs,  wells),  surface  water  (rivers,  lakes,  reservoirs,  sea),  rainwater  or  even  mist.  The  usage  of  surface  water  
can  be  necessary  if  local  groundwater  is  scarce  or  non-­‐explorable.  Surface  water  is  much  more  vulnerable  to  
contamination  by  anthropogenic  and  natural  activities  and  should  be  analysed  and  always  treated  adequately.  
 

 
A  WECF  publication  2012  
Though  our  planet  is  covered  by  71%  of  water,  only  a  fraction  can  be  used  as  drinking  water  (Table  1).  
 
  Water  volume  [km³] Percentage  [%]
Total 1  384  120  000 100,00
Saltwater  (sea) 1  348  000  000 97,39
Freshwater  (total) 36  020  000 100 2,60
Water  in  polar  ice,  sea  ice,  glaciers 27  820  000 77,23 2,01
Groundwater,  soil  moisture 8  062  000 22,38 0,58
Freshwater
Water  in  rivers  and  lakes 127  000 0,35 0,01
water  in  the  atmosphere 13  000 0,04 0,001
Table  1:  Water  volume  of  the  earth    
Source:    Marcinek  &  Rosenkranz  1996,  Data  according  to    Baumgartner  und  Reichel  1975;  
[Link]/300/pdf/globaler_wasserkreislauf.pdf  
 
Only  1%  of  all  freshwater  can  be  used  as  drinking  water!  This  is  an  equivalent  of  0,0026%  of  the  total  water  
volume!  
To  make  this  a  little  bit  more  quantifiable  here  is  a  comparison:  
If  a  bath  tub  is  full  of  water  (150l)  and  this  stands  for  the  whole  water  reservoir  of  our  world  than  roughly  4,2l  
(½  bucket)  are  freshwater  and  of  these  
• 3,2l  are  ice  (poles  and  glaciers)  
• 1l  is  groundwater  and  only  
• 0,02l  (a  brandy  glass)  are  surface  water  bodies  (lakes,  rivers)  
• 0,004l  (a  thimble!!)  are  theoretically  usable  as  drinking  water  

3. Experiments  and  questions  

Build  your  own  water  filter  

• Cut  the  bottom  of  the  plastic  bottle.  Turn  it  around  (the  cap  is  now  at  the  bottom),  put  charcoal  in  first,  
then  silt  and  add  some  gravel  at  the  top.  
• Create  some  “dirty  water”  (soil  +  water  and  stir  it)  
• Remove  the  cap  of  the  bottle  and  place  the  bottle  on  a  glass.  Fill  some  of  the  dirty  water  into  the  bottle  
which  is  now  the  filter  and  see  what  happens.  How  does  the  dropping  water  look  like?    
• Fill  one  bottle  with  pure  garden  soil  and  one  with  clay  as  explained  above.  Put  some  water  on  the  top  of  
the  soils  and  observe  what  happens.  Try  to  explain  why.  
 
 

WSP  related  activities  

• Which  types  of  water  sources  are  found  in  the  local  environment?    
• In  which  geographical  situation  is  the  local  area  situated?  
• Which  soil  layers  are  found  and  how  do  they  protect  the  water?    
• Which  source  is  the  drinking  water  taken  from?  How  deep  is  the  source?  

 
A  WECF  publication  2012  
4. Text  sources  and  further  reading  

Bundesanstalt  fuer  Geowissenschaften  und  Rohstoffe  (BGR),  (2004).  Groundwater  bodies  in  Bulgaria,  
Identifikation  and  delineation.  Available  from  
[Link]
_pdf.pdf?__blob=publicationFile&v=2  
UNECE,  WHO  (2000).  Protocol  on  Water  and  Health.  Available  from    
[Link]  
UN-­‐Statistics  Water  Resources,  (2012).  Available  from  [Link]  
Nelson,  Stephen  A.,  Tulane  University,  (2011).  Groundwater.  Available  from  
[Link]          

 
A  WECF  publication  2012