Reading passage Grade 10 English Language Arts

Reverse Osmosis at the Carlsbad Desalination Plant

A grade 10 informational passage on the chemistry and engineering of reverse osmosis, using the real Carlsbad plant, with questions on procedure and inference.

Objectives

  1. Explain how a semipermeable membrane separates dissolved salts from water during reverse osmosis.
  2. Sequence the stages of a reverse-osmosis treatment train from intake to finished water.
  3. Draw an inference about why a coastal region would build an energy-intensive desalination plant.

Vocabulary

Reverse osmosis
Reverse osmosis cleans water by pushing it through a membrane with holes so tiny that salt and most other dissolved things cannot fit through. It can even turn seawater into fresh water.
Desalination
Turning salty water, like ocean water, into fresh water people can use. It works, but it takes a lot of energy and leaves behind very salty water that must be handled carefully.
Brine
The extra-salty water left over after desalination pulls fresh water out of seawater. Plants must dispose of it carefully so it does not harm sea life.
Membrane filtration
Membrane filtration pushes water through a very thin material full of microscopic holes that let water molecules pass but block out particles, bacteria, and sometimes even viruses. Many modern treatment plants use it as a newer alternative to traditional sand filters.

Teacher overview

San Diego County depends heavily on water imported from hundreds of miles away, which makes the region especially interested in a supply it can draw from its own coastline. This original passage explains how the Carlsbad desalination plant turns Pacific seawater into drinking water, tracing the chemistry of reverse osmosis and the multistep process a treatment train uses to apply it at full scale. The questions move from locating stated facts to inferring why a coastal community would accept desalination's cost, matching how RST.9-10.3 is typically assessed.

Answer Key

  1. Answer: About 50 million gallons per day, roughly 10 percent of San Diego County's total water supply. Both figures appear in the passage's first paragraph.

  2. Answer: Water moves from the side with fewer dissolved particles toward the side with more, driven by the random motion of water molecules seeking to even out the concentration on both sides of the membrane, with no pump or outside energy required.

  3. Answer: Pretreatment, high-pressure pumping, membrane separation, and post-treatment. The passage describes these in that order across its third paragraph.

  4. Answer: Because ordinary osmosis would otherwise pull water toward the saltier seawater side, not away from it; to make water move in the opposite direction, away from the salt and into the pipes, engineers must apply pressure strong enough to overcome that natural pull and reverse it.

  5. Answer: Brine is the concentrated salty stream left behind by the membranes, containing most of the dissolved salt from the original seawater. The passage states it is returned to the ocean through an outfall designed to mix and dilute it quickly.

  6. Answer: Accept any answer noting that, unlike a river or snowpack, the ocean does not run dry, so a region facing drought or competition for imported water gains a dependable supply that is not affected by dry years, which can be worth the added energy cost.

  7. Answer: Because a hydrated salt ion, surrounded by a cluster of attached water molecules, is effectively larger than a single, unattached water molecule, membrane pores can be sized to let the smaller water molecules through one at a time while blocking the larger hydrated ions.

Writing task exemplar. Reverse osmosis takes the natural process of osmosis and runs it backward. In ordinary osmosis, water moves on its own from a less salty solution toward a saltier one, evening out the concentration on both sides of a membrane. Reverse osmosis instead applies mechanical pressure to the salty seawater side, pressure strong enough to overcome that natural pull, which forces water molecules to travel the opposite direction, through the membrane and away from the dissolved salt. The salt itself cannot follow, because the membrane's pores are sized to block hydrated ions while letting individual water molecules pass through, which is exactly how the Carlsbad plant produces drinking water from Pacific seawater.

Differentiation

Support (below grade level)

Provide a simple two-column diagram (Ordinary Osmosis / Reverse Osmosis) showing the direction of water movement and where the pressure is applied, for students to reference while answering questions 2 and 4. Allow question 3's sequencing to be completed using cut-apart phrase cards instead of writing full sentences.

Extension (above grade level)

Ask students to research, using only the passage, what would likely happen to the plant's output if the incoming seawater's salt concentration rose, and to explain their reasoning in terms of osmotic pressure.

ELL supports

Pre-teach "membrane," "concentration," "pressure," and "brine" with a labeled diagram before reading. Allow students to answer the literal questions (1, 2, 3, 5) with short phrases rather than full sentences, and permit the writing task to be drafted first as a labeled diagram before being written in prose.