Reading passage Grade 12 English Language Arts

Why Hollantree's Phosphorus Numbers Rise Every Spring

A grade 12 informational passage on biological phosphorus removal at a fictional plant, where a wet spring starves the bacteria that do the work, with data and questions.

Objectives

  1. Students will explain a biological treatment process in their own words from an informational text.
  2. Students will use a data table to test a causal claim the text makes.
  3. Students will weigh two engineering responses described in a text and state the tradeoff between them.

Vocabulary

Key words: phosphorus, anaerobic, aerobic, volatile fatty acids, fermenter, waste sludge

Teacher overview

Biological phosphorus removal is unusual among treatment processes because it depends on keeping a population of bacteria in a particular state of hunger rather than on a piece of equipment. This passage follows a fictional plant through a wet spring in which the removal falls apart, and pairs the narrative with the monthly data that shows why. It suits a grade 12 class working on causal reasoning from mixed sources, because the text offers an explanation that students can confirm, qualify, or reject using the table printed beside it.

Answer Key

  1. Answer: They release phosphorus in the tank without oxygen and take up more than they released in the aerated tank. The passage explains that they take in volatile fatty acids in the first tank and pay for that uptake by releasing phosphorus, then use oxygen and stored carbon in the second tank to pull phosphorus back out of the water.
  2. Answer: April, at 1.9 mg/L. The table shows April with the highest flow of the four months and the highest effluent total phosphorus.
  3. Answer: The table shows influent BOD falling from 210 to 118 mg/L as flow rises, which means the incoming water carried less organic material per liter rather than fewer bacteria. Effluent phosphorus rises in step with that fall, so the failure tracks the food supply rather than any loss of the microorganisms themselves.
  4. Answer: The phosphorus is stored inside the bacterial cells, and those cells settle out as sludge, so the only way the phosphorus leaves the plant is inside the sludge that is wasted and hauled away. The passage makes this point directly when it says the phosphorus has to leave in something.
  5. Answer: The chemical response can be adjusted within an hour and works in any weather, but it costs money daily and creates extra sludge to dewater and haul. The fermenter makes the plant's own food supply and costs little to run, but it takes weeks to establish and depends on having enough primary sludge, which a diluted influent may not supply.
  6. Answer: Volatile fatty acids are the small carbon compounds the bacteria take in and store while releasing phosphorus, so they are the fuel that makes the later uptake possible. The spring event is a shortage because the extra water diluted the sewage rather than adding anything harmful, leaving the same bacteria with too little to eat.
  7. Answer: Effluent total phosphorus would fall back below the permit line, to somewhere near the February and May values. The passage says the removal depends on the strength of the incoming wastewater, and the table shows that in the two months with flow near 3 MGD and influent BOD near 200 mg/L, effluent phosphorus was 0.7 and 0.8 mg/L.

Differentiation

Support

Have these students read the passage in two sittings, stopping after the paragraph about the aerated tank to sketch the two tanks and label what enters and leaves each one. Assign questions 1, 2, 4, and 5, and provide a partially completed comparison chart for question 5 with the chemical column already filled in.

Extension

Ask students to write the paragraph the fictional plant would add to its annual report explaining the spring to the town board, in no more than 120 words, using the table but no technical term the passage does not define. Then have them mark which sentence of their paragraph a board member is most likely to misread, and why.

ELL supports

Pre-teach "anaerobic," "aerobic," "influent," "effluent," and "sludge" as a set, with a simple diagram showing where each belongs in the plant. Provide the passage with the four process steps numbered in the margin, and allow questions 1 and 2 to be answered in phrases rather than full sentences.

Extensions

Have students graph plant flow and effluent total phosphorus on the same set of axes for the four months in the table, then write a caption of about 100 words explaining what the pairing shows and what it cannot show. Ask them to name one additional column they would want from the fictional plant's records before claiming that dilution caused the permit exceedance.