Reading passage Grade 10 Science

Mussels in the Carrowmere Intake: A Biofouling Case Study

A grade 10 science passage on how invasive quagga mussels colonize a lake intake, what they do to the food web, and how a utility weighs treatment against prevention.

Objectives

  1. Students will describe how quagga mussels reach a lake and colonize an intake pipe.
  2. Students will explain how filter feeding by an invasive mussel changes a lake food web.
  3. Students will compare treatment at the intake with prevention at the boat ramp.

Vocabulary

Key words: invasive species, biofouling, veliger, filter feeder, byssal thread

Teacher overview

This passage follows a fictional water utility that finds invasive quagga mussels growing inside its lake intake. It covers the mussel's life cycle, the way a filter feeder rearranges a lake food web, and the choice between treating the intake and keeping the mussels out in the first place. Teachers can assign it as a stand-alone reading or as background before a discussion of invasive species management, and the question set moves from stated facts to a recommendation students must defend. The misconception to address directly is that clearer water indicates a healthier lake, which reads the mussel invasion as an improvement and misses the loss of plankton that the clarity actually records.

Answer Key

  1. Answer: With byssal threads, which are strands of protein.
    The passage states that a settling veliger grows a shell and anchors itself with strands of protein called byssal threads, and that those threads grip concrete, steel, plastic, and other mussels.
  2. Answer: A microscopic larva that drifts with the current.
    The passage explains that eggs hatch into larvae called veligers, that a veliger is microscopic, and that it drifts with the current for two or three weeks. Because it travels in water, anything that moves water can move it, including a bilge, a live well, or a bait bucket.
  3. Answer: About 76.6 percent.
    Model each opening as a circle. The original area is 0.785 x 48 x 48 = 1,808.6 square inches. The remaining area is 0.785 x 42 x 42 = 1,384.7 square inches. Divide the two: 1,384.7 / 1,808.6 = 0.766, so about 76.6 percent of the opening remains and roughly 23.4 percent has been lost. Students who compare diameters instead of areas will report 87.5 percent and should be shown that area depends on the square of the diameter.
  4. Answer: The clarity comes from the loss of plankton at the base of the food web.
    The mussels filter out plankton, so the water clears because the drifting plants and animals that young fish eat have been removed. The passage adds that deeper sunlight then feeds nuisance algae on the bottom and that native mussels are smothered. Clarity here measures what has been taken out of the lake rather than the health of what remains.
  5. Answer: The larvae are only vulnerable while they are settling.
    Adult mussels can close their shells and wait out a low dose, so treating them takes far more chemical. Veligers are unprotected while they drift and attach, which makes a low, steady dose effective during those weeks. Limiting the feed to that window also holds down chemical cost and the disinfection byproducts the passage names as a concern.
  6. Answer: Inspection addresses the cause; intake treatment manages the result.
    Boats and trailers move veligers and shells between lakes, so inspection and decontamination stop new infestations from starting. Chlorine, heat, coatings, and pigging only keep one pipe usable in a lake that is already infested. The passage states plainly that none of the pipe treatments remove the mussels from the lake.
  7. Answer: Biofouling is the growth of living organisms on a submerged structure.
    The passage uses the term for the crust of mussels on the intake pipe wall. Reasonable second examples include boat hulls, dock pilings, screens at a hydroelectric plant, cooling water pipes at a power station, or a fire suppression intake. Students should predict a specific consequence, such as added drag on a hull, reduced flow through a screen, or higher pumping energy.
  8. Answer: Help pay for the inspection stations.
    Strong answers cite that the pipe treatments manage a permanent condition rather than removing the mussels, and that inspection programs are described as far cheaper than pipe cleaning. Students may also note that the two upstream lakes are still clean, and that water reaching the plant comes from upstream, so protecting those lakes protects the plant. Accept an argument against funding only if it weighs a specific cost against those points rather than dismissing the risk.

Differentiation

Support

Provide a labeled diagram of the intake pipe cross-section showing the 48 inch opening and the 42 inch opening, so question 3 begins as a visual comparison. Give students a short glossary strip with veliger, byssal thread, biofouling, and plankton before they read, and mark the four paragraphs that contain the answers to questions 1, 2, 4, and 5.

Extension

Have students calculate how many liters the colony on one square meter of the fictional Carrowmere intake pipe filters in a day, using 8,000 mussels per square meter and one liter per mussel. Ask them to convert the result to gallons and explain what that number does and does not tell them about the lake as a whole.

ELL supports

Pair each vocabulary term with an image: a striped shell, a microscope view of a larva, threads gripping a pipe, and a crusted pipe interior. Allow students to answer questions 1 and 2 with labeled drawings before writing, and provide the sentence frame "Clearer water is not healthier because ___" for question 4.

Extensions

Ask students to draft the notice that the fictional Carrowmere Regional Water Authority would post at a boat ramp. The notice must explain in plain language what a boater is required to do, why draining and drying matters, and what the town of Haleworth stands to lose if the mussels reach the two upstream lakes.