Reading passage Grade 10 Science

Cleaning Water to Drink Again: The Science of Potable Reuse

A grade 10 reading passage on potable water reuse, tracing the microfiltration, reverse osmosis, and UV barriers that turn treated wastewater into drinking water.

Objectives

  1. Students will identify the advanced-treatment barriers used in potable water reuse.
  2. Students will explain the difference between indirect and direct potable reuse.
  3. Students will infer why drought-prone communities adopt potable reuse.

Vocabulary

Potable reuse
Cleaning used water so thoroughly that it becomes safe drinking water again. Special plants use several layers of treatment and constant testing to make sure it is safe.
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.

Also: microfiltration, advanced oxidation, environmental buffer

Teacher overview

This passage explains the science behind potable reuse, the practice of purifying treated wastewater until it is safe to drink again. It walks through the advanced-treatment barriers that make reuse possible, distinguishes indirect from direct reuse, and describes the largest working example. Teachers can assign it to introduce a treatment-chemistry or water-scarcity unit, or to give students a real case for evaluating an engineering solution against its costs and benefits.

Answer Key

  1. Answer: The practice of cleaning treated wastewater until it is safe to drink again. The passage's opening defines potable reuse as purifying a community's used water back to drinking quality.
  2. Answer: Microfiltration, then reverse osmosis, then advanced oxidation with ultraviolet light. The passage lists these three barriers in that order in the second paragraph.
  3. Answer: Indirect reuse sends the purified water into an environmental buffer such as an aquifer or reservoir before it is used again, while direct reuse puts it into the drinking-water system without that pause, as the third paragraph explains.
  4. Answer: Answers should note that rivers are already stretched, that seawater desalination uses more energy because the ocean is very salty, and that a community's used water keeps flowing during a drought, so reuse gives a supply that does not dry up.
  5. Answer: Supporters argue that safety depends on how thoroughly water is treated and tested, not on its source, and reuse water passes through several barriers. Some residents are still uneasy because the water began as sewage, the "toilet to tap" reaction the passage describes.
  6. Answer: It returns less treated wastewater to oceans and rivers, and it withdraws less water from stressed rivers and aquifers, because the community reuses water it already has, as the final paragraph states.

Differentiation

Support

Provide a labeled diagram of the treatment train (microfiltration, then reverse osmosis, then advanced oxidation, then the environmental buffer) for students to reference while reading. Allow the literal questions (1, 2, 3) to be answered with short phrases.

Extension

Ask students to write a short paragraph evaluating whether their own region should invest in potable reuse, using only the passage's details about energy, drought resilience, and environmental effects to support their position.

ELL supports

Pre-teach "potable," "barrier," "membrane," and "environmental buffer" with simple definitions and a picture for each. Provide a sentence frame for question 4: "A community might choose reuse because ___ and ___."