Reading passage Grade 10 Science

Why PFAS Are Called Forever Chemicals in Our Water

A grade 10 science passage on PFAS: why the carbon-fluorine bond makes them persist, how they reach water, and how a shifting federal rule limits them.

Objectives

  1. Students will explain why the carbon-fluorine bond makes PFAS persist in water and living things.
  2. Students will describe how PFAS are removed from water and evaluate treatment against source reduction.

Vocabulary

PFAS
A large family of human-made chemicals used in things like nonstick pans, waterproof fabric, and firefighting foam. They are called forever chemicals because they take a very long time to break down.
Granular activated carbon
Small black grains of specially treated carbon that grab contaminants as water flows through them. Utilities use big tanks of it to remove PFAS, bad tastes, and odors.
Parts per trillion
A unit for measuring extremely small amounts of a chemical in water. PFAS limits are set in parts per trillion because these chemicals matter even in tiny doses.

Also: persistent, bioaccumulate

Teacher overview

PFAS are a large group of human-made chemicals now found in water systems across the country. This passage explains what makes them so hard to break down, how they reach drinking water, and how treatment plants remove them. It also traces a federal rule that is still changing, which lets students see science and regulation moving together. Assign it to build background before a unit on emerging contaminants or water treatment.

Answer Key

  1. Answer: The carbon-fluorine bond is one of the strongest in chemistry, so sunlight, heat, and bacteria barely break it. The passage explains that this is why a PFAS molecule can last for decades, earning the name forever chemicals.
  2. Answer: Any two of: factory releases into rivers and air, firefighting foam soaking into the ground at airports and military bases, and landfills leaking PFAS as rain filters through waste. The passage lists these paths into groundwater.
  3. Answer: Water flows into a tank packed with treated carbon grains; the grains have many tiny pores and a huge surface area; PFAS stick to that surface as water passes through; cleaned water leaves the bottom. Before the carbon fills up, operators must test the water and replace or reactivate the carbon, or PFAS will pass through.
  4. Answer: A carbon system is expensive to build and run. The passage explains that large cities spread that cost over many customers, while a small system with only a few hundred connections cannot, so the same treatment is a heavier burden for a small rural system.
  5. Answer: The limit for PFOA and PFOS is 4.0 parts per trillion each, set in April 2024, and water systems must meet it by April 2029. The passage says that in May 2026 the agency proposed letting eligible systems apply for a two-year exemption, to April 2031, without changing the limits. It calls the rule still in motion because that proposal was not yet final, so the deadline for some systems may still change.
  6. Answer: Source reduction prevents the problem by stopping PFAS from entering water in the first place, while treatment manages it by removing PFAS after they arrive. A tradeoff of treatment is that it is costly and must run forever; a tradeoff of source reduction is that it does nothing about PFAS already in the ground.

Differentiation

Support

Provide a labeled diagram of a carbon treatment tank (water in, carbon grains, PFAS trapped, clean water out) for students to reference while answering question 3, and allow the literal questions to be answered with short phrases.

Extension

Ask students to research, using only the passage and teacher-provided facts, why a utility might combine two treatment methods rather than rely on one, and how the proposed two-year exemption could affect a small town's decision about when to build.

ELL supports

Pre-teach "persistent," "bioaccumulate," and "parts per trillion" with simple visuals: a chemical that will not break apart, a substance building up in a fish over time, and one drop spread through twenty huge pools. Allow students to answer questions 1 and 2 with short phrases rather than full sentences.