Reading passage Grade 11 Science

Quenby's Water Resource Recovery: Biogas from Digestion

A grade 11 science reading passage on how a fictional plant uses anaerobic digestion to turn sludge into biogas energy and recover nutrients as biosolids.

Objectives

  1. Students will explain how anaerobic digestion converts sludge into biogas energy and biosolids.
  2. Students will integrate the passage with a data table to evaluate a claim about energy self-sufficiency.

Vocabulary

Biosolids
Biosolids are the nutrient-rich solid material left over after sewage sludge has been treated and made safe. Many farms use treated biosolids as fertilizer for their fields.

Also: anaerobic digestion, biogas, methane, nutrient recovery

Teacher overview

This passage introduces anaerobic digestion, the process a modern wastewater plant uses to turn sewage sludge into usable energy and fertilizer. It pairs a plain-language explanation with a one-day data table from a fictional facility, so students can test the passage's claims against numbers. Teachers can assign it to connect wastewater treatment, environmental biotechnology, and the idea that the same nutrients can be either a pollutant or a resource.

Answer Key

  1. Answer: bacteria breaking down sludge without oxygen, in sealed digesters.
    The passage explains that anaerobic digestion happens in large sealed tanks called digesters, where bacteria and archaea break down the organic matter in sludge in the absence of oxygen, releasing biogas. Accept "bacteria" or "microbes" for the organisms.
  2. Answer: biogas (energy) and biosolids (fertilizer).
    The passage states that Quenby recovers biogas, which it burns for electricity and heat, and biosolids, which are rich in nitrogen and phosphorus and can replace manufactured fertilizer on farmland.
  3. Answer: about 60 percent, which supports "moving toward."
    The table shows 5,400 kWh made from biogas against a 9,000 kWh demand, and 5,400 divided by 9,000 is about 60 percent. Because the biogas covers only part of the demand, the number supports the passage's careful phrase that the plant is moving toward, but has not reached, self-sufficiency.
  4. Answer: pollutant in water, resource on land.
    As the passage describes, nitrogen and phosphorus are pollutants when they wash into a lake and feed algae that later starve fish of oxygen. The same nutrients become a resource when recovered in biosolids and returned to farmland as fertilizer.
  5. Answer: it keeps a strong greenhouse gas out of the air and makes energy.
    The passage says methane is a strong greenhouse gas that would drift into the atmosphere if sludge rotted in the open. Trapping and burning it prevents that release and produces useful electricity and heat at the same time.
  6. Answer: treating used water as a source of energy and nutrients, not just pollution.
    The name change reflects the plant's shift from only removing waste to also recovering value, capturing biogas for power and biosolids for fertilizer, as the passage explains in its opening and closing paragraphs.
  7. Answer: any one stated limit, such as high cost, sensitive bacteria, or incomplete energy coverage.
    Accept high construction cost, the sensitivity of the bacteria to temperature swings or toxic inputs, or the fact that biogas does not yet cover all the plant's electricity. A sound answer explains why that limit affects a city's decision, such as needing large upfront money or steady operating conditions.

Differentiation

Support

Provide a labeled flow diagram, sludge to digester to biogas to engine to electricity, for students to reference while reading. Allow the literal questions, 1 and 2, to be answered with short phrases drawn straight from the text.

Extension

Have students write a short paragraph proposing one way Quenby could close the gap between its biogas electricity and its total demand, using only the passage and table, and identify what added information they would need to judge whether their idea is realistic.

ELL supports

Pre-teach digestion, sludge, biogas, methane, and biosolids with simple definitions and a picture for each. Provide sentence frames for questions 4, 5, and 6, such as "Nutrients are a pollutant when ___, but a resource when ___."