Reading passage Grade 10 Social Studies & Civics

Why Kelbridge Switched From Chlorine to Chloramine

A grade 10 passage on a fictional city's switch to chloramine, the byproduct problem behind it, and the objections raised at two public hearings.

Objectives

  1. Students will explain how disinfection byproducts form in a treated water system.
  2. Students will describe the tradeoffs a utility board weighed in choosing chloramine.
  3. Students will identify which groups carried costs that most ratepayers did not.

Vocabulary

Disinfection byproduct (DBP)
A disinfection byproduct is a chemical that can form when disinfectants like chlorine react with natural organic matter in water. Treatment plants work to control disinfection byproducts because some of them can be harmful if people are exposed to too much over a long time.

Also: chloramine, free chlorine, residual, nitrification, corrosion inhibitor

Teacher overview

This passage follows a fictional city through a decision that thousands of real utilities have faced, which is what to do when the chemistry that makes water safe also creates a regulated problem of its own. It works well in a civics or government unit on how administrative rules, cost, and public comment shape a local decision, and it pairs with any lesson on who bears the cost of a policy. One misconception is worth heading off before students read: many assume that disinfection byproducts wash in from the river along with everything else, when the passage shows that the treatment step itself creates them, which is why the utility can reduce them by changing how it disinfects.

Answer Key

  1. Answer: It guards the water in the pipes on the way to a tap. The passage explains that chlorine does two jobs, disinfecting at the plant and leaving a small leftover amount that protects the water as it travels through the distribution system.
  2. Answer: Part of the chlorine turns into disinfection byproducts. The passage names trihalomethanes as the best known group, and notes that organic matter comes from leaves, soil, and algae, especially after storms.
  3. Answer: The board voted for chloramine. The passage states this in the final paragraph, after describing the much cheaper price of the ammonia feed equipment compared with a new carbon stage.
  4. Answer: Water takes longer to reach them, so byproducts keep forming along the way. The passage explains that those neighborhoods sit at the end of long mains, that slow travel means more time carrying chlorine, and that warm, low river water in late summer made the readings worst.
  5. Answer: Because chloramine is made with ammonia, which bacteria in the pipes feed on. The passage explains that those bacteria turn ammonia into nitrite and use up the residual as they grow, a problem that could not occur when the plant sent out free chlorine alone.
  6. Answer: Any two of: dialysis clinics, aquarium owners or pet stores, and the utility's own crews. Clinics had to change filters and retrain staff, fish owners had to buy a neutralizer for tank water, and crews had to flush dead-end mains and sample more often in summer.

Differentiation

Support

Give students a labeled flow strip of the fictional plant, running from coagulation to settling, filtration, chlorine, and then chloramine, so they can locate each stage the passage names. Allow the first three questions to be answered with short phrases, and mark the paragraph where each answer sits before reading begins.

Extension

Ask students to write the notice the city would mail to dialysis patients and aquarium owners, in under 200 words, including what is changing, when it takes effect, and what each reader must do about it. The notice has to be accurate to the passage and readable by someone with no chemistry background.

ELL supports

Pre-teach residual, byproduct, chloramine, nitrification, and corrosion inhibitor with short definitions and one image each. Provide a two-column chart labeled free chlorine and chloramine, and have students sort statements from the passage into the correct column before answering the questions.

Extensions

Students can find their own utility's most recent water quality report and locate the disinfectant it uses along with its byproduct results, then write a paragraph comparing that system's situation to the one in this fictional passage. A second option is a short research task on why a utility that uses chloramine schedules a temporary return to free chlorine, and what it tells customers about the change in taste.