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UNIT 3 Lesson 1
CHEMISTRY AND ENVIRONMENT
The Dangers of Ocean Acidification
z Before You Read
In this article “The Dangers of Ocean Acidification,” you will learn of the impact of ocean acidification on marine organisms. Please answer
the following questions before you read:
A. Predict
Discuss the questions with your group members.
z Look at the cartoons below. What can emit exhaust and greenhousegases?
x How much CO2 can be reduced if you walk or
bike to school every day instead of riding a
scooter?
x How much CO2 can be reduced if you take the
Taiwan High Speed Rail instead of the train
when you travel around Taiwan?
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http://www.cartoonistgroup.com/store/add.php?iid=28684
Note: The words in the newspaper that the person is holding are
“EMISSIONS CAUSING LUNG DISEASE.”
http://www.cartoonistgroup.com/store/add.php?iid=1146
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http://comics.com/the_other_coast/2009-06-19/
Surf the Internet or use your prior knowledge to find out the causes
of the pollutants in today’s industrial world. One example has been
done for you.
POLLUTANTS CAUSES
sulfur dioxide
leadmethane
mercury
carbon dioxide exhaust from vehicles, motorcycles, or factories
B.
Thinking Ahead
The ocean is
acidified!
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From http://www.elite-view.com/art/Movie_Poster/Animated_Movies/pfd1447~Nemo-Posters.jpg
Nemo is a fish, who originally lives happily in the ocean. However,he was told by his father that their surroundings have been changed a lot,
and that it’s due to ocean acidification.
Look at the following statements. What will happen when the
ocean is acidified? Put a check (3) next to your predictions.
The coral will be bleached. (coral bleaching)
Birds will fly at a slower rate.
Humans will not be able to float in the ocean.
The reproduction rate of the marine animals slows down.
The plankton in the ocean will be affected.
Whales will get food more easily.
More questions for you:
ref : http://www.wretch.cc/blog/cwwany/16478645
What do you know about CO2? What pros and cons
does CO2 have for animals and plants? (You may want
to use the chart below as a guide.)
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to animals to plants
advantages
disadvantages
z Reading
The Dangers of Ocean Acidification
- Much of the carbon dioxide given off from the burning of
fossil fuels goes into the ocean, where it changes the acid
balance of seawater. The repercussions for marine life may be
enormous
By Scott C. Doney
In 1956 Roger Revelle and Hans Suess, geochemists at the
Scripps Institution of Oceanography in California, pointed out
the need to measure carbon dioxide in the air and ocean so as to
obtain “a clearer understanding of the probable climatic effects of
the predicted great industrial production of carbon-dioxide over
the next 50 years.” In other words, they wanted to figur e out how
dire the situation would be today. That they had to argue the
importance of such observations now seems astonishing, but at the
time scientists did not know for certain whether the carbon
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dioxide spewing out of tailpipes and smokestacks would indeed
accumulate in the atmosphere. Some believed that it would all be
absorbed benignly by the sea or be happily taken up by growing
plants on land. (paragraph 1)
Revelle and the young researcher he hired for this project, the
late Charles David Keeling, realized that they had to set up
equipment at remote locations, far from local sources and sinks of
carbon dioxide, which would cause the measurements to vary
erratically. One spot they chose was about as far from industrial
activity and vegetation as anyone could get: the South Pole.
Another was at a newly established weather station atop Mauna
Loa in Hawaii. (paragraph 2)
The Mauna Loa monitoring has continued (with just one brief interruption) from 1958 to this day. Being not so remote as
Antarctica, Hawaii sees carbon dioxide levels rise and fall sharply
in step with the Northern Hemisphere's growing season, but at the
end of each and every year, the concentration of this heat-trapping
gas always ends up higher than it was 12 months before. So it did
not take long for the scientific community to realize that Revelle
was right — much of the carbon dioxide released into the
atmosphere was destined to remain there. But his calculationswere also correct in showing that a substantial fraction would end
up in the sea. And it was clear to Revelle long ago that the part
that went into the ocean would fundamentally alter the chemistry
of seawater. Unlike some aspects of climate change, the reality of
this effect — essentially the acidification of the ocean — is not
much debated, although its full implications are just now being
revealed. (paragraph 3)
Coming Sea Change
As bad as conditions are expected to be for many marine organisms,
there will be some winners, too. Right now very little of the carbon in
seawater takes the form of dissolved carbon dioxide, and this scarcity
limits the growth of some types of phytoplankton. Many of these species
devote precious energy to concentrate carbon dioxide inside their cells, so
one might guess that increases in dissolved carbon dioxide will be
beneficial to them. Perhaps that will be the case. Not enough is known,however, about this “fertilization” effect to make firm predictions for the
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future of phytoplankton or to say whether higher carbon dioxide levels
will benefit the photosynthetic algae that live inside corals. Many
species of marine phytoplankton use HCO3-1
for photosynthesis. And
because the concentration of this ion will remain largely unchanged,
biologists do not expect that these organisms will experience a significant
boost. Some higher plants (sea grasses, for example) use dissolved carbon
dioxide directly and probably will benefit from its rising levels, just as
plants on land are expected to gain as the atmospheric concentration of
this gas increases. (paragraph 4)
How can scientists better gauge the response of ocean ecosystems to
acidification? Most current efforts in this area involve short-term
laboratory experiments on single species. Scientists have also mounted
small-scale field studies to examine the acute effects that wouldaccompany the deliberate disposal of atmospheric carbon dioxide in the
deep sea, one of the various strategies being considered to sequester
carbon dioxide and keep it out of the air [see “Can We Bury Global
Warming?” by Robert H. Socolow; Scientific American, July 2005].
Although this work is informative, the results do not translate easily into
an understanding of the consequences of long-term, chronic exposure to
modestly lower pH. Nor is it straightforward to extrapolate from
laboratory studies to whole ecosystems, where many different organismsinteract. (paragraph 5)
One possibility for gaining a more realistic assessment of the
problem would be to elevate carbon dioxide levels artificially for months
to years in a patch of the ocean or on a coral reef. Experiments involving
the large-scale manipulation of carbon dioxide levels are commonly
carried out on land, but marine scientists and engineers are just now
beginning to explore the logistics for extending this approach to the ocean.
Another tactic is to study how marine organisms fare in regions that have
long had lower pH, such as the Galápagos Islands, which are bathed in
waters that are naturally rich in carbon dioxide. (paragraph 6)
Yet a third strategy might be to examine the geologic record of times
when carbon dioxide concentrations reached much higher levels than that
of the present and when ocean pH was presumably much lower — such as
during an interval of anomalously warm climate that took place some 55
million years ago (the Paleocene-Eocene Thermal Maximum), when
many marine organisms died off. The concern of many scientists today is
that the current episode of acidification is taking place more rapidly than
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anything that has transpired in the past, leaving oceanic species no time
to adapt. Although the effects may be hidden from people's view,
dramatic alterations in the marine environment appear to be
inevitable. (paragraph 7)
This article was written by Scott C. Doney, posted on Scientific
American, April 2006 issue #50, retrieved at:
http://edu1.wordpedia.com/SA/chenread.asp?docsn=2006042724&readty
pe=ce
z After You Read
A. Comprehension Check
1. According to paragraph 2, why would the scientists set up the
equipment at remote locations?
(A) …because it is far from local sources and sinks of carbon dioxide,
which would cause the measurements to vary erratically.(B) ….because it is far from local sources and sinks of oxygen, which
would cause the measurements to vary erratically.
(C) ….because it is far from local sources and sinks of helium, which
would cause the measurements to vary erratically.
(D) ….because it is far from local sources and sinks of methane,
which would cause the measurements to vary erratically.
2. Look at this sentence in paragraph 3, “…but at the end of each andevery year, the concentration of this heat-trapping gas always ends up
higher than it was 12 months before.” What does the “it” refer to in
this sentence?
(A) heat-trapping gas (CO2)
(B) 12 months
(C) concentration
(D) height
3. Look at the sentence in paragraph 5, what can you infer from this
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sentence? “How can scientists better gauge the response of ocean
ecosystems to acidification? Most current efforts in this area involve
short-term laboratory experiments on single species.” What can we
infer from the latter sentence? Circle the correct option which
applies.
(A) It may be very easy to examine the response of ocean ecosystems
to acidification.
(B) It may be different to examine the response of ocean ecosystems
to acidification.
(C) It may be different to examine the response of single species.
(D) It may be identical to examine the response of single species.
4. What is the main idea of this article?(A) to illustrate the geologic record of times when carbon dioxide
concentrations reached much higher levels
(B) to illustrate the elevation of carbon dioxide levels artificially for
months to years in a patch of the ocean or on a coral reef
(C) to illustrate how marine organisms fare in regions that have long had
lower pH, such as the Galápagos Islands, which are bathed in
(D) Much of the CO2 goes into the ocean and changes the acid balance of
seawater. The repercussions for marine life are huge.
5. Besides ocean acidification, what else in our surroundings are also
acidified? What harm will it bring to human beings? (Hint: You may
talk about the acid rain, and the harm that it brings to humans.)
B. Recognizing Main Points
Your
Answer
Paragraph
No.Main Point
1. ______ Paragraph 1 a. In order to measure CO2 in
the air and ocean, scientists
have set up equipment at
remote locations such as the
South Pole and Mauna Loa.
2. ______ Paragraph 2 b. The monitoring in Mauna Loa
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can be used to understand that
CO2 levels rise and fall
sharply in step with the
Northern Hemisphere’s
growing season. Also, the
reality of ocean acidification is
confirmed by almost all of the
scientists involved.
3. _______ Paragraph 3 c. Previous scientists pointed out
that the need to measure CO2
in the air and ocean is to
understand how CO2 produced by factories will
affect the climate in the next
50 years.
4. _______ Paragraph 4 d. One way for obtaining a more
realistic assessment of ocean
acidification may be to elevate
CO2 levels artificially in a
patch of the ocean or on acoral reef over a long period
of time; another way would
be to examine how marine
organisms survive in regions
that have long had lower pH.
5. _______ Paragraph 5 e. Ocean acidification is bad for
most marine organisms.
However, it may be beneficial
to some of them as well.
6. _______ Paragraph 6 f. One way for obtaining a more
realistic assessment of ocean
acidification may be to study
the geologic record of times
when CO2 concentrations
reached much higher levels
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than that of the present.
7. _______ Paragraph 7 g. Most efforts in examining the
response of ocean ecosystems
to (ocean) acidification is inlaboratories and are on single
species.
z Vocabulary Comprehension
A. Vocabulary
For each following group, circle the word that does not belong to. The
words in italics are vocabulary items from the reading used for general
purposes.
1 Predict extrapolate recall forecast
2 harmfully beneficial well benignly
3 erratically rapidity unpredictably unforeseeable
4 measure surf gauge examine
5 Fare survive extinct exist
6 darkness light illumination radiation
7 Spew flow out discharge unrelease
8 Severe easy serious dire
9 fraud presumably presumable presumptively
10 strengthen increase mount loose
B. EST Vocabulary
Look at the list of words and phrases from the reading. These words are
commonly used in the field of science and technology. Match each
boldfaced one with a definition on the right. The first one had been done
for you.
____ 1. the Scripps Institution
of Oceanography in
California
a. a rate at which a vibration
occurs that constitute a
wave
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____ 2. this scarcity limits the
growth of some types of
phytoplankton
b. the scientific study of the
oceans
____ 3. during an interval of
anomalously warm
climate that took place
some 55 million years
ago (the
Paleocene-Eocene
Thermal Maximum)
c. when a female animal or
plant becomes pregnant
____ 4. about this
“fertilization” effect tomake firm predictions
for the future of
phytoplankton
d. related to the process that
converts carbon dioxideinto organic compounds,
especially sugars, using the
energy from sunlight.
____ 5. Many species of marine
phytoplankton use
HCO3-1
for
photosynthesis.
e. this event occurred about
55.8 million years ago, and
marked a sudden period of
global warming that led tochanges in oceanic and
atmospheric circulation,,
with related changes in the
species that
____ 6. The energy of each
photon depends on its
frequency multiplied by
h.
f. tiny organism that exist in
the oceans, and get energy
from photosynthesis
z Language spot
The Use of the Paraphrasing Phrase “In Other Words”
In English writing, especially in scientific writing, writers often have
to paraphrase what they have said earlier in order to make their points
more explicit.
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Look at the example from the reading. The author uses the phrase
“in other words.” Please take at look and see how the author uses
different language to explain what he/she has said, previously in the same
paragraph.
In 1956 Roger Revelle and Hans Suess, geochemists at the Scripps
Institution of Oceanography in California, pointed out the need to
measure carbon dioxide in the air and ocean so as to obtain “a clearer
understanding of the probable climatic effects of the predicted great
industrial production of carbon-dioxide over the next 50 years.” Inother words, they wanted to figure out how dire the situation would
be today.
Practice
Paraphrase the sentences below using the phrase “in other
words.”
original sentence in other words your paraphrasing
sentence
The concern of many
scientists today is that
the current episode of
acidification is taking
place more rapidly than
anything that hastranspired in the past,
leaving oceanic species
no time to adapt.
In other words,
Right now very little of
the carbon in seawater
takes the form of
dissolved carbon
dioxide, and this
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scarcity limits the
growth of some types of
phytoplankton.
Revelle and the young
researcher he hired for
this project, the late
Charles David Keeling,
realized that they had
to set up equipment at
remote locations, far
from local sources and
sinks of carbon dioxide,
which would cause the
measurements to vary
erratically.
z Speaking & Writing Task
Think about a kind of pollution, such as air, noise, water, and so on.
Then think about the sources of this pollution, and the effects that it
has on people and the environment. Finally, think of some action that
could be taken to reduce this kind of pollution. You can then use this
information to make a short presentation, or to write a report.
Pollution Sources
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9 Reminder
Use at least five of the new words introduced in this lesson.
9 Useful Phrases/Vocabulary
Effects of Pollution
Ways to Prevent Pollution
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When you make a short presentation, you may use the
following sentence as starters for you ideas:
__________ pollution is mainly caused by…
(This sentence echoes the box “ Pollution Sources” above.)
__________ is the major source of __________
pollution…
(This sentence echoes the box “ Pollution Sources” above.)
Because this pollutant is ________( put an adjective here
describing the quality of the pollutant ), it has harmful
effects on __________....
(This sentence echoes the box “ Effects of Pollution” above.)
One way to reduce this pollution would be by
__________(write down the actions that need to be taken)
(This sentence echoes the box “ Ways to Prevent Pollution”
above.)