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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.)

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