LESSON PLAN &#=
8211;
The Science of Oil
Name: Charles B. Owen
Title of lesson: The Science of O= il
Date of lesson: TBD
Length of lesson: 2 to 3 45 minute periods.
Description of the class: The sea=
rch
for oil involves significantly more than simply digging a hole hoping for t=
he
proverbial "gusher." The technological advances and equipment use=
d to
find and extract oil is thoroughly examined in two areas of the world. Those
locations would include
Course Title: Secondary School Sc= ience and Math
Grade level: 10 - 12
Source of the lesson: PBS Lesson Plans http://www.pb= s.org/wnet/extremeoil/teachers/lp2.html
TEKS addressed:
National Standards
From the National Science Education Standards, available online at
http://www.= nap.edu/readingroom/books/nses/html/6d.html
Physical Science
CONTENT STANDARD B: As a result of their activities, all students should develop an understanding of structure of atoms and structure and properties of matter.=
Science= and Technology
CONTENT STANDARD E: As a result of activities in grades 9-12, all students should develop abilities of technological design and understandings about science = and technology
Science= in Personal and Social Perspectives
CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of natural resources, environmental quality, natural = and human-induced hazards and science and technology in local, national, and gl= obal challenges.
The Lesson:
See abo= ve course description.
Students will be able to:
II. =
Resources,
materials and supplies needed
Each student will need the following
supplies:
Teachers will need the following supp=
lies:
Televis= ion and VCR
Video of Extreme Oil, #3- "The Wilderness". Cue the video to where you see= a ( )
Prep
Computer Resources
Modem: = 56.6 Kbps or faster
Browser: Netscape Navigator 4.0 or above or Internet Explorer 4.0 or above. Macintosh computer: System 8.1 or above and at least 32 MB of RAM
Large s= creen display monitor (optional)
Specific Software Needed:
Quick T= ime Player (available for free download at http://www.apple.com/quicktime/downl= oad/
IV. Supplemen= tary materials, handouts.
Media C= omponent
Video: = Extreme Oil, Episode #3- "The Wilderness." The students will view two par= ts of the video to identify key components necessary to extract oil from either the ground or from the ocean.
Virtual= Tour of Oil Drilling Sites
http://schoolscien= ce.co.uk/petroleum/index.html
The sit= e is divided into four separate study areas. Two areas are virtual tours of a current land oil-drilling unit and the other tour offers views of an offsho= re digging rig.
How Oil Refining Works
http://science.h= owstuffworks.com/oil-refining.htm
This is= a complete site detailing all sorts of information from the basic components = of crude oil or hydrocarbons, what is involved in oil refining, the products distilled from crude oil, and details about what fractional distillation actually encompasses.
=
Extreme
Oil - How It Is Produced?
Video- EXTEME OIL- #3 "The Wilderness"
Name
A. Key Events or
Equipment Sited (without audio)=
1.
2.
3.
4.
5.
B. Key Events or Equipment Sited (with audio)
1.
2.
3.
4.
5.
II.
A. Key Events or
Equipment Sited (without audio)=
1.
2.
3.
4.
5.
B. Key Events or Equipment Sited (with audio)
1.
2.
3.
4.
5.
Digging For Crude - Virtual Tour
Http=
://schoolscience.co.uk/petroleum/index.html A. Fawley Tou=
r
1. Where does this operation take place?
2. What products are produced from the crude oil extracted?
3. How much land does the operation occupy?
4. How many people are employed?
5. How is the oil refined?
6. What happens to the crude oil once it leaves the main facility?
7. How is oil found?
8. How many gallons are in one barrel of oil?
9. In 2003, one barrel of oil was $29, how much is one barrel now?
(Hint: Go to a Goggle search for "Price of Oil Barrel")
10.What is the difference between a refinery section, a terminal and a
distillation tower?
11. What kind of personal protection equipment do the workers wear while
working on a platform?
12. What is fractional distillation?
13. Briefly describe the function of each component of the distillery.
Atmospheric
Pipestall
Furnace
Vacuum Still
Storage Tanks
B. Captain's Tour=
- Oil
Rig on the Ocean
1. Where is this particular rig located?
2. How deep do they have to go to reach the oil reservoir?
3. What are the working hours for the men aboard the platform?
4. How many barrels are produced daily?
5. How does the crew arrive to work?
6. What aspects of drilling must be monitored in the drill control room?
7. What is pumped into the well? What is pumped out? Why is this necessary?=
8. What is the name of the opening where oil is removed?
9. What was the origin of hydrocarbons?
10.What does crude oil look like?
11.What is crude oil typically mixed with?
12. Why must the gases that are mixed in the crude oil be removed?
13.Where is the crude oil piped?
Answer Guide - Diggi=
ng
For Crude, Virtual Tour
1. The North Sea and the
2. Petrol, jet fuel, heating oil, lubricating oil, bitumen, plastics, and
nylon.
3. 3, 250 acres
4. 1400 regular staff with 900 permanent staff
5. It is split up in a distillation tower.
6. Tankers carry crude oil to refineries.
7. Using seismology or seismic surveys, geologists can find oil in layers of
rock.
8. 35 gallons.
9. Currently, it is $49/barrel (August, 2004).
10. Refinery- Splits crude oil into different hydrocarbons.
=
Terminal
- An area where crude oil is delivered by pipeline or tanker
Distillation tower- a furnace that heats the oil. The vapors condense as th=
ey
rise up the tower. Heavier vapors condense first; lighter vapors rise higher
then condense.
11. Safety suit, boots, gloves, hardhat,
goggles, and ear defenders.
12. An area where the crude oil is heated.
13. Atmospheric pipestill- separates lighter products like gas, gasoline,
naphtha, kerosene, and gas oil from crude oil.
=
Furnace
- crude enters a furnace heated to 200- 280 Celsius. Then it is Further hea=
ted
to 330-370 Celsius.
Vacuum Still - Takes leftover residue from the atmospheric pipestill and
Continues to separate.
Storage Tanks - Holds incoming crude oil.
=
Captain's Tour- Offshore Digging Site
1.
2. 100 meters of water; drills down to oil reservoirs nearly 1 km below.
3. Operations run 24 hours/365 days a year.
4. 60,000 barrels/day.
5. Helicopter
6. The drill control room monitors the temperature and pressures within the
drill pipe, drill speeds, drill depths, and angles.
7. Water is pumped into the well to force the crude mixture out.
8. Wellhead.
9. Hydrocarbons or crude oil originates from plankton that lived during the
Jurassic period. Over time (millions of years), dead animals and plants
continued to be further buried thus forming oil and gas.
10. It can be colorless or thick and black. Crude oil usually looks like th=
in
brown slurry.
11. It is usually mixed with gases, water and sand.
12. Gases must be removed otherwise they will create a buildup of pressure =
in
the pipes or tankers.
13. Refineries.
=
;
Distillation of Water
From An Aqueous Solution Using a Disposable Apparatus Experiment/Competitio=
n
Students will compete against each other in attempts to separate a colorless
liquid from a common colored solution by distillation. The goal is to maxim=
ize
the amount of colorless solution produced from the setup.
II. Description
A simple distillation is performed using a soda can and aluminum foil in pl=
ace
of traditional glassware. The experiment works sufficiently well to enable
students to obtain a colorless liquid from a colored solution. Not only is =
the
equipment inexpensive and readily available, but also the entire apparatus =
is
disposable.
III. Time Required
1 period
IV. Materials
Chemicals - crushed ice solution to be distilled- cranberry or apple juice,
coke, orange soda, or colored aqueous solution. Students should choose one
solution.
Equipment
V. Hazard/ Safety Procedures
If alcohol burners are used, only the teacher should fill them when cold.
Adding common salt to the burner fuel makes it easier for students to see t=
he
flame and thus avoid possible burns. The aluminum foil condenser becomes qu=
ite
hot during the distillation. Care should be taken to avoid touching it duri=
ng
collection of the distillate. Goggles must be worn throughout the experimen=
t.
Teacher should indicate when to begin and end the heating to ensure fairnes=
s in
the competition.
VI. Modifications/Substitutions
A wide variety of common household solutions can be distilled in this
experiment, including fruit juices and strongly colored sodas.
Highly colored inorganic chemical solutions (KmnO4, K2Cr2O7, CuSO4, etc.)
should be avoided because they will react with the aluminum in the cans.
VII. Procedure
1. Rinse the soda can clean.
2. Add the solution to be distilled until the can is 1/3 to ‡ full (or
150 milliliters). Boiling chips may be added if available but are by no mea=
ns
necessary.
3. Mount the soda can above the burner on a wire screen supported by iron r=
ing
(attached to the ring stand). Mount the second iron ring around and near the
top of the can to prevent it from tipping over.
4. Insert the smaller glass jar into the larger one and surround liberally =
with
an Ice-rich slush bath.
5. Prepare an air-cooled condenser made of aluminum foil. This is best done=
by
wrapping the foil lengthwise around a dowel rod or broom handle, taking car=
e to
seal the seam that runs the length of the foil tube by making several folds=
of
foil neatly pressed back on itself. (Failure to this will result in poor
efficiency during distillation.)
6. Fit one end of the condenser into the opening at the top of the soda can.
Gently bend the other end down and insert it into the smaller glass jar, wh=
ich
serves as a receiver flask for the distillation.
7. Wait for the teacher to indicate when to begin heating. Heat the soda can
and its contents with a steady flame. As the solution boils, some vapor can=
be
seen escaping from around the mouth of the can. Still, enough vapors make i=
ts
way through the air-cooled condenser so that condensation (the condensed fl=
uid
is referred to as the distillate) soon occurs in the chilled receiver flask=
.
8. After the teacher indicates to stop heating, bring your flask or glass j=
ar
up to the front. All glass jars containing the distillate will be measured =
to
see which pair of students set up the most effective distillation apparatus=
to
produce the maximum amount of water.
VIII. Disposal
After pouring the original liquid down the drain, the entire distillation
apparatus may be disposed of with the solid waste. If desired, the jars may=
be
saved for re-use. The aluminum cans should be recycled.
VIV. Discussion
Review the processes of evaporation and condensation with students. Emphasi=
ze
the principles, which allow distillation to be used as an effective
purification tool (i.e. contaminants must be non-volatile). Be sure to comp=
are
the color of the starting material with that of the distillate.
X. Tip
For better sealing of the condenser tube, use one of the following procedur=
es.
The aluminum foil at the mouth of the can may be sealed with masking tape.
Alternately, the condenser tube can be fitted carefully into corks or stopp=
ers
at the mouth of the can and the collection bottle; however, the system shou=
ld
not be completely sealed.
Questions
1. What tips seemed to work more effectively for your team?
2. How much distillate did you produce from the process?
3. Do you think you could have improved your setup? How would you change the
setup for future experiments like this?
4. Did the solution you choose make a difference in the amount of water
collected?
5. How does this process relate to the fractional distillation process that
occurs in a crude oil refinery?
Five-E Organization
Teacher= Does &= nbsp; &nbs= p; &= nbsp; Student Does
|
Engage: Learn= ing Experience Ask students the question what function crude oil serves in our life. Is it something that is really necessary in life? What if it was not available,= how would our lives differ? Is oil unlimited or a renewable source? Explain t= he difference between renewable and nonrenewable sources. Renewable sources = are items present in the environment that are constantly replenished within a relatively short period of time (i.e. water, air etc.) The nonrenewable sources would include crude oil, coal and wood. They are considered nonrenewable sources since the amount of time to replace them would exceed one's lifetime; therefore these energy sources are greater in demand and = more precious in value. |
Stude= nt Activity Student Response (Stud= ents answers will vary). (Stud=
ents
answers will vary between two basic responses of it being renewable and n=
ot
being renewable). |
|
Give =
the
students a perspective of how much crude oil is consumed considering it i=
s a
nonrenewable source. Instruct the students that the world uses approximat=
ely
75-80 million barrels of oil per day; each person, on average, consumes 3
gallons daily and our dependency on the oil industry is becoming increasi=
ngly
more important to our lifestyle. Ask the students what would happen if
sources were not replenished at the same rate that oil is being consumed.
(The response is that our crude oil stores would be depleted). Ask the
students why we need crude oil if there is gasoline available. (This is a
trick question. The answer is that gasoline would not exist without crude=
oil
being refined into gasoline). Considering oil helps to maintain our quali=
ty
of life, ask the students if they know how oil is found or how it is
processed. (Students answers will vary). Students may have some understan=
ding
of how oil is found or produced yet proceed to the next activity, which w=
ill
further define their understanding. |
|
&=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; Evaluate
|
Explore: Learn= ing Experience(s) Questions Expla=
in to
the students they will watch two different video clips. Each portion of t=
he
tape will be viewed two times. The students will watch the video the first
time without sound in attempts to simply focus on the activity and equipm=
ent
viewed on the screen. The second time the video will be viewed with the s=
ound
on. This will offer further clarification of their thoughts from the prev=
ious
viewing. The first clip takes place in |
Stude= nt Activity Student Response |
|
Insert
Extreme Oil Episode 3 " The Wilderness" into the VCR. Provide t=
he
students with a FOCUS FOR MEDIA INTERACTION, asking them to best describe
what is happening with regards to extracting oil (i.e. name of the equipm=
ent
used or what is happening in the video clip). Have them write their thoug=
hts
on the handout. PLAY the video when you see car driving toward the camera
with a sign in the background saying, "Prudhoe Bay Hotel." The
audio states "In Prudhoe Bay, home to one of the biggest oil fields =
in
the USÖ" STOP the tape when you see the cameraman filming a man
flying a prop plane over oil fields. After viewing the video the first ti=
me,
ask students to share their responses. Teacher should write their ideas on
the board. Students may add to their responses on the handout based on ot=
hers
student's interpretations. Ask the students to describe how producing oil
alters the environment. (Students may state that it creates erosion, it
pollutes water sources, it provides work for men who normally do not make=
a
decent living, and animals may lose their homes for existence). Provide t=
he
students with the same FOCUS FOR MEDIA INTERACTION, again asking them to
describe what is happening with regards to extracting oil. Write any name=
s of
equipment used or events that take place in processing oil. REWIND tape b=
ack
to the beginning of the segment. PLAY the video while turning up the audi=
o STOP
the tape in the same place as before. Check for student comprehension aft=
er
hearing the audio along with the visual portion of the tape. Write the
student's responses on the board. |
(Stud= ent responses may include oil refineries, dirt roads, many large trucks, rows= of pipeline, and cold desolate landscape). (Stud= ent responses will be modified since they were allowed to hear the audio on t= he tape.) |
Evaluate
|
Explain: Learn= ing Experience(s) Questions Expla= in to the students that crude oil is not the only source of nonrenewable energy; coal is another source. Since the nonrenewable sources are limited, man h= as had to seek out other forms energy capable of serving our needs. Provide = the students with a FOCUS FOR MEDIA INTERACTION, asking them to describe how = coal mining differs from actual extraction of crude oil. Students should write their answers on the handout. The video will be viewed in a similar manne= r as before; sound off for the first viewing then audio turned on the second viewing. FAST-FORWARD the tape to the point where the screen shows green landscape filled with trees as seen from an aerial view. PLAY tape. STOP = the video when the screen shows a view of a city skyline displaying a sharp-s= pire building in the background. The audio states," Despite the environme= nt impact 50 billion dollar new sands development is on the drawing board.&q= uot; Ask the students to share their thoughts with the class. REWIND video bac= k to the starting point and press PLAY turning up the audio. Check for students comprehension and/or changes from their previous thoughts. The tape begin= s to describe how crude oil and coal is extracted from earth but let us explore more details about what specific items are necessary to extract and produ= ce various byproducts of these nonrenewable resources. |
Stude= nt Activity Student Response (Stud=
ent
responses should include coal is more labor intensive and ecologically mo=
re
damaging. It can only be transported via truck or train and not by pipeli=
ne.
It does not damage the environment as much when it is spilled unlike crude
oil. It requires equipment that dredges coal from various levels of earth=
.) |
|
Tell =
your
students that extracting and processing oil is not easy to produce. The
amount of time and technology required to produce one barrel of oil
determines it overall value. The video assisted our understanding how this
process occurs. Instruct the students that they will now have an opportun=
ity
to take a virtual tour of a land-based and an offshore oil refinery. Give
each student a handout entitled, "Digging For Crude" |
|
|
Have = the students pair up and log on to the Virtual Tour of British Oil Refineries= web site at http://schoolscience.co.uk/petroleum/index.html. Students should begin with the virtual tour of the land-based oil refinery or the "Fawley Tour." This site uses panorama photos of the refinery. = You will see extra information in the smaller screen. You can find out more by opening the InfoBank bank button. Use the buttons on the screen to find y= our way around and to get help. |
|
|
Provi= de your students with a FOCUS FOR MEDIA INTERACTION, asking them describe differe= nt components of an oil refinery and how it is refined using fractional distillation. Instruct the students they have approximately 15 minutes to find and write down the information. Check for student comprehension befo= re proceeding. |
|
|
Once = students have completed the land-based oil refinery, instruct them to return to the home page of the website and click on the "Captain's Tour." The students will be able to tour an offshore rig and the key equipment used = to drill for oil. Fill in the information found on the handout. Give students another 15 minutes to complete this part of the activity. Check for stude= nt comprehension. |
|
|
Using= the information, ask the students to compare the two methods of drilling for = oil. What are some of the main differences between the two oil rigs? |
The o= ffshore rig digs through bedrock and forces the rock to the surface. The land-bas= ed rig does not have to pull the rock away in the same manner. Wells= on the offshore rig are initially drilled straight down then it branches off horizontally to create new digging sites. Drill= ing offshore includes monitoring of temperature and pressure of the water whi= le the drilling occurs. Crude= oil from the sea is often mixed with sand, rock and salt water and is then pi= ped to the mainland to be refined into byproducts. Crude oil obtained on land= is typically processed within the area of extraction. |
|
Ask t= he students to describe how both operations are similar in processing. Have = one student write answers on the board for others to view. |
The s= ame type hydrocarbons are produced. The simplified hydrocarbons would include meth= ane, ethane, propane, ethene, and butene. More complex byproducts such as petr= ol, grease, bitumen, plastic, nylon, polyester, washing powders and farming chemicals are produced from the hydrocarbons. Both = types of oil refineries process the crude oil by using a method called fractional distillation. Both = types of oil refineries transport by pipeline. Both = types of oil extraction facilities remove crude oil by pipes deep within the groun= d. |
|
Ask t= he students why fractional distillation is such an important component in processing crude oil. What if it was not utilized? In brief, have one or = more students briefly explain their understanding what occurs in the process. = With time permitting, students may log onto another web site (http://science.howstuffworks.com/oil-refining.htm), which offers a comprehensive presentation about fractional distillation. |
(Stud= ent responses would include that fractional distillation is a method that different components of crude oil are separated at different temperatures; extreme heat is necessary to separate the products; this is the only meth= od used to create the products.) (Student responses would include = that crude oil would remain in a useless form unless processed into various products. Gasoline would be produced.) |
|
Give = each pair of students a laboratory sheet entitled, Crude Extraction. The situa= tion is such that all the students are competing against each other to distill= the maximum amount of fluid from a crude extraction. The goal is to set up the apparatus in such a way to maximize the production of water from one of t= he following fluids: cranberry juice, orange juice, apple juice, or coke. The winner will be determined by the maximum amount of grams of water extract= ed. |
|
|
For t= he sake of simplicity, the instructor may set up a simple setup to give the stude= nts a starting point on how to set the equipment up. |
|
|
Do no= t give the students any chemicals, which may react with the aluminum cans. Suggestions of chemicals to not use are mentioned under materials in the beginning of the lesson. Allow the students 10-15 minutes to setup the ap= paratus. Then at the same time, instruct the students to turn on the Bunsen burners and run the distillation process for no more than 10 minutes (the importa= nce is to ensure all students distill the same amount of time.) |
|
|
At th= e end of the ten-minute period, students should bring their flask of water to the teacher to be weighed. The pair of students with the maximum amount of wa= ter collected should be deemed the "Outstanding Chemists." Ask the students what modifications were helpful in extracting more water from th= eir respective solutions. Ask the students to compare the color of the starti= ng material with that of the distillate. How are the colors different? Ask t= he students to relate their experimental setup to the distillation process f= or crude oil. Are their any similarities? Differences? |
(Stud= ents may state that sealing the condensing tube with aluminum foil or masking tape= was helpful. Others may state that the seal between the mouth of the can and = the collection bottle could be fitted with corks or stoppers to ensure less w= ater escaping.) (Stud= ents may respond that it is a more dilute version of the original or that it is completely clear unlike the original.) (Stud= ents answers will vary. Some will respond the crude oil fractional distillation process involves a higher degree of heat and more products to remove. It = can become complicated due to the volatile nature of the materials heated. Ma= ny safety procedures would need to be established for the processing of crude oil using this method. Their setup was, by far, more simple than what occ= urs in an oil refinery fractional distillation setup.) |
|
If ti= me and materials are permitting, students may repeat the experiment using one of= the other fluids. Students can compare their results with each other concludi= ng the second test. |
|
Evaluate
|
Extend / Elaborate: Learn= ing Experience(s) Questions Use the following question=
s to
provide students with group research questions. |
Stude= nt Activity Student Response |
|
Chemi= stry Resea= rch the difference between crude oil refining and coal liquefaction (or coal-to-o= il processing. Focus specifically on how hydrocarbon structure is altered differently in each process. |
|
|
Physi= cal Science Resea= rch how seismology is key in locating potential oil wells either on land or under water |
|
|
Scien= ce Compa=
re the
local ecology is influenced when a company drills for crude oil vs. diggi=
ng
for coal. A specific focus could be on |
|
|
Compl= ete an in depth study on why drilling for crude oil adversely affects the underground water table and the surface ground ecology. Discuss the resid= ual effects of oil pollution in the water. |
|
|
Resea= rch the pros and cons of using gasoline vs. diesel fuel. Your research could also include alternate forms of fuel being developed for the future. |
|
|
Resea=
rch why
the once oil-bearing state of |
|
|
Social Studies Learn=
more
about the political and social influences on oil production with a special
emphasis in Resea= rch how important science technology is to the politics of producing oil (i.e. why must new technology be created in efforts to maintain peace in countries where pipelines traverse across?) |
|
|
Resea= rch if your local community might be considered a prime area for oil exploration. Answers may come from such individuals as geologists, scientists or seismologists. |
|
|
Find = out if your school's energy needs comes predominately from gas or electricity. Calculate how much your school uses each year from each respective source= of energy. What are some ways your school can economize on energy usage? |
|
Evaluate