Revisions to the ALASKA OIL SPILL CURRICULUM

by Elizabeth Trowbridge, Editor, Prince William Sound Science Center

Revisions are based on the original curriculum written by: Belle Mickelson, Elizabeth Trowbridge, P.J. Bauer, Bonnie Jason, Claudia Bain

DOES NOT CIRCULATE

11&1111111 - AND THE EX>

Published by The Oil Spill Recovery Institute EVOS Prince William Sound Science Center ENVED GC Box 705, Cordova, Alaska 99574 1552 (907) 424-5800 .A437 December 1995 1995

Qrtginal document published by the Prince William Sound Science Center in conjunction with Prince William Sound Community College April 1990 ACKNOWLEDGMENTS

I would like to thank the many people, agencies, and organizations that helped with this project.

Many thanks to the people who reviewed the original curriculum and offered ·valuable suggestions for incorporation into the revised curriculum. Most of these comments have been included in the revised lessons. Numerous reports, articles, books and materials have been published since the 1989 Exxon vaidez oil spill. I have tried to update the bibliography as best as I could, although I know there are probably many items I _have missed. H you know of a good item that should be included, but is not please contact me :So we can make others aware of the resource. So much has been done in the area of oil spills that a simple literature search in your local library willlikelybringmanyresourcestoyou. Also, contact humanresourcesinyourcommunitywhich may have experience with oil spills and can either provide information or come to your classroom for a visit. -

I would like to specifically tharik the following individuals who took much time to carefully review these lessons, write responses and revisions, and offer assistance: Mr. Bruce McKenzie, Manager of Planning & Development, Alaska Clean Seas; Dr. Ray Jakubczak, BP Pipelines (Alaska) Inc.; Dr. Gary Stringer, Department of GeoSciences, N.E. Louisiana University; Dr. John Goering, Ph.D., IMS/UAF School of Fisheries & Ocean Sciences; Mr. Alan Mearns, NOAA/ HazMat Division; Dr. Tom Royer, Ph.D., IMS-UAF, School of Fisheries & Ocean Sciences; Ms.' Sydney Stevens, Instructor, Alaska Science Consortium; and Ms. Patty Ginsberg, Communica­ tions Information Specialist, Regional Citizens Advisory Council.

Administrative and technical support was provided by Kristin Smith, Erin Cooper, Robin Doane-Irving, Bonnie Edmundson, Steve Bodnar, Teresa Robertson, and our 1995-96 Student Work Experience (SWEP) high school student, Jodi Pirtle.

Funds were provided through a grant from the Prince William Sound Oil Spill Recovery Institute, P.O. Box 705, Cordova, Alaska. '

ARLIS Alaska Resources Library & Information Services Anchorage, Alaska

Alaska Oil Spill Curriculum 7-12 Revised 12/95 · ARLIS 2 Alaska Resources library & lnforrriation Setvl~ library Building, Suite 111 3211 Providence Drive Anchorage. AK 99508-4614 INTRODUCTION

This document is a 1996 update of selected lessons from the Alaska Oil Spill Curriculum. The Curriculum was originally published in the spring of 1990 as an effort to provide effective, usable lessons and information to schools in Alaska and around the nati~n about the hazards of oil spills. The lessons included provide many different levels of knowledge: increasing students' awareness of their surrotinding environment, understanding the techriical aspects of oil spills and hazardous waste use, exploring the potential impacts of oil on the wildlife and environment and teaching wise decision making skills. The original curriculum provided lessons from understanding habitat to conducting exercises about energy conservation.

Since the Exxon Valdez oil spill there has been much research conducted and advances made in the areas of technology and prevention. The revisions to these five lessons incorporate new developments as well as some of the "lessons" that were learned by' the many scientists and workers involved in the oil spill. Due to budget constraint.s, only those lessons having the greatest potential for changes or new developments were revised. These lessons will help students to understand the details about the oil spill, problems associated with cleaning up a spill and technological advances that have been made since 1989. We also look at the potential impact oil spills can have on wildlife. ·

The underlying premise is not that oil is bad, but that because we are people dependent upon petroleum products, we should understand what petroleum is, its potential impact, preventive measlires that can be taken to decrease consumption and demand, and safety measures in place for the transport and export of crude oil and petroleum products. We hope that students (and all those involved) learn lessons from oil spills so that future spills can be avoided.

I have tried to make the revisions to the Alaska Oil Spill Curriculum as objective as possible and the activities exciting. Please insert these revised lessons and bibliography into your complete curriculum. Those of you who have the 4-6 grade curriculum will be able to use these lessons with some adaptations. We welcome suggestions for improvements, inclusion~;" and other revisions.

. ' ' . .

. '• .·:. '' !'. ·i • ~' ' •

Alaska Oil S ill Curric~lum .., 7-12 Revised 12/95 . , 3 I' : . I'• •• J

'•' \. ALASKA OIL SPILL CURRICULUM Comprehensive Table of Contents

INTRODUCTION ...... i-v

MAPS ...... u ...... : ...... : ...... vi-ix

PRE-SCHOOL ...... 1-38

K-3 ...... 1-32

4-6 ...... 1-94

7-12 ...... 1-134

APPENDICES

Bibliography & Resources ...... 1 a-12a (Revised 12/95)

Newspaper Articles ...... :...... 1 b-34b

. . Changing Oil in Changing Times ...... ~ ...... 35b-42b

Eco - Care ...... 43b-44b

The How's and Why's of Recycling ...... 45b-46b

! ~ 1· •Mi ~, CX) I

.o81 It) . It) I I'­ . (t) ') M J ) J Alaska Oil Spill Curriculum """ 7-12 Revised 12/95 4 J ALASKA OIL SPILL CURRICULUM Table of Contents 7 - 12th Grade •

Investigating the Oil Spill ...... •- ...... ,..... 1-2 Alaskan Economy and Oil ...... _...... 3-4 Alaskan Oil Finance ...... 5-6 Oil Spill Humor ...... 7-8 * Sheen - Oil - Mousse··-·- ·-····-...... __...... ,...... -·· ······-····-··-······················ .. ················-············· 9-12 *Clean-Up Technology -...... _ ...... - ..... _...... _.______,...... - ...... 3-16 *Critter Clean-Up----····-········-·-·-····--···-····-····-·-····-·-···... · ···-····-·······...... _...... -...... 17-20 *Mapping the Spill ...- ...······- ····...... ---···-- ··--··...... ·-··········-·-·-·····-······-·-··· .. ················-·································· 21 -26 Chemicals in Oil ...... -. 27 The Chemistry of Oil ...... 29-31 Fractional Distillation of Crude Petroleum ...... 32 *Oil's Eft'ects on the Marine Environment ...... _...... 33-34

Oil in the Marine Environment ...... m ...... 35-38 Model Tankers ...... 39-40 Wildlife Field Guide ...... 41-45 Wildlife Word Search, Wildlife Worksheets, Vertebrate Species Potentially Impacted Intertidal Zones ...... - •...... •...... •... 53-54 Intertidal Zonation " ...... 55-58 Wildlife Rescue ...... , ...... , ...... 59-60 Wildlife and Oil, Oil in the Food Web, Wildlife Rescue Information ...... 61-64

RESEARCH-The Sea Otter Project ...... M ...... 65-67 Field Trip to the Beach ...... 69-74 Volunteers Can Make a Difference ...... 75-76 Native Uses of the Coast ...... - ..... 77-78 Oil Spill Response ...... -...... 83-84 Bioethical Decision Making ...... •...... •.. ...•...... ••.... 85-86 Bioethical Decision-Making Model, 'T' Values ...... 87-90 Mock Senate ...... _ ...... 91-92 Mock Senate Guidelines, Mock Senate-Sample Bill, Federal Oil Spill Legislation Info Sheet, Proposed Alaska Oil Spill Legislation ...... 93-98 Oil In Your Community ...... 99-100 Petroleum Tree Handout, Petroleum Products Checklist, Home Energy Survey, Community Energy Survey ...... 101 -106 How Many Barrels Does My House Use ...... 107-108

Energy Conservation ...... ~ ...... ~ ...... m ...... 109-1 10 Energy Hog or Energy Hoarder, 5.5 Things You Can Do, Is Your House Drafty, Is Your School Wasting Heat ...... - ...... 111-118 Buying Guide For Energy Conservation ...... 119 Buying Guide For Energy Conservation, Energy Conservation Tips for Appliances, Thinking About Your Energy Use, A Case Study in Comparison Shopping, How to Figure Whether the Energy Efficient Model is a Better Buy for You, Average Life Expectancy of New Appliances ...... 120-128 Recycling ...... ,, ...... 129-130 Arctic National Wildlife Refuge Dilemmas ...... 131-134

* Revised 12/95

Alaska Oil S ill Curriculum 7-12 Revised 12/95 5 by Jane Middleton

Revised 'by Beth Trowbridge, PWS Science Cen­ ter, 1995 ·

SUBJECTS: Science, math

LESSON LINK: Chemistry in Oil, p. 27; The Chemistry of Oil, p.29

DURATION: 1 period

OBJECTIVES: 1) Develop an 1111derstanding ofthe physical and chemical changes that oil on water undergoes; 2) Discuss oil and how it changes over time, including: weather­ ing, evaporation, dissolution, emulsifica­ tion and spreading. 3) Investigate the Reprinbid from TM Bllsiaa/Oil Spill properties of spilled oil and its effect on Clmnup, by MeTvin I'. Fingas. Wayne S. Duval, Cail B. Stevenson, Environmen­ organisms. 4) Investigate the properties tal Protedion Service, Environment of the different fractions of spilled oil: Canada. 19'19. mousse, slicks, sheen, dissolved and dis­ persed; 5) Demonstrate mathematical skills necessary MATERIALS: to compute the size and thickness of an oil slick and 0 1 ml. lOW-40 motor oil graph data; 6) Develop a hypothesis regarding oil slick D 1 quart salt water dispersal, and physical and chemical obstacles to clean­ D Blender up. 0 1 large bowl D Eye dropper BACKGROUND: The Exxon Valdez oil spill was the O Graduated cylinder largest environmental disaster in the United States. O 1 large, flat pan or cafeteria The oil slick which formed after the spill immedi­ tray ately began to change physically and chemically. The D 1 small, flat pan or tray most toxic compounds in crude oil, the lighter fractions, D Timer/watch were the first to evaporate. These lighter fractions are 0 Journals/notebooks highly toxic and highly soluble in water. Much of the D Dry rocks very heavy beach impacts occurring within the first week were from crude and mousse-oil that never got to the thin film stage. A volumetri­ cally small amount ofoil spread out from the main slick as fingers ofa very thin iridescent sheen on the surface of the water. Many people are surprised to learn that this layer of sheen can be deadly to seabirds and other marine life. As oil on the water is agitated by weather, it changes over time to a gel-like substance

Alaska Oil S ill Curriculum 7-12 gr. -- Revised 12/95 6 called mousse. Mousse is an emulsion of oil in water. The viscosity can range from fairly fluid to very gooey or gel-like. A good example of an emulsion is oil/vinegar salad dressing and mayonnaise. Mayonnaise represents a stable emulsion, whereas oil/vinegar repre­ sents an unstable emulsion. Following the oil spill, the media featured pictures of dead birds covered with heavy oil or with mousse, leaving the impression that only the heavy fractions of oil were dangerous. There are many fractions of oil (see objectives) and each of these can be explored through experimentation in this lesson. (See also, "The Chemistry of Oil," which includes an exercise on the fractional distillation of crude petroleum.)

The simple experiment in this activity will help illustrate to students that the iridescent sheen which develops around their boats when they spill fuel or pump oily bilge overboard is also dangerous. Chronic non-point source oil pollution can add up to a lot of flow into a harbor or a marina. Ask your students how often they have witnessed this practice. You may develop a lively and productive discussion about ways to avoid fouling the water from fishing and pleasure boats. Perhaps students will be inspired to lead a harbor clean-up campaign complete with an educational program for harbor users.

PROCEDURE: 1. Begin lessons by determining students' existing knowledge base. Ask students what they have observed about oil and the different forms it can come in such as sheen, oil, and mousse. Ask what they already know and think about the effects of oil and how it reacts with salt water. Ask questions such as: "Once oil hits water, what happens? Is its consistency always the same? Do all oil/water mixtures react the same way in salt water? What about fresh water?" Expand the discussion to include speculation about humans and organisms who use or inhabit the water source.

2. Remind students that oil is toxic - a hazardous substance they should breathe as little as possible and not touch. (See section in original Introduction entitled "Warning: Oil ls A Hazardous Substance')

3. Divide students into cooperative work groups. Give each group a pan and,container of saltwater. Ifyou do not have saltwater available make a solution from water and table salt. Instruct each group to make an oil slick to demonstrate the way oil leaking from vessels spreads out to form a slick on the surface of the water. Pour a layer of sea water into the large, flat tray. Drop 1 millileter of oil on to the water's surface. Record the path of the oil spread and the time it takes to spread. One person should be the timer, one the measurer, one the recorder (draw in journals). Ifthere are extra people they can be extra observers or recorders.

4. Have students compute the area of the slick that forms. Remember that oil spilled on water does not spread out into an even layer on the water surface. About 90% ofthe oil will be found in 10% of the area covered by the spill. A small fraction of the oil spreads out into a very thin layer (a sheen). The majority of the oil stays together in long wind rows.

6. Determine thickness of oil Devise a way to measure the thickness of a Alaska Oil S ill Curriculum 7-12 Revised 12/95 7 sheen using the color variance as an indicator. Compare its measurement to the typical 2 rainbow sheen thickness of about 0.0003 mm which equals 0.3 cubic meters per km • Point out that it is pretty much impossible to recover oil when it has gotten to that level of thickness. Another way to calculate thickness is to know beforehand the area, and the volume of oil and then calculate the thickness. Is the oil in their oil slick recoverable?

7. Read the quote from Dennis Kelso, Commissioner of the Department of Environmental Conservation (DEC) found in the Curriculum introduction. Reflect on this quote in their journals. Discuss, as a class, the possible effects of minute amounts of oil in our environment.

8. Take the oiled water from procedures #2·4 and pour into a blender. Blend for 3 minutes. The froth which forms on top will be like a mousse (see note below). Have the students skim the froth off and measure its thickness and volume. Is it more or less than the amount of oil which was poured into the tray originally? Ask the students to speculate on what could happen to an oil slick at sea which is agitated by high winds and strong seas, as was actually the case with the Exxon Valdez oil in the Gulf of Alaska.

Thick mousse blew ashore and remained in the intertidal areas. Pour some of your mousse-like froth onto a few dry rocks to illustrate its tendency to cling to the shore rather than wash back out to sea. (Save your oiled water and rocks for Critter Clean-Up and Clean-Up Technology-the next two activities.)

Please note: Mousse is an emulsion of water-in-oil and is produced over periods of days as oil absorbs water. It is not truly a mixture of water, oil and air such as created using an egg beater or blender.. Mousse actually has very different physical properties than a foamy mixture and thus has different consequences for spill clean-up. To effectively create mousse you must let oil stand in water for several days.

Performing this comparison could be a valuable experience for advanced work on the effects of oil on water. Do a comparison chart on thickness and volume, record the data and then use it to speculate about ease of clean-up and the difference between foam and emulsion. To explore evaporation use oil on water mixture· and_mousse-like mixture to conduct evaporation experiments over time. Record measurements in journals and construct time-dependent evaporation curves for different types of oil under different conditions.

9. Have students summarize what they have learned in their journals. How have their impressions of the oil spill changed?

EXTENSIONS: A. Follow-up this activity with Critter Clean-up, Clean-up Technology, and Oils Effect on the Marine Environment.

B. Use NOAA's ADIOS (Automated Data Inquiry for Oil Spills program) to look at how type of oil, sea state and temperature affect evaporation. Make assumptions for practice modeling. Alaska Oil Spill Curriculum "" 7-12 gr. Revised 12/95 8 [ CRITTER CLEAN-UP Adapted from: Sea World Education, used with permission.

Revised by Beth Trowbridge, PWS Science Center, 1995

SUBJECT: Science

DURATION: 1 period

OBJECTIVES: Students will: 1) identify ways oil spills can affect wildlife adversely; 2) dem­ onstrate a variety of ways humans can remove oil from birds' feathers, animal fur, hair and leather; 3) graph data collected on injured wildlife species.

BACKGROUND: The impacts of environmental pol­ MATERIALS: lution are often difficult to see. A major oil spill, D Heavy weight motor oil however, provides dramatic evidence of potential D 4 hard boiled eggs impact to wildlife. Examples include damage to D Small container feathers, killing of embryos when oil seeps into D Rubber gloves eggs, suffocation of fish when gills are clogged, and D Cooking Oil death to marine and terrestrial animals by ingest­ DPaprika ing food and water contaminated by the oil. D Five large bowls People are involved in efforts to prevent oil D Water(Youmaysubstitute spills and their consequences. They also are in­ leftover oil slick from Sheen­ volved in efforts to "clean up" after such spills take Oil-Mousse lesson) p!!ce. Such actions are not always successful, and D Three types ofdetergent: a sometimes they have unfortunate consequences as mild hand soap, a powdered well. For example, the process of using detergents laundry detergent, and a to clean oil from the feathers of birds may also grease-cuttingdishwashing damage the birds' feather structure and arrange­ detergent ment and thus the birds' waterproofing. Birds may D Feathers also be more susceptible to disease during this time OLeather of stress, and may be weakened to the extent that OF'ur it is more difficult for them to secure their neces­ D Hand lens or microscopes sary food and water. Also, food and water quality D Paperorjournals may be affected. D Pencils Oil spills are just one example of the kinds of D Newspapers pollutants that can have adverse short and long­ D Oil absorbant pads ti"ll effects on wildlife, people and the environ­ DFunnel ment. The impact of DDT on food chains is well- D "TheTraumaofBeing Cleaned"

Alaska Oil S ill Curriculum 7-12 Revised 12/95 9 known. DDT's influence on thinner egg shells in bald eagles and other birds is well documented. Pollution is just one factor which contributes to threatening, endangering, and eliminating species of flora and fauna.

PROCEDURE: 1. Before class, fill the five bowls with water. In the first bowl pour a slick of cooking oil mixed with 2 tbsp. of paprika (to give the oil color and make it easier to see) on the surface. (You may also use the leftover oil slick from the Sheen-Oil-Mousse lesson). Leave the second bowl as just plain water. Label the other three bowls #1-3. Dissolve a tbsp. or two of one of the detergents in each bowl. Do not let the students see which solution is in which bowl. (They are secret or mystery solutions.)

2. Put enough motor oil-in a small container to submerge three hard-boiled eggs. Take another egg and roll briefly in the oil and then leave it on a newspaper for 30 minutes. Put the eggs under a good light and watch closely. Remove one egg after five minutes and examine it-before, during and after peeling off the shell. Try to remove the excess oil from the outside before attempting to peel the egg. Remove the second egg after 15 minutes and the third egg after 30 minutes, repeating the procedure, examining each carefully. Compare the results to the fourth egg which was merely dipped in the oil. Discuss observations. What effect could oil have on the eggs of birds nesting near the water? Warn students that motor oil is a toxic substance. Students should wear protective gloves and avoid directly touching and breathing fumes.

3. Examinesamplesoffeather,leatherandfurwithahandlens. Sketchwhatyousee. Dip each one in the second bowl of plain water for one or two minutes, and examine again with a hand lens. Sketch·and compare to the original observations. Place each one sample in cooking oil for one or two minutes, and then examine with a hand lens, sketch and compare with other sketches. Try to clean each sample dipped in oil with plain water. Record what happens to each sample. Don't create your own oil spill by letting the oily water go down the drain.

4. Now have the students try to clean their samples in each ofthe detergent solutions. Try one sample per detergent. Ask the students to write down which detergent (solution #1, #2, or #3) worked the best. Let the students compare their results and record them on a data sheet or in their journal. Discuss changes in the samples after exposure to oil and then to detergents. What effect could these changes have on normal bird or animal activity?

5. Reveal the names of the detergents and the containers that held them. Which detergent was the most effective? The Bird and Otter Rescue Centers in Alaska used Dawn Detergent. How do their results compare with yours? Explain that detergents are like dispersants. They break up the oil, but the hydrocarbons in a natural ecosystem would still be in the water column and would end up in the sediments. The toxic compounds released in the water column also have the P.otential to travel through the food chain by affecting the minute plants and animals on which larger fish, birds and mammals feed.

L~ Alaska Oil Spill Curriculum 7-12 gr. Revised 12/95 10 6. Pour your remaining oil back in its original container using a funnel. Save your oil and water mixtures for the next activity "' Clean-Up Technology. Be sure to keep the oil/water mixture separate from the oil/water/detergent mixtures. Dispose of oily waste properly so they do not end up in the landfill and the water. (See the directions in the introduction for proper disposal recommendations).

7. Discuss what could happen to a bird, an otter or a seal in an oil spill. Why are feathers, fur and leather important to wildlife? How do birds clean their feathers? What might happen if a bird ingested the oil? How do sea otters clean their fur? What would happen if a sea otter ingested oil? Discuss possible impacts on other wildlife species, on humans, and on the environment. What trade-offs are involved? What are other examples of human-caused pollutants that can have negative consequences for wildlife, people and the environment? What can you do to help with these problems?

8. Discuss how people try to save birds caught in oil spills. Does handling birds cause problems? (stress) Could detergents be harmful to the birds? What ingredients are listed on the package? Are they safe for animals? Marine birds need waterprooffeathers. Would their feathers be waterproof after cleaning? Is cleaning the bird the best option? What about triage -the intentional (but painless) killing of animals? What are some factors which may need to be taken into account before deciding the best action for animals caught in an oil spill? Answer these same questions for other animals.

9. To evaluate students' understanding have them answer these questions in their journals: a. How could an oil spill affect the success of birds nesting near the water? · b. Describe some possible effects of oil on a feather. c. Explain why the effects of oil are different from those of water. d. Describe some possible negative effects of three other human-caused pollutants on people, wildlife and the environment.

EX.TENSIONS: 1. Science/language arts. Investigate why and where oil spills occur. What kinds of animals are found in these places? What kinds ofrescue and cleaning techniques have been tried and how successful have they been? What were the results of the Alaskan Bird and Otter Rescue Centers?

2. Science/language arts. Ask each student to write a report, summarizing the findings of the experiment as well as making recommendations. Refer to the Wildlife Rescue activity on page 59 of this curriculum.

3. Choose references from the Bibliography and Resources list or conduct a literature search through your local library on impacts of oil spill on wildlife. Research a species of wildlife and determine the impacts of the Exxon Valdez oil spill. Report on scientific research conducted and the findings. Visit the Oil Spill Information Center's web page on the World Wide Web. The addres~ is http://www.alaska.net1-ospic.

Alaska Oil S ill Curriculum Revised 12/95 11 GRAPH THIS CHART Species of Dead Birds Retrieved after the Alaskan Oil Spill, 1989

TABLE 1. Proportions(%) and total numbers of birds retrieved from Prince William Sound (PWS), Kenai Peninsula (KP), Barren Islands (Bl), Kodiak (KOD ), and the Alaska Peninsula (AP) between 25 March and 13 October, 1989.

ToW Area Total Species before after group PWS KP BI AP KOD Augl Augl Loons 8.7 1.8 0.3 0.4 <0.1 1.5 <0.1 Grebes 11.8 1.6 0.2 0.3 0.1 1.7 <0.1 Procellariids 0.4 4.8 0.7 1.1 4.9 2.9 50.7 Cormorants 16.0 4.3 0.4 0.6 0.7 3.0 1.0 Sea Ducks 24.9 8.4 0.7 1.6 0.7 5.3 0.3 Gulls 1.8 5.5 0.5 1.2 2.4 2.4 216 Murres 15.2 58.l 88.3 89.0 84.6 73.7 7.1 Murrelets* 11.6 4.9 3.7 0.6 0.5 2.2 2.0 Guillemonts 4.7 4.6 1.2 1.6 0.8 2.2 0.4 Puffins 0.0 1.5 0.2 .2 1.4 0.9 13.8 Other alcids 0.8 1.6 3.6. 3.3 2.9 1.7 1.7 Other birds 4.1 2.9 0.7 0.1 0.9 2.5 1.3

Total numbers Retrieved 3,358 6,225 2,163 8,881 8,548 29,175 6,940 Identified 2,882 5,174 1,922 8,691 8,200 26,869 6,238

*Includes 167 old carcasses that were oiled and apparently killed before 1 August, but retrieved after 1 August. Total does not include 31 oiled birds found on Middleton Island and 1,091 birds that died at oiled-bird rehabilitation centers. *Brachyramphus murrelets only.

Reprinted from AUK 197(2)"1mmediatelmpactoftheExxon Valdez Oil Spill on Marine Birds" by J.F. Platt, C.J. Lensink, W. Butler, M. Kendziorek, and D.R. Nysewander.

Use this chart to construct a graph of bird casualties discovered immediately following the Exxon Valdez oil spill. Compare these figures to other figures available from research con­ I ducted following the Exxon Valdez oil spill. See the Appendix for a complete list of research ) conducted by scientists funded by the Exxon Valdez Oil Spill Trustee Council.

\

_( Alaska Oil S ill Curriculum 7-12 gr. Revised 12/95 12 J Adapted from Alaska Science and Marine Science Project: FOR SEA Poulsbo, Wash­ ington 98370.

Revised by Beth Trowbridge, PWS Science Center, 1995 with background information provided by Bruce McKenzie, Alyeska Pipeline Company.

SUBJECTS: Science

DURATION: 1 period J OBJECTIVE: Students will: 1) evaluate I various clean-up techniques and their re­ spective efficiency; 2) demonstrate use of various clean-up techniques for an ex­ perimental oil spill; 3) discuss the causes and effects of ocean pollution......

BACKGROUND: Many different clean-up techniques were used following the Exxon Valdez oil spill. Below is a brief discussion of MATERIALS: each technique. For more detailed informa­ D *Salad oil *These item.scan be D *Paprika replaced with th~ oiled tion on various clean-up techniques and their water from previous merits, see references sited in the bibliogra­ D *Motor oil experiment.sifdesired phy. D Eye dropper There are basically four ways to clean-up Clean-upmat.erials: oil spills. These are: mechanical containment D Nylonnet and recovery, dispersants, burning and shore­ D Nylonhose ·- line clean-up. D Styrofoam Mechanical skimming of oil is consid­ D String ered the response method least harmful to the D Straw environment by the State ofAlaska. However, D Detergents it requires large quantities of equipment and D Popsicle sticks personnel. It is a multi-stage process that can D Seaweed/pondweed be time consuming and has several potential D Absorbant pads bottlenecks in which the system can break D Fan (optional) down. First you need to contain the oil; then Worksheet: you need to recover it, store it temporarily, D Clean-up Data Sheet treat it (remove the water) and then dispose of it. In each stage you handle the oil; equipment and personnel are needed. The operation will be hampered if, in any stage, the system breaks down. Equipment used can include

Alaska Oil S ill Curriculum 7- Revised 12/JS 13 skimmers, booms, suctioning devices and buckets.

Chemical Dispersants are used to break oil into small droplets in the upper part of the water column. They cause a change in the surface tensiOn between the oil and water which allows it to disperse into the water column. This speeds up natural dispersion, degradation and evaporation. To be effective, dispersants must be applied soon after a spill, since weathered oils are hard to disperse. Dispersants should be used in deep water, where the oil can mix into the water column. In addition, mixing energy from wind and waves is needed. Early dispersants were more toxic than the oil they were used to disperse. Much work has been done on reducing the toxicity ofdispersants. In addition, pre-approval is required from the government before dispersants can be applied on a spill.

Shoreline Clean-up involves the physical removal of oil from beaches. This is the most labor and equipment intensive response method and techniques must be chosen carefully. Removal of oiled sediments can sometimes create environmental problems such as beach erosion. Running heavy equipment on shorelines can sometimes do more damage than the oil. Severa.I shoreline clean-up methods are available. Factors such as beach type, location, type of oil, and the equipment and manpower available will determine what methods are used.

In-situ Burning involves burning the oil in place. This can create a temporary air pollution problem that may pose a risk to people exposed to the sinoke. Unwanted fires can also happen. Burning works best on fresher oil and specialized equipment and trained personnel are necessary. It is considered the most efficient clean-up technique and can remove up to 98% of the oil.

Another response, not always recognized, is "no response." There may be several reasons for this decision; 1) the weather conditions may 'preclude response, 2) the risk to response personnel, from a safety point of view, may be felt to be extreme, 3) there may be limited resources to respond to all areas requiring clean-up, and 4) it may be determined that response activities would be more disruptive than the actual oil that was spilled. After the Exxon Valdez spill, the National Oceanic Atmospheric Administration (NOAA) studied sites that were not cleaned, and documented considerable survival and recovery of marine life at these sites.

Citizen clean-up programs after the Exxon Valdez oil spill involved many different techniques such as oiled seaweed pickup on the beaches. Seaweed is a natural oil collector so the more picked up meant that less oil spread to other bays and estuaries. Pom-poms made ofoil absorbant material were also used to pick up oil. Bioremediation, the use offertilizer to increase the populations ofoil eating bacteria, was another technique that was tried. Also, a rock washing program was developed where rocks were cleaned by tying them up in specially designed bags so the ocean's.tidal action could wash them. Oil absorbant pads were used to wipe off rocks individually and for general clean-up, i.e. boots of oil spill workers. ·

Alaska Oil Spill Curriculum ..,, 7-12 I Revised 12/95 14 J Discuss with students how they would determine whether the spill was clean enough, and how clean is "clean enough"? This is an area of debate among scientists and agen~y representatives who disagree about defining "clean."

PROCEDURE: 1. Introduce the lesson to students by explaining to students that they will investigate various clean-up products and methods such as: skimmers and booms, dispersants (detergents), oiled seaweed or pom-poms, absorbant pads, suctioning (eyedropper), and collecting with buckets. Discuss with them creative solutions to cleaning up oil spills. Allow them to list alternative methods and experiment with them during the following exercise. The problems they will face will be similar to those that occurred in Prince William Sound in 1989.

2. Place a tablespoon of salad oil (mix with paprika if desired) in the water. First try containing the oil spill with booms. Decide on one material to use as a boom, and use it to contain the oil spill. How well does it work? What ifthere was rough weather? Simulate rough weather by blowing over the surface, or fanning the surface with a card. Have students record their results on the Clean-up Data Sheet.

3. Now use at least two other techniques for cleaning up the oil spill such as dispersing the oil and absorbing the oil with various materials. Use a watch to determine the amount of time it takes to clean up the spill. Record your results on the data sheet.

4. Now perform the same procedures using f!.. heavier oil such as motor oil. You can use the oiled water from your previous experiments. Are there differences in the amount of time or materials necessary to clean up heavy oil?

5. One of the conditions that hampered the Prince William Sound oil spill clean-up was rough weather. Set up the experiment again, and simulate rough weather by blowing over the surface or by moving a card through the water. Repeat two of the techniques with heavy oil and rough water. Record the data. Encourage students to experiment with various materials or to design their own clean­ up device or technique.

6. Clean up the lab stations and dispose of the oil and oily waste properly. (See instructions in the Curriculum Introduction.) Now discuss, or have students answer the following questions in their journals:

A. With which method were you able to most rapidly clean up the oil spill? B. Ocean spills are often contained by placing booms, or barriers around the oil. What types of booms did you use to contain your oil spill? How well did they work in rough weather? C. Which of the techniques removed oil by absorption? D. Some people say that absorption techniques simply move the oil spill from the water to the land. What do you suppose they mean?

. Alaska Oil Spill Curriculum .. 7-12 gr. Revised 12/95 15 E. What effect did detergent have on your oil spill? F. Did the detergent make your clean-up technique more effective or less effective? Please explain. G. Detergents are useful in cleaning because they kill bacteria. Does the fact that detergents kill living things present any problems when detergents are used to clean up oil spills? Please explain. H. Fire is another technique often used to remove oil spills. The oil spill is ignited and allowed to bum. Unfortunately, oil will only bum when it is fresh because the volatile aromatics will evaporate quickly. Where does the oil from the water go when it is burned? What kind of problems might this cause?

7. Use the Ocean Oil Pollution worksheet to discuss other sources ofoil pollution. List ways each of us can help to prevent oil spills. Use DEC's "Changing Oil In Changing Times" booklet found at the back of the Curriculum to further explore oil pollution.

8. Have students use their journals to summarize, in one or two paragraphs, what they have learned about oil spill clean-up. Be sure to include environmental factors that can influence clean-up efforts and oil composition. In a third paragraph, have them state their opinion of the best techniques to clean up an oil spill.

EXTENSIONS: 1. Design a clean-up device specific to your area. 2. View the In-Situ Burning video produced by Bruce McKenzie, Manager, Planning & Development, Alaska Clean Seas. Contact Alaska Clean Seas, Pouch 340022, Prudhoe Bay, Alaska 99734-0022 to obtain a copy of this video .

.. Alaska Oil S ill Curriculum 7-12 Revised 12fJ5 16 Estimate% Time to Clean of oil Comments: (e.g. messy, left Material UoSoill cleaned up with oily straw, etc.)

Light Oil

Heavy Oil

Heavy Oil and Rough Water

Heavy Oil plus Detergent

Reprinted from: Alaska Science, Centralized Correspondence Study, Alaska Dept. of Education.

Alaska Oil S ill Curriculum 7-12 Revised 12/'JS 17 by Dr. John Morack, Physics Dept., Univ. of Alaska, Fairbanks.

Revised by Beth Trowbridge, PWS Science Center, 1995

SUBJECTS: Physical science, ge­ ography, mathematics

DURATION: 1-2 periods

OBJECTIVES: Students will .. 1) demonstrate an understand­ ing of a scale drawing or a map; 2) demonstrate an understanding of the concept of area by using proper measurement techniques; 3) explore the uncertainties associated with experimental data and develop possible solutions.

BACKGROUND: The maps provided were produced from three different overflights: by Exxon, ADEC and NOAA. MATERIALS: This is a good example of how data collected can vary D Overflightmaps depending on the researcher. These overflight maps are D Grid reproduced from the same day yet they show varying amounts ofoil on clear plastic or in Prince William Sound. overhead D Alaskamapor PROCEDURE: globe 1. Begin by showing slides or photographs of an oil D Oil spill maps slick. Discuss what students think they are seeing and D Slides or photo­ what they actually are seeing. Note the differences in graphs of an oil observations and conclusions drawn by the students. slick Compare this to the differences in maps produced by the agencies in this lesson. Discuss prior knowledge of oil spills and how they spread. What do they think will influence spreading? What might be an obstacle to mapping a spill?

2. Take one of the overflight maps and show the students on an Alaskan map or a globe what this enlarged map represents. Discuss the meaning of drawing the maps to different "scales." Possible discussion questions: a.) Why do we make maps in different sizes? b.) How can we take a part of the surface of a globe and draw it on a flat surface? c.) What does the label 147° on the map mean?

Alaska Oil S ill Curriculum 7-12 Revised 12/95 18 3. Introduce the operational definition of an area: ~!!~\ a.) Define a standard area (one of the squares on the plastic grid). In this c~e the standard is quantified as 1 square mile. This standard is arbitrary and you could:Eloose some other grid if you wish. b.) Place the grid over the unknown area and count the squares (estimatmg the fractions ofsquares) that cover the area. This sum is what we call the area and it should have the units of square miles (or other quantity if you use another grid).

4. Have all the students (or groups of students) perform this activity on one of the oil spill maps to determine the size of the spill on the afternoon of March 26, 1989. Possible discussion questions: a.) Why can't we use LxW to determine the area in this case? (The reason LxW cannot be used in this situation is that the oil spill has too many fingers and extensions that don't fit into a simple LxW equation.) b.) How could you measure the area on a map of different scale? (Note: "different size" is not the same as "different scale.")

-~ 5. Make a histogram of the students' area measurements of the oil spill for each of the three oil spill maps. Along the horizontal axis you should plot a linear scale that encompasses all the area values that the students have measured. Divide this scale up into approximately eight equal segments. Each segment will encompass a range ofarea values. Determine the number of measurements that fall in each range and plot as a bar graph. For example, if three measurements fall in one of the ranges, then you should plot a bar of height 3 for that segment. The bar chart shows that you get a spread in the data when · you make a measurement. Determine the average ofthe data values and indicate it on the bar graph at the proper place. The measured value for each area should be the average value calculated (or estimated from the bar graph) along with pl us and minus values which are large enough to include all of the actual data. The plus and minus values indicate the maximum uncertainties in the data.

6. Using the wind data provided, construct a time history of the slick and what wi:qJ.is did to it. Ocean current information is not available.

7. Use the following discussion questions to evaluate student understanding of the lesson's objectives: _ a.) Where does the average value fit on each bar graph? Why is it near the middle of the data? b.) Why are the area values for each oil spill map so different when the maps were drawn at approximately the same time? c.) What kind of conclusions can one draw concerning the method used to map the spill? How might this procedure be improved in the future? How might the class insure that different techniques are used in future spills?

EXTENSION: 1. Invite a government or industry person to the class to discuss how the oil spill was tracked and mapped.

Alaska Oil S ill Curriculum " Revised 12/95 19 by Elizabeth Trowbridge

Revised by Beth Trowbridge, PWS Science Center, 1995 MATERIALS: D Excerpts from the following SUBJECTS: Chemistry, biology articles: D "Oil in the Marine Environment" LESSON LINKS: Chemicals in Oil, p. 27; The by Dr. Riki Ott Chemistry of Oil, pp. 29-31 D "Fate of marine Oil Spills" by Dr. Doug Wolfe DURATION: 2-3 periods D "Effects of Marine Oil Spills" by Dr. Alan Mearns OBJECTIVES: Students will 1) demonstrate D Oil Vocabulary List an understanding of the chemistry of oil by D Journals or notebooks conducting basic experiments on different forms of oil; 2) analyze potential effects of oil on a marine environment by reviewing papers written by science experts preceding and following the Exxon Valdez oil spill.

BACKGROUND: Crude oils vary greatly in their properties, and crude oil spills behave differently because of these inherent oil property variations. For example, some crude oils tend to emulsify strongly and quickly when spilled (within a few hours), while others are slow to emulsify. Knowing whether an oil emulsifies quickly or not is very important because emulsification dramatically affects the feasibility of both dispersant-use and in­ situ burning, the rate at which the spill can be skimmed, the types of skimmers that can be used and the ultimate fate of the spilled oil. Similarly, crude oils with high pour points behave very differently than otherwise similar oil that have lower pour points; the former tend to gel quickly and persist on the water surface. On the other hand, very light oils and condensate, when spilled, can evaporate and naturally disperse so quickly as to make conventional spill countermeasures unnecessary.

Note: We have found it useful to precede this lesson with "Chemicals of Oil" and "The Chemistry of Oil."

PROCEDURE: 1. Introduce the students to the background information on properties of oil. Review previous lesson results and common oil vocabulary. Hand out the vocabulary list and have . students research definitions prior to readingthe following articles, or have them complete the worksheet while reading the articles. Most of the definitions can be found within the articles or in the publication, ''The Basics of Oil Spill Clean-up," by Environment Canada.

2. If you are unable to do the lessons that were recommended to precede this lesson, you may want to conduct the following lab demonstration, suggested by Bruce McKenzie, Alyeska Pipeline Service, to show the varying viscosity characteristic of common liquids at room temperature. A demonstration such as this will provide an excellent example of

Alaska Oil Spill Curriculum ... Q p V 7-12 gr• Revised 12/95 20 how liquids with varying viscosity spread on water. Listed below are a few different Hdwds. · and their viscosity levels. · -;~(. )::.,.~~. Liquid Viscosity (cP) Water · 1 Kerosene 10 SAE 10 motor oil . 100 Glycerin or castor oil 1,000 Com syrup 10,000 ·Molasses 100,000 Peanut Butter 1,000,000

Viscosity is probably the most important oil property from the perspective ofspill behavior because it is the predominant factor that: · *controls oil spreading (more viscous oils spread more slowly) *controls natural and chemical dispersion (more viscous oils are harder to disperse)~ *controls emulsification (more viscous oils form more stable emulsiops) *controls recovery.and transfer operations (more viscous oils are generally harder to skim and more difficult to pump) 3. Read and discuss the attached articles on the effects of oil on the marine environment. . These are fairly long articles, but they contain good information which can :q.elp students understand the potential impact of oil spills. The articles can also prov!de the basis for discussion on varying views among scientist on the effects of oil on the marine environ­ ment.

Dr. Ott-is a former gillnett fisherman. She is also the Cordova District Fishermen United's (CDFU) chief scientist, representing fishery interests to the oil transport indus­ try.

Dr. Doug Wolfe, recently retired from the National Oceanic & Atmospheric Adminis­ tration. He is one of the Nation's top experts on oil pollutfon and oil spills. He headed the Alaska Outer Continental Shelf Program in the 1970's and. early 1980's, was a key scientist in the Amoco Cadiz spill in France and in NOAA's Damage Assessment of the ·Exxon Valdez oH spill. He has piublished many articles on marine pollution and was lead author on the recent (1993) report in Environmental Science and Technology reviewing the .fate of the Exxon Valdez oil spill. A comparison of the information found in these articles would be a good critical thinking exercise and help develop analytical skills. You can also analyze the attitudes and perceptions of the two scientists.

· The paper by Dr. Alan Mearns, Chief Scientist for the NOAA Hazardous Materials Response and Assessment Division, begins to condense some ofthe information available on the impacts oftheEixon Valdez oil spill. Unfortunately, a good, concise report on::the impacts and effects ofthe spill is not available yet. Students' research could uncover p~:gers .'~w"

Alaska Oil Spill Curriculum Revised 12/95 21 and information-,. to contribute to a summary of the impacts.

Read the excerpts from "Oil in the Marine Environment," "Fate of Marine Oil Spills," and "Effects of Marine Oil Spills" in cooperative learning groups. Use the bubble diagram technique to discuss the content of the articles as a class.

Break up into groups of 3 or 4 students. Have each student take turns being the "teacher." Have the "teacher" assign a paragraph (or 2) for each student to read silently. When they've finished, the "teacher" asks one question about what was just read. The question should reflect the main idea of the paragraph read. Take turns being "teacher" following each paragraph read. After the groups have comp~eted the reading get back together as a class and use the bubble diagram method to outline the article and discuss the content. ·

3. Have students use the bubble diagram constructed as a class to outline the articles in their notebooks or journals, filling in any missing .pieces.

4. Ask each studeqt to come up with a definition or sentence describing a vocabulary word on the list. Secretly assign words to students. Collect these sentences/definitions and create a quiz or worksheet for the students.

5. Following the segment on oil in the environment, the Oil in the Food Web worksheet found in the wildlife section of this packet would be a good extension activity. (This worksheet is included with this revision packet. The entire lesson is in the full Curriculum on page 61 & 62)

COMPARISON OF TYPICAL PHYSICAL CHARACTERISTICS OF SELECTED REFINED PETROLEUM PRODUCTS AND CRUDE OILS Initial Specific Gravity API Gravity Viscosity Pour Point Flash Point Boiling Point · (15° C) (15° C) cs (38° C) oc oc oc.

Crude Oils 0.8 to 0.95 5to40 20to1,000 -35to10 variable 30 to 500 Gasolines 0.65 to0.75 60 4to 10 na -40 30 to 200 Kerosene 0.8 50 . 1.5 na 55 160 to 290 let Fuels 0.8 48 1.5 -40 55 160 to 290 No. 2 Fuel Oil 0.85 30 1.5 -20 55 180 to 3.60 (Furnace, diesel, stove) No. 4 Fuel Oil 0.9 25 50 -10 60 180 to 360 {Plant Heating) No. 5 Fuel Oil 0.95 12 100 -5 65 180 to 360 · (BunkerB) No. 6 Fuel Oil 0.98 10 300 to 3,000 +2 .80 180 to 500 (BunkerC)

Table excerpted from The Basics of Oil Spill Cleanup, by Mervin F. Fingas, Wayne S. Duval, Gail B. Stevenson, Environmental Protection Service, Environment Canada. 1979.

Alaska Oil S ill Curriculum .._ 7-12 Revised 12/95 22 OIL VOCABULARY crude oil: hydrocarbon: aliphatic: aromatic: napthalene: inorganic compounds: refining: evaporation/dissolution: dispersion: metabolism: mousse: zoo plankton: copepods: detritus: pelagic: benthic: acute exposure: chronic exposure: toxicology: carcinogen: teratogen: mutagens: parent compound: metabolite:

Alaska Oil Spill Curriculum 7-12 gr• Revised 12/95 23 Bibliography & Resource List

Books

50 Simple Things You Can Do To Save The Eanh, by The Earth Works Group. Box 25, 1400 Shattuck Ave., Berkeley, CA 94709.

Alaska Oil Spill Commission Executive Summary and Final Repon, Alaska Oil Spill Commission, 707 A Street, Suite 202, Anchorage, Alaska 99501. 1990. (Final Report is $50).

Alaskan Bering Sea Coastal Resources Manual, Norton Sound Region, Alaska Clean Seas, Anchorage, AK. 1987.

Biological Resources Atlas, Alaska Beaufon Sea Coastal Region, Volume//, Alaska Clean Seas Technical Committee, Alaska Clean Seas, Anchorage, AK. 1993.

Bioremediation Field Experience, by E.E. Jerger, & J.H. Exner, Edited by Paul E. Flathman, Lewis Publishers, CRC Press, Inc. 548pp. 1994.

Bioremediation Of Marine Oil Spills: A Review Of Current Developments, America North/EMCON, 201 E 56th Ave., Anchorage, AK 99518. 30pp. 1993.

Black Tides: The Alaska Oil Spill, Brian O'Donaghue, Alaska Natural History Association, P. 0. Box 1109, Girdwood, Alaska 99587. 40 pp. Includes many color photos. $7 plus $1 shipping.

Blueprint For A Green Planet, John Seymour and Herbert Girardet, illustrated by Ian Penney, Prentice Hall, New York. 1987. 192 pp. $17.95. Extensively illustrated with photos and line drawings. Ideal high school text for an energy conscious lifestyle.

Changing Oil In Changing Times, Department of Environmental Conservation, PO Box 0, Juneau, AK 99811- 1800. 12 pp. 1989.

Chemical Oil Spill Treating Agents: HerdingAgents, Emulsion Treating Agents, Solidifiers, Elasticity Modifiers, Shoreline Cleaning Agents, Shoreline Pre-Treatment Agents, and Oxidation Agents, Marine Spill Response Corporation Research and Development Program, Technical Report Series (93-015) 328pp. 1993.

Effectiveness of a Pes-51 in Removing Weathered Crude Oil from Subsutface Beach Material: results of a field study at Sleepy Bay on Latouche Island in Prince Willlarn Sound, by Mark Tumeo, Ph.D. & Joan Braddock, Ph.D., University of Alaska, Fairbanks. 59pp. 1994.

Effects of Petroleum Hydrocarbons on Alaska Aquatic Organisms: A Comprehensive Review of All Oil Effects: research on Alaska fish and invertebrates, conducted by the Auke Bay Laboratory, 1970-81, by Rice, S.D., et.al., NOAA/NMFS (QH 545). 1984.

Federal On Scene Coordinator's Repon: TIV Exxon Valdez Oil Spill, Volume I & II, United States Coast Guard, Department of Transportation, Washington, DC. 570 & 992 pages, respectively. 1993

Alaska Oil Spill Curriculum "' 7-12 gr• Revised 12/95 24 Handbook Of Bioremediation, by J.E. Matthews,, Robert S. Kerr Environmental Research Laboratory, Ada, Oklahoma. 257pp. 1994.

Harbor Seals Jn PWS, prepared by Kathy Frost, ADF&G & Jim Harvey, NOAA Fisheries, 1989.

Jn Situ Burning Guidelines For Alaska. Appendix 2, Annex F of the Alaska Federal/State Preparedness Plan for Response to Oil and Hazardous Substance Discharges/Releases: Unified Plan. - Alaska Regional Response Team. 1994.

Jn the wake of the Exxon Valdez: the devastating impact of the Alaska oil spill, by A. Davidson, Sierra Club Books, San Francisco. 1990.

International Oil Spill Statistics: 1994, by Jeff Welch, Oil Spill Intelligence Report, Cutter Information Corp., Arlington, MA 02174-5539. 1994.

Marine Mammals and the Exxon Valdez, edited by Thomas R. Loughlin, National marine Mammals Laboratory, Alaska Fisheries Science Center, NMFS. Seattle, WA. Academic Press, Inc. 1994.

Natural History Of Alaska's Prince William Sound, by Pete Mickelson, Box 325, Cordova, Alaska 99574. 217 pp .. 1989 (pre-spill) $9.95 plus $1 postage.

Oil Spill Response Considerations Manual, Alaska Beaufort Sea Coastal Region, Volume/, Alaska Clean Seas Technical Committee, Alaska Clean Seas, Anchorage, AK. 1993.

Oil Spill Response Requirements Related To Marine Mammals - Marine Mammal Commission, 1625 I Street NW, Washington D.C. 20006, 1989.

Out of the Channel, the Exxon Valdez Oil Spill in Prince William Sound, by J. Keeble, Harper Collins Publishers, New York. 1991.

Prince William Sound Environmental Reader 1989-E xxon Valdez Oil Spill, Nancy R. Lethcoe and Lisa Nurnberger, editors, Prince William Sound Conservation Alliance, P. 0. Box 1697, Valdez, Alaska 99686. 106 pp. 1989. $9.95 plus $2 postage ..

Questions About In-Situ Burning As An Open Water Oil Spill Response Technique, by G. Shigenaka, and N. Barnea,, National Oceanic and Atmospheric Administration, Seattle, WA. 42 pages. 1993.

Remote Sensing ofAlaskan Oil Spills, by William Stringer, University of Alaska Fairbanks. 54pp. 1995.

Response to Marine Oil Spills - The International Tanker Owners Pollution Federation, Ltd., Staple House, Stonehouse Court, 87-90 Houndsditch, London EC3A 7AX, UK. 2nd Edition. 1987.

Save Our Planet, by Diane MacEachem, Dell Trade Paperbacks.

Shipping Safety and America's Coasts - Richard Townsend, Townsend Environmental for Center for Marine Conservation, 1725 DeSales Street, Washington, DC 200636. 54pp. 1990.

Alaska Oil Spill Curriculum ., 7-12 gr· Revised 12/95 25 Smoke Plwne Trajectory from In Situ Burning of Crude Oil in Alaska, by Kevin McGrattan, Anthony Putorti, William Twilley, & David Evans, U.S. Department of Commerce, National Institute of Standards and Technol­ ogy, Gaithersburg, MD. 65pp. October 1993.

State/Federal Natural Resource Damage Assessment Plan for the Exxon-Valdez Oil Spill - 1989 Public Review Draft. Exxon Valdez Trustee Council.

Tanker Spills, Prevention by Design - National Research Council, Marine Board, National Academy Press, Washington, D.C. 350pp. 1991.

Technology Assessment and Research Program for Offshore Minerals Operations - Edited by J.B. Gregory, C.E. Smith, & E.J. Tennyson, U.S. Department of the Interior Minerals Management Service, Herndon, VA. OCS Study MMS 91-0057.

The Alaska Federal/State Preparedness PLanfor Response to Oil & Hazardous Substance Discharges/Releases. Unified Plan - Volume I - Prepared by the Alaska Regional Response Team, Alaska Department of Environmen­ tal Conservation, Ft. Richardson, AK.

The Basics of Oil Spill Clean-up, by M.F. Fingas, Duval,W.S., Stevenson, G.B. Environmental Protection Ser­ vice, Environment Canada, Quebec, Canada. 1979.

The Exxon Valdez Oil Spill: A Management Analysis. 1st Ed. by R. Townsend, & B Heneman, Center for Marine Conservation, Washington, DC. 239 pp. 1989.

The Exxon Valdez Oil Spill: Final Report, State ofAlaska Response, by E. Piper, Alaska Department of Environ­ mental Conservation, Juneau, AK. 184 pp. 1993,

The Exxon Valdez: A Management Analysis - Center for Marine Conservation, 1725 DeSales Street NW, Wash­ ington D.C. 20036. 239pp. September 1989. $12.

The Wreck of the Exxon Valdez TIV Exxon Valdez Oil Spill Chronology, Vol. N. by C.K. Richter, Alaska Depart­ ment of Environmental Conservation, Juneau, Alaska. 1990.

The Wreck of the Exxon Valdez, Implications for Safe Transportation of Oil, Final Report - Alaska Oil Spill Commission, State of Alaska, Juneau, Alaska.. 224pp. 1990.

Using Oil Spill Dispersants On The Sea - National Research Council, Marine Board, National Academy Press, Washington, D.C. 335pp. 1989.

White Silk and Black Tar, A Journal of the Alaska Oil Spill, by P. Spencer, Bergamot Books, Minneapolis. 1990.

Magazines

A Challenge Met: Fishermen Fight the Spill of the Exxon Valdez. Report from the Alaska Sea Grant College Program. 1985-1988, AK-ADMIN-18.

Adventures of Ranger Rick: Rick and the gang go to Alaska one year after the big oil spill. March 1990, Ranger Rick. National Wildlife Federation. pp. 29-32.

Alaska Oil Spill Curriculum Revised 12/95 26 Alaska's Big Spill-Can The Wilderness Heal? January 1990. National Geographic, 177:1.

Alaska, The Battle For America's Last Frontier. April 17, 1989. Time Magazine. pp. 56-66.

Audubon, Vol. 91, No. 5, September, 1989 Issue devoted to oil spill. National Audubon Society, 950 Third A venue, New York, NY 1OQ22. $4.

Audubon, Vol. 92, No. 2, March 1990 Issue devoted to recycling. National Audubon Society, 950 Third Av­ enue, New York, NY 10022 $4 ..

Buried Alive, The Garbage Glut: An Environmental Crisis Reaches Our Doorstep, Newsweek. November 27, 1989.

Checking The Oil One Year Later, May 1990. Alaska Fishermen's Journal, 13:5,

Fateful Voyage. July 24, 1989. Time Magazine, pp. 42-47.

Long, Slow Recovery Predicted For Alaska. 1989. Science. 244:22-23.

Oil Slick Science. Science & Children. 10/89.

Paradise Lost, by Tom Horton. 1989. Rolling Stone.

Paradise Lost. June 1989. Alaska Magazine.

Prince William Sound Hatcheries, A Model Of Success & Partnerships In Fisheries Enhancement. Alaska Fish & Game Magazine. 3-4/89 (pre-spill background).

Seizing On The Oil Spill. Newsweek. 4117/89.

Soiled Shores, by Holloway, M. 1991. Sci Am. 265:103-116.

Special Oil Spill Issue. July-August, 1989. Alaska Fish & Game Mag. ADF&G, Box 3-2000, Juneau, AK 99802. 37pp. $2.

Special Report Troubled Waters. Amicas Journal, Vol. 11, No. 3,

The Big Spill. April 10, 1989. Time Magazine. pp. 38-41.

The Disaster That Wasn't. U.S. News & World Report. 9/18/89.

The Future is Now. Newsweek. 9/18/89.

Time to run tighter ships on the high seas. 1993. New Scientist. 16:3-5,

Tragedy in Alaska, by Thomas A. Lewis. National Wildlife. June-July 1989,

Valdez: The Predicted Oil Spill. 1989. Science. 244:20-21.

Alaska Oil Spill Curriculum "' 7-12 gr• Revised 12/95 27 Various Oil Spill Back Up Information, Pratt Museum, 3779 Bartlett St., Homer, Alaska, 99603; a collection of papers, articles, references to research materials.

What Exxon Leaves Behind in Alaska, Newsweek. 9/18/89

Conjerence Proceedings

Prevention, Response, And Oversight 5 Years After The Exxon Valdez Oil Spill: International Conference Ab­ stracts. March 23-25, 1994 -Alaska Sea Grant College Program, University of Alaska Fairbanks. 1994.

Proceedings from the First International Oil Spill R&D Forum, June 1-4, 1992, McLean, VA-lnteragency Coordinating Committee on Oil Pollution Research, Technology & Management Services, Inc., Gaithersburg, MD.

Proceedings of the 1993 Oil Spill Conference (Prevention, Preparedness, Response), March 29-April 1, 1993, Tampa, Florida- Edited by J. Ludwigson, American Petroleum Institute, Washington, D.C.

The Cost of Oil Spills: Expert Studies Presented to an OECD Seminar. Edited by the Organisation for Economic Co-operation and Development (OECD), Paris, France.

Miscellaneous Papers & Reports

A Historical Analysis of Oil Spills from Tankers 1960 And 1965-1993, by Walter B. Parker Parker Associates, Inc., Anchorage, AK.

Annual Report of the State ofAlaska Hazardous Substance Spill Technology Review Council, 1994-95, by Alaska Department of Environemtnal Conser::vation, Juneau, Alaska. 1995.

Annual Report of the State ofAlaska Hazardous Substance Spill Technology Review Council, 1992-93, by Alaska Department of Environemtnal Conservation, Juneau, Alaska. 1993.

Disruption and Stress in an Alaska Fishing Community: Initial and Continuing Impacts of the Valdez Oil Spill, by J.S. Picou, Gill, D.A., Dyer, C.L., et al. 1992. Industrial Crisis Quarterly.

International Tanker Owners Pollution Federation LTD ( 1986): Fate of Marine Oil Spills, International Tanker Owners Pollution Federation LTD.,London.

Natural Resource Damage Assessment Draft Status Report 199J: Impact of Oil Spill on Juvenile Pink and Chum Salmon and their Prey in Critical Nearshore Habitats, by A. Wertheimer, Celewycs,A., Carls,M., et al. 1991. National Marine Fisheries Service: Auke Bay Laboratory, Juneau, AK.

Oil Pollution Research and Technology Plan for the Arctic and Subarctic, by G.L. Thomas, D.K. Salmon and R. Doane-Irving, Oil Spill Recovery Institute. 1995.

Oil Spill Case Histories 1967-1991: Summaries of Significant U.S. and international Spills - NOAA/Hazardous Materials Response and Assessment Division, Seattle, WA. Report No. HMRAD 92-11. 1992.

Alaska Oil Spill Curriculum "' 7-12 Revised 12/95 28 Questions About In-Situ Burning as an Open Water Oil Spill Response Technique, by G. Shigenaka, & N. Barnea. National Oceanic and Atmospheric Administration, Seattle, WA. 1993.

Ship Handling and Oil Spill Management Training Simulators for Use in Alaska, An Overview, by Walter Parker, Parker Associates, Anchorage, AK. 6pp. 1995

Shoreline Countermeasures Manual, by J. Whitney. Hazardous Materials Response and Assessment Division, National Oceanic and Atmospheric Administration. Seattle, Washington. 1994.

Social Disruption and the Valdez Oil Spill: Alaskan Natives in a Natural Resource Community. by C.L. Dyer, Gill, D.A.. & Picou, J.S. 1992. Sociological Spectrum. 12:105-126.

Summary ofEffects of the Exxon Valdez Oil Spill on Natural Resources and Archaeological Resources, Anon. March 1991.

The Fate of Oil in the Water Column Following Experimental Oil Spills in the Arctic Marine Nearshore, by B. Humphrey, Green, D.R., Fowler,B.R., et al. 1987. Arctic. 40:1. pp. 124-132.

The Promises Issue: Commitments And Representations by Alyeska and its Owner Companies Regarding the Trans-Alaskan Pipeline System, by Richard Townsend, Towsend Environmental, Otis, OR.

Bibliographi,f!s

Prince William Sound Oil Spill Recovery Institute maintains a library of oil pollution and oil spill related docu­ ments. For a current bibliography of library material write to them at P.O. Box 705, Cordova, AK 99574.

The Exxon Valdez Oil Spill Restoration Office maintains a bibliography of Exxon Valdez Oil Spill related literature. For a current bibliography contact the Oil Spill Public Information Office, Exxon Valdez Trustee Council, 645 G Street, Anchorage, AK 99574 1-800-478-7745

The Louisiana Applied Oil Spill Research and Development Program maintains an extensive oil spill R&D bibliography. It is available on diskettes, via E-Mail or as a hard copy. To obtain a copy contact them at LSU Center for Coastal Energy an Environmental Resources, Baton Rouge, LA 70803.

Vuleos and Tapes

Alaska Energy Education Series, Hydrogen Production, Hydrogen Fueled and Marine Engines, Hydroelectric and Geothermal Energy, Alaska Dept. of Education, PO Box F, Juneau, AK 99811-0500. 20 minute video segments on energy production and use in Alaska.

Alaska Oil Spill Documentation Team Compilation Video, 30 min. A series of informative segments dealing with various aspects of the spill and clean-up effort, presenting the State's viewpoint to the media and people outside of Alaska. Produced by the State of Alaska, Office of the Governor, Frontier Bldg., 3601 "C" Street, Suite 758, Anchorage, Alaska 99503 Attn: E.W. Piper, Special Assistant to the Governor.

Alaska: Technology And Time -Available for viewing at the Pratt museum, Homer, AK upon request.

Alaska Oil Spill Curriculum "' Revised 12/95 29 ( America's wrgest Oil Spill by Channel 2 KTUU, available at many Carrs stores or from AK. Natural History Association, Alaska Maritime Wildlife Refuge, 202. W. Pioneer, Homer, AK 99603. (907) 235-6546 50 min­ utes, $22.

Anatomy Of An Oil Spill, a NOVA Special on PBS shown February 27, 1990.

Black Tides, a Discovery Channel Special on oil transport and spills worldwide, with a focus on the Exxon spill, shown March 24, 1990.

Blackened Feathers, Broken Chains by John Hyde, 1989, Alaska Conservation Foundation .. Footage of the spill and affected fish & wildlife. 6 min~ $25.

Collection Of Slides/Negatives, Pratt Museum, 3779 Bartlett St., Homer, Alaska 99603.

Exxon Corporation Oil Spill Updates:

Exxon Valdez Update - VHS, 7/27/89

Gore Point Burning, 8 min. Filmed by Drew Scalzi. Available for viewing at the Pratt museum, Homer, AK upon request.

Home Energy Conservation Techniques, 7 videos on everything from energy audits to construction codes, heating systems and passive solar, Alaska Dept. of Education, PO Box F, Juneau, AK 99811-0500.

Incident On The Chugach, Produced by the U.S. Forest Service Chugach National Forest Public Affairs Office, 201 E. 9th Avenue, Suite 206, Anchorage, AK 99501-Attn: Peggy Fox, Acting Forest Supervisor. 18 min.

In-situ Burning: A Question of Choice, 1995, Alaska Clean Seas and State of Alaska, Department of Environmen­ tal Conservation.

Kenai Peninsula Borough Documentary, Produced by John Child, Kenai Peninsula Borough Office of Emergency Management, 144 N Binkley, Soldotna, AK 99669.

Ocean Ranger, CBC. The story of an offshore drilling rig that went down off the coast of Newfoundland in the '70's.

Oil Spill Slide Set, Alaska Department of Fish & Game, Public Communications Section, Box 3-200, Juneau, Alaska 99802. 20 slides.

Outrage At Valdez, a Cousteau Society Special shown March 25, 1990.

Produced by the Exxon Corporation, 3301 "C" Street, Suite 348, Calis Building II, Anchorage, Alaska 99503 - Attn: Perry A. Smith:

Progress Jn Alaska I - VHS, min., 5/18/89

Progress Jn Alaska II- VHS, 12 min., 7/19/89

.,, Alaska Oil Spill Curriculum Revised 12/95 30 Sound Renewal-Songs for Prince William Sound, Sound Renewal Project, 2270 Fritz Cove Road, Juneau, Alaska 99801. $10.

The Big Spill, a PBS Frontline Series shown on March 20, 1990.

. Troubled Shores, National Park Service video.

Troubled Waters, KTOO-Juneau Public Radio, songs performed by the 1989 Alaska Folk Festival performers, $10.

U.S. Anny Corps Of Engineers, video showing use of retrofitted dredgeheads to suck in oil on the water. Pratt Museum, 3779 Bartlett St., Homer, Alaska 99603. 10 min.

Unedited Coast Guard Buoytender "Sedge" Video; Pratt Museum, 3779 Bartlett St., Homer, Alaska; tapes of spill response from March 25 to April 30 showing USCG trying to work containing oil. with the dredge Essayons.

Video on Oil Spill Related Stress in the Homer Community; Community Mental Health Center, Homer, Alaska 99603.

Voices Of The Sound, available from CDFU (Cordova District Fishermen United) Box 939, Cordova, Alaska 99574. (907) 424-3447 20 minutes, $20.

Newsletters

Arctic Reporter, a periodic report about the Arctic National Wildlife Refuge from the Alaska Coalition; contact Randy Snodgrass, (202) 842-3400.

Flyways, Pathways, & Waterways, Fall, 1989, Vol. 7, No. l, Cathy Rezabeck, Editor, SR Box 3800B, Kodiak AK 99615 (907) 487-2600. Issue devoted to the oil spill.

On the Rim, a.16-page newsletter-like supplement to the October issue of Alaska Geographic. Enclosed in North Slope Now, Vol. 116 No. 2 of Alaska Geographic.

On Top ofANWR, Arco Alaska, Inc., External Affairs Dept., P. 0. Box 100360, Anchorage AK 99510. Industry publication featuring the Arctic National Wildlife Refuge.

Restoration Update, Exxon Valdez Oil Spill Trustee Council, 645 G St., Suite 401, Anchorage, AK, 99501-3451.

SEA Bulletin, Sound Ecosystem Assessment, P.O. Box 705, Cordova, AK 99574.

The Cordova Fact Sheet, Special Edition, Cordova Oil Spill Disaster Response Office, P. 0. Box 1276, Cordova AK 99574 $2.00.

Wildlife Watchers Newsletter, Vol. 8, No. 1Fall/Winter1989-90, ADF&G. 333 Raspberry Road, Anchorage AK 99518. 2 pages of information on the oil spill.

Alaska Oil Spill Curriculum .... 7-12 Revised 12/95 31 Curriculum

Activities Handbook For Energy Education by Alfred De Vito and Gerald H. Krockover, Goodyear Publishing Company, Inc., 1640 Fifth Street, Santa Monica, California 90401 (213) 393-6731. 163p. 1981 ..

Alaska Sea/River Week Curriculum Series, Alaska Sea Grant College Program, 138 Irving II, Fairbanks AK 99775-5040. (907) 474-7086.

Alaska Wildlife Week, ADF&G, P. 0. Box 20, Douglas AK 99824.

Away With Waste, Jan Lingenfelter, Washington Department of Ecology, 350 150th Ave. NE., Redmond, Wash­ ington 98052; several activities related to oil pollution of groundwater. $10.

Earth Day 1990, PO Box AA, Stanford, CA 94309. Environmental lesson plans for elementary and secondary teachers.

Energy Guide For Secondary Home Economics Classes, Energy, Environment, and Resources Center, University of Tennessee, Knoxville,TN 37916. May 1980.

Energy Source Education Program, developed for the Energy Source Education Council by Educational Develop­ ment Specialists of Lakewood, California .. K-12 boxes of material available in Alaska from the Imaginarium in Anchorage.

Energy, It's Everywhere Curriculum, Washington.

National Wildlife Week, "Earth Day Every Day," National Wildlife Federation, 1400 16th Street NW, Washing­ ton, D.C. 20036-2266.

Naturescope, "Pollution" Issue May 1990, National Wildlife Federation, 1400 16th Street NW, Washington, D.C. 20036-2266.

Oil Spill!, Wright, R.(1995),Addison-Wesley: Innovative Learning Publications, Menlo Park, California.

Project Wild, Salina Star Route, Boulder, CO 80302.

Saving Energy, a Wonders of Leaming Kit that includes student booklets, cassette, and activity suggestions. Available from National Geographic, Educational Services, Dept. 90, Washington, DC 2003.6. ·

Science Activities in Energy, U.S. Dept. of Energy, Technical Information Center, P. 0. Box 62, Oak Ridge TN 37830.

Software

Energy Search by Tom Snyder, McGraw Hill (Apple II)

Voyage of the MIMI

,_,, Alaska Oil Spill Curriculum .._ 7-12 sr: Revised 12/95 32 Classroom Supplies

Educational pamphlets and coloring books available from Columbus & Southern Educational Services, 215 N. Front Street, Columbus, Ohio 43215-2291.

Marine Debris Education Materials, Marine Debris Information Office, 312 Sutter Street, Suite 316, San Fran­ cisco, CA 94108. (415) 391-6204.

Recycling Wheel, developed by Environmental Hazards Management Institute, PO Box 932, Durham, NH 03824, 603-868-1496. Available in Alaska from the Alaska Department of Environmental Conservation, PO Box 0, Juneau, AK 99811-1800. (907) 465-2671.

Special Anniversary Supplement, 8 page issue of the Valdez Vanguard and The Cordova Times, Lynn Wolf, Publisher

Tankers Full of Trouble, 15 page reprint from The Seattie Times, available free to classrooms for the cost of postage, single copies $1.25. The Seattle Times Building, PO Box 1138, Seattle, WA 98111. (206-464-2461).

Tips for Energy Savers, DOE/CE-0231, U.S. Dept. of Energy, Washington, D.C. 20585. 30p.

Field Guides

Under Alaskan Seas: The Shallow Water Marine Invertebrates, by Lou and Nancy Barr, Alaska Northwest Publishing Co., Anchorage, 208 pp. 1983.

Whales, Dolphins and Porpoises of the Western North Atlantic: A Guide to their Identification, by Stephen Leatherwood. National Marine Fisheries Service, Seattle. Cir. No. 395, 176pp. 1976.

A Field Guide to the Mammals, by W.H. Burt. Peterson Field Guide Series No. 5. Houghton Mifflin Co., Boston, 284 pp. 1964.

A Guide to the Birds of Alaska, by Robert. Armstrong. Alaska Northwest Publishing Co., Anchorage, 309pp. 1980.

Internet Addresses

Alaska Sea Grant College Program Artie National Wildlife Refuge (ANWR) FAQ http://demo Leis .noaa.cpv/public-affairs/ sgmared/ http://www.alaskan.com/anwr/faq.html sgak.html Double-Hulled Tankers in Alaska Amsoil Homepage http://www.envirolink.org/archives/seashep/0034.htinl http://apollo.co.uk/a/amsoildj/ EPA Region 10 - Seattle - Oil & Hazardous Waste Above the Arctic Circle *very good Response http://www.epa.gov/regionlO/www/ http://www.lib.uconn.edu/ArcticCircle spill.html

Alaska Oil Spill Cuniculum ... 7-12 Revised 12/95 33 Exxon Inc. (Hoover's Online home page) Oil Spills in the Great Lakes Basin http://www.hoovers.com/profiles/1053 7 .html http://www.great-lakes.net:2200/envt/emerg/spills.html

Federal Web Locator Petroleum Bioremediation Web Site http://www.law.vill.edu/Fed-Agency /fedwcloloc.html http://www.tigger.jvnc.net/-levins/microbes.html

Hazardous Materials Management Magazine Real-Time Data for Oil Spill Response - Santa Barbara http://www.io.org/-hzmatmg/ Channel Region http://paella.used.edu.oilspill/

Home of the Ichthyophonus Hoferi Sierra Club http://weber.u.washington.edu/-kubler http://www.sierraclub.org/index.html

Joint (State/Federal) Pipeline Office home page Sound Ecosystem Assesment (SEA) http://www.covcom.com/JPO/jpo.html http://www. pwssc.gen.ak. us/sea/sea.html

Library Information Servers Spill Drill (San Francisco Chronicle - 816195) http://www.lib. washington .edu/-tdowling/woweb.html http://geosunl.sjsu.edu/-dreed/spill.html

Marine Ecology The Economics of Double-Hulled Tankers (Abstracts) http://www.voyage.pub.com/publish/stories/mar.html http://www.econ.nwu.edu/faculty /sewage/tanker .html

Nature in Rehabilitation: Lessons from the Exxon The Sun's Joules Environment Valdez Oil Spill http://www.awma.org/03930.html http://solstice.crest.org/renewables/sj/environment/ 752.html NerdWorld: Alaska http://www.nerdworld.com/nwl 04.html Today's growing Bioremediation Industry http://www.tigger.jvnc.net/-levins/industry.html New Phase in Russian Oil Spill Disaster- Usinsk (Russia) http://www.bluemarble.net/-mitch/bull/toxics/ U.S. Environmental protection Agency (EPA) russianoil.html http://www.epa.gov/docs/grd/forest_inventory

Oceans U.S. Geological Survey (USGS) http://www.tribnet.com/en viron./env_ocea.html http://www.usgs.gov

Oil Pollution Act of 1990 (OPA 90) Wilderness Society http://www.awma.org/03930.html http://town.hall.org/environment/wild_soc/ wilderness.html Oil Spill Emergency Response and Planning http://www. wrc .noaa.gov/hazmat/oilspill.html

Oil Spill Public Information Center [email protected]

Oil Spill Research and Development Program http://www.lib.lsu.edu/osradp/osradp.html

Oil Spills in Komi (Russia) http://www.spb.su/appress/111/feature.html

Alaska Oil Spill Curriculum A:;&, 7-12 gr. Revised 12/95 34