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Exploring Oil And 2012-2013 Exploring Oil and Gas Reading and hands-on explorations introduce students to the basic concepts of oil and natural gas formation, composition, exploration, production, and use. Grade Level: n Intermediate n Secondary Subject Areas: n Science n Social Studies n Math n Language Arts n Technology NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi- sided energy education programs. Teacher Advisory Board Teacher Advisory Board Statement Shelly Baumann Matthew Inman In support of NEED, the national Teacher Advisory Board Rockford, MI Spokane, Washington (TAB) is dedicated to developing and promoting standards- based energy curriculum and training. Constance Beatty Michelle Lamb Kankakee, IL Buffalo Grove, IL Permission to Copy Sara Brownell Barbara Lazar NEED materials may be reproduced for non-commercial Canyon Country, CA Albuquerque, NM educational purposes. Loree Burroughs Robert Lazar Merced, CA Albuquerque, NM Energy Data Used in NEED Materials Amy Constant Leslie Lively NEED believes in providing the most recently reported Raleigh, NC Reader, WV energy data available to our teachers and students. Most statistics and data are derived from the U.S. Energy Joanne Coons Mollie Mukhamedov Information Administration’s Annual Energy Review that is Clifton Park, NY Port St. Lucie, FL published in June of each year. Working in partnership with EIA, NEED includes easy to understand data in our curriculum Nina Corley Don Pruett materials. To do further research, visit the EIA web site at Galveston, TX Sumner, WA www.eia.gov. EIA’s Energy Kids site has great lessons and activities for students at www.eia.gov/kids. Regina Donour Josh Rubin Whitesburg, KY Palo Alto, CA Linda Fonner Joanne Spaziano New Martinsville, WV Cranston, RI Samantha Forbes Gina Spencer Vienna, VA Virginia Beach, VA Viola Henry Tom Spencer Thaxton, VA Chesapeake, VA Robert Hodash Joanne Trombley Bakersfield, CA West Chester, PA DaNel Hogan Jim Wilkie Kuna, ID Long Beach, CA Greg Holman Carolyn Wuest Paradise, CA Pensacola, FL 1.800.875.5029 www.NEED.org Linda Hutton Wayne Yonkelowitz © 2012 Kitty Hawk, NC Fayetteville, WV Printed on Recycled Paper 2 Exploring Oil and Gas Exploring Oil and Gas Table of Contents Correlations to National Science Education Standards 4 Getting the Oil Out 65 Materials 10 Perforated Well Casing 66 Teacher Guide 12 Visualizing Hydraulic Fracturing 68 Answer Key 29 Fracking Box Assembly Instructions 70 Fault Blocks Master 35 Fracking With Jello 72 Student Informational Text 36 Fracking a Cake 74 Global Climate Change 49 Understanding Density 76 What is Hydraulic Fracturing? 53 Using Density to Extract Petroleum 77 Hydrocarbon Properties 55 Polymers 78 Formation of Petroleum and Natural Gas 57 Oil and Gas Career Game 80 Exploring Polarity 58 Peak Oil Game 81 Fault Blocks 59 Road Trip 82 Mapping the Ocean Floor 60 Additional Activities and Resources 83 Exploring Sound Waves 62 Glossary 84 Exploring Core Sampling 63 Evaluation Form 87 Exploring Porosity 64 Oil and Natural Gas, from the Society of Petroleum Engineers, is a great classroom resource that supplements the information and activities in Exploring Oil and Gas. To order, visit http://www.energy4me.org/order/oil-and-natural-gas/. ©2012 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029 www.NEED.org 3 Correlations to National Science Education Standards: Grades 6-12 This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit www.NEED.org. Content Standard A | Science aS inquiry Abilities Necessary to do Scientific Inquiry (5-8) Use appropriate tools and techniques to gather, analyze, and interpret data. Develop descriptions, explanations, predictions, and models using evidence. Think critically and logically to make the relationships between evidence and explanations. Abilities Necessary to do Scientific Inquiry (9-12) Use technology and mathematics to improve investigations and communications. Formulate and revise scientific explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Communicate and defend a scientific argument. Content Standard B | PhySical Science Properties and Changes of Properties in Matter (5-8) A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample. A mixture of substances often can be separated into the original substances using one or more of the characteristic properties. Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group. Transfer of Energy (5-8) Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways. In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light mechanical motion, or electricity might all be involved in such transfers. Structure of Atoms (9-12) Matter is made of minute particles called atoms, and atoms are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together. Structure and Properties of Matter (9-12) Atoms interact with one another by transferring or sharing electrons that are furthest from the nucleus. These outer electrons govern the chemical properties of the element. Bonds between atoms are created when electrons are paired up by being transferred or shared. A substance composed of a single kind of atom is called an element. The atoms may be bonded together into molecules or crystalline solids. A compound is formed when two or more kinds of atoms bind together chemically. The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them. Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life. 4 Exploring Oil and Gas Correlations to National Science Education Standards: Grades 6-12 This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit www.NEED.org. Chemical Reactions (9-12) Chemical reactions occur all around us, for example in health care, cooking, cosmetics, and automobiles. Complex chemical reactions involving carbon-based molecules take place constantly in every cell in our bodies. Chemical reactions may release or consume energy. Some reactions such as the burning of fossil fuels release large amounts of energy by losing heat and by emitting light. Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog. A large number of important reactions involve the transfer of either electrons (oxidation/reduction reactions) or hydrogen ions (acid/ base reactions) between reacting ions, molecules, or atoms. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions. Catalysts, such as metal surfaces, accelerate chemical reactions. Chemical reactions in living systems are catalyzed by protein molecules called enzymes. Conservation of Energy and the Increase in Disorder (9-12) The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered. All energy can be considered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves. Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion. Everything tends to become less organized and less orderly over time. Thus, in all energy transfers, the overall effect is that the energy is spread out uniformly. Examples are the transfer of energy from hotter to cooler objects by conduction, radiation, or convection and the warming of our surroundings when we burn fuels. Interactions of Energy and Matter (9-12) Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter. Content Standard C | life Science Regulation and Behavior (5-8) All organisms must be
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