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Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, Earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking). Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits.
Environmental Quality
Many factors influence environmental quality. Factors that students might investigate include population growth, resource use, population distribution, overconsumption, the capacity of technology to solve problems, poverty, the role of economic, political, and religious views, and different ways humans view the Earth.
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Teacher Guide
GRADE LEVEL
Elementary Grade 5 Intermediate Grades 68 Secondary Grades 912
To teach students about liquefied natural gas and encourage them to evaluate its economic and environmental advantages and disadvantages.
Background
This guide provides background information on natural gas and liquefied natural gas as an energy source. Following the text are activities for students in elementary through high school that are designed to reinforce knowledge.
TIME
Approximately 5-8 class periods
Concepts
Liquefied natural gas is a nonrenewable energy resource. Liquefied natural gas has economic and environmental advantages and disadvantages.
Activities
Each activity includes a teacher guide with suggested grade levels, a goal, concepts, time required, materials and preparation needed, student worksheets (if needed), teacher master sheets (if needed), a procedure for teaching the activity, and extension suggestions.
Additional Information
For more information about liquefied natural gas, visit:
U.S. Department of Energy: www.fossil.energy.gov/programs/oilgas/storage/index.html U.S. Federal Energy Regulatory Commission: www.ferc.gov/industries/lng.asp Center for Liquefied Natural Gas: www.lngfacts.org/
Student Backgrounder
What is Natural Gas?
Natural gas is considered a nonrenewable fossil fuel. Natural gas is considered a fossil fuel because most scientists believe that it was formed from the remains of tiny sea animals and plants that died 200-400 million years ago. When these tiny sea animals and plants died, they sank to the bottom of the oceans where they were buried by layers of sediment that turned into rock. Over the years, the layers of sedimentary rock became thousands of feet thick, subjecting the energy-rich plant and animal remains to enormous pressure. The pressure, combined with the heat of the Earth, changed this organic mixture into petroleum and natural gas. Eventually, concentrations of natural gas became trapped in the rock layers like a wet sponge traps water. Raw natural gas is a mixture of different gases. The main ingredient is methane, a natural compound that is formed whenever plant and animal matter decays. By itself, methane is odorless, colorless, and tasteless. As a safety measure, natural gas companies add a chemical odorant called mercaptan so escaping gas can be detected. Natural gas should not be confused with gasoline, which is made from petroleum.
What is LNG?
Liquefied natural gas (LNG) is natural gas that has been cooled until it becomes a liquid. LNG is made by cooling natural gas to -260 degrees Fahrenheit (or -162.2 degrees Celsius). At this temperature, natural gas changes state into a liquid, and its volume is reduced 600 times. LNG, like natural gas, is odorless, colorless, noncorrosive, and nontoxic.
as is Natural g d d an coole sed compres id liqu into a G. called LNid In its liqu form, it a occupies 0 space 60 less times ral than natu its gas in state. gaseous
Gas Natural Gaseous 600 units3 Volume = LNG 3 1 unit olume = V
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If test results are promising, the scientists may recommend drilling to find the natural gas deposits. After identifying a potential site, companies must obtain environmental assessments and permits before they can begin drilling. Exploring for natural gas deposits is a high-risk, high-cost enterprise. Natural gas wells average 6,300 feet deep and can cost hundreds of dollars per foot to drill. Only about 48 percent of the exploratory wells produce gas. The others come up dry. The odds are better for developmental wellswells drilled on known gas fields. On average, 85 percent of the developmental wells yield gas. Natural gas can be found in pockets by itself or in petroleum deposits.
Production
Natural Gas
After natural gas comes out of the ground, it goes to a processing plant where it is cleaned of impurities and separated into its various components. Approximately 90 percent of natural gas is composed of methane, but it also contains other gases such as ethane, propane, and butane. The composition of natural gas varies according to where it came from and how it has been processed. Natural gas may also come from several other sources. One source is coalbed methane, natural gas found in coalbeds. Until recently, coalbed gas was just considered a safety hazard to miners, but now it is a valuable source of natural gas. Another source of natural gas is the gas produced in landfills. Landfill gas is considered a renewable source of natural gas since it comes from decaying garbage. The gas from coalbeds and landfills accounts for about eight percent of the total gas supply today, and experts predict this figure will increase. The gas recovered from landfills is usually burned on the landfill site to generate electricity for facility operations. Today, natural gas is produced in 32 states, but the top five states Texas, Wyoming, Oklahoma, Louisiana, and Coloradoproduce 65 percent of the total. Altogether, the U.S. produces about one-fifth of the worlds natural gas each year.
If geologic testing is promising, an exploratory well will be drilled to determine if there is a natural gas deposit.
Sandstone
Oil
Gas-rich Shale
LNG
The process for making LNG starts the same as producing natural gas. The raw feed gas, or natural gas that has come from the well, must be processed to separate out impurities, such as dirt, hydrogen sulfide, and carbon dioxide. Next, the gas is cooled to allow water to condense and be removed. Additional dehydration is sometimes needed to ensure even small amounts of water vapor are not present. Then the gas is separated into its various components such as propane and butane. Once the natural gas is clean and dry, it is ready for the liquefaction process. Turning natural gas into LNG takes place through heat exchangers that cool the gas. Gas circulating through aluminum tube coils is cooled by a compressed refrigerant. As the refrigerant vaporizes, it cools the gas in the tubes. The refrigerant returns to a compressor while the LNG is pumped to an insulated storage tank. The United States does not produce and export LNG on a large scale. LNG is produced in large quantities overseas. The top countries that exported LNG in 2008 were Qatar, Malaysia, Indonesia, Australia, and Nigeria.
LNG
After liquefaction, LNG is stored in insulated tanks. These tanks are specially designed to keep the interior at extremely low temperatures but the exterior the same temperature as the ambient air or ground. The inner layer of the tank is a steel alloy. Then there are layers of insulation, stainless steel, and additional insulation. The outer layer is reinforced concrete with heating ducts laced throughout to prevent the ground from freezing. The walls of an LNG storage tank can be as much as five-and-a-half feet thick. Some LNG storage tanks have a containment feature to safeguard against leaks. In these tanks, both the inner and outer walls are capable of holding the LNG. However, most LNG storage facilities in the U.S. use another approach. The storage tank is surrounded by a dam or dike made of soil that provides secondary containment. LNG is transported world-wide using ships with specifically designed hulls. The current world LNG fleet consists of over 230 ships. Modern LNG ships follow two basic designs. The membrane design features multiple tanks with linings made of thin nickel-steel alloy. These tanks are integrated into the hull of the ship, which can be more than six feet thick. The spherical design, which accounts for about 40 percent of the world LNG fleet, has round storage tanks that sit on supports on the hull. Once LNG reaches its destination, pumps transfer it to insulated storage tanks. When the LNG is needed the liquid is warmed and quickly becomes a gas; this is called regasification. Two types of systems are typically used for regasification. Ambient temperature systems use heat from surrounding air or sea water. Above-ambient temperature systems burn a fuel to indirectly warm the liquid using a fluid bath. After regasification, the natural gas can join the network of pipelines used to transport it to consumers.
LNG is transported overseas by ship. Many of these ships have a membrane hull design.
Storage and transportation of LNG make for its biggest advantages and its biggest disadvantages. Once liquefied, LNG takes up 1/600th the amount of space as it did as natural gas. This is like comparing the volume held in a beach ball to that inside a ping pong ball. This is a great advantage for storage and transportation. More can be stored and moved at one time. Also, LNG can be transported over routes or to locations that do not have natural gas pipelines. However, because the tanks for storage must be designed for the -260 Fahrenheit temperature inside and ambient temperature outside, LNG has distinct disadvantages when compared to natural gas for storage and transportation. Storage tanks must keep the LNG very cold and ships and trucks must be specially made for LNG storage. A future LNG storage option may lie with underground salt caverns. Rather than offloading the LNG from the ship into above ground storage tanks, it would be pressurized, warmed to 40 degrees Fahrenheit, and then injected into underground salt caverns. This method is called the Bishop Process. This process is still being studied, but if it proves successful it would decrease the offloading time of LNG tankers and increase the storage capacity potential of LNG. Suitable salt cavern locations have been located in the U.S., with over 1,000 currently being used for storage and delivery of other fossil fuels.
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LNG Peaking Facility Satellite LNG Peaking Facility LNG Import Terminal
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On a small scale, natural gas is used as a transportation fuel. Natural gas can be used in any vehicle with an internal combustion engine, although the vehicle must be outfitted with a special carburetor and fuel tank. Natural gas is cleaner burning than gasoline, costs less, and has a higher octane (power boosting) rating. In 2008, more than 113,000 vehicles ran on compressed natural gas in the U.S., while 3,000 used LNG. LNG is beginning to be used in rural areas as an alternative to propane. Additionally, LNG can meet some distributed energy needs. Distributed energy is generated and stored near the point of use. While natural gas is a popular choice for distributed energy systems, not all locations are within the pipeline distribution system. LNG can bring fuel to an isolated facility that has its own energy system.
ELECTRICITY
30%
INDUSTRY
32% 14%
21%
3%
ELECTRICITY TRANSMISSION
SWITCHYARD
AIR
TURBINE
4 9
ELECTRICITY GENERATION
STEAM LINE
BOILER
6
GENERATOR
Inside a Generator
MAGNETS COPPER COILS ROTATING SHAFT
5 7
FEED WATER
TURBINE
CONDENSER
10
D ETA I L
GENERATOR
A generator is a device that converts mechanical energy into electrical energy. All electric power plants have a generator. What differs from plant to plant is the fuel source and method used to spin the shaft that will spin the generator to produce an electric current. While electricity generation itself declined in 2009, electricity generated from natural gas increased. Most new natural gas electric power plants are building highly efficient combinedcycle units. These units use both gas combustion turbines and steam turbines. Gas combustion turbines have three main components: a compressor, a combustion system, and a turbine. The compressor (1) draws air into the machine. Here, the air is pressurized and pushed into the combustion chambers. The combustion system consists of fuel injectors and combustion chambers. A ring of fuel injectors puts a stream of fuel (natural gas) into the combustion chambers (2). There the natural gas and air mix. The
2011 The NEED Project P.O. Box 10101, Manassas, VA 20108
mixture is burned to produce a high temperature, high pressure stream of gas that moves to the turbine. In the turbine (3) the high temperature, high pressure gas expands causing blades to rotate. The rotating blades are connected to a shaft that spins the electromagnet in the generator (4), producing electricity (9). After the gas passes by the turbine, it is piped into a boiler (5) to produce steam. Steam turbines have three major components: a boiler, a turbine, and a condenser. In the boiler (5), a fuel is burned, such as natural gas. The heat turns water into steam (6) where it travels to a turbine. The steam moves the blades of the turbine (7), which is attached to the electromagnetic shaft of the generator (8). The rotating electromagnetic shaft in the generator produces electricity (9). After moving through the turbine, the steam goes through the condenser (10) where a coolant, often water, is used to turn the steam into a liquid so it can return to the boiler.
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stranded due to geographic locations and distance to consuming markets. Converting natural gas to LNG allows stranded gas to move to useful markets. The global LNG market is divided into geographic regions. The Atlantic Basin includes trade in Europe, northern and western Africa, and the U.S. Eastern and Gulf Coasts. The Pacific Basin involves trade in South Asia, India, Russia, and Alaska. Middle Eastern countries typically export LNG to the Pacific Basin, but some cargoes are shipped to Europe and the U.S. LNG trade in Middle Eastern countries is growing to the point that some experts consider the Middle East to be the third LNG geographic trade region. In 2009, LNG accounted for about 24 percent of international natural gas imports, but LNG trade within the Atlantic and Pacific Basins differs. Prices are generally higher in the Pacific Basin. However, peak seasonal demands can cause short-term price increases in the Atlantic Basin. Importing countries in the Pacific Basin are almost entirely dependent upon LNG. Countries such as Japan and South Korea, which are the largest importers, used LNG to meet over 98 percent of their natural gas needs. Whereas importing countries in the Atlantic Basin rely mostly upon domestic natural gas supplies and use LNG to meet the difference between production and demand. For example, LNG accounts for less than three percent of U.S. natural gas supplies. More countries are entering the LNG global market every year. Countries already active in LNG trade are increasing their capacity by either constructing new LNG terminals or expanding existing plants. Growth within the global LNG market is being driven by declining natural gas production in gas consuming countries, such as the U.S., and the desire of gas-producing countries, such as Russia, to maximize their resources.
5 3 2 1 5 5 2 3 4 4 1
Top Exporters 1. Qatar 2. Malaysia 3. Indonesia 4. Australia 5. Nigeria Top Importers 1. Japan 2. South Korea 3. Spain 4. Taiwan 5. France
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Georgia is home to the Elba Island facility, which is owned and operated by Southern LNG, a subsidiary of El Paso Corporationthe largest natural gas pipeline company in the U.S.
The Honda Civic GX, which is fueled by compressed natural gas (CNG), has been named the greenest car for 2011, a position it has held for eight consecutive years.
Electricity
Coal-fired and nuclear power plants provide 86 percent of electricity used in the state63 percent and 23 percent, respectively. Natural gas supplies 10 percent of Georgias electricity consumption. In 2008, biomass sources, mostly wood and wood waste, generated more electricity in Georgia than hydropower.
Heating
Forty-nine percent of Georgians use natural gas to heat their homes. Since there are no natural gas reserves in Georgia, it is imported by pipeline from the Gulf Coast region of the U.S. or in the form of LNG, mostly from Trinidad and Tobago. The other large heating resource is electricity, with 38 percent of homes heated by electricity.
Transportation
Transportation is the largest energy consumer in Georgia. With no petroleum production or reserves, Georgia is like many states in the U.S.; it must rely on imported petroleum products to keep moving. Petroleum is imported from other states by pipeline, such as Texas and Louisiana, or from other countries by tanker at the Port of Savannah. With more than 6,800 fueling stations, Georgia has about four percent of all gasoline stations in the U.S. With over 24,000 alternative fuel vehicles in use, Georgia also has fueling stations for alternative fuels including biodiesel, compressed natural gas, ethanol, liquefied petroleum gas, and three electric charging stations.
Industry
Industry is the second largest energy consumer in Georgia. As a national leader in the wood and paper products industry, biomass is used to generate part of industrys energy needs. Much of the rest of the energy needed by the industrial sector of the state is provided by natural gas and petroleum products.
There are about 3,000 vehicles in the U.S. that run on LNGnatural gas that is liquefied by cooling it to 260F. Most LNG vehicles are government-owned; there are 40 government-owned LNG-fueling stations at this time. The advantage of LNG is that natural gas takes up much less space as a liquid than as a gas, so the tanks can be much smaller. The disadvantage is that the fuel tanks must be kept cold, which uses fuel.
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Volume Simulations
GRADE LEVELS
Elementary Intermediate
OBJECTIVE
To compare the volume of natural gas as a gas and as a liquid.
CONCEPTS
Liquids use less space than gases. Liquefied Natural Gas (LNG) is 1/600th the volume of natural gas. Natural gas is 600 times the volume of LNG.
TIME
30 minutes
MATERIALS
Beach ball Ping pong ball 1 Set of 600 counting units (or the equivalent) from a math set for each group (or 1 set of 600 of any item such as cotton balls for each group) 1 800-1000 mL Beaker for each group Water
PREPARATION
1. Gather the beach ball, ping pong ball, and counting units. 2. Divide the students into groups of three to five. 3. Fill each beaker with 1 mL of water.
PROCEDURE
1. Explain to the students that natural gas is typically found in a gaseous state. Explain that natural gas can be changed into a liquid (LNG)
beach ball represents a gaseous state [natural gas] while the ping pong ball represents the liquid state [LNG].)
4. Pass out the 600 unit sets, one per group. Allow time for the students to determine how many units are in each set. Ask the students
to predict the volume of natural gas in a liquid state (LNG) if the whole set represents a gaseous state. Have the groups set aside the number of units they predict.
5. Gather predictions from the groups and write them on the board. 6. Explain to the students that LNG is 1/600th the volume of natural gas in a gaseous state. Have the students separate out the correct
number of units to represent LNG. (One unit.) Collect the unit sets from the groups.
7. Pass the beakers with 1mL water to each group. Have the students predict how much water would represent natural gas in a gaseous
state if the amount of water in the beaker was LNG. (600 mL.) Collect the beakers.
EXTENSIONS
Have students bring to class additional visual natural gas and LNG volume comparisons. Have students determine advantages and disadvantages to natural gas in both a gaseous state and a liquid state.
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Energy Flows
GRADE LEVELS
Elementary Intermediate Secondary
OBJECTIVE
To understand forms of energy, energy transformations, and the flow of energy from a natural gas well to the consumer.
CONCEPTS
Energy is stored in many different forms. Energy is neither created nor destroyed; it is transformed from one form to another. Most of the energy on Earth can be traced back to nuclear fusion in the suns core. Energy flows through dynamic systems on Earth.
TIME
45 minutes
MATERIALS
Large wooden kitchen matches Masters of pages 16-24 Copies of worksheets on pages 17, 23, and 24 for each student Projector Regular flashlight and hand-generated flashlight
PREPARATION
1. Obtain the materials needed for the activities. 2. Make transparencies and copies of worksheets.
PROCEDURE
FORMS OF ENERGY
1. Introduce the activity by lighting a wooden match and asking students to describe what is happening in energy terms. Explain the
products, and generating electricity. Ask the students how natural gas is used for generating electricity.
2. Use the Fusion, Photosynthesis, Natural Gas Formation, and Natural Gas Combined Cycle Power Plant masters to explain the energy
transformations that take place in the formation of natural gas and its use to generate electricity.
3. Have students complete the Natural Gas Energy Flow worksheet by numbering the pictures in order and then explaining the energy
EXTENSIONS
Have students explain the energy conversions that occur in a compressed natural gas or liquefied natural gas powered vehicle. Discuss the similarities and differences between a thermal power plant and a nuclear power plant.
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Forms of Energy
All forms of energy fall under two categories:
POTENTIAL
Stored energy and the energy of position (gravitational).
KINETIC
The motion of waves, electrons, atoms, molecules and substances.
CHEMICAL ENERGY is the energy stored in the bonds of atoms and molecules. Biomass, petroleum, natural gas, propane, and coal are examples. NUCLEAR ENERGY is the energy stored in the nucleus of an atom the energy that holds the nucleus together. The energy in the nucleus of a uranium atom is an example. STORED MECHANICAL ENERGY is energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples. GRAVITATIONAL ENERGY is the energy of place or position. Water in a reservoir behind a hydropower dam is an example.
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RADIANT ENERGY is electromagnetic energy that travels in transverse waves. Solar energy is an example. THERMAL ENERGY or heat is the internal energy in substances the vibration or movement of atoms and molecules in substances. Geothermal is an example. MOTION is the movement of a substance from one place to another. Wind and hydropower are examples. SOUND is the movement of energy through substances in longitudinal waves. ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples.
Liquefied Natural Gas: LNG
Using the information from the Forms of Energy chart on page 16, and the graphic below, determine how energy is stored or delivered in each of the sources of energy. Remember, if the source of energy must be burned, the energy is stored as chemical energy.
NONRENEWABLE
Petroleum Coal Natural Gas Uranium Propane _______________________ _______________________ _______________________ _______________________ _______________________
RENEWABLE
Biomass Wind Geothermal Solar _______________________ _______________________ _______________________ _______________________ Hydropower _______________________
Look at the U.S. Energy Consumption by Source graphic below and calculate the percentage of the nations energy use that each form of energy provides.
What percentage of the nations energy is provided by each form of energy? Chemical _____ Nuclear _____ Motion_____ Thermal _____ Radiant _____ What percentage of the nations energy is provided by renewables? ______ By nonrenewables? ______
RENEWABLE
36.5% BIOMASS
Uses: heating, electricity, transportation
4.1% 2.8%
HYDROPOWER WIND
Uses: electricity
20.9%
Uses: electricity
0.7% 0.4%
URANIUM PROPANE
Uses: electricity
8.8% 0.9%
GEOTHERMAL SOLAR
0.1%
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Energy Transformations
Hand Generated Flashlight
Hydrogen
Hydrogen
Helium
Hydrogen
Hydrogen
Nuclear Energy
Radiant Energy
Chemical Energy
Electrical Energy
Motion
Chemical Energy
CAPACITOR
Electrical Energy
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Fusion
During a process called fusion, four hydrogen atoms combine to form one helium atom, with a loss of matter. This matter is emitted as radiant energy.
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Photosynthesis
In the process of photosynthesis, plants convert radiant energy from the sun into chemical energy in the form of glucose, or sugar. water + carbon dioxide + sunlight 6 H20 + 6 CO2 + radiant energy
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Natural gas and oil were formed in the same way. Millions of years ago, tiny sea plants and animals died and were buried on the ocean floor. Over time, they were covered by layers of sediment and rock. Over millions of years, the remains were buried deeper and deeper. The enormous heat and pressure turned them into oil and gas. Oil and natural gas are often found together. Today, we drill down through the layers of sedimentary rock to reach the rock formations that contain oil and gas deposits.
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ELECTRICITY TRANSMISSION
SWITCHYARD
AIR
TURBINE
Inside a Generator
TURBINE
MAGNETS COPPER COILS ROTATING SHAFT
FEED WATER
CONDENSER
D ETA I L
GENERATOR
22
GENERATOR
NATURAL HIGHcopper coils spin inside a ring of The PRESSURE GAS HIGH PRESSURE GAS GAS magnets. This creates an electric eld, GENERATOR
producting electricity.
ELECTRICITY TRANSMISSION
GENERATOR SWITCHYARD
ELECTRICITY TR
TURBINE
SWITCHYARD
Radiant Energy Chemical Energy COMBUSTION GASES HOT COMBUSTION GASES ELECTRICITY GENERATION
NATURAL GAS
STEAM LINE
AIR
OILER
TURBIN
Inside a Generator
TURBINE COPPER COILS
SHAFT GENERATOR MAGNETS
Inside a Generator
HOT COMBUSTION GASES MAGNETS
FEED WATER
CONDENSER
FEED WATER
D ETA CONDENSERI L
GENERATOR
D ETA I L
FEED WATER
TURBI
GEN
CONDEN
Electrical Energy
2011 The NEED Project
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OBJECTIVES
To understand the different steps needed to produce liquefied natural gas (LNG) and bring it to market. To see the connections of the LNG chain.
CONCEPTS
The LNG chain consists of exploration, production, liquefaction, storage, transportation, regasification, distribution, and end use. LNG is a global system. All parts of the system are connected.
TIME
45 minutes
MATERIALS
Copies of the LNG Production to Market (page 27) and the LNG Chain (page 30) worksheets for each student Copies of the LNG as a System Hangtags for each group 1 Ball of yarn per group
PREPARATION
1. Make the copies of pages 27-30 specified above. 2. Divide the students into groups of eight. 3. Cut the LNG hangtags, fold on the middle line, and attach a loop of string so that a student may wear it around his/her neck.
PROCEDURE
LNG PRODUCTION TO MARKET
1. Explain to the students that natural gas is typically found in a gaseous state. Explain that natural gas can be changed into a liquid (LNG)
gas located in undesirable locations can be processed into LNG and transported to marketable locations.) Explain to students that they are going to learn how stranded natural gas resources get to people who will use it.
3. Have students review the LNG Production to Market worksheet and write information for each step on the back of the worksheet (or
assign as homework).
LNG AS A SYSTEM
1. Distribute the role card hangtags to the groups of students (one set of eight per group). 2. Ask students to read the backs of their cards. Allow time for questions. 3. Have each group put on their hangtags and stand in a circle with one student holding the ball of yarn. 4. Explain that the first student should look around the circle and identify a part of the system that relates to his/her component. Have the
first student hold onto one end of the yarn, say the name of the related component, and toss the ball of yarn to that student. The first student then explains how their parts are related.
5. Have the groups repeat the process until all students have caught and tossed the ball of yarn. In the end, there will be a web of yarn
their part. For example, a Production tug might cause an attached Liquefaction to say, If production of natural gas falls, the liquefaction plant cannot sell enough LNG to shipping companies.
7. Continue this process with each student tugging and giving different ways the system could be affected. Students should be able to
explain various ways a change in one part of the system might affect other parts in the system.
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inner one. (Assign as homework if students do not finish in class.) One possible answer solution is below.
EXTENSIONS
Have students design a flow chart of the LNG chain. Have students determine advantages and disadvantages to using domestically produced natural gas and imported LNG.
Exploration A new natural gas field is discovered, increasing the available supply for production. More natural gas is needed to be produced than available, exploration of new areas increases. Liquefaction A new liquefaction plant opens, natural gas production can increase. Excess natural gas is being produced, a liquefaction plant adds another shift to its schedule. Storage A very cold winter causes LNG storage to be low, natural gas production increases to fill storage capacity. Natural gas production doesnt meet demand, LNG is used from storage. Transportation A new company produces more LNG ships, allowing natural gas production to increase. Natural gas production slows, less transportation is needed. Regasification A regasification plant needs maintenance, natural gas production increases. Less natural gas is being produced, a plant increases the LNG being regasified. Distribution A major pipeline needs repair, natural gas production decreases. Natural gas production increases and new pipelines are built to transport it to new locations. End Use Consumer demand for natural gas is high, production increases. Production increases, but demand is low, consumer prices decrease.
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LNG as a System
Exploration
Production
The process of drilling wells and processing natural gas into a clean, commercial product.
Liquefaction
Storage
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Transportation
Moving LNG to distant locations, typically with specially designed ships or trucks.
Regasification
The process by which LNG is heated, converting it into its gaseous state.
Distribution
End Use
Industry, businesses, and residential users all need natural gas for heating, cooking, manufacturing products, and generating electricity.
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OBJECTIVE
To reinforce information about natural gas.
TIME
15-20 minutes
MATERIALS
Copies of the Natural Gas in the Round cards (page 33) Copies of the LNG Student Backgrounder (pages 7-13) for each student
PREPARATION
1. Cut the sheets of cards into individual pieces.
PROCEDURE
1. Distribute one card to each student. If you have cards left over, give some students two cards until all of the cards are distributed. 2. Have students look at the bolded statement at the top of the cards Give them five minutes to review the information about their
a. Read the question on your card. The student with the correct answer will stand up and read the bolded answer. b. That student will then read his/her question. The round will continue until the first student stands up and answers a question.
EXTENSIONS
Have students create their own versions of natural gas or LNG in the round.
Answer Key
Who has the ability to do work or make a change? I have energy. Who has the energy sources that once used will not be replenished in a short period of time? I have nonrenewable. Who has an organic compound made of carbon and hydrogen? I have hydrocarbons. Who has resources that are too far away from industries or cities to be marketable? I have stranded resources. Who has the term for drilling and processing natural gas into a marketable product? I have production. Who has a colorless, odorless gas mostly made of methane? I have natural gas. Who has the facility that uses stored natural gas during peak-use periods? I have peak-shaving facility. Who has the name for natural gas in its liquid state? I have liquefied natural gasLNG. Who has the fuels made from plants and animals that lived millions of years ago? I have fossil fuels.
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Who has the main method for moving natural gas? I have distribution by pipeline. Who has a disadvantage to LNG? I have LNG must be kept at extremely cold temperatures. Who has the LNG exporting countries? I have Indonesia, Malaysia, and Qatar. Who has the process by which LNG is heated, converting it into its gaseous state? I have regasification. Who has the facilities that hold natural gas or LNG until it is used? I have storage facilities. Who has the gases typically found in raw natural gas? I have methane, ethane, butane, and propane. Who has the U.S. state that exports LNG? I have Alaska. Who has the process by which natural gas is converted into a liquid? I have liquefaction. Who has the amount a volume of natural gas is reduced when it becomes a liquid? I have 600 times. Who has the process of finding natural gas deposits? I have exploration. Who has the main method for transporting LNG? I have ships with specially designed hulls. Who has an advantage to LNG? I have LNG can be transported almost anywhere. Who has the facility that receives and stores LNG from overseas? I have an import terminal. Who has the largest consumer of natural gas in the U.S.? I have industry. Who has the temperature to which natural gas is cooled to change it to a liquid? I have -260F. Who has the term for natural gas resources that can be economically recovered? I have natural gas reserves. Who has the geographic trade regions of the global LNG market? I have Atlantic and Pacific Basins. Who has the form of energy stored in natural gas? I have chemical energy. Who has the usable energy generated in a natural gas-fired power plant? I have electricity. Who has the main residential uses for natural gas? I have heating and cooking. Who has the facility that processes natural gas into a liquid? I have liquefaction plant or export facility.
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Who has energy sources that cannot be replenished in a short period of time?
I have energy.
Who has the facility that receives and stores LNG from overseas?
I have nonrenewable.
Who has the process by which LNG is heated, converting it into its gaseous state?
Who has resources that are too far away from industries or cities to be marketable?
I have hydrocarbons.
Who has the facilities that hold natural gas or LNG until it is used?
I have regasification.
Who has the temperature to which natural gas is cooled to change it to a liquid?
I have industry.
Who has the term for drilling and processing natural gas into a marketable product?
Who has the term for natural gas resources that can be economically recovered?
I have -260F.
I have production.
Who has the geographic trade regions of the global LNG market?
Who has a facility that uses stored natural gas during peak-use periods?
Who has the process by which natural gas is converted into a liquid?
I have Alaska.
Who has the name for natural gas in its liquid state?
Who has the amount a volume of natural gas is reduced when it becomes a liquid?
I have liquefaction.
Who has the usable energy generated in a natural gas-fired power plant?
I have electricity.
I have exploration.
Who has the facility that processes natural gas into a liquid?
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Chemical Models
TEACHER
GRADE LEVELS
Intermediate Secondary
OBJECTIVES
To construct models of the gases that compose raw natural gas. To balance chemical equations.
CONCEPTS
The gases that compose natural gas are hydrocarbons. When burned, hydrocarbons produce carbon dioxide and water.
TIME
45 minutes
MATERIALS
Copies of student worksheets (pages 35-37) Molecular model set or three colors of clay or modeling dough and toothpicks for each group of students
PREPARATION
1. Gather the materials needed. 2. Divide the students into groups of two or three. 3. Review with students the process for balancing chemical equations.
PROCEDURE
1. Explain to the students that raw natural gas is typically found as a mixture of gases. These gases are hydrocarbons, consisting of only
have any questions and give them time to complete the Molecular Formulas section of the worksheet.
4. Review the answers to the Molecular Formulas Section to ensure all students have the correct answers. Allow students time to complete
worksheet.
EXTENSIONS
Have students explain what impact burning hydrocarbons has on the environment. Have students determine the molecular formulas for gasoline and diesel. Using these formulas, have students consider the impact of using these fuels on the environment.
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Chemical Models
STUDENT
Background
Hydrocarbons are molecules composed only of carbon and hydrogen. Carbon atoms have four electrons available to bond. When one carbon atom bonds with only hydrogen, it will need four hydrogen atoms. This hydrocarbon is known as methane. When a hydrocarbon molecule has as many hydrogen atoms bonded as possible, it is considered saturated and is part of the alkane group. Alkanes are named for the number of carbon atoms present. The alkanes form a straight chain of carbon atoms with hydrogen atoms bonding with the remaining open electrons. The generic formula for alkanes is CnH2n+2. This formula can be used to determine the molecular formula for the gases that typically compose raw natural gas.
meth- one carbon atom eth- two carbon atoms prop- three carbon atoms but- four carbon atoms
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Propane
Butane
Oxygen
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CO2 + H2O
Ethane _______ + O2
HEAT
CO2 + H2O
Propane _______ + O2
HEAT
CO2 + H2O
Butane _______ + O2
HEAT
CO2 + H2O
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Career Expedition
TEACHER
GRADE LEVELS
Secondary
OBJECTIVE
To explore career opportunities in the LNG industry.
CONCEPTS
Demonstrates the qualifications, training, and responsibilities of careers in the oil and gas extraction industry.
TIME
Part A: 45 minutes (can be done for homework) Part B: 30 minutes
MATERIALS
Student worksheets (page 39) Computer lab with internet access
PREPARATION
1. Make copies of the Career Expedition worksheet for each student.
PROCEDURE
1. Students will use the website http://www.bls.gov/oco/cg/cgs004.htm to answer questions about the LNG industry. 2. Using the collected information, put students in groups of two or three. Each group will be responsible for creating a 30 second public
service announcement for radio or school announcements. These ads can be shared with the school or the larger community. Each group can be responsible for any five questions off of the expedition, or you can divide questions among student groups.
EXTENSIONS
An additional activity about careers, the Oil and Gas Career Game, is on page 42. Contact your local radio station and see if they will broadcast your public service announcements. You can also record students and share their service announcements on the internet.
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Part A
PROCEDURE
Use the resource above to answer the following questions about mining/oil and gas extraction on a separate piece of paper.
1. Extraction of natural resources and finding new deposits is the work of what industry? 2. Name the five segments of the mining industry. 3. What is the primary function of the oil and gas extraction segment of the mining industry? 4. Describe how pockets of natural gas are formed. 5. Name three ways we use petroleum and natural gas. 6. Describe two ways that specialized workers search for geologic formations that are likely to contain pockets of oil or gas. 7. What is a derrick? 8. Why is directional drilling important? 9. How is recovered oil transported to refineries? 10. How is recovered natural gas transported to processing plants? 11. Explain how employment in the mining industry has been affected by new technologies and mining techniques that increase
productivity.
12. Write a short paragraph describing the working conditions for someone working in oil and gas extraction. 13. There were approximately 619,000 wage and salary jobs in the mining industry in 2006. How many jobs were in oil and gas extraction? 14. In which states are the majority of oil and gas extraction jobs located? 15. Choose two professional occupations in the mining industry and describe what they do. 16. What is a roughneck, and what does he do? 17. Describe the occupations involved in natural gas processing. 18. In your opinion, is the outlook for employment in oil and gas extraction positive or negative? Why do you think so? 19. In 2006, what was the average wage for production workers in oil and gas extraction?
Part B
Using your answers from Part A, create a 30 second public service announcement educating the public about careers in the oil and gas field. What are the positive aspects of this career? Why should people apply? What sort of education do they need? Share your PSA with a local radio station or read to your classmates during school announcements.
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Career Expedition
Answer Key
1. 2. 3. 4.
Answers from www.bls.gov/oco/cg/cgs004.htm Extraction of natural resources and finding new deposits is the work of what industry? mining industry Name the five segments of the mining industry. oil and gas extraction, coal mining, metal ore mining, nonmetallic mineral mining and quarrying, and support activities for mining What is the primary function of the oil and gas extraction segment of the mining industry? Finding and extracting the oil and gas in underground pockets. Describe how pockets of natural gas are formed. Petroleum, commonly called crude oil or just oil, is a liquid formed underground from the decay of plants and animals over millions of years through extreme heat and pressure. Occasionally, this decaying material becomes trapped under a layer of impermeable rock that prevents it from dispersing and creates a pocket of oil. Similar processes also produce natural gas, which can be found mixed with oil or in separate deposits.
5. 6.
Name three ways we use petroleum and natural gas. heat homes, fuel cars, power factories, generate electricity, cook food Describe two ways that specialized workers search for geologic formations that are likely to contain pockets of oil or gas. Maps of potential deposits are made using remote-sensing satellites. Seismic prospecting is a technique based on measuring the time it takes sound waves to travel through underground formations and return to the surface. Computers and advanced software analyze seismic data to provide three-dimensional models of subsurface rock formations. Collecting and analyzing core samples of rock, clay, and sand in the Earths layers.
7. 8.
What is a derrick? a tower-like steel structure that supports the drilling equipment Why is directional drilling important? It allows increased access to potential reserves. Drilling begins vertically, but the drill bit can be turned so that drilling can continue at an angle of up to 90 degrees. This technique extends the drills reach, enabling it to reach separate pockets of oil or gas. Because constructing new platforms is costly, this technique commonly is employed by offshore drilling operations.
9.
How is recovered oil transported to refineries? by pipeline, ship, barge, truck, or railroad
by pipeline
11. Explain how employment in the mining industry has been affected by new technologies and mining techniques that increase
productivity. Most mining machines and control rooms are now automatic or computer-controlled, requiring fewer, if any, human operators. Many mines also operate with other sophisticated technology such as lasers and robotics, which further increases the efficiency of resource extraction. As a result, mine employment has been falling over time, particularly of workers who are involved in the extraction process itself. These new technologies and techniques have also increased specialization in the industry and led to expanded use of contract mining services companies for specific tasks. These companies also allow mining firms to more easily adjust production levels in response to changes in commodity prices.
12. Write a short paragraph describing the working conditions for someone working in oil and gas extraction.
Work schedules in the mining industry can vary widely. Some oil and gas extraction sites operate 24 hours a day, 7 days a week. This creates the opportunity for some mining workers to work long shifts several days in a row, and then have several days off. The remote location of some sites, such as offshore oil rigs, requires some workers to actually live onsite for weeks at a time, often working 12 hour shifts, followed by an extended leave period onshore. As a result of these conditions, part time opportunities are rare in this industry, but overtime is common. The average work week for a production worker in mining is 45.3 hours.
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Extraction workers spend most of their time at the well site. Working conditions at well sites can be unusual and sometimes dangerous. Physical strength and stamina are necessary, as the work involves standing for long periods, lifting moderately heavy objects, and climbing and stooping to work with tools that often are oily and dirty. Workers in wells are subject to rugged outdoor work in all kinds of weather and climates. Oil and gas sites, because they are largely automated once deposits have been located, generally operate year round regardless of weather conditions, although offshore oil platforms are evacuated before the onset of dangerous weather, such as hurricanes.
13. There were approximately 717,000 wage and salary jobs in the mining industry in 2008. How many were in oil and gas
Before any mining can actually begin, a deposit of the resource needs to be found. This is the primary work of geologists and geological and petroleum technicians, who travel around the world using tools such as seismic data and core samples to locate deposits of sufficient size and purity for extraction. Petroleum engineers and mining and geological engineers then formulate the general plan for how the mining operation will be undertaken. They design, with drafters and engineering technicians, the general structure of the well or mine, and the most efficient method of extraction. These engineers generally supervise mine and well activities throughout the entire lifecycle of the project, troubleshooting any problems and ensuring smooth operations. They also work with environmental engineers, who ensure that mine or well sites meet stringent Federal, State, and local regulations. Environmental regulations make obtaining permits for new projects increasingly difficult and impose substantial penalties should projects fail to meet standards, making proper environmental remediation a necessity for any mining operation. Environmental engineers also plan reclamation projects when product extraction is complete. Other engineers who ensure smooth working operations include industrial engineers, who manage the use of workers and equipment for optimum productivity, and mechanical engineers, who ensure that complicated systems for cooling and ventilation are designed and constructed properly.
16. What is a roughneck, and what does he do?
Rotary-driller helpers, also known as roughnecks, guide the lower ends of pipe to well openings and connect pipe joints and drill bits.
17. Describe the occupations involved in natural gas processing.
Most workers involved in gas processing are operators. Gas treaters tend automatically controlled treating units that remove water and other impurities from natural gas. Gas-pumping-station operators tend compressors that raise the pressure of gas for transmission in pipelines. Both types of workers can be assisted by gas-compressor operators.
18. In your opinion, is the outlook for employment in oil and gas extraction positive or negative? Why do you think so?
Answers will vary, but should consider the following: new technologies and new extraction techniques that increase productivity will require fewer workers in the industry; rising worldwide demand for oil and gas is likely to cause prices to remain high and generate the needed incentive for oil and gas producers to continue exploring and developing oil and gas reserves; restrictions on drilling in environmentally sensitive areas and other environmental constraints should continue to limit exploration and development onshore and offshore, however, changes in policy could expand exploration and drilling for oil and natural gas in currently protected areas and add jobs, especially in Alaska and the Federally-controlled Outer Continental Shelf; despite an overall decline in mining industry employment, job opportunities in most occupations should be very good because workers in the mining industry are older than average and some companies may have trouble coping with the loss of many experienced workers to retirement at a time when the industry is expanding production.
19. In 2006, what was the average wage for production workers in oil and gas extraction?
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GAME PIECES
TA
EXPLORATION
R T
Geologists conduct many tests gathering information, such as seismic data, to determine if the geology holds oil or natural gas.
formulate the general plan for how the extraction operation will go. They help design the general structure of the well and the most efficient method of extraction.
PETROLEUM ENGINEERS
work on small platforms high on rigs to help run pipe in and out of well holes and operate the pumps that circulate mud through the pipe.
ROUGHNECKS
maintain and repair the electrical and electronic equipment and systems that keep the facilities up and running.
ELECTRICIANS
guide the lower ends of pipe to well openings and connect pipe joints and drill bits.
ENERGY TRADERS
install, maintain, repair, and test rotating mechanical equipment and systems.
MACHINISTS
buy and sell oil and gas in the U.S. and international markets.
Roll the die one last time to find out what kind of product you will become. If you EUM are a drop of oil, OL P ETR follow the 1 petroleum path. You are refined If you are a into gasoline for molecule of use in cars and natural gas, trucks. follow the natural gas path. You are sent to a house and used to cook dinner on a stove.
STOP!
prepa R PIPELI SS PIPIN N cons re drawing E DRAF G tructio TE s n, an used in RS th d gas f ields operation e layout, and r efine of oil and ries.
PRO
CE
You are refined into jet fuel and travel the world in first-class.
FINISH
NA
TU
RA
END-USE PRODUCTS
L GAS
You are sent to a house and used for space and water heating.
FINISH
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1. Did you conduct the entire unit? 2. Were the instructions clear and easy to follow? 3. Did the activities meet your academic objectives? 4. Were the activities age appropriate? 5. Were the allotted times sufficient to conduct the activities? 6. Were the activities easy to use? 7. Was the preparation required acceptable for the activities? 8. Were the students interested and motivated? 9. Was the energy knowledge content age appropriate? 10. Would you teach this unit again? Please explain any no statement below. How would you rate the unit overall? How would your students rate the unit overall? excellent excellent
good good
fair fair
poor poor
Other Comments:
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