crude oil and natural gas formation

Transcription

1 crude oil and natural gas formation module 2 BP energy education programme 2008

2 Learning Area, Outcomes and Phase Learning Area Outcomes Phase Program Science Society and Environment Energy and Change (SCI) Earth and Beyond (SCI) Investigation, Communication and Participation (S&E) Early Adolescence BPEEP Module 2: Oil and Natural Gas Formation Copyright This training module is copyright. Apart from fair dealing for private study or research as permitted under the Copyright Act 1968, no part may be reproduced, copied, transmitted in any form or by any means without the prior written permission of BP Australia Pty Ltd. All requests and enquiries should be directed to the BPEEP Coordinator on (08) Disclaimer The content of this training module is provided for educational purposes only. In no event will BP Australia Pty Ltd or any related corporation be liable for the accuracy of the information contained in the module or the reliance placed upon it. The module is provided on the basis that all persons using it take responsibility for assessing the relevance and accuracy of its content. The content was compiled by teachers Chris Hickman and Kate Bowman of Perth, Western Australia who have sourced and written the content. PAGE ii

3 Overview of Learning Module Module 2, titled Crude Oil and Natural Gas Formation is part of the teaching and learning sequence to the BP Energy Education Program. The main objective of the module is to for students to understand that oil and natural gas are formed by decaying plant and animal matter under high pressure over millions of years. Key understandings addressed in this module are delivered through two major conceptual areas: 1. The Origin of Fossil Fuels. Define the term fossil fuel. Identify examples of fossil fuels. Explain why fossil fuels are energy sources. Identify ways different fossil fuels are used. Explain why fossil fuels are classified as non-renewable. 2. The Formation of Crude Oil: Explain how oil and natural gas deposits are formed. Examine the classification of oil and natural gas as non-renewable energy sources. Identify everyday items that are made using oil. The conceptual area is presented as a series of learning experiences that can be used sequentially or as stand alone learning experiences. However when delivered in sequence these learning experiences provide students with a comprehensive understanding necessary for the Science and Society and Environment Curriculum, and other modules in the BPEEP learning program. Module 2 Crude Oil and Natural Gas Formation is linked to Western Australia s Department of Education and Training s Curriculum, Assessment and Reporting Policy (CAR Policy) and associated documentation. The program, presented as a series of teaching and learning experiences links teacher planning and learning area (Science and Society and Environment) coverage back to the initial planning documents, namely the Curriculum Framework and Outcomes and Standards Framework. Planning documentation provides teachers with the explicit links to the Curriculum Framework; Knowledge, Skills and Values focus; and learning area Outcomes and Standards coverage. Relevant learning area documentation, and teaching and learning links, are colour coded for both Science (ORANGE) and Society and Environment (PURPLE). PAGE 1

4 Overview of Learning Module Teachers should refer to both Learning Area Curriculum Guides (What students should be taught) and Learning Area Outcomes and Standards Framework (What levels of achievement students can demonstrate/achieve across the relevant Learning Area outcomes) when considering the application of the BPEEP modules to their individual teaching and learning program requirements. A suggested timeframe is provided as a guide only to how long teachers may expect to spend on the learning experiences contained in the conceptual area of the module. A teacher guide is provided for the conceptual area. Lesson support material is also provided. PAGE 2

5 Contents This symbol denotes activity sheets Overview of Learning Module...1 Relevance to BP...5 BPEEP Learning Area Outcome/Aspect Coverage...6 Educators Summary of Module Suggested Teaching Timeframe...9 Conceptual Area 1: The Origin of Fossil Fuels...10 Learning Experience 1.1: Why do we call them Fossil Fuels? Learning Experience 1.2: What s buried beneath? Learning Experience 1.3: The Three Main Fossil Fuels: Webquest...12 Learning Experience 1.4: Paragraph Task...12 Learning Experience Learning Experience Learning Experience Learning Experience Conceptual Area 2: The Formation of Crude Oil...23 Learning Experience 2.1: Dictoglos Oil and Gas Formation...24 Learning Experience 2.2: Energy for the World DVD...25 Learning Experience 2.3: Terms to do with Oil Formation...25 Learning Experience 2.4: Oil Formation...25 Learning Experience 2.5: Guest Speaker...26 Learning Experience 2.6: Paragraph Task...26 Learning Experience 2.7: Why do we need oil? and Learning Experience 2.8: Life without oil...26 Learning Experience 2.9: Assessment Task...27 PAGE 3

6 Contents Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience References for module PAGE 4

7 Relevance to BP When searching for new oil and gas resources, it is essential to understand how, where and when oil and gas were formed. Therefore, BP continues to develop its knowledge and understanding of the various geological sources of oil and gas, and the processes of oil and gas formation. BP is currently exploring for new oil and gas resources in many parts of the world, in both onshore and offshore areas. In some places the source of petroleum is buried marine organisms, and in others it is buried land plants. These source rocks may only be a few million years old, or hundreds of millions of years old, and thus much effort is expended on finding the age of the most prolific rocks. In some parts of the world these source rocks produce mainly oil, whereas other parts of the world, such as Australia, it is mainly gas that is created. Sometimes you get both in the same area. Whether oil or gas makes a big difference to its value, how it is extracted, and how and where it is used. Therefore, wherever BP looks for new oil and gas, an understanding of all these factors is vital. PAGE 5

8 BPEEP Learning Area Outcome/Aspect Coverage OUTCOME SCIENCE Earth and Beyond BPEEP MODULE Sustainability of life and wise resource use X X X X X X X X X Earth forces and materials X X X X X X X X Relationships between the Earth, our Solar System and the Universe. Energy and Change Energy, sources, patterns and uses. X X X X X X Transfer and transformation. X X Natural and Processed Materials Structures, Properties and Uses Interactions and Changes SOCIETY and ENVIRONMENT Resources Use of Resources X X X X X X X X Management and Enterprise X X X X X X X X X X People and Work X X X X X X Place and Space Features of Places X X People and Places X X X Care of Places X X X Investigation, Communication, Participation Planning X X X X X X X X X X X Conducting X X X X X X X X X X X Processing and Translating X X X X X X X X X X X Applying and Communicating X X X X X X X X X X X X X X PAGE 6

9 BPEEP Learning Area Outcome/Aspect Coverage Overarching Learning Outcomes 1. Students use language to understand, develop and communicate ideas and information with others. 2. Students select, integrate and apply numerical and spatial concepts and techniques. 3. Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others. Context Literacy Focus and wide range of learning experiences. Units of measurement and simples calculations. Map interpretation. Focus of S&E I.C.P. outcome and associated skills e.g. keywords, note-taking, sources. 4. Students use, select and apply technologies. Internet (website) research. 5. Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions. 6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test opinions. 7. Students understand and appreciate the physical, biological and technological world and have the knowledge and skills to make decisions in relation to it. 8. Students understand their cultural, geographical and historical contexts and have the knowledge, values and skills to make decisions in relation to it. 9. Students interact with people and cultures other than their own and are equipped to contribute to the global community. 10. Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others. 11. Students value and implement practices that promote personal growth and well-being. 12. Students are self motivated and confident in their approach to learning and area able to work individually and collaboratively. 13. Students recognise that everyone has the right to feel valued and to be safe and in this regard understand their rights and obligations and behave responsibly. Oil and gas formation. Prediction of concepts. Explanation of processes.. Use of fossil fuels and implications for the future. Oil and gas formation. Impact of using fossil fuels. Uses of fossil fuels. Human dependence on oil and other fossil fuels. Introductory thinking toward climatic change. Guest speakers from BP. Development of global issue climatic change. Presentation of information. Benefits of different means of presentation. Group Work and values oriented learning. Range of teaching strategies individual and group work. Explicit teaching and implementation of group learning strategies. PAGE 7

10 Educators Summary of Module 2 DESCRIPTION OF CROSS CURRICULAR PROGRAM Module 2: Crude Formation is predominantly focused upon the Science outcomes Earth and Beyond and Energy and Change. The module requires students to investigate the origins of crude oil, notably the process of formation. This provides essential knowledge for the students to engage in Module 3 (Exploration) and Module 4 (Refining). Cross curricular links are possible between the Science outcomes covered by the module and the Investigation, Communication and Participation Outcome for Society and Environment. Primarily an S&E teacher could assess the I.C.P. outcome if it were applied to the Science conceptually based assessment task. Likewise, the students planning skills can be used as evidence toward the Planning aspect of the ICP Outcome. CONCEPTUAL FOCUS Define the term fossil fuel. Identify examples of fossil fuels. Identify different uses of crude oil. Describe the importance of crude oil use to everyday life. Explain the process of oil formation. Examine the classification of crude oil as a nonrenewable energy resource. Literacy Paragraphing Note taking Group Work Library/research skills. Science lab process. DESCRIPTION OF ASSESSMENT SKILLS FOCUS Supporting the on-going literacy focus a paragraph task is included. Though some conceptual understanding can be levelled in certain Learning Area Outcomes, teachers are encouraged to use the paragraph rubric (provided) through the delivery of the BPEEP modules to monitor the student s ability to construct well structured paragraphs over an extended period of time. Consideration should be given to both modelling and scaffolding the paragraph framework prior to assessing this vital literacy skill. The major assessment piece for this module requires students to develop a presentation that explains and illustrates the formations of oil and natural gas deposits. This task provides students with the opportunity to expand some basic overview information into a creative presentation that would be more effective in demonstrating an understanding of this concept. An assessment rubric is provided. LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS A major on-going focus on Paragraphing utilising paragraph framework. Also emphasis on keywords, note-taking and other literacy oriented strategies. NA CURRICULUM FRAMEWORK VALUES A pursuit of knowledge & a commitment to achievement of full potential. Self Acceptance and Respect of Self. Respect and Concern for Others and Their Rights. Inquiry learning Group work. Scaffolding STRAND No (CF) (CF) (CF) Social and Civic responsibility. 4.4, 4.8, 4.9 (CF) Environmental responsibility. 5.2, 5.3 PAGE 8

11 Suggested Teaching Timeframe Day Time Learning Experience Learning Area Conceptual Area 1: The Origin of Fossil Fuels 1 60 minutes Experience 1.1: Why do they call them fossil fuels? 2 60 minutes Experience 1.1: What s buried beneath? 3 60 minutes Experience 1.2: Types of Fossil Fuels 4 60 minutes Experience 1.3: Paragraph Task Science Society and Environment Science Society and Environment Science Society and Environment Science Society and Environment Conceptual Area 2: The Formation of Oil and Natural Gas 5 60 minutes total Experience 2.1: Dictoglos Formation of oil and natural gas. Experience 2.2: Energy for the World DVD minutes total Experience 2.3: Terms to do with Oil formation. Experience 2.4: Oil formation diagram/notes minutes Experience 2.5: Guest Speaker minutes Experience 2.6: Paragraph Task minutes total Experience 2.7: Why do we need oil? Experience 2.8: Life without oil mindmap minutes Experience 2.9: Assessment Task Science Science Science Science Science Science Society and Environment Learning Task Worksheet Library/internet research Focus questions Internet Note taking table summary Paragraph Task. Dictoglos note taking and explanation. Worksheet structured questions/activities. Worksheet. Worksheet diagram/ sketches/notes Guest speaker framework. Paragraph Task Worksheet structured questions/activities Assessment task. PAGE 9

12 Conceptual Area 1: The Origin of Fossil Fuels LEARNING AREA: OUTCOME/S: PHASE OF DEVELOPMENT: CONCEPTUAL AREA : KEY UNDERSTANDINGS: Conceptual Understandings Define the term fossil fuel. Identify examples of fossil fuels. Examine the classification of fossil fuels as a non-renewable energy resource. Teacher Information: Science Society and Environment Energy & Change (Sci) Earth & Beyond (Sci) Investigation, Communication & Participation (S&E) Early Adolescent The Origin of Fossil Fuels Students will be able to identify oil, natural gas and coal as fossil fuels and be able to explain their origin. Skills Paragraphing. 3 Levels of focus questioning. Library and internet based research. Values , 4.8, , 5.3 This series of learning experiences aims to develop the students understanding of fossil fuel energy sources. Fossil fuels are the world s most commonly used energy source. They are stores of energy formed from the remains of plants and animals that lived millions of years ago hence the name fossil fuels. Coal, oil and natural gas are examples of fossil fuels. As these cannot be replaced easily, they are called non-renewable sources of energy. The three hydrocarbon-based fossil fuels (oil, natural gas and coal) will be studied, with particular emphasis on oil and gas. Resources Copies of worksheets attached to learning experiences Access to school library Access to computers will internet facilities Equipment Computer access. Student Prior Knowledge: The delivery of module 1 prior to any other BPEEP module provides students with important conceptual background knowledge about What is Energy? Students should be able to explain the term energy, classify its two forms, describe its different types and categorise different types of energy resources. PAGE 10

13 Conceptual Area 1: The Origin of Fossil Fuels Learning Experiences: Learning Experience 1.1: Why do we call them Fossil Fuels? To connect students to the concept of fossils the teacher may opt to show the opening archaeological dig from the original Jurassic Park film. This could lead to a class discussion about what students understand about the Jurassic (dinosaur) period and the term fossil (i.e. What is a fossil? How are they formed? Why are they important in helping understanding the past?). The teacher at this stage should introduce the concept of fossil fuel. Using their existing knowledge of the two terms fossil and fuel, students write down a predicted definition of the concept. Students should share their predicted definitions with a partner and improve their original definition if applicable. The worksheet provided should be distributed following this initial prediction of the concept of fossil fuel. Students should read through the information provided on the worksheet, facilitated by the teacher using an appropriate reading strategy. An opportunity exists here to focus on literacy skills such as keyword identification. Students could add keywords and their meaning to a glossary of important terms/understandings (this could be used in the future for Learning Area specific vocabulary tasks or spelling tests). Using the information provided and their initial prior knowledge students complete the tasks outlined on the worksheet. The understandings covered by these tasks should be clarified and consolidated through teacher questioning and class discussion. Learning Experience 1.2: What s buried beneath? To develop the students understanding of fossil fuels further, a structured series of focus questions is provided for the students to research using the school library or internet. It is suggested, if possible, that the library should be sourced (or a library loan box organised) as the internet is required for future learning experiences and the importance of research skills using library resources should not be underestimated (some times with today s technology it is too easy to turn to the internet rather than source texts, encyclopaedias etc.). Prior to completing their research and responding to the focus questions students should reflect on what they already know about fossil fuels using the space provided for the brainstorm. The teacher should facilitate the research process, rather than provide the answers. Once all students have had the opportunity to research and respond to the focus questions the teacher should lead a detailed discussion about the questions. It is important that students are provided an opportunity to clarify their understandings at this point. Additional research time or teacher explanation and guidance may be required. PAGE 11

14 Conceptual Area 1: The Origin of Fossil Fuels Learning Experience 1.3: The Three Main Fossil Fuels: Webquest The previous learning experience provided students with the opportunity to obtain a general understanding of the concept of fossil fuels. This understanding is now refined to a specific look at the 3 main energy resources referred to as fossil fuels: oil, natural gas and coal. The purpose of this learning task is for students to acquire a basic understanding of the three main fossil fuels. Oil and natural gas will become the main focuses in future learning experiences and modules of the BPEEP learning program. This initial understanding is solely focused on understanding what each energy resource is and how it is used. Students may access the following websites, and also search for their own sources of information: Once initial research is completed by students the teacher could adopt a pair and share approach to develop student understandings (share with a partner, add anything new that you didn t have, repeat process in small groups of 3-4). Finally the teacher could facilitate a class discussion. Student learning from learning experiences 1.1, 1.2 and 1.3 will be the focus of the paragraph task in learning experience 1.4. Learning Experience 1.4: Paragraph Task Using the Think, Plan, Write, Edit and Present paragraph framework students, under test conditions, answer the following focus question: Why are fossil fuels described as non-renewable? The teacher may or may not opt to allow students to source their lesson work completed in previous learning experiences on fossil fuels. To enhance student application of the editing process it is suggested students take drafted paragraphs (THINK, PLAN and WRITE stages of framework) home to complete the EDIT and PRESENT stages. A rubric is provided to assess students application of the paragraph framework (numerically based). Teachers may opt to use one off paragraphs as further evidence of student attainment of levels in certain aspects of Learning Area outcomes. NOTE A Paragraph Rubric and Edit Checklist are located in the appendices. PAGE 12

15 Conceptual Area 1: The Origin of Fossil Fuels Given there are other paragraph tasks included in Module 2 the teacher may opt to model the paragraph framework utilising student knowledge of previous learning experiences to facilitate this process. If this is the case an overview of the paragraph frameworks use is provided below. Paragraph Framework Explanation: The initial part of the paragraph framework requires the students to brainstorm all relevant information to the main idea of the paragraph. This is the THINK component. With a set of initial thoughts students plan the structure of the content in their paragraph. Using the hamburger framework students sort ideas into the four main types of sentences: Statement (or Topic Sentence), Explanation (or Developing Sentence/s), Examples (or Supporting Sentence/s) and Conclusion (or Concluding Sentence). This is the PLAN component. Students draft their paragraph at this stage, using their Plan as a guide. Emphasis should be placed on the students identifying each type of sentence to ensure the paragraph is correctly structured. This can be done by a colour a scheme for each sentence type or simply labelling after sentences with TS (Topic Sentence), DS (Developing Sentence), SS (Supporting Sentence) and CS (Concluding Sentence). This is the WRITE component. Once drafted, students should edit their paragraph. Spelling, grammar and punctuation should all be a focus, as well as ensuring all four types of sentences correctly structure the paragraph. As well as self, peer or parental editing should be encouraged. This is the EDIT component. Once a full edit process is completed the student is ready to present their paragraph. All corrections should be made and sentence identification (i.e. TS, DS, SS and CS) removed. This is the PRESENT component. Monitoring and Evaluation: Student understanding of fossil fuels and their classification as a non-renewable resource is assessed through the completion of learning experience tasks and a paragraph task. A rubric is provided in the appendix section of the BPEEP resource file to assess the student s ability to construct a well structured paragraph. Paragraphs should be used by the teacher as evidence toward the attainment of conceptual outcome levels. PAGE 13

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17 Name: Class: Learning Experience 1.1 Date: Why do we call them Fossil Fuels? You may have heard people talk about Fossil Fuels before in conversations about energy and power generation but what is a fossil fuel and what exactly do they have to do with fossils? Aren t fossils dinosaurs bones and imprints of shells and old plants and animals? What do they have to do with fuels? The word fossil comes from the Latin fossilis meaning dug up. Fossils are the remains, moulds, or traces of organisms that died a long time ago and were preserved in (usually) sedimentary rocks such as sandstones, siltstones, shales or limestones. Fossil fuels were formed many hundreds of millions of years ago. In the ocean, dead and decaying plants and animals sank to the bottom of the ocean, and were buried by sediments of sand and mud. As they became more deeply buried, the pressure and temperature increased. The increasing temperature and pressure slowly changed the sediments into what we call sedimentary rocks, such as chalk, limestone, sandstone and shale. In the absence of oxygen, the bodies of the dead plants and animals transformed over millions of years into an organic material called kerogen. At high pressure and temperatures above 110 oc, the kerogen changed into crude oil and natural gas. On land, dead plants underwent a similar transformation to become coal. When coal is deeply buried and heated, it may form gas or even oil. BP Australia Pty Ltd 2008 BP energy education program module 2: PAGE 15

18 Name: Learning Experience 1.1 (contd.) Class: Date: Describe, in your own words, what a fossil is. When were fossil fuels formed? Draw a flow diagram to show the steps involved in the formation of a fossil fuel. What are the three forms of fossil fuel? Use your definition of a fossil and the description of how fossil fuels were formed to answer this question. Why do we call them fossil fuels? PAGE 16

19 Name: Learning Experience 1.2 Class: Date: What s Buried Beneath? Research Task Brainstorm what you already know about fossil fuels before answering the questions through research. What I know about fossil fuels. PAGE 17

20 Learning Experience 1.2 (contd.) 1. What is a fossil fuel? 2. What are the main fossil fuels? 3. What makes them fossil fuels (i.e. common characteristics/factors)? 4. Why are they fuels? 5. Why are they described as non-renewable? PAGE 18

21 Learning Experience 1.2 (contd.) 6. Why are they also described as finite? 7. For how long are fossil fuels expected to last? 8. What are some of the issues created by the use of fossil fuels? 9. Are there fuels which are not fossil fuels? PAGE 19

22 Name: Learning Experience 1.3 Class: Date: Types of Fossil Fuels Type Description Use Oil Gas Coal PAGE 20

23 Name: Learning Experience 1.4 Class: Date: The main idea of the paragraph is Paragraph Framework Why are fossil fuels described as non-renewable? THINK PLAN Statement (Topic Sentence T.S.) Explanation (Developing Sentence D.S.) Examples (Supporting Sentence S.S.) Conclusion (Concluding Sentence C.S.) PAGE 21

24 Learning Experience 1.4 (contd.) WRITE EDIT PRESENT (Identify each type of sentence using T.S., D.S., S.S., C.S.). Spelling Punctuation Grammar Sentences Keywords PAGE 22

25 Conceptual Area 2: The Formation of Crude Oil LEARNING AREA: OUTCOME/S: PHASE OF DEVELOPMENT: CONCEPTUAL AREA : KEY UNDERSTANDINGS: Conceptual Understandings Explain the process of oil and natural gas formation. Examine the classification of crude oil and natural gas as a non-renewable energy resource. Teacher Information: Science Society and Environment Energy & Change (Sci) Earth & Beyond (Sci) Investigation, Communication & Participation (S&E) Early Adolescent The Formation of Crude Oil Students will be able to understand oil is formed by decaying plant and animal matter under high pressure over millions of years. Skills Literacy paragraphing, dictoglos, vocabulary Viewing and listening acquiring information from DVD and guest speaker. Research ICP ladder process, library skills, internet Values , 4.8, , 5.3 This series of learning experiences aims to develop the students understanding of how oil and natural gas are formed, and that as a result of this process they are classified as non-renewable energy sources. For the purpose of this Learning Experience the terms oil and petroleum will be used. The word petroleum means rock oil or oil from the earth. Most oil was formed from the remains of animals and plants that lived in a marine (water) environment during the Carboniferous Period (although some was derived from terrestrial deposits and during other periods). When organisms died and sank to the bottom, they were covered in mud, sand and other mineral deposits. This rapid burial prevented immediate decay, which would normally occur if organisms remained exposed on the sea floor. The lack of oxygen in the sedimentary layers caused organisms to slowly decay into carbon-rich compounds. These compounds mixed with surrounding sediments and formed source rock, which is a type of fine-grained shale. As more layers deposited on top of one another, pressure and heat acting on the source rock convert the organic material into what we today call crude oil. The world depends on crude oil and natural gas for both energy and a huge range of products that we rely on every day. Without crude oil and natural gas our lives would be totally different. Resources Armageddon Movie Dictoglos text Energy for the World DVD available from BP Educational Service Guest Speaker Equipment TV/DVD Dictionaries Computers with internet facilities Student Prior Knowledge: The delivery of Module 1 prior to any other BPEEP module provides students with important conceptual background knowledge about What is Energy? Students should be able to explain the term energy, classify its two forms, describe its different types and categorise different types of energy resources. PAGE 23

26 Conceptual Area 2: The Formation of Crude Oil Learning Experiences: Learning Experience 2.1: Dictoglos Oil and Gas Formation To connect student thinking to the oil industry, the teacher may opt to show the early scene in the feature film Armageddon, where Bruce Willis and his crew are working on an oil rig and operating the drill machinery. Following the viewing of this scene, the teacher should question students on where oil comes from and how students believe it may be formed. Students should record their thoughts on how oil is formed this may prove to be an interesting task and may provide some interesting explanations if students have limited existing prior knowledge. A dictoglos is an excellent literacy strategy that enables students to develop their skills of listening and identifying keyword/key ideas. Using the text below, the teacher facilitates the following learning sequence: The students listen to the teacher read the text aloud, without writing anything down. The teacher reads the text again, relatively slowly; the students take down keyword/key idea notes. The teacher may aid this process by assisting with spelling of keywords on the board. The students are then set the task of using their notes to rewrite the text in their own words. As either an immediate follow on activity or reflective task at the start of the next lesson, the teacher can use the cloze activity on the activity sheet (which uses the same text) to allow students to apply their learning as a result of the dictoglos learning experience. Depending on the time available the teacher may move straight on to Learning Experience 2.2. Dictoglos: Oil and Gas Formation Fossil fuels are the world s most commonly used energy source. They are stores of energy formed from the remains of plants and animals that lived millions of years ago hence the name fossil fuels. Coal, oil and natural gas are examples of fossil fuels. As these cannot be replaced easily they are called non-renewable sources of energy. Oil is also called crude oil or petroleum. The word petroleum means rock oil or oil from the earth. It was formed from the remains of animals and plants that lived in a marine (water) environment millions of years ago. When organisms died and sank to the bottom, they were covered in mud, sand and other mineral deposits. This rapid burial prevented immediate decay, which would normally occur if organisms remained exposed on the sea floor. The lack of oxygen in the sedimentary layers caused organisms to slowly convert into carbon-rich compounds. These compounds mixed with surrounding sediments and formed source rock, which is a type of fine-grained shale. As more layers deposited on top of one another, pressure and heat acting on the source rock chemically converted the organic material into what we call crude oil. The world depends on crude oil and natural gas for both energy and a huge range of products we rely on every day. Without crude oil and natural gas our lives would be totally different. PAGE 24

27 Conceptual Area 2: The Formation of Crude Oil Learning Experience 2.2: Energy for the World DVD The DVD Energy for the World: Oil and Gas Formation can either be used as a quick consolidation of student understanding of oil and natural gas formation, or alternatively as a structured learning experience. If the latter is the preferred option a structured worksheet; Oil and Gas Formation Energy for the World DVD is provided for the students to complete during (with the teacher pausing at the appropriate sections) or after (as a review of student understanding/learning). The teacher should opt for the most appropriate use of the worksheet taking into account student ability and time constraints. Opportunities exist for discussion and further study of key concepts such as hydrocarbons, the carbon cycle and photosynthesis as covered in the DVD. The Oil and Gas Formation chapter goes for approximately 15 minutes. Accessing the Energy for the World DVD This BP educational resource consists of three chapters: Oil and Gas Formation (used in module 2), Refining and products from oil (used in module 4) and Renewable energy (used in module 8). You can purchase the DVD through the BP Education Service at genericsection.do?categoryid=1030&contentid= (or go to the BP website and search on Education Service ). Alternatively, you may borrow the DVD from the BPEEP coordinator. A deposit of $30 is required. The BPEEP coordinator can be contacted on (08) Learning Experience 2.3: Terms to do with Oil Formation Students should be encouraged to maintain a learning area specific vocabulary list to enable them to refer back to key terms throughout the BPEEP program. This is also useful for reinforcing literacy skills such as spelling and vocabulary. This can be done in their files with keywords determined by the teacher. Alternatively, the Terms to do with Oil Formation worksheet may be used as either an introductory or reflective lesson task. This learning experience is more meaningful when students are provided the opportunity to look back through their notes or access a dictionary to develop their own explanations of each term. Students should always be encouraged to write these explanations in their own words and share them with a partner to check for meaning and understanding. Learning Experience 2.4: Oil Formation The following learning experience is included as an additional task to consolidate student understanding of oil formation. It is similar to the story board included in the DVD worksheet, though it does include a note-taking section. Teachers, depending on time may opt not to use this learning experience. It is important to note though that the website link below does provide a very simple explanation and pictures that students find easy to navigate and understand. PAGE 25

28 Conceptual Area 2: The Formation of Crude Oil Using the following website as a guide: (or alternatively students could search using Students should use the worksheet provided: How were oil and gas formed? to illustrate (use labelled diagrams the use of colour is important to visually represent layers) and explain the stages involved in oil formation. This task could also be used to consolidate student understanding before completing the paragraph task which asks students to explain the formation of oil. Learning Experience 2.5: Guest Speaker Teachers may contact BP to request a guest speaker to come to the school to talk about oil and natural gas formation, and their career in the energy industry. Contact the BPEEP coordinator on (08) to request a guest speaker. A handout is provided for students to record and use the information provided in the presentation. NOTE: If organising a guest speaker the teacher may opt to also request the coverage of topics such as Oil and Natural Gas Exploration (Module 3) and Oil Refining (Module 4) in the one presentation visit. This will largely be determined by availability of and your proximity to a BP representative and the students knowledge of the additional concepts. Learning Experience 2.6: Paragraph Task Using the Think, Plan, Write, Edit and Present paragraph framework students, under test conditions, explain the following statement: The formation of crude oil is a natural process that takes millions of years To enhance student application of the editing process it is suggested students take drafted paragraphs (THINK, PLAN and WRITE stages of framework) home to complete the EDIT and PRESENT stages. A rubric is provided to assess students application of the paragraph framework (numerically based). Teachers may opt to use one off paragraphs as further evidence of student attainment of levels in certain aspects of Learning Area outcomes. NOTE Paragraph Rubric and Edit Checklist are located in the appendices. Learning Experience 2.7: Why do we need oil? and Learning Experience 2.8: Life without oil Learning experiences 2.7 and 2.8 are intended to link the students understanding of oil formation to their developing appreciation of the importance of oil to our everyday lives. This will be developed further in future modules, but at this stage it is thought that a lesson linking what has been learnt to real life context maybe a timely reminder of why we are studying this energy resource industry. The two learning experiences require students to reflect on the impact oil has on daily life. The structured worksheet and mind map/brainstorm may best be used as a homework task, leading to some questioning, sharing and discussion prior to beginning the assessment task. PAGE 26

29 Conceptual Area 2: The Formation of Crude Oil Learning Experience 2.9: Assessment Task The assessment task can be used solely as a Science based task or if teaching in a cross-curricular context can incorporate Society and Environment s process outcome; Investigation, Communication and Participation (I.C.P). The assessment task requires students to demonstrate their understanding of oil and natural gas formation. They will do this by considering how they can improve upon two different representations of oil and natural gas formation. The first stage of the assessment process requires students to consider the strengths and weaknesses of the two information sources provided. It is suggested this process should be facilitated by the teacher using a PMI Chart. The PMI chart should consider: Pluses What is good about the way the information is presented? Mines What is bad about the way the information is presented? Interesting What changes could improve the presentation? The main part of the assessment requires students to develop their own presentation that demonstrates an improved understanding and representation of oil and natural gas formation. The teacher should facilitate a discussion about effective ways to present difficult concepts such as this. If adopting a cross curricular approach and assessing the I.C.P. outcome the teacher should utilise the assessment process outlined by the ICP Ladder and supported by the ICP Planning Sheet (photocopy A3 size) located in the BPEEP file appendix section. As part of this process students should be encouraged to reflect on their progress, strengths, difficulties and extent of learning during the assessment period. Time spent on this task will be determined by the teacher and the time constraints in place during their teaching and learning program. Monitoring and Evaluation: Student understanding of oil and gas formation is assessed through: The completion of learning experience tasks (including guest speaker participation). A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource file to assess the student s ability to construct a well structured paragraph. Paragraphs should be used by the teacher as evidence toward the attainment of conceptual outcome levels. A major research task. A rubric is provided. Teachers are encouraged to utilise informal assessment practices throughout the module to continually monitor and consolidate student understandings. PAGE 27

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31 Name: Learning Experience 2.1 Class: Date: What did you learn? Use the word bank to complete the text you worked with last session. fossil fuels crude oil energy source organic material plants chemically animals heat coal pressure oil shale natural gas source rock non-renewable petroleum environment decay organisms marine deposits sedimentary layers rapid burial carbon-rich compounds Oil and Gas Formation are the world s most commonly used. They are stores of energy formed from the remains of and that lived millions of years ago hence the name fossil fuels., and are examples of fossil fuels. As these cannot be replaced easily they are called sources of energy. Oil is also called crude oil or. The word petroleum means rock oil or oil from the earth. It was formed from the remains of animals and plants that lived in a (water), millions of years ago. When died and sank to the bottom, they were covered in mud, sand and other mineral. This prevented immediate, which would normally occur if organisms remained exposed on the sea floor. The lack of oxygen in the caused organisms to slowly convert into. These compounds mixed with surrounding sediments and formed, which is a type of fine-grained. As more layers deposited on top of one another, and acting on the source rock converted the into what we call. PAGE 29

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33 Name: Learning Experience 2.2 Class: Date: Oil and Gas Formation Energy for the World DVD Name 6 living room items that are made using oil. It s not just items that you find in your living room that are made from oil, list 6 more items that are made from oil. How was oil formed? It starts at the sun. Plants convert energy from sunlight into food. This process is known as photosynthesis. Photosynthesis A process in which use light to make.it takes place mainly in the leaves of from simple substances like carbon dioxide and plants Animals, like us, eat to get the energy for movement and warmth. When we break down the food and the energy is released into our bodies. What is in the oily, muddy, smelly sludge on the bottom of the pond made of? The sun s energy stored in all of this is slowly being released back into the environment as it decomposes. PAGE 31

34 Learning Experience 2.2 (contd.) The formation of crude oil takes millions of years and began in prehistoric times long before humans even existed. All of the following steps had to occur for crude oil to be formed. Number them in the order in which they occurred. ORDER STEP The remains are covered by mud and sand Millions of years of heat and pressure Crude oil is formed Millions of years ago tiny sea creatures flourished in shallow sea Partial decomposition Sea creatures die and sank to the bottom of the sea complete with their stored energy Crude oil doesn t always look the same, but it is always made up of hydrogen and carbon. What are crude oil molecules called? a) carbohydrates b) carogens c) hycarbs d) hydrocarbons How come there isn t an underground sea of oil? Gases such as methane are nearly always found with oil. M, e, p, and b are all gases made of carbon and hydrogen. What is this anes family called? a) allanes b) biplanes c) alkanes d) hurricanes Hydrocarbon molecules where each atom has four bonds are called. Hydrocarbons burn that s what makes them valuable as a fuel. Fuel A material used as a source of or. Oil and gas aren t the only fuels that come from the remains of fossils. PAGE 32

35 Learning Experience 2.2 (contd.) Fossil Fuel A formed from the remains of plants and that died millions of years ago, like, and. Oil and gas come from the remains of sea creatures that died millions of years ago. Where does coal come from? The carbon cycle is the process that carbon goes through to get back to the atmosphere. Where does the carbon cycle start? What are three different ways carbon can be returned to the atmosphere? 1) 2) 3) What happens once carbon gets back into the atmosphere? Is there a problem with the way we are currently using our fossil fuel supplies? Explain your answer. What could some possible solutions be? PAGE 33

36 Learning Experience 2.2 (contd.) The Hydrocarbon Story Use the information from the DVD you have just watched to come up with a storyboard that shows the journey of the hydrocarbons in a microscopic animal that lived millions of years ago to the petrol station and then to car emissions. Make sure you include sections that show the role the animal played in the formation of crude oil. Be creative! PAGE 34

37 Name: Learning Experience 2.3 Class: Date: Terms to do with Oil Formation In your own words explain what you understand by the following terms. Fossil Fuel Energy Source Non-Renewable Source Rock Crude Oil Deposit Organic Material Sedimentary Petroleum PAGE 35

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39 Name: Learning Experience 2.4 Class: Date: How were oil and gas formed? Describe in your own words how crude oil and natural gas are formed, by drawing pictures and writing notes to accompany the pictures. You may want to use the following website: PAGE 37

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41 Name: Learning Experience 2.5 Class: Date: Guest Speaker Complete the following section before the guest speaker arrives The guest presenter is a What do I think their job entails them doing day- to -day? What do I think their job has to do with what I am learning about in school? What are three questions I would like to ask the guest speaker in order to find out more about they do? 1) 2) 3) What are three questions I would like to ask the guest speaker in order to find out more about the topic I am studying at the moment? 4) 5) 6) PAGE 39

42 Learning Experience 2.5 (contd.) Complete the following section while the guest speaker is presenting to your class. Guest Presenter s Name: Guest Presenter s Role: Where do they work? What training did they have to do to get the role? Use the space below to record any interesting information the guest speaker may tell your class and to record the answers to any questions they may answer. PAGE 40

43 Learning Experience 2.5 (contd.) Complete this T-Chart after the guest speaker has finished their presentation What I learnt How my ideas changed What I d still like to know PAGE 41

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45 Name: Learning Experience 2.6 Class: Date: The main idea of the paragraph is Paragraph Framework The formation of crude oil is a natural process that takes millions of years. THINK PLAN Statement (Topic Sentence T.S.) Explanation (Developing Sentence D.S.) Examples (Supporting Sentence S.S.) Conclusion (Concluding Sentence C.S.) PAGE 43

46 Learning Experience 2.6 (contd.) WRITE EDIT PRESENT (Identify each type of sentence using T.S., D.S., S.S., C.S.). Spelling Punctuation Grammar Sentences Keywords PAGE 44

47 Name: Learning Experience 2.7 Class: Date: Why do we need oil? Usually when you think about oil and what it is used for, the first thing you think of is fuel. Oil is used in fuel for cars as petrol, fuel for trucks as diesel, fuel for planes as aviation gasoline or jet fuel, and so on. Oil does play an important part in our every day lives as a fuel for transport and electricity generation, but did you know that there are hundreds of other products made from oil? For example all plastic is made from oil. Think of all the places you find plastics being used. List 10 products you use regularly that are made or have a part that is made of plastic 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) So what other every day items are made from oil? This table lists just some of the products we use everyday that are produced from oil Telephones Dishwashing liquid Furniture Hearing Aids Deodorant Clothing Surfboards Perfume Linoleum Credit Cards Disposable nappies Movie Film House Paint Candle Wax Nail Polish Garden Hose Aspirin Fertiliser Toothpaste Crayons and that s just the start. Think of all the products you have in your house that are made of or have some part of them made of plastic. You listed 10 before but I m sure you could think of another ten very easily. PAGE 45

48 Learning Experience 2.7 (contd.) Draw a picture of your kitchen in the box below. Now colour in every item in your kitchen that has been made from oil. How many items weren t coloured in? Describe how different your life would be if there were no products made from oil available to you? How could we use the oil we have more wisely? Are there replacements available that are not made from oil? PAGE 46

49 Name: Learning Experience 2.8 Class: Date: Life Without Oil Brainstorm what you wouldn t have, or be able to do, without oil products. Life without oil PAGE 47

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51 Name: Learning Experience 2.9 Class: Date: Assessment Task The same information can be presented in many different ways, each with their own advantages and disadvantages. Read the two information sheets on the formation of oil and gas (Source 1 and Source 2). Each of these sheets presents the same information but in two different forms. TASK A Complete a P.M.I. Chart to compare and contrast the strengths and weaknesses of each format. TASK B Both of the source sheets only use one form to present information: written text. The best sources of information use more than one way to present the important ideas they want to get across, such as sound, pictures, diagrams, models, graphs and tables. Your task is to create a presentation that incorporates the written text from the two source sheets with two or more different forms of presenting information. For example you could create a poster which incorporates pictures, labelled diagrams and written text or a Powerpoint TM presentation that incorporates sound effects, pictures and written text. It s up to you how you present your information; be as creative as you want. Remember, the aim of this task is to improve on the information sheets that you have already received. Your presentation should increase your audience s understanding of oil and gas formation further than the original information sheets could have. PAGE 49