How I used these materials/AP Science Fossil Fuels

From OOGEEP

Submitted by Jennifer Messerly, Bexley High School

Contents 1 Science Concept 2 Ways to incorporate different teaching methods 3 Graphic Organizers 4 Field Trips or Speakers 5 Performance task that reflects on the essential question

[edit] Science Concept

Chemical make-up of the fossil fuel oil; Mining, refining, and processing of oil; Uses of oil (products and energy)

[edit] Ways to incorporate different teaching methods

• Lecture
  

Students will gain background information about the locations of oil rich deposits and the steps to forming the fossil fuels oil and natural gas. Students will then learn about the extraction process using “fracking.”

• Reading
  

Students will then read and complete questions about information from the “Ohio Oil and Gas Examiner.” They will be able to locate sources of oil and list uses of oil both in the past and today. Students will also read “How Oil Drilling Works” by Craig C. Freudenrich, Ph.D. on the “How Stuff works Website.” http://www.howstuffworks.com/environmental/energy/oil-drilling.htm

• Audio-visual
  

Students will be shown the “Educational Roadmap of Natural Gas and Crude Oil” from the OOGEEP website. http://www.oogeep.org/teacherstudent/classroomcurriculum.html

• Demonstration
  

(Demo taken from “Tower of Power” Cycle 9) A demonstration will be done to show how many products come from one substance called crude oil? Milk is used as a model for crude oil. Students are asked what are some of the products we can make from milk? What are some of the things we must do to milk to get these products? On a hot plate heat the milk with vinegar until the substance has separated into curds and whey? Like milk, ask students what products are made from oil. They should know this from their reading assignment. What was done to separate the mixture? How is this similar to the separation of crude oil?

• Discussion Group
  

Students will go online to find out about the sources of energy to power a town as well as sources of wasted energy by downloading the following files. http://www.oogeep.org/downloads/file/Teacher/Power%20YOUR%20Town4.pdf http://www.oogeep.org/downloads/file/Teacher/Energy%20Vampire%20OOGEEP%20Final.pdf In a group discuss what is the most effective, efficient, and economic fuel for Ohio based on the downloaded files about “The Energy it Takes to Power a Town.” After studying the “Vampire Energy” handout, discuss the best ways to save energy? Discuss which electronic devices use the most energy? What devices surprisingly use the most the most energy? What are ways are easy ways to reduce energy consumed/wasted in your home? What way would make the greatest impact? How do you go about making a change and saving energy? Why is it important to save energy (relate to oil)?

• Practice by Doing
  

Students will complete a pre-energy audit on their homes and then make small changes to start saving energy. They will be supplied with energy saving kits from the Ohio Energy Project. They will learn about saving energy with lighting, electronics, insulation, water heating, and heating and cooling.

• Teach Others/Immediate Use of Learning
  

Students will complete an evaluation with their parents about saving energy in their homes. They will complete a post audit after making changes using their energy saving kits.

[edit] Graphic Organizers

Students will create a flow chart of the path oil takes to make the 10 most important products they use every day that are made from oil.

[edit] Field Trips or Speakers

After attending the OOGEEP class I became more aware about the whole process of oil production in Ohio. A speaker would be a great resource to have to address a lot of negative misconceptions about the oil industry in Ohio.

[edit] Performance task that reflects on the essential question

Students will then perform a distillation lab in which they separate out the substances in Scope to simulate the refining practice used to separate out the components in crude oil. (From “The Chemistry of Distillation” in the Oil and Gas Energy Education Science Teacher Workshop book by OOGEEP.)

Students will write a conclusion to the lab addressing how Scope, like oil, is made of many components and how does oil become separated?