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STUDENT AND TEACHER GUIDE TO RECYCLING USED OIL
TABLE OF CONTENTS
Page
Educator's Preface ..................................................................................................1
From Resource to waste .........................................................................................2
Glossary.................................................................................................................18
Test Bank...............................................................................................................21
Lesson Plan Summaries and Lesson Plans forMiddle School .......................................................................................................25
Lesson Plan Summaries and Lesson Plans forHigh School...........................................................................................................32
Lesson Plan Summaries and Lesson Plans for
Driver's Education Classes ..................................................................................48
Changing the Oil in Your Car .............................................................................51
Bibliography .........................................................................................................66
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EDUCATOR'S PREFACE
An Explanation of the Used Oil Problem.
This teacher's guide provides an overview of the used oil recycling process, the major steps
from the formation of crude oil resources through used oil recovery. The main sections,
followed by a brief summary, are listed below.
1. From Resource to Waste: reviews the crude oil cycle (exploration, drilling, refining, and
use) and how virgin oil is converted into used oil.
2. Disposal Practices: explores the environmental and economic issues of various disposal
practices.
3. From Waste to Resource: includes a discussion of the used oil recycling process from
generation, collection, transportation, reclamation, and finally, reuse.
4. Glossary: for relevant used oil recycling terms.
5. Test Bank: photocopy masters with answers.
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FROM RESOURCE TO WASTE
The Oil Cycle
Oil is a primary energy resource in developed nations. Although advances in technology
have historically permitted the extraction of crude oil from regions previously considered
inaccessible, the world oil resource and reserves are a limited natural resource. (A limited
natural resource is one of finite quantity or one with an extended life cycle which requires
specific physical conditions to permit its regeneration.) As a generalization, one might
contrast the oxygen cycle to the oil cycle in order to better understand the time factor involved
in the information of the oil resource. The oxygen cycle can be very short. Oxygen molecules
are recycled daily through the process of photosynthesis, respiration, and absorption. Incontrast, just the formation of crude oil takes place in geologic time, over hundreds of millions
of years.
Origins
Current theory holds that oil was formed from the bodies of millions of marine plants and
animals, especially plankton. As they died, they slowly drifted to the bottom of the shallow
seas and were covered with inorganic sediments. After the bodies of these organismsdecayed, they were compressed by the weight of overlying materials and heated by the
geological activity of the earth. This process caused the remains of these organisms to
undergo chemical changes. Very slowly, crude oil and gas were formed. Once oil was
formed, it then moved through the layers of sedimentary rock until it became confined by
nonporous layers forming oil traps.
The crude oil we use today is obtained by drilling wells into these traps or pockets (Fig. 1).
Oil is often found in conjunction with natural gas. Natural gas, which is less dense than crude
oil, is generally removed from drilling sites first. Once the crude oil has been extracted fromthe ground, it can be separated into different components at an oil refinery.
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Figure 1 Oil Pocket Formation
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Exploration
As geologists explore possible locations for oil deposits, they look for certain changes in the
layers and makeup of the rock. Geologists identify likely areas in which oil may be found by
creating vibrations using vibration mechanisms or even sonar. The resulting sound waves are
measured as they move through the rock by sensitive instruments called seismophones.
Seismophones are instruments similar to those used to detect earthquakes. Graphs of the
differential rates of sound movement are then keyed to oil pockets or traps. Based on these
indicator patterns, the geologist then can recommend where test wells should be drilled.
Some of the test wells are wet productive wells. Wet wells used to be called gushers
because the process of piercing the oil trap released pressure built up in the trap through theages. The oil is then shot through the top of the well. Today, specialized valves prevent this
explosive release. Hence, the loss of natural gas and crude oil is reduced as is pollution
caused by oil spills around the drilling operations. This practice is both cost-effective for the
oil mining companies and environmentally sound.
Once oil has been discovered, multiple wells are sunk in the vicinity of the test well to
determine the size of the deposit. Samples are taken, and the relative quality of the oil is
determined. If the size of the deposit is large and development of the resource is consideredto be cost-effective, large diameter wells are drilled into the trap. Some of the oil and natural
gas discovered is under enough pressure to flow upward unassisted.
The remaining oil must be pumped from the pocket. Steam and other chemicals may be
injected into the wells to help force tightly bound oil out of the enclosing pocket. After crude
oil is extracted from the ground, it is sent to an oil refinery where it is processed into different
products.
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Refining Virgin Crude
Crude oil is a mixture of many chemical compounds. At the refinery, it is separated into
several components (Fig. 2). The first part of this process is called fractioning. During the
fractioning process, the oil is heated in a tall tower. This causes molecules of different sizes
and chemical characteristics to separate from each other. The lightest components rise to the
top of the tower. These are called light ends and will be further processed to become solvents
and fuels for automobiles and airplanes. The heaviest and most chemically complex of the
crude oil components sink to the bottom of the tower and go on to become greases and
asphaltic materials. The parts of the crude oil that are a little lighter than greases are used as
lubricants. Once separated, chemicals are added depending on the oil's intended use. The oil
is then packaged and marketed.
One of the products we are most familiar with is engine lubrication oil. It has several
functions. Oil lubricates moving parts, thus reducing friction which lessens the amount of
heat that the engine forms. Oil also cleans the cylinders, and, at the same time, creates a seal
between the piston rings and the cylinder wall so that when fuel is ignited in the cylinder, the
force is directed down to the arm on the crankshaft instead of leaking between the cylinder
wall and the piston.
During normal engine operation, friction causes abrasion of metal surfaces. This produces
super-fine particles and other debris which find their way into the oil. To remove this
material, the oil is filtered as it works its way through the engine. Throughout this process, oil
is exposed to extremely high temperatures (approximately 250 degrees F). This heat
chemically breaks down the oil. As the oil breaks down, its effectiveness in reducing wear on
the engine is slowly lost, and dirt and contaminants further hinder oil's effectiveness. This is
why auto manufacturers suggest the oil should be drained out and replaced with new oil on a
regular basis. To prolong the life of oil in today's high performance (and high temperature)
engines, a number of materials are added to the refined oil. These additives figure heavily inthe pollution caused by improper disposal of used engine oil.
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Figure 2. Separation of Crude Oil
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Used Motor Oil
As motor oil is used in automobile engines, it picks up a number of additional components
from engine wear (Fig. 3). This includes iron, steel, copper, lead, zinc, barium, cadmium,
sulfur, water, dirt, and ash. Because of the additives and contaminants, used motor oil
disposal can be more environmentally damaging than crude oil pollution. These additives
and contaminants may cause both short-term and long-term effects if they are allowed to enter
the environment through our waterways or soil.
Engines leak oil if not properly maintained and repaired. This represents a significant
addition to the improper disposal of oil. You may have noticed the darkened center areas onroad lines or parking spaces. This darkening is due to the oil and other lubricants which have
leaked out of the engines of cars and trucks. When it rains, much of this oil washes onto the
soil surface and then into a water system, or directly into a storm sewer connected to a
waterway.
Once motor oil is drained from an engine, it is no longer clean because it has picked up
materials, dirt particles, and other chemicals during engine operation. This lubricating oil is
now classified as used oil. How Pennsylvanians choose to dispose of this used oil is thedifference between environmental pollution and resource recovery.
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Figure 3a. How Engine Use Affects Oil
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Figure 3b. How Engine Use Affects Oil
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IMPACT OF DISPOSAL PRACTICES
Common Disposal Practices
People who change their own oil from privately owned vehicles are called Do-It-Yourselfers
(DIY). DIY now have a responsibility to properly dispose of the used oil. However, they
seldom have facilities to store much of their used oil. Typical disposal methods include
pouring it into the ground, spreading it over dirt roads, using it as weed-killer, putting it in
household trash, or worst of all, pouring it directly into a waterway or down storm drains.
To select the most appropriate method of used oil disposal the DIY should recognize that the
volume of their used oil is only a small part of that generated by many DIY nationwide. DIY
need to have an understanding of the components of used oil, environmental damage,economic impact, and the legal parameters of both proper and improper disposal practices.
Scope of the Problem
The amount of used oil generated in the U.S. is much higher than one might assume. Consider
the following:
2.7 billion gallons (b.g.) of oil are sold annually in the United States
50% of this 2.7 b.g. is consumed (i.e. burned or leaked from the engine)
The other 50%, or about 1.35 b.g., becomes used oil
31% of this used oil, or about 419 million gallons, never reaches a recycling program
DIY drain about 220 million gallons of used oil from their cars, but less than 33 million
gallons of this DIY-generated used oil is recycled
The amount of used oil produced and improperly disposed of each year in Pennsylvania isequally alarming. According to the Department of Environmental Protection, up to 9.5 million
gallons of used motor oil may be disposed improperly by consumers who change their own
oil.
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Environmental Issues
Oil in any form is potentially harmful to the environment. Post-studies of oil spills indicate
that it takes up to twenty years for an aquatic environment to return to a healthy condition.
Once oil has been used by industry or the DIY, it has even more potential for environmental
damage.
In aquatic communities oil residue tends to settle on the bottom, coating the substrate and
whatever organisms live there. When poured on the ground, oil can rapidly migrate through
the soil. In both instances, bacteria, plants, invertebrates, and vertebrates experience
physiological stress.
Oil film on water can reduce the penetration of light into the water and, consequently, reduce
the rate of photosynthesis. When photosynthesis is reduced, oxygen production is also
reduced. The oil film may also inhibit the movement of oxygen from the air through the
surface of the water.
The reduction of dissolved oxygen in the water stresses animals living in the water. Oil can
clog respiratory (breathing) mechanisms and even be incorporated into the tissues of these
organisms. These substances in the tissues of the organisms make them unfit for humanconsumption and, therefore, contribute to economic loss. If the contaminants are not
incorporated into a human food source, they may be passed along the food chain, thereby
contributing to environmental degradation.
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Figure 4. Used Oil Sources
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Some of the substances found in both virgin crude and refined oil can affect the nervous
systems of living things. This reduces their ability to find food or reproduce. Some of the oil
components (on the light end) evaporate into the air and/or dissolve into the water. Many of
these light end compounds are known carcinogens and/or mutagens.
Microscopically, oil compounds impinge on algae, bacteria, and plankton, the basis of the
aquatic food chain. Larger organisms such as mammals and birds are the most dramatic
victims of oil pollution because of their visibility and emotional appeal to humans. Feathers
and fur become coated with oil and lose their ability to control body temperature. Death
results from exposure or ingestion of the oil compounds via grooming.
In ground, oil can rapidly percolate through the soil particles and create similar problems for
soil microbes and macroscopic invertebrates. Eventually this oil may make its way into the
water table or into a water body such as a lake.
Used oil is a valuable resource. One definition for pollution is a resource out of place, and
used oil certainly fits that description. The potential impact on our environment depends on
how we manage this resource to make sure it is not out of place.
To summarize, pollution can be defined as a resource in the wrong place or one that has not
been completely used. Improper disposal of used oil is a source of significant pollution. The
potential impact on our water and environment is serious. Of all petroleum related pollution
in the U.S. including oil spills in coastal waterways, 62% is estimated to be runoff of used
lubricating oil, much of which eventually works its way to the ocean environment.
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Economic Impact of Disposal Methods
The energy saved by collecting and recycling used motor oil can help reduce our dependence
on foreign oil imports. Although current crude oil prices have dropped in recent years,
valuable energy reserves can be conserved by the use of fuel oil made from reclaimed motor
oil.
One gallon of used oil can be re-refined into 2-1/2 quarts of quality lubricating oil. In
contrast, 42 gallons of crude oil must be refined to produce the same 2-1/2 quart volume
(though many other products are derived from the 42 gallons of crude). In fact, recycling
used oil could reduce petroleum imports by 25.5 million barrels of oil per year, saving 1.3million barrels of oil per day or half the annual production of the Alaskan pipeline.
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FROM WASTE TO RESOURCE
Collection and Analysis
There are a number of steps in the process of recycling used motor oil. First, the used motor
oil should be brought to a used oil collection site. It is then transported to a used oil
reprocessing center. The oil is tested for several types of contaminants including excess water,
bottom sediments (which contain heavy metals from engine wear), and in some cases, PCBs
(polychlorinated biphenyls). Used oil that fails this testing must receive special treatment
before reprocessing, reuse, storage, or disposal. Used oil should not be mixed with other
waste liquids. When hazardous wastes (such as engine antifreeze) are added to used oil, thenthe oil is considered to be hazardous waste.
Reprocessing
At the used oil reprocessing center, the uncontaminated used oil is slowly heated. This
separates small amounts of water from the oil. The water produced during this process is
released to a wastewater treatment plant. Next, the oil is filtered and resold for use by variousindustries. One of the most frequent applications of this reclaimed oil in Pennsylvania is to
fuel the high temperature furnaces used to melt asphalt for road construction. It is also used
in drying ovens for mined clay in the production of landfill liner and cat litter. Many other
options exist for reclaimed oil, including waste to energy power plants.
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ReRefining
The oil may also be sent to a rerefiner. Used oil produced in several countries (Germany,
Japan) and some states (New York and Alabama) is reprocessed using fractionating
techniques very similar to those used in the refining of virgin crude. The big difference is that
in fractionating used oil, fewer types of products are formed. The main products of rerefining
are diesel fuel, high and low quality lubricants, and heavy fuel oils which are used in
industrial burners. During the rerefining process, hazardous materials are separated out of the
oil resource and sent to federally approved hazardous waste treatment, storage, or disposal
facilities.
Safety-Kleen of East Chicago, Indiana, Interline Resources Corp. of Salt Lake City, Utah,
Evergreen Oil in Newark, California and Lyondale in Houston, Texas are all producing
rerefined motor oil that meets the rigid standards set by API and the automotive
manufacterers. Rerefined motor oil can be used interchangeable with other motor oils without
concern for any type of engine warranty infraction.
In Pennsylvania, State and federal agencies including Postal Services utilize rerefined motor
oil in regular automotive service maintenance.
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FROM AWARENESS TO ACTION
Student Action in the Community
This activity is designed to help students identify and act on local environmental problems.
Through facilitated discussion, direct your students to identify the following:
Regional environmental problems.
Local organizations involved in the environmental movement.
Government agencies with jurisdiction over the issues.
Have the students establish communication lines with respective concerned government
officials. Arrange for guest speakers to talk about the respective problems and governmental
sequences of paperwork and actions.
Establish Used Oil Recycling as a Priority Issue
The instructor could arrange to have local government representatives, extension agents, local
DEP agents solid waste recycling coordinators, or Pennsylvania Used Motor Oil Recycling
Video in order to review a discussion of the benefits to be derived through informing the
community of any new regulations or local proposals. This presentation should strongly
suggest the feasibility of student action and leave the students with a desire to participate in a
used oil recycling program.
For a more detailed explanation of examples of how to establish and operate a public
awareness campaign, see the Appendix materials.
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GLOSSARY
Abiotic: Pertaining to absence of life; factors independent of living organisms.
Aquifer: An underground layer of rock that is sufficiently porous and permeable to storesignificant quantities of water.
Bioconcentrate: To increase the concentration of a substance in one or more tissues of an
organism.
Biodegrade: Refers to the act of being readily decomposed by living organisms.
Biomagnification: The increase in concentration of a substance as it moves up through the
food chain.
Biotic: Pertaining to life; ecological factors related to the interactions of living organisms.
CERCLA: Comprehensive Environmental Response, Compensation and Liability Act (1980).
Superfund for clean-up of hazardous waste sites.
CFR: Code of Federal Regulations.
Community: An assemblage of plants and animals that interact to form an identifiable group
within a biome.
Consumer: Ecologically, an animal that consumes plants (primary consumer) or other animal
(secondary consumer).
Decomposer: An organism that breaks down organic wastes into simpler compounds.
DEP: Pennsylvania Department of Environmental Protection (state).
DIY: Do-it-Yourself, person who changes his/her own oil.
Ecosystem: The interactions of living and non-living things within a given boundary.
Enhanced Recovery: The injection of gases, water, or chemicals into an underground
reservoir to build up pressure, causing the crude oil to migrate towards a well.
EPA: United States Environmental Protection Agency (federal).
Federal Register: Agency regulations are published here biannually. If there is no change,
these become official after six months.
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Fractionation: The distillation of crude petroleum, using heat or chemical catalysts, to
separate the crude into different compounds. This process is also known as cracking. The
resulting products are known as cuts or fractions.
Hazardous Waste: Any liquid produce of human activity which has the potential to harm an
organism. The legal categories include explosives, corrosives, and toxins.
Hydrocarbon: A chemical compound consisting of hydrogen and carbon, such as gasoline
and paraffin.
Oil-Petroleum-Crude: A naturally occurring mixture of hydrogen and carbon compounds,
found in gaseous, liquid, or solid form. Crude refers to unrefined petroleum.
OPEC: Organization of Petroleum Exporting Countries. Includes countries of the Middle
East, Africa, and South America.
Population: All of the individuals of one species living in a given area.
Producer: Ecologically, the photosynthetic or chemosynthetic organisms that produce the
initial food in a food chain.
RCRA: Resource Conservation and Recovery Act (1976). This act initiated the cradle to grave
tracking system for hazardous waste. Section 3012 states that the EPA must address the
management of used oil, but not discourage the recovery or recycling of used oil.
Recycling: To prepare used oil for reuse as a petroleum product by re- refining, reprocessing,or other means or to use used oil in a manner that substitutes for a petroleum product made
from new oil.
Reprocessing: The use of cleaning methods on used oil primarily to remove insoluble
contaminants, making the oil suitable for further use; the methods may include settling,
heating, dehydration, filtration, and/or centrifuging.
Rerefining: The use of refining processes on used oil to produce high quality base stocks for
lubricants or other petroleum products. Re-refining may include distillation, hydrotreating,
or treatments employing acid, caustic, solvent, clay, or other chemicals.
Reserve: A deposit of energy or minerals that is economically and geologically feasible to
remove with current and foreseeable technology.
Resource: Any source of raw materials or means of producing raw materials.
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Sanitary Landfill: Solid waste disposal site where refuse is disposed of and covered daily
with a layer of dirt.
Secured Landfill: Solid waste disposal site which is lined with clay and synthetic liners in an
effort to prevent leakage.
Seismic Technology: A process for locating oil deposits using soundwaves created by
explosions either on the earth's surface or underground. The resulting sound waves are
reflected back to seismographic instruments (similar to earthquake measurement devices)
which create a picture of the underground geology and possible locations of oil traps.
Species: A group of organisms that are able to interbreed with other members of the group,
but are reproductively isolated; i.e., they are unable to breed with organisms outside of the
group.
Toxin: Any substance which has a harmful effect on an organism.
Trap: A nonporous geological barrier, such as a rock, which holds the oil deposit at a fixed
location.
Used Oil: Any oil, including synthetic, which has been refined from crude oil and, as a result
of use, storage, or handling, has become unsuitable for its original purpose due to the
presence of impurities or loss of original properties, but which may be suitable for further use
and is economically recyclable. Excluded from this definition are fuels, waxes, petrolatums,
asphalts, and other petroleum products that are not generally considered to be oils.
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TEST BANK
1. What is the main energy resource used in the U.S. and other developed countries?
2. It is thought that oil was formed from what?
3. Over geologic time, crude oil became locked between layers of rock. This location is
called a __________________.
4. How do geologists locate oil traps?
5. Oil which escapes from a well under its own pressure is called a _______________.
6. Once removed from the ground, crude oil is sent to a _________.
7. What happens at a refinery?
8. Light end products of refining are further processed into what?
9. Heavy end products of refining are further processed into what?
10. What are some of the functions of engine oil?
11. How does the oil in your car get dirty?
12. Why do you need to change the oil in your car?
13. What is a DIY?
14. List some of the ways DIY dispose of their used oil.
15. About how long does it take a shoreline environment to recover from an oil spill?
16. How can an oil slick lower oxygen levels in the water?
17. How does oil pollution harm large mammals and birds?
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18. How are the light end compounds dangerous?
19. What is the effect of oil in the food chain?
20. What are some of the effects of oil on the ground?
21. What is recycling?
22. Why must used oil not be mixed with any other substance?
23. What is reprocessed oil used for?
24. What is rerefined oil used for?
25. Why is rerefined oil hard to find in a store?
26. Why should used oil be recycled?
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TEST ANSWERS
1. Oil.
2. The bodies of marine plants and animals, especially plankton.
3. It is called a trap.
4. By using sound waves.
5. It is called a gusher.
6. It is sent to a refinery.
7. The crude oil is processed into various products such as gasoline and engine oil.
8. Solvents and fuels.
9. To help in engine performance.
10. Oil lubricates moving parts, cleans the engine, and forms a seal in the engine.
11. Picks up dirt, debris, and metal particles from engine wear, is chemically changed under
the high temperature and pressure inside the engine.
12. Over time, as the oil becomes dirty, it can no longer do what it was designed to do -
lubrication, cleaning, etc.
13. A do-it-yourselfer, a person who changes the oil in his/her car rather than having it done
at a garage or service station.
14. Pouring it onto the ground, pouring it down the drain or into storm sewers, dumping it
in their trash, burning it, storing it, used as weed killer.
15. Up to 20 years.
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16. It can block the light and slow or stop photosynthesis which lowers the amount of
oxygen in the water. It also stops diffusion of oxygen from the atmosphere into the
water.
17. Feathers and fur become matted and lose their ability to insulate the animals against
cold. Oil compounds may be eaten as the animals clean their bodies.
18. Many are carcinogens (causes cancer) or mutagens (causes mutations).
19. It may be absorbed into the tissues of organisms and then be eaten by humans.
20. It can have an effect on soil bacteria and invertebrates, including worms and insects, and
may also run off into nearby bodies of water.
21. Reusing a waste product.
22. If the oil is contaminated with a hazardous waste, then it must be specially treated.
23. Industrial fuel.
24. It can be used as a lubricating oil and be put back into engines.
25. At this time, it is not economical to rerefine used oil; it is cheaper to refine virgin crude.
26. To protect Pennsylvania's environment and limit the amount of oil we import.
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LESSON PLAN SUMMARIES
Middle School Lesson 1 Research, group activity to track oil cycle fromformation through recycling
Middle School Lesson 2 Lab studying effects of used oil on a simulated
environment
Middle School Lesson 3 Don't be fuelish
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MS-1
FROM THERE TO HERE
FORMATION TO RECLAMATION
GRADE LEVEL Middle School
TYPE Group Activity
TIME 50 minutes (one class period)
OBJECTIVES Students will describe the oil cycle from its formation through the
recycling process.
PREPARATION/ Sealed oil specimens, student guide, and test materials.MATERIALS
METHOD 1. Present specimen jars to students.
2. A sealed oil specimen will consist of used oil in a mason jar or baby
food jar. The second specimen will comprise new motor oil in a
mason or baby food jar. (Note: used oil samples can easily be
obtained at service stations).
3. a) Elicit question: How do we get from there (formation) to
(recycling)?
4. b) Respond: Today, here you will study and discover how we
get from there to here.5. Each group should receive one or two questions from the test
materials.
6. The students will research answers to the questions. Answers can
be found in the student guide, in addition to any available
resources in the classroom or media center.
EVALUATION 1. Small groups will present their findings to the class.
2. The teacher conducts a culminating discussion using the recycling
process.
EXTENSIVE Use the activity and test materials to reinforce the lesson concept.ACTIVITY
1. Students will read student guide to learn each phase of the oil
process. The student guide will reveal to the students how oil is
made, how it is removed from the earth, processed, used, and
recycled.
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MS-2
EFFECTS OF USED OIL
GRADE LEVEL Middle School
TYPE Lab
TIME 50 Minutes (one class period)
OBJECTIVES Students will describe the effects of used motor oil on the environment
PREPARATION/ Two 2-liter jars (clear), water, sand or soil, live
MATERIALS plants, used motor oil or vegetable as alternative, and worksheets.
METHOD 1. Distribute lab sheets.
2. Perform Experiment. Guidelines for experiment are found on the
following page.
3. Record observations.
4. Discuss observations.
5. Turn in lab sheet.
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MS-2
GUIDELINES FOR EXPERIMENT
PROCEDURE
1. Set two 2-liter jars on table.
2. Fill each with water, sand, and plants.
3. Develop and record hypothesis on lab sheet. In other words, what do you think will
happen, and why?
4. Drop used motor oil (one dropper full) onto water surface of one jar only. Label this jar
A. Label the other jar B. Jar B will be the control jar.
5. Observe and record on lab sheet.
6. Create a disturbance on both jars (A + B) to stimulate natural movement on water
(storms, boats, etc).
7. Observe and record findings on lab sheet.
8. Remove plants and sample of sand from each jar being careful to keep each separate
from the other and avoiding contamination of one with the other.
9. Observe and record results on lab sheet. Look, touch, and smell but DO NOT TASTE!
10. Record results and conclusions based on hypothesis.
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MS-2
EVALUATION 1. Students complete the lab activity sheet and turn in for grading.
2. Discussion question: From the experiment, what effect does
improperly disposed used motor oil have on: a) plants, b) lake
bottoms, c) drinking water, d) animals, e) food chains (webs)?
EXTENSION 1. Invent a method to separate and remove the used oil from the
ACTIVITIES mini-environment.
2. Research present used oil pollution clean-up procedures.
3. Ask students to design laws to deal with the legal consequences for
people who improperly dispose of used oil.
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MS-3
FROM AWARENESS TO ACTION
DON'T BE FUELISH!
GRADE LEVEL Middle School
TYPE Group Activity
OBJECTIVES Students will demonstrate awareness of the proper disposal of used oil.
PREPARATION/ Teacher's guide, current periodicals, construction paper, scissors,
MATERIALS crayons,tape recorder.
METHOD 1. Discuss the importance of oil and how used oil, if not properly
disposed, can affect the environment. Emphasize the importance of
proper disposal and effective recycling methods.
2. Gather class ideas on increasing public awareness. List suggestions
on the board. You may want to include such strategies as bumper
stickers, T-shirts, posters, billboards, buttons, electronic media
spots of 15 to 30 seconds, etc. Suggest logos, songs, poems, etc.
3. Divide class into groups or have each student work individually.
4. Have each group/individual select one of the ideas from the board.
Have the group develop their own recycling education and
promotion program.
5. Set time limit for work on projects.
6. Students will present their materials to the entire class. Allow a
specific time frame for presentations.
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EVALUATION Discuss effectiveness of presentation. Instructor may grade accordingly.
EXTENSION 1. Conduct a letter writing campaign to governmental agencies.
ACTIVITIES
2. Conduct a demonstration with signs. This may be held on or off
campus. Be sure to check regulations regarding student
involvement.
3. Attend county commission meeting. Props may be brought along.Again, check legalities concerning student involvement.
4. Have students brainstorm ideas of how statutory codes should be
written to regulate used oil disposal. (Refer to Pennsylvania Used
Oil Recycling Act, Act 89 of 1982.
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LESSON PLAN SUMMARIES
High School Lesson 1 Class discussion on pollution and methods for used oil disposal
High School Lesson 2 Class discussion on oil pollution
High School Lesson 3 Reading assignments, question and answer, and review
discussion on oil process.
High School Lab 1: Simulation of oil spill and clean-up in natural ecosystem model
High School Lab 2: Simulation of pollution persistence
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HS-1
CLASS DISCUSSION
OF OIL DISPOSAL
GRADE LEVEL High School
TYPE Group Activity
TIME 50 minutes (1 class period)
OBJECTIVES Students will evaluate methods of used oil disposal.
PREPARATION/ Worksheet, student guide.
MATERIALS
METHOD 1. Students should be given a scenario in which a person has changed
his/her oil and now has to dispose of 5 quarts of used oil.
2. Students should provide options for disposal. Instructor should
suggest recycling if students do not.
3. For each method of disposal a list of pro and cons should be
developed. List on worksheet.
4. Instructors may need to guide students. Even some of the worstmethods of disposal have convenience in their favor while
recycling, the best method, is the most inconvenient.
5. Students should rank order the methods from most to least
effective, or most to least environmentally aware, or most to least
economical.
EVALUATION At instructor's discretion.
EXTENSION Research and discuss articles gathered from periodicals dealing with oil
ACTIVITIES and recycling as regards oil energy.
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METHOD OFDISPOSAL PROS CONS
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POLLUTION AND SOLUTION
HAVE U AND I IN THEM.
GRADE LEVEL High School
TYPE Group Activity
TIME 50 Minute (1 class period)
OBJECTIVES Students will identify the segment of society largely responsible for
used oil pollution.
PREPARATION/ Student GuideMATERIALS
METHOD 1. The definition of pollution is given to the student.
2. Examples of oil in the environment are given. Students will
determine whether or not each situation qualifies as pollution.
3. Once the polluting scenarios are determined, a series of questions
are discussed concerning each case: Who is responsible, who can
fix the situation, and what can you do about the pollution?
EVALUATION At discretion of instructor.
EXTENSION 1. Hypothesis some consequences of an oil spill on the riverfronts
ACTIVITIES of Pennsylvania.
2. Have students bring and share articles concerning oil pollution.
3. Ask students to list some examples of pollution, such as the
following:
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IS IT POLLUTION?
1. The Exxon Valdez spills 11 million gallons of crude oil in Prince William Sound, Alaska.
2. Crankcase oil floats on the surface of the Susquehanna River in Pennsylvania.
3. Oil floats on the ocean as a result of oil tankers rinsing out tanks with sea water.
4. Oil floats on the ocean surface as a result of natural seeps from the ocean floor.
5. Oil-coated foliage is in a storm water run-off canal.
6. Used oil drained from an automobile and spread on dirt driveway as a dust suppressant.
7. Crankcase oil is delivered to recycling station.
WHO IS RESPONSIBLE?
WHO CAN FIX THE SITUATION?
WHAT CAN YOU DO ABOUT THESE?
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HS-3
RESOURCE TO REUSE
GRADE LEVEL High School
TYPE Student Worksheet
TIME 20-50 minutes (1 class period)
OBJECTIVES Students will define and describe the process of resource exploitation
through recycling relating to oil. Students will identify their role(s) inthis process.
PREPARATION/ Student information and question sheets included.
MATERIALS
METHOD 1. Students should read information sheets.
2. Teacher may, at this point, lead class discussion.
3. Students should use guide packet to find necessary information.
4. Students should complete question sheets.
EVALUATION Questions are completed and submitted for grade.
EXTENSION None within this activity.
ACTIVITIES
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PETROLEUM: RESOURCE TO REUSE
Fossil fuels represent very important energy resources. Petroleum, natural gas, and coal are
fossil fuels and were formed millions of years ago from decaying organic matter. Because this
process of changing organic matter to fossil fuels takes so long, these fuels are considered
limited natural resources.
Of the three fossil fuels, petroleum is the most versatile. As it is pumped from the ground as
crude oil, it is a thick viscous liquid. This crude oil is refined to yield a variety of products.
Other chemicals are extracted and used in the manufacture of medicines, plastics, polyester
fabrics, fertilizers, and pesticides to name a few. Since petroleum is linked with so many
products that we use, it is a very valuable resource, but it is limited, also. Some estimates ofthe oil reserves suggest that by the year 2015 we will have used all of our accessible oil supply.
This depletion is occurring in three ways: destruction, dilution, and pollution.
When gasoline is burned, it is no longer the same resource, so its potential to supply energy is
destroyed. On roadways, many cars leak oil which will wash off during rains. The oil is still
able to perform its functions of lubrication, but it is so diluted that it is not economical to
recover it. Motor oil that is drained from the car is polluted from the residual effects of
temperature and engine wear. In all three ways, the usefulness of the original resource isdepleted. In order to slow this depletion, there are three possible methods: conservation,
substitution, and recycling. Conserving oil, that is, reducing the amount we use in the first
place, will, in turn, reduce depletion. Synthetic motor oils have been invented that can take
the place of its petroleum counterpart. This substitution allows oil to be used for other
purposes. But probably most cost- effective is the recycling of used motor oil. By removing
the impurities, used oil may again be a source of fuel and lubricants. PA crude has a greater
lube oil content 10 gallons/barrel.
Recycling doesn't just slow the depletion of the resource, it also saves energy and reduces thepollution of land, water, and air. When the oil in a car is changed at a commercial facility, the
oil is recycled. However, about 60% of the U.S. population would rather change car oil
themselves. These do-it- yourselfers or DIY generate about 180 million gallons of waste oil
each year in the U.S.
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When a person pours the oil on the ground, it slowly seeps into the ground and can
eventually enter the water table where it will contaminate the water. The ground water is
connected to surface waters and many drinking water sources, but that is not the only way
that oil can get into our water. It may leak from cars onto roads. It can then be washed off the
roads into drainage systems by rain. Motor boats may also represent some of this water
pollution. Used motor oil causes 40% of all inland waterways pollution in the U.S.
Once oil is in the water, there are various effects. Humans can detect levels of 1 part per
million (ppm) in water. When the level increases to 35 ppm, a visible slick can occur. At 50
ppm, physiological damage to higher organisms can occur. Oil on the water's surface can
reduce the photosynthesis of the water plants. This would then reduce the amount of oxygen
in the water. Oil can be consumed by some bacteria, and as these populations grow, oxygen isfurther depleted by their respiration. This depletion of dissolved oxygen in the water limits
the higher life able to live in that water and may cause fish kills.
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QUESTIONS
1. Why is petroleum considered a nonrenewable resource?
2. Name 3 ways you personally use petroleum products.
3. Name 3 ways that a resource is depleted.
4. Name 3 ways that resource depletion may be slowed.
5. Describe how motor oil is depleted and how this depletion is slowed.
6. At what concentration can oil be detected by humans visually? By taste?
7. What are some environmental effects of oil in water?
8. At what concentration does oil cause physiological damage?
9. What is a DIY?
10. How much oil did DIY pour on the ground? Burn? Throw in the trash? And recycle?
11. If you changed your own oil, what would you do with it?
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HS-LAB.1
USED OIL: A RESOURCE OUT OF PLACE
GRADE LEVEL 9-12
TYPE Lab
TIME 100 minutes (2 class periods)
OBJECTIVES 1. Students will infer the problems associated with containing and
mitigating oil spills through the use of simulation models.
2. Students will observe and record physical data associated with oil
contamination of natural water bodies.
3. Students will predict the short- and long-term hazards of used oil
contamination of soil and groundwater.
4. Students will apply proper disposal methods in the safe disposition
of lab materials contaminated with oil or simulation fluids.
PREPARATION/ Food coloring, absorbent material (cat litter, baking powder,
MATERIALS talcum powder, plastic bag (for disposal), straight edge, medicine
dropper, strainer or aquarium net, oil (used is preferable but
unused is satisfactory), large bowl or container. Student lab and
worksheets (included).
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METHOD 1. Fill bowl with water. If temperature variable is a part of the
experiment, record temperature of water.
2. Add a few drops of food coloring and stir to mix with the water.
3. Add a small amount of oil and observe. Record observations on
worksheet.
4. Use the straight edge to try to contain the spill in one area of the
container. Record your observations.
5. Very carefully place the cat litter onto the spill. Notice what is
occurring and record your observations.
6. Allow time for absorption to occur and then carefully remove the
contaminated absorbent material by placing it in the plastic
disposal bag.
7. Repeat steps 5 & 6 with other absorbent materials and record yourresults in the chart on the lab sheet.
NOTE: You may want to test your own ideas for absorbent materials in
addition to those mentioned above.
8. Try collecting some of the oil using the medicine dropper.
Describe your efforts and results.
9. Place all contaminated materials in plastic bag for proper disposal.
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EVALUATION 1. Teacher observation, interaction, and subjective evaluation.
2. Written lab report including data sheet.
3. Essay (class or home assignment). See extension activity.
4. Objective test consisting of multiple choice and fill in the blank
responses.
EXTENSION 1. During the next day or two, visit a paved parking lot in the
ACTIVITY vicinity of your school. The teacher's parking area, a church, orlocal store may be appropriate. Locate any drains or grates in the
lot. If it happens to be raining (if not, pour out some water) notice
flow patterns and collection areas in an effort to see where the oil is
going. If possible, talk with the owner/manager and inquire about
cleaning, maintenance, etc. Try to get a feel for how much oil is
wasted in this manner and the effects of this loss. Students should
write a short report on their observations and include personal
impressions, accurate sketches of where the oil seems to be going,and any other pertinent data.
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HS-LAB.2
POLLUTION NEVER GOES AWAY
GRADE LEVEL High School
TYPE Lab
TIME 50 minutes (1 class period)
OBJECTIVES Students will demonstrate that pollution does not disappear but onlychanges form or location. The instructor should show how this
relates to used oil.
PREPARATION/ Four 100 ml beakers, one funnel, one piece of filter paper,
MATERIALS water, 100 ml of rubbing or isopropyl alcohol, 20 ml of methylene blue
dissolved in one liter of water, one tsp. (5 ml) of activated carbon or
charcoal (fish tank charcoal), worksheets.
METHOD 1. Fold filter paper in half and then in half again. Open filter to form
a cone that fits snugly into the funnel.
2. In one 100 ml beaker, combine 1 tsp. (5 ml) of charcoal and 20 ml of
methylene blue solution. Swirl beaker gently until liquid is
colorless (if solution does not clear, add one-half tsp. of charcoal).
3. Transfer liquid and charcoal to the filter paper in the funnel. What
can be deduced from observing the solution before and after theaddition of the charcoal? What can be inferred about the charcoal
at this point? pH could be checked in the various solutions.
Methylene blue is not affected over the pH range of 1- 12.
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4. Allow all of the liquid to drain from the filter, then add 20 ml of
water to the filter to rinse the charcoal. Allow all of the water to
drain from the charcoal. Did the rinse water have any color?
5. Transfer charcoal to the 100 ml beaker.
6. Add 10 ml of alcohol to the beaker containing the charcoal.
7. Swirl and decant the alcohol phase.
8. Add 50 ml of alcohol to the beaker with the charcoal and swirl to
mix the alcohol and the charcoal. Note the color of the liquid
phase. There should be a light blue tinge in the liquid after a few
minutes of mixing. This demonstrates that the methylene blue was
absorbed into the charcoal.
EVALUATION Student worksheet submitted for grade.
MATERIALS Four 100 ml beakers, 1 funnel, 1 piece of filter paper to fit funnel, water,
100 ml of isopropyl alcohol, 20 ml of methylene blue solution, 1 tsp. (5
g) of activated charcoal (fish tank charcoal may be used).
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PROCEDURE
1. Fold filter paper in half and then in half again. Open filter to form cone that fits into the
funnel snugly.
2. In one 100 ml beaker, combine the charcoal with the methylene blue solution. Gently
swirl the beaker until the liquid is colorless. If the solution is not colorless at this point,
add an additional 1/2 tsp. (2.5 g) of charcoal.
3. Transfer the liquid and charcoal to the filter paper in the funnel.
4. Check Conclusions question #1.
5. Allow all of the liquid to drain from the filter. Next, add 20 ml of water to the filter to
rinse the charcoal. Allow the water to drain from the charcoal.
6. Check Conclusions question #2.
7. Transfer charcoal to 100 ml beaker.
8. Add 10 ml of isopropyl alcohol to the beaker with the charcoal.
9. Swirl and decant the alcohol to the beaker with the charcoal.
10. Add 50 ml of isopropyl alcohol to the beaker with the charcoal and swirl again.
11. Complete remaining Conclusions questions.
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CONCLUSIONS
1. a) What can be deduced from observing the solution before and after the addition of
the charcoal?
b) What can be inferred about the charcoal at this point? (pH may be checked in these
solutions).
2. Did the rinse water have any color?
3. Describe what happened to the methylene blue from the beginning to the end of this
investigation.
4. How might your observations be applied to an oil spill?
5. How might your observations be applied to oil poured onto the ground?
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LESSON PLAN SUMMARIES
Drivers Education 1 Disposing Used Oil
Drivers Education 2 Changing Your Motor Oil
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DE-1
SAFETY AND DRIVER EDUCATION
GRADE LEVEL Driver's Education Class
TYPE Skills
TIME 1 class period
OBJECTIVES Students will demonstrate acceptable used oil disposal procedures.
PREPARATION/ Oil collection containers, local area map, phone book,
MATERIALS student guide, (optional: driver's education vehicle)
METHOD 1. Students should use phone book and map to identify local used oil
collection sites.
2. Students should state reasons for selecting a particular container
for used oil.
3. Students should demonstrate the process of collecting used oil
from vehicle. (May be demonstrated on vehicle.)
4. Students should explain why you shouldn't mix other substances
with used oil.
EVALUATION Students should complete worksheet and submit for grade.
EXTENSION Class may embark on field trip through garages, landfills, and/or
ACTIVITIES collection sites to track loop of oil reuse.
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GRADE LEVEL Driver's Education Class
TIME 1 class period
OBJECTIVES Students will learn how to change motor oil
PREPARATION/ An automobile and handouts
MATERIALS
METHOD Students will learn to change oil and properly dispose of it.
EVALUATION In class discussion.
EXTENSION None
ACTIVITIES
HOW TO CHANGE AND DISPOSE OF MOTOR OIL
When most people think of cars and oil at the same time, they usually think that oil is used tomake gasoline or diesel fuel which supplies the power in a car's engine or perhaps of the
crankcase oil that lubricates and cools the engine. But oil is used as more than a fuel and
engine lubricant. Oil is used in the grease that lubricates the suspension and steering
components; in brake fluid and power steering fluid; and in both automatic transmission fluid
and manual transmission fluid. In fact, the asphalt used in road construction is a derivative of
oil.
You can see that oil is used extensively in the automobile industry. However, oil is a finite
resource (e.g. once the earth is drained of oil, there is no more). Therefore, it is wise to use theremaining oil resources to their fullest extent. One way to do this is by recycling. The most
commonly recycled oil product is motor (or crankcase) oil. Recycling used motor oil is
something that everyone who owns a car, truck, van or motorcycle can do. (The word car is
used in the following steps, but the instructions apply to almost all vehicles.) The following
information will show you how to change and properly dispose your car's motor oil.
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CHANGING THE OIL IN YOUR CAR
Before performing a task, one needs the proper tools to accomplish the job, any supplies used
in the process, and instructions. Tools and supplies are listed below, followed by the
appropriate steps.
TOOLS
owner's manual for the car in question (needed for providing information about the car,
the appropriate type of motor oil, and the volume of motor oil required)
box and wrench or rachet and socket (for removing the oil drain plug; make sure you usethe correct size and type (metric or standard))
oil filter wrench for removing the oil filter; see Figure 1; the square hole is for attaching a
rachet; you can also use an oil filter wrench that has a handle attached)
Figure 1. Band-type oil filter wrench.
Band that gripsfilter
Hole for rachet
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rags (for cleaning you and the tools and absorbing any small amount of oil that is spilled)
old clothes (wear something that you can get dirty)
ramps (for raising one end of the car)
blocks of wood (to block the wheels to prevent the car from moving while it is on the
ramps)
large sheet of cardboard or creeper (used to make it easy for you to slide under the car
and so you don't have to lie on the ground)
catch pan or basin for the used oil (make sure it is clean because it is important that the
used oil remain free from contaminants; be sure it will hold all the engine's oil see
owner's manual for this information)
small sheet of expanded metal (used to hold the oil filter over the catch pan opening to
drain the oil from the filter)
container that will hold all of the motor oil and is easy to carry (needed to take used
motor oil to used oil disposal site; container must be absolutely clean to avoid
contamination; recommendation: use a plastic 5-gallon bucket with a lid to avoid spillage;
the extra volume will allow you to collect the oil from several oil changes)
SUPPLIES
new motor oil (check owner's manual for correct viscosity and volume required)
new oil filter (see oil filter guide where oil filters are sold so that correct filter is used)
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INSTRUCTIONS
1. Put on your old clothes. You may want to wear a hat to keep your hair from getting
dirty.
2. Warm the engine's oil by running the engine for about fifteen minutes. This will make the
oil flow quickly and help ensure that any gunk will flow out with the oil instead of
staying in the engine where it doesn't belong.
3. Drive car onto a hard, level surface. See Figures 2 and 3. Place the ramps at the front
wheels if the engine is in front of the car, or place the ramps at the rear wheels if theengine is in the rear of the car. Be sure the ramps are pointed straight ahead (if you have
a front-engine car) or straight behind (if you have a rear-engine car).
Figure 2. Side view of front-engine car and ramps.
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Figure 3. Top view of front-engine car and ramps.
Note that Figure 3 shows the front tires centered on the ramps and that the ramps are parallel
and pointed straight ahead. Have a person outside the car direct you up the ramps. Drive
slowly, and keep this person in view at all times.
4. When the car is at the top of the ramps, turn the engine off, and engage the parking brake.Block the wheels that are still on the ground to prevent the car from moving.
5. See Figures 4 and 5 to get an idea where the drain plug and oil filter are for your type of
car. The drain plug will probably look like a nut that is mounted flush with the oil pan.
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Figure 5. Underside of front-engine, rear-wheel-drive car.
Fi ure 4. Underside of front-en ine front-wheel-drive car.
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Figure 6 shows the drain plug as if it were removed from the engine. Only the lower portion
will be visible while it is attached to the engine. The oil pan is a sort of a collection box that is
the lowest part of the engine. If using a sheet of cardboard, place it under the engine area so
you can slide on it. If using a creeper, lie down on it. Slide under the car, and place the catch
pan under the drain plug. Your car may have two drain plugs. If so, you want to drain the oil
from one and then the other. See Figure 7 for an example of this type of oil pan. The hump
is present to permit engine, frame, or transaxle components to be installed in that area.) If you
still aren't sure where the drain plug is, check your owner's manual, or ask someone who is
knowledgeable about cars. If it appears that oil is dripping from around the drain plug, the
drain plug gasket may need to be replaced.
Figure 7. Side view of oil pan with two drain plugs.
Oil pan must be drained from both drain plugs.
Figure 6. Drain plug from oil pan.
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6. Loosen the drain plug with the correct wrench or socket and rachet. You want to turn the
drain plug counterclockwise to loosen it. Keep in mind that the oil will flow out through
that drain hole when the plug is removed so be sure that the catch pan is correctly placed.
Unscrew the plug with your hand. Be sure not to drop the drain plug into the catch pan
because then you'll have to get it out. When all of the oil has flowed out of the engine
from the drain hole, replace the drain plug(s). Tighten firmly but not too tightly.
7. The next step is to loosen the oil filter. (Some people replace the oil filter at every other
oil change, but it is recommended that the filter will probably contain up to a quart of
dirty oil. Changing only the oil will simply dilute the dirty oil. More importantly, the
filter will become clogged with dirt (this is, after all, its job) which will tend to plug the
filter. When the filter becomes clogged, a valve in the engine will simply bypass it andallow oil to circulate through the engine without any filtering. This is not good for your
engine. Like the drain plug, you want to turn the oil filter counterclockwise to loosen it.
Note that the oil filter wrench works by gripping the sides of the filter. Therefore, make
sure the inside of the oil filter wrench and the outside of the oil filter are clean. If the oil
filter wrench grips the oil filter only when the oil filter is turned clockwise, turn the oil
filter wrench upside down. You may need a special oil filter wrench if there is not
enough room to rotate the oil filter wrench you have.
8. If the oil filter is too hot to grip comfortably with your hands, place a rag around the filter
or wear gloves. Keep in mind that the oil filter may have up to a quart of oil in it, so be
sure not to spill the oil while removing the filter. Twist the oil filter off with your hands.
Once the filter is removed, pour the filter oil into the drain pan. Place the sheet of
expanded metal over your drain for 24 hours. This will ensure that all of the oil that can
be drained from the filter will be drained. After 24 hours, put the old, empty filter into a
bag and place in a trash can.
9. Check to see that the oil filter gasket came off with the oil filter and is not still stuck on theengine. If this gasket remains on the engine, remove it. Otherwise, there will probably be
leaks. The gasket will probably be a rubber ring. You can check the gasket of the new oil
filter to see how it should appear.
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10. Install the new oil filter according to the directions on the new oil filter box. You may
wish to fill the new oil filter with oil before putting it on the engine as this will help
reduce engine wear. This is not practical if the filter is mounted to the engine on its side
or if the oil filter opening is pointing down. If you do fill the filter with oil before
installing it, be sure to deduct the amount of oil added to the filter from the amount you
add to the engine. For example, if your engine holds five quarts of oil and you added 3/4
of a quart of oil to the filter, you would add 4-1/4 quarts to the engine.
11. Put the correct amount and correct type of motor oil in the engine through the engine oil
cap. If you don't know the correct amount or type of oil to add or where the engine oil
cap is located, check your owner's manual.
12. Start the engine. The oil pressure light may come on or the oil pressure gauge may give a
low reading. If this occurs, depress the accelerator pedal a little until the light goes off or
the gauge reading improves.
13. Take a look under the engine to check for oil leaks. Should you see any oil that appears to
be leaking, wipe it away to see if more oil appears. If more oil does appear, tighten the
drain plug(s) or the bolts in the area of the leak. If oil is leaking from around the filter,check the old oil filter to see if its gasket was removed from the engine. Rethink your
steps when you installed the oil filter to determine if you tighted it correctly. You don't
want to overtighten the filter to stop any leaks.
14. Remove blocks, release parking brake, and back down ramps.
15. Stop engine, and check oil level with dipstick. If you don't know where the dipstick is or
what the lines on the dipstick mean, check the owner's manual. You will have to wipe the
oil from the dipstick and then place it back into its hole as far as it will go and, then checkit again to get an accurate reading. The oil level should be at the full mark. Be sure this
is done while the car is on a level surface.
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16. Pour used motor oil from catch pan into easy-to-carry container. DO NOT PUT ANY
OTHER SUBSTANCE INTO THIS CONTAINER; IT WILL CONTAMINATE THE OIL,
THEREBY MAKING IT NON- RECYCLABLE !!!
17. Take the used motor oil to a used oil disposal site and pour oil into tank. If you don't
know where to dispose of your used motor oil, call your county recycling coordinator or
the Pennsylvania Recycling Hotline at (1- 800-346-4242), for information.
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The Commonwealth of Pennsylvania has chosen to recycle much of its waste, including used
oil. This strategy will protect our fragile environment and, over the long term, work to secure
a sound energy resource in the future. It is important that each citizen understand the whys
and hows of used oil recycling.
OIL AND ITS ORIGINS
Oil is the primary energy resource in developed countries. It is a non- renewable resource,
that is, one of limited quantity.
Current theory holds that oil was formed from the bodies of marine plants and animals,
especially plankton. As these organisms decayed on the bottom of pre-historic ocean floors,
they were compressed under the weight of sediment and heated by geological activity. Overtime, the chemicals in their bodies were changed to form crude oil. The oil moved as the
continents and seas changed until it became confined to certain locations called traps.
Today, geologists use sound waves to detect oil traps. Once a trap is located, a well is drilled
and the oil is removed. Some of the oil will escape the trap under its own pressure (called a
gusher), the rest of it must be pumped out. Once removed from the ground, this crude oil is
sent to a refinery where it is processed into various products.
At a refinery, this chemical soup of crude oil is separated by molecular weight into different
compounds. The lightest compound (light ends) are further processed into solvents and fuels.
The heavier compounds (heavy ends) are turned into greases and asphalt compounds.
Compounds in the middle range become lubricants.
Chemicals which aid in engine performance are added to the lubricants, which are then
packaged and marketed. This motor oil has several functions.
While the oil is doing its job in the engine, it is changed by heat and pressure. It also picks upfine metal particles from engine wear, dirt and dust from the air, and by-products from the
combustion of gasoline. This is why, to ensure proper engine performance, you need to
change your oil at regular intervals. People who change their own engine oil are referred to as
Do-It-Yourselfers (DIY). DIY are seldom informed as to what to do with their used oil. In
fact, more than 40% simply dump it on the ground, and another 21% put used oil into their
household trash.
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USED OIL AND THE ENVIRONMENT
Oil in any form can have an effect on our environment. Some studies have shown that after a
shoreline oil spill, it may take up to 20 years for the environment to recover to its original
condition.
A film of oil on the surface of the water can block photosynthesis and slow the production of
oxygen. The reduced oxygen supply then causes stress to the point of death in aquatic
organisms. Large organisms such as mammals and birds are the most familiar victims of oil
pollution because of their visibility and emotional appeal to humans. Feathers and furs stick
together, become matted and lose their ability to insulate the animal against cold. Death may
result from temperature shock or from the eating of oil as it is cleaned from their coats.
Oil in the water can also affect organisms. Some of the light ends may evaporate into the air
or dissolve into the water. Many of these compounds are carcinogens and/or mutagens. Oil
can clog breathing structures or be absorbed into tissue and then passed along the food chain,
even to humans who eat fish or shellfish. Microscopically, oil may harm bacteria or plankton,
the basis of the food chain. Some of the oil spilled into an aquatic environment settles to the
bottom, affecting the organisms living there.
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On the ground, oil can have a powerful affect on organisms in the top soil layer, especially soil
bacteria and invertebrates such as insects and worms. Again, the food chain base is affected.
It is very likely the oil will run off into standing bodies of water or work its way down
through the soil into the water table.
RECLAIMING AND RECYCLING
Recycling is environmentally and, in the long term, economically sound. It cannot change the
fact that oil supplies are non-renewable, but it can extend the life of our limited supply.
The first step in the oil recycling process is the DIYer. Most importantly, USED OIL MUST
NOT BE MIXED WITH ANY OTHER MATERIAL. The oil should be taken to a collection
center, by either the DIY or through some sort of curbside collection system. The oil is thentransported to a re- processing center. There it is tested for contaminants, especially anti-
freeze and chlorine compounds which are considered hazardous wastes. If the oil is
contaminated, the oil itself is considered hazardous waste and must be specially treated. If
the oil is un-contaminated, it may be reclaimed or re-refined.
Reclaimed oil is basically filtered and used as an industrial fuel. Asphalt companies
frequently use it in their asphalt warming tanks.
Re-refining is similar to the refining of crude oil, the major difference being that fewer
products are produced from used oil. At this time, it is not cost effective to produce high
quality motor lubrication oil from used oil because of all the performance additives involved
and the low price of crude oil. The quality of re-refined used oil is equal to refined crude. As
the cost of oil increases over time (because of limited supply), motor oil which has been re-
refined should become more common. While the U.S. re-refines oil into diesel fuels and
heavy fuel oils, some countries (Japan, Germany) have very active re- refining systems in
place in an attempt to ease their dependence on imported oil.
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DEFINITIONS
Learning these words is important to your understanding of used oil pollution. The words arelisted in the order in which they appear in the main text of your student guide.
plankton any free-floating organism living in a body of water. Most plankton arevery small and unable to swim against water current under its own power.Includes both plants and animals.
sediment any solid material which settles to the bottom of a liquid
geological having to do with land and rock formations in the earth's surface. Theseusually occur gradually over millions of years.
crude oil raw, unrefined oil
combustion the process of burning
weight thecombined weight of all of the atoms in a molecule.molecular
DIY do-it-yourselfers. Persons who change the oil in their car themselves ratherthan having a garage or service center do it for them.
environment the surroundings, including all of the living and non-living factors
photosynthesis a chemical reaction performed by plants using the sun's energy to convertwater and carbon dioxide into sugar molecules
carcinogens any substance which causes physical mutations
recycling the process of reusing a waste material
reprocessing for used oil, a basic cleaning process to make the oil ready for further use.Methods may include heating, filtering, settling, and others.
hazardous any waste material which can cause harm to organisms through explosive,waste poisonous, radioactive, etc. means
rerefining the act of running the used oil through an expansive process similar to theoriginal refining used in making the various products from crude oil
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USED OIL COLLECTING AND RECYCLING
BIBLIOGRAPHY
American Petroleum Institute. 1988. Recycling Used Motor Oil: A Model Program. APIPublication 1991, 3rd Edition. 35pp.
Synopsis:
Guide designed to help citizens' groups establish used oil collection stations in theircommunities and to encourage the do-it-yourselfer (DIY) to recycle his or her usedoil. Information provided includes: 1) background information on the used motoroil problem, 2) brief description of some successful recycling programs, 3)procedures for organizing a used oil recycling program, 4) discussion of recycling
program tasks, 5) state-by-state directory of used oil recycling coordinators, 6)samples of letters and publicity materials, and 7) table of used motor oil generationby state.
Arnold, Dana. September, 1989. The Lubricating Oils Guideline. Waste Age. 9:28-30.
Synopsis:
This article reviews the re-refining process of filtering motor oil.
Brinkman, D.W., Morris Gottlieb, and Katherine Koelbel. August 9, 1982. Used Motor OilPoses Environmental Problem. Oil and Gas Journal: 163-165
Synopsis:
Discussions of common disposal methods for used oil.
Brinkman, D.W., Fennelly & N. Superenant. 1982. The Fate of Hazardous Wastes in Used OilRecycling. Manuscript submitted to Florida DER.
Synopsis:
While it is known that used lubricating oils often contain one or more of the EPApriority pollutants, and it can be shown that this contamination frequently isintroduced after the oil has been taken out of service, very little documentation existson what happens to these hazardous species when the used oil is dumped, burnedraw, or recycled. GCA Corporation has been working under contract to the U.S.Department of Energy, Office of Industrial Programs to:
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1) determine what hazardous contaminants tend to show up frequently in usedoils, and
2) experimentally demonstrate the fate of these contaminants under a number ofscenarios. The scenarios under examination include dumping the used oil downthe sewer, road oiling, open burning (no controls), reprocessing for fuel, and re-
refining for use as lubricating oil base stock using several different methods.Fourteen used oils gathered from around the country were analyzed for prioritypollutants and other contaminants. Four of these were combined and thecomposite spiked with additional contaminants of interest to form a standard oil.The standard oil was then sued in the experimental investigations of the variousscenarios. In each case a mass balance approach was used to show where eachcontaminant emerged or was converted to something else. Because chemicalanalysis of the samples is still in progress, the results shown in this paper are notcomplete and some data may be subject to further verification and possiblemodification.
DER, Florida. February 1981. Florida Solid Waste Management Plan.
Synopsis:
This plan covers all solid waste which is defined in RCRA as: . . . any garbage;refuse; sludge from a waste treatment plant, water supply treatment plant, or airpollution control facility; and other discarded material, including solid, liquid, semi-solid, or contained gaseous material resulting from industrial, commercial, mining,and agricultural operations, and from community activities; but does not include
solid or dissolved material in domestic sewage, or solid or dissolved materials inirrigation return flows or industrial discharges which are point sources subject topermits under Section 402 of the Federal Water Pollution Control Act, as amended(86 STAT. 880), or source, special nuclear, or by-product material as defined by theAtomic Energy act of 1954, as amended (68 STAT. 923). Solid waste managementobjectives and policies that will guide the development of Florida's solid wastemanagement program are given.
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DER, Florida. August 1985. Final Report: A Technical Study of Regulatory Options for UsedOil Management in Florida.
Synopsis:
Objectives of study:1) statistically analyze available pollutant data for used oils and contrast levels
from Florida samples versus national samples,2) compare the levels of pollutants in used oils to criteria established under Federal
hazardous waste and toxic substance laws (RCRA and TSCA),3) characterize the generation, collection, transportation, recycling, chemical testing
and end use controls for used oil.
DER, Florida. September 1985. Report to the Legislature: Used Oil Technical Study.
Synopsis:
Study was produced in response to mandate by the 1984 Legislature to sample usedoil at representative facilities and to report on the need for regulation of end uses ofused oil, requirements for chemical testing of collected used oil, additional reportingrequirements on used oil containing excessive levels of contaminants, and lowerregistration thresholds. Study identified and assessed constituents of concern foundin used oil samples; compared level of contaminants in Florida samples to nationaldata, to criteria established under Federal hazardous waste and toxic substances
control regulations; characterized the used oil management system in Florida; andevaluated regulatory options on reporting, chemical testing, and end use controls forused oil. Major recommendations for implementation of these goals are suggested.
DER, Florida. June 1986. Report to the Legislature: Used Oil Recycling Report.
Synopsis:
Used Oil Recycling Act sets forth prohibitions on certain used oil managementpractices. The act also requires the department to conduct a public education
program, to establish a used oil information center, to register and collect annualreports from persons who transport or operate collection and recycling facilities forused oil in amounts greater than the set thresholds, and to submit an annual reporton used oil recycling to the Legislature. Description on how the department hasimplemented the provisions of this act are given. Report is divided into threesections:
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1) program development,2) program implementation, and3) analysis of effectiveness.
DER, Florida. December 1986. Report to the Legislature: Florida's Used Oil RecyclingProgram.
Synopsis:
Second annual report which describes how the department has implemented thestatutory provisions of the Used Oil Recycling Act. Covers period from November1985 to December 1986. Summarizes the department's public education andinformation program and its registration and reporting results, and its efforts atenforcing the act.
DER, Florida. December 1987. Report to the Legislature: Florida's Used Oil RecyclingProgram.
Synopsis:
Third annual report which describes how the department has implemented thestatutory provisions of the Used Oil Recycling Act. Report summarizes new federalregulations on used oil, the Department's public education and information program,its registration and reporting results and its efforts at enforcing the act. An analysis ofthe act's effectiveness is given, along with recommendations for changes to the state's
program designed to increase the collection and recycling of used oil in Florida.
DER, Florida. December 1988. Report to the Legislature: Florida's Used Oil RecyclingProgram.
Synopsis:
Sections 403.75 and 403.769 of the Florida Statutes (F.S.) prohibit improper used oilmanagement practices, establishes a program of registration and reporting for usedoil handlers, and requires the department to conduct a public education programabout the proper collection and recycling of used oil. In June of 1988, the Legislatureamended the Used Oil Recycling Act and added five new sections to it (sections403.650 through 403.769). This report summarizes information on used oil collectionand recycling, analyzes the effectiveness of this act, and makes recommendations forany necessary changes. It is the fourth report on used oil recycling and covers theperiod from January to December, 1988.
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DOE. 1978. How to set up a Used Oil Recycling Program in your Community. IN: Used Oilrecycling kit.
Synopsis:
This manual provides basic facts, ideas, and sample tools necessary to start a
community-wide used oil recycling program built around a central theme:CONSERVE OUR ENERGY, PRESERVE OUR ENVIRONMENT. The slogan being:RECYCLE USED OIL! More than 100 million gallons of valuable used lubricating oilare wasted by America's car owners who change their own oil annually. Much of thisis disposed in an environmentally hazardous manner. Suggestions on the contentsthat should be included in each community's used oil information package areenclosed.
DOE. 1982. Program Guide to Used Oil Recycling.
Synopsis:
The purpose of this booklet is to provide information and sample tools necessary instarting a much needed community-wide used oil recycling program. In 1982,approximately 250 million gallons of valuable used lubricating oil was wasted byAmerica's car owners who changed their own oil. Much of this was disposed of in anenvironmentally hazardous manner. This guide provides materials needed by acommunity to start a used oil recycling operation.
Eastep, D. 1981. More States Recover Oil. Recycling News 2 (1):2-3
Synopsis:
Approximately 2.5 billion gallons of lubricating oil are sold in America each year; 1.2billion for automobile use (60% to do-it- yourselfers) and 1.3 billion gallons forindustrial use. It is estimated that 35% of automobile oil and about 50% of industrialoil is lost. Consumer reluctance is suggested as one reason that greater recovery hasnot been seen. Oil recovery programs initiate by states are seen as the best solutionto recovery of this lost oil.
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EPA. July 1982. State Regulation of Waste Oil.
Synopsis:
This study presents how each U.S. state currently regulates waste oil handling.Information was gathered through telephone conversations with state officials andfrom reviewing and assessing each state's Solid Waste, Hazardous Waste, and AirQuality Regulations. Each state is summarized and is presented in discrete topicsthat deal with: 1) agency and department organization, 2) regula- tory classificationof waste oil, 3) regulation of waste oil handling, 4) regulation of oil spill cleanup, 5)enforcement of waste oil regulations, and 6) contacts.
EPA. August 1986. Memo: Information on Used Oil Recycling for Gas Stations and Other
Vehicle Service Facilities.
Synopsis:
Vehicle maintenance produces about 700 million gallons of used oil annually. EPAprefers not to list used oil as a hazardous waste. Guidelines are suggested for pick-up, storage, and disposal.
EPA. September 1988. How to Set Up a Local Used Oil Recycling Program (draft).
Synopsis:
About half of the oil used in the United States (approximately 600 million gallons)could be recycled to create new lubricating oil. The other half is lost in the engine.However, due to mismanagement of this used oil, it has become one of the nation'sbiggest, but least-recognized, pollution problems. It is estimated that about one-halfof our potentially recyclable oil is discarded improperly, creating seriousenvironmental problems. The manual presented here is intended to help localofficials or civic groups set up programs to encourage do-it-yourselfers to recycletheir motor oil and make sure that used oil throughout each community is handledsafely a
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