Liquefied Natura lGas.pdf

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2012-20

Liquefied Natural Gas: LNGInormation and activities to teach students about liquefed natural gasLNG.

Grade Level:n Elementary

n Intermediate

n Secondary

Subject Areas:

n Science

n Social Studies

n Math

n Language Arts

n Technology


2/422 Liquefed Natural Gas: LN

Teacher Advisory Board

Printed on Recycled Paper

NEED Mission StatementThe mission o The NEED Project is to promote an energy

conscious and educated society by creating eective

networks o students, educators, business, government and

community leaders to design and deliver objective, multi-

sided energy education programs.

Teacher Advisory Board StatementIn support o NEED, the national Teacher Advisory Board

(TAB) is dedicated to developing and promoting standards-

based energy curriculum and training.

Permission to CopyNEED materials may be reproduced or non-commercialeducational purposes.

Energy Data Used in NEED MaterialsNEED believes in providing the most recently reported

energy data available to our teachers and students.

Most statistics and data are derived rom the U.S. Energy

Inormation Administrations Annual Energy Review that is

published in June o each year. Working in partnership with

EIA, NEED includes easy to understand data in our curriculum

materials. To do urther research, visit the EIA web site at

www.eia.gov. EIAs Energy Kids site has great lessons and

activities or students at www.eia.gov/kids.

1.800.875.5029

www.NEED.org

2012

Shelly Baumann

Rockord, MI

Constance Beatty

Kankakee, IL

Sara BrownellCanyon Country, CA

Loree Burroughs

Merced, CA

Amy Constant

Raleigh, NC

Joanne Coons

Cliton Park, NY

Nina Corley

Galveston, TX

Regina Donour

Whitesburg, KY

Linda Fonner

New Martinsville, WV

Samantha Forbes

Vienna, VA

Viola Henry

Thaxton, VA

Robert Hodash

Bakersfeld, CA

DaNel Hogan

Kuna, ID

Greg Holman

Paradise, CA

Linda Hutton

Kitty Hawk, NC

Matthew Inman

Spokane, Washington

Michelle Lamb

Bualo Grove, IL

Barbara LazarAlbuquerque, NM

Robert Lazar

Albuquerque, NM

Leslie Lively

Reader, WV

Mollie Mukhamedov

Port St. Lucie, FL

Don Pruett

Sumner, WA

Josh Rubin

Palo Alto, CA

Joanne Spaziano

Cranston, RI

Gina Spencer

Virginia Beach, VA

Tom Spencer

Chesapeake, VA

Joanne Trombley

West Chester, PA

Jim Wilkie

Long Beach, CA

Carolyn Wuest

Pensacola, FL

Wayne Yonkelowitz

Fayetteville, WV


3/42

2012 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029 www.NEED.org

Table of ContentsCorrelations to National Science Education Standards 4

Teacher Guide 6

Forms o Energy Master 14

Energy Transormations Master 15

Fusion Master 16

Photosynthesis Master 17

Natural Gas Formation Master 18

Natural Gas Combined-Cycle Power Plant Master 19

Inormational Text 20

Forms and Sources o Energy 27

Natural Gas Energy Flow 28

Energy Flow Organizer 29

LNG Production to Market 30

LNG as a System 31

The LNG Chain 33

National Gas In the Round 34

Chemical Models 36

Oil and Gas Career Game 39

Evaluation Form 41

Liquefied Natural Gas: LNG



Correlations to National Science Education Standards: Grades 5-8

Content Standard E | Scie nce and Te chno logy Understandings about Science and Technology

Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated

instruments and provides principles or better instrumentation and technique. Technology is essential to science, because it provides

instruments and techniques that enable observations o objects and phenomena that are otherwise unobservable due to actors such

as quantity, distance, location, size, and speed. Technology also provides tools or investigations, inquiry, and analysis.

Perectly designed solutions do not exist. All technological solutions have trade-os, such as saety, cost, eciency, and appearance

Engineers oten build in back-up systems to provide saety. Risk is part o living in a highly technological world. Reducing risk oten

results in new technology.

Content Standard F | Science i n Per Sonal an d Soc ial P erSP ecTi veS Risks and Benets

Students should understand the risks associated with natural hazards (fres, oods, tornadoes, hurricanes, Earthquakes, and volcanic

eruptions), with chemical hazards (pollutants in air, water, soil, and ood), with biological hazards (pollen, viruses, bacterial, and

parasites), social hazards (occupational saety and transportation), and with personal hazards (smoking, dieting, and drinking). Individuals can use a systematic approach to thinking critically about risks and benefts. Examples include applying probability

estimates to risks and comparing them to estimated personal and social benefts.

Science and Technology in Society Science inuences society through its knowledge and world view. Scientifc knowledge and the procedures used by scientists inuence

the way many individuals in society think about themselves, others, and the environment. The eect o science on society is neither

entirely benefcial nor entirely detrimental.

Technology inuences society through its products and processes. Technology inuences the quality o lie and the ways people

act and interact. Technological changes are oten accompanied by social, political, and economic changes that can be benefcial or

detrimental to individuals and to society. Social needs, attitudes, and values inuence the direction o technological development

Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should

understand the dierence between scientifc and other questions. They should appreciate what science and technology can reasonablycontribute to society and what they cannot do. For example, new technologies oten will decrease some risks and increase others.

This book has been correlated to National Science Education Content Standards.

For correlations to individual state standards, visit www.NEED.org.


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Correlations to National Science Education Standards: Grades 9-12This book has been correlated to National Science Education Content Standards.

For correlations to individual state standards, visit www.NEED.org.

Content Standard E | Scie nce and Te chno logy Understandings about Science and Technology

Science oten advances with the introduction o new technologies. Solving technological problems oten results in new scientifc knowledge

New technologies oten extend the current levels o scientifc understanding and introduce new areas o research.

Creativity, imagination, and a good knowledge base are all required in the work o science and engineering.

Science and technology are pursued or dierent purposes. Scientifc inquiry is driven by the desire to understand the natural world, and

technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct

eect on society than science because its purpose is to solve human problems, help humans adapt, and ulfll human aspirations. Technological

solutions may create new problems. Science, by its nature, answers questions that may or may not directly inuence humans. Sometimes

scientifc advances challenge peoples belies and practical explanations concerning various aspects o the world.

Content Standard F | Science i n Per Sonal an d Soc ial P erSP ecTi veS Natural Resources

Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will

continue to be used to maintain human populations.

The Earth does not have infnite resources; increasing human consumption places severe stress on the natural processes that renew some

resources, and it depletes those resources that cannot be renewed.

Environmental Quality Many actors inuence environmental quality. Factors that students might investigate include population growth, resource use, population

distribution, overconsumption, the capacity o technology to solve problems, poverty, the role o economic, political, and religious views, and

dierent ways humans view the Earth.

Natural and Human-induced Hazards Human activities can enhance potential or hazards. Acquisition o resources, urban growth, and waste disposal can accelerate rates o natura

change.

Natural and human-induced hazards present the need or humans to assess potential danger and risk. Many changes in the environmentdesigned by humans bring benefts to society, as well as cause risks. Students should understand the costs and trade-os o various hazards

ranging rom those with minor risk to a ew people to major catastrophes with major risk to many people. The scale o events and the accuracy

with which scientists and engineers can (and cannot) predict events are important considerations.

Science and Technology in Local, National, and Global Challenges Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latte

involves human decisions about the use o knowledge.

Understanding basic concepts and principles o science and technology should precede active debate about the economics, policies, politics,

and ethics o various science- and technology-related challenges. However, understanding science alone will not resolve local, national, or

global challenges.

Progress in science and technology can be aected by social issues and challenges. Funding priorities or specifc health problems serve as

examples o ways that social issues inuence science and technology.



BackgroundThis guide provides background inormation on natural gas and liquefed natural gas as an energy source

Familiarize yoursel with all o the inormation and activities contained within the guide and select the

activities that best suit your classroom and student needs.

ConceptsLiquefed natural gas is a nonrenewable energy resource.

Liquefed natural gas has economic and environmental advantages and disadvantages.

Liquids use less space than gases.

Liquefed natural gas (LNG) is 1/600th the volume o natural gas. Natural gas is 600 times the

volume o LNG.

Energy is stored in many dierent orms.

Energy is neither created nor destroyed; it is transormed rom one orm to another.

Most o the energy on Earth can be traced back to nuclear usion in the suns core.

Energy ows through dynamic systems on Earth.

The LNG chain consists o exploration, production, liqueaction, storage, transportation

regasifcation, distribution, and end use.

LNG is a global system. All parts o the system are connected.

The gases that compose natural gas are hydrocarbons.

When burned, hydrocarbons produce carbon dioxide and water.

Additional InformationFor more inormation about liquefed natural gas, visit:

U.S. Department of Energy: www.ossil.energy.gov/programs/oilgas/storage/index.html

U.S. Federal Energy Regulatory Commission: www.erc.gov/industries/gas/indus-act/lng.asp

Center for Liqueed Natural Gas: www.lngacts.org/

Activity 1: Introduction

ObjectiveTo become amiliar with the basics o natural gas and liquefed natural gas (LNG).

MaterialsStudent inormational text, pages 20-26

Preparation

Make copies o the inormational text or each student.

Construct a large 3-column KWL chart on the board, or digitally or projection.

Procedure1. Explain to students that we use many sources or energy every day. A big part o our energy

picture is natural gas. Discuss with students that they will be learning basics about natural gas

but also how natural gas can be converted to a liquid, why it is done, and the advantages and

disadvantages o doing so.

Teacher GuideTo teach students about liqueed natural gas and encourage them to evaluate its economic and

environmental advantages and disadvantages.

Grade Level

Elementary Grade 5Intermediate Grades 68

Secondary Grades 912

TimeApproximately 5-8 class

periods, depending on

activities selected.

Energy Infobooks

For more inormation on

natural gas as a resource, as

well as all o the other sourceso energy, reerence NEEDs

Energy Inobooks. These

Inobooks are available or

download at any level at

www.NEED.org


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2. Ask students what they know about natural gas and LNG. Record student thoughts in the K (or Know) column o the KWL chart

Keep track o misconceptions to address as you work through the unit. Ask students what questions they might have about natural gas

and LNG. Record these questions in the W (or Want to know,) column o the KWL chart.3. Direct students to read the inormational text, highlighting or underlining important ideas as they read. Students may make their own

KWL charts or graphic organizers to use while reading as well. When students complete the reading, discuss what important concepts

they learned, and add ideas as a class to the L (or learned) column o the KWL Chart.

4. Keep the chart posted or available to add to or use or urther discussion as the class completes the activities.

Activity 2: Volume Simulations

ObjectiveTo compare the volume o natural gas as a gas and as a liquid.

Materials

Preparation

Gather the beach ball, ping pong ball, and counting units.

Divide the students into groups o three to fve.

Fill each beaker with 1 mL o water.

Procedure

1. Explain to the students that natural gas is typically ound in a gaseous state. Explain that natural gas can be changed into a liquid (LNGby making it very cold (-260F or -162.2C).

2. Ask the students what happens to the volume o a gas when it becomes a liquid. (The volume o a gas is reduced when it is a liquid.)

3. Show the students the beach ball and the ping pong ball. Ask them which ball represents natural gas and which represents LNG. (The

beach ball represents a gaseous state [natural gas] while the ping pong ball represents the liquid state [LNG].)

4. Pass out the 600 unit sets, one per group. Allow time or the students to determine how many units are in each set. Ask the students

to predict the volume o natural gas in a liquid state (LNG) i the whole set represents a gaseous state. Have the groups set aside the

number o units they predict.

5. Gather predictions rom the groups and write them on the board.

6. Explain to the students that LNG is 1/600th the volume o natural gas in a gaseous state. Have the students separate out the correct

number o units to represent LNG. (One unit.) Collect the unit sets rom the groups.

7. Pass the beakers with 1 mL o water to each group. Have the students predict how much water would represent natural gas in a gaseous

state i the amount o water in the beaker was LNG. (600 mL.) Collect the beakers.

Extensions

Have students bring to class additional visual natural gas and LNG volume comparisons.

Have students determine advantages and disadvantages to natural gas in both a gaseous state and a liquid state.

Beach ball

Ping pong ball

1 Set o 600 counting units (or the equivalent) or each group (or 1

set o 600 o any item such as cotton balls or each group)

1 800-1000 mL Beaker or each group

Water



Activity 3: Energy Flows

ObjectiveTo understand orms o energy, energy transormations, and the ow o energy rom a natural gas well to the consumer.

Materials

Preparation

Obtain the materials needed or the activities.

Make copies o worksheets or students.

Make transparencies or digital copies o pages 14-19 to project or the class.

ProcedureFORMS OF ENERG1. Introduce the activity by lighting a wooden match and asking students to describe what is happening in energy terms. Explain the

energy ow rom the match back to the sun.

2. Use the Forms of Energymaster to provide an introduction to the orms o energy.

3. Distribute the Forms and Sources of Energyworksheet and have the students complete it. Review the answers with the students.

FLASHLIGHTS AND ENERG FLOS1. Demonstrate a regular battery-powered ashlight and a hand-generated ashlight. Ask the students to explain what is happening with

each ashlight in terms o energy transormations.

2. Use the Energy Transformations master to trace the energy ow o the hand-generated ashlight. Discuss the dierences between the

two ashlights and their energy ows.

NATURAL GAS POER PLANT AND ENERG FLOS1. Explain to students that natural gas is typically used or home heating and cooking, but is also used or industrial heating, manuacturing

products, and generating electricity. Ask the students how natural gas is used or generating electricity.

2. Use the Fusion, Photosynthesis, Natural Gas Formation, and Natural Gas Combined-Cycle Power Plant masters to explain the energy

transormations that take place in the ormation o natural gas and its use to generate electricity.

3. Have students complete the Natural Gas Energy Flow worksheet by numbering the pictures in order and then explaining the energy

transormations that take place on the back o the worksheet.

4. Have students complete the Energy Flow Organizereither in class or as homework.

Extensions

Have students explain the energy conversions that occur in a compressed natural gas- or liquefed natural gas-powered vehicle.

Discuss the similarities and dierences between a thermal power plant and a nuclear power plant.

Large wooden kitchen matches

Forms and Sources of Energyworksheet, page 27

Natural Gas Energy Flowworksheet, page 28

Energy Flow Organizer, page 29

Regular ashlight and hand-generated ashlight

Masters, pages 14-19


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Activity 4: The LNG Chain

ObjectivesTo understand the dierent steps needed to produce liquefed natural gas (LNG) and bring it to market.

To see the connections o the LNG chain.

Materials

Preparation

Make the copies o the worksheets specifed above or each student.

Divide the students into groups o eight.

Cut the LNG hangtags, old on the middle line, and attach a loop o string so that a student may wear it around his/her neck.

ProcedureLNG PRODUCTION TO MARET1. Explain to the students that natural gas is typically ound in a gaseous state. Explain that natural gas can be changed into a liquid (LNG

by making it very cold (-260F or -162.2C).

2. Ask students what they think happens to natural gas when it is ound ar rom cities or industry. (Known as stranded resources, natura

gas located in undesirable locations can be processed into LNG and transported to marketable locations.) Explain to students that they

are going to learn how stranded natural gas resources get to people who will use it.

3. Have students review the LNG Production to Marketworksheet and write inormation or each step on the back o the worksheet (or

assign as homework).

LNG AS A SSTEM1. Distribute the role card hangtags to the groups o students (one set o eight per group).

2. Ask students to read the backs o their cards. Allow time or questions.

3. Have each group put on their hangtags and stand in a circle with one student holding the ball o yarn.

4. Explain that the frst student should look around the circle and identiy a part o the system that relates to his/her component. Have the

frst student hold onto one end o the yarn, say the name o the related component, and toss the ball o yarn to that student. The frst

student then explains how their parts are related.

5. Have the groups repeat the process until all students have caught and tossed the ball o yarn. In the end, there will be a web o yarn

connecting all students in the group.

6. Have one student give a tug on their string. Ask the students that elt the tug to explain how a stress on the one component aected

their part. For example, a Production tug might cause an attached Liqueaction to say, I production o natural gas alls, the liqueaction

plant cannot sell enough LNG to shipping companies.

7. Continue this process with each student tugging and giving dierent ways the system could be aected. Students should be able to

explain various ways a change in one part o the system might aect other parts in the system.

THE LNG CHAIN1. Distribute copies oThe LNG Chain worksheet to each student.

2. Explain that each student should choose one step in the LNG chain and write it in the center circle. The outside circles should be labeled

with the seven remaining steps.

3. Have students write inside the arrow a way the inner component aects the outside one and a way the outer component aects the

inner one. (Assign as homework i students do not fnish in class.) One possible answer solution is listed in the answer key on page 13.

Extensions

Have students design a ow chart o the LNG chain.

Have students determine advantages and disadvantages to using domestically produced natural gas and imported LNG.

LNG Production to Marketworksheet, page 30

LNG as a System hangtags, pages 31-32

The LNG Chain worksheet, page 33

1 Ball o yarn per group



Activity 5: Natural Gas In the Round

Objective

To reinorce inormation about natural gas.

MaterialsNatural Gas In the Roundcards, page 34-35

LNG student inormational text, pages 20-26

Preparation

Make two copies o the sheets o cards. Cut one set o cards into individual pieces. The other will serve as the answer key, as the clues wil

be in the correct order.

Procedure

1. Distribute one card to each student. I you have cards let over, give some students two cards until all o the cards are distributed.

2. Have students look at the bolded statement at the top o the cards. Give them fve minutes to review the inormation about thei

statement using the background inormation.

3. Choose a student to begin the round. Give the ollowing instructions:

a. Read the question on your card. The student with the correct answer will stand up and read the bolded answer.

b. That student will then read his/her question. The round will continue until the frst student stands up and answers a question.

Extensions

Have students create their own versions o natural gas or LNG in the round.

Activity 6: Chemical Models

Objectives

To construct models o the gases that compose raw natural gas.

To balance chemical equations.

MaterialsChemical Models worksheets, page 36-38

Molecular model set or three colors o modeling clay and toothpicks will work or each group o students

Preparation

Gather the materials needed, and make copies o student worksheets.

Divide the students into groups o two or three.

Review with students the process or balancing chemical equations.

Procedure1. Explain to the students that raw natural gas is typically ound as a mixture o gases. These gases are hydrocarbons, consisting o only

carbon and hydrogen atoms.

2. The gases ound in raw natural gas are alkanes, where the prefx o the name tells the number o carbons present.


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2012 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029 www.NEED.org 1

3. Distribute the worksheets. Have students read the background and look at the list o Alkane Series Prefxes. Ask the students i they

have any questions and give them time to complete the Molecular Formulas section o the worksheet.

4. Discuss the answers to the Molecular Formulas section to ensure all students have the correct answers. Allow students time to complete

the Molecular Models and Balancing Equations sections o the worksheet.

5. Review the equations to ensure correct answers. Allow students time to complete the Hydrocarbon Combustion section o the worksheet

Extensions

Have students explain what impact burning hydrocarbons has on the environment.

Have students determine the molecular ormulas or gasoline and diesel. Using these ormulas, have students consider the impact o

using these uels on the environment.

Activity 7: Oil and Gas Career Game

BackgroundStudents are assigned to be either a drop o oil or a molecule o natural gas. As they move through the game, they encounter descriptions

o many dierent types o people and their basic job responsibilities. The path starts with exploration and ends with end-use products. I

you choose, or this unit, students may only be assigned to ames o gas and play the game using only natural gas.

Objective

To explore careers and opportunities in the oil and gas feld.

MaterialsOil and Gas Career Game board master, page 39

Dice, one die per group

Preparation

Print one copy o the game board on card stock or each group. To print a color copy, download this guide at www.NEED.org.

Paste onto poster board, i desired.

Procedure1. Have students cut the game pieces rom the board.

2. Students will take turns rolling the die and moving through the game board.

3. Discuss the dierent stages in the oil and gas process as a class.



Evaluation

Evaluate the unit with your students using the Evaluation Form on page 41, and return it to NEED.

Answer ey

Forms and Sources of Energy

Forms of EnergyPetroleumchemicalCoalchemicalNatural GaschemicalUraniumnuclearPropanechemicalBiomasschemicalHydropowermotionWindmotionGeothermalthermal

Solarradiant

Sources of Energy

Chemical87.6 %

Nuclear8.6 %

Motion3.5 %

Thermal2 %

Radiant1%

Renewables8.2 %

Nonrenewables91.8%

Natural Gas Energy Flow1. Fusion occurs on the sun

2. Radiant energy is produced

3. Small marine organisms decay into natural gas

4. Natural gas is recovered and burned

5. Combustion o gas in power plant

6. Hot gas turns turbine

7. Turbine spins generator creating electricity

8. Electricity is transported on transmission lines to towns and cities

9. Electricity is carried to homes on power lines

10. Electricity powers household devices like laptops

Energy Flow Organizer

Sun to childradiant > chemical > chemical > chemical > motion

Sun to bulb

radiant > chemical > thermal > electrical


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The LNG Chain

This is one possible way to complete the chart:

Center: Production

Additional Steps and EectsExploration

A new natural gas feld is discovered, increasing the available supply or production.

More natural gas is needed to be produced, exploration o new areas increases.

Liquefaction

A new liqueaction plant opens, natural gas production can increase.

Excess natural gas is being produced, a liqueaction plant adds another shit to its schedule.

Storage

A very cold winter causes LNG storage to be low, natural gas production increases to fll storage capacity.

Natural gas production doesnt meet demand, LNG is used rom storage.

Transportation

A new company produces more LNG ships, allowing natural gas production to increase.

Natural gas production slows, less transportation is needed.

Regasication

A regasifcation plant needs maintenance, natural gas production decreases.

Less natural gas is being produced, a plant increases the LNG being regasifed.

Distribution

A major pipeline needs repair, natural gas production decreases.

Natural gas production increases and new pipelines are built to transport it to new locations.

End Use

Consumer demand or natural gas is high, production increases.Production increases, but demand is low, consumer prices decrease.

Chemical Models

Activity 1MethaneH

4

EthaneC2H

6

PropaneC3H

8

ButaneC4H

10

Activity 2Methane(create similar small version) http://simple.wikipedia.org/wiki/File:Methane-2D-square.png

Ethanehttp://en.wikipedia.org/wiki/File:Ethane-2D.png

Propanehttp://en.wikipedia.org/wiki/File:Propane-2D-at.png

Butanehttp://en.wikipedia.org/wiki/File:Butane-2D-at.png

Activity 3MethaneCH

4+2O

2> CO

2+ 2H

2O

Ethane2C2H

6+ 7O

2> 4CO

2+ 6H

2O

PropaneC3H

8+ 5O

2> 3CO

2+ 5H

2O

Butane2C4H

10+ 13O

2> 8CO

2+10H

2O

Activity 4Student should draw their assembled models.



Forms of Energy

POTENTIAL

Stored energy and the energy o

position (gravitational).

CHEMICAL ENERGY is the energy

stored in the bonds o atoms and

molecules. Biomass, petroleum,

natural gas, propane, and coal are

examples.

NUCLEAR ENERGY is the energy

stored in the nucleus o an atomthe energy that holds the nucleus

together. The energy in the nucleus

o a uranium atom is an example.

STORED MECHANICAL ENERGY

is energy stored in objects by the

application o orce. Compressed

springs and stretched rubber bandsare examples.

GRAVITATIONAL ENERGY is the

energy o place or position. Water

in a reservoir behind a hydropower

dam is an example.

KINETIC

The motion o waves, electrons,

atoms, molecules, and substances.

RADIANT ENERGY is

electromagnetic energy that travels

in transverse waves. Solar energy is

an example.

THERMAL ENERGY or heat is the

internal energy in substancesthe

vibration or movement o atomsand molecules in substances.

Geothermal is an example.

MOTION is the movement o

a substance rom one place to

another. Wind and hydropower are

examples.

SOUND is the movement o energy

through substances in longitudinal

waves.

ELECTRICAL ENERGY is the

movement o electrons. Lightning

and electricity are examples.

All forms of energy fall under two categories:

MASTER


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Energy TransformationsHand Generated Flashlight

Nuclear Energy Radiant Energy Chemical Energy

Motion Energy

Stored Electrical Energy

Electrical Energy

Electrical Energy

Chemical Energy

Radiant (light) Energy

CAPACITOR

MA



Fusion

The process o usion involves our hydrogen atoms

combining to orm a helium atom, with a transormationo matter. This matter is emitted as radiant energy.

MASTER

radiant energy.

Hydrogen IsotopeHydrogen Isotope

Neutron Helium

Energy


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P

hotosynthesis

Intheprocessofphotosynthesis,plan

tsconvertradiant

energy

fromthesunintochemicalenergyinth

eformofglucose,

orsugar.

water

+

carbondioxide

+

sunlight

g

lucose+oxygen

6H2O

+

6CO2

+

radiantenergy

C6H12O6+6O2

MA



N

aturalGasForm

ation

Naturalgasa

nd

oilwereform

edinthe

sameway.M

illionsofyears

ago,tinysea

plantsandanimals

diedandwereburiedontheocean

oor.Overtime,theywerecoveredbyla

yersof

sedimentandrock.

Overmillionsofyears,theremainswere

burieddeeperand

deeper.Theenormousheatandpressureturnedthemintooilandg

as.

Oilandnaturalgasareoftenfoundtoge

ther.Today,wedrilldown

throughthe

layersofsedimentaryrocktoreachtherockformationsthat

containoilandgasdeposits.

MASTER


19/42


N

aturalGasCom

bined-CyclePowerPlant

BOILER ST

EAMLINE

TURBINE

CONDENSER

FEED

WATER

GENERATOR

InsideaGenerator

GENERATOR

SWITCHYARD

ELECTRICITYTRANSMISSION

ELECTRICITY

GENERAT

ION

GENERATOR

MAGNETS

COPPERCOILS

ROTATING

SHAFT

DETAIL

NATU

RAL

GA

S

COMPRESSOR

COMBUSTION

CHAMBER

AIR

TURBINE

HIGHPR

ESSUREGAS

HOTCOMBUSTIONGASES

MAS



hat Is Natural Gas?

Natural gas is considered a nonrenewable ossil uel. Natural gas isconsidered a ossil uel because scientists believe that it was ormed

rom the remains o tiny sea animals and plants that died 300-400

million years ago.

When these tiny sea animals and plants died, they sank to the

bottom o the oceans where they were buried by layers o sediment

that turned into rock. Over the years, the layers o sedimentary rock

became thousands o eet thick, subjecting the energy-rich plant

and animal remains to enormous pressure. The pressure, combined

with the heat o the Earth, changed this organic mixture into

petroleum and natural gas. Eventually, concentrations o natural

gas became trapped in the rock layers like a wet sponge traps water.

Raw natural gas is a mixture o dierent gases. The main ingredientis methane, a natural compound that is ormed whenever plant and

animal matter decays. By itsel, methane is odorless, colorless, and

tasteless. As a saety measure, natural gas companies add a chemical

odorant called mercaptan so escaping gas can be detected. Natural

gas should not be conused with gasoline, which is made rom

petroleum.

hat Is LNG?Liquefed natural gas (LNG) is natural gas that has been cooled until

it becomes a liquid. LNG is made by cooling natural gas to -260

degrees Fahrenheit (or -162.2 degrees Celsius). At this temperature,

natural gas changes state into a liquid, and its volume is reduced

600 times. LNG, like natural gas, is odorless, colorless, noncorrosive,and nontoxic.

Finding Natural Gas

Natural gas can be hard to fnd since it can be trapped in porousrocks deep underground. Geologists use many methods to fnd

natural gas deposits. They may look at surace rocks to fnd clues

about underground ormations. They may set o small explosions

or drop heavy weights on the surace and record the sound waves

as they bounce back rom the sedimentary rock layers underground.

They may also measure the gravitational pull o rock masses deep

within the Earth.

Liqueed Natural Gas

Natural gas and oil were ormed in the same way.

Hundreds o millions o years ago, tiny sea plants

and animals died and were buried on the ocean

oor. Over time, they were covered by layers o

sediment and rock.

Over millions o years, the remains were burieddeeper and deeper. The enormous heat and

pressure turned them into oil and gas.

Oil and natural gas are oten ound together.

Today, we drill down through the layers o

sedimentary rock to reach the rock ormations that

contain oil and gas deposits.

GaseousNat

uralGas

LNG

Volume=60

0units3 Volum

e=1unit3

Naturalgasis

cooledand

compressed

intoaliquid

calledLNG.

Initsliquid

form,it

occupiesa

space600

timesless

thannatural

gasinits

gaseousstate.

LNG Compression

Note: Not to Scale

How Natural Gas as Formed


21/42


I test results are promising, the scientists may recommend drilling

to fnd the natural gas deposits. Ater identiying a potential site,

companies must obtain environmental assessments and permits

beore they can begin drilling.

Exploring or natural gas deposits is a high-risk, high-cost enterprise.

Natural gas wells average 8,300 eet deep and can cost hundreds o

dollars per oot to drill. Only about 61 percent o the exploratory

wells produce gas. The others come up dry. The odds are better

or developmental wellswells drilled on known gas felds. On

average, 91 percent o the developmental wells yield gas. Naturalgas can be ound in pockets by itsel or in petroleum deposits.

Production

Natural GasAter natural gas comes out o the ground, it goes to a processing

plant where it is cleaned o impurities and separated into its

various components. Approximately 90 percent o natural gas is

composed o methane, but it also contains other gases such as

ethane, propane, and butane. The composition o natural gas varies

according to where it came rom and how it has been processed.

Natural gas may also come rom several other sources. One sourceis coalbed methane, natural gas ound in coalbeds. Until recently,

coalbed gas was just considered a saety hazard to miners, but

now it is a valuable source o natural gas. The gas rom coalbeds

accounts or about seven percent o the total gas supply today.

Another source o natural gas is the gas produced in landflls.

Landfll gas is considered a renewable source o natural gas since

it comes rom decaying garbage. The gas recovered rom landflls is

usually burned at the landfll site to generate electricity or acility

operations.

Today, natural gas is produced in 32 states, but the top fve states

Texas, Wyoming, Louisiana, Oklahoma, and Coloradoproduce 65

percent o the total. Altogether, the U.S. produces about one-fth othe worlds natural gas each year.

LNGThe process or making LNG starts the same as producing natural

gas. The raw eed gas, or natural gas that has come rom the well,

must be processed to separate out impurities, such as dir t, hydrogen

sulfde, and carbon dioxide. Next, the gas is cooled to allow water

to condense and be removed. Additional dehydration is sometimes

needed to ensure even small amounts o water vapor are not

present. Then the gas is separated into its various components such

as propane and butane.

Once the natural gas is clean and dry, it is ready or the liqueaction

process. Turning natural gas into LNG takes place through heat

exchangers that cool the gas. Gas circulating through aluminum

tube coils is cooled by a compressed rerigerant. As the rerigerant

vaporizes, it cools the gas in the tubes. The rerigerant returns to a

compressor while the LNG is pumped to an insulated storage tank.

The United States does not produce and export LNG on a large scale.

LNG is produced in large quantities overseas. The top countries that

exported LNG in 2010 were Qatar, Indonesia, Malaysia, Australia,

and Nigeria.

Coal bed Methane

Gas-rich ShaleGas-rich Shale

OilSandstone

Tight Sand Gas

Seal

ConventionalAssociated Gas

ConventionalNon-associated Gas

Locations of Natural Gas

Image courtesy o Encana

I geologic testing is promising, an exploratory well will be drilled todetermine i there is a natural gas deposit.

2WYOMING

Data: Energy Information Administration

Top Natural Gas Producing States, 2010

3LOUISIANA

2WYOMING

5COLORADO

4OKLAHOMA



Transporting and Storing

Natural GasHow does natural gas get rom the well to the consumer? Usually

by pipeline. More than 300,000 miles o underground pipelines link

natural gas wells to cleaning plants and then to major cities across

the U.S. Natural gas is sometimes transported thousands o miles by

pipeline to its fnal destination.

A machine called a compressor increases the pressure o the gas,

orcing the gas to move along the pipelines. Compressor stations,

which are spaced about 50 to 100 miles apart, move the gas along

the pipelines at about 15 miles per hour.

Some gas moved along this subterranean highway is temporarily

stored in huge underground reservoirs. In the U.S. the underground

reservoirs are typically flled in the summer so there will be enough

natural gas during the winter heating season.

Eventually the gas is transerred rom a transmission pipeline to

a local gas utility pipeline. This junction is called the citygate. The

pressure is reduced and an odorant is added. Local gas companies

use smaller pipes to carry gas the last ew miles to homes and

businesses. A gas meter measures the volume o gas a consumer

uses.

LNGAter liqueaction, LNG is stored in insulated tanks. These tanks

are specially designed to keep the interior at extremely low

temperatures but the exterior the same temperature as the ambient

air or ground. The inner layer o the tank is a steel alloy. Then there

are layers o insulation, stainless steel, and additional insulation.

The outer layer is reinorced concrete with heating ducts laced

throughout to prevent the ground rom reezing. The walls o an

LNG storage tank can be as much as fve-and-a-hal eet thick.

Some LNG storage tanks have a containment eature to saeguard

against leaks. In these tanks, both the inner and outer walls arecapable o holding the LNG. However, most LNG storage acilities

in the U.S. use another approach. The storage tank is surrounded by

a dam or dike made o soil that provides secondary containment.

LNG is transported world-wide using ships with specifcally

designed hulls. The current world LNG eet consists o 360 ships.

Modern LNG ships ollow two basic designs. The membrane design

eatures multiple tanks with linings made o thin nickel-steel alloy.

These tanks are integrated into the hull o the ship, which can be

more than six eet thick. The spherical design has round storage

tanks that sit on supports on the hull.

Once LNG reaches its destination, pumps transer it to insulated

storage tanks. When the LNG is needed the liquid is warmed andquickly becomes a gas; this is called regasifcation. Two types o

systems are typically used or regasifcation. Ambient temperature

systems use heat rom surrounding air or sea water. Above-ambient

temperature systems burn a uel to indirectly warm the liquid using

a uid bath. Ater regasifcation, the natural gas can join the network

o pipelines used to transport it to consumers.

Natural gas is primarily transported by pipeline.

Storage and transportation o LNG make or its biggest advantages

and its biggest disadvantages. Once liquefed, LNG takes up 1/600ththe amount o space as it did as natural gas. This is like comparing

the volume held in a beach ball to that inside a ping pong ball. This

is a great advantage or storage and transportation. More can be

stored and moved at one time. Also, LNG can be transported over

routes or to locations that do not have natural gas pipelines.

However, because the tanks or storage must be designed or

the -260 Fahrenheit temperature (-162.2C) inside and ambient

temperature outside, LNG has distinct disadvantages when

compared to natural gas or storage and transportation. Storage

tanks must keep the LNG very cold and ships and trucks must be

specially made or LNG storage.

A uture LNG storage option may lie with underground salt cavernsRather than ooading the LNG rom the ship into above ground

storage tanks, it would be pressurized, warmed to 40 degrees

Fahrenheit, and then injected into underground salt caverns. This

method is called the Bishop Process. This process is still being

studied, but i it proves successul, it would decrease the ooading

time o LNG tankers and increase the storage capacity potential o

LNG. Suitable salt cavern locations have been located in the U.S.

with over 1,000 currently being used or storage and delivery o

other ossil uels.

LNG is transported overseas by ship. Many o these ships have amembrane hull design.


23/42


U.S. LNG Terminals and Storage FacilitiesCurrently the U.S. has 13 terminals or importing LNGnine on

the mainland, one in Puerto Rico, and three oshore. The mainland

terminals are located in Georgia, Louisiana, Maryland, Massachusetts

Mississippi, and Texas. For 45 years the U.S. has had one LNG expor

acility in Kenai, Alaska. LNG produced in Alaska is exported to Japan

and other countries. In 2009, the U.S. imported 431 billion cubic

eet (Bc) o LNG. About 44 percent came rom Trinidad and Tobago

Another 17 percent came rom Egypt.

Besides the mainland and oshore terminals, there are more than

100 acilities located throughout the U.S. that store LNG or supply

natural gas to rural areas. Many LNG storage acilities are located in

the eastern U.S. and are concentrated around major urban areas.

Natural Gas UseJust about everyone in the U.S. uses natural gas. Natural gas rank

second in energy consumption, ater petroleum, which provides 35

percent o our total energy demand. About 25 percent o the energy

we use in the U.S. comes rom natural gas. In 2010, the U.S. consumed

24.1 trillion cubic eet (Tc) o natural gas.

Industry is a large consumers o natural gas, using 33 percent o

the supply mainly as a heat source to manuacture goods. Industry

also uses natural gas as an ingredient in ertilizer, photographic flm

ink, glue, paint, plastics, laundry detergent, and insect repellents

Synthetic rubber and man-made fbers like nylon also could not be

made without the chemicals derived rom natural gas.

Electricity generation consumes about 31 percent o natural gas. I

is the second largest producer o electricity ater coal. Natural gas

is a cleaner energy source to burn than coal and produces ewe

emissions. The majority o new electric power plants in the pas

decade were natural gas fred. Combined cycle units are highly

ecient and make up the majority o the new electric capacity

Today, natural gas generates 24 percent o the nations electricity.

Residencespeoples homesand businesses also use about one

third o natural gas. Five out o every ten homes use natural gas o

heating. Many homes also use gas water heaters, stoves, clothe

dryers, and fre places. Natural gas is used so oten in homes because

it is clean burning. Like residences, commercial use o natural gas i

mostly or indoor space heating o stores, oce buildings, schools

churches, and hospitals.

Consumer demand or natural gas typically rises and alls based

upon the season. This change in demand can usually be handled by

gas utilities and the natural gas pipelines that supply them. Howeve

during extreme winters, demand or natural gas increases sharply, o

peaks. Gas utilities need reliable sources o gas that can be quickly

delivered to the locations that need it. The U.S. has peak-shaving

plants that can quickly bring natural gas into the transmission

pipelines so that consumers have it available. Hal o these peak

shaving plants can store the natural gas as LNG. At these acilitie

the LNG is either trucked to the site in storage tanks or natural gas i

diverted rom the pipeline during non-peak periods, liquefed, and

then stored until needed. When a peak hits, the LNG is regasifed and

ed into the regional distribution pipelines.

PUERTORICO

LNG Peaking Facility

Satellite LNG Peaking Facility

LNG Import Terminal

Underground Natural Gas Storage, 2010


LNG Terminal Prole: Elba Island, GeorgiaOne o nine U.S. mainland import LNG terminals, Elba Island,

is located near Savannah, Georgia. It receives, stores, and

regasifes natural gas. Elba Island opened in 1978 and was

ully operational or our years. From 1982 to 2001, however, it

operated in a limited capacity. Since then, Elba Island has been

ully operational and expanding.

Currently, Elba Island can store 11.5 billion cubic eet o LNG.

With an average daily use in Georgia o 1.5 billion cubic eet,

and a possible daily output o 1.8 billion cubic eet, Elba Island

could provide the state with all its natural gas needs or a week.

In act, when hurricanes Katrina and Rita decimated the Gul

Coast region and disrupted energy distribution, Elba Island was

able to double its output to provide customers with natural

gas. With the oreseeable increase o natural gas and LNG use in

the U.S., Elba Island has plans to expand its storage and output

capacity.

O the 560,000 people employed by utilities nationwide,

108,440 are in natural gas distribution. More than 50 people are

employed just at Elba Island. At Elba Island, one may fnd gas

plant operators that operate gas liqueying equipment, operate

compressors to control gas pressure in transmission lines,

and coordinate injections and withdrawals at storage felds.

Additionally, engineers, maintenance workers, dock workers,

environmental or regulatory specialists, LNG technicians, and

plant supervisors all can be ound at Elba Island.



On a small scale, natural gas is used as a transportation uel. Natural

gas can be used in any vehicle with an internal combustion engine,

although the vehicle must be outftted with a special carburetor

and uel tank. Natural gas is cleaner burning than gasoline, costs

less, and has a higher octane (power boosting) rating. In 2010, more

than 115,000 vehicles ran on compressed natural gas in the U.S.,

while about 3,300 used LNG.

LNG is beginning to be used in rural areas as an alternative to

propane. Additionally, LNG can meet some distributed energy

needs. Distributed energy is generated and stored near the pointo use. While natural gas is a popular choice or distributed energy

systems, not all locations are within the pipeline distribution

system. LNG can bring uel to an isolated acility that has its own

energy system.

BOILER

STEAM LINE

TURBINE

CONDENSER

FEEDWATER

GENERATOR Inside a Generator

GENERATOR

SWITCHYARD

ELECTRICITY TRANSMISSION

ELECTRICITY

GENERATION

GENERATOR

MAGNETS

COPPER COILS

ROTATINGSHAFT

DETAIL

NATURALGAS

COMPRESSOR COMBUSTIONCHAMBER

AIR TURBINE

HIGH PRESSURE GAS

HOT COMBUSTION GASES

A generator is a device that converts mechanical energy intoelectrical energy. All electric power plants have a generator.What diers rom plant to plant is the uel source and methodused to spin the shat that will spin the generator to produce anelectric current.

Electricity generated rom natural gas has steadily increased.Most new natural gas electric power plants are building highlyecient combined-cycle units. These units use both gascombustion turbines and steam turbines.

Gas combustion turbines have three main components: acompressor, a combustion system, and a turbine. The compressor(1) draws air into the machine. Here, the air is pressurizedand pushed into the combustion chambers. The combustionsystem consists o uel injectors and combustion chambers. Aring o uel injectors puts a stream o uel (natural gas) into thecombustion chambers (2). There the natural gas and air mix. Themixture is burned to produce a high temperature, high pressure

stream o gas that moves to the turbine. In the turbine (3) thehigh temperature, high pressure gas expands causing blades torotate. The rotating blades are connected to a shat that spinsthe electromagnet in the generator (4), producing electricity (9).Ater the gas passes by the turbine, it is piped into a boiler (5) to

produce steam.Steam turbines have three major components: a boiler, a turbine,and a condenser. In the boiler (5), a uel is burned, such as naturalgas. The heat turns water into steam (6) where it travels to aturbine. The steam moves the blades o the turbine (7), whichis attached to the electromagnetic shat o the generator (8).

The rotating electromagnetic shat in the generator produceselectricity (9). Ater moving through the turbine, the steam goesthrough the condenser (10) where a coolant, oten water, is usedto turn the steam into a liquid so it can return to the boiler.

1

2

34

5

6

7 8

9

10

How Natural Gas Generates Electricity in a Combined-Cycle Power Plant


25/42


U.S. Natural Gas Supply and DemandPeople in the energy industry use two terms to explain how much

natural gas existsresources and reserves. Natural gas resources

include all the deposits o gas that are still in the ground waiting

to be tapped. Natural gas reserves are only those gas deposits that

geologists know, or strongly believe, can be recovered given todays

prices and drilling technology. In other words, when geologists

estimate the amount o known gas reserves, they do not include

gas deposits that may be discovered in the uture or gas deposits

that are not economical to produce given todays prices.

The U.S. has large reserves o natural gas. Most reserves are in

the Gul o Mexico and in the ollowing states: Texas, Louisiana,

Oklahoma, Colorado, New Mexico, Arkansas, and Wyoming. I we

continue to use natural gas at the same rate as we use it today, the

U.S. has about a 100 year supply.

In the past ten years, the U.S. produced between 82 and 90 percent

o the natural gas it consumed, with the balance being imported

by pipeline, mostly rom Canada. However, annual consumption is

expected to rise. In 2010, the U.S. consumed 24.1 Tc o natural gas.

By 2035 experts anticipate U.S. natural gas use to be 26.6 Tc per

year.

The Global LNG MarketThe U.S. is not the only country that imports natural gas. Fortunately,

global natural gas reserves are vast, estimated at about 6,289 Tc.

This is nearly 60 times the volume o natural gas used worldwide

in 2010. However, much o the reserves are considered stranded

due to geographic locations and distance to consuming markets.

Converting natural gas to LNG allows stranded gas to move to

useul markets.

The global LNG market is divided into geographic regions. The

Atlantic Basin includes trade in Europe, northern and western Arica

and the U.S. Eastern and Gul Coasts. The Pacifc Basin involves trade

in South Asia, India, Russia, and Alaska. Middle Eastern countries

typically export LNG to the Pacifc Basin, but some cargoes are

shipped to Europe and the U.S. LNG trade in Middle Eastern

countries is growing to the point that some experts consider the

Middle East to be the third LNG geographic trade region.

In 2009, LNG accounted or about 27 percent o international natura

gas imports, but LNG trade within the Atlantic and Pacifc Basinsdiers. Prices are generally higher in the Pacifc Basin. However

peak seasonal demands can cause short-term price increases in the

Atlantic Basin. Importing countries in the Pacifc Basin are almost

entirely dependent upon LNG. Countries such as Japan and South

Korea, which are the largest importers, used LNG to meet 89 to 96

percent o their natural gas needs. Whereas importing countries in

the Atlantic Basin rely mostly upon domestic natural gas supplies

and use LNG to meet the dierence between production and

demand. For example, LNG accounts or less than two percent o

U.S. natural gas supplies.

More countries are entering the LNG global market every year.

Countries already active in LNG trade are increasing their capacity

by either constructing new LNG terminals or expanding existingplants. Growth within the global LNG market is being driven by

declining natural gas production in gas consuming countries,

such as the U.S., and the desire o gas-producing countries, such as

Russia, to maximize their resources.

3

5

1

5 3

2

125

4

3

Top Importers

1. Japan

2. South Korea

3. United Kingdom

4. Spain

5. China

Top Exporters

1. Qatar

2. Indonesia3. Malaysia

4. Australia

5. Nigeria

4

Top Exporters and Importers of LNG




State Energy Prole: GeorgiaGeorgia, the ninth most populated state in the U.S., has a variety

o ways to provide or the energy needs o its 9.8 million residents

and its many industries. Nuclear energy, hydroelectric power, ossiluels, and biomass, are all a part o the Georgia energy picture.

ElectricityCoal-fred and nuclear power plants provide 83.4 percent o

electricity used in the state56.5 percent and 26.9 percent,

respectively. Natural gas supplies 13.8 percent o Georgias

electricity consumption. In 2010, biomass sources, mostly wood

and wood waste, petroleum, and hydropower generated less than

three percent o Georgias electricity.

Electricity Generated by Fuel in 2010 in GeorgiaCoal Nuclear Natural Gas Hydroelectric Biomass Petroleum56.5% 26.9% 13.8% 2.5% 0.3% 0.1%

HeatingForty-nine percent o Georgians use natural gas to heat their homes.

Since there are no natural gas reserves in Georgia, it is imported by

pipeline rom the Gul Coast region o the U.S. or in the orm o LNG,

mostly rom Trinidad and Tobago. The other large heating resource

is electricity, with 38 percent o homes heated by electricity.

TransportationTransportation is the largest energy consumer in Georgia. With

no petroleum production or reserves, Georgia is like many states

in the U.S.; it must rely on imported petroleum products to keep

moving. Petroleum is imported rom other states by pipeline, such

as Texas and Louisiana, or rom other countries by tanker at the Port

o Savannah. With almost 6,900 ueling stations, Georgia has aboutour percent o all gasoline stations in the U.S. With over 26,000

alternative uel vehicles in use, Georgia also has ueling stations

or alternative uels including biodiesel, compressed natural gas,

ethanol, liquefed petroleum gas, and electric charging stations.

IndustryIndustry is the third largest energy consumer in Georgia. As a

national leader in the wood and paper products industry, biomass

is used to generate part o industrys energy needs. Much o the

rest o the energy needed by the industrial sector o the state is

provided by natural gas and petroleum products.

Running on Natural GasNatural gas is usually placed in pressurized tanks when used as a

transportation uel. Even compressed to 2,4003,600 pounds per

square inch (psi), it still has only about one-third as much energyper gallon as gasoline. As a result, natural gas vehicles typically

have a shorter range, unless additional uel tanks are added, which

can reduce payload capacity. With an octane rating o 120+, power

acceleration, and cruise speed are comparable. Today, there are

about 115,000 CNG vehicles in operation in the U.S., mostly in

the South and West. About hal are privately owned and hal are

vehicles owned by local, state, and ederal government agencies.

Based on the nationwide average or annual miles driven, it is

estimated that the Honda Civic Natural Gas emits 3.7 tons o CO2

compared to 4.6 tons o CO2

or the gasoline version o the Honda

Civic. The EPA gives each vehicle an air pollution score to represent

the amount o health-damaging and smog-orming airborne

pollutants the vehicle emits. Scores range rom 0 (worst) to 10(best). The Honda Civic Natural Gas receives a score o eight, while

the Honda Civic gasoline-ueled vehicle receives a fve.

The production and distribution system or natural gas is in place

but the delivery system o stations is not extensive. Today, there are

more than 500 public natural gas reueling stations in the United

States and even more private ones, but considerably less than

the multitude o gasoline stations. CNG reueling stations are not

always at typical gasoline stations, may not be conveniently located

and some have limited operating hours. Natural gas vehicles are

well suited to business and public agencies that have their own

reueling stations, including public transit agencies. Nationwide

18.6 percent o public buses use natural gas or a natural gas blend

as their uel source. Many eets report two to three years longerservice lie, because the uel is so clean-burning.

LNG as a Transportation FuelThere are over 3,300 vehicles in the U.S. that run on LNGnatura

gas that is liquefed by cooling it to -260F. There are less than

30 LNG ueling stations in the U.S., with the majority located in

Caliornia. The advantage o LNG is that natural gas takes up much

less space as a liquid than as a gas, so the tanks can be much

smaller. The disadvantage is that the uel tanks must be kept cold,

which uses uel.

Georgia is home to the Elba Island acility, one o only nine LNGimport terminals on the U.S. mainland.

The Honda Civic Natural Gas, which is ueled by compressed naturalgas (CNG), was named one o the greenest cars or 2012, a position ithas held or nine consecutive years.


27/42


RENEABLEBiomass _______________________

Hydropower _______________________

Wind _______________________

Geothermal _______________________

Solar _______________________

NONRENEABLEPetroleum _______________________

Coal _______________________

Natural Gas _______________________

Uranium _______________________

Propane _______________________

What percentage of the

nations energy is provided

by each form of energy?

Chemical _____Nuclear _____

Motion _____

Thermal _____

Radiant _____

What percentage of the

nations energy is provided

by renewables? ______

By nonrenewables? ______

In the United States we use a variety o resources to meet our energy needs. Use the inormation below to

analyze how each energy source is stored and delivered.

Look at the U.S. Energy Consumption by Source graphic below and calculate the percentage o the nations

energy use that each orm o energy provides.

Using the inormation rom the Forms of Energychart, and the graphic below, determine how energy is stored or

delivered in each o the sources o energy. Remember, i the source o energy must be burned, the energy is stored as

chemical energy.1

2

Forms and Sources of Energy


BIOMASS 4.4%

Uses: heating, electricitytransportation

COAL 21.3%

Uses: electricity,manufacturing

GEOTHERMAL 0.2%

Uses: heating, electricity

HYDROPOWER 2.6%

Uses: electricity

PETROLEUM 35.1%

Uses: transportation,manufacturing

PROPANE 1.6%

Uses: heating,manufacturing

URANIUM 8.6%

Uses: electricity

WIND 0.9%

Uses: electricity

SOLAR 0.1%

Uses: heating, electricity

RENEWABLENONRENEWABLE

U.S. Energy Consumption by Source, 2010

NATURAL GAS 25.2%

Uses: heating,manufacturing, electricity



Natural Gas Energy Flow

BOILER

STEAM LINE

FEEDWATER

HOT COMBUSTION GASES

TURBINE

CITY TRANSMISSION

GENERATOR

MAGNETS

COPPER COILS

ROTATING

SHAFT

Generatorl l

lradiant energy.

Hydrogen IsotopeHydrogen Isotope

Neutron Helium

Energy

Number the pictures rom one to ten in order to trace the ow o energy. On the back o the worksheet

number one through ten and explain the transormations o energy that occur in each step.


29/42


Energy Flow OrganizerWrite the transormations o energy on the connecting lines. The frst one is completed or you.



LN

GProductiont

oMarket


31/42


LNG as a System

ExplorationThe process of nding natural

gas deposits.

ProductionThe process of drilling wells and

processing natural gas into a

clean, commercial product.

LiquefactionThe process by which natural gas

is converted into a liquid.

StorageFacilities for storing LNG

both internationally and

domestically.



TransportationMoving LNG to distant locations,

typically with specially designed

ships or trucks.

RegasicationThe process by which LNG is

heated, converting it into its

gaseous state.

DistributionMoving natural gas within

networks of pipelines.

End Use

Industry, businesses, and

residential users all need

natural gas for heating, cooking,

manufacturing products, and

generating electricity.


33/42



I have energy.Who has energy sources that cannot

be replenished in a short period o

time?

I have nonrenewable.Who has an organic compound

made o carbon and hydrogen?

I have hydrocarbons.Who has resources that are too ar

away rom industries or cities to be

marketable?

I have stranded resources.Who has the term or drilling

and processing natural gas into a

marketable product?

I have production.Who has a colorless, odorless gas

mostly made o methane?

I have natural gas.Who has a acility that uses stored

natural gas during peak-use periods?

I have peak-shaving facility.Who has the name or natural gas in

its liquid state?

I have liqueed natural gasLNG.

Who has the uels made rom plants

and animals that lived hundreds o

millions o years ago?

I have fossil fuels.Who has the main method or

moving natural gas?

I have distribution bypipeline.

Who has a disadvantage to LNG?

I have LNG must be kept atextremely cold temperatures.Who has LNG exporting countries?

I have Indonesia, Malaysia,and Qatar.

Who has the process by which

LNG is heated, converting it into its

gaseous state?

I have regasication.Who has the acilities that hold

natural gas or LNG until it is used?

I have storage facilities.Who has the gases typically ound in

raw natural gas?

I have methane, ethane,butane, and propane.Who has the U.S. state that exports

LNG?

National Gas In the Round


35/42


I have Alaska.Who has the process by which

natural gas is converted into a

liquid?

I have liquefaction.Who has the amount a volume

o natural gas is reduced when it

becomes a liquid?

I have 600 times.Who has the process o fnding

natural gas deposits?

I have exploration.Who has the main method ortransporting LNG?

I have ships with speciallydesigned hulls.

Who has an advantage to LNG?

I have LNG can be transportedalmost anywhere.

Who has the acility that receives

and stores LNG rom overseas?

I have an import terminal.Who has a large consumer o natural

gas in the U.S.?

I have industry.Who has the temperature to which

natural gas is cooled to change it to

a liquid?

I have -260F/-162.2C.Who has the term or natural gas

resources that can be economically

recovered?

I have natural gas reserves.Who has the geographic trade

regions o the global LNG market?

I have Atlantic and PacicBasins.

Who has the orm in which energy is

stored in natural gas?

I have chemical energy.Who has the usable energy

generated in a natural gas-fred

power plant?

I have electricity.Who has the main residential uses o

natural gas?

I have heating and cooking.Who has the acility that processesnatural gas into a liquid?

I have liquefactionplant or export facility.

Who has the ability to do work or

make change?



Chemical Models

Background

Hydrocarbons are molecules composed only o carbon and hydrogen. Carbon atoms have our electrons available to bond. When onecarbon atom bonds with only hydrogen, it will need our hydrogen atoms. This hydrocarbon is known as methane.

When a hydrocarbon molecule has as many hydrogen atoms bonded as possible, it is considered saturated and is part o the alkane group

Alkanes are named or the number o carbon atoms present. The alkanes orm a straight chain o carbon atoms with hydrogen atoms

bonding with the remaining open electrons.

The generic ormula or alkanes is CnH

2n+2. This ormula can be used to determine the molecular ormula or the gases that typically compose

raw natural gas.

Alkane Series Prexesmeth- one carbon atom

eth- two carbon atoms

prop- three carbon atoms

but- our carbon atoms

Activity 1: Molecular FormulasUse the generic ormula or alkanes to determine the molecular ormula or the ollowing gases:

Methane

Ethane

Propane

Butane


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Activity 2: Molecular ModelsUse the molecular model sets or modeling clay to make three-dimensional models o the alkanes. Use one color to represent hydrogen

and another or carbon. Use the third color to make several oxygen molecules, which consist o two oxygen atoms bonded together (O2)

Draw each model below.

Methane Ethane

Propane Butane

Oxygen



Activity 3: Balancing EquationsWhen a hydrocarbon burns, it combines with oxygen to make carbon dioxide and water. Fill in the molecular ormula or each gas and then

write the balanced equations or methane, ethane, propane, and butane on the right.

Methane

_______ + O2HEAT

CO2 + H2O

Ethane

_______ + O2HEAT

CO2 + H2O

Propane

_______ + O2HEAT

CO2 + H2O

Butane

_______ + O2HEAT

CO2 + H2O

Activity 4: Hydrocarbon CombustionUsing the chemical models o methane and oxygen, create the products o methane combustion. Draw all the model molecules ormed

or a balanced reaction.

Repeat the process or ethane, propane, and butane.


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D R I L L I N G & P R O D U C T I O N

R E F I N I N G

&

D I S T R I B U T I O N

ST

ART

PETROLEUM

ENGINEERS

formulate the

general plan forhow the extraction

operation will go.

They help design

the general structure

of the well and the most

efficient method of

extraction.

ELECTRICIANS

maintain and repair the

electrical and electronic

equipment and systems that keep

the facilities up and running.

MACHINISTS

install, maintain,

repair, and test

rotating

mechanical

equipment and

systems.

DERRICK

OPERATORS

work on small

platforms high on rigs

to help run pipe in and

out of well holes and

operate the pumps that

circulate mud throughthe pipe.

ROUGHNECKS

guide the lower ends of

pipe to well openings and

connect pipe joints and

drill bits.

PROCESSPIPING

ORPIPELINEDRAFTERS

preparedrawingsusedinthelayout,

construction,andoperationofoiland

gasfieldsandrefineries.

1You are refined

into gasoline for

use in cars and

trucks.

2You are made into

plastic and become

part of a toy.

3You are processed

into the wax that

becomes a crayon.

4You are part of

medicine that

helps save a

persons life.

5You are used to

make asphalt,

which paves a new

highway.

6You are refined

into jet fuel and

travel the world in

first-class.

1You are sent to a

house and used to

cook dinner on a stove. 2You are used as

fuel in a power plant

that generates

electricity.

3You are compressed

and used as an

alternative fuel in a

city bus.

4You are piped to a

factory where you

help make cars.

5You are a raw

material used to

make paint.

6You are sent to a

house and used for

space and

water heating.

ENERGYTRADERS

buyandsell oil and

gas inthe U.S. and

internationalmarkets.

STOP!Roll the die

one last time to

find out what

kind of product

you will

become. If you

are a drop of oil,

follow the

petroleum path.

If you are a

molecule of

natural gas,

follow the

natural gas path.

E N D - U S E P R O D U C T S

FIN

ISH

FIN

ISH

NA

TURAL G AS

Geologists conduct many tests gatheringinformation, such as seismic data, to determine

if the geology holds oil or natural gas.

Wells are drilled deep into the

ground to bring oil and natural

gas to the surface.

Crude oil and natural gas

are refined into many

different products and

shipped to consumers.

E X P L O R A T I O N

PE T ROL

E UM

Oil and GasCareer GameImagine you are a drop o

oil or a molecule o natural

gas. Cut out the game pieces

to the right and roll a die

to ollow the path rom the

ground to market. Along the

way, you will meet many

people who help

you on your

journey.

GAME

PIECES



2013 outh Awards for Energy Achievement

All NEED schools have outstanding classroom-based programs in which students learn aboutenergy. Does your school have studentleaders who extend these activities intotheir communities? To recognize outstandingachievement and reward student leadership,The NEED Project conducts the National YouthAwards Program for Energy Achievement.

This program combines academic competitionwith recognition to acknowledge everyoneinvolved in NEED during the yearand to

recognize those who achieve excellence in energyeducation in their schools and communities.Whats involved? Students and teachers setgoals and objectives, and keep a record oftheir activities. In April, students combine theirmaterials into scrapbooks and send them in andwrite summaries of their projects for inclusionin the Annual Report. Want more info? Checkout www.NEED.org/Youth-Awards for moreapplication and program information, previous

winners, and photos of past events.


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Liqueed Natural Gas: LNG

Evaluation Form

State: ___________ Grade Level: ___________ Number of Students: __________

1. Did you conduct the entire unit? Yes No

2. Were the instructions clear and easy to follow? Yes No

3. Did the activities meet your academic objectives? Yes No

4. Were the activities age appropriate? Yes No

5. Were the allotted times sucient to conduct the activities? Yes No

6. Were the activities easy to use? Yes No

7. Was the preparation required acceptable for the activities? Yes No

8. Were the students interested and motivated? Yes No

9. Was the energy knowledge content age appropriate? Yes No

10. Would you teach this unit again? Yes No

Please explain any no statement below.

How would you rate the unit overall? excellent good air poor

How would your students rate the unit overall? excellent good air poor

What would make the unit more useful to you?

Other Comments:

Please fax or mail to: The NEED ProjectP.O. Box 10101

Manassas, VA 20108

FAX: 1-800-847-1820


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NEED National Sponsors and PartnersAmerican Association of Blacks in Energy

American Chemistry Council

American Electric Power

American Electric Power Foundation

American Solar Energy Society

American Wind Energy Association

Appalachian Regional Commission

Areva

Arkansas Energy Office

Armstrong Energy Corporation

Association of Desk & Derrick Clubs

Robert L. Bayless, Producer, LLC

BP

BP Alaska

C&E Operators

Cape and Islands Self Reliance

Cape Cod Cooperative Extension

Cape Light CompactMassachusetts

L.J. and Wilma Carr

Central Virginia Community College

Chevron

Chevron Energy Solutions

ComEd

ConEdison Solutions

ConocoPhillips

Council on Foreign Relations

CPS Energy

Dart Foundation

David Petroleum Corporation

Desk and Derrick of Roswell, NM

Dominion

Dominion Foundation

DTE Energy FoundationDuke Energy

East Kentucky Power

El Paso Foundation

E.M.G. Oil Properties

Encana

Encana Cares Foundation

Energy Education for Michigan

Energy Training Solutions

Energy Solutions Foundation

Entergy

Equitable Resources

First Roswell Company

Foundation for Environmental Education

FPL

The Franklin Institute

GenOn EnergyCalifornia

Georgia Environmental Facilities Authority

Government of ThailandEnergy Ministry

Guam Energy Office

Hydro Research Foundation

Idaho Department of Education

Idaho National Laboratory

Illinois Clean Energy Community Foundation

Independent Petroleum Association ofAmerica

Independent Petroleum Association ofNew Mexico

Indiana Michigan Power

Interstate Renewable Energy Council

iStemIdaho STEM Education

Kansas City Power and Light

KBR

Kentucky Clean Fuels Coalition

Kentucky Department of Education

Kentucky Department of EnergyDevelopment and Independence

Kentucky Oil and Gas Association

Kentucky Propane Education and ResearchCouncil

Kentucky River Properties LLC

Kentucky Utilities Company

Lenfest Foundation

Littler Mendelson

Llano Land and Exploration

Los Alamos National Laboratory

Louisville Gas and Electric Company

Maine Energy Education Project

Maine Public Service Company

Marianas Islands Energy Office

Massachusetts Division of Energy Resources

Lee Matherne Family Foundation

Michigan Oil and Gas Producers EducationFoundation

Midwest Energy Cooperative

Mississippi Development AuthorityEnergyDivision

Montana Energy Education Council

The Mosaic Company

NADA Scientific

NASA

National Association of State Energy Officials

National Fuel

National Grid

National Hydropower Association

National Ocean Industries Association

National Renewable Energy LaboratoryNebraska Public Power District

New Mexico Oil Corporation

New Mexico Landmans Association

New Orleans Solar Schools Initiative

New York Power Authority

NSTAR

PECO

Petroleum Equipment Suppliers Association

Phillips 66

PNM

Puerto Rico Energy Affairs Administration

Puget Sound Energy

Rhode Island Office of Energy Resources

RiverWorks Discovery

Roswell Climate Change Committee

Roswell Geological Society

Sacramento Municipal Utility District

Saudi Aramco

Schneider Electric

Science Museum of Virginia

C.T. Seaver Trust

Shell

Snohomish County Public Utility DistrictWA

Society of Petroleum Engineers

SolarWorld USA

David Sorenson

Southern Company

Southern LNG

Southwest Gas

Space Sciences LaboratoryUniversity ofCalifornia Berkeley

Tennessee Department of Economic andCommunity DevelopmentEnergy Division

Tennessee Valley Authority

Toyota

TXU Energy

United States Energy Association

University of NevadaLas Vegas, NV

U.S. Department of Energy

U.S. Department of EnergyHydrogenProgram

U.S. Department of EnergyOffice of EnergyEfficiency and Renewable Energy

U.S. Department of EnergyOffice of FossilEnergy

U.S. Department of EnergyWind for Schools

U.S. Department of EnergyWind PoweringAmerica

U.S. Department of the InteriorBureau of Land Management

U.S. Department of the InteriorBureau ofOcean Energy Management, Regulation andEnforcement

U.S. Energy Information AdministrationU.S. Environmental Protection Agency

Van Ness Feldman

Virgin Islands Energy Office

Virginia Department of Education

Virginia Department of Mines, Minerals andEnergy

Documents

Liquefied Natura lGas.pdf