Science - OERB | HomeroomCraft and Structure (Grades 9-10) 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific

Science

A High School Science CurriculumDeveloped for the

Second Edition - 2013© Oklahoma Energy Resources Board, an agency of the State of Oklahoma. All rights reserved.

500 NE 4th St., Suite 100, Oklahoma City, OK 73104

Oklahoma Energy Resources Board

Mindy StittExecutive Director


Carla SchaeperkoetterEducation Director


www.oerbhomeroom.com

The Oklahoma Energy Resources Board is the nation’s first energy check off program. Created by the Oklahoma Legislature in 1993, the OERB is funded voluntarily by Oklahoma oil and natural gas producers and royalty owners through a one-tenth of one percent assessment on the sale of oil and natural gas. The OERB’s mission is to restore orphaned and abandoned well sites and to educate Oklahomans about the vitality, contributions and environmental responsibility of the Oklahoma petroleum industry.

One of our most important missions is Energy Education! Our program serves two primary goals:

1. To develop and design oil and natural gas education activities for K-12 teachers and students in Oklahoma.

2. To provide teachers with:- Workshops statewide that provide free training and resources in energy education- Educational field trips for students and teachers- Professional development hours- Petroleum Professionals in the Classroom (Petro Pros)- Support in teaching the Oklahoma Academic Standards- Information about well site safety

For more information about our programs, please contact [email protected] or 1-800-664-1301.

Petro Pros -Introducing students to the real world of oil and natural gas.Who better to teach students about earth science than the people who make knowing what’s underground their business? Our Petro Pros visit classrooms from kindergarten through twelfth grade and show students the science and business side of the oil and natural gas industry.

OERBHOMEROOM.com- OERB’s Newest Teacher Resource!The OERB is excited to introduce www.OERBHOMEROOM.com to educators around the state. Homeroom is a hub for all of the OERB curricula and supplements. On Homeroom you can find curriculum resources, field trip forms, NEW video labs, NEW virtual field trips, a teachers lounge, industry information and so much more. Be sure to register for this exciting new resource!

This curriculum represents a collaborative effort between the Oklahoma Energy Resources Board and the Oklahoma Department of Education. This material was developed by a team of high school educators, university curriculum specialists, petroleum industry representatives and OERB representatives. This teacher’s guide was illustrated by Cameron Eagle.

The original Core Energy Science curriculum was developed in 2003 by Carol Hirtzel, April Hutson, Mark Maehs, Marie Pool, Tim Munson, Steve Slawson and Dr. Gayla Wright.

Core Energy Science was revised by a committee of teachers in the summer of 2013 and was aligned to the Oklahoma Academic Standards. The following teachers contributed to that committee:

Carol Edens, Educational Consultant/Writer, Pontotoc Technology Center, AdaSue Hull, Educational Consultant/Writer, Okarche High School, OkarcheApril Hutson, Educational Consultant/Writer, Mannford High School, MannfordAmy Loggins, Educational Consultant/Writer, Amber-Pocasset High School, AmberMark Maehs, Educational Consultant/Writer, Kingfisher High School, KingfisherDr. Gayla Wright, Curricula Coordinator, Oklahoma Energy Resources Board

Acknowledgments

Andrea Appleman, Ada Junior High School, AdaMary Butler, Muldrow High School, MuldrowJaime Crosby, Choctaw High School, ChoctawStephanie Darden, Western Heights High School, Oklahoma CityCarol Edens, Latta High School, AdaKaren Evans, Yukon High School, YukonKay Gamble, Ada High School, AdaNatasha Hillis, Norman High School, NormanCarol Hirtzel, Yukon High School, YukonApril Hutson, Mannford High School, MannfordShane Lewis, Yukon High School, YukonPeggy McDonald, Braggs High School, BraggsDeLora Mowery, Yukon High School, YukonTJ Norman, Midwest City High School, Midwest CityAndrea Sewell, Konawa High School, KonawaElizabeth Smith, Harrah High School, HarrahShelena Thomas, Tishomingo High School, TishomingoMelinda Timbs-O’Dell, Hardesty School, HardestyJamie Wade, Mannford High School, Mannford

The revised Core Energy Science curriculum was field tested in the fall of 2013 by a group of educators from across Oklahoma. The field test participants were:

Field Test

Frequently Asked QuestionsWHAT IS ENERGY?The world is full of movement. Birds fly in the air, trees move in the wind, and ships sail on the sea. People, animals, and machinery move around, but not without a source of energy.

Living things and machines need energy to work. For example, the energy that turns the blade of a windmill comes from the wind. The sun provides the energy needed to produce the food you eat. Food provides the energy your muscles need to ride your bike. The energy to make a car, plane or motorboat move comes from the gasoline inside the engine. FROM WHERE DOES ENERGY COME?All energy originates from the sun. Without the sun, there would be no life on earth. The energy from the sun is transformed into many other types of energy that we use every day. Important forms of energy are oil, natural gas and coal, also known as fossil fuels.

HOW ARE OIL, NATURAL GAS AND COAL FORMED?Millions of years ago, the seas were filled with billions of tiny plants and animals. As these plants and animals died, their remains sank to the ocean floor and were buried in layers of sand and sediment. As more and more time passed, heat and pressure worked on the buried remains until they became fossil fuels. These fossil fuels were then trapped in underground rock formations. If rock is porous (containing holes or void spaces), it can accumulate oil, natural gas and coal.

For more than 150 years, man has been exploring and extracting fossil fuels. Today, when we use the estimated 6,000 products made from fossil fuels, we are releasing the energy that first came to earth from the sun millions of years ago.

HOW DO WE FIND OIL AND NATURAL GAS?Edwin L. Drake was the first person to drill specifically for oil. In 1859, near Titusville, Pennsylvania, Drake struck oil. Drake’s discovery helped make the finding of oil a big business. By 1900, prospectors had found oil fields all over the country, especially in Oklahoma and Texas.

Today, prospecting for oil and natural gas is highly skilled detective work as scientists use computers, satellites, sound waves and high-tech equipment to search both underground and under the ocean floor. Long before drilling can begin, geologists and geophysicists (scientists who explore for oil and gas) gather clues to locate possible sites for drilling. These clues come in many forms . . . from maps to locating fossils to studying sound waves from deep beneath the surface. The scientists make their best predictions, locate the spot and then the exploration begins. However, this process does not proceed without concern for the environment.

For many years, oil and gas companies have devoted considerable time and resources to finding ways of reducing their impact on the environment. In fact, U.S. companies are spending more dollars protecting the environment than drilling new wells. The effects that drilling, as well as any eventual production operations, will have on an offshore environment or a sensitive onshore tract must be anticipated and thoroughly spelled out. Blowout preventers used during the drilling process insure against the potential release of oil or natural gas into the atmosphere making oil “gushers” a relic of the distant past. Steel casing is set and cemented to protect the water table from contamination. Oil companies routinely take all necessary steps to prevent harmful interaction with wildlife and crop production.

HOW IS OIL AND NATURAL GAS TRANSPORTED AND USED?Once oil and natural gas are produced and collected, they must be safely transported for their many uses. Oil can be transported by truck, pipeline or ships to factories called refineries. Natural gas can only be transported in large quantities through high pressure pipelines. Consequently, natural gas produced in the U.S. can only be used on this continent, or it can be shipped as compressed and liquefied natural gas. Crude oil can be shipped all over the world where it is made into the thousands of products that we use every day. You don’t need to leave home to find oil in some of its many forms.

By processing fossil fuels at power stations, stored energy can be converted to electricity. The carpet on your floor and the paint on your walls probably have oil in them. You brush your teeth with a plastic tooth brush which is made from petroleum (oil is the key ingredient of plastic). It is estimated that we have found more than 500,000 uses for oil.

Table of Contents

Let It Flow..................................................................................................... 1

The Carbon Connection..............................................................................

From Crude to Refined ..............................................................................

Hungry Microbes........................................................................................

Student Pages

24

39

54

1Science | Let It Flow Teacher

Let It FlowOklahoma Academic Standards

Reading Standards for Literacy in Science and Technical Subjects

Key Ideas and Details (Grades 9-10)1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Craft and Structure (Grades 9-10)4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Integration of Knowledge and Ideas (Grades 9-10)7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.

9: Compare and contrast treatments of the same topic in several primary and secondary sources.

Key Ideas and Details (Grades 11-12)1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.


Writing Standards Literacy in Science and Technical Subjects

Text Types and Purposes (Grades 9-10)1: Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

d.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.

2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Craft and Structure (Grades 11-12)4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas (Grades 11-12)7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.


Production and Distribution of Writing (Grades 9-10)4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge (Grades 9-10)7: Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9: Draw evidence from informational texts to support analysis, reflection, and research.


a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.


a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.




6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge (Grades 11-12)

7: Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.



Let It FlowInvestigating the factors that impact the flow rate of fluids

Class-time needed: six class periods

Introduction: One might ask, “Why should we want to know about flow rate and of what importance is flow rate to the petroleum industry?” One reason flow rate is important is that a main objective of the petroleum industry is to move petroleum products from place to place. Crude oil and natural gas are moved from production sites to refineries. Much of this distribution is accomplished by pumping fluid from reservoir rock and then through pipelines to refineries and storage facilities. From the refinery, products such as heating oil and gasoline are distributed to the various consumers around the world. A complete understanding of what happens to fluids when they are forced through pipelines is of utmost importance to those in the petroleum industry. The study of fluids in motion is called fluid dynamics. If the fluid is water, as in this experiment, then the study is called hydrodynamics. Fluid flow rate is the volume of fluid that passes a given point per unit of time. The following activities, Part 1, Part 2, and Part 3 are designed to be done simultaneously. After exploration, the students will be brought back together in a post lab discussion to share their findings and connect the concepts concerning elevation, pipe length and pipe diameter.

Purpose/Objective:• Introduce students to the exploration and production of oil and natural gas and careers

related to the industry. • Investigate the relationship between elevation and flow rate.• Investigate the relationship between pipe length and flow rate.• Investigate the relationship between pipe diameter and flow rate.


Background Information: When drilling for oil, a mixture of water, clay, weighting material and chemicals called drilling mud is circulated into the well to lift rock cuttings from the well bore to the surface. Drilling mud also cools the drill bit during the drilling process. Once the oil well is completed, one of the first tasks that must be accomplished in the production end of the petroleum industry is to lift the oil from the formation to the surface. Crude oil has a density of approximately 6 pounds per gallon as compared to the density of water which is 8.3 pounds per gallon. The deeper the well, the more oil there is in the column of the well tubing thus the greater the weight of oil that must be lifted. The pressure exerted by this column of fluid is called hydrostatic head. The hydrostatic head increases as the depth of the well increases. As the height of a column of fluid increases larger pumps and more horsepower is needed to lift or pump the fluid to the surface. Because of this fact, it is necessary to use larger and more powerful pumps for high volume and/or deeper wells. This is why you may see different size pumping units around the state. Larger pumping units are generally required to pump large quantities of crude oil and related liquids from a deep or large volume producing formation and smaller pump jacks are pumping small amounts of production fluid from shallow wells. The wells drilled in eastern Oklahoma are typically more shallow than the wells drilled in western Oklahoma. Therefore, you see small pump jacks (pumping units) in eastern Oklahoma and larger pump jacks in western Oklahoma. Fluid dynamics is critical to the oil industry in both drilling and production techniques. Unless a well has tremendous bottom hole pressure and will flow its fluids to the surface naturally, the crude oil and related fluids mixed in with the crude oil must be pumped from the oil formation to the surface. As the depth of the well and/or the amount of fluids generated by the well increases, the volume of fluids (hydrostatic head) opposes the force provided by the pump. This increases the need for a larger pumping unit and the horsepower required to power that pumping unit. As the size of the pumping unit and horsepower requirements increase, so does the cost of producing an oil well. This is turn changes the economics of producing the crude oil from the well. The efficiency with which crude oil is moved also affects the availability to the consumer and the price. As oil is produced at the well head, it travels through small pipelines called gathering lines to large steel tanks for storage until it can be sold. These flow lines are generally two to three inches in diameter and can easily handle the flow capacity of each well. Once sold, the oil is transported to a larger pipeline where it is combined with oil from many other storage facilities. These larger pipelines are generally 8-24 inches in diameter and are called trunk lines. The larger pipelines are required to handle the volumes of oil as it travels many miles to refineries. Large trunk lines are also required to transport huge volumes of crude and refined products across the country. The United States alone has approximately 2.2 million miles of pipelines. These pipelines collect and transport petroleum to refineries and distribute the products to society. Transportation of these products through pipelines can take as little as a few days to several weeks to move petroleum from an oilfield to a refinery. The rate of flow can be up to six miles per hour. The largest pipeline in the United States, the Trans-Alaska Pipeline, transports about a million barrels per day, which accounts for 17% of the United States’ daily crude oil production.The same concept of flow rate of water can be applied to the transportation of petroleum through pipelines. To reinforce concepts with your students, contact the OERB for a Petro Pro presentation in your classroom (1-800-664-1301) or visit OERBHOMEROOM.com.


Procedure:

1. Introduce unit by showing The Energy Behind Finding Energy DVD, part 1.

2. Ask students to compile a list of the various careers presented throughout the video.

3. As a possible class discussion, have students discuss the careers as well as the educational and personal requirements of each job.

Introduction: It is important for students to understand that with new technologies, the oil and natural gas industry is always changing. The Energy Behind Finding Energy is a two-part documentary that, in an entertaining and educational way, traces the production of oil and natural gas from start to finish.

Materials:• The Energy Behind Finding Energy DVD (Part 1)

Engage

Vocabulary: Celsius – the temperature scale on which the freezing point of water is 0 oC and the boiling point is 100 oCCrude oil – petroleum in its natural liquid formDiameter – the distance across the center of the tubingElevation – the height to which something is raised above the ground or other surfaceFlow rate – the volume of fluid that passes a given point per unit of timeFluid – having particles that easily move and change their relative position without a separation of the massFluid dynamics – the study of fluids in motionForce – a push or a pullHydrodynamics – the study of water in motionHydrostatic head – the pressure exerted by a column of fluidNatural gas – a mixture of hydrocarbons occurring naturally in a gaseous formPetroleum industry – the business of obtaining and processing petroleumPressure – the force exerted per unit areaRefine – the process of separating and purifying a substanceViscosity – a fluid resistance to flow


Safety:• The electrical cord on the pump is 110 volts. Never touch the pump when it is plugged

in. Never touch an outlet with wet hands.• Do not use the pump with flammable or explosive fluids such as gasoline, fuel oil,

alcohol, kerosene, etc.• This pump is supplied with a grounding conductor plug. To reduce the risk of electric

shock, be certain that the pump is connected to a properly grounded receptacle.• If this is the first time to use the pump, install the suction cups securely into the four holes

on the bottom of the pump.• Pump must be completely submerged in water before plugging in.

Challenge: Students develop a hypothesis for an investigation to determine the effect of elevation, pipe length or pipe diameter on the flow rate of water. Students will design, develop and build a model to investigate this hypothesis. Present this design for approval by instructor before beginning. Students are expected to describe and record, on a separate sheet of paper or in a lab notebook, detailed procedures, data, results and conclusions.

ExploreIn this activity, you will examine the effect of elevation, pipe length and pipe diameter on the flow rate of water.

Materials:• 3 submersible water fountain pumps (70 gallons/hr)• 7 lengths of vinyl tubing 2 m x 14 mm ID (2) 1 m x 6 mm ID (1) 2 m x 6 mm ID (2) 3 m x 6 mm (1) 2 m x 9 mm (1)• 9 adaptors to connect vinyl tubing to pump• 6 plastic tubs• 3 stopwatches (or watch with second hand)• 3 plastic beakers (500 mL)• 3 ring stands with iron ring and wire gauze• 1 meter stick• Petroleum jelly*Additional materials may be provided to the students at the teacher’s discretion


PART 1: ELEVATIONSample Procedure (For Teacher Only)

1. As shown in figure 1, place the ring stand (with the iron ring and wire gauze attached) in Tub 1.

2. Place the plastic collection beaker on the ring stand so that the top of the beaker is 20cm from the bottom of the plastic tub.

3. Place the pump in Tub 2 and adhere it to the bottom of the tub using the suction cups.

4. Fill Tub 2 with water deep enough to cover the pump.

5. Connect a section of vinyl tubing to the pump using the largest adapter which is pre-assembled on the pump.

6. Hold the end of the tubing level with the top of the beaker and coil excess tubing in the bottom of the plastic tub. (Do not cut tubing.)

7. Start timing when water begins to flow into the beaker from the vinyl tubing. Measure the time it takes to fill the beaker to the 500mL line. NOTE: Measure the time it takes to fill the beaker, not to overflow the beaker.

8. Plug in the pump to begin the flow of water.

9. Repeat this procedure for multiple trials and various elevations.

Need to Know— Pump Operation:There are three adaptors which are used to connect the tubing to the pump.

• The large adaptor is used to connect the 14 mm ID tubing to the pump.

• The medium adaptor is used to connect the 9 mm ID tubing to the pump.

• The small adaptor fits into the large adaptor to connect the 6 mm ID tubing to the pump.

The flow rate on the pump can be adjusted by sliding the flow control located on the back of the pump. Slide the control to the center as shown in the diagram.

Largestadapter

Electrical Cord

Pump - Flow control operation

Figure 1


Sample Table and Graphs:

Time vs. Elevation Table 1Sample Data

Elevation (cm) Time for Trial 1 (s)

Time for Trial 2 (s) Average Time (s) Flow Rate

mL/s

20cm 6.30 6.34 6.32 79.1

30cm 6.79 6.77 6.78 73.7

40cm 8.12 8.08 8.10 61.7

50cm 10.22 13.38 11.80 42.4

60cm 27.63 37.49 32.56 15.4

Average time = (Time for Trial 1 + Time for Trial 2) 2

Flow rate = 500 mLAverage time in seconds (s)


Time vs. Elevation Line GraphSample Graph 1

Elevation (cm)

45

40

35

30

25

20

15

10

5

0 10 20 30 40 50 60 70 0

Tim

e (s

)

Elevation (cm)

Flow

Rat

e (m

L/s

)

Flow Rate vs. Elevation Line GraphSample Data Graph 2

40

30

20

10

0

50

60

70

80

90

0 10 20 30 40 50 60 70


PART 2: PIPE LENGTHSample Procedure

1. Place the pump in Tub 1 and adhere it securely to the bottom of the tub with the suction cups

2. Fill the tub with water deep enough to cover the pump.

3. Place the 500 mL beaker in Tub 2.

4. The small adaptor fits into the large adaptor to connect the 1 m x 6 mm ID tubing to the pump.

5. Hold the tubing level with the top of the beaker and keep the excess tubing (AT THE SAME ELEVATION) as the pump.

6. Start timing when water begins to flow into the beaker from the vinyl tubing. Measure the time it takes to fill the beaker to the 500mL line.


8. Repeat the experiment using the 2 m and 3 m lengths x 6 mm ID tubing.



Time vs. Tube LengthSample Data

Tube Length (m)

Time for Trial 1 (s)

Time for Trial 2 (s)

Average Time (s)

Flow Rate (mL/s)

1 m6 mm ID 12.56 13.07 12.82 39.0

2 m6 mm ID 17.50 18.56 18.03 27.7

3 m6 mm ID 24.31 24.56 24.44 20.5

Use these math equations to make your calculations!


500 mL

Average time in seconds (s)Flow rate =


Time vs. Tube Length Line GraphSample Graph

Tube Length (m)

40

35

30

25

20

15

10

5

0 1 2 3 4

Tim

e (s

)

Flow Rate vs. Tube Length Line GraphSample Graph

Tube Length (m)

40

35

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25

20

15

10

5

0 1 2 3 4

Flow

Rat

e (m

L/s

)


PART 3: PIPE DIAMETERSample Procedure

1. Place the pump in Tub 1 and adhere it securely to the bottom of the tub with the suction cups

2. Fill the tub with water deep enough to cover the pump.

3. Place the 500 mL beaker in Tub 2.

4. The small adaptor fits into the large adaptor to connect the 2 m x 6 mm ID tubing to the pump.

5. Hold the tubing level with the top of the beaker and keep the excess tubing (AT THE SAME ELEVATION) as the pump.

6. Start timing when water begins to flow into the beaker from the vinyl tubing. Measure the time it takes to fill the beaker to the 500mL line.


8. Repeat the experiment using the 2 m x 9 mm ID tubing with the medium adapter and the 2 m x 14 mm ID tubing with the large adapter.


Tube Diameter vs. TimeSample Data

Tube Diameter Time for Trial 1 (s) Time for Trial 2(s) Average Time (s) Flow Rate

(mL/s)

SmallDiameter

(6 mm ID)2 m length

17.50 18.56 18.03 27.7

MediumDiameter

(9 mm ID)2 m length

8.06 7.84 7.95 62.9

LargeDiameter

(14 mm ID)2 m length

5.19 5.53 5.36 93.3

Use these math equations to make your calculations!


500 mL

Average time in seconds (s)Flow rate =



Tube Diameter vs. Time Line GraphSample Graph

Tube Diameter (mm ID)

40

35

30

25

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10

5

0 5 10 15 20

Tim

e (s

)

Tube Diameter vs. Flow Rate Line GraphSample Graph

Tube Diameter (mm ID)

40

30

20

10

0 5 10 15 20

Flow

Rat

e (m

L/s

)

50

60

70

80

90

100


Explain

Data Analysis

1. Organize your data in the form of tables and graphs.

2. Calculate flow rate, using proper units, for each trial. (See equation for flow rate given earlier.)

3. Using the rubric as a guide, write a detailed summary of your investigation and analyze how either elevation, pipe length or pipe diameter affected flow rate.

4. Evaluate possible sources of error in the experimental design and potential areas of design improvement.

5. Share your findings with the class.

1. What effect did elevation differences have on flow rate? Possible Answer: As the height increases, flow rate decreases.2. Explain why the elevation affected flow rate. Possible Answer: At greater depths hydrostatic head increases. This produces a pressure that must be overcome by the force of the pump.3. The pressure exerted by a column of fluid is called hydrostatic head. How might the

petroleum industry overcome the effect of hydrostatic head? Possible Answer: As the depth of the well increases, a pump with a greater amount of power must be used to lift oil from the formation to overcome the hydrostatic head pressure.

4. Discuss factors other than well depth that could affect the flow rate. Possible Answer: These factors might include friction, density of the fluid, diameter of the pipe, temperature, viscosity, etc.

5. Describe the effect that pipe length had on flow rate and explain why this occurred.

Possible Answer: As pipe length increases, flow rate decreases due to increased friction between the fluid and the pipe wall as a result of greater surface area.

6. Describe the effect that pipe diameter had on flow rate and explain why this occurred.

Possible Answer: As the pipe diameter increases, flow rate increases geometrically due to a larger surface area to volume ratio.

7. Pipelines provide a low cost and efficient way to transport natural gas and crude oil. Would you expect all pipelines to be the same diameter? Why or why not?

Possible Answer: Gathering lines range in size from 2-6 inches in diameter while trunk lines 8-24 inches in diameter.

Evaluate


Opportunities for further study:

1. Have students create a presentation of their findings in digital or other form.

2. Have students prepare a research presentation over a career in the oil and natural gas industry.

3. Use OERB.com to view an animation of a drilling rig. Discuss how the estimated depth of a well might affect the structure of the rig.

4. Informational websites with articles for further reading/writing practices: OERBHOMEROOM.com

5. Have students prepare a research presentation over a topic related to the oil and natural gas industry. (possible topics could include Alaskan or Keystone pipeline, drilling practices, environmental concerns, changes in the industry, directional drilling, materials used, equipment, etc.)

8. Do you think that the diameter of the pipelines carrying fuel to your neighborhood is the same as the pipeline from the Gulf Coast refineries to the New England states? Why?

Possible Answer: Larger diameter pipelines would be used to move large quantities of petroleum.

9. Read and discuss the article “Cushing: Pipeline Crossroads of the World” found in the book Oklahoma: Where Energy Reigns published by the Oklahoma Energy Resources Board. A copy of the article can be found in the handouts. Compare and contrast the various methods used to transport oil from the well head to the refinery.

Possible Answer should include trucks, railways, pipelines, etc.

10. Analyze why “Cushing is considered a national asset by Homeland Security.”

Possible Answer should include the economic importance, the amount of crude oil stored in a single location, the hazardous materials, etc.

Extend

Watch The Energy Behind Finding Energy Part 2 as a follow up to help bring the concepts together and discuss as a class.


Report Component Descriptors Score*

Hypothesis• Is stated in the “if-then” format• Contains both independent and dependent variables• Predicts the specific direction of impact that the

independent variable has upon the dependent variable

Procedure

• Complete list of materials used is included• Procedure is detailed, easy to follow, and complete• Multiple elevations, lengths, or diameters are tested• Describes specific data to be collected• At least two trials are conducted• Complete sentences are used with correct grammar

and spelling

Graph

• Graph is titled• Title contains both independent and dependent

variables• X and Y axes are labeled with quantity measured

and unit• Data is correctly plotted• Graph is neat and legible• Trends are easily observed

Data Table• All numbers include appropriate SI units• Headings are included for columns• Data is arranged in logical sequence• Averages are correctly calculated for each elevation• Flow rate is accurately calculated

Explanation• Logical explanations are given for results• Complete sentences are used with correct grammar

and spelling

Data Analysis/Conclusion

• Effect of elevation, length, or diameter on flow rate is correctly described

• Comparisons and contrasts are included• Possible sources of error are discussed• Concluding statements are provided to support or

reject hypothesis

*Individual score weights are at the discretion of the instructor.

Let It FlowRubric for Evaluation




24Science | The Carbon Connection Teacher

The Carbon ConnectionOklahoma Academic Standards




















d.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.

2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.







Research to Build and Present Knowledge (Grades 9-10)7: Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
















Background Information: Oil and natural gas are naturally occurring mixtures of hydrocarbons. Hydrocarbons are organic compounds that contain the elements hydrogen and carbon which have a strong attraction to each other. For example:

As a result of this attraction, many different compounds are formed. The properties of hydrocarbons depend on the number and arrangement of the hydrogen and carbon atoms in the molecules. One group of hydrocarbons found in petroleum is called the alkane, or paraffin series. These compounds contain only hydrogen and carbon bonded together by single covalent bonds and have similar physical and chemical properties. Energy is stored between the bonds and when these bonds are broken energy is released. The amount of energy released depends on the number of hydrogen/carbon bonds. The greater the number of H/C bonds, the more energy released. The unit used to describe this energy release is measured in kJ/mol. In this activity students will construct models of alkanes, apply nomenclature rules to identify the molecules, and calculate bond energies of the molecules.

The Carbon ConnectionHydrocarbon StructuresClass-time needed: two class periods

Purpose/Objectives:• Investigate the structure of organic molecules.• Determine the energy available to be released

when bonds are broken.• Discover the mathematical relationship of carbon

and hydrogen in alkane hydrocarbons.

H H H H

H H H H

H – C – C – C – C – H Butane

Vocabulary: Alkane – a hydrocarbon containing only single covalent bonds; alkanes are saturated hydrocarbonsAlkene – any substance that contains a carbon-carbon double bondAlkyne – any substance that contains a carbon-carbon triple bondAtom – the smallest particle of an element that retains the properties of that elementBond energy – energy required to break a bond between atomsCarbon – a naturally abundant non-metallic element that occurs in many inorganic and in all organic compoundsChemical bonding – any of several force, especially the ionic bond, covalent bond, and metallic bond by which atoms or ions are bound (held) in a molecule or crystal


Chemical property – the ability of a substance to undergo chemical reactions and to form new substancesCompressed natural gas (CNG) – fossil fuel substitute for gasoline, made by compressing mainly methaneCovalent – a bond that holds two atoms together, which is formed by the sharing of a pair of electronsCompound – a substance composed of two or more elements united chemically in definite proportionsCrude oil – petroleum in its liquid formDependent variable – the variable that responds to the manipulated variableElement – a substance in which all of the atoms have the same atomic number; a substance that cannot be broken down into anything that is both stable and simplerEnergy – a source of usable power such as petroleum or coalGasoline – a volatile mixture of flammable hydrocarbons derived chiefly from crude oil and used principally as a fuel for internal combustion enginesHydrocarbon – organic compounds of hydrogen and carbon whose densities, boiling points and freezing points increase as their molecular weights increaseHydrogen – tasteless, odorless gas, the lightest element, occurring in water and organic compoundsIndependent variable – represents the factor being manipulatedIntermolecular attractions – forces between two moleculesIntramolecular attractions – forces between the atoms within the moleculeLiquefied Petroleum Gas (LPG) – a flammable mixture of propane and/or butane used in heating appliances and vehiclesMolecular mass – the sum of the masses of the atoms in a moleculeMolecular formula – a chemical formula that shows the number and kinds of atoms in a moleculeMolecule – a neutral chemically bonded group of atoms that act as a unitNatural gas – a component of crude oil composed mainly of methaneOrganic – relating to or derived from living organisms containing the element carbonOxygen – tasteless, odorless, gaseous element essential to plant and animal lifePetroleum – a complex hydrocarbon occurring naturally in the earth in solid, liquid, or gaseous state; a naturally occurring complex hydrocarbonPhysical property – a property that can be observed without changing the composition of a substanceStructural formula – a chemical formula that shows the arrangement of atoms in a molecule; each dash between two atoms indicates a pair of shared electrons


Procedure:

1. Working in groups, students will be given a set of words. Each group will research the words and determine how they are related.

2. Each group will develop a written description of the relationships between the words and create diagrams depicting those relationships. The goal is for the students to not only provide definitions but to describe how the terms are related.

3. Each group will present their information to the class for discussion and understanding.

Engage

Group 1 Group 2 Group 3alkane bond energy compressed natural gasalkene boiling point crude oilalkyne Celsius scale energy

bond energy chemical property gasolinechemical bonding energy liquified petroleum gas

hydrocarbon molecule natural gasmolecular formula molecular mass petroleumstructural formula physical property carbon

Work Groups

Sample Rubric for Grading Word Relationships

5 4 3 2 1

Written desciptions include an

understanding of the words and their

relationships.

An illustration is included.

Written description shows relationships and understanding of

the words.

No illustration.

Written description shows meaning of the words and has

some relationships.

May or may not have an illustration

Definitions only; no relationships

but does include an illustration.


identified

No illustration


Examples of Terminology Relationships:Group 1Hydrocarbons are compounds that contain hydrogen and carbon atoms chemically bonded together. Alkanes, alkenes, and alkynes are types of hydrocarbons. Covalent bonds are the type of bonds holding the hydrocarbons together. Molecules can be represented by molecular or structural formulas. The molecular formula provides information as to the type and number of atoms in the molecule. Structural formulas of a hydrocarbon can help determine the type of hydrocarbon molecule. If all the bonds in the molecule are single bonds, an alkane is formed and is said to be saturated. Alkenes have at least one double bond, while alkynes contain triple bonds. Alkenes and alkynes are described as unsaturated molecules. Bond energy is a representation of the energy released when the bonds of a hydrocarbon are broken. The more bonds there are in a molecule the more energy is released.

HydrocarbonsSubstances made of carbon and

hydrogren atoms

AlkanesContain only single bonds

Have formula CnH2n+2

AlkenesContain 1 or more double bond.

Have formula CnH2n

AlkynesContain 1 or more triple bond.

Have formula CnH2n-2

Molecular FormulaContain the element symbols with

subscripts that show how many atoms are present

Bond EnergyEnergy given off when the C-H

bonds are broken. This is observed when hydrocarbons are burned.

Chemical BondsAttractions between 2 or more

atoms. May be covalent, ionic, or metallic

Structural FormulaShow the arrangement and the types of bonds in the molecule.

Have 3 basic categories

May be represented with 2 kinds of chemical formulas

Contain

Sample Word Relationship Diagram:


Group 2Molecules form when atoms combine by sharing electrons creating a covalent bond. Molecules are not the same as a mixture. Each type of molecule will have physical and chemical properties unique to the type of molecule. Boiling point demonstrates a physical property. When the vapor pressure of a liquid, such as water, is equal to the external pressure of the liquid it boils. Water has a boiling point of 100 °C at 101.325 kilopascals. In science we use the Celsius scale as a representation of temperature. Molecular mass, which is the sum of the masses of the atoms in a molecule, would be another example of a physical property. A chemical property describes the ability of a substance to undergo a chemical change forming new substances. Chemical bonds are broken and new bonds form in a chemical change. The breaking and forming of chemical bonds release energy which can be used to do work or give off heat. One way to express the energy in a molecule is to look at it’s combined bond energy.

possess 2 kinds of properties

Molecules

Boiling Point Bond Energy

Energy

Celsius Scale Molecular Mass

one example is

can be measured using

depends in part on the molecule’s

(sum of the mass of the atoms in a molecule)

when they form or break apart this is released or absorbed

the energy in the bonds of a molecule

ChemicalPhysical



Group 3Petroleum is a naturally occurring hydrocarbon that can be a solid, liquid, or gas. Crude oil is a mixture of many different hydrocarbons. The separation process of crude oil is based on the physical properties of its components. Boiling points and molecular masses of the hydrocarbons determine how the crude oil will separate. Hydrocarbons made of smaller molecules will be the first to vaporize from the crude oil mixture as gases, followed by the molecules with greater mass. Products from the refining of crude oil such as gasoline, natural gas, LPG, and CNG are important global energy sources.

Crude Oil

is also known as

Mixture

Natural Gas

Gasoline

Compressed Natural Gas

Liquified Petroleum Gas

Energy

Petroleum

provides the world with

when first removed from the earth it is a

which can be refined to produce



Materials:• Molecular Model Kit• Data Table

Explore

PART 1

Procedure:

1. Using the molecular model kits build and identify at least three different alkane hydrocarbons.

2. Draw a structural formula for each hydrocarbon.


Nam

e#

of C

arbo

n A

tom

sU

ses

Mol

ecul

ar

Form

ula

Stru

ctur

al F

orm

ula

Bon

d E

nerg

y(k

j/mol

) *in

gas

eous

stat

e

met

hane

1C

H4

4 C

-H x

414

= 1

656

1656

etha

ne2

C2H

6

6 C

-H x

414

= 2

484

1 C

-C x

347

= 3

4728

31

prop

ane

3C

3H8

8 C

-H x

414

= 4

140

2 C

-C x

347

= 6

9440

06

buta

ne4

C4H

10

10 C

-H x

414

= 4

140

3 C

-C x

347

= 1

041

5181

pent

ane

5C

5H12

12 C

-H x

414

= 4

968

4 C

-C x

347

= 1

388

6356

hexa

ne6

C6H

14

14 C

-H x

414

= 5

796

5 C

-C x

347

= 1

735

7531

hept

ane

7C

7H16

16 C

-H x

414

= 6

624

6 C

-C x

347

= 2

082

8706

octa

ne8

C8H

18

18 C

-H x

414

= 7

452

7 C

-C x

357

= 2

499

9951

nona

ne9

C9H

20

20 C

-H x

414

= 8

280

8 C

-C x

347

= 2

776

1105

6

deca

ne10

C10

H22

22 C

-H x

414

= 9

108

9 C

-C x

347

= 3

123

1223

1

Nat

ural

gas

, bo

ttled

fuel

gas

Solv

ent,

pain

t thi

nner

, cl

eane

r

Mot

or fu

el,

solv

ent

Illum

inat

ing

oil,

dies

el fu

el,

jet f

uel,

crac

king

stoc

kH

HH

HH

HH

HH

H

HH

HH

HH

HH

HH

CC

CC

CC

CC

CC

HH

HH

HH

HH

HH

H

HH

HH

HH

HH

HC

CC

CC

CC

CC

HH

HH

HH

HH

HH

HH

HH

HH

HHC

HH

CC

CC

CC

CHH

HH

HH

H

HH

HH

HH

HH

HC

CC

CC

CCH

HH

HH

H

HH

HH

HH

HH

CC

CC

CCH

HH

HH

HH

HH

HH

HC

CC

CCH

HH

H

HH

HH

HH

CC

CCH

H H

HH

HH

HC

CCH

H

H H

HH

CCH H

HH

C

34Sc

ienc

e | T

he C

arbo

n C

onne

ctio

nTe

ache

r

Exp

lora

tion

Dat

a Ta

ble


Materials:• Data Table (created in Exploration A)• Calculator• Bond Energy Table

Part 2

Single Bond Energies (kJ/mol) at 25 °CH C N O S F Cl Br I

H 436 414 389 464 339 565 431 368 297C 347 293 351 259 485 331 276 238N 159 222 — 272 201 243 —O 138 — 184 205 201 201

Procedure:

1. Using the data developed in Part 1, calculate the total energy that would be within the bonds of the hydrocarbons.

2. Show your calculations and record the bond energy in the column of your data table.

Example Calculations:Methane CH4

4 C-H x 414 = 1656 kJ/mol

Ethane C2H6

6 C-H x 414 = 2484+ 1 C-C x 347 = 347

2831 kJ/mol

Propane C3H8

8 C-H x 414 = 3312+ 2 C-C x 347 = 694

4006 kJ/mol

Butane C4H10

10 C-H x 414 = 4140+ 3 C-C x 347 = 1041

5181 kJ/mol

4 carbon-hydrogen bonds x 414 kJ of energy in each bond = 1656 kJ/mol of methane molecules


Explain

1. Describe the relationship between the number of carbon atoms and the number of hydrogen atoms and develop a mathematical expression for this relationship.

Answer: As the number of carbon atoms increase, the number of hydrogen atoms increases. If n=number of carbon atoms then 2n + 2 is the number of hydrogen atoms; CnH2n+2

2. Based on your mathematical equation, predict the formula of the hydrocarbon that contains 14 carbon atoms

Answer: If C is 14 then H would be 2(14) + 2; C14H30

3. If this molecule was a gas at room temperature what could be the expected amount of energy released when its bonds are broken?

30 C-H x 414 kJ/mol = 12,420 kJ/mol+ 13 C-C x 347 kJ/mol = 4511 kJ/mol

16,931 kJ/mol


EvaluateList the three main activites of this cycle. Complete the following chart with examples or descriptions of your work.

Discoveries Evidence Support

Investigate the structure of organic molecules

Determine the energy available to be released when

bonds are broken

Discover the mathematical relationship of carbon and

hydrogen in an alkane hydrocarbon

ethaneC2H6

Energy released from hydrocarbons depends on the number and types of bonds in

a molecule

CnH2n+2

Built molecules of hydrocarbons representing the

structural formulas

Ethane C2H66 C-H x 414= 24841 C-C x 347 = 347

Total = 2831 kJ/mol

As the number of carbon atoms increase the number of

hydrogen atoms increase

H H

H - C - C - H

H H


Extend

1. Discuss the correlation between the structure of the hydrocarbon and its potential energy. Compare the energy available from CNG and gasoline.

Possible Answer: Hydrocarbons with more atoms in their molecules have more energy stored in their bonds. Since CNG has smaller molecules than those found in gasoline, there is less energy per molecule released during the combustion of CNG versus the combustion of gasoline.

2. What is the benefit of using CNG over gasoline?

Possible Answer: CNG is less expensive than gasoline. It is a cleaner burning fuel, which means less carbon emissions than gasoline. The use of CNG as a fuel source creates less wear and tear on vehicles.

3. What does it mean when you go to the gas station and the fuel pump has different octane numbers? Why is there a difference in the price?

Possible Answer: Gasolines that have higher octane numbers produce less engine knock because they are less explosive during combustion. Higher octane fuels cost more because they cost more to produce.

39Science | From Crude to Refined Teacher

From Crude to RefinedOklahoma Academic StandardsReading Standards for Literacy in Science and Technical Subjects






6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.






3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.





d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.








6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.






















7: Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.




From Crude to RefinedModeling Fractional DistillationClass-time needed: two-three class periods

Purpose/Objectives:• Compare the molecular mass and boiling point of

hydrocarbons. • Graph the relationship between molecular mass and

boiling point.• Model fractional distillation of crude oil using grape soda

Background Information: Crude oil is a complex mixture of hydrocarbon molecules formed from microscopic plants and animals. Hydrocarbons occur in layers of rock that often lay thousands of feet below the earth’s surface. This mixture contains gases, liquids, and dissolved solids composed of many different hydrocarbon molecules, some of which may be up to 40 carbon atoms long. Oil companies must drill wells to reach the crude oil. Before crude oil can be used commercially, it must be refined. The compounds in crude oil have different masses, and therefore boil at different temperatures; it is possible to separate them by a process known as fractional distillation. Refineries use the fractional distillation process as a method of separating liquids from a mixture by boiling and collecting the condensed vapor of hydrocarbons in the production of natural gas, liquefied petroleum gas (LPG), gasoline, heating and cooking fuel, dry-cleaning solvents, diesel fuel, heavy greases, waxes, cosmetics, asphalt and roofing tars. Almost all useable supplies of hydrocarbons are obtained from fossil fuels--coal, crude oil, and natural gas. Through distillation, crude oil is boiled and condensed over several fractions to give the desired mixture of compounds. Gasoline, for example, is a fraction boiling roughly between 40 and 200 °C. The vapors that are condensed in this fraction are mostly alkanes and have between 5 to 10 carbon atoms. In the following activities, students will demonstrate the separation of different components found in grape cola based on the boiling points of each individual substance. Each group will identify the components found in the grape cola as the fractions (products) are separated during the process of fractional distillation. By graphing the relationship of time and temperature, students will be able to identify the boiling point of one component found in grape soda. By evaluating the relationship of molecular mass and boiling point students will be able to identify and relate patterns in the distillation process of hydrocarbons. The larger the mass the stronger the intermolecular attractions thus creating higher boiling points.


Engage

Vocabulary: Atomic Mass Unit – a unit of mass equal to 1 / 12 the mass of an atom of the most common isotope of carbon (carbon 12), which is assigned a mass of 12. A hydrogen atom has a mass of 1 atomic mass unit since its mass is 1/12 the mass of carbon 12. Boiling Point – the temperature at which the vapor pressure of a liquid is just equal to the external pressure on the liquid.Celcius Scale – the temperature scale on which the freezing point of water is 0 ̊C and the boiling point is 100 ̊C. Distillate – the liquid product condensed from vapor during distillationEster – Organic compounds derived from hydrocarbons, which are usually pleasant-smelling substances and often used in artifical flavors.Fractional Distillation – A purification process by which chemical compounds are separated into components according to their boiling points. Intermolecular Forces – forces of attraction or repulsion which act between neighboring particles.Heat of Vaporization – The amount of heat required to convert a liquid into a gas at constant temperature and pressure. A gas releases the same amount of heat when it becomes liquid.Refine – The process of separating and purifying a substance.Refinery – An industrial plant that uses mechanical and chemical means to purify a mixture, such as petroleum, or to convert it to a more useful form. Volatility – The ease with which a liquid vaporizes

Teacher Demonstration:

1. Place 25 mL of distilled H2O into a 100 mL beaker.

2. Place 10 - 15 drops of universal indicator into the beaker. Place beaker on a sheet of white paper, so students can see color change.

3. Using a straw blow into beaker until there is a visible color change.

4. Students should note the change in color (should change from light green to orange).

5. What does this color change represent? Answer: CO2 reacts with water to form carbonic acid H2Co3. The indicator is present to indicate the presence of an acid.


Procedure:

1. Working in groups, students will be given the following set of words.EsterFractional DistillationRefineHeat of VaporizationRefineryAtomic Mass Units (amu)Volatility Boiling PointIntermolecular Forces

2. Each group will research the words and determining their relationships.


5 4 3 2 1



relationships.



the words.

No illustration.


some relationships.





identified

No illustration



Materials:• Periodic Table• Pencil/Paper• Calculator• Alkane Table

Explore

PART 1: Molecular Mass vs. Boiling Point of Hydrocarbons

Procedure:

1. Use the periodic table to calculate the molecular mass for each hydrocarbon molecule and record these values in the Alkane Table provided.

What is the mass of a hydrogen atom?

Particle Mass Location

Protron Nucleus1

0 CloudElectron

An electron’s mass is so small it is recorded at a 0.

The mass of one hydrogen atom is 1 amu. amu=atomic mass unit

What is the mass of a carbon atom?

Mass of the carbon atom = 12 amu

6 protons x 1 amu each = 6 amu6 neutons x 1 amu each = 6 amu+

What is the mass of methane?

Molecular Mass = 16 amu

1 C x 12 amu = 12 amu4 H x 1 amu each = 4 amu+

Atoms bond together to form a molecule.Methane is the smallest hydrocarbon molecule


47Sc

ienc

e | F

rom

Cru

de to

Refi

ned

Teac

her


Alkane Table-ANSWER KEY

FormulaMolecular Mass

amuBoiling Point

oCCH4 16 -162C2H6 30* amu -88.5C3H8 44 -42C4H10 58 0C5H12 72 36C6H14 86 69C7H16 100 98C8H18 114 126C9H20 128 151C10H22 142 174

* The mass of a carbon atom is 12 amu. The mass of a hydrogen atom is 1 amu. The molecular mass of C2H6 is (2 carbon atoms) (12 amu) + (6 hydrogen atoms) (1 amu) = 30 amu.


1. Compare the boiling points to the molecular masses and write a paragraph describing any relationships or patterns discovered.

Possible Answer: As the number of carbon & hydrogen molecules increase in each compound the molecular mass increases along with an increase in boiling point.

2. If a hydrocarbon’s boiling point is below room temperature (20 °C), what can you infer about the state of matter of the hydrocarbon?

Possible Answers: This particular hydrocarbon will be a gas at room temperature because the point at which it boils and becomes a vapor is below 20 degrees Celsius.

3. Display your information graphically.

200

150

100

50

0

-50

-100

-150

-2000 20 40 60 80 100 120 140 160

Boiling Point vs. Molecular Mass

Boili

ng P

oint

(°C

)

Molecular Mass (amu)

Explain


Materials (per group):• Periodic Table of the Elements• 2 beakers (100 mL)• 1 graduated cylinder (100 mL)• 2 ring stands• 2 utility clamps• 1 hot plate• 1 distillation kit• 1 bottle grape soda• 30 mL distilled water• Universal indicator• 3 glass boiling beads• 1 soda straw• 1 Vernier “GoTemp”• 1 Vernier Logger Lite Software (included with probe)

*Note: Teacher must install Logger Lite software onto classroom or lab computers.

PART 2: Distillation of Grape Soda

Safety:• Wear safety goggles at all times during the demonstration and distillation activity.• Do not eat or drink any substance in this activity.• Before heating, students must show their distillation apparatus to the instructor to make

sure it is set up properly.• Do not reach across or touch hot plate with bare hands.• Do not handle electrical cords with wet hands.• Do not handle hot glass until completely cooled (hot glass looks the same as cool glass.

Procedure:

1. Each lab group will formulate a hypothesis predicting the fractions represented in grape soda.

2. Add 3 glass boiling beads into the grape soda to prevent superheating.

3. Assemble the distillation apparatus as shown in Figure 1. The thermometer and the side arm of the distilling flask can be inserted into the rubber stoppers easier if they are first moisten with water.

4. Add 30 mL of DISTILLED water and 10 drops of universal indicator to each of the 2 100 mL glass beakers (D).

5. Place the end of the vinyl tubing (E) in the distilled water and universal indicator of one beakers. Use the 2nd beaker of universal indicator as a comparison. Set both beakers on white paper for better color comparsion.


A – Vernier GoTemp ThermometerB – Boiling FlaskC – Collecting Test TubeD – 100 mL Beaker with Universal Indicator E – Vinyl TubingF – Hot PlateG – GoTemp USB H – Ring stand

6. Connect the Vernier Go-Temp probe to the computer at a USB port. Open the Logger Lite program on the computer. Choose the “Experiment” tab at the top. Choose the “Data Collection” from the drop down menu and make the following changes:

—Length: 20 minutes —Check the box labeled “sample at time zero” —Sampling Rate: (2) minute/sample (disregard “sample/minute” box)

Click done. When the hot plate is turned on with the flask and condensing apparatus in place, click the “collect” button found at the top of the graph.

7. Place the tip of the thermometer (A) into the boiling flask near the junction with the side arm.

8. Create a data table to record qualitative descriptions. Indicate temperature at each observation.

9. Using the 100 mL graduated cylinder, measure 25 mL grape soda. For best results, begin with grape cola at room temperature.

10. Slowly pour the grape soda into the boiling flask while holding the boiling flask in a position which prevents the grape soda from entering the side arm of the boiling flask (B).

11. Record the initial temperature before turning the hot plate on. Set the temperature control on the hot plate (F) on HIGH. Every 2 minutes record the temperature in your data table. (Note: If computer is not available, use a thermometer and manually record temperature every 2 minutes.)

12. Observe the bubbles in the 100 mL beaker. If the solution turns from green to light orange-red, it indicates carbon dioxide (CO2) has dissolved in the water to form carbonic acid (H2CO3). After the color change, remove the vinyl tubing from the beaker.

GoTemp USB

A

B C

D

E

F

G

H


13. When approximately 0.5-1 mL (10-20 drops) of distillate has been collected in the test tube, turn off the hot plate to stop the distillation process. Do not char the contents remaining in the boiling flask.

14. When cool, disconnect the test tube from the stopper and gently waft the odorof the grape ester towards you.

*Disassemble distillation apparatus when it has cooled to room temperature.

Explain


2. Use complete sentences to answer the following questions: a. What are the three main fractions of grape soda that can be identified in this activity? Possible Answer: The three main fractions in grape soda are carbon dioxide (CO2),

esters of grape flavor, water (H2O). b. During distillation, which molecules vaporized first? How do you know?

Possible Answer: Carbon dioxide is vaporized first. This is indicated because bubbles were observed coming from the tubing and a color change occurred in the universal indicator solution. Universal indicator changes color in the presence of CO2. Carbon dioxide is a gas at room temperature so it would vaporize at a lower temperature than the other fractions in grape soda.c. Interpret the data and observations from this activity. Was your prediction supported or rejected? Explain.Answers will vary.

3. Evaluate and explain possible sources of error. Possible Answer: leak in tubing connections or loss of carbon dioxide in transfer of

grade soda to distillation flask


Extend

Each group will read the following information and compare and contrast the relationship between the activity and the fractional distillation of crude oil.

Crude oil is a complex mixture of hydrocarbon molecules formed from ancient plants and animals. Hydrocarbons occur in layers of rock that often lie thousands of feet below the earth’s surface. This mixture contains gases, liquids, and dissolved solids composed of many different hydrocarbon molecules, some of which may be up to 40 carbon atoms long. Oil companies must drill wells to reach the crude oil. Before crude oil can be used commercially, it must be refined. An oil refinery or petroleum refinery is an industrial process plant or laboratory where crude oil is processed and refined into more useful products. Refineries transform crude oil into hundreds of useful products such as liquefied petroleum gas (LPG), gasoline, heating and cooking fuel, dry-cleaning solvents, diesel fuel, heavy greases, waxes, cosmetics, asphalt and roofing tars.

Almost all useable supplies of hydrocarbons are obtained from fossil fuels--coal, crude oil, and natural gas. In the process of fractional distillation, oil is piped through hot furnaces. The resulting liquids and vapors are discharged into distillation towers, the tall narrow columns that give refineries their distinctive skylines. Inside the towers, the liquids and vapors separate into components or “fractions” according to molecular mass and boiling point. The lightest fractions, including gasoline and liquid petroleum gas (LPG), vaporize and rise to the top of the tower where they condense back to liquids. Gasoline is a fraction boiling roughly between 40 and 200 °C. The vapors that are condensed in this fraction are mostly alkanes and have between 5 to 10 carbon atoms in each molecule.

Medium weight liquids, including kerosene and diesel oil, separate at a lower level, while the heaviest fractions, with the highest boiling points, settle at the bottom. These tarlike fractions called residuum are literally the “bottom of the barrel.”

The fractions are now ready to be piped to the next station or plant within the refinery for further processing.

Evaluate1. Compare and contrast the distillation of grape soda to the fractional distillation of

hydrocarbons. How do the fractions of the grape soda relate to the fractions or mixtures found in a barrel of crude oil?

Possible Answer: Students may choose to create a table to compare or answer in paragraph form.

The carbon dioxide in the grape soda can be compared to methane in crude oil. Both are gases at room temperature and because of their small molecular mass and low boiling points they will vaporize first. Esters and water represent mixtures of crude oil that have larger molecular masses and therefore higher boiling points. The distillation process vaporizes the fractions based on these properties.

2. Discuss the properties of the hydrocarbons that would be located in the lowest level of the fractionating tower. Explain and support your answer.

Possible Answer: The hydrocarbons with the lowest molecular masses and lowest boiling points are the most volatile and will vaporize first. The hydrocarbons that have the largest molecular masses, and therefore the highest boiling points, will be the last fractions to vaporize. Therefore, they would be located in the lowest level of the fractionating tower.

54Science | Hungry Microbes Teacher

Hungry MicrobesOklahoma Academic Standards





Integration of Knowledge and Ideas (Grades 9-10)8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.


Key Ideas and Details (Grades 11-12)3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.Craft and Structure (Grades 11-12)4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).








d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.



b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.














b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.








Background Information: The United States produces millions of barrels of crude oil each year. This oil must be produced, distributed and stored throughout the United States. During these processes, the potential for an oil spill exists, and the effects of spilled oil can pose serious threats to the environment. Bioremediation refers to the use of plants or microorganisms to solve environmental problems. In situ (in place) bioremediation (remediation confined to the original or natural site) is potentially a lower cost alternative to the use of chemicals or incineration methods, and is more environmentally friendly. Microorganisms are used because they can thrive in a variety of environmental conditions and have the ability to metabolize a wide range of environmental pollutants. The effectiveness of microbial bioremediation is dependent upon environment conditions, some of which include pH, temperature, and pollutant concentration. Successful bioremediation of petroleum spills requires heterotrophic bacteria that utilize hydrocarbons as a food and energy source. Two types of hydrocarbon biodegradation can occur; aerobic and anaerobic. Several species of microorganisms can utilize petroleum as their carbon source, and are generally referred to as petroleum hydrocarbon degraders. The degrader strain of bacteria metabolizes the petroleum hydrocarbons to carbon dioxide and water. Several species of bacteria work together to break up the petroleum and metabolize it to harmless products. This is how petroleum is degraded in the environment. The bioremediation process was used in the 1989 Puget Sound, Alaska, Exxon Valdez oil spill. Each microorganism used in the remediation required three basic elements to survive and grow; phosphorus, nitrogen and carbon. The oil provided the source of carbon for the organisms and the natural environment provided the phosphorus and nitrogen.

Hungry MicrobesStudy of BioremediationClass-time needed: one class period (set up) one week (observation)Purpose/Objectives:

• Investigatebioremediationofapetroleumspillonbothlandandwater.


Vocabulary: Aerobic bacteria – bacteria which require oxygen as the primary electron acceptor O2 + 4 H+ + 4 e →2 H2OAnerobic bacteria – bacteria that utilize alternate electron acceptors, such as organic molecules, nitrate ion, or sulfate ion

Benzene (C6H6) is the parent compound of all aromatic compounds; each point in the hexagon represents a carbon atom with one hydrogen atom attached to each carbon; the circle represents the shared nature of the electrons

Bioremediation – the use of plants or microorganisms to solve environmental problemsClaim – position asserted by the writer on a particular side of an issueEmulsion – a mixture of two normally unmixable liquids (e.g., oil and water) in which one is colloidally suspended in the other (one exists as tiny particles within the other)Fossil fuel – a hydrocarbon used as fuel (coal, petroleum, or natural gas); such fuels consist of carbon-based molecules derived from the decomposition of once-living organismsHeterotrophic bacteria – microorganisms that depend upon organic compounds, both for their energy and for the carbon required to build their biomassOleophilic bacterial – oil eating microbesSaturated hydrocarbon – a hydrocarbon in which all the carbon-carbon bonds are single bondsSupporting Point – the ideas that reinforce and validate the writer’s claimSurface-tension – a property of liquids arising from unbalanced molecular cohesive forces at or near the surface, as a result of which the surface tends to contract; the meniscus of water is an example of surface tensionSurfactant – a substance capable of reducing the surface tension of a liquid in which it is dissolved; e.g., detergentsUnsaturated hydrocarbon – a hydrocarbon that contains carbon-carbon double or triple bonds


Engage

Introduction: This project is designed to demonstrate bioremediation of a petroleum spill on both land and water. Bioremediation refers to the use of plants or microorganisms to solve environmental problems. It is an alternative to the use of chemicals or incineration methods and is environmentally friendly. Bioremediation of a petroleum spill uses bacteria to break up the petroleum and metabolize it to harmless products. Naturally-occurring microorganisms will be utilized to ‘bioremediate’ the simulated oil spill. Micro glass beads will be used to represent soil. Because organisms require micronutrients normally present in soil, these micronutrients are provided in a nutrient medium. The oil spill is simulated using dyed vegetable hydrocarbons. Students will observe the growth of microorganisms and the subsequent utilization of hydrocarbons for their continued growth.

Materials:• 7 observation chambers (one used as a control)• Micro glass beads• Bushnell Haas Broth - 1 packet• Marine Broth - 1 packet• Red dyed oil solution• Microorganisms (contact the OERB for shipment date)• 7 pipettes• Observation log

Explore

Safety:• No expected health hazards are associated with the prescribed use of materials in this kit.

The microbial product formulation used in this activity consists of naturally occurring microorganisms and are non-pathogenic to humans, livestock, and agricultural crops. It is recommended that during experiment preparation all materials are handled carefully. Handle all chemicals appropriately in a safe manner to avoid ingestion and unnecessary exposure to skin and eyes. As part of good personal hygiene, wash hands after working with the chemicals and microorganisms contained in the kit.

Teacher preparation of nutrient broth: Prepare the nutrient broth by dissolving 1 packet of the Bushnell Haas along with 1 packet of Marine Broth in 1 liter of tap water. Prepare 1 liter of nutrient broth per 7 observation chambers.

Visit OERBHOMEROOM.com to watch and discuss the a video about the top 5 oil spill clean up methods.


Procedure:

1. Place approximately 250 g of the micro glass beads on one side of each of the seven observation chamber. It is better to place beads on the same side as the screen. The micro glass beads should be 2.2 cm deep (or approximately 250 g) in the observation chamber. (Safety Note: Glass beads are slippery when spilled. If the glass beads are spilled, clean spill immediately to prevent accidents.)

2. Slowly pour 140 mL Bushnell-Haas broth into the other side of the observation chamber. The liquid level should fall just below the level of the micro glass beads. (Note: The holes in the chamber divider allow for flow between the compartments. The water level should rise in both compartments.)

3. Reminder: For the control chamber, DO NOT add microorganisms. Add 1 mL (20 drops) of the microorganisms to the broth side of the observation chamber. (The holes in the divider allow for flow of the microorganisms between the compartments.)

4. Use a pipette to “spill” 0.5 mL (10 drops) of the dyed oil into each compartment in the observation chamber.

5. Close the observation chamber lid and gently raise the broth-only end of the observation chamber about 2 cm for a few minutes. This allows the broth to flow across the divider and flood the mirco glass beads. (Note: The chamber is not watertight. Openings around the lid are necessary to let in oxygen.)

6. Observe and record your observations in the Bioremediation Observation Table.

7. Place the observation chamber in a location where it can be observed. Comfortable room temperature is best. Avoid direct sunlight and hot or cold locations.

8. Each day raise the broth-only end of the observation chamber about 2 cm for a few minutes and let the broth flow across the divider and flood the micro glass beads. If evaporation occurs, replenish the system with tap water. (Note: Oil will stay in the mirco glass beads above the broth level. Flooding the micro glass beads will maintain moisture in this area so bioremediation will occur.)

Nutrient Broth Micro Glass Beads


Figure 2

Figure 3

Flood the micro glass beads daily to maintain moisture.

Raise the broth-only end to flood micro glass beads.

Return the observation chamber to level position and water level will equilibrate.

9. Observe the bioremediation process on a routine basis, recording observations in the Bioremediation Observation Table. Every two days withdraw a small (2-3 mL) sample from the observation chamber and place in a test tube. Compare it to a test tube of tap water. After observing the sample, pour it back in the observation chamber. Use the Observation Table to record your observations.

Disposal: All liquids in this kit can be disposed of by pouring into a drain. The microorganisms in this kit are safe for use in the environment, and after they are poured down the drain, will continue their work in the environment to break down contaminants. The micro glass beads and observation chamber can be placed in the trash for normal disposal.

Explain1. What is the purpose of the nutrient broth? Possible Answer: The broth is used to provide micronutrients for the microorganisms. The

broth contains all the nutrients necessary for the growth of the microorganisms.

2. Which side of the observation chamber best represents a land environment? Possible Answer: The micro glass beads are used in this experiment to represent the land

environment.

3. Examine and describe the clarity of the liquid in the observation chamber at the beginning of the experiment.

Possible Answer: The clarity of the liquid in the observation chamber is much clearer at the beginning of the experiment.

4. At which phase in your observation did the clarity of the liquid begin to decrease? Answers will vary.

5. Compose a possible explanation as to what caused the difference in clarity? Possible Answer: The clarity changed because microorganisms growing in the water

caused the water to become cloudy. It takes about one million bacteria per milliliter to cause the water to look cloudy.

6. At what point in the experiment did you first notice a change in the size of the oil spill? Answers will vary.


Nutrient Broth

Nutrient Broth



Hungry MicrobesObservation Log

Date Observation


Evaluate

1. What might be some of the concerns of introducing various microorganisms to sensitive environments to be used in the bioremediation process?

Possible Answer: Unknown effects on the environment from the introduction of a new microorganisms, possible mutations from the use of a microorganism, release of toxins worse than the original problem, etc…

2. What industrial applications could bioremediation have for global use in the future? Possible Answer: Degradation of materials such as plastics, Styrofoam, etc…, disposal of various waste materials and/or conversion into usable materials, accelerate the decomposition in land fills, etc.

3. Compare and contrast available clean up methods and the associated costs. Possible Answer: Absorbents, mechanical barriers, chemicals, combustion, etc.

Extend

Students will complete a research-based presentation (may include but not limited to video, posters, written essay, PowerPoint, raps/music videos, etc.) concerning oil spills, environmental issues and methods of remediation. Presentation requirements will:

• State a claim• Provide supporting evidence (at least three supporting points and also refuting

evidence)• Conclusion/Reflection (include how the research affected your claim and how your

ideas changed)• Works cited (minimum of three sources)



EvaluateHungry MicrobesRubric for Extend


Introduction/Claim

• Claim and initial position clearly presented• Topic relevancy established

Content/Supporting Evidence

• Contains relevant and accurate information about the topic

• Contains three research based supporting points• Clearly, concisely presented

Counterclaim • Counterclaim is included• Validity of counterclaim clearly presented with

evidence

Reflection/Conclusion

• Main supporting points restated• Identifies whether original claim is supported or

refuted

Resources • Minimum of three valid sources• Sources cited in proper format

PresentationQuality

• Neat, creative and interesting• Easy to read, follow and/or hear• Correct spelling and grammar• Clearly demonstrated knowledge of topic (did not

simply read information to the class)

Science | Let It Flow Student1

Name: Class:

Let It FlowInvestigating the factors that impact the flow rate of fluids

Vocabulary: Celsius – the temperature scale on which the freezing point of water is 0 oC and the boiling point is 100 oCCrude oil – petroleum in its natural liquid formDiameter – the distance across the center of the tubingElevation – the height to which something is raised above the ground or other surfaceFlow rate – the volume of fluid that passes a given point per a unit of timeFluid – having particles that easily move and change their relative position without a separation of massFluid dynamics – the study of fluid in motionForce – a push or a pullHydrodynamics – the study of water in motionHydrostatic head – the pressure exerted by a column of fluidNatural gas – a mixture of hydrocarbons occurring naturally in a gaseous formPetroleum industry – the business of obtaining and processing petroleumPressure – the force exerted per unit areaRefine – the process of separating and purifying a substanceViscosity – a fluid resistance to flow

Purpose/Objective:• Introduce students to the exploration and production of oil and natural gas and careers

related to the industry.• Investigate the relationship between elevation and flow rate.• Investigate the relationship between pipe length and flow rate.• Investigate the relationship between pipe diameter and flow rate.

Introduction: One might ask, “Why should we want to know about flow rate and of what importance is flow rate to the petroleum industry?” One reason flow rate is important is that a main objective of the petroleum industry is to move petroleum products from place to place. Crude oil and natural gas are moved from production sites to refineries. Much of this distribution is accomplished by pumping fluid from reservoir rock and then through pipelines to refineries and storage facilities. From the refinery, products such as heating oil and gasoline are distributed to the various consumers around the world. A complete understanding of what happens to fluids when they are forced through pipelines is of utmost importance to those in the petroleum industry. The study of fluids in motion is called fluid dynamics. If the fluid is water, as in this experiment, then the study is called hydrodynamics. Fluid flow rate is the volume of fluid that passes a given point per unit of time.


Background Information: When drilling for oil, a mixture of water, clay, weighting material and chemicals called drilling mud is circulated into the well to lift rock cuttings from the well bore to the surface. Drilling mud also cools the drill bit during the drilling process. Once the oil well is completed, one of the first tasks that must be accomplished in the production end of the petroleum industry is to lift the oil from the formation to the surface. Crude oil has a density of approximately 6 pounds per gallon as compared to the density of water which is 8.3 pounds per gallon. The deeper the well, the more oil there is in the column of the well tubing thus the greater the weight of oil that must be lifted. The pressure exerted by this column of fluid is called hydrostatic head. The hydrostatic head increases as the depth of the well increases. As the height of a column of fluid increases larger pumps and more horsepower is needed to lift or pump the fluid to the surface. Because of this fact, it is necessary to use larger and more powerful pumps for high volume and/or deeper wells. This is why you may see different size pumping units around the state. Larger pumping units are generally required to pump large quantities of crude oil and related liquids from a deep or large volume producing formation and smaller pump jacks are pumping small amounts of production fluid from shallow wells. The wells drilled in eastern Oklahoma are typically more shallow than the wells drilled in western Oklahoma. Therefore, you see small pump jacks (pumping units) in eastern Oklahoma and larger pump jacks in western Oklahoma. Fluid dynamics is critical to the oil industry in both drilling and production techniques. Unless a well has tremendous bottom hole pressure and will flow its fluids to the surface naturally, the crude oil and related fluids mixed in with the crude oil must be pumped from the oil formation to the surface. As the depth of the well and/or the amount of fluids generated by the well increases, the volume of fluids (hydrostatic head) opposes the force provided by the pump. This increases the need for a larger pumping unit and the horsepower required to power that pumping unit. As the size of the pumping unit and horsepower requirements increase, so does the cost of producing an oil well. This is turn changes the economics of producing the crude oil from the well. The efficiency with which crude oil is moved also affects the availability to the consumer and the price. As oil is produced at the well head, it travels through small pipelines called gathering lines to large steel tanks for storage until it can be sold. These flow lines are generally two to three inches in diameter and can easily handle the flow capacity of each well. Once sold, the oil is transported to a larger pipeline where it is combined with oil from many other storage facilities. These larger pipelines are generally 8-24 inches in diameter and are called trunk lines. The larger pipelines are required to handle the volumes of oil as it travels many miles to refineries. Large trunk lines are also required to transport huge volumes of crude and refined products across the country. The United States alone has approximately 2.2 million miles of pipelines. These pipelines collect and transport petroleum to refineries and distribute the products to society. Transportation of these products through pipelines can take as little as a few days to several weeks to move petroleum from an oilfield to a refinery. The rate of flow can be up to six miles per hour. The largest pipeline in the United States, the Trans-Alaska Pipeline, transports about a million barrels per day, which accounts for 17% of the United States’ daily crude oil production.The same concept of flow rate of water can be applied to the transportation of petroleum through pipelines.


Engage

Procedure:

1. While watching the video The Energy Behind Finding Energy Part 1, compile a list of various careers presented during the video. Be prepared to discuss the careers as well as the educational and personal requirements of each.

Introduction: With new technologies and environmental safeguards, it is important for students to understand the science of oil and natural gas exploration and production. The Energy Behind Finding Energy is a two-part documentary that, in an entertaining and educational way, traces the production of oil and natural gas from start to finish.

ExploreIn this activity, you will examine the effect of elevation on the flow rate of water.

Challenge: Write a hypothesis for an investigation to determine the effect of elevation, pipe length or pipe diamter on the flow rate of water. Design, develop and build a model to investigate this hypothesis; present this design for instructor approval before beginning. Describe and record, on a separate sheet of paper or in a lab notebook, detailed procedures, data, results and conclusions.

Safety:• The electrical cord on the pump is 110 volts. Never touch the pump when it is plugged

in. Never touch an outlet with wet hands.• Do not use the pump with flammable or explosive fluids such as gasoline, fuel oil,

alcohol, kerosene, etc.• This pump is supplied with a grounding conductor plug. To reduce the risk of electric

shock, be certain that the pump is connected to a properly grounded receptacle.• If this is the first time to use the pump, install the suction cups securely into the four holes

on the bottom of the pump.• Pump must be completely submerged in water before plugging in.


Explain

Procedure:


2. Calculate flow rate, using proper units, for each trial.

3. Using the rubric, write a detailed summary of your investigation and analyze how the tube diameter and length affected flow rate. Compare and contrast the different lengths tested by writing a detailed report.

4. Evaluate possible sources of error in the experimental design and potential areas of design improvement.

5. Share your findings with the class.

Extend

Watch The Energy Behind Finding Energy Part 2 and be prepared to discuss.


EvaluateUsing complete sentences answer the following questions:

1. What effect did elevation differences have on flow rate?

2. Explain why the elevation affected flow rate.

3. The pressure exerted by a column of fluid is called hydrostatic head. How might the petroleum industry overcome the effect of hydrostatic head?

4. Discuss factors other than well depth that could affect the flow rate.

5. Describe the effect that pipe length had on flow rate and explain why this occurred.

6. Describe the effect that pipe diameter had on flow rate and explain why this occurred.

7. Pipelines provide a low cost and efficient way to transport natural gas and crude oil. Would you expect all pipelines to be the same diameter? Why or why not?

8. Do you think that the diameter of the pipelines carrying fuel to your neighborhood is the same as the pipeline from the Gulf Coast refineries to the New England states? Why?


9. Read and discuss the article “Cushing: Pipeline Crossroads of the World” found in the book Oklahoma: Where Energy Reigns published by the Oklahoma Energy Resources Board. A copy of the article can be found in the handouts. Compare and contrast the various methods used to transport oil from the well head to the refinery.

10. Analyze why “Cushing is considered a national asset by Homeland Security.”



Hypothesis• Is stated in the “if-then” format• Contains both independent and dependent variables• Predicts the specific direction of impact that the

independent variable has upon the dependent variable

Procedure

• Complete list of materials used is included• Procedure is detailed, easy to follow, and complete• Multiple elevations, lengths, or diameters are tested• Describes specific data to be collected• At least two trials are conducted• Complete sentences are used with correct grammar

and spelling

Graph

• Graph is titled• Title contains both independent and dependent

variables• X and Y axes are labeled with quantity measured

and unit• Data is correctly plotted• Graph is neat and legible• Trends are easily observed

Data Table• All numbers include appropriate SI units• Headings are included for columns• Data is arranged in logical sequence• Averages are correctly calculated for each elevation• Flow rate is accurately calculated

Explanation• Logical explanations are given for results• Complete sentences are used with correct grammar

and spelling

Data Analysis/Conclusion

• Effect of elevation, length, or diameter on flow rate is correctly described

• Comparisons and contrasts are included• Possible sources of error are discussed• Concluding statements are provided to support or

reject hypothesis


Let It FlowRubric for Evaluation




Science | The Carbon Connection Student1

Name: Class:

The Carbon ConnectionHydrocarbon Structures

Vocabulary: Alkane – a hydrocarbon containing only single covalent bonds; alkanes are saturated hydrocarbonsAlkene – any substance that contains a carbon-carbon double bondAlkyne – any substance that contains a carbon-carbon triple bondAtom – the smallest particle of an element that retains the properties of that elementBond energy – energy required to break a bond between atomsCarbon – a naturally abundant non-metallic element that occurs in many inorganic and in all organic compoundsChemical bonding – any of several force, especially the ionic bond, covalent bond, and metallic bond by which atoms or ions are bound (held) in a molecule or crysta

Purpose/Objectives:• Investigate the structure of organic molecules• Determine the energy available to be released when bonds are broken• Discover the mathematical relationship of carbon and hydrogen in an alkane

hydrocarbons.

Introduction: Oil and natural gas are naturally occurring mixtures of hydrocarbons. Hydrocarbons are organic compounds that contain the elements hydrogen and carbon which have a strong attraction to each other. For example:

As a result of this attraction, many different compounds are formed. The properties of hydrocarbons depend on the number and arrangement of the hydrogen and carbon atoms in the molecules. One group of hydrocarbons found in petroleum is called the alkane, or paraffin series. These compounds contain only hydrogen and carbon bonded together by single covalent bonds and have similar physical and chemical properties. Energy is stored between the bonds and when these bonds are broken energy is released. The amount of energy released depends on the number of hydrogen/carbon bonds. The greater the number of H/C bonds, the more energy released. The unit used to describe this energy release is measured in kJ/mol. In this activity you will construct models of alkanes, apply nomenclature rules to identify the molecules, and calculate bond energies of the molecules.

H H H H

H H H H

H – C – C – C – C – H Butane


Chemical property – the ability of a substance to undergo chemical reactions and to form new substancesCompressed natural gas (CNG) – fossil fuel substitute for gasoline, made by compressing mainly methaneCovalent – a bond that holds two atoms together, which is formed by the sharing of a pair of electronsCompound – a substance composed of two or more elements united chemically in definite proportionsCrude oil – petroleum in its liquid formDependent variable – the variable that responds to the manipulated variableElement – a substance in which all of the atoms have the same atomic number; a substance that cannot be broken down into anything that is both stable and simplerEnergy – a source of usable power such as petroleum or coalGasoline – a volatile mixture of flammable hydrocarbons derived chiefly from crude oil and used principally as a fuel for internal combustion enginesHydrocarbon – organic compounds of hydrogen and carbon whose densities, boiling points and freezing points increase as their molecular weights increaseHydrogen – tasteless, odorless gas, the lightest element, occurring in water and organic compoundsIndependent variable – represents the factor being manipulatedIntermolecular attractions – forces between two moleculesIntramolecular attractions – forces between the atoms within the moleculeLiquefied Petroleum Gas (LPG) – a flammable mixture of propane and/or butane used in heating appliances and vehiclesMolecular mass – the sum of the masses of the atoms in a moleculeMolecular formula – a chemical formula that shows the number and kinds of atoms in a moleculeMolecule – a neutral chemically bonded group of atoms that act as a unitNatural gas – a component of crude oil composed mainly of methaneOrganic – relating to or derived from living organisms containing the element carbonOxygen – tasteless, odorless, gaseous element essential to plant and animal lifePetroleum – a complex hydrocarbon occurring naturally in the earth in solid, liquid, or gaseous state; a naturally occurring complex hydrocarbonPhysical property – a property that can be observed without changing the composition of a substanceStructural formula – a chemical formula that shows the arrangement of atoms in a molecule; each dash between two atoms indicates a pair of shared electrons


Procedure:

1. Working in groups, students will be given a set of words. Each group will have the responsibility of researching the words and determine how they are related.

2. Each group will develop a written description of the relationships between the words and create diagrams dipicting those relationships. The goal is to not only provide definitions but to be able to describe how the terms are related.


Group 1 Group 2 Group 3alkane bond energy compressed natural gasalkene boiling point crude oilalkyne Celsius scale energy

bond energy chemical property gasolinechemical bonding energy liquidied petroleum gas

hydrocarbon molecule natural gasmolecular formula molecular mass petroleumstructural formula physical property carbon

Work Groups


5 4 3 2 1



relationships.



the words.

No illustration.


some relationships.





identified

No illustration

Engage


Materials:• Molecular Model Kit• Data Table

Part 1

Explore

Procedure:

1. Using the molecular model kits build and identify 3 different alkane hydrocarbons. 2. Draw a structural formula for each hydrocarbon.


Nam

e#

of C

arbo

n A

tom

sU

ses

Mol

ecul

ar

Form

ula

Stru

ctur

al F

orm

ula

Bon

d E

nerg

y(k

j/mol

) *in

gas

eous

stat

e

met

hane

1C

H4

etha

ne2

C2H

6

prop

ane

3C

3H8

buta

ne4

C4H

10

pent

ane

5C

5H12

hexa

ne6

C6H

14

hept

ane

7C

7H16

octa

ne8

C8H

18

nona

ne9

C9H

20

deca

ne10

C10

H22

Nat

ural

gas

, bo

ttled

fuel

gas

Solv

ent,

pain

t thi

nner

, cl

eane

r

Mot

or fu

el,

solv

ent

Illum

inat

ing

oil,

dies

el fu

el,

jet f

uel,

crac

king

stoc

k

5Sc

ienc

e | T

he C

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Dat

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Materials:• Data Table from in Part 1• Calculator• Bond Energy Table

Part 2

Single Bond Energies (kJ/mol) at 25° C

Procedure:

1. Using the data developed in Part 1, calculate the total energy that would be within the bonds of the hydrocarbons.

2. Show your calculations and record the bond energy in the column of your data table.

Example Calculation:Ethane C2H6

6 carbon-hydrogen bonds x 414 = 2484+ 1 carbon-carbon bonds x 347 = 347

2831 kJ/mol

H C N O S F Cl Br IH 436 414 389 464 339 565 431 368 297C 347 293 351 259 485 331 276 238N 159 222 — 272 201 243 —O 138 — 184 205 201 201


Explain

1. Describe the relationship between the number of carbon atoms and the number of hydrogen atoms and develop a mathematical expression for this relationship.

2. Based on your mathematical equation, predict the formula of the hydrocarbon that contains 14 carbon atoms

3. If this molecule was a gas at room temperature what could be the expected amount of energy released when its bonds are broken?


EvaluateList the three main activites of this cycle. Complete the following chart with examples or descriptions of your work.

Discoveries Evidence Support

Investigate the structure of organic molecules

Determine the energy available to be released when

bonds are broken

Discover the mathematical relationship of carbon and

hydrogen in an alkane hydrocarbon


Extend

1. Discuss the correlation between the structure of the hydrocarbon and its potential energy. Compare the energy available from CNG and gasoline.

2. What is the benefit of using CNG over gasoline?

3. What does it mean when you go to the gas station and the fuel pump has different octane numbers? Why is there a difference in the price?

Science | From Crude to Refined Student1

Name: Class:

From Crude to RefinedModeling Fractional Distillation

Purpose/Objectives:• Compare the molecular mass and boiling point of hydrocarbons. • Graph the relationship between molecular mass and boiling point.• Model fractional distillation of crude oil using grape soda

Background Information: Crude oil is a complex mixture of hydrocarbon molecules formed from microscopic plants and animals. Hydrocarbons occur in layers of rock that often lay thousands of feet below the earth’s surface. This mixture contains gases, liquids, and dissolved solids composed of many different hydrocarbon molecules, some of which may be up to 40 carbon atoms long. Oil companies must drill wells to reach the crude oil. Before crude oil can be used commercially, it must be refined. The compounds in crude oil have different masses, and therefore boil at different temperatures; it is possible to separate them by a process known as fractional distillation. Refineries use the fractional distillation process as a method of separating liquids from a mixture by boiling and collecting the condensed vapor of hydrocarbons in the production of natural gas, liquefied petroleum gas (LPG), gasoline, heating and cooking fuel, dry-cleaning solvents, diesel fuel, heavy greases, waxes, cosmetics, asphalt and roofing tars. Almost all useable supplies of hydrocarbons are obtained from fossil fuels--coal, crude oil, and natural gas. Through distillation, crude oil is boiled and condensed over several fractions to give the desired mixture of compounds. Gasoline, for example, is a fraction boiling roughly between 40 and 200 °C. The vapors that are condensed in this fraction are mostly alkanes and have between 5 to 10 carbon atoms. In the following activities, students will demonstrate the separation of different components found in grape cola based on the boiling points of each individual substance. Each group will identify the components found in the grape cola as the fractions (products) are separated during the process of fractional distillation. By graphing the relationship of time and temperature, students will be able to identify the boiling point of one component found in grape soda. By evaluating the relationship of molecular mass and boiling point students will be able to identify and relate patterns in the distillation process of hydrocarbons.

Vocabulary: Atomic Mass Unit – a unit of mass equal to 1 / 12 the mass of an atom of the most common isotope of carbon (carbon 12), which is assigned a mass of 12. A hydrogen atom has a mass of 1 atomic mass unit since its mass is 1/12 the mass of carbon 12. Boiling Point – the temperature at which the vapor pressure of a liquid is just equal to the external pressure on the liquid.Celcius Scale – the temperature scale on which the freezing point of water is 0 ̊C and the boiling point is 100 ̊C. Distillate – the liquid product condensed from vapor during distillation


Ester – Organic compounds derived from hydrocarbons, which are usually pleasant-smelling substances and often used in artifical flavors.Fractional Distillation – A purification process by which chemical compounds are separated into components according to their boiling points. Intermolecular Forces – forces of attraction or repulsion which act between neighboring particles.Heat of Vaporization – The amount of heat required to convert a liquid into a gas at constant temperature and pressure. A gas releases the same amount of heat when it becomes liquid.Refine – The process of separating and purifying a substance.Refinery – An industrial plant that uses mechanical and chemical means to purify a mixture, such as petroleum, or to convert it to a more useful form. Volatility – The ease with which a liquid vaporizes

Procedure:

1. Working in groups, students should review the following set of words.EsterFractional DistillationRefineHeat of VaporizationRefineryAtomic Mass Units (amu)Volatility Boiling PointIntermolecular Forces

2. Each group will research the words and determine their relationships.


Engage

Sample Rubric for Grading Word Relationships5 4 3 2 1



relationships.



the words.

No illustration.


some relationships.





identified

No illustration


Materials:• Periodic Table• Pencil/Paper• Calculator• Alkane Table

Explore

PART 1: Molecular Mass vs. Boiling Point of Hydrocarbons

Procedure:

1. Use the periodic table to calculate the molecular mass for each hydrocarbon molecule and record these values in the Alkane Table provided.

What is the mass of a hydrogen atom?

Particle Mass Location

Protron Nucleus1

0 CloudElectron

An electron’s mass is so small it is recorded at a 0.

The mass of one hydrogen atom is 1 amu. amu=atomic mass unit

What is the mass of a carbon atom?

Mass of the carbon atom = 12 amu

6 protons x 1 amu each = 6 amu6 neutons x 1 amu each = 6 amu+

What is the mass of methane?

Molecular Mass = 16 amu

1 C x 12 amu = 12 amu4 H x 1 amu each = 4 amu+

Atoms bond together to form a molecule.Methane is the smallest hydrocarbon molecule


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Alkane Table

FormulaMolecular Mass

amuBoiling Point

oCCH4 -162C2H6 30* amu -88.5C3H8 -42C4H10 0C5H12 36C6H14 69C7H16 98C8H18 126C9H20 151C10H22 174

* The mass of a carbon atom is 12 amu. The mass of a hydrogen atom is 1 amu. The molecular mass of C2H6 is (2 carbon atoms) (12 amu) + (6 hydrogen atoms) (1 amu) = 30 amu.

1. Compare the boiling points to the molecular masses and write a paragraph describing any relationships or patterns discovered.

2. If a hydrocarbon boiling point is found to be below room temperature (20 °C), what can you infer about the state of matter of the hydrocarbon?

3. Display your information graphically.

Explain


Materials:• Periodic Table of the Elements• 2 beakers (100 mL)• 1 graduated cylinder (100 mL)• 2 ring stands• 2 utility clamps• 1 hot plate• 1 distillation kit• 1 bottle grape soda• 30 mL distilled water• Universal indicator• 3 glass boiling beads• 1 soda straw• 1 Vernier “GoTemp”• 1 Computer with Logger Lite Free Software

PART 2: Distillation of Grape Soda

Safety:• Wear safety goggles at all times during the demonstration and distillation activity.• Do not eat or drink any substance in this activity.• Before heating, students must show their distillation apparatus to the instructor to make

sure it is set up properly.• Do not reach across or touch hot plate with bare hands.• Do not handle electrical cords with wet hands.• Do not handle hot glass until complete cooled (hot glass looks the same as cool glass).

Procedure:

1. Each lab group will formulate a hypothesis predicting the fractions represented in grape soda.

2. Add 3 glass boiling beads into the grape soda to prevent superheating.

3. Assemble the distillation apparatus as shown in Figure 1. The thermometer and the side arm of the distilling flask can be inserted into the rubber stoppers easier if they are first moisten with water.

4. Add 30 mL of DISTILLED water and 10 drops of universal indicator to each of the 2 100 mL glass beakers (D).

5. Place the end of the vinyl tubing (E) in the distilled water and universal indicator of one beakers. Use the 2nd beaker of universal indicator as a comparison. Set both beakers on white paper for better color comparsion.


A – Vernier GoTemp ThermometerB – Boiling FlaskC – Collecting Test TubeD – 100 mL Beaker with Universal Indicator E – Vinyl TubingF – Hot PlateG – GoTemp USB H – Ring stand

6. Connect the Vernier Go-Temp probe to the computer at a USB port. Open the Logger Lite program on the computer. Choose the “Experiment” tab at the top. Choose the “Data Collection” from the drop down menu and make the following changes:

—Length: 20 minutes —Check the box labeled “sample at time zero” —Sampling Rate: (2) minute/sample (disregard “sample/minute” box)

Click done. When the hot plate is turned on with the flask and condensing apparatus in place, click the “collect” button found at the top of the graph.

7. Place the tip of the thermometer (A) into the boiling flask near the junction with the side arm.

8. Create a data table to record qualitative descriptions. Indicate temperature at each observation.

9. Using the 100 mL graduated cylinder, measure 25 mL grape soda. For best results, begin with grape cola at room temperature.

10. Slowly pour the grape soda into the boiling flask while holding the boiling flask in a position which prevents the grape soda from entering the side arm of the boiling flask (B).

11. Record the initial temperature before turning the hot plate on. Set the temperature control on the hot plate (F) on HIGH. Every 2 minutes record the temperature in your data table. (Note: If computer is not available, use a thermometer and manually record temperature every 2 minutes.)

12. Observe the bubbles in the 100 mL beaker. If the solution turns from green to light orange-red, it indicates carbon dioxide (CO2) has dissolved in the water to form carbonic acid (H2CO3). After the color change, remove the vinyl tubing from the beaker.

GoTemp USB

A

B C

D

E

F

G

H


Explain


2. Use complete sentences to answer the following questions: a. What are the three main fractions of grape soda that can be identified in this activity?

b. During distillation, which molecules vaporized first? How do you know?

c. Interpret the data and observations from this activity. Was your prediction supported or rejected? Explain.

3. Evaluate and explain possible sources of error.

13. When approximately 0.5-1 mL (10-20 drops) of distillate has been collected in the test tube, turn off the hot plate to stop the distillation process. Do not char the contents remaining in the boiling flask.

14. When cool, disconnect the test tube from the stopper and gently waft the odorof the grape ester towards you.

*Disassemble distillation apparatus when it has cooled to room temperature.


ExtendEach group will read the following information and be able to explain the relationship between the activity and the fractional distillation of crude oil.

Crude oil is a complex mixture of hydrocarbon molecules formed from ancient plants and animals. Hydrocarbons occur in layers of rock that often lie thousands of feet below the earth’s surface. This mixture contains gases, liquids, and dissolved solids composed of many different hydrocarbon molecules, some of which may be up to 40 carbon atoms long. Oil companies must drill wells to reach the crude oil. Before crude oil can be used commercially, it must be refined. An oil refinery or petroleum refinery is an industrial process plant or laboratory where crude oil is processed and refined into more useful products. Refineries transform crude oil into hundreds of useful products such as liquefied petroleum gas (LPG), gasoline, heating and cooking fuel, dry-cleaning solvents, diesel fuel, heavy greases, waxes, cosmetics, asphalt and roofing tars.

Almost all useable supplies of hydrocarbons are obtained from fossil fuels--coal,crude oil, and natural gas. In the process of fractional distillation, oil is piped through hot furnaces. The resulting liquids and vapors are discharged into distillation towers, the tall narrow columns that give refineries their distinctive skylines. Inside the towers, the liquids and vapors separate into components or “fractions” according to molecular mass and boiling point. The lightest fractions, including gasoline and liquid petroleum gas (LPG), vaporize and rise to the top of the tower where they condense back to liquids. Gasoline is a fraction boiling roughly between 40 and 200 °C. The vapors that are condensed in this fraction are mostly alkanes and have between 5 to 10 carbon atoms in each molecule.

Medium weight liquids, including kerosene and diesel oil, separate at a lower level, while the heaviest fractions, with the highest boiling points, settle at the bottom. These tarlike fractions called residuum are literally the “bottom of the barrel”.

The fractions are now ready to be piped to the next station or plant within the refinery for further processing.

Evaluate

1. Compare and contrast the distillation of grape soda to the fractional distillation of hydrocarbons. How do the fractions of the grape soda relate to the fractions or mixtures found in a barrel of crude oil?

2. Discuss the properties of the hydrocarbons that would be located in the lowest level of the fractionating tower. Explain and support your answer.

Science | Hungry Microbes Student1

Name: Class:

Hungry MicrobesStudy of Bioremediation

Purpose/Objectives:• Investigate bioremediation of a petroleum spill on both land and water.

Background Information: The United States produces over 100 billion gallons of crude oil each year and imports approximately the same amount. This oil must be produced, distributed and stored throughout the United States. During these processes, the potential for an oil spill exists, and the effects of spilled oil can pose serious threats to the environment. Bioremediation refers to the use of plants or microorganisms to solve environmental problems. In situ (in place) bioremediation (remediation confined to the original or natural site) is potentially a lower cost alternative to the use of chemicals or incineration methods, and is more environmentally friendly. Microorganisms are used because they can thrive in a variety of environmental conditions and have the ability to metabolize a wide range of environmental pollutants. The effectiveness of microbial bioremediation is dependent upon environment conditions, some of which include pH, temperature, and pollutant concentration. Successful bioremediation of petroleum spills requires heterotrophic bacteria that utilize hydrocarbons as a food and energy source. Two types of hydrocarbon biodegradation can occur; aerobic and anaerobic. Several species of microorganisms can utilize petroleum as their carbon source, and are generally referred to as petroleum hydrocarbon degraders. The degrader strain of bacteria metabolizes the petroleum hydrocarbons to carbon dioxide and water. Several species of bacteria work together to break up the petroleum and metabolize it to harmless products. This is how petroleum is degraded in the environment. The bioremediation process was used in the 1989 Puget Sound, Alaska, Exxon Valdez oil spill. Each microorganism used in the remediation required three basic elements to survive and grow; phosphorus, nitrogen and carbon. The oil provided the source of carbon for the organisms and the natural environment provided the phosphorus and nitrogen.


Vocabulary: Aerobic bacteria – bacteria which require oxygen as the primary electron acceptor O2 + 4 H+ + 4 e →2 H2OAnerobic bacteria – bacteria that utilize alternate electron acceptors, such as organic molecules, nitrate ion, or sulfate ion

Benzene (C6H6) is the parent compound of all aromatic compounds; each point in the hexagon represents a carbon atom with one hydrogen atom attached to each carbon; the circle represents the shared nature of the electrons

Bioremediation – the use of plants or microorganisms to solve environmental problemsClaim – position asserted by the writer on a particular side of an issueEmulsion – a mixture of two normally unmixable liquids (e.g., oil and water) in which one is colloidally suspended in the other (one exists as tiny particles within the other)Fossil fuel – a hydrocarbon used as fuel (coal, petroleum, or natural gas); such fuels consist of carbon-based molecules derived from the decomposition of once-living organismsHeterotrophic bacteria – microorganisms that depend upon organic compounds, both for their energy and for the carbon required to build their biomassOleophilic bacterial – oil eating microbesSaturated hydrocarbon – a hydrocarbon in which all the carbon-carbon bonds are single bondsSupporting Point – the ideas that reinforce and validate the writer’s claimSurface-tension – a property of liquids arising from unbalanced molecular cohesive forces at or near the surface, as a result of which the surface tends to contract; the meniscus of water is an example of surface tensionSurfactant – a substance capable of reducing the surface tension of a liquid in which it is dissolved; e.g., detergentsUnsaturated hydrocarbon – a hydrocarbon that contains carbon-carbon double or triple bonds


Engage

Introduction: This project is designed to demonstrate bioremediation of a petroleum spill on both land and water. Bioremediation refers to the use of plants or microorganisms to solve environmental problems. It is an alternative to the use of chemicals or incineration methods and is environmentally friendly. Bioremediation of a petroleum spill uses bacteria to break up the petroleum and metabolize it to harmless products. Naturally-occurring microorganisms will be utilized to ‘bioremediate’ the simulated oil spill. Glass beads will be used to represent soil. Because organisms require micronutrients normally present in soil, these micronutrients are provided in a nutriet medium (Bushnell Haas broth). The oil spill is simulated using dyed vegetable hydrocarbons. Students will observe the growth of microorganisms and the subsequent utilization of hydrocarbons for their continued growth.

Explore

Safety:• No expected health hazards are associated with the prescribed use of materials in this kit.

The microbial product formulation used in this activity consists of naturally occurring microorganisms and are non-pathogenic to humans, livestock, and agricultural crops. It is recommended that during experiment preparation all materials are handled carefully. Handle all chemicals appropriately in a safe manner to avoid ingestion and unnecessary exposure to skin and eyes. As part of good personal hygiene, wash hands after working with the chemicals and microorganisms contained in the kit.

Materials:• 7 observation chambers (one used as a control)• Micro glass beads• Bushnell Haas Broth - 1 packet• Marine Broth - 1 packet• Red dyed oil solution• Microorganisms (contact the OERB for shipment date)• 7 pipettes• Observation log


Procedure:

1. Place approximately 250 g of the micro glass beads on one side of each of the seven observation chamber. It is better to place beads on the same side as the screen. The micro glass beads should be 2.2 cm deep (or approximately 250 g) in the observation chamber. (Safety Note: Glass beads are slippery when spilled. If the glass beads are spilled, clean spill immediately to prevent accidents.)

2. Slowly pour 140 mL Bushnell-Haas broth into the other side of the observation chamber. The liquid level should fall just below the level of the micro glass beads. (Note: The holes in the chamber divider allow for flow between the compartments. The water level should rise in both compartments.)

3. Reminder: For the control chamber, DO NOT add microorganisms. Add 1 mL (20 drops) of the microorganisms to the broth side of the observation chamber. (The holes in the divider allow for flow of the microorganisms between the compartments.)

4. Use a pipette to “spill” 0.5 mL (10 drops) of the dyed oil into each compartment in the observation chamber.

5. Close the observation chamber lid and gently raise the broth-only end of the observation chamber about 2 cm for a few minutes. This allows the broth to flow across the divider and flood the mirco glass beads. (Note: The chamber is not watertight. Openings around the lid are necessary to let in oxygen.)

6. Observe and record your observations in the Bioremediation Observation Table.

7. Place the observation chamber in a location where it can be observed. Comfortable room temperature is best. Avoid direct sunlight and hot or cold locations.

8. Each day raise the broth-only end of the observation chamber about 2 cm for a few minutes and let the broth flow across the divider and flood the micro glass beads. If evaporation occurs, replenish the system with tap water. (Note: Oil will stay in the mirco glass beads above the broth level. Flooding the micro glass beads will maintain moisture in this area so bioremediation will occur.)



Figure 2

Figure 3

Flood the micro glass beads daily to maintain moisture.

Raise the broth-only end to flood micro glass beads.

Return the observation chamber to level position and water level will equilibrate.

9. Observe the bioremediation process on a routine basis, recording observations in the Bioremediation Observation Table. Every two days withdraw a small (2-3 mL) sample from the observation chamber and place in a test tube. Compare it to a test tube of tap water. After observing the sample, pour it back in the observation chamber. Use the Observation Table to record your observations.

Disposal: All liquids in this kit can be disposed of by pouring into a drain. The microorganisms in this kit are safe for use in the environment, and after they are poured down the drain, will continue their work in the environment to break down contaminants. The micro glass beads and observation chamber can be placed in the trash for normal disposal.


Nutrient Broth

Nutrient Broth



Hungry MicrobesObservation Log

Date Observation


Explain1. What is the purpose of the nutrient broth?

2. Which side of the observation chamber best represents a land environment?

3. Examine and describe the clarity of the liquid in the observation chamber at the beginning of the experiment.

4. At which phase in your observation did the clarity of the liquid begin to decrease?

5. Compose a possible explanation as to what caused the difference in clarity?

6. At what point in the experiment did you first notice a change in the size of the oil spill?


Evaluate

1. What might be some of the concerns of introducing various microorganisms to sensitive environments to be used in the bioremediation process?

2. What industrial applications could bioremediation have for global use in the future?

3. Compare and contrast available clean up methods and the associated costs.

Extend

Students will complete a research-based presentation (may include but not limited to video, posters, written essay, PowerPoint, raps/music videos, etc.) concerning oil spills, environmental issues and methods of remediation. Presentation requirements will:

• State a claim• Provide supporting evidence (at least three supporting points and also refuting

evidence)• Conclusion/Reflection (include how the research affected your claim and how your

ideas changed)• Works cited (minimum of three sources)



EvaluateHungry MicrobesRubric for Extend


Introduction/Claim

• Claim and initial position clearly presented• Topic relevancy established

Content/Supporting Evidence

• Contains relevant and accurate information about the topic

• Contains three research based supporting points• Clearly, concisely presented

Counterclaim • Counterclaim is included• Validity of counterclaim clearly presented with

evidence

Reflection/Conclusion

• Main supporting points restated• Identifies whether original claim is supported or

refuted

Resources • Minimum of three valid sources• Sources cited in proper format

PresentationQuality

• Neat, creative and interesting• Easy to read, follow and/or hear• Correct spelling and grammar• Clearly demonstrated knowledge of topic (did not

simply read information to the class)

Documents

Science - OERB | HomeroomCraft and Structure (Grades 9-10) 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific