Bell Ringer
Instructions: Select one of the Bell Ringers for students to reflect on and answer.
Vocabulary
Instructions: Go over important terms and their definitions before watching the Science of Oil video. Student vocabulary list can be found in the Student Guide and Science of Oil – Starter Pack.
| Word | Definition | Example |
|---|---|---|
| Plankton | noun: the small and microscopic organisms drifting or floating in the sea or freshwater many animals are adapted to feed on plankton (think whales) | “Plankton are just tiny little plants and animals that live in oceans and lakes today…” |
| Sediment | noun: solid matter that is moved and deposited by water, wind, or glaciers in a new location | “When [plankton] die they sink to the bottom of those oceans with sediment, mud, and clay and become thick layers of basically organic mud.” |
| Inorganic | adjective: being or composed of matter other than plant or animal | “[Plankton, sediment, mud and clay] become thick layers of basically inorganic mud.” |
| Organic | adjective: derived from living organisms | “That mud is buried hundreds of feet thick and the organics in there (the plants and animals) get heated and pressure cooked into crude oil.” |
| Crude Oil | noun: a naturally occurring, unrefined petroleum product formed over millions of years and composed of hydrocarbon deposits and other organic materials | “The plants and animals get heated and pressured and cooked into crude oil.” |
| Geologic Time | noun: the billions of years occupied by the earth’s geologic history | “It’s hard to understand geologic time…” |
| Lubricants | noun: a typically synthetic substance capable of reducing friction, heat, and wear when introduced as a film between solid surfaces | “We make lubricants and even propane like you put in your barbecue pit at home.” |
| Propane | noun: a heavy flammable gas found in crude petroleum and natural gas and used as a fuel | “We make lubricants and even propane like you put in your barbecue pit at home.” |
| Polyester | noun: a type of material made from repeating groups of atoms that mostly contain carbon and hydrogen, and sometimes other elements like oxygen. These long chains form strong, durable fibers and plastics used in clothing, packaging, and many other products. | “In fact, oil is used for everything, it’s used to make polyester for our clothes…” |
Quiz
Instructions: Review key concepts after watching the Science of Oil video. The Student Guide and Science of Oil – Starter Pack contain the quiz.
Answer Key: Q1:D Q2:B Q3:C Q4:D Q5:B
Reading and Extended Reading
Instructions: Provide students with the Science of Oil – Reading or Extended Reading info sheet for an in-depth exploration of the topic.
Reading Answer Key
- Ancient sea plants and animals like plankton and algae
- From buried organisms under heat and pressure over millions of years
- Molecules made of hydrogen and carbon
- To separate and clean it into useful products
- Plastics, clothes, cosmetics, medicine, fertilizer, etc.
- To get oil out of tight rocks by cracking them open
- By poisoning, smothering, or damaging feathers and organs
- It traps heat in Earth’s atmosphere, causing climate change
- Benefit: cheap and efficient; Risk: leaks or spills
- They trap and remove oil from the water’s surface
- The rock has very small pores, which makes oil flow more difficult
- By oil tankers or ships
- It helps set production levels and oil prices
- To reduce pollution and fight climate change
- Sensors, safety valves, training, and careful handling
Extended Reading
Extended Reading Answer Key
- Hydrocarbons
- From the remains of ancient marine organisms that were buried under sediment and transformed by heat and pressure over millions of years.
- A process in which crude oil is heated and separated into different components based on boiling points.
- Gasoline, diesel, and jet fuel (others acceptable: plastics, lubricants, etc.).
- To break large hydrocarbon molecules into smaller, more useful ones like gasoline.
- They have low permeability, so oil doesn’t flow easily through them.
- Pipelines transport crude oil and refined products efficiently over land.
- Deepwater Horizon (2010)
- Because sulfur contributes to air pollution (e.g., sulfur dioxide, which can cause acid rain) and makes transport and processing more difficult.
- Oil spills from collisions or equipment failure, and pollution from ship engines.
- Because it takes millions of years to form and we are using it faster than it can naturally be replaced.
- Potential groundwater contamination and induced earthquakes from wastewater injection.
- Oil can coat animals, block sunlight, reduce oxygen levels, and introduce toxic substances into the environment.
- It’s the use of oil-eating microbes to break down and naturally degrade oil in contaminated environments.
- Pipelines are more efficient, cost-effective over time, and have lower emissions; though they come with environmental and political challenges.
- Answers will vary. Strong responses should consider economic dependence, energy needs, climate change, and potential for renewable alternatives.
- Offshore drilling uses platforms and carries higher spill risk in marine ecosystems. Onshore uses land rigs and may disrupt terrestrial habitats.
- Oil is used in making plastics, cosmetics, synthetic fabrics, fertilizers, and medicines.
- Environmental impact, potential spills, biodiversity, economic benefit, regulations, and indigenous rights.
- It may decrease demand for gasoline, leading to reduced oil use for transportation, though demand for petrochemical products may remain steady.
Computation
Instructions: Provide students with the Science of Oil – Computation activity for math integration and practice.
Answer Key: Q1: Cadillac: (1) 2400/20 = 120 gallons; (2) 120 x 20 = 2400 lbs; Mini Cooper: (1) 2400/30 = 80 gallons; (2) 80 x 20 = 1600 lbs; Hyundai Hybrid: (1) 2400/50 = 48 gallons; (2) 48 x 20 = 960 lbs.
Q2: Cadillac: (1) 120 x 3 = $360; (2) 360/5 = $72; Mini Cooper: (1) 80 x 3 = $240; (2) 240/5 = $48; Hyundai Sonata: (1) 48 x 3 = $144; (2) 144/5 = $28.80.
Q3: (1) 4.88 x 3 = 14.64 gallons/person
Q4: (1) 2400 x 53 = 127,200 lbs; (2) 127,200/160 = 795 lbs/person.
Q5: (1) Hyundai Hybrid; (2) Mini Cooper; (3) Cadillac; (4) Plane.
Q6: Answers will vary.
Data Set
Instructions: Provide students with the Science of Oil – Data Set for data literacy and analysis practice.
Answer Key: Question 1: (Answers will vary) Example: Development of new technologies such as fracking and horizontal drilling; government incentives to increase energy independence and security.
Question 2: Example: Increased greenhouse gas emissions and water and land pollution; answers will vary. Question 3: Answers will vary.
Question 4: (Answers will vary) Example: Focus on other energy sectors and technologies.
Question 5: (Answers will vary) Example: The Middle East produces the most oil, followed by North America. The other regions have some big hitters, but trail behind in comparison.
Oil Formation Investigation Lab
Instructions: Use the Oil Formation Investigation Lab – Student Handout and the following Teacher Guide to conduct the lab activity.
Introduction
In this activity, students will design an experiment to simulate how temperature, pressure, and time might affect oil formation. Students will not be physically simulating oil formation but will design an experiment to explore which factors they think are most important for the formation of oil.
Materials
- Student Handout
- Internet access
- Whiteboards or poster paper (Optional–Students could complete the experimental design on the student handout and/or write it on large whiteboards or poster paper and share their experiment with the class).
Student Objectives
Students will be able to
- Explore the factors that affect oil formation (temperature, pressure, and time).
- Design an experiment to simulate the process of oil formation under different conditions.
- Use research and reasoning to predict and analyze data on the factors that influence oil formation.
Procedure:
1. Background Information:
Oil forms from ancient organic matter (mainly plankton) that gets buried by sediments over millions of years. As the organic matter is buried deeper in the earth, it is subjected to heat and pressure. Over time, these conditions cause chemical reactions that transform the organic material into oil and gas.
The process of oil formation can be simplified to three main factors:
A. Temperature: Heat accelerates chemical reactions, leading to the formation of hydrocarbons.
B. Pressure: Pressure can influence the phase and movement of oil, pushing it through rock layers.
C. Time: Over millions of years, these conditions continue to break down organic material into oil.
2. Experimental Design (40 minutes)
Ask students to:
- Formulate a Hypothesis:
Have each student or group come up with a hypothesis about how one of the factors (temperature, pressure, or time) influences oil formation. For example:- “I hypothesize that higher temperatures will cause oil to form faster.”
- “I hypothesize that higher pressure will lead to more oil formation in less time.”
- “I hypothesize that oil formation requires long periods of time, even with high heat and pressure.
- Design the Experiment:
Each group should outline an experiment to test their hypothesis. They will need to include the following elements in their design:- Variables: Identify independent (temperature, pressure, or time) and dependent variables (amount of oil formed, rate of oil formation).
- Controlled Variables: List factors that must be kept the same for all trials (e.g., amount of organic material, type of material, environment).
- Materials: Describe what materials would be needed in a real lab setting to simulate the conditions of temperature, pressure, and time (e.g., a heated chamber for temperature, a pressurized chamber for pressure).
- Data Collection: How will they measure the oil formation? Would they use indicators like color change, amount of liquid produced, or another measurable property?
- Procedure: Write a step-by-step procedure for how the experiment would be carried out.
3. Simulate Data Collection (15 minutes)
Since students can’t physically perform the experiment, they will need to use reasoning and research to predict possible results. They can:
- Use secondary data from online sources or research studies to find typical rates of oil formation under different conditions.
- Estimate what kind of oil formation they might expect under various temperature, pressure, and time scenarios.
- Suggested Resource: Science of Oil Extended Reading
4. Graphing and Data Analysis (15 minutes)
Students will use their predicted data to create graphs (e.g., temperature vs. oil formation rate) and discuss their findings.
Discussion Questions
The questions below are included in the Student Handout and can be used to generate a class discussion.
- Based on your experiment design, which factor do you believe is most important in oil formation: temperature, pressure, or time? Why?
- How do you think this experiment would change if you used different types of organic material (like plant matter vs. plankton)?
- If you were able to conduct this experiment with actual equipment, how would you ensure that you get accurate and reliable results?
- How do these results relate to real-world oil exploration? How do geologists determine where oil might be found?
Conclusion:
End the activity with a brief discussion about how oil exploration uses a combination of scientific knowledge and technology to locate potential oil reserves. Highlight that while experiments like these help us understand the basics of oil formation, real-world exploration involves a lot of complex data and specialized equipment.
Exit Ticket
Instructions: Access the Exit Ticket and have students reflect on and answer the prompt.