How I used these materials/AP Environmental Science
From OOGEEP
Submitted by Regina Kovac, Norton City Schools
Consider energy education and your curriculum. How can you incorporate what you have learned into your science curriculum? Brainstorm some ideas that would include a science concept that needs to be taught, a variety of teaching methods to address retention, and the use of graphic organizers.
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[edit] Benchmarks, Standards, Content or Concepts
Because I teach an AP Environmental Science course, the information covered in the workshop is very relevant to my course of study. The College Board has specific topics that need to be covered in the class (which will also be covered on the AP exam) and many of these topics deal with workshop. Labs are also required for the course and covered on the exam.
The main theme of environmental science is the interrelatedness of living and nonliving components of the environment. The specific topics that would be dealt with in this lesson would be the following:
1) Earth Systems and Resources. Specifically, soil and soil dynamics (rock cycle, formation, composition, physical and chemical properties, main soil types).
2) The Living World; specifically, natural biogeochemical cycles (carbon).
3) Land and Water Use. Specifically, global economics (relevant laws).
4) Energy Resources and Consumption. Specifically, energy concepts (energy forms, power, units, conversions, Law of Thermodynamics), energy consumption (history of energy consumption, present global energy use, future energy needs), fossil fuel resources and uses ( formation of oil and natural gas, extraction/purification methods, world reserves and global demand, synfuels, environmental advantages/disadvantages, safety issues) energy conservation (efficiency, CAFÉ standards, mass transit).
[edit] Ways to incorporate different teaching methods
- Lecture
The main chapters in our textbook that specifically deal with energy are chapter 9 “ Energy and Civilization: Patterns of Consumption” and chapter 10 “Energy Sources”. When lecturing about chapter 9 I would incorporate the information on the Thorla-McKee Salt Works and Oil Wells because I know that many of my students would never know that oil was first discovered in Ohio and that salt was the sought after material. They would also find it interesting that it was considered a “cure-all”. This chapter also discusses energy consumption trends so I would show the up-to-the-minute consumption data on the OOGEEP website.
I could also incorporate the information on types of oil and gas (which describes the units of oil and gas) found in
Dr. Norman J. Hyne’s booklet “Finding And Producing Oil and Gas” on pages 19 and 20. When lecturing about chapter 10 resources and reserves are discussed and I would add to this section by showing the students where Ohio’s crude oil and natural gas wells are located (utilizing the maps from OOGEEP). This chapter also extensively discusses oil and natural gas formation.
The workshop has provided an abundance of information covering this area that I could utilize in my lecture (this includes the information contained in “the energist” natural gas and oil). Another section in this chapter is oil use issues. Again my understanding has been enhanced by the workshop and I will pass this on to my students. The chapter goes on to discuss renewable sources of energy and finally energy conservation. In chapter 1 of the textbook we discuss cost/benefit analysis and risk assessment. So when looking at the advantages and disadvantages of oil use, this previous knowledge will come into play. I can also add to this concept using the information that the workshop has provided on risk assessment. This information is very relevant and useful even though it will not be used in this particular lesson on energy it will fit into the pollution chapter. Chapter 14 discusses geologic processes including plate tectonics. I would include the information and demonstration included in the workshop binder titled “Plate tectonics and the Surface of the Earth” by Dr. Karen Fryer.
- Reading
Students are required to read the information in their textbooks. The supplemental reading that will be required comes from the book “Taking Sides” this book has clashing views on environmental science. We will use this in a debate about energy use. Supplemental material on oil and gas formation: GeoFacts, Rocks and Minerals Mined in Ohio, Mine Subsidence, History of Coal Mining in Ohio, Coal Mining and Reclamation and Coal and Electricity; Oil and Gas Field Enforcement Services; What a Barrel of Crude Oil Makes and Which of These Common Petroleum Products Do You Have?; Oil Facts and Fallacies.
- Audio-visual
I will make a power point incorporating some of the pictures from the workshop. I will also show the Fuel- less 16 min. video as an introduction to oil and its uses. And I will show the 5 min. video on safety.
- Demonstrations
“Plate Tectonics and the Surface of the Earth” by Dr. Karen Fryer; Ohio Rocks and Mineral Kit; What are Porosity and Permeability?
- Discussion Groups
After students have been exposed to all of the energy information we will use the book “Taking Sides” to debate energy issues. The publishers come out with new editions every year so the issues are timely. Students are separated into teams and they read a no perspective or a yes perspective (this is assigned) and they must debate the issue from that perspective. There will be an issue over drilling oil.
- Practice by Doing
1. Rock Strata Diagrams (this also fits well with groundwater). 2. “I’ve Got Connections” Lab by Baylor College of Medicine Even though this is listed for 8th grade, students at my level still seem to have misconceptions about how certain types of rocks can absorb a liquid. They also do not get the idea that sand does not just let the liquid drain through. I would use this lab or the Migration and Trapping experiment “Shaking it Up”. 3. How Much is One Part Per Million 4. The Chemistry of Distillation
- Teach Others/Immediate Use of Learning
Students will be put into groups of three and given an object that they must research. They will do a life cycle analysis of the object (plastic toy, Vaseline, butane lighter etc.) Researching the production end (raw materials extraction, manufacturing) the in-between (distribution, consumption) and the waste management end (collection, processing, disposal). They will create a poster that depicts this life cycle and present it to the class.
- Use of Technology
Students will be using the computer for research. Pasco probes can be used with the distillation lab. The probe will track the temperature on a graph so it can later be marked for the different liquid distillations.
- 21st Century Skills
Students will research different technologies that would allow us to drill for oil in a responsible manner. They will also do a cost/benefit analysis of their findings (Keeping in mind ecosystem services).
[edit] Graphic Organizers
1. In the activity above, the lifecycle of a product, students organize their findings (diagrams) in a flow chart fashion. They will also star the areas where a product of oil will be used. (The roads are made out of asphalt to distribute the product, gas for the truck, etc.)
2. Use a tab book for uses of crude oil. For example the outside tab very bottom would be labeled residue and the inside flap would list residual fuel oil and lubricants, asphalt, coke.
[edit] Field trips or Speakers
We have a pump jack located in the Cuyahoga Valley National Park it would be a great field trip if the students could combine a demonstration of the pump with a field study of the ecosystem that surrounds the pump. I think viewing a pump jack is much less threatening then the idea of oilrigs in the ocean or barges filled with oil..