liquefied natura lgas.pdf
TRANSCRIPT
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Liquefied Natural Gas: LNGInormation and activities to teach students about liquefed natural gasLNG.
Grade Level:n Elementary
n Intermediate
n Secondary
Subject Areas:
n Science
n Social Studies
n Math
n Language Arts
n Technology
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Teacher Advisory Board
Printed on Recycled Paper
NEED Mission StatementThe mission o The NEED Project is to promote an energy
conscious and educated society by creating eective
networks o students, educators, business, government and
community leaders to design and deliver objective, multi-
sided energy education programs.
Teacher Advisory Board StatementIn support o NEED, the national Teacher Advisory Board
(TAB) is dedicated to developing and promoting standards-
based energy curriculum and training.
Permission to CopyNEED materials may be reproduced or non-commercialeducational purposes.
Energy Data Used in NEED MaterialsNEED believes in providing the most recently reported
energy data available to our teachers and students.
Most statistics and data are derived rom the U.S. Energy
Inormation Administrations Annual Energy Review that is
published in June o each year. Working in partnership with
EIA, NEED includes easy to understand data in our curriculum
materials. To do urther research, visit the EIA web site at
www.eia.gov. EIAs Energy Kids site has great lessons and
activities or students at www.eia.gov/kids.
1.800.875.5029
www.NEED.org
2012
Shelly Baumann
Rockord, MI
Constance Beatty
Kankakee, IL
Sara BrownellCanyon Country, CA
Loree Burroughs
Merced, CA
Amy Constant
Raleigh, NC
Joanne Coons
Cliton Park, NY
Nina Corley
Galveston, TX
Regina Donour
Whitesburg, KY
Linda Fonner
New Martinsville, WV
Samantha Forbes
Vienna, VA
Viola Henry
Thaxton, VA
Robert Hodash
Bakersfeld, CA
DaNel Hogan
Kuna, ID
Greg Holman
Paradise, CA
Linda Hutton
Kitty Hawk, NC
Matthew Inman
Spokane, Washington
Michelle Lamb
Bualo Grove, IL
Barbara LazarAlbuquerque, NM
Robert Lazar
Albuquerque, NM
Leslie Lively
Reader, WV
Mollie Mukhamedov
Port St. Lucie, FL
Don Pruett
Sumner, WA
Josh Rubin
Palo Alto, CA
Joanne Spaziano
Cranston, RI
Gina Spencer
Virginia Beach, VA
Tom Spencer
Chesapeake, VA
Joanne Trombley
West Chester, PA
Jim Wilkie
Long Beach, CA
Carolyn Wuest
Pensacola, FL
Wayne Yonkelowitz
Fayetteville, WV
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Table of ContentsCorrelations to National Science Education Standards 4
Teacher Guide 6
Forms o Energy Master 14
Energy Transormations Master 15
Fusion Master 16
Photosynthesis Master 17
Natural Gas Formation Master 18
Natural Gas Combined-Cycle Power Plant Master 19
Inormational Text 20
Forms and Sources o Energy 27
Natural Gas Energy Flow 28
Energy Flow Organizer 29
LNG Production to Market 30
LNG as a System 31
The LNG Chain 33
National Gas In the Round 34
Chemical Models 36
Oil and Gas Career Game 39
Evaluation Form 41
Liquefied Natural Gas: LNG
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Correlations to National Science Education Standards: Grades 5-8
Content Standard E | Scie nce and Te chno logy Understandings about Science and Technology
Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated
instruments and provides principles or better instrumentation and technique. Technology is essential to science, because it provides
instruments and techniques that enable observations o objects and phenomena that are otherwise unobservable due to actors such
as quantity, distance, location, size, and speed. Technology also provides tools or investigations, inquiry, and analysis.
Perectly designed solutions do not exist. All technological solutions have trade-os, such as saety, cost, eciency, and appearance
Engineers oten build in back-up systems to provide saety. Risk is part o living in a highly technological world. Reducing risk oten
results in new technology.
Content Standard F | Science i n Per Sonal an d Soc ial P erSP ecTi veS Risks and Benets
Students should understand the risks associated with natural hazards (fres, oods, tornadoes, hurricanes, Earthquakes, and volcanic
eruptions), with chemical hazards (pollutants in air, water, soil, and ood), with biological hazards (pollen, viruses, bacterial, and
parasites), social hazards (occupational saety and transportation), and with personal hazards (smoking, dieting, and drinking). Individuals can use a systematic approach to thinking critically about risks and benefts. Examples include applying probability
estimates to risks and comparing them to estimated personal and social benefts.
Science and Technology in Society Science inuences society through its knowledge and world view. Scientifc knowledge and the procedures used by scientists inuence
the way many individuals in society think about themselves, others, and the environment. The eect o science on society is neither
entirely benefcial nor entirely detrimental.
Technology inuences society through its products and processes. Technology inuences the quality o lie and the ways people
act and interact. Technological changes are oten accompanied by social, political, and economic changes that can be benefcial or
detrimental to individuals and to society. Social needs, attitudes, and values inuence the direction o technological development
Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should
understand the dierence between scientifc and other questions. They should appreciate what science and technology can reasonablycontribute to society and what they cannot do. For example, new technologies oten will decrease some risks and increase others.
This book has been correlated to National Science Education Content Standards.
For correlations to individual state standards, visit www.NEED.org.
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Correlations to National Science Education Standards: Grades 9-12This book has been correlated to National Science Education Content Standards.
For correlations to individual state standards, visit www.NEED.org.
Content Standard E | Scie nce and Te chno logy Understandings about Science and Technology
Science oten advances with the introduction o new technologies. Solving technological problems oten results in new scientifc knowledge
New technologies oten extend the current levels o scientifc understanding and introduce new areas o research.
Creativity, imagination, and a good knowledge base are all required in the work o science and engineering.
Science and technology are pursued or dierent purposes. Scientifc inquiry is driven by the desire to understand the natural world, and
technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct
eect on society than science because its purpose is to solve human problems, help humans adapt, and ulfll human aspirations. Technological
solutions may create new problems. Science, by its nature, answers questions that may or may not directly inuence humans. Sometimes
scientifc advances challenge peoples belies and practical explanations concerning various aspects o the world.
Content Standard F | Science i n Per Sonal an d Soc ial P erSP ecTi veS Natural Resources
Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will
continue to be used to maintain human populations.
The Earth does not have infnite resources; increasing human consumption places severe stress on the natural processes that renew some
resources, and it depletes those resources that cannot be renewed.
Environmental Quality Many actors inuence environmental quality. Factors that students might investigate include population growth, resource use, population
distribution, overconsumption, the capacity o technology to solve problems, poverty, the role o economic, political, and religious views, and
dierent ways humans view the Earth.
Natural and Human-induced Hazards Human activities can enhance potential or hazards. Acquisition o resources, urban growth, and waste disposal can accelerate rates o natura
change.
Natural and human-induced hazards present the need or humans to assess potential danger and risk. Many changes in the environmentdesigned by humans bring benefts to society, as well as cause risks. Students should understand the costs and trade-os o various hazards
ranging rom those with minor risk to a ew people to major catastrophes with major risk to many people. The scale o events and the accuracy
with which scientists and engineers can (and cannot) predict events are important considerations.
Science and Technology in Local, National, and Global Challenges Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latte
involves human decisions about the use o knowledge.
Understanding basic concepts and principles o science and technology should precede active debate about the economics, policies, politics,
and ethics o various science- and technology-related challenges. However, understanding science alone will not resolve local, national, or
global challenges.
Progress in science and technology can be aected by social issues and challenges. Funding priorities or specifc health problems serve as
examples o ways that social issues inuence science and technology.
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BackgroundThis guide provides background inormation on natural gas and liquefed natural gas as an energy source
Familiarize yoursel with all o the inormation and activities contained within the guide and select the
activities that best suit your classroom and student needs.
ConceptsLiquefed natural gas is a nonrenewable energy resource.
Liquefed natural gas has economic and environmental advantages and disadvantages.
Liquids use less space than gases.
Liquefed natural gas (LNG) is 1/600th the volume o natural gas. Natural gas is 600 times the
volume o LNG.
Energy is stored in many dierent orms.
Energy is neither created nor destroyed; it is transormed rom one orm to another.
Most o the energy on Earth can be traced back to nuclear usion in the suns core.
Energy ows through dynamic systems on Earth.
The LNG chain consists o exploration, production, liqueaction, storage, transportation
regasifcation, distribution, and end use.
LNG is a global system. All parts o the system are connected.
The gases that compose natural gas are hydrocarbons.
When burned, hydrocarbons produce carbon dioxide and water.
Additional InformationFor more inormation about liquefed natural gas, visit:
U.S. Department of Energy: www.ossil.energy.gov/programs/oilgas/storage/index.html
U.S. Federal Energy Regulatory Commission: www.erc.gov/industries/gas/indus-act/lng.asp
Center for Liqueed Natural Gas: www.lngacts.org/
Activity 1: Introduction
ObjectiveTo become amiliar with the basics o natural gas and liquefed natural gas (LNG).
MaterialsStudent inormational text, pages 20-26
Preparation
Make copies o the inormational text or each student.
Construct a large 3-column KWL chart on the board, or digitally or projection.
Procedure1. Explain to students that we use many sources or energy every day. A big part o our energy
picture is natural gas. Discuss with students that they will be learning basics about natural gas
but also how natural gas can be converted to a liquid, why it is done, and the advantages and
disadvantages o doing so.
Teacher GuideTo teach students about liqueed natural gas and encourage them to evaluate its economic and
environmental advantages and disadvantages.
Grade Level
Elementary Grade 5Intermediate Grades 68
Secondary Grades 912
TimeApproximately 5-8 class
periods, depending on
activities selected.
Energy Infobooks
For more inormation on
natural gas as a resource, as
well as all o the other sourceso energy, reerence NEEDs
Energy Inobooks. These
Inobooks are available or
download at any level at
www.NEED.org
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2. Ask students what they know about natural gas and LNG. Record student thoughts in the K (or Know) column o the KWL chart
Keep track o misconceptions to address as you work through the unit. Ask students what questions they might have about natural gas
and LNG. Record these questions in the W (or Want to know,) column o the KWL chart.3. Direct students to read the inormational text, highlighting or underlining important ideas as they read. Students may make their own
KWL charts or graphic organizers to use while reading as well. When students complete the reading, discuss what important concepts
they learned, and add ideas as a class to the L (or learned) column o the KWL Chart.
4. Keep the chart posted or available to add to or use or urther discussion as the class completes the activities.
Activity 2: Volume Simulations
ObjectiveTo compare the volume o natural gas as a gas and as a liquid.
Materials
Preparation
Gather the beach ball, ping pong ball, and counting units.
Divide the students into groups o three to fve.
Fill each beaker with 1 mL o water.
Procedure
1. Explain to the students that natural gas is typically ound in a gaseous state. Explain that natural gas can be changed into a liquid (LNGby making it very cold (-260F or -162.2C).
2. Ask the students what happens to the volume o a gas when it becomes a liquid. (The volume o a gas is reduced when it is a liquid.)
3. Show the students the beach ball and the ping pong ball. Ask them which ball represents natural gas and which represents LNG. (The
beach ball represents a gaseous state [natural gas] while the ping pong ball represents the liquid state [LNG].)
4. Pass out the 600 unit sets, one per group. Allow time or the students to determine how many units are in each set. Ask the students
to predict the volume o natural gas in a liquid state (LNG) i the whole set represents a gaseous state. Have the groups set aside the
number o units they predict.
5. Gather predictions rom the groups and write them on the board.
6. Explain to the students that LNG is 1/600th the volume o natural gas in a gaseous state. Have the students separate out the correct
number o units to represent LNG. (One unit.) Collect the unit sets rom the groups.
7. Pass the beakers with 1 mL o water to each group. Have the students predict how much water would represent natural gas in a gaseous
state i the amount o water in the beaker was LNG. (600 mL.) Collect the beakers.
Extensions
Have students bring to class additional visual natural gas and LNG volume comparisons.
Have students determine advantages and disadvantages to natural gas in both a gaseous state and a liquid state.
Beach ball
Ping pong ball
1 Set o 600 counting units (or the equivalent) or each group (or 1
set o 600 o any item such as cotton balls or each group)
1 800-1000 mL Beaker or each group
Water
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Activity 3: Energy Flows
ObjectiveTo understand orms o energy, energy transormations, and the ow o energy rom a natural gas well to the consumer.
Materials
Preparation
Obtain the materials needed or the activities.
Make copies o worksheets or students.
Make transparencies or digital copies o pages 14-19 to project or the class.
ProcedureFORMS OF ENERG1. Introduce the activity by lighting a wooden match and asking students to describe what is happening in energy terms. Explain the
energy ow rom the match back to the sun.
2. Use the Forms of Energymaster to provide an introduction to the orms o energy.
3. Distribute the Forms and Sources of Energyworksheet and have the students complete it. Review the answers with the students.
FLASHLIGHTS AND ENERG FLOS1. Demonstrate a regular battery-powered ashlight and a hand-generated ashlight. Ask the students to explain what is happening with
each ashlight in terms o energy transormations.
2. Use the Energy Transformations master to trace the energy ow o the hand-generated ashlight. Discuss the dierences between the
two ashlights and their energy ows.
NATURAL GAS POER PLANT AND ENERG FLOS1. Explain to students that natural gas is typically used or home heating and cooking, but is also used or industrial heating, manuacturing
products, and generating electricity. Ask the students how natural gas is used or generating electricity.
2. Use the Fusion, Photosynthesis, Natural Gas Formation, and Natural Gas Combined-Cycle Power Plant masters to explain the energy
transormations that take place in the ormation o natural gas and its use to generate electricity.
3. Have students complete the Natural Gas Energy Flow worksheet by numbering the pictures in order and then explaining the energy
transormations that take place on the back o the worksheet.
4. Have students complete the Energy Flow Organizereither in class or as homework.
Extensions
Have students explain the energy conversions that occur in a compressed natural gas- or liquefed natural gas-powered vehicle.
Discuss the similarities and dierences between a thermal power plant and a nuclear power plant.
Large wooden kitchen matches
Forms and Sources of Energyworksheet, page 27
Natural Gas Energy Flowworksheet, page 28
Energy Flow Organizer, page 29
Regular ashlight and hand-generated ashlight
Masters, pages 14-19
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Activity 4: The LNG Chain
ObjectivesTo understand the dierent steps needed to produce liquefed natural gas (LNG) and bring it to market.
To see the connections o the LNG chain.
Materials
Preparation
Make the copies o the worksheets specifed above or each student.
Divide the students into groups o eight.
Cut the LNG hangtags, old on the middle line, and attach a loop o string so that a student may wear it around his/her neck.
ProcedureLNG PRODUCTION TO MARET1. Explain to the students that natural gas is typically ound in a gaseous state. Explain that natural gas can be changed into a liquid (LNG
by making it very cold (-260F or -162.2C).
2. Ask students what they think happens to natural gas when it is ound ar rom cities or industry. (Known as stranded resources, natura
gas located in undesirable locations can be processed into LNG and transported to marketable locations.) Explain to students that they
are going to learn how stranded natural gas resources get to people who will use it.
3. Have students review the LNG Production to Marketworksheet and write inormation or each step on the back o the worksheet (or
assign as homework).
LNG AS A SSTEM1. Distribute the role card hangtags to the groups o students (one set o eight per group).
2. Ask students to read the backs o their cards. Allow time or questions.
3. Have each group put on their hangtags and stand in a circle with one student holding the ball o yarn.
4. Explain that the frst student should look around the circle and identiy a part o the system that relates to his/her component. Have the
frst student hold onto one end o the yarn, say the name o the related component, and toss the ball o yarn to that student. The frst
student then explains how their parts are related.
5. Have the groups repeat the process until all students have caught and tossed the ball o yarn. In the end, there will be a web o yarn
connecting all students in the group.
6. Have one student give a tug on their string. Ask the students that elt the tug to explain how a stress on the one component aected
their part. For example, a Production tug might cause an attached Liqueaction to say, I production o natural gas alls, the liqueaction
plant cannot sell enough LNG to shipping companies.
7. Continue this process with each student tugging and giving dierent ways the system could be aected. Students should be able to
explain various ways a change in one part o the system might aect other parts in the system.
THE LNG CHAIN1. Distribute copies oThe LNG Chain worksheet to each student.
2. Explain that each student should choose one step in the LNG chain and write it in the center circle. The outside circles should be labeled
with the seven remaining steps.
3. Have students write inside the arrow a way the inner component aects the outside one and a way the outer component aects the
inner one. (Assign as homework i students do not fnish in class.) One possible answer solution is listed in the answer key on page 13.
Extensions
Have students design a ow chart o the LNG chain.
Have students determine advantages and disadvantages to using domestically produced natural gas and imported LNG.
LNG Production to Marketworksheet, page 30
LNG as a System hangtags, pages 31-32
The LNG Chain worksheet, page 33
1 Ball o yarn per group
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Activity 5: Natural Gas In the Round
Objective
To reinorce inormation about natural gas.
MaterialsNatural Gas In the Roundcards, page 34-35
LNG student inormational text, pages 20-26
Preparation
Make two copies o the sheets o cards. Cut one set o cards into individual pieces. The other will serve as the answer key, as the clues wil
be in the correct order.
Procedure
1. Distribute one card to each student. I you have cards let over, give some students two cards until all o the cards are distributed.
2. Have students look at the bolded statement at the top o the cards. Give them fve minutes to review the inormation about thei
statement using the background inormation.
3. Choose a student to begin the round. Give the ollowing instructions:
a. Read the question on your card. The student with the correct answer will stand up and read the bolded answer.
b. That student will then read his/her question. The round will continue until the frst student stands up and answers a question.
Extensions
Have students create their own versions o natural gas or LNG in the round.
Activity 6: Chemical Models
Objectives
To construct models o the gases that compose raw natural gas.
To balance chemical equations.
MaterialsChemical Models worksheets, page 36-38
Molecular model set or three colors o modeling clay and toothpicks will work or each group o students
Preparation
Gather the materials needed, and make copies o student worksheets.
Divide the students into groups o two or three.
Review with students the process or balancing chemical equations.
Procedure1. Explain to the students that raw natural gas is typically ound as a mixture o gases. These gases are hydrocarbons, consisting o only
carbon and hydrogen atoms.
2. The gases ound in raw natural gas are alkanes, where the prefx o the name tells the number o carbons present.
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3. Distribute the worksheets. Have students read the background and look at the list o Alkane Series Prefxes. Ask the students i they
have any questions and give them time to complete the Molecular Formulas section o the worksheet.
4. Discuss the answers to the Molecular Formulas section to ensure all students have the correct answers. Allow students time to complete
the Molecular Models and Balancing Equations sections o the worksheet.
5. Review the equations to ensure correct answers. Allow students time to complete the Hydrocarbon Combustion section o the worksheet
Extensions
Have students explain what impact burning hydrocarbons has on the environment.
Have students determine the molecular ormulas or gasoline and diesel. Using these ormulas, have students consider the impact o
using these uels on the environment.
Activity 7: Oil and Gas Career Game
BackgroundStudents are assigned to be either a drop o oil or a molecule o natural gas. As they move through the game, they encounter descriptions
o many dierent types o people and their basic job responsibilities. The path starts with exploration and ends with end-use products. I
you choose, or this unit, students may only be assigned to ames o gas and play the game using only natural gas.
Objective
To explore careers and opportunities in the oil and gas feld.
MaterialsOil and Gas Career Game board master, page 39
Dice, one die per group
Preparation
Print one copy o the game board on card stock or each group. To print a color copy, download this guide at www.NEED.org.
Paste onto poster board, i desired.
Procedure1. Have students cut the game pieces rom the board.
2. Students will take turns rolling the die and moving through the game board.
3. Discuss the dierent stages in the oil and gas process as a class.
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Evaluation
Evaluate the unit with your students using the Evaluation Form on page 41, and return it to NEED.
Answer ey
Forms and Sources of Energy
Forms of EnergyPetroleumchemicalCoalchemicalNatural GaschemicalUraniumnuclearPropanechemicalBiomasschemicalHydropowermotionWindmotionGeothermalthermal
Solarradiant
Sources of Energy
Chemical87.6 %
Nuclear8.6 %
Motion3.5 %
Thermal2 %
Radiant1%
Renewables8.2 %
Nonrenewables91.8%
Natural Gas Energy Flow1. Fusion occurs on the sun
2. Radiant energy is produced
3. Small marine organisms decay into natural gas
4. Natural gas is recovered and burned
5. Combustion o gas in power plant
6. Hot gas turns turbine
7. Turbine spins generator creating electricity
8. Electricity is transported on transmission lines to towns and cities
9. Electricity is carried to homes on power lines
10. Electricity powers household devices like laptops
Energy Flow Organizer
Sun to childradiant > chemical > chemical > chemical > motion
Sun to bulb
radiant > chemical > thermal > electrical
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The LNG Chain
This is one possible way to complete the chart:
Center: Production
Additional Steps and EectsExploration
A new natural gas feld is discovered, increasing the available supply or production.
More natural gas is needed to be produced, exploration o new areas increases.
Liquefaction
A new liqueaction plant opens, natural gas production can increase.
Excess natural gas is being produced, a liqueaction plant adds another shit to its schedule.
Storage
A very cold winter causes LNG storage to be low, natural gas production increases to fll storage capacity.
Natural gas production doesnt meet demand, LNG is used rom storage.
Transportation
A new company produces more LNG ships, allowing natural gas production to increase.
Natural gas production slows, less transportation is needed.
Regasication
A regasifcation plant needs maintenance, natural gas production decreases.
Less natural gas is being produced, a plant increases the LNG being regasifed.
Distribution
A major pipeline needs repair, natural gas production decreases.
Natural gas production increases and new pipelines are built to transport it to new locations.
End Use
Consumer demand or natural gas is high, production increases.Production increases, but demand is low, consumer prices decrease.
Chemical Models
Activity 1MethaneH
4
EthaneC2H
6
PropaneC3H
8
ButaneC4H
10
Activity 2Methane(create similar small version) http://simple.wikipedia.org/wiki/File:Methane-2D-square.png
Ethanehttp://en.wikipedia.org/wiki/File:Ethane-2D.png
Propanehttp://en.wikipedia.org/wiki/File:Propane-2D-at.png
Butanehttp://en.wikipedia.org/wiki/File:Butane-2D-at.png
Activity 3MethaneCH
4+2O
2> CO
2+ 2H
2O
Ethane2C2H
6+ 7O
2> 4CO
2+ 6H
2O
PropaneC3H
8+ 5O
2> 3CO
2+ 5H
2O
Butane2C4H
10+ 13O
2> 8CO
2+10H
2O
Activity 4Student should draw their assembled models.
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Forms of Energy
POTENTIAL
Stored energy and the energy o
position (gravitational).
CHEMICAL ENERGY is the energy
stored in the bonds o atoms and
molecules. Biomass, petroleum,
natural gas, propane, and coal are
examples.
NUCLEAR ENERGY is the energy
stored in the nucleus o an atomthe energy that holds the nucleus
together. The energy in the nucleus
o a uranium atom is an example.
STORED MECHANICAL ENERGY
is energy stored in objects by the
application o orce. Compressed
springs and stretched rubber bandsare examples.
GRAVITATIONAL ENERGY is the
energy o place or position. Water
in a reservoir behind a hydropower
dam is an example.
KINETIC
The motion o waves, electrons,
atoms, molecules, and substances.
RADIANT ENERGY is
electromagnetic energy that travels
in transverse waves. Solar energy is
an example.
THERMAL ENERGY or heat is the
internal energy in substancesthe
vibration or movement o atomsand molecules in substances.
Geothermal is an example.
MOTION is the movement o
a substance rom one place to
another. Wind and hydropower are
examples.
SOUND is the movement o energy
through substances in longitudinal
waves.
ELECTRICAL ENERGY is the
movement o electrons. Lightning
and electricity are examples.
All forms of energy fall under two categories:
MASTER
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Energy TransformationsHand Generated Flashlight
Nuclear Energy Radiant Energy Chemical Energy
Motion Energy
Stored Electrical Energy
Electrical Energy
Electrical Energy
Chemical Energy
Radiant (light) Energy
CAPACITOR
MA
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Fusion
The process o usion involves our hydrogen atoms
combining to orm a helium atom, with a transormationo matter. This matter is emitted as radiant energy.
MASTER
radiant energy.
Hydrogen IsotopeHydrogen Isotope
Neutron Helium
Energy
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P
hotosynthesis
Intheprocessofphotosynthesis,plan
tsconvertradiant
energy
fromthesunintochemicalenergyinth
eformofglucose,
orsugar.
water
+
carbondioxide
+
sunlight
g
lucose+oxygen
6H2O
+
6CO2
+
radiantenergy
C6H12O6+6O2
MA
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N
aturalGasForm
ation
Naturalgasa
nd
oilwereform
edinthe
sameway.M
illionsofyears
ago,tinysea
plantsandanimals
diedandwereburiedontheocean
oor.Overtime,theywerecoveredbyla
yersof
sedimentandrock.
Overmillionsofyears,theremainswere
burieddeeperand
deeper.Theenormousheatandpressureturnedthemintooilandg
as.
Oilandnaturalgasareoftenfoundtoge
ther.Today,wedrilldown
throughthe
layersofsedimentaryrocktoreachtherockformationsthat
containoilandgasdeposits.
MASTER
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N
aturalGasCom
bined-CyclePowerPlant
BOILER ST
EAMLINE
TURBINE
CONDENSER
FEED
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GENERATOR
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ESSUREGAS
HOTCOMBUSTIONGASES
MAS
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hat Is Natural Gas?
Natural gas is considered a nonrenewable ossil uel. Natural gas isconsidered a ossil uel because scientists believe that it was ormed
rom the remains o tiny sea animals and plants that died 300-400
million years ago.
When these tiny sea animals and plants died, they sank to the
bottom o the oceans where they were buried by layers o sediment
that turned into rock. Over the years, the layers o sedimentary rock
became thousands o eet thick, subjecting the energy-rich plant
and animal remains to enormous pressure. The pressure, combined
with the heat o the Earth, changed this organic mixture into
petroleum and natural gas. Eventually, concentrations o natural
gas became trapped in the rock layers like a wet sponge traps water.
Raw natural gas is a mixture o dierent gases. The main ingredientis methane, a natural compound that is ormed whenever plant and
animal matter decays. By itsel, methane is odorless, colorless, and
tasteless. As a saety measure, natural gas companies add a chemical
odorant called mercaptan so escaping gas can be detected. Natural
gas should not be conused with gasoline, which is made rom
petroleum.
hat Is LNG?Liquefed natural gas (LNG) is natural gas that has been cooled until
it becomes a liquid. LNG is made by cooling natural gas to -260
degrees Fahrenheit (or -162.2 degrees Celsius). At this temperature,
natural gas changes state into a liquid, and its volume is reduced
600 times. LNG, like natural gas, is odorless, colorless, noncorrosive,and nontoxic.
Finding Natural Gas
Natural gas can be hard to fnd since it can be trapped in porousrocks deep underground. Geologists use many methods to fnd
natural gas deposits. They may look at surace rocks to fnd clues
about underground ormations. They may set o small explosions
or drop heavy weights on the surace and record the sound waves
as they bounce back rom the sedimentary rock layers underground.
They may also measure the gravitational pull o rock masses deep
within the Earth.
Liqueed Natural Gas
Natural gas and oil were ormed in the same way.
Hundreds o millions o years ago, tiny sea plants
and animals died and were buried on the ocean
oor. Over time, they were covered by layers o
sediment and rock.
Over millions o years, the remains were burieddeeper and deeper. The enormous heat and
pressure turned them into oil and gas.
Oil and natural gas are oten ound together.
Today, we drill down through the layers o
sedimentary rock to reach the rock ormations that
contain oil and gas deposits.
GaseousNat
uralGas
LNG
Volume=60
0units3 Volum
e=1unit3
Naturalgasis
cooledand
compressed
intoaliquid
calledLNG.
Initsliquid
form,it
occupiesa
space600
timesless
thannatural
gasinits
gaseousstate.
LNG Compression
Note: Not to Scale
How Natural Gas as Formed
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I test results are promising, the scientists may recommend drilling
to fnd the natural gas deposits. Ater identiying a potential site,
companies must obtain environmental assessments and permits
beore they can begin drilling.
Exploring or natural gas deposits is a high-risk, high-cost enterprise.
Natural gas wells average 8,300 eet deep and can cost hundreds o
dollars per oot to drill. Only about 61 percent o the exploratory
wells produce gas. The others come up dry. The odds are better
or developmental wellswells drilled on known gas felds. On
average, 91 percent o the developmental wells yield gas. Naturalgas can be ound in pockets by itsel or in petroleum deposits.
Production
Natural GasAter natural gas comes out o the ground, it goes to a processing
plant where it is cleaned o impurities and separated into its
various components. Approximately 90 percent o natural gas is
composed o methane, but it also contains other gases such as
ethane, propane, and butane. The composition o natural gas varies
according to where it came rom and how it has been processed.
Natural gas may also come rom several other sources. One sourceis coalbed methane, natural gas ound in coalbeds. Until recently,
coalbed gas was just considered a saety hazard to miners, but
now it is a valuable source o natural gas. The gas rom coalbeds
accounts or about seven percent o the total gas supply today.
Another source o natural gas is the gas produced in landflls.
Landfll gas is considered a renewable source o natural gas since
it comes rom decaying garbage. The gas recovered rom landflls is
usually burned at the landfll site to generate electricity or acility
operations.
Today, natural gas is produced in 32 states, but the top fve states
Texas, Wyoming, Louisiana, Oklahoma, and Coloradoproduce 65
percent o the total. Altogether, the U.S. produces about one-fth othe worlds natural gas each year.
LNGThe process or making LNG starts the same as producing natural
gas. The raw eed gas, or natural gas that has come rom the well,
must be processed to separate out impurities, such as dir t, hydrogen
sulfde, and carbon dioxide. Next, the gas is cooled to allow water
to condense and be removed. Additional dehydration is sometimes
needed to ensure even small amounts o water vapor are not
present. Then the gas is separated into its various components such
as propane and butane.
Once the natural gas is clean and dry, it is ready or the liqueaction
process. Turning natural gas into LNG takes place through heat
exchangers that cool the gas. Gas circulating through aluminum
tube coils is cooled by a compressed rerigerant. As the rerigerant
vaporizes, it cools the gas in the tubes. The rerigerant returns to a
compressor while the LNG is pumped to an insulated storage tank.
The United States does not produce and export LNG on a large scale.
LNG is produced in large quantities overseas. The top countries that
exported LNG in 2010 were Qatar, Indonesia, Malaysia, Australia,
and Nigeria.
Coal bed Methane
Gas-rich ShaleGas-rich Shale
OilSandstone
Tight Sand Gas
Seal
ConventionalAssociated Gas
ConventionalNon-associated Gas
Locations of Natural Gas
Image courtesy o Encana
I geologic testing is promising, an exploratory well will be drilled todetermine i there is a natural gas deposit.
2WYOMING
Data: Energy Information Administration
Top Natural Gas Producing States, 2010
3LOUISIANA
2WYOMING
5COLORADO
4OKLAHOMA
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Transporting and Storing
Natural GasHow does natural gas get rom the well to the consumer? Usually
by pipeline. More than 300,000 miles o underground pipelines link
natural gas wells to cleaning plants and then to major cities across
the U.S. Natural gas is sometimes transported thousands o miles by
pipeline to its fnal destination.
A machine called a compressor increases the pressure o the gas,
orcing the gas to move along the pipelines. Compressor stations,
which are spaced about 50 to 100 miles apart, move the gas along
the pipelines at about 15 miles per hour.
Some gas moved along this subterranean highway is temporarily
stored in huge underground reservoirs. In the U.S. the underground
reservoirs are typically flled in the summer so there will be enough
natural gas during the winter heating season.
Eventually the gas is transerred rom a transmission pipeline to
a local gas utility pipeline. This junction is called the citygate. The
pressure is reduced and an odorant is added. Local gas companies
use smaller pipes to carry gas the last ew miles to homes and
businesses. A gas meter measures the volume o gas a consumer
uses.
LNGAter liqueaction, LNG is stored in insulated tanks. These tanks
are specially designed to keep the interior at extremely low
temperatures but the exterior the same temperature as the ambient
air or ground. The inner layer o the tank is a steel alloy. Then there
are layers o insulation, stainless steel, and additional insulation.
The outer layer is reinorced concrete with heating ducts laced
throughout to prevent the ground rom reezing. The walls o an
LNG storage tank can be as much as fve-and-a-hal eet thick.
Some LNG storage tanks have a containment eature to saeguard
against leaks. In these tanks, both the inner and outer walls arecapable o holding the LNG. However, most LNG storage acilities
in the U.S. use another approach. The storage tank is surrounded by
a dam or dike made o soil that provides secondary containment.
LNG is transported world-wide using ships with specifcally
designed hulls. The current world LNG eet consists o 360 ships.
Modern LNG ships ollow two basic designs. The membrane design
eatures multiple tanks with linings made o thin nickel-steel alloy.
These tanks are integrated into the hull o the ship, which can be
more than six eet thick. The spherical design has round storage
tanks that sit on supports on the hull.
Once LNG reaches its destination, pumps transer it to insulated
storage tanks. When the LNG is needed the liquid is warmed andquickly becomes a gas; this is called regasifcation. Two types o
systems are typically used or regasifcation. Ambient temperature
systems use heat rom surrounding air or sea water. Above-ambient
temperature systems burn a uel to indirectly warm the liquid using
a uid bath. Ater regasifcation, the natural gas can join the network
o pipelines used to transport it to consumers.
Natural gas is primarily transported by pipeline.
Storage and transportation o LNG make or its biggest advantages
and its biggest disadvantages. Once liquefed, LNG takes up 1/600ththe amount o space as it did as natural gas. This is like comparing
the volume held in a beach ball to that inside a ping pong ball. This
is a great advantage or storage and transportation. More can be
stored and moved at one time. Also, LNG can be transported over
routes or to locations that do not have natural gas pipelines.
However, because the tanks or storage must be designed or
the -260 Fahrenheit temperature (-162.2C) inside and ambient
temperature outside, LNG has distinct disadvantages when
compared to natural gas or storage and transportation. Storage
tanks must keep the LNG very cold and ships and trucks must be
specially made or LNG storage.
A uture LNG storage option may lie with underground salt cavernsRather than ooading the LNG rom the ship into above ground
storage tanks, it would be pressurized, warmed to 40 degrees
Fahrenheit, and then injected into underground salt caverns. This
method is called the Bishop Process. This process is still being
studied, but i it proves successul, it would decrease the ooading
time o LNG tankers and increase the storage capacity potential o
LNG. Suitable salt cavern locations have been located in the U.S.
with over 1,000 currently being used or storage and delivery o
other ossil uels.
LNG is transported overseas by ship. Many o these ships have amembrane hull design.
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U.S. LNG Terminals and Storage FacilitiesCurrently the U.S. has 13 terminals or importing LNGnine on
the mainland, one in Puerto Rico, and three oshore. The mainland
terminals are located in Georgia, Louisiana, Maryland, Massachusetts
Mississippi, and Texas. For 45 years the U.S. has had one LNG expor
acility in Kenai, Alaska. LNG produced in Alaska is exported to Japan
and other countries. In 2009, the U.S. imported 431 billion cubic
eet (Bc) o LNG. About 44 percent came rom Trinidad and Tobago
Another 17 percent came rom Egypt.
Besides the mainland and oshore terminals, there are more than
100 acilities located throughout the U.S. that store LNG or supply
natural gas to rural areas. Many LNG storage acilities are located in
the eastern U.S. and are concentrated around major urban areas.
Natural Gas UseJust about everyone in the U.S. uses natural gas. Natural gas rank
second in energy consumption, ater petroleum, which provides 35
percent o our total energy demand. About 25 percent o the energy
we use in the U.S. comes rom natural gas. In 2010, the U.S. consumed
24.1 trillion cubic eet (Tc) o natural gas.
Industry is a large consumers o natural gas, using 33 percent o
the supply mainly as a heat source to manuacture goods. Industry
also uses natural gas as an ingredient in ertilizer, photographic flm
ink, glue, paint, plastics, laundry detergent, and insect repellents
Synthetic rubber and man-made fbers like nylon also could not be
made without the chemicals derived rom natural gas.
Electricity generation consumes about 31 percent o natural gas. I
is the second largest producer o electricity ater coal. Natural gas
is a cleaner energy source to burn than coal and produces ewe
emissions. The majority o new electric power plants in the pas
decade were natural gas fred. Combined cycle units are highly
ecient and make up the majority o the new electric capacity
Today, natural gas generates 24 percent o the nations electricity.
Residencespeoples homesand businesses also use about one
third o natural gas. Five out o every ten homes use natural gas o
heating. Many homes also use gas water heaters, stoves, clothe
dryers, and fre places. Natural gas is used so oten in homes because
it is clean burning. Like residences, commercial use o natural gas i
mostly or indoor space heating o stores, oce buildings, schools
churches, and hospitals.
Consumer demand or natural gas typically rises and alls based
upon the season. This change in demand can usually be handled by
gas utilities and the natural gas pipelines that supply them. Howeve
during extreme winters, demand or natural gas increases sharply, o
peaks. Gas utilities need reliable sources o gas that can be quickly
delivered to the locations that need it. The U.S. has peak-shaving
plants that can quickly bring natural gas into the transmission
pipelines so that consumers have it available. Hal o these peak
shaving plants can store the natural gas as LNG. At these acilitie
the LNG is either trucked to the site in storage tanks or natural gas i
diverted rom the pipeline during non-peak periods, liquefed, and
then stored until needed. When a peak hits, the LNG is regasifed and
ed into the regional distribution pipelines.
PUERTORICO
LNG Peaking Facility
Satellite LNG Peaking Facility
LNG Import Terminal
Underground Natural Gas Storage, 2010
Data: Energy Information Administration
LNG Terminal Prole: Elba Island, GeorgiaOne o nine U.S. mainland import LNG terminals, Elba Island,
is located near Savannah, Georgia. It receives, stores, and
regasifes natural gas. Elba Island opened in 1978 and was
ully operational or our years. From 1982 to 2001, however, it
operated in a limited capacity. Since then, Elba Island has been
ully operational and expanding.
Currently, Elba Island can store 11.5 billion cubic eet o LNG.
With an average daily use in Georgia o 1.5 billion cubic eet,
and a possible daily output o 1.8 billion cubic eet, Elba Island
could provide the state with all its natural gas needs or a week.
In act, when hurricanes Katrina and Rita decimated the Gul
Coast region and disrupted energy distribution, Elba Island was
able to double its output to provide customers with natural
gas. With the oreseeable increase o natural gas and LNG use in
the U.S., Elba Island has plans to expand its storage and output
capacity.
O the 560,000 people employed by utilities nationwide,
108,440 are in natural gas distribution. More than 50 people are
employed just at Elba Island. At Elba Island, one may fnd gas
plant operators that operate gas liqueying equipment, operate
compressors to control gas pressure in transmission lines,
and coordinate injections and withdrawals at storage felds.
Additionally, engineers, maintenance workers, dock workers,
environmental or regulatory specialists, LNG technicians, and
plant supervisors all can be ound at Elba Island.
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On a small scale, natural gas is used as a transportation uel. Natural
gas can be used in any vehicle with an internal combustion engine,
although the vehicle must be outftted with a special carburetor
and uel tank. Natural gas is cleaner burning than gasoline, costs
less, and has a higher octane (power boosting) rating. In 2010, more
than 115,000 vehicles ran on compressed natural gas in the U.S.,
while about 3,300 used LNG.
LNG is beginning to be used in rural areas as an alternative to
propane. Additionally, LNG can meet some distributed energy
needs. Distributed energy is generated and stored near the pointo use. While natural gas is a popular choice or distributed energy
systems, not all locations are within the pipeline distribution
system. LNG can bring uel to an isolated acility that has its own
energy system.
BOILER
STEAM LINE
TURBINE
CONDENSER
FEEDWATER
GENERATOR Inside a Generator
GENERATOR
SWITCHYARD
ELECTRICITY TRANSMISSION
ELECTRICITY
GENERATION
GENERATOR
MAGNETS
COPPER COILS
ROTATINGSHAFT
DETAIL
NATURALGAS
COMPRESSOR COMBUSTIONCHAMBER
AIR TURBINE
HIGH PRESSURE GAS
HOT COMBUSTION GASES
A generator is a device that converts mechanical energy intoelectrical energy. All electric power plants have a generator.What diers rom plant to plant is the uel source and methodused to spin the shat that will spin the generator to produce anelectric current.
Electricity generated rom natural gas has steadily increased.Most new natural gas electric power plants are building highlyecient combined-cycle units. These units use both gascombustion turbines and steam turbines.
Gas combustion turbines have three main components: acompressor, a combustion system, and a turbine. The compressor(1) draws air into the machine. Here, the air is pressurizedand pushed into the combustion chambers. The combustionsystem consists o uel injectors and combustion chambers. Aring o uel injectors puts a stream o uel (natural gas) into thecombustion chambers (2). There the natural gas and air mix. Themixture is burned to produce a high temperature, high pressure
stream o gas that moves to the turbine. In the turbine (3) thehigh temperature, high pressure gas expands causing blades torotate. The rotating blades are connected to a shat that spinsthe electromagnet in the generator (4), producing electricity (9).Ater the gas passes by the turbine, it is piped into a boiler (5) to
produce steam.Steam turbines have three major components: a boiler, a turbine,and a condenser. In the boiler (5), a uel is burned, such as naturalgas. The heat turns water into steam (6) where it travels to aturbine. The steam moves the blades o the turbine (7), whichis attached to the electromagnetic shat o the generator (8).
The rotating electromagnetic shat in the generator produceselectricity (9). Ater moving through the turbine, the steam goesthrough the condenser (10) where a coolant, oten water, is usedto turn the steam into a liquid so it can return to the boiler.
1
2
34
5
6
7 8
9
10
How Natural Gas Generates Electricity in a Combined-Cycle Power Plant
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U.S. Natural Gas Supply and DemandPeople in the energy industry use two terms to explain how much
natural gas existsresources and reserves. Natural gas resources
include all the deposits o gas that are still in the ground waiting
to be tapped. Natural gas reserves are only those gas deposits that
geologists know, or strongly believe, can be recovered given todays
prices and drilling technology. In other words, when geologists
estimate the amount o known gas reserves, they do not include
gas deposits that may be discovered in the uture or gas deposits
that are not economical to produce given todays prices.
The U.S. has large reserves o natural gas. Most reserves are in
the Gul o Mexico and in the ollowing states: Texas, Louisiana,
Oklahoma, Colorado, New Mexico, Arkansas, and Wyoming. I we
continue to use natural gas at the same rate as we use it today, the
U.S. has about a 100 year supply.
In the past ten years, the U.S. produced between 82 and 90 percent
o the natural gas it consumed, with the balance being imported
by pipeline, mostly rom Canada. However, annual consumption is
expected to rise. In 2010, the U.S. consumed 24.1 Tc o natural gas.
By 2035 experts anticipate U.S. natural gas use to be 26.6 Tc per
year.
The Global LNG MarketThe U.S. is not the only country that imports natural gas. Fortunately,
global natural gas reserves are vast, estimated at about 6,289 Tc.
This is nearly 60 times the volume o natural gas used worldwide
in 2010. However, much o the reserves are considered stranded
due to geographic locations and distance to consuming markets.
Converting natural gas to LNG allows stranded gas to move to
useul markets.
The global LNG market is divided into geographic regions. The
Atlantic Basin includes trade in Europe, northern and western Arica
and the U.S. Eastern and Gul Coasts. The Pacifc Basin involves trade
in South Asia, India, Russia, and Alaska. Middle Eastern countries
typically export LNG to the Pacifc Basin, but some cargoes are
shipped to Europe and the U.S. LNG trade in Middle Eastern
countries is growing to the point that some experts consider the
Middle East to be the third LNG geographic trade region.
In 2009, LNG accounted or about 27 percent o international natura
gas imports, but LNG trade within the Atlantic and Pacifc Basinsdiers. Prices are generally higher in the Pacifc Basin. However
peak seasonal demands can cause short-term price increases in the
Atlantic Basin. Importing countries in the Pacifc Basin are almost
entirely dependent upon LNG. Countries such as Japan and South
Korea, which are the largest importers, used LNG to meet 89 to 96
percent o their natural gas needs. Whereas importing countries in
the Atlantic Basin rely mostly upon domestic natural gas supplies
and use LNG to meet the dierence between production and
demand. For example, LNG accounts or less than two percent o
U.S. natural gas supplies.
More countries are entering the LNG global market every year.
Countries already active in LNG trade are increasing their capacity
by either constructing new LNG terminals or expanding existingplants. Growth within the global LNG market is being driven by
declining natural gas production in gas consuming countries,
such as the U.S., and the desire o gas-producing countries, such as
Russia, to maximize their resources.
3
5
1
5 3
2
125
4
3
Top Importers
1. Japan
2. South Korea
3. United Kingdom
4. Spain
5. China
Top Exporters
1. Qatar
2. Indonesia3. Malaysia
4. Australia
5. Nigeria
4
Top Exporters and Importers of LNG
Data: Energy Information Administration
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State Energy Prole: GeorgiaGeorgia, the ninth most populated state in the U.S., has a variety
o ways to provide or the energy needs o its 9.8 million residents
and its many industries. Nuclear energy, hydroelectric power, ossiluels, and biomass, are all a part o the Georgia energy picture.
ElectricityCoal-fred and nuclear power plants provide 83.4 percent o
electricity used in the state56.5 percent and 26.9 percent,
respectively. Natural gas supplies 13.8 percent o Georgias
electricity consumption. In 2010, biomass sources, mostly wood
and wood waste, petroleum, and hydropower generated less than
three percent o Georgias electricity.
Electricity Generated by Fuel in 2010 in GeorgiaCoal Nuclear Natural Gas Hydroelectric Biomass Petroleum56.5% 26.9% 13.8% 2.5% 0.3% 0.1%
HeatingForty-nine percent o Georgians use natural gas to heat their homes.
Since there are no natural gas reserves in Georgia, it is imported by
pipeline rom the Gul Coast region o the U.S. or in the orm o LNG,
mostly rom Trinidad and Tobago. The other large heating resource
is electricity, with 38 percent o homes heated by electricity.
TransportationTransportation is the largest energy consumer in Georgia. With
no petroleum production or reserves, Georgia is like many states
in the U.S.; it must rely on imported petroleum products to keep
moving. Petroleum is imported rom other states by pipeline, such
as Texas and Louisiana, or rom other countries by tanker at the Port
o Savannah. With almost 6,900 ueling stations, Georgia has aboutour percent o all gasoline stations in the U.S. With over 26,000
alternative uel vehicles in use, Georgia also has ueling stations
or alternative uels including biodiesel, compressed natural gas,
ethanol, liquefed petroleum gas, and electric charging stations.
IndustryIndustry is the third largest energy consumer in Georgia. As a
national leader in the wood and paper products industry, biomass
is used to generate part o industrys energy needs. Much o the
rest o the energy needed by the industrial sector o the state is
provided by natural gas and petroleum products.
Running on Natural GasNatural gas is usually placed in pressurized tanks when used as a
transportation uel. Even compressed to 2,4003,600 pounds per
square inch (psi), it still has only about one-third as much energyper gallon as gasoline. As a result, natural gas vehicles typically
have a shorter range, unless additional uel tanks are added, which
can reduce payload capacity. With an octane rating o 120+, power
acceleration, and cruise speed are comparable. Today, there are
about 115,000 CNG vehicles in operation in the U.S., mostly in
the South and West. About hal are privately owned and hal are
vehicles owned by local, state, and ederal government agencies.
Based on the nationwide average or annual miles driven, it is
estimated that the Honda Civic Natural Gas emits 3.7 tons o CO2
compared to 4.6 tons o CO2
or the gasoline version o the Honda
Civic. The EPA gives each vehicle an air pollution score to represent
the amount o health-damaging and smog-orming airborne
pollutants the vehicle emits. Scores range rom 0 (worst) to 10(best). The Honda Civic Natural Gas receives a score o eight, while
the Honda Civic gasoline-ueled vehicle receives a fve.
The production and distribution system or natural gas is in place
but the delivery system o stations is not extensive. Today, there are
more than 500 public natural gas reueling stations in the United
States and even more private ones, but considerably less than
the multitude o gasoline stations. CNG reueling stations are not
always at typical gasoline stations, may not be conveniently located
and some have limited operating hours. Natural gas vehicles are
well suited to business and public agencies that have their own
reueling stations, including public transit agencies. Nationwide
18.6 percent o public buses use natural gas or a natural gas blend
as their uel source. Many eets report two to three years longerservice lie, because the uel is so clean-burning.
LNG as a Transportation FuelThere are over 3,300 vehicles in the U.S. that run on LNGnatura
gas that is liquefed by cooling it to -260F. There are less than
30 LNG ueling stations in the U.S., with the majority located in
Caliornia. The advantage o LNG is that natural gas takes up much
less space as a liquid than as a gas, so the tanks can be much
smaller. The disadvantage is that the uel tanks must be kept cold,
which uses uel.
Georgia is home to the Elba Island acility, one o only nine LNGimport terminals on the U.S. mainland.
The Honda Civic Natural Gas, which is ueled by compressed naturalgas (CNG), was named one o the greenest cars or 2012, a position ithas held or nine consecutive years.
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RENEABLEBiomass _______________________
Hydropower _______________________
Wind _______________________
Geothermal _______________________
Solar _______________________
NONRENEABLEPetroleum _______________________
Coal _______________________
Natural Gas _______________________
Uranium _______________________
Propane _______________________
What percentage of the
nations energy is provided
by each form of energy?
Chemical _____Nuclear _____
Motion _____
Thermal _____
Radiant _____
What percentage of the
nations energy is provided
by renewables? ______
By nonrenewables? ______
In the United States we use a variety o resources to meet our energy needs. Use the inormation below to
analyze how each energy source is stored and delivered.
Look at the U.S. Energy Consumption by Source graphic below and calculate the percentage o the nations
energy use that each orm o energy provides.
Using the inormation rom the Forms of Energychart, and the graphic below, determine how energy is stored or
delivered in each o the sources o energy. Remember, i the source o energy must be burned, the energy is stored as
chemical energy.1
2
Forms and Sources of Energy
Data: Energy Information Administration
BIOMASS 4.4%
Uses: heating, electricitytransportation
COAL 21.3%
Uses: electricity,manufacturing
GEOTHERMAL 0.2%
Uses: heating, electricity
HYDROPOWER 2.6%
Uses: electricity
PETROLEUM 35.1%
Uses: transportation,manufacturing
PROPANE 1.6%
Uses: heating,manufacturing
URANIUM 8.6%
Uses: electricity
WIND 0.9%
Uses: electricity
SOLAR 0.1%
Uses: heating, electricity
RENEWABLENONRENEWABLE
U.S. Energy Consumption by Source, 2010
NATURAL GAS 25.2%
Uses: heating,manufacturing, electricity
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Natural Gas Energy Flow
BOILER
STEAM LINE
FEEDWATER
HOT COMBUSTION GASES
TURBINE
CITY TRANSMISSION
GENERATOR
MAGNETS
COPPER COILS
ROTATING
SHAFT
Generatorl l
lradiant energy.
Hydrogen IsotopeHydrogen Isotope
Neutron Helium
Energy
Number the pictures rom one to ten in order to trace the ow o energy. On the back o the worksheet
number one through ten and explain the transormations o energy that occur in each step.
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Energy Flow OrganizerWrite the transormations o energy on the connecting lines. The frst one is completed or you.
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LN
GProductiont
oMarket
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LNG as a System
ExplorationThe process of nding natural
gas deposits.
ProductionThe process of drilling wells and
processing natural gas into a
clean, commercial product.
LiquefactionThe process by which natural gas
is converted into a liquid.
StorageFacilities for storing LNG
both internationally and
domestically.
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TransportationMoving LNG to distant locations,
typically with specially designed
ships or trucks.
RegasicationThe process by which LNG is
heated, converting it into its
gaseous state.
DistributionMoving natural gas within
networks of pipelines.
End Use
Industry, businesses, and
residential users all need
natural gas for heating, cooking,
manufacturing products, and
generating electricity.
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I have energy.Who has energy sources that cannot
be replenished in a short period o
time?
I have nonrenewable.Who has an organic compound
made o carbon and hydrogen?
I have hydrocarbons.Who has resources that are too ar
away rom industries or cities to be
marketable?
I have stranded resources.Who has the term or drilling
and processing natural gas into a
marketable product?
I have production.Who has a colorless, odorless gas
mostly made o methane?
I have natural gas.Who has a acility that uses stored
natural gas during peak-use periods?
I have peak-shaving facility.Who has the name or natural gas in
its liquid state?
I have liqueed natural gasLNG.
Who has the uels made rom plants
and animals that lived hundreds o
millions o years ago?
I have fossil fuels.Who has the main method or
moving natural gas?
I have distribution bypipeline.
Who has a disadvantage to LNG?
I have LNG must be kept atextremely cold temperatures.Who has LNG exporting countries?
I have Indonesia, Malaysia,and Qatar.
Who has the process by which
LNG is heated, converting it into its
gaseous state?
I have regasication.Who has the acilities that hold
natural gas or LNG until it is used?
I have storage facilities.Who has the gases typically ound in
raw natural gas?
I have methane, ethane,butane, and propane.Who has the U.S. state that exports
LNG?
National Gas In the Round
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I have Alaska.Who has the process by which
natural gas is converted into a
liquid?
I have liquefaction.Who has the amount a volume
o natural gas is reduced when it
becomes a liquid?
I have 600 times.Who has the process o fnding
natural gas deposits?
I have exploration.Who has the main method ortransporting LNG?
I have ships with speciallydesigned hulls.
Who has an advantage to LNG?
I have LNG can be transportedalmost anywhere.
Who has the acility that receives
and stores LNG rom overseas?
I have an import terminal.Who has a large consumer o natural
gas in the U.S.?
I have industry.Who has the temperature to which
natural gas is cooled to change it to
a liquid?
I have -260F/-162.2C.Who has the term or natural gas
resources that can be economically
recovered?
I have natural gas reserves.Who has the geographic trade
regions o the global LNG market?
I have Atlantic and PacicBasins.
Who has the orm in which energy is
stored in natural gas?
I have chemical energy.Who has the usable energy
generated in a natural gas-fred
power plant?
I have electricity.Who has the main residential uses o
natural gas?
I have heating and cooking.Who has the acility that processesnatural gas into a liquid?
I have liquefactionplant or export facility.
Who has the ability to do work or
make change?
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Chemical Models
Background
Hydrocarbons are molecules composed only o carbon and hydrogen. Carbon atoms have our electrons available to bond. When onecarbon atom bonds with only hydrogen, it will need our hydrogen atoms. This hydrocarbon is known as methane.
When a hydrocarbon molecule has as many hydrogen atoms bonded as possible, it is considered saturated and is part o the alkane group
Alkanes are named or the number o carbon atoms present. The alkanes orm a straight chain o carbon atoms with hydrogen atoms
bonding with the remaining open electrons.
The generic ormula or alkanes is CnH
2n+2. This ormula can be used to determine the molecular ormula or the gases that typically compose
raw natural gas.
Alkane Series Prexesmeth- one carbon atom
eth- two carbon atoms
prop- three carbon atoms
but- our carbon atoms
Activity 1: Molecular FormulasUse the generic ormula or alkanes to determine the molecular ormula or the ollowing gases:
Methane
Ethane
Propane
Butane
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Activity 2: Molecular ModelsUse the molecular model sets or modeling clay to make three-dimensional models o the alkanes. Use one color to represent hydrogen
and another or carbon. Use the third color to make several oxygen molecules, which consist o two oxygen atoms bonded together (O2)
Draw each model below.
Methane Ethane
Propane Butane
Oxygen
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Activity 3: Balancing EquationsWhen a hydrocarbon burns, it combines with oxygen to make carbon dioxide and water. Fill in the molecular ormula or each gas and then
write the balanced equations or methane, ethane, propane, and butane on the right.
Methane
_______ + O2HEAT
CO2 + H2O
Ethane
_______ + O2HEAT
CO2 + H2O
Propane
_______ + O2HEAT
CO2 + H2O
Butane
_______ + O2HEAT
CO2 + H2O
Activity 4: Hydrocarbon CombustionUsing the chemical models o methane and oxygen, create the products o methane combustion. Draw all the model molecules ormed
or a balanced reaction.
Repeat the process or ethane, propane, and butane.
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D R I L L I N G & P R O D U C T I O N
R E F I N I N G
&
D I S T R I B U T I O N
ST
ART
PETROLEUM
ENGINEERS
formulate the
general plan forhow the extraction
operation will go.
They help design
the general structure
of the well and the most
efficient method of
extraction.
ELECTRICIANS
maintain and repair the
electrical and electronic
equipment and systems that keep
the facilities up and running.
MACHINISTS
install, maintain,
repair, and test
rotating
mechanical
equipment and
systems.
DERRICK
OPERATORS
work on small
platforms high on rigs
to help run pipe in and
out of well holes and
operate the pumps that
circulate mud throughthe pipe.
ROUGHNECKS
guide the lower ends of
pipe to well openings and
connect pipe joints and
drill bits.
PROCESSPIPING
ORPIPELINEDRAFTERS
preparedrawingsusedinthelayout,
construction,andoperationofoiland
gasfieldsandrefineries.
1You are refined
into gasoline for
use in cars and
trucks.
2You are made into
plastic and become
part of a toy.
3You are processed
into the wax that
becomes a crayon.
4You are part of
medicine that
helps save a
persons life.
5You are used to
make asphalt,
which paves a new
highway.
6You are refined
into jet fuel and
travel the world in
first-class.
1You are sent to a
house and used to
cook dinner on a stove. 2You are used as
fuel in a power plant
that generates
electricity.
3You are compressed
and used as an
alternative fuel in a
city bus.
4You are piped to a
factory where you
help make cars.
5You are a raw
material used to
make paint.
6You are sent to a
house and used for
space and
water heating.
ENERGYTRADERS
buyandsell oil and
gas inthe U.S. and
internationalmarkets.
STOP!Roll the die
one last time to
find out what
kind of product
you will
become. If you
are a drop of oil,
follow the
petroleum path.
If you are a
molecule of
natural gas,
follow the
natural gas path.
E N D - U S E P R O D U C T S
FIN
ISH
FIN
ISH
NA
TURAL G AS
Geologists conduct many tests gatheringinformation, such as seismic data, to determine
if the geology holds oil or natural gas.
Wells are drilled deep into the
ground to bring oil and natural
gas to the surface.
Crude oil and natural gas
are refined into many
different products and
shipped to consumers.
E X P L O R A T I O N
PE T ROL
E UM
Oil and GasCareer GameImagine you are a drop o
oil or a molecule o natural
gas. Cut out the game pieces
to the right and roll a die
to ollow the path rom the
ground to market. Along the
way, you will meet many
people who help
you on your
journey.
GAME
PIECES
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2013 outh Awards for Energy Achievement
All NEED schools have outstanding classroom-based programs in which students learn aboutenergy. Does your school have studentleaders who extend these activities intotheir communities? To recognize outstandingachievement and reward student leadership,The NEED Project conducts the National YouthAwards Program for Energy Achievement.
This program combines academic competitionwith recognition to acknowledge everyoneinvolved in NEED during the yearand to
recognize those who achieve excellence in energyeducation in their schools and communities.Whats involved? Students and teachers setgoals and objectives, and keep a record oftheir activities. In April, students combine theirmaterials into scrapbooks and send them in andwrite summaries of their projects for inclusionin the Annual Report. Want more info? Checkout www.NEED.org/Youth-Awards for moreapplication and program information, previous
winners, and photos of past events.
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Liqueed Natural Gas: LNG
Evaluation Form
State: ___________ Grade Level: ___________ Number of Students: __________
1. Did you conduct the entire unit? Yes No
2. Were the instructions clear and easy to follow? Yes No
3. Did the activities meet your academic objectives? Yes No
4. Were the activities age appropriate? Yes No
5. Were the allotted times sucient to conduct the activities? Yes No
6. Were the activities easy to use? Yes No
7. Was the preparation required acceptable for the activities? Yes No
8. Were the students interested and motivated? Yes No
9. Was the energy knowledge content age appropriate? Yes No
10. Would you teach this unit again? Yes No
Please explain any no statement below.
How would you rate the unit overall? excellent good air poor
How would your students rate the unit overall? excellent good air poor
What would make the unit more useful to you?
Other Comments:
Please fax or mail to: The NEED ProjectP.O. Box 10101
Manassas, VA 20108
FAX: 1-800-847-1820
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NEED National Sponsors and PartnersAmerican Association of Blacks in Energy
American Chemistry Council
American Electric Power
American Electric Power Foundation
American Solar Energy Society
American Wind Energy Association
Appalachian Regional Commission
Areva
Arkansas Energy Office
Armstrong Energy Corporation
Association of Desk & Derrick Clubs
Robert L. Bayless, Producer, LLC
BP
BP Alaska
C&E Operators
Cape and Islands Self Reliance
Cape Cod Cooperative Extension
Cape Light CompactMassachusetts
L.J. and Wilma Carr
Central Virginia Community College
Chevron
Chevron Energy Solutions
ComEd
ConEdison Solutions
ConocoPhillips
Council on Foreign Relations
CPS Energy
Dart Foundation
David Petroleum Corporation
Desk and Derrick of Roswell, NM
Dominion
Dominion Foundation
DTE Energy FoundationDuke Energy
East Kentucky Power
El Paso Foundation
E.M.G. Oil Properties
Encana
Encana Cares Foundation
Energy Education for Michigan
Energy Training Solutions
Energy Solutions Foundation
Entergy
Equitable Resources
First Roswell Company
Foundation for Environmental Education
FPL
The Franklin Institute
GenOn EnergyCalifornia
Georgia Environmental Facilities Authority
Government of ThailandEnergy Ministry
Guam Energy Office
Hydro Research Foundation
Idaho Department of Education
Idaho National Laboratory
Illinois Clean Energy Community Foundation
Independent Petroleum Association ofAmerica
Independent Petroleum Association ofNew Mexico
Indiana Michigan Power
Interstate Renewable Energy Council
iStemIdaho STEM Education
Kansas City Power and Light
KBR
Kentucky Clean Fuels Coalition
Kentucky Department of Education
Kentucky Department of EnergyDevelopment and Independence
Kentucky Oil and Gas Association
Kentucky Propane Education and ResearchCouncil
Kentucky River Properties LLC
Kentucky Utilities Company
Lenfest Foundation
Littler Mendelson
Llano Land and Exploration
Los Alamos National Laboratory
Louisville Gas and Electric Company
Maine Energy Education Project
Maine Public Service Company
Marianas Islands Energy Office
Massachusetts Division of Energy Resources
Lee Matherne Family Foundation
Michigan Oil and Gas Producers EducationFoundation
Midwest Energy Cooperative
Mississippi Development AuthorityEnergyDivision
Montana Energy Education Council
The Mosaic Company
NADA Scientific
NASA
National Association of State Energy Officials
National Fuel
National Grid
National Hydropower Association
National Ocean Industries Association
National Renewable Energy LaboratoryNebraska Public Power District
New Mexico Oil Corporation
New Mexico Landmans Association
New Orleans Solar Schools Initiative
New York Power Authority
NSTAR
PECO
Petroleum Equipment Suppliers Association
Phillips 66
PNM
Puerto Rico Energy Affairs Administration
Puget Sound Energy
Rhode Island Office of Energy Resources
RiverWorks Discovery
Roswell Climate Change Committee
Roswell Geological Society
Sacramento Municipal Utility District
Saudi Aramco
Schneider Electric
Science Museum of Virginia
C.T. Seaver Trust
Shell
Snohomish County Public Utility DistrictWA
Society of Petroleum Engineers
SolarWorld USA
David Sorenson
Southern Company
Southern LNG
Southwest Gas
Space Sciences LaboratoryUniversity ofCalifornia Berkeley
Tennessee Department of Economic andCommunity DevelopmentEnergy Division
Tennessee Valley Authority
Toyota
TXU Energy
United States Energy Association
University of NevadaLas Vegas, NV
U.S. Department of Energy
U.S. Department of EnergyHydrogenProgram
U.S. Department of EnergyOffice of EnergyEfficiency and Renewable Energy
U.S. Department of EnergyOffice of FossilEnergy
U.S. Department of EnergyWind for Schools
U.S. Department of EnergyWind PoweringAmerica
U.S. Department of the InteriorBureau of Land Management
U.S. Department of the InteriorBureau ofOcean Energy Management, Regulation andEnforcement
U.S. Energy Information AdministrationU.S. Environmental Protection Agency
Van Ness Feldman
Virgin Islands Energy Office
Virginia Department of Education
Virginia Department of Mines, Minerals andEnergy