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module 9 | BP energy education programme 2008
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Learning Area, Outcomes and Phase
natural gas
Learning Area
Society and Environment
Science
Outcomes
Investigation, Communication
and Participation (S&E)
Earth and Beyond (SCI)
Energy and Change (SCI)
Phase
Early Adolescence
Program
text position for inside front cover
BPEEP Module 9: Natural Gas
Copyright
This training module is copyright. Apart from fair dealing for private study or research as permitted under the
Copyright Act 1968, no part may be reproduced, copied, transmitted in any form or by any means without the prior
written permission of BP Australia Pty Ltd. All requests and enquiries should be directed to the BPEEP Coordinator
on (08) 9419 9623.
Disclaimer
The content of this training module is provided for educational purposes only. In no event will BP Australia Pty Ltd or
any related corporation be liable for the accuracy of the information contained in the module or the reliance placed
upon it. The module is provided on the basis that all persons using it take responsibility for assessing the relevance
and accuracy of its content.
The content was compiled by teachers Chris Hickman and Kate Bowman of Perth, Western Australia who have
sourced and written the content.
©BP Australia Pty Ltd 2008
BP energy education program
module 9: natural gas
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Overview of Learning Module
natural gas
Module 9 titled ‘Natural Gas’ is part of the teaching and learning sequence
to the BP Energy Education Program. The main objective of the module
is to explore the potential of natural gas to become a significant energy
resource used to reduce the current dependence on traditional energy
resources such as oil and coal.
Key understandings addressed in this module are delivered through 1 major conceptual area:
1. The Century of Natural Gas?
• Explain how natural gas is formed.
• Identify the main uses of natural gas.
• Identify and describe the advantages and disadvantages of natural gas as an energy resource.
• Describe the extent of the impact of natural gas on the environment.
• Determine the potential of natural gas as a world wide energy resource.
• Examine the importance of the North West Shelf Joint Venture.
Module 9 ‘Natural Gas’ is linked to the Western Australian Department of Education and
Training’s Curriculum, Assessment and Reporting Policy (CAR Policy) and associated
documentation. The program, presented as a series of teaching and learning experiences, links
teacher planning and learning area (Science and Society and Environment) coverage back to the
initial planning documents, namely the ‘Curriculum Framework’ and ‘Outcomes and Standards
Framework ’. Planning documentation provides teachers with the explicit links to the Curriculum
Framework; Knowledge, Skills and Values focus; and learning area Outcomes and Standards
coverage. Relevant learning area documentation, and teaching and learning links, are colour coded
for both Science (ORANGE) and Society and Environment (PURPLE).
Teachers should refer to both Learning Area Curriculum Guides (What students should be taught)
and Learning Area Outcomes and Standards Framework (What levels of achievement students can
demonstrate/achieve across the relevant Learning Area outcomes) when considering the application
of the BPEEP modules to their individual teaching and learning program requirements.
A suggested timeframe is provided as a guide only to how long teachers may expect to spend
on the learning experiences contained in the conceptual area of the module. A teacher guide is
provided for each of these conceptual areas. Lesson support material is also provided.
©BP Australia Pty Ltd 2008
BP energy education program
module 9: natural gas
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Contents
natural gas
 This symbol denotes worksheets
Overview of Learning Module...............................................................................................................1
Relevance to BP....................................................................................................................................3
BPEEP Learning Area Outcome/Aspect Coverage...............................................................................4
Educator’s Summary of Module 9.........................................................................................................5
Suggested Teaching Timeframe............................................................................................................7
Conceptual Area 1: The Century of Natural Gas?..................................................................................8
Learning Experience 1.1: ‘Introducing Natural Gas’ ...................................................................... 11
Learning Experience 1.2: ‘Using Natural Gas to create electricity’................................................ 11
Learning Experience 1.3: ‘The Potential of Natural Gas’............................................................... 11
Learning Experience 1.4: ‘The main uses of natural gas’..............................................................12
Learning Experience 1.5: ‘Overcoming a large problem: LNG’ . ...................................................12
Learning Experience 1.6: ‘Making Ice Cream without a freezer’...................................................13
Learning Experience 1.7: ‘Natural Gas and the Environment’ ......................................................14
Learning Experience 1.8: Guest Speaker.......................................................................................14
Learning Experience 1.9: ‘Careers in Natural Gas Industry’..........................................................15
Learning Experience 1.10: ‘Natural Gas Crossword’......................................................................15
Learning Experience 1.11: Paragraph Task.....................................................................................15
Learning Experience 1.12: Assessment Task: ‘North West Shelf Joint Venture’..........................16
 Learning Experience 1.1.....................................................................................................19
 Learning Experience 1.2.....................................................................................................21
 Learning Experience 1.3.....................................................................................................25
 Learning Experience 1.4.....................................................................................................31
 Learning Experience 1.5.....................................................................................................35
 Learning Experience 1.6.....................................................................................................37
 Learning Experience 1.7.....................................................................................................39
 Learning Experience 1.8.....................................................................................................41
 Learning Experience 1.9.....................................................................................................45
 Learning Experience 1.10...................................................................................................47
 Learning Experience 1.11...................................................................................................49
 Learning Experience 1.12...................................................................................................51
References for module 9.....................................................................................................................54
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©BP Australia Pty Ltd 2008
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Relevance to BP
natural gas
The world’s natural gas reserves represent around 44% of the total oil
and gas reserves. Natural gas production represents around 40% of BP’s
total production and reserves with the remaining 60% being oil. The
percentage of gas in BP’s portfolio of hydrocarbon assets has increased
over time and is continuing to do so as global demand for gas also
increases. In 2007, gas was the only fossil fuel where demand increased
more than the historical average growth rate. There are several reasons
why gas demand is increasing:
• Gas produces less greenhouse gas emissions than oil or coal and this attribute is being
increasingly recognised and valued by those who buy our gas
• Gas has historically sold at a lower price than oil. So, for example, over time, oil or coal powered
electricity generation is commonly being replaced with gas-powered electricity since gas is
cleaner and cheaper to buy as a fuel. However, the lower running costs of a gas fired electricity
plant has to be traded off against the higher cost of building the gas powered plant compared to
coal or oil powered plants
• There is more infrastructure available to enable gas to be transported to where it is needed.
Providing gas transportation infrastructure is a major cost, but once it is in place, supplying gas to
consumers can be done relatively easily and cheaply.
The increasing emphasis of gas in BP’s portfolio fits with BP’s “green” agenda since substituting
gas for oil and coal in the global energy mix reduces greenhouse gas emissions and improves
energy efficiency.
In Australia, BP first started providing natural gas to Perth in 1984 through our participation in
the North West Shelf Gas Project. This project supplies natural gas from the North Rankin and
Goodwyn gas platforms which is then transported via a 130Km pipeline to the onshore gas
processing facilities at Karratha. From there it is transported to Perth via the Dampier to Bunbury
Natural Gas Pipeline (DBNGP). The main use for the gas in Perth is to generate electricity in
gas fuelled power stations and other industrial users. However, it is also supplied to many Perth
households for cooking. In 1989, the first sale of NWS gas was made to Japanese customers
by cooling and liquefying the gas into Liquefied Natural Gas (LNG) at Karratha and shipping it in
LNG carriers to Japan. It is then warmed up and converted to a gas again and used for electricity
generation or supplied to households in Tokyo and other Japanese cities.
Although BP also produces some oil in Australia, natural gas together with the liquids that can be
separated from the gas, represent over 80% of BP’s total oil and gas production in Australia. So, in
some ways, natural gas is the lifeblood of BP in Australia and will remain so for many years to come.
©BP Australia Pty Ltd 2008
BP energy education program
module 9: natural gas
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BPEEP Learning Area Outcome/Aspect Coverage
natural gas
Click on the module number to go to that module.
OUTCOME
BPEEP MODULE
1
2
3
X
X
X
4
5
6
7
8
9
10
11
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
SCIENCE
Earth and Beyond
Sustainability of life and wise resource use
Earth forces and materials
X
Relationships between the Earth, our Solar
System and the Universe.
Energy and Change
Energy, sources, patterns and uses.
X
Transfer and transformation.
X
X
X
X
Natural and Processed Materials
Structures, Properties and Uses
X
Interactions and Changes
X
SOCIETY and ENVIRONMENT
Resources
Use of Resources
X
X
X
X
Management and Enterprise
X
X
X
X
X
X
X
X
Features of Places
X
X
People and Places
X
X
X
Care of Places
X
X
X
People and Work
X
Place and Space
Investigation, Communication,
Participation
PAGE 4
Planning
X
X
X
X
X
X
X
X
X
X
X
Conducting
X
X
X
X
X
X
X
X
X
X
X
Processing and Translating
X
X
X
X
X
X
X
X
X
X
X
Applying and Communicating
X
X
X
X
X
X
X
X
X
X
X
©BP Australia Pty Ltd 2008
BP energy education program
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Educator’s Summary of Module 9
natural gas
DESCRIPTION OF CROSS CURRICULAR PROGRAM
Module 9: “Natural Gas” is predominantly focused upon Society and Environment
outcomes Investigation, Communication and Participation, and Resources and Science
outcomes Earth and Beyond and Energy and Change. The module requires students to
investigate the option of natural gas as a substitute for oil and coal. The module applies
conceptual understandings of previous BPEEP modules and establishes new essential
knowledge for the students to apply in further modules as part of the BPEEP program.
Teachers are encouraged to adopt a cross curricular approach with relevant learning areas.
CONCEPTUAL FOCUS
SKILLS FOCUS
Formation of natural gas.
Ongoing literacy focus: paragraphing.
The main uses of natural gas.
Science laboratory process skills.
The advantages and disadvantages of natural gas as an
energy resource.
Viewing and information retrieval.
The extent of natural gases impact on the environment.
Internet / Website information retrieval
The potential of natural gas as a world wide energy
resource.
Statistical data analysis and graphing.
The North West Shelf Joint Venture.
Research skills (as per S&E I.C.P. ladder process).
Information retrieval / note-taking.
Group work and independent work.
DESCRIPTION OF ASSESSMENT
Supporting the on-going literacy focus a paragraph task is included. Though some conceptual understanding can
be levelled in certain Learning Area Outcomes, teachers are encouraged to use the paragraph rubric (provided)
through the delivery of the BPEEP modules to monitor the student’s ability to construct well structured paragraphs
over an extended period of time. Consideration should be given to both modelling and scaffolding the paragraph
framework prior to assessing this vital literacy skill.
To formally assess the students an assessment task and rubric is provided. The task requires students to present
a report on Australia’s North West Shelf Joint Venture. The task is ideally suited to a cross curricular approach
where students follow the research process outlined by the ICP ladder and connected support frameworks. These
resources are available in the appendix section of the BPEEP resource file.
LITERACY FOCUS
A major on-going focus on
Paragraphing utilising paragraph
framework. Also emphasis on
keywords, note-taking and other
literacy oriented strategies.
NUMERACY FOCUS
Graph and statistics interpretation
PEDAGOGICAL FOCUS
Group Work
Inquiry based learning.
CURRICULUM FRAMEWORK VALUES
STRAND No.
A pursuit of knowledge & a commitment to achievement of full potential.
1.1 – 1.7 (CF)
Self Acceptance and Respect of Self.
2.1 – 2.5 (CF)
Respect and Concern for Others and Their Rights.
3.1 – 3.7 (CF)
Social and Civic responsibility.
4.4, 4.8, 4.9 (CF)
Environmental responsibility.
5.2, 5.3
©BP Australia Pty Ltd 2008
BP energy education program
module 9: natural gas
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Educator’s Summary of Module 9
natural gas
PAGE 6
Overarching Learning Outcomes
Context
1. Students use language to understand, develop and communicate ideas
and information with others.
Literacy Focus and wide range of
learning experiences.
2. Students select, integrate and apply numerical and spatial concepts
and techniques.
Units of measurement and simples
calculations.
3. Students recognise when and what information is needed, locate and
obtain it from a range of sources and evaluate, use and share it with
others.
Focus of S&E I.C.P. outcome and
associated skills e.g. keywords,
note-taking, sources.
4. Students use, select and apply technologies.
Internet (website) research.
5. Students describe and reason about patterns, structures and
relationships in order to understand, interpret, justify and make
predictions.
Analysing current trends to predict
future outcomes.
6. Students visualise consequences, think laterally, recognise opportunity
and potential and are prepared to test opinions.
Renewable VS Non-Renewable
Energy sources and future energy
options.
7. Students understand and appreciate the physical, biological and
technological world and have the knowledge and skills to make
decisions in relation to it.
Conceptual Areas 1.
8. Students understand their cultural, geographical and historical contexts
and have the knowledge, values and skills to make decisions in relation
to it.
Conceptual 1.
9. Students interact with people and cultures other than their own and are
equipped to contribute to the global community.
N.A.
10. Students participate in creative activity of their own and understand
and engage with the artistic, cultural and intellectual work of others.
Learning Experiences comprising
of variety of tasks throughout
Conceptual Areas 1.
11. Students value and implement practices that promote personal growth
and well-being.
Group Work and values oriented
learning.
12. Students are self motivated and confident in their approach to learning
and are able to work individually and collaboratively.
Range of teaching strategies –
individual and group work.
13. Students recognise that everyone has the right to feel valued and to
be safe and in this regard understand their rights and obligations and
behave responsibly.
Explicit teaching and
implementation of group learning
strategies.
©BP Australia Pty Ltd 2008
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Suggested Teaching Timeframe
Time
Learning
Experience
Learning Area
natural gas
Day
Learning Task
Conceptual Area 1: THE CENTURY OF NATURAL GAS?
1
60 minutes
Experience 1.1:
‘Introducing Natural
Gas’
Science
Worksheet
2
60 minutes
Experience 1.2:
‘Using Natural Gas to
create electricity’
Science
Worksheet
3
60 minutes
Experience 1.3:
‘The Potential of Natural
Gas’
Science
Worksheet
Experience 1.4:
‘The main uses of
natural gas’
Science
Note-taking
Society and
Environment
Jigsaw
4-5
120 minutes
Society and
Environment
6
60 minutes
Experience 1.5: ‘Overcoming a large
problem: LNG’
Science
Problem – Solution
Activity
7
60 minutes
Experience 1.6:
‘Making Ice Cream
without a freezer’
Science
Science Laboratory
8-9
120 minutes
Experience 1.7:
‘Natural Gas and the
Environment’
Science
Research and Poster
Design
Experience 1.8:
Guest Speaker
Science
Experience 1.9:
‘Careers in the gas
industry’
Science
Experience 1.10:
‘Natural Gas Crossword’
Science
Experience 1.11:
Paragraph Task
Science
Experience 1.12:
Assessment Task:
‘North West Shelf
Joint Venture’
Science
10
11
12
13-?
60 minutes
60 minutes
60 minutes
Determined by
teacher
©BP Australia Pty Ltd 2008
Society and
Environment
Guest Speaker
Society and
Environment
Careers Investigation
Society and
Environment
Society and
Environment
Crossword
Development
Paragraph Task
Society and
Environment
Assessment Task
Society and
Environment
BP energy education program
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Conceptual Area 1: The Century of Natural Gas?
natural gas
LEARNING AREA:
Science
Society and Environment
OUTCOME/S:
Earth and Beyond (Science)
Place and Space (Society and Environment)
Energy and Change (Sci)
Investigation, Communication and Participation (S&E)
Resources (S&E)
PHASE OF DEVELOPMENT:
Early Adolescence
CONCEPTUAL AREA:
The Century of Natural Gas?
KEY UNDERSTANDINGS:
Students will be able to determine the potential for natural gas to
be increasingly used as an energy resource, reducing dependence
on the highly consumed energy resources of oil and coal.
Conceptual
Understandings
Skills
Values
Explain how natural gas is formed.
Diagramming.
1.1 – 1.7
Identify the main uses of natural
gas.
Information retrieval.
2.1 – 2.5
Brainstorm/mind-map.
3.1 – 3.7
Identify and describe the
advantages and disadvantages of
natural gas as an energy resource.
Note-taking.
4.1, 4.2, 4.4, 4.7, 4.8, 4.9
Focus Questions.
5.2, 5.3, 5.4
Describe the impact of natural gas
on the environment.
Determine the potential of natural
gas as a world wide energy
resource.
Science Laboratory Process.
Statistics.
Paragraph Framework.
Research – Internet / website.
Examine the importance of the
North West Shelf Joint Venture.
Teacher Information:
This series of learning experiences aims to promote the need for world energy companies to explore alternative
energy sources other than coal and oil. This module explores the potential for natural gas to be increasingly used
as an energy resource, reducing dependence on the highly consumed energy resources of oil and coal.
For the purpose of this Learning Experience the following information taken from ‘BP Energy Business Booklet
(2005-2006): Gas, Power and Renewable Energy’:
Throughout the world people are increasingly concerned about the impact of energy consumption and economic
growth on the environment. In the global energy market, the demand is for cleaner energy as well as energy
services that reduce costs and emissions. BP’s Gas, Power and Renewables business is responding to this growing
worldwide demand for cleaner energy. The business supplies natural gas and liquefied natural gas (LNG) to new and
existing markets, provides energy for large businesses, and develops and markets renewable energy sources.
Natural gas
The 21st century has been called the “century of natural gas”. Although natural gas has been used for more than
100 years, it is only in the last 40 years that it has become a vital part of the world’s energy balance, and in 2004
accounted for nearly 25% of the world’s energy consumption. Demand for gas is currently growing faster than any
other fossil fuel.
One of the benefits of natural gas as a fuel, is that it emits less environmentally damaging products than oil or coal.
PAGE 8
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Conceptual Area 1: The Century of Natural Gas?
natural gas
Teacher Information:
What is natural gas?
Natural gas is composed mainly of the gas methane, which is the simplest of the hydrocarbon molecules
(chemical formula CH 4). Methane is colourless and odourless, although an additive is used to give the natural gas a
‘smell’ so that users can detect leaks.
Scientists believe that natural gas and oil were formed from the remains of plants and tiny marine creatures
millions of years ago. In fact, natural gas is found in the same geological conditions as oil, either by itself or
associated with oil reserves.
Because natural gas is largely composed of methane, it requires less processing than oil before it can be used.
Normally water and other types of gas present (known as natural gas liquids) need to be extracted. Sometimes
natural gas contains traces of sulphur (when it is known as ‘sour gas’), which also needs to be removed.
Natural Gas liquids (NGLs) is a collective term for the mixtures of ethane, propane and butane gas, extracted from
natural gas. Propane and butane are also sometimes referred to as liquefied petroleum gases (LPG). NGLs are
used as raw materials in oil refining and petrochemical manufacturing.
Main Uses of Natural Gas
Domestic heating
Natural gas is a very convenient form of energy for the home. Since the discovery of North Sea gas, it has become
the most popular choice for domestic hot water and central heating systems in the UK. In many parts of Europe
and also in the USA natural gas is also the most popular fuel for home heating.
Industrial heating
Natural gas is used in many industries for heating and for producing steam which can be used to power generators
and turbines.
Petrochemical production
Natural gas and natural gas liquids can be used as alternatives to oil refinery products to manufacture the basic
building blocks for petrochemicals (chemicals from oil) and plastics.
Power generation
With growing concerns over emissions from coal and oil-fired power stations, there has been a rapid growth in the
use of natural gas for generating electricity. Gas is not only less polluting, but the new combined cycle gas turbine
(CCGT) technology has made electricity generation far more efficient.
Combined cycle gas turbine (CCGT) power stations
In CCGT power stations, gas is burnt to drive a turbine that generates electricity. In traditional plants, the waste
heat from the turbine would be ‘lost’ into the atmosphere. In the CCGT this waste heat is used to produce
steam that drives a second turbine to produce more electricity. Emissions are far less from CCGT plants and the
efficiency of new CCGT stations can be as high as 60%, which is 35-50% better than a conventional power plant.
Gas to liquids technology
This technology converts natural gas into liquid fuels. Although one process for doing this has been known since
the 1920s, it hasn’t generally been economic. BP and other major energy companies are today investigating new
gas to liquids technology that, among other benefits, could be used to exploit smaller, remote gas reserves far
from pipelines and turn these into valuable fuels.
Natural gas as a road fuel
Compressed natural gas (CNG) is being used as a fuel for buses and commercial vehicles in cities where low
emissions make it particularly attractive. Car makers around the world are developing vehicles to run on natural
gas. Some run on natural gas only and others can run on natural gas or gasoline (called bi-fuel vehicles). Because
Egypt has abundant supplies of natural gas, the government has run a major initiative to convert the country’s
vehicles to CNG. BP, with a 40% stake in the first natural gas vehicles company, has helped to pioneer this effort.
Converting to CNG reduces vehicle exhaust emissions of carbon monoxide and non-methane hydrocarbons by
about 85%. BP is conducting a pilot with two Cairo Transport buses, sent to California for re-engineering to use
CNG. It is hoped that, with the success of this pilot, thousands of buses in Egypt will be able to convert to CNG.
©BP Australia Pty Ltd 2008
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Conceptual Area 1: The Century of Natural Gas?
natural gas
Teacher Information:
Natural gas and the environment
The lighter the fuel, the cleaner it burns. Methane contains the least amount of carbon per molecule of any
hydrocarbon fuel. This means it produces far less carbon dioxide when it is burnt in domestic boilers or power
stations. As natural gas is the cleanest burning fossil fuel, it can improve the quality of the air when it is used to
replace coal and oil. In fact, natural gas produces hardly any atmospheric emissions of sulphur dioxide or small
particles of matter and much less of carbon monoxide, nitrogen oxides and carbon dioxide than the burning of
other fossil fuels.
These benefits mean using more natural gas can make a positive contribution to addressing three of the
environmental issues that concern people most:
• ozone pollution in cities
• acid rain (caused by the presence of sulphur and nitrous oxides in fuels)
• emissions of carbon dioxide that are generally considered to contribute to global warming through the ‘enhanced
greenhouse effect’.
As an example of the environmental benefits of natural gas, the gas that will be processed through the BP LNG
terminal in Guangdong in China will replace brown coal, which is currently burned throughout the country. Brown
coal produces 80% more CO2 emissions than natural gas.
Resources
Equipment
Copies of worksheets attached to learning experiences.
Access to computers/internet
Copy of ‘Carbon Footprint Toolkit’ CD Rom.
Science Laboratory Equipment per Group:
Paragraph framework and rubric.
1 cup cold milk
2 Tbsp sugar
2 drops of vanilla essence
Ice (about 3-4 standard domestic trays of ice per group)
4 Tbsp rock salt
1 small plastic zipper type bag (typically used for
lunches)
1 large plastic zipper type bag (holds about 1 litre)
1 small towel
1 ice cream cone per group member
Thermometer which can read subzero temperatures
Student Prior Knowledge: Prior to delivering this module it is recommended that students
would have completed all or some aspects of Module 1: What is Energy, Module 5: Oil
economics, Module 6: Peak Oil, Module 7: Climate Change and Module 8: Alternative Energy.
This module provides students with an understanding of the need to optimise the potential of
energy sources, like natural gas, to substitute for and reduce our dependence on oil and coal.
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Conceptual Area 1: The Century of Natural Gas?
natural gas
Learning Experiences:
Learning Experience 1.1: ‘Introducing Natural Gas’
To introduce students to natural gas as an energy resource, a short extract is used from Fact Sheet
13 from the Carbon Footprint Toolkit.
The teacher should adopt a reading strategy to allow the class to familiarise themselves with the
text, paying particular attention to the keywords in bold. The teacher should question the students
or lead a discussion on natural gas to ensure student initial understanding. A particular focus could
be to revise the formation of oil and the concept of fossil fuels. Discussion could also cover the
students’ understanding of current uses of natural gas as an energy resource in their homes and
community. The students should complete the activities outlined in the worksheet. These questions
should then form the basis for further discussion and/or teacher questioning to reinforce the
students understanding.
➜ go to Learning Experience 1.1 worksheet
Learning Experience 1.2: ‘Using Natural Gas to create electricity’
To introduce students to the process of converting natural gas into electricity a short extract is used
from Fact Sheet 13 from the Carbon Footprint Toolkit.
The teacher should adopt a reading strategy to allow the class to familiarise themselves with the
text. It is suggested to support the focus on keywords established in Learning Experience 1 that this
time the students themselves identify the keywords from the text, these could form the basis of a
glossary list or future spelling test.
The teacher should pay particular attention to the Energy Transformations diagram, linking it to
the information on natural gas. The students should complete the activities using both the text
and diagram. Before discussing responses as a class it is suggested that the students work with a
partner to share and modify their responses to the questions. When discussing responses with the
students it is important that discussion highlights the benefits natural gas provides as an energy
resource in comparison to other fossil fuels like oil and coal.
➜ go to Learning Experience 1.2 worksheet
Learning Experience 1.3: ‘The Potential of Natural Gas’
This learning experience requires students to access the information sheets on ‘The Potential of
Natural Gas’. This information was taken from BP Energy Business Booklet (2005-2006): Gas,
Power and Renewable Energy.
Once provided with the text source: ‘The Potential of Natural Gas’, the teacher should adopt a
reading strategy to allow the class to familiarise themselves with the text and charts. It is suggested
the students record main ideas (keywords, ideas, phrases). Alternatively, on a piece of paper
students could record what they consider to be the 5-10 most important pieces of information that
help them develop their understanding of the potential of natural gas as an energy resource. These
should be shared and used as discussion prompts to clarify student understanding.
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Conceptual Area 1: The Century of Natural Gas?
natural gas
Students are to complete the worksheet to demonstrate key understandings. Some of the activities
require students to apply their prior knowledge from previous BPEEP modules, especially the need
to reduce fossil fuel (oil/coal) dependency and the actual formation of oil. The extent to which these
are used as revision opportunities should be determined by the teacher.
➜ go to Learning Experience 1.3 worksheet
Learning Experience 1.4: ‘The main uses of natural gas’
This learning experience requires students to research one use of natural gas, utilising classroom,
library and internet based resources.
Working in groups of six, the students should negotiate with each other to allocate each member
with a different use of natural gas to research. Their research will enable the students to become
experts in their area of research. Each person will use their expertise to report back to the group and
share their understanding. The six main uses of natural gas to be researched are:
Use 1:
Domestic Heating
Use 2:
Industrial Heating
Use 3:
Gas to liquids technology
Use 4:
Natural Gas as a road fuel
Use 5:
Petrochemical Production
Use 6:
Power Generation
Students should initially complete the note-taking framework ‘A Use of Natural Gas’, they need to
ensure they complete it with enough detail to provide the members of their group with a thorough
overview of their allocated topic. Alternatively the teacher may decide to set a number of points
required to be shared (e.g. report back the 10 most important points). The key questions that should
be covered in the student’s research are:
• How does it work?
• What are the environmental impacts of using natural gas in this respect?
• What existing fuel or technology is natural gas being used as an alternative to?
• How is the application being used in Australia?
Once students have had an opportunity to research their topics they should share their findings
allowing each group member to complete the summary framework on Natural Gas Uses that
is provided. This should then be used to reinforce the students’ understanding through teacher
facilitated discussion and questioning. To further consolidate student understanding students could
produce their own brochure, poster, or other presentation on the uses of natural gas.
➜ go to Learning Experience 1.4 worksheet
Learning Experience 1.5: ‘Overcoming a large problem: LNG’
This learning experience requires students to access the information sheets on ‘Overcoming a Large
Problem – LNG’. This information was taken from BP Energy Business Booklet (2005-2006): Gas,
Power and Renewable Energy.
The learning experience examines the use of Liquefied Natural Gas (LNG) as a means of
economically transporting natural gas. Once provided with the text source: ‘Overcoming a Large
Problem – LNG’, the teacher should adopt a reading strategy to allow the class to familiarise
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themselves with the text. It is suggested the students record main ideas (keywords, ideas, phrases).
Alternatively, on a piece of paper students could record what they consider to be the 5-10 most
important pieces of information that help them develop their understanding of the potential of
natural gas as an energy resource. These should be shared and used as discussion prompts
to clarify student understanding. Students should also consult an atlas to identify the locations
mentioned in the text so they understand the extent of distance between suppliers and purchasers
of natural gas.
Students are to complete the note-taking framework to summarise the information provided on LNG.
The framework requires students to summarise the information in regards to the problem; the solution;
the challenges; overcoming the challenges; and the final outcome and future. Once completed the class
should discuss the information they have collected. The headings from the note-taking framework could
be placed on the classroom board and the student responses recorded under each. Once fully complete
each student should record any additional information that they don’t have on their sheets.
➜ go to Learning Experience 1.5 worksheet
Learning Experience 1.6: ‘Making Ice Cream without a freezer’
To bring natural gas to the customer, it has to be delivered by pipeline or turned into a liquid by
cooling it to a very low temperature, when it is known as liquefied natural gas (LNG).
In special plants, natural gas is cooled to a temperature of – 161°C. Liquefying the gas reduces the
volume by about six hundred times, which means it is possible to transport large amounts of gas
economically by sea in special ships called LNG carriers. To simulate a similar process the ‘Making
Ice Cream without a freezer’ is useful.
The experiment ‘Making Ice Cream without a freezer’ demonstrates how ice has to absorb energy
in order to melt, changing the phase of water from a solid to a liquid. When you use ice to cool
the ingredients for ice cream, the energy is absorbed from the ingredients and from the outside
environment (like your hands, if you are holding the baggie of ice!). Water close to freezing point
and salt mixed together results in subzero water. The temperature drops below zero because latent
energy in the water is consumed to break the bonds of the solid salt. This makes the icy watery
sludge colder than it was before, which is how your ice cream freezes. Ideally, you would make your
ice cream using ‘ice cream salt’, which is just salt sold as large crystals instead of the small crystals
you see in table salt. The larger crystals take more time to dissolve in the water around the ice,
which allows for even cooling of the ice cream.
To conduct the experiment in class the following equipment is required:
Equipment
• 1 cup cold milk
• 2 Tbsp sugar
• 2 drops of vanilla essence
• Ice (about 3-4 standard domestic trays of ice per group)
• 4 Tbsp rock salt
• 1 small plastic zipper type bag (typically used for lunches)
• 1 large plastic zipper type bag (holds about 1 litre)
• 1 small towel
• 1 ice cream cone per group member
• Thermometer which can read subzero temperatures
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To conduct the experiment the following method should be followed:
1) Place the milk, sugar and vanilla essence into the small zip bag ensuring as much air as possible
is removed before it is sealed.
2) Place the ice and salt into the large zip bag.
3) Place the small zip bag into the large zip bag.
4) Using the towel to hold the bag, shake the bag continuously for about 5-10 minutes.
5) When the ice cream becomes solid, open the outer bag and with a thermometer, measure the
temperature of the ice/salt mixture.
6) Clean off the outside of the small bag and dish out the ice cream into the cones.
After conducting the experiment the students should use their results in their record table to complete
the discussion questions. These questions should form the basis of classroom discussion to reinforce
and consolidate student understanding. If determined suitable by the teacher the students should
present a science laboratory report based on the ice cream experiment. The report should have the
following sub-headings: aim, hypothesis, materials, method, observations and discussion.
➜ go to Learning Experience 1.6 worksheet
Learning Experience 1.7: ‘Natural Gas and the Environment’
This learning experience requires students to access the information sheets on ‘Natural Gas and
the Environment’. This information was taken from BP Energy Business Booklet (2005-2006): Gas,
Power and Renewable Energy.
The students are set the task of designing an informative poster that presents the environmental
benefits of using natural gas as an energy source. The students will need to access library and/or
internet resources to collect additional information on the benefits natural gas provides in relation to
current environmental problems such as:
• Ozone pollution in cities.
• Acid rain (caused by the presence of sulphur and nitrous oxides in fuels).
• Emissions of carbon dioxide that are generally considered to contribute to global warming
through the ‘enhanced greenhouse effect’.
Students should use a structured overview note-taking framework to collect their information.
Students should be encouraged to be selective about the information they incorporate into their
poster. Students should use the website www.bp.com as a starting point for their research.
➜ go to Learning Experience 1.7 worksheet
Learning Experience 1.8: Guest Speaker
Teachers may make contact with BP to request a guest speaker to come to the school to talk on the
topic of natural gas production and BP’s current work in that field. See contact details at the start
of the BP Energy Education Programme pack. A guest speaker handout is provided for students to
record and use the information provided in the presentation.
Guest speakers are provided subject to availability. To request a guest speaker please contact the
BPEEP Coordinator on (08) 9419 9623.
Alternatively, the teacher could organise a guest speaker from another related industry.
➜ go to Learning Experience 1.8 worksheet
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Learning Experience 1.9: ‘Careers in Natural Gas Industry’
As an additional focus during guest speaker presentation the teacher may opt to incorporate an
Energy Careers focus in which students question and gain specific details of the speaker’s career,
using the framework provided. Likewise students can access career information resources in their
library or on the internet to gain this information about a range of careers involved in the energy
industry. Those specific to this module on the Natural Gas Industry include:
• Geologist
• Geophysicist
• Petroleum or Reservoir Engineer
• Petrophysicist
• Drilling Engineer
• Chemical Engineer
• Environmental Engineer
• Civil Engineer
• Materials Engineer
• Project Engineer
• Facilities Engineer
• Logistics
• Procurement
• Surveyors
• Petroleum Technologist
• Marketers
The teacher may opt to randomly allocate 3-5 careers to students who research their allocated
career then report back to a small group comprising each career.
➜ go to Learning Experience 1.9 worksheet
Learning Experience 1.10: ‘Natural Gas Crossword’
This learning experience is included as an additional activity to be used as filler or revision activity
at a time determined by the teacher. The students are provided with a crossword with the answers
(keywords) already placed in the grid. Their task is to develop appropriate clues for each term using
their knowledge of natural gas and its uses.
Students could also apply their knowledge to create their own puzzles, sleuths and crosswords that
can be shared with other class members to revise key understandings.
➜ go to Learning Experience 1.10 worksheet
Learning Experience 1.11: Paragraph Task
Using the ‘Think, Plan, Write, Edit and Present’ paragraph framework students, under test
conditions, should respond to the following question:
“Natural Gas is a fossil fuel so why is it considered an important alternative to producing electricity
over traditional coal fuelled power stations?”
For this written task it is recommended students be permitted to use their notes to assist in
completing this task.
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To enhance student application of the editing process it is suggested students take drafted
paragraphs (THINK, PLAN and WRITE stages of framework) home to complete the EDIT and
PRESENT stages. A rubric is provided to assess student’s application of the paragraph framework
(numerically based). Teachers may opt to use ‘one off’ paragraphs as further evidence of student
attainment of levels in certain aspects of Learning Area outcomes.
NOTE – Paragraph Rubric and Edit Checklist are located in the appendices.
Paragraph Framework – Explanation:
• The initial part of the paragraph framework requires the students to brainstorm all relevant
information to the main idea of the paragraph. This is the ‘THINK’ component.
• With a set of initial thoughts students plan the structure of the content in their paragraph. Using
the ‘hamburger’ framework students sort ideas into the four main types of sentences: Statement
(or Topic Sentence), Explanation (or Developing Sentence/s), Examples (or Supporting
Sentence/s) and Conclusion (or Concluding Sentence). This is the ‘PLAN’ component.
• Students draft their paragraph at this stage, using their plan as a guide. Emphasis should be
placed on the students identifying each type of sentence to ensure the paragraph is correctly
structured. This can be done by a colour a scheme for each sentence type or simply labelling
after sentences with TS (Topic Sentence), DS (Developing Sentence), SS (Supporting Sentence)
and CS (Concluding Sentence). This is the ‘WRITE’ component.
• Once drafted, students should edit their paragraph. Spelling, grammar and punctuation should
all be a focus, as well as ensuring all four types of sentences correctly structure the paragraph.
As well as self, peer or parental editing should be encouraged. This is the ‘EDIT’ component.
• Once a full edit process is completed the student is ready to present their paragraph.
All corrections should be made and sentence identification (i.e. TS, DS, SS and CS) removed.
This is the ‘PRESENT’ component.
➜ go to Learning Experience 1.11 worksheet
Learning Experience 1.12: Assessment Task: ‘North West Shelf Joint Venture’
Cross Curricular Opportunity
The major assessment task is primarily driven by the Society and Environment process outcome of
Investigation, Communication and Participation. The Society and Environment outcome Resources
and Science Outcomes Earth and Beyond and Energy and Change are the focus conceptual
outcomes for the task. There are also possible extended cross curricular links with Technology and
Enterprise given the tasks potential for presentations such as power point.
Prior to this task it is recommended most if not all of the other Learning Experiences in Module 9:
‘Natural Gas’ are covered in class. All learning experiences would provide very useful information to
assist students in demonstrating their understanding of the topic.
The assessment task suits either individual student or group completion and presentations – the
teacher should determine this. Students pretend they are members of an independent agency that
is investigating the natural gas operations off Western Australia’s North West coastline. Their task
requires them to research and present a detailed report on the North West Shelf Joint Venture.
This report should be presented in a form that would enable it to be accessed by international
energy resource consultants.
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As part of their initial planning the students should develop their three levels of focus questions to
guide their research and final report structure. As a start, some areas of research to focus on include:
• Why is LNG so important to the Australian economy?
• What are the environmental impacts of using LNG?
• What are the major uses of LNG in Australia?
• What are the advantages of LNG over other energy sources?
• What is the North West Shelf Joint Venture?
• What contribution does the venture contribute to the community?
• What are the future directions of the venture?
The students’ report presentation should be negotiated with the teacher, possibly including:
• A power point presentation
• A written report
• A poster
In addition to text information, the students should be encouraged to locate, develop and include
maps, pictures, diagrams and graphs/tables to support their report. It must also include a reference
section where they acknowledge where they got their information from.
The following websites are a good source of information and good places to start research.
North West Shelf Gas: http://www.nwsg.com.au/
North West Shelf LNG: http://www.nwsalng.com.au/
EIA – Energy Basics – Natural Gas: http://www.eia.doe.gov/basics/naturalgas_basics.html
BP: www.bp.com
As part of the ICP Outcome assessment students will need to submit all aspects of the I.C.P. ladder
process, including:
• A3 Planning Sheet (task in own words, goals, 3-Levels of Questioning, brainstorm, reference list).
• All your note-taking (including the use of a variety of frameworks: H.A.K.D., structured
overview, PMI, SWOT, keyword summary …).
• A learning journal (including initial prediction, mid-way review, final self-evaluation and on-going
daily progress reflections).
• All their draft work (including all paragraphs drafted using the paragraph framework).
• Their good copy (be proud of what you submit).
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Teachers should provide students with a blank ICP ladder that guides the student through the
research assessment process. This is supported in the planning stage by the ICP planning sheet
(should be photocopied A3 size). Both are available in the BPEEP appendices. The planning sheet
provides a framework for students to explain the task in their own words, consider the outcomes
they may cover, set their assessment goals, develop their literal, inferential and evaluative focus
research questions and consider the sources they will utilise and the note-taking frameworks they
will use to collect their information.
The teacher should encourage students to use appropriate note-taking frameworks for collecting
their information including: PMI (Pluses, Minuses and Interesting), SWOT (Strengths, Weaknesses,
Opportunities and Threats) and table summary (For, Against, Neutral). Students should utilise all
sources of information available to them: library, newspaper, internet, questionnaire, guest speaker,
TV documentaries, letters to industry requesting information packs etcetera.
An assessment rubric is provided incorporating the Society and Environment outcomes
Investigation, Communication and Participation and Resources, as well as the Science Earth and
Beyond and Energy and Change Outcomes.
➜ go to Learning Experience 1.12 worksheet
Monitoring and Evaluation:
Student understanding of Natural Gas as an alternative energy option is assessed through:
• The completion of learning experience tasks.
• A science laboratory activity.
• A paragraph task for which a rubric is provided in the appendix section of the BPEEP resource
file to assess the student’s ability to construct a well structured paragraph. Paragraphs should
be used by the teacher as evidence toward the attainment of conceptual outcome levels.
• A research assessment task, requiring students to present a report on the North West Shelf
Joint Venture. The task sheet, supporting frameworks and rubric are provided.
Teachers are encouraged to utilise informal assessment practices throughout the module to
continually monitor and consolidate student understandings.
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 Learning Experience 1.1
Date:
natural gas
Introducing Natural Gas
The information from this worksheet is based on Fact Sheet 13: Natural Gas from BP’s Carbon
Footprint Toolkit.
Read the information on natural gas and complete the activities that follow
Natural Gas is a flexible energy resource. It can be used to generate electricity in power stations
and it can be piped directly into homes to run heating systems and cookers. Natural gas emits
less carbon dioxide than coal or oil when burned. It also releases more energy per unit mass.
Scientists are still not sure about the origins of natural gas but it is thought likely that oil and gas
are formed together millions of years ago. Dead organic matter is thought to have built up on the
bottom of oceans, riverbeds or swamps, mixing with mud and sand. Over time, more sediment
piled on top and the resultant heat and pressure changed the organic layer into kerogen, a dark
and waxy substance.
Over time, the kerogen molecules break up into shorter and lighter molecules of carbon and
hydrogen atoms. These molecules form crude oil and natural gas.
Natural gas is an ideal short-term way to decrease emissions while use of renewable resources
develops, because:
• It is relatively clean when it burns compared with oil and coal.
• Natural-gas fired power stations are more efficient that conventional coal and oil-fired power
stations.
Write definitions for the terms identified in bold in the text above.
Term
Definition
Name three uses of natural gas.
1)
2)
3)
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Construct a flow chart to show the steps involved in the formation of natural gas. Use text and
diagrams in your flow chart to illustrate the steps involved.
Is natural gas a renewable or non-renewable resource? Explain your answer.
What advantages does natural gas have over oil and coal?
Why is natural gas an ideal short term solution but not a long-term solution to the world’s energy
requirements?
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 Learning Experience 1.2
Date:
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Using Natural Gas to Create Electricity
The information from this worksheet is based on Fact Sheet 13: Natural Gas from BP’s Carbon
Footprint Toolkit.
Use the information on natural gas to complete the following activities.
Natural gas contains carbon and hydrogen. The chemical reaction between the carbon and
hydrogen in the gas and oxygen in the air (burning) gives out heat energy which can be used
directly for providing heat in homes. In power stations, the hot exhaust gases formed by this
reaction are used to spin turbines, which in turn spin electrical generators.
Modern gas-fired power stations are generally ‘combined cycle gas turbine’ (CCGT) based power
stations. This means that the hot exhaust gases from the gas turbine are used to boil water to
produce high pressure steam to spin a turbine that spins another generator, producing more
electricity. In traditional plants, the waste heat that is used to spin the steam turbines would be
‘lost’ into the atmosphere.
CCGT power plants can reach efficiencies of up to 60% if only electricity is being produced. This
means that for every 100 joules of chemical energy contained in the natural gas, approximately
60 joules of electrical energy are produced. This is 35-50% better than a conventional power plant.
If the water heat from the power plant is also used for space or room heating, CCGT power
plants can reach efficiencies of up to 85%.
Natural gas is often called the cleanest of the fossil fuels. This is because natural gas contains
more energy than coal or oil, so burning these other fossil fuels emits more carbon dioxide per
mega joule of energy produced.
DIAGRAM: Energy transformations
Light Energy from
the Sun
Kinetic energy of
burning gas
©BP Australia Pty Ltd 2008
Chemical potential
energy in living
marine plants
Kinetic energy of
spinning turbine
Chemical potential
energy in living
marine animals
Chemical potential
energy in
buried gas
Electrical energy
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natural gas
What two chemicals make up natural gas?
What does CCGT stand for?
In your own words explain how CCGT power stations use the heat from the gas turbine to minimise
waste and increase efficiency.
How many joules of energy are produced for every 100 joules of energy contained in natural gas?
How much more efficient is this than traditional power plants?
How can CCGT plants reach an efficiency of almost 85%? What important advantage does natural
gas have over the other fossil fuels?
Use the energy transformation diagram to answer the following questions.
What is the original source of energy for natural gas?
This energy is then transferred to two different sources before it is stored in natural gas. What are
these two sources?
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How would this energy have been transferred to these sources?
How is the chemical potential energy in natural gas transformed into electrical energy? How many
steps are involved in this process?
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 Learning Experience 1.3
Date:
natural gas
The Potential of Natural Gas
Source: BP Energy Business Booklets 2005-2006: Gas, Power and Renewable Energy.
Throughout the world people are increasingly concerned about the impact of energy consumption
and economic growth on the environment. In the global energy market, the demand is for
cleaner energy as well as energy services that reduce costs and emissions. BP’s Gas, Power
and Renewable business is responding to this growing worldwide demand for cleaner energy.
The business supplies natural gas and liquefied natural gas (LNG) to new and existing markets,
provides energy for large businesses, and develops and markets renewable energy sources.
Natural gas
The 21st century has been called the “century of natural gas”. Although natural gas has been used
for more than 100 years, it is only in the last 40 years that it has become a vital part of the world’s
energy balance, and in 2004 accounted for nearly 25% of the world’s energy consumption. Demand
for gas is currently growing faster than any other fossil fuel.
One of the benefits of natural gas as a fuel, is that it emits less environmentally damaging products
than oil or coal, for example.
What is natural gas?
Natural gas is composed mainly of the gas methane, which is the simplest of the hydrocarbon
molecules (chemical formula CH4). Methane is colourless and odourless, although an additive is
used to give the natural gas a ‘smell’ so that users can detect leaks.
Scientists believe that natural gas and oil were formed from the remains of plants and tiny marine
creatures millions of years ago. In fact, natural gas is found in the same geological conditions as oil,
either by itself or associated with oil reserves.
Because natural gas is largely composed of methane, it requires less processing than oil before it
can be used. Normally water and other types of gas present (known as natural gas liquids) need
to be extracted. Sometimes natural gas contains traces of sulphur (which is known as ‘sour gas’),
which also needs to be removed.
Natural gas liquids (NGLs) is a collective term for the mixtures of ethane, propane and butane gas,
extracted from natural gas. Propane and butane are also sometimes referred to as liquefied petroleum
gases (LPG). NGLs are used as raw materials in oil refining and petrochemical manufacturing.
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Figure 1: Proved natural gas reserves at end 2007
Figure 2: natural gas consumption per capita in 2007
Figure 3: Movements of natural gas around the world in 2007
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Activities
1. The first sentence of the text states: “Throughout the world people are increasingly concerned
about the impact of energy consumption and economic growth on the environment”. Brainstorm
what you know and understand to support this statement.
2. Why would the 21st century be called “the century of natural gas”?
3. What are the current trends of natural gas demand?
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4. Using your knowledge of oil formation, explain how natural gas is formed. Use diagrams to assist
your explanation.
5. Explain each of the following:
LNG
LPG
NGL
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 Learning Experience 1.3 (contd.)
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6. Study Figures 1, 2 and 3
Write 5 sentences that could be used to describe natural gas production and consumption
patterns around the world.
7. List the ways natural gas is currently used:
In your home:
In your community:
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 Learning Experience 1.4
Date:
natural gas
The Main Uses of Natural Gas
Source: BP Energy Business Booklets 2005-2006: Gas, Power and Renewable Energy.
Domestic Heating
Industrial Heating
Natural Gas is a very convenient form of energy
for the home. Since the discovery of North West
Shelf gas, it has become a popular choice for
domestic hot water and central heat systems.
Natural gas is used in many industries for heating
and producing steam which can be used to power
generators and turbines.
Gas to Lquids Technology
Natural Gas as a Road Fuel
USES OF NATURAL GAS
This technology converts natural gas into liquid
fuels. Although one process for doing this has
been known since the 1920’s, it hasn’t generally
been economic. BP and other major companies
are today investigating new gas to liquids
technology that, among other benefits, could be
used to exploit smaller, remote gas reserves far
from pipelines and turn these into valuable fuels
Compressed natural gas (CNG) is being used as a fuel
for buses and commercial vehicles in cities where
low emissions make it particularly attractive. Car
makers around the world are developing vehicles to
run on natural gas. Some run on natural gas only and
others can run on natural gas or petrol (called bi-fuel
vehicles). Converting to CNG reduces vehicle exhaust
emissions of carbon monoxide and non-methane
hydrocarbons by about 85%.
Petrochemical Production
Power Generation
Natural Gas and natural gas liquids can be used as
alternatives to oil refinery products to manufacture
the basic building blocks for petrochemicals
(chemicals from oil) and plastics.
With growing concerns over emissions from coal and
oil-fired power station, there has been a rapid growth
in the use of natural gas for generating electricity. Gas
is not only less polluting, but the new combined cycle
gas turbine (CCGT) technology has made electricity
generation far more efficient
The information in the table above provides a brief overview of some of the main uses of natural gas.
Choose one of the uses of natural gas given and complete an internet based search to find out more
detail about this application.
Your research should fall under the following four headings
• How does it work?
• What are the environmental impacts of using natural gas in this respect?
• What existing fuel or technology is natural gas being used as an alternative to?
• How is the application being used in Australia?
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 Learning Experience 1.4 (contd.)
natural gas
A Use of Natural Gas
Use of Natural Gas
How does it work?
What are the
environmental impacts of
using natural gas in this
respect?
What existing fuel or
technology is natural gas
an alternative to?
How is this application
being used in Australia?
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©BP Australia Pty Ltd 2008
What are the environmental
impacts?
What existing fuel or
technology is natural gas
being used as an
alternative to?
How is the application being
used in australia?
Next
BP energy education program
Gas to Liquids Technology
Industrial Heating
Domestic Heating
How does it work?
natural gas
Use
Summary of Uses of Natural Gas
Previous
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 Learning Experience 1.4 (contd.)
module 9: natural gas
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Power Generation
How does it work?
What are the environmental
impacts?
What existing fuel or
technology is natural gas
being used as an
alternative to?
How is the application being
used in australia?
Next
Petrochemical Production
Natural Gas as a road fuel
Use
natural gas
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Name:
Class:
 Learning Experience 1.5
Date:
natural gas
Overcoming a large problem – LNG
Source: BP Energy Business Booklets 2005-2006: Gas, Power and Renewable Energy.
Despite its many advantages, natural gas has suffered from one major problem as a fuel. Because
it is a gas in normal atmospheric conditions, you need a much bigger volume of it than either coal or
oil to produce a given amount of energy. This means gas cannot be economically transported by a
road tanker like oil.
To bring natural gas to the customer, it has to be delivered by pipeline or turned into a liquid by
cooling it to a very low temperature, when it is known as liquefied natural gas (LNG).
In many cases, some of the world’s largest gas fields, for example in Africa, the Middle East, South
East Asia and Trinidad, are too far from the places where gas is most in demand. The local demand
for gas would be too small to justify major investments in pipeline networks. Thus, the gas is usually
used for local electricity generation in power stations (in the case of offshore gas close to the coast)
or it is liquefied in local facilities for transport by sea to where it is needed.
In special plants, natural gas is cooled to a temperature of – 161°C. Liquefying the gas reduces the
volume by about six hundred times, which means it is possible to transport large amounts of gas
economically by sea in special ships called LNG carriers. One of the earliest LNG schemes in which
BP was involved was to transport LNG from offshore Abu Dhabi in the Arabian Gulf to Japan, where
it was used in Tokyo to generate electricity.
As the cost of turning the gas into LNG and the special ships needed to transport it was so high,
LNG projects had to be based on contractual agreements that ensured producers would have one
assured customer for several years to justify the investment. This is very different from oil, where
crude or refined oil can be produced and transported to wherever it can command the best price,
without necessarily knowing where that might be.
However new technology has driven down the costs of the facilities needed to liquefy the gas, so
much so that LNG can now be produced without first having an assured customer, but can be sold
competitively, like oil, on world markets.
The North West Shelf Joint Venture, of which BP is a part, has fixed term contracts to sell LNG
over periods varying from around 7 years to 25 years to customers in China, Japan and Korea.
“Spot” cargoes (cargoes sold outside of long term contractual agreements) have also been sold to
customers in Europe, North America and Asia.
©BP Australia Pty Ltd 2008
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 Learning Experience 1.5 (contd.)
natural gas
Summarise the article using the note taking framework provided. Remember to put the information
into your own words – don’t copy!
THE PROBLEM
THE SOLUTION
THE CHALLENGES
OVERCOMING THE CHALLENGES
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Name:
Class:
 Learning Experience 1.6
Date:
natural gas
Making Ice Cream without a Freezer
Aim:
To make ice cream without the need for a freezer
Materials:
• 1 cup cold milk
• 2 Tbsp sugar
• 2 drops of vanilla essence
• Ice (about 3-4 standard domestic trays of ice per group)
• 4 Tbsp rock salt
• 1 small plastic zipper type bag (typically used for lunches)
• 1 large plastic zipper type bag (holds about 1 litre)
• 1 small towel
• 1 ice cream cone per group member
• Thermometer which can read subzero temperatures
Method:
1)
Place the milk, sugar and vanilla essence into the small zip bag ensuring as much air as possible
is removed before it is sealed.
2) Place the ice and salt into the large zip bag.
3) Place the small zip bag into the large zip bag.
4) Using the towel to hold the bag, shake the bag continuously for about 5-10 minutes.
5) When the ice cream becomes solid, open the outer bag and with a thermometer, measure the
temperature of the ice/salt mixture.
6) Clean off the outside of the small bag and dish out the ice cream into the cones.
Results:
Observations
Temperature of ice/salt mixture: _____________________________________________________________
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 Learning Experience 1.6 (contd.)
natural gas
PAGE 38
Discussion:
How can something get colder when it is going from a solid to a liquid?
What other uses could you think of for this phenomenon?
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Name:
Class:
 Learning Experience 1.7
Date:
natural gas
Natural Gas and the Environment
Source: BP Energy Business Booklets 2005-2006: Gas, Power and Renewable Energy.
The lighter the fuel, the cleaner it burns. Methane contains the least amount of carbon per molecule
of any hydrocarbon fuel. This mean it produces less carbon dioxide when it is burnt in domestic
boilers or power stations.
As natural gas is the cleanest burning fossil fuel, it can improve the quality of the air when it is used
to replace coal and oil. In fact, natural gas produces hardly any atmospheric emissions of sulphur
dioxide or small particles of matter and much less of carbon monoxide, nitrogen oxides and carbon
dioxide that the burning of other fossil fuels.
These benefits mean using more natural gas instead of coal or oil can make a positive contribution
to addressing three of the issues that concern most people:
Ozone pollution in cities
Acid rain (caused by the presence of sulphur and nitrous oxides in fuels)
Emissions of carbon dioxide that are generally considered to contribute to global warming
through the ‘enhanced greenhouse effect’
As an example of the environmental benefits of natural gas, the gas that will be processed through
the BP LNG terminal in Guangdong in China will replace brown coal, which is currently burned
throughout the country. Brown coal produces 80% more carbon dioxide emissions that natural gas.
Your task is to design a poster that will inform other students in your school
on how the use of natural gas can address three main environmental concerns
of people in the community.
✓ Your poster needs to be bright, colourful and informative
✓ Do not copy information straight from the information page. You need to put it in terms
that everyone can understand – use your own words.
✓ Come up with a catchy slogan to title your poster.
✓ Illustrate your poster with relevant pictures and diagrams.
✓ Use headings and sub-headings.
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natural gas
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Name:
Class:
 Learning Experience 1.8
Date:
natural gas
Guest Speaker
Complete the following section before the guest speaker arrives
The guest presenter is a
What do I think their job entails them doing day-to-day?
What do I think their job has to do with what I am learning about in school?
What are three questions I would like to ask the guest speaker in order to find out more about they do?
1)
2)
3)
What are three questions I would like to ask the guest speaker in order to find out more about the
topic I am studying at the moment?
4)
5)
6)
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 Learning Experience 1.8 (contd.)
natural gas
PAGE 42
Complete the following section while the guest speaker is presenting to your class.
Guest Presenter’s Name: _ _________________________________________________________________
Guest Presenter’s Role: ____________________________________________________________________
Where do they work? ______________________________________________________________________
What training did they have to do to get the role?
Use the space below to record any interesting information the guest speaker may tell your class and
to record the answers to any questions they may answer.
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 Learning Experience 1.8 (contd.)
natural gas
Complete this T-Chart after the guest speaker has finished their presentation
What I learnt
©BP Australia Pty Ltd 2008
How my ideas changed
BP energy education program
What I’d still like to know
module 9: natural gas
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natural gas
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Name:
Class:
 Learning Experience 1.9
Date:
natural gas
Energy Careers
Job title:
Job description:
Qualifications:
Opportunities:
Salary:
©BP Australia Pty Ltd 2008
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module 9: natural gas
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 Learning Experience 1.9 (contd.)
natural gas
Job title:
Job description:
Qualifications:
Opportunities:
Salary:
PAGE 46
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Contents
Class:
 Learning Experience 1.10
Date:
natural gas
Natural Gas Crossword
You have been given the answer to a crossword. Your task is to create clues for each of the terms
using your knowledge of natural gas and its uses.
1.
5.
7.
N
A
C
C
A
R
B
O
G
T
2.
T
U
3.
R
A
L
G
A
R
C
I
N
D
P
S
R
H
P
U
6.
A
8.
O
R
10.
C
A
R
E
B
A
A
L
L
G
R
N
D
I
T
I
N
G
O
T
X
I
I
O
N
U
I
T
H
S
A
O
9.
4.
N
D
I
O
X
N
I
D
E
E
R
11.
F
O
S
S
I
L
F
U
M
I
S
S
I
O
N
E
L
U
12.
E
L
13.
S
U
14.
K
E
R
O
G
E
N
CLUES
across
_________________________________________ down
____________________________________________
_________________________________________ ____________________________________________
_________________________________________ ____________________________________________
_________________________________________ ____________________________________________
_________________________________________ ____________________________________________
_________________________________________ ____________________________________________
_________________________________________ ____________________________________________
_________________________________________ ____________________________________________
_________________________________________ ____________________________________________
_________________________________________ ____________________________________________
_________________________________________ ____________________________________________
_________________________________________ ____________________________________________
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natural gas
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Name:
Class:
 Learning Experience 1.11
Date:
natural gas
Paragraph Framework
The main idea of the paragraph is …
Natural Gas is a fossil fuel so why is it considered an important alternative to
producing electricity over traditional coal fuelled power stations?
THINK
PLAN
Statement (Topic Sentence T.S.)
Explanation (Developing Sentence D.S.)
Examples (Supporting Sentence S.S.)
Conclusion (Concluding Sentence C.S.)
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 Learning Experience 1.11 (contd.)
natural gas
WRITE
(Identify each type of sentence using T.S., D.S., S.S., C.S.
EDIT
Spelling
Punctuation
Grammar
Sentences
Keywords
PRESENT
PAGE 50
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Name:
Class:
 Learning Experience 1.12
Date:
natural gas
North West Shelf Joint Venture
BACKGROUND INFORMATION
The gas fields offshore of WA produce a significant volume of gas for the North West Shelf Joint
Venture. Part of this gas is sent by pipeline to Perth all the way from Karratha to be used by all the
industrial and domestic customers. The major part of the gas remaining is then turned into liquefied
natural gas (LNG). LNG is produced by the North West Shelf Joint Venture, of which BP is a part.
LNG is then loaded into specially refrigerated ships and sent to international customers such as
Japan and China. This generates a lot of revenue for the state of Western Australia.
You are a member of an independent agency that is investigating the natural gas operations off
Western Australia’s North West coastline. Your task requires you to research and present a detailed
report on the North West Shelf Joint Venture. This report should be presented in a form that would
enable it to be accessed by international energy resource consultants.
As part of your initial planning you should develop your three levels of focus questions to guide your
research and final report structure. As a start, some areas of research to focus on include:
• Why is LNG so important to the Australian economy?
• What are the environmental impacts of using LNG?
• What are the major uses of LNG in Australia?
• What are the advantages of LNG over other energy sources?
• What is the North West Shelf Joint Venture?
• What contribution does the venture contribute to the community?
• What are the future directions of the venture?
Your report can be presented in the following forms
• A power point presentation
• A written report
• A poster
In addition to text information, your report should include maps, pictures, diagrams and graphs/
tables. It must also include a reference section where you acknowledge where you got your
information from.
The following websites are a good source of information and good places to start you research.
North West Shelf Gas: http://www.nwsg.com.au/
North West Shelf LNG: http://www.nwsalng.com.au/
EIA – Energy Basics – Natural Gas: http://www.eia.doe.gov/basics/naturalgas_basics.html
Australian Parliament research paper “Australia’s natural gas: Issues and trends”:
http://www.aph.gov.au/library/pubs/RP/2007-08/08RP25.htm
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 Learning Experience 1.12 (contd.)
natural gas
Rubric
Level
Earth and Beyond
Energy and Change
2
Identify uses for LNG
Describe the different
ways LNG can be used
Resource
Categorise energy
resources.
Identify ways energy
resources are used.
3
Relate the location of
the North West Shelf
to its importance to
Australia.
Recognise that LNG
is an energy source
for many different
requirements.
Relate emissions
to the changes
they cause to the
atmosphere.
Understand that
natural resources can
be used to provide
energy requirements
You are able to
describe what you
have found out and
present this from your
own point of view.
Understand that
different energy
resources and activities
can be grouped into
categories.
With teacher guidance
you can select aspects
of a topic to investigate
and record information
from more than one
source.
Explain how people
manage and use
energy resources.
Predict the changes
in emission levels with
the widespread use
of LNG
Understand the link
between emission
levels and the
greenhouse effect.
PAGE 52
©BP Australia Pty Ltd 2008
Compare different
sources of energy in
terms of their ease of
use, cost and effects
on living things and the
environment.
With teacher direction
you can follow an
investigation and
collect information.
Recognise that people
engage in different
activities, utilising
energy resources.
Categorise different
forms of activities
people engage in,
utilising energy
resources.
4
Investigation,
Communication
and Participation
Examine alternative
choices to utilising
available energy
resources.
Explain how people’s
circumstance and
decisions reflect their
choices in accessing
energy resources.
Examine how access
to energy resources
can be managed more
effectively.
BP energy education program
You are able to draw
simple inferences
from his information
to support a point of
view.
You can negotiate
an investigation and
collect and record
accurate information
from different sources
and points of view.
You are able to
combine this
information to support
and make simple
generalisations in your
presentation which
presents an informed
opinion.
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 Learning Experience 1.12 (contd.)
Earth and Beyond
Energy and Change
5
Assess LNG as an
alternative energy
resource to oil and coal.
Analyse the efficiency
of applications that use
LNG in terms of energy
input and output.
Explain how LNG is
utilised now and how it
might be utilised in the
future.
Use a greenhouse
model to describe
how human activity
and resource use can
impact our global
environment.
Resource
Examine the link
between energy
resource availability
and usage.
Evaluate the factors
that determine the
availability of energy
resources.
Examine how people
can manage their
available energy
resources more
effectively.
Predict possible trends
in global warming if
the way LNG is used
changes.
©BP Australia Pty Ltd 2008
BP energy education program
natural gas
Level
Investigation,
Communication
and Participation
You can plan an
investigation and
use appropriate
data collecting and
recording techniques.
You use discipline
language to explain
patterns in the
evidence and to draw
conclusions.
Your presentation
shows that you
have considered
facts, opinions and
motives for particular
viewpoints.
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References for module 9
BP Energy Business Booklets 2005-2006: Gas, Power and Renewable Energy.
Fact Sheet 13: Natural Gas from the Carbon Footprint Toolkit
www.bp.com
http://www.nwsg.com.au/
http://www.nwsalng.com.au/
http://www.eia.doe.gov/basics/naturalgas_basics.html
http://www.aph.gov.au/library/pubs/RP/2007-08/08RP25.htm
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natural gas
Notes:
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Notes:
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