GK12 Encapsulation and Absorption of Oil
Topic:
Students will be exposed to oil spills in aquatic environments, thereby leading into a discussion
of properties of oil and water (i.e. density and forces of attraction) and ways to solve oil
pollutions problems in aquatic environments.
National Science Education Standards:
Science as Inquiry –
CONTENT STANDARD A: As a result of activities in grades 9-12, all students should
develop
 Abilities necessary to do scientific inquiry
 Understandings about scientific inquiry
MS Science Frameworks:
Life Science Aquatic Science 4a. Describe the impact of natural and human activity
on ecosystems and evaluate the effectiveness of various solutions to
environmental problems. (DOK 3)
 Sources of pollution in aquatic environments and methods to reduce the effects
of the pollution
Life Science Aquatic Science 1. Apply inquiry-based and problem-solving processes
and skills to scientific investigations.
c. Demonstrate the use of scientific inquiry and methods to formulate, conduct,
and evaluate laboratory investigations (e.g., hypotheses, experimental
design, observations, data analyses, interpretations, theory development).
Objectives:
 Define density and why it is different for various types of substances.
 Introduce students to molecular structure/property relationships.
 Introduce students to forces of attraction between molecules (i.e. hydrogen
bonding, electrostatic, London dispersion forces) and how these attraction differ
for oil and water.
 Examine various solutions to environmental pollution of oil.
 Investigate oil absorption versus oil dispersion.
Classroom Procedure:
GK12 Encapsulation and Absorption of Oil
Engage (Time: 15 min)
Students will be shown a continuous slideshow of pictures involving oil pollution, mainly to salt
water environments. They will be asked to make observations on the position of the oil and
water (does oil sit on top of the water and why?)
Explore (Time: 15 min)
A demonstration will be performed involving three liquids: water, vegetable oil, and methylene
chloride. Both the vegetable oil and methylene chloride are incompatible with oil, however,
vegetable oil has a lower density (floats on water) than water while methylene chloride has a
higher density (sinks below the water). The water with food color will be added to a beaker,
followed by the addition of methylene chloride, and finally the vegetable oil will be added
resulting in a three phase liquid. Furthermore, we will explore intuitively why there are
differences in density between different molecules by looking at a periodic table of elements and
evaluating the chemical structures of each of the three materials.
Explain (Time: 25 min)
Different types of molecular forces of attraction will be covered including hydrogen bonding,
polar interactions, electrolyte interactions with water, and nonpolar London dispersion forces.
London dispersion forces are the main types of interactions that occur in hydrocarbon materials
which are what crude oil is comprised of. Each type of interaction is explained in detail, and an
explanation for why water dislikes hydrocarbon materials (oil) is provided. To tie these types of
interactions together in a single molecule, surfactants are introduced to the students. Surfactants
are the active ingredients in soaps, and they are comprised of a non-polar hydrocarbon tail and a
polar head group. These molecules can be used as a compatibilizer between oil and water (a
possible clean-up or mitigation effort towards an environmental oil spill).
Elaborate (Time: 25 min)
Students will perform a lab-based experiment to model an oil spill cleanup effort. This will
involve two separate cleanup strategies. One involves a surfactant which makes the oil disperse
in the water, while the other involves a hydrocarbon-based polymer system that bonds and
absorbs the oil. The materials needed here are tap water, sodium dodecyl sulfate or any other
common surfactant, Marvel Mystery Oil (fuel injection cleaner) or vegetable oil, and ENVIROBOND 403 oil absorption kit from Steve Spangler Science (www.stevespanglerscience.com).
Students will be asked to compare and contrast the two methods of cleanup from an
environmental standpoint (which method they think is best). The obvious answer is the
absorption method because it will absorb the polymer forming a hardened substance on top of
the water which can be easily removed, while the surfactant simply encapsulates the oil and
allows it to disperse in water. Therefore, the harmful crude oil is not removed from the water
and can end up harming marine life along with the surfactant.
Evaluate (Time: 10 min)
Students will turn in completed questions that support lesson and lab activity.
Materials needed:
1. Copies of questions for lesson and lab activity.
2. Materials for lab activity: two 600 mL beakers, tap water, stirring rods, wax paper,
Marvel Mystery Oil, ENVIRO-BOND 403, and sodium dodecyl sulfate.
GK12 Encapsulation and Absorption of Oil
Lesson Questions
(1) Why does oil float on top of water?
(2) What is hydrogen bonding and what elements participate in this interaction?
(3) How do electrolytes interact with water?
(4) What type of interaction occurs in nonpolar molecules such as oil and fat? Is this
interaction weaker or stronger than hydrogen bonding?
(5) Molecules found in crude oil are mainly made up of what two atoms? These types
of molecules are commonly referred to by what word?
(6) What is a surfactant? Any common items you might use on a daily basis that are
made up of these types of molecules?
GK12 Encapsulation and Absorption of Oil
Lab Activity Procedure
Materials needed are two 600 mL beakers, tap water, Marvel Mystery Oil, ENVIROBOND 403, and sodium dodecyl sulfate.
(1) Fill two 600 mL beakers with ~ 400 mL of water.
(2) Add 40 mL of Marvel Mystery Oil to each beaker (forms a layer on top of the
water).
(3) Add ~ 5 grams of sodium dodecyl sulfate to one beaker and stir the mixture with a
glass stirring rod for 1-2 minutes.
(4) In the other beaker, add enough ENVIRO-BOND 403 to cover the oil.
(5) Observe changes to each beaker.
(6) Allow the beaker that ENVIRO-BOND 403 was added to form a spongy, hardened
substance on top of the water (bonds with the oil).
(7) Remove the spongy substance with a spoon and place it on a piece of wax paper.
GK12 Encapsulation and Absorption of Oil
Lab Activity Questions
(1) What visually happens in the beaker to which sodium dodecyl sulfate (SDS) was
added?
(2) What type of molecule is SDS?
(3) Give an explanation or drawing schematic of what is occurring on a molecular level
when the SDS is added.
(4) What visually happens in the beaker to which ENVIRO-BOND 403 was added?
(5) Give your best hypothesis on what you think ENVIRO-BOND 403 is comprised of
given your previous knowledge of the make up of crude oil.
(6) Give an explanation or drawing schematic of what is occurring on a molecular level
when EVIRO-BOND 403 is added.
(7) If you were in charge of an actual oil spill clean up, which method would you prefer
to use and why?
(8) Do you think there might be a better way to clean up oil than the methods discussed
in the lab?