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Burning things like wood, fossil fuels, and gasoline are the easy way of capturing energy in today's society. In this paper, the risks of using combustion as an energy source are discussed and acid rain, air pollution, and greenhouse effects are described. Additional student activities and resources are included. In addition to being informative, it encourages students in grades 7-12 to analyze these risks and to brainstorm for solutions such as alternate energy sources and forms on energy conservation. (YDS)

With the current supply of fossil fuels slowly diminishing, the people of the 21st century will face a drastic change in their lives. If students become aware of the problem now, they will be able to participate in the technological and social innovations that the depletion of fossil fuel supplies will demand of society in the future. This unit plan is designed to be a thought provoking experience that will make students aware of the problem and encourage them to create innovations that will help accommodate the changes that the depletion of fossil fuels will cause. Upon completion of the lesson, the students will be able to explain fossil fuels, their sources, uses, changes that will occur because of the depletion of the supply, and innovations that could be made as a result of the depletion. The unit's five lessons begin with an introduction on fossil fuels. Students then separate into groups and brainstorm about the effects of fossil fuel depletion. Each group selects one effect for which it devises a solution. Groups brainstorm about their solutions and decide how to create models of their solutions for presentation to the class. Time is allotted for the groups to work on the projects. On the last day of the unit groups present their projects orally to the class. (Author/LBG)

Discusses the polluting effects of petroleum products. Introduces an activity for measuring the molecules of oleic acid that integrates mathematics and science. (YDS)

This training manual is designed to lay the foundation for trainers and technicians by showing the steps to achieve and maintain good indoor air quality through use of cleaner-burning forklifts and materials handlers. The first part of the manual consists of nine units that provide informational material and diagrams on these topics: comparison of gaseous fuels to gasoline; fuel system operation; propane tanks; compressed natural gas (CNG) cylinders; fuel system components; health and safety; fueling; maintenance and repair; and exhaust emissions. A glossary is provided. The second part of the manual contains a suggested agenda for a 2-day course covering the material. A one-page lesson plan called instructor notes is provided for each unit as well as the following: introductions, pretests, definitions, summary and discussion, posttest, feedback and evaluations, and fast-breaking news. Instructor notes follow this format: time for the section, section title, objectives, content sequence, and media materials needed. The third part of the manual contains student activity sheets in this format: places for student name and date; objective; equipment required; safety requirements; procedure; and any necessary material. The final section consists of the pretest and posttest and answer sheets for the two tests. (YLB)

Discusses petroleum oil and its various uses from fuel to clothes, toys, and plastic. Includes a foldout with activities. (NB)

The project on Scope Sequence and Coordination of Secondary School Science (SS&C) was initiated by the National Science Teachers Association (NSTA) and recommends that all students study science every year and advocates carefully sequenced, well-coordinated instruction in biology, chemistry, earth/space science, and physics. This document represents a collaborative effort between the NSTA, the American Petroleum Institute (API), the California SS&C Project, and the Texas SS&C Project. These materials were developed through a brainstorming process that included industrial scientists, science teachers from different SS&C sites, and science educators. This book is divided into 3 sections. Section I, SS&C Overview, includes a description of the projects and a K-12 sequence of SS&C science. Section II, Texas SS&C Materials, includes the following: overview, environment, fueling around, and a materials list. Section III, California SS&C Materials, includes: overview, offshore oil drilling, petroleum in our daily lives, oil exploration, oil extraction, and environment, and an appendix. (JRH)

Part of the Understanding Our Environment project that is designed to engage students in investigating specific environmental problems through concrete activities and direct experience, this unit introduces students to the idea of natural resources and focuses on resources found on land: minerals such as hematite and gypsum; rocks such as granite and limestone; fossil fuels such as natural gas, coal and oil; and surface deposits such as soil, sand, and gravel. Students study characteristics of natural resources and sources of human-made materials, and learn how use of natural resources affects the environment. Objectives include: learning what types of materials, both natural and made by humans, are in the local environment; understanding how the land's natural mineral resources are identified, obtained, and used by humans; finding out the origin, composition, and sources of the materials in our environment; studying the development of landscape and special properties of soil; and considering what people can do about environmental damage caused when humans obtain natural resources from the land. (JRH)

This student manual and answer book/teacher's guide focus on the industry-specific information and skills needed by students who plan to enter, or who may already be receiving, training in a petroleum-related business, such as a full-service gas station, convenience store, or automotive specialty service shop. The student manual contains 16 assignments divided into these parts: beginning one's training, gaining product knowledge, applying marketing concepts, and employment opportunities. Each assignment consists of a list of objectives, informational material, summary, and review questions. The answer book/teacher's guide contains the following: suggestions for using the publication for independent study and classroom instruction; assignments and objectives correlated with competencies identified by the Secretary's Commission on Achieving Necessary Skills (SCANS); SCANS competencies and skills; and answers to the questions found at the end of each assignment. Additional learning activities are provided for each assignment. Each activity follows this format: objective, background, instructions, and all necessary information or examples. A series of brief summative quizzes with answer keys, one for each assignment, provides an alternate method of student assessment. (YLB)

Describes an activity that shows how understanding a modern coral reef environment helps predict the location of old subsurface reefs that may contain oil. (PR)

Presents an exciting way to acquaint students with current methods to clean up oil spills. Students also have the freedom to create new clean-up methods as they think through the problem and experiment to find effective solutions. (PR)

Earth science education needs to be relevant to students in order to make them aware of the serious problems facing the planet. In an effort to insure that this need is meet, the Denver Earth Science Project has set as one of their goals the development of new earth science curriculum materials for teachers. This document provides a collection of activities developed and used by teachers to enhance the students' understanding of the earth sciences. The six units are entitled: (1) "Oil-What Is It Used For?"; (2) "Geography-Where Has Oil Been Found?"; (3) "Oil Generation"; (4) "What Is An Oil Field?"; (5) "Where Do You Look for Oil?"; and (6) "Gushers 'n Dusters (A Simulation Game)." (ZWH)

Describes exercises to examine the global carbon cycle. Students are asked to predict consequences of increased carbon dioxide emissions into the atmosphere and to suggest ways to mitigate problems associated with these higher levels of atmospheric carbon dioxide. A comparison modeling exercise examines some of the variables related to the success or failure of agricultural systems. (PR)

Examines the options for upgrading, replacing, and removal or closure of underground storage tanks (UST). Reveals the diverse regulatory control involving USTs, the Environmental Protection Agency's interest in pursuing violators, and stresses the need for administrators to be knowledgeable about state and local agency definitions of regulated tanks. (GR)