Electricity Generation

Liquefied Natural Gas: LNG
Information and activities to teach students about liquefied natural gasLNG.
Grade Level:
n Elementary n Intermediate n Secondary
Subject Areas:
n n n n n
Science Social Studies Math Language Arts Technology
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Shelly Baumann Rockford, MI Constance Beatty Kankakee, IL Sara Brownell Canyon Country, CA Loree Burroughs Merced, CA Amy Constant Raleigh, NC Joanne Coons Clifton Park, NY Nina Corley Galveston, TX Regina Donour Whitesburg, KY Linda Fonner New Martinsville, WV Viola Henry Thaxton, VA Robert Hodash Bakersfield, CA Greg Holman Paradise, CA DaNel Huggins Kuna, ID Linda Hutton Kitty Hawk, NC Michelle Lamb Buffalo Grove, IL Barbara Lazar Albuquerque, NM Robert Lazar Albuquerque, NM Leslie Lively Porters Falls, WV Mollie Mukhamedov Port St. Lucie, FL Don Pruett Sumner, WA Josh Rubin Palo Alto, CA Joanne Spaziano Cranston, RI Gina Spencer Virginia Beach, VA Tom Spencer Chesapeake, VA Patricia Underwood Anchorage, AK Jim Wilkie Long Beach, CA Carolyn Wuest Pensacola, FL Wayne Yonkelowitz Fayetteville, WV
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Energy Data Used in NEED Materials

NEED believes in providing the most recently reported energy data available to our teachers and students. Most statistics and data are derived from the U.S. Energy Information Administrations Annual Energy Review that is published in June of each year. Working in partnership with EIA, NEED includes easy to understand data in our curriculum materials. To do further research, visit the EIA website at www.eia.doe.gov. EIAs Energy Kids site has great lessons and activities for students at www.eia.doe.gov/kids.
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Table of Contents
Correlations to National Science Education Standards Teacher Guide Student Backgrounder Volume Simulations Energy Flows Forms of Energy Forms and Sources of Energy Energy Transformations Fusion Photosynthesis Natural Gas Formation Natural Gas Combined Cycle Power Plant Natural Gas Energy Flow Energy Flow Organizer The LNG Chain (Teacher) LNG Production to Market LNG as a System The LNG Chain Natural Gas in the Round (Teacher) Chemical Models (Teacher) Chemical Models Career Expedition (Teacher) Career Expedition Answer Key Oil and Gas Career Game Evaluation Form 4 6 7 14 15 16 17 18 19 20 21 22 23 24 25 27 28 30 31 34 35 38 39 42 43
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Correlations to National Science Education Standards: Grades 5-8

This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit www.NEED.org.
Content Standard E | SCIENCE AND TECHNOLOGY

Understandings about Science and Technology
Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. Technology also provides tools for investigations, inquiry, and analysis. Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. Reducing risk often results in new technology.
Content Standard F | SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES

Science and Technology in Society
Science influences society through its knowledge and world view. Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. The effect of science on society is neither entirely beneficial nor entirely detrimental. Technology influences society through its products and processes. Technology influences the quality of life and the ways people act and interact. Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development. Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should understand the difference between scientific and other questions. They should appreciate what science and technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.
Risks and Benefits
Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, Earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking). Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits.
Correlations to National Science Education Standards: Grades 9-12

This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit www.NEED.org.
Content Standard E | SCIENCE AND TECHNOLOGY

Understandings about Science and Technology
Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research. Creativity, imagination, and a good knowledge base are all required in the work of science and engineering. Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations. Technological solutions may create new problems. Science, by its nature, answers questions that may or may not directly influence humans. Sometimes scientific advances challenge peoples beliefs and practical explanations concerning various aspects of the world.
Content Standard F | SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES

Natural Resources
Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations. The Earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed.
Environmental Quality
Many factors influence environmental quality. Factors that students might investigate include population growth, resource use, population distribution, overconsumption, the capacity of technology to solve problems, poverty, the role of economic, political, and religious views, and different ways humans view the Earth.
Natural and Human-induced Hazards

Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and waste disposal can accelerate rates of natural change. Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should understand the costs and trade-offs of various hazards ranging from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
Science and Technology in Local, National, and Global Challenges

Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge. Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science- and technology-related challenges. However, understanding science alone will not resolve local, national, or global challenges. Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.
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Teacher Guide
GRADE LEVEL
Elementary Grade 5 Intermediate Grades 68 Secondary Grades 912
To teach students about liquefied natural gas and encourage them to evaluate its economic and environmental advantages and disadvantages.
Background
This guide provides background information on natural gas and liquefied natural gas as an energy source. Following the text are activities for students in elementary through high school that are designed to reinforce knowledge.
TIME
Approximately 5-8 class periods
Concepts
Liquefied natural gas is a nonrenewable energy resource. Liquefied natural gas has economic and environmental advantages and disadvantages.
Activities
Each activity includes a teacher guide with suggested grade levels, a goal, concepts, time required, materials and preparation needed, student worksheets (if needed), teacher master sheets (if needed), a procedure for teaching the activity, and extension suggestions.
Additional Information
For more information about liquefied natural gas, visit:
U.S. Department of Energy: www.fossil.energy.gov/programs/oilgas/storage/index.html U.S. Federal Energy Regulatory Commission: www.ferc.gov/industries/lng.asp Center for Liquefied Natural Gas: www.lngfacts.org/
Student Backgrounder
What is Natural Gas?
Natural gas is considered a nonrenewable fossil fuel. Natural gas is considered a fossil fuel because most scientists believe that it was formed from the remains of tiny sea animals and plants that died 200-400 million years ago. When these tiny sea animals and plants died, they sank to the bottom of the oceans where they were buried by layers of sediment that turned into rock. Over the years, the layers of sedimentary rock became thousands of feet thick, subjecting the energy-rich plant and animal remains to enormous pressure. The pressure, combined with the heat of the Earth, changed this organic mixture into petroleum and natural gas. Eventually, concentrations of natural gas became trapped in the rock layers like a wet sponge traps water. Raw natural gas is a mixture of different gases. The main ingredient is methane, a natural compound that is formed whenever plant and animal matter decays. By itself, methane is odorless, colorless, and tasteless. As a safety measure, natural gas companies add a chemical odorant called mercaptan so escaping gas can be detected. Natural gas should not be confused with gasoline, which is made from petroleum.
Finding Natural Gas

Natural gas can be hard to find since it can be trapped in porous rocks deep underground. Geologists use many methods to find natural gas deposits. They may look at surface rocks to find clues about underground formations. They may set off small explosions or drop heavy weights on the surface and record the sound waves as they bounce back from the sedimentary rock layers underground. They may also measure the gravitational pull of rock masses deep within the Earth.
LNG VOLUME COMPARED TO GASEOUS NATURAL GAS
What is LNG?
Liquefied natural gas (LNG) is natural gas that has been cooled until it becomes a liquid. LNG is made by cooling natural gas to -260 degrees Fahrenheit (or -162.2 degrees Celsius). At this temperature, natural gas changes state into a liquid, and its volume is reduced 600 times. LNG, like natural gas, is odorless, colorless, noncorrosive, and nontoxic.
as is Natural g d d an coole sed compres id liqu into a G. called LNid In its liqu form, it a occupies 0 space 60 less times ral than natu its gas in state. gaseous
Gas Natural Gaseous 600 units3 Volume = LNG 3 1 unit olume = V
HOW NATURAL GAS WAS FORMED

Natural gas and oil were formed in the same way. Millions of years ago, tiny sea plants and animals died and were buried on the ocean floor. Over time, they were covered by layers of sediment and rock. Over millions of years, the remains were buried deeper and deeper. The enormous heat and pressure turned them into oil and gas. Oil and natural gas are often found together. Today, we drill down through the layers of sedimentary rock to reach the rock formations that contain oil and gas deposits.
Note: Not to Scale
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If test results are promising, the scientists may recommend drilling to find the natural gas deposits. After identifying a potential site, companies must obtain environmental assessments and permits before they can begin drilling. Exploring for natural gas deposits is a high-risk, high-cost enterprise. Natural gas wells average 6,300 feet deep and can cost hundreds of dollars per foot to drill. Only about 48 percent of the exploratory wells produce gas. The others come up dry. The odds are better for developmental wellswells drilled on known gas fields. On average, 85 percent of the developmental wells yield gas. Natural gas can be found in pockets by itself or in petroleum deposits.
Production
Natural Gas
After natural gas comes out of the ground, it goes to a processing plant where it is cleaned of impurities and separated into its various components. Approximately 90 percent of natural gas is composed of methane, but it also contains other gases such as ethane, propane, and butane. The composition of natural gas varies according to where it came from and how it has been processed. Natural gas may also come from several other sources. One source is coalbed methane, natural gas found in coalbeds. Until recently, coalbed gas was just considered a safety hazard to miners, but now it is a valuable source of natural gas. Another source of natural gas is the gas produced in landfills. Landfill gas is considered a renewable source of natural gas since it comes from decaying garbage. The gas from coalbeds and landfills accounts for about eight percent of the total gas supply today, and experts predict this figure will increase. The gas recovered from landfills is usually burned on the landfill site to generate electricity for facility operations. Today, natural gas is produced in 32 states, but the top five states Texas, Wyoming, Oklahoma, Louisiana, and Coloradoproduce 65 percent of the total. Altogether, the U.S. produces about one-fifth of the worlds natural gas each year.
Image courtesy of Encana
If geologic testing is promising, an exploratory well will be drilled to determine if there is a natural gas deposit.
SOURCES OF NATURAL GAS
Coalbed Methane Conventional Associated Gas Conventional Non-associated Gas

Seal
Sandstone
Tight Sand Gas
Oil
Gas-rich Shale
LNG
The process for making LNG starts the same as producing natural gas. The raw feed gas, or natural gas that has come from the well, must be processed to separate out impurities, such as dirt, hydrogen sulfide, and carbon dioxide. Next, the gas is cooled to allow water to condense and be removed. Additional dehydration is sometimes needed to ensure even small amounts of water vapor are not present. Then the gas is separated into its various components such as propane and butane. Once the natural gas is clean and dry, it is ready for the liquefaction process. Turning natural gas into LNG takes place through heat exchangers that cool the gas. Gas circulating through aluminum tube coils is cooled by a compressed refrigerant. As the refrigerant vaporizes, it cools the gas in the tubes. The refrigerant returns to a compressor while the LNG is pumped to an insulated storage tank. The United States does not produce and export LNG on a large scale. LNG is produced in large quantities overseas. The top countries that exported LNG in 2008 were Qatar, Malaysia, Indonesia, Australia, and Nigeria.
Transporting and Storing

Natural Gas
How does natural gas get from the well to the consumer? Usually by pipeline. More than 300,000 miles of underground pipelines link natural gas wells to cleaning plants and then to major cities across the U.S. Natural gas is sometimes transported thousands of miles by pipeline to its final destination. A machine called a compressor increases the pressure of the gas, forcing the gas to move along the pipelines. Compressor stations, which are spaced about 50 to 100 miles apart, move the gas along the pipelines at about 15 miles per hour. Some gas moved along this subterranean highway is temporarily stored in huge underground reservoirs. In the U.S. the underground reservoirs are typically filled in the summer so there will be enough natural gas during the winter heating season. Eventually the gas is transferred from a transmission pipeline to a local gas utility pipeline. This junction is called the citygate. The pressure is reduced and mercaptan is added. Local gas companies use smaller pipes to carry gas the last few miles to homes and businesses. A gas meter measures the volume of gas a consumer uses.
Natural gas is primarily transported by a pipeline.
LNG
After liquefaction, LNG is stored in insulated tanks. These tanks are specially designed to keep the interior at extremely low temperatures but the exterior the same temperature as the ambient air or ground. The inner layer of the tank is a steel alloy. Then there are layers of insulation, stainless steel, and additional insulation. The outer layer is reinforced concrete with heating ducts laced throughout to prevent the ground from freezing. The walls of an LNG storage tank can be as much as five-and-a-half feet thick. Some LNG storage tanks have a containment feature to safeguard against leaks. In these tanks, both the inner and outer walls are capable of holding the LNG. However, most LNG storage facilities in the U.S. use another approach. The storage tank is surrounded by a dam or dike made of soil that provides secondary containment. LNG is transported world-wide using ships with specifically designed hulls. The current world LNG fleet consists of over 230 ships. Modern LNG ships follow two basic designs. The membrane design features multiple tanks with linings made of thin nickel-steel alloy. These tanks are integrated into the hull of the ship, which can be more than six feet thick. The spherical design, which accounts for about 40 percent of the world LNG fleet, has round storage tanks that sit on supports on the hull. Once LNG reaches its destination, pumps transfer it to insulated storage tanks. When the LNG is needed the liquid is warmed and quickly becomes a gas; this is called regasification. Two types of systems are typically used for regasification. Ambient temperature systems use heat from surrounding air or sea water. Above-ambient temperature systems burn a fuel to indirectly warm the liquid using a fluid bath. After regasification, the natural gas can join the network of pipelines used to transport it to consumers.
LNG is transported overseas by ship. Many of these ships have a membrane hull design.
Storage and transportation of LNG make for its biggest advantages and its biggest disadvantages. Once liquefied, LNG takes up 1/600th the amount of space as it did as natural gas. This is like comparing the volume held in a beach ball to that inside a ping pong ball. This is a great advantage for storage and transportation. More can be stored and moved at one time. Also, LNG can be transported over routes or to locations that do not have natural gas pipelines. However, because the tanks for storage must be designed for the -260 Fahrenheit temperature inside and ambient temperature outside, LNG has distinct disadvantages when compared to natural gas for storage and transportation. Storage tanks must keep the LNG very cold and ships and trucks must be specially made for LNG storage. A future LNG storage option may lie with underground salt caverns. Rather than offloading the LNG from the ship into above ground storage tanks, it would be pressurized, warmed to 40 degrees Fahrenheit, and then injected into underground salt caverns. This method is called the Bishop Process. This process is still being studied, but if it proves successful it would decrease the offloading time of LNG tankers and increase the storage capacity potential of LNG. Suitable salt cavern locations have been located in the U.S., with over 1,000 currently being used for storage and delivery of other fossil fuels.
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LNG STORAGE FACILITIES AND IMPORT TERMINALS
U.S. LNG Terminals and Storage Facilities

Currently the U.S. has eight terminals for importing LNGfive on the mainland, one in Puerto Rico, and two offshore. They are located in Everett, MA, Cove Point, MD, Elba Island, GA, Lake Charles, LA, Cameron, LA, Freeport, TX, Sabine, LA, and Penuelas, PR. For over 40 years the U.S. has had one LNG export facility in Kenai, Alaska. LNG produced in Alaska was transported to Japan. In 2009, the U.S. imported 451.96 billion cubic feet (Bcf) of LNG. More than half of this came from Trinidad and Tobago. Another 36 percent came from Egypt. Besides the mainland and offshore terminals, there are more than 100 facilities located throughout the U.S. that store LNG or supply natural gas to rural areas. Many LNG storage facilities are located in the eastern U.S. and are concentrated around major urban areas.
PUERTO RICO
LNG Peaking Facility Satellite LNG Peaking Facility LNG Import Terminal
Natural Gas Use

Just about everyone in the U.S. uses natural gas. Natural gas ranks number two in energy consumption, after petroleum, which provides nearly 37 percent of our total energy demand. About 25 percent of the energy we use in the U.S. comes from natural gas. In 2009, the U.S. consumed 22.8 trillion cubic feet (Tcf ) of natural gas. Industry is the biggest consumer of natural gas, using 32 percent of the supply mainly as a heat source to manufacture goods. Industry also uses natural gas as an ingredient in fertilizer, photographic film, ink, glue, paint, plastics, laundry detergent, and insect repellents. Synthetic rubber and man-made fibers like nylon also could not be made without the chemicals derived from natural gas. Electricity generation is the second biggest consumer of natural gas. Due to lower gas prices and rising coal prices, some electric power plants have been switching from coal to gas as their fuel source. Generating capacity from natural gas has been growing quickly, second only to wind generated electricity. Natural gas is a cleaner energy source to burn than coal and produces fewer emissions. The majority of new natural gas plants in 2009 were highly efficient combined-cycle units. Today, natural gas generates 23 percent of the nations electricity. Combined-cycle units account for 50 percent of that generation. See page 11 for more information on natural gas combined-cycle power plants. Residencespeoples homesare the third biggest users of natural gas. Six in ten homes use natural gas for heating. Many homes also use gas water heaters, stoves, clothes dryers, and fire places. Natural gas is used so often in homes because it is clean burning. Like residences, commercial use of natural gas is mostly for indoor space heating of stores, office buildings, schools, churches, and hospitals. Consumer demand for natural gas typically rises and falls based upon the season. This change in demand can usually be handled by gas utilities and the natural gas pipelines that supply them. However, during extreme winters, demand for natural gas increases sharply, or peaks. Gas utilities need reliable sources of gas that can be quickly delivered to the locations that need it. The U.S. has peak-shaving plants that can quickly bring natural gas into the transmission pipelines so that consumers have it available. More than half of these peak-shaving plants can store the natural gas as LNG. At these facilities the LNG is either trucked to the site in storage tanks or natural gas is diverted from the pipeline during non-peak periods, liquefied, and then stored until needed. When a peak hits, the LNG is regasified and fed into the regional distribution pipelines.
LNG Terminal Profile: Elba Island, Georgia

One of five U.S. mainland import LNG terminals, Elba Island, is located near Savannah, Georgia. It receives, stores, and regasifies natural gas. The Elba Island facility is owned and operated by Southern LNG, a subsidiary of El Paso Corporationthe largest natural gas pipeline company in the U.S. Elba Island opened in 1978 and was fully operational for four years. From 1982 to 2001, however, it operated in a limited capacity. Since then, Elba Island has been fully operational and expanding. Currently, Elba Island can store 11.5 billion cubic feet of LNG. With an average daily use in Georgia of one billion cubic feet, and a possible daily output of 1.8 billion cubic feet, Elba Island could provide the state with all its natural gas needs for a week. In fact, when hurricanes Katrina and Rita decimated the Gulf Coast region and disrupted energy distribution, Elba Island was able to double its output to provide customers with natural gas. With the foreseeable increase of natural gas and LNG use in the U.S., Elba Island has plans to expand its storage capacity to 15.7 billion cubic feet. Of the 550,000 people employed by utilities nationwide, 108,440 are in natural gas distribution. Fifty-four people are employed at Elba Island, which is higher than the national average of 40. At Elba Island, one may find gas plant operators that operate gas liquefying equipment, operate compressors to control gas pressure in transmission lines, and coordinate injections and withdrawals at storage fields. Additionally, engineers, maintenance workers, dock workers, environmental or regulatory specialists, LNG technicians, and plant supervisors all can be found at Elba Island.
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On a small scale, natural gas is used as a transportation fuel. Natural gas can be used in any vehicle with an internal combustion engine, although the vehicle must be outfitted with a special carburetor and fuel tank. Natural gas is cleaner burning than gasoline, costs less, and has a higher octane (power boosting) rating. In 2008, more than 113,000 vehicles ran on compressed natural gas in the U.S., while 3,000 used LNG. LNG is beginning to be used in rural areas as an alternative to propane. Additionally, LNG can meet some distributed energy needs. Distributed energy is generated and stored near the point of use. While natural gas is a popular choice for distributed energy systems, not all locations are within the pipeline distribution system. LNG can bring fuel to an isolated facility that has its own energy system.
2009 NATURAL GAS CONSUMPTION
ELECTRICITY
30%
INDUSTRY
32% 14%
COMMERCIAL RESIDENTIAL PIPELINE FUEL AND TRANSPORTATION
21%
Data: Energy Information Administration
3%
HOW NATURAL GAS GENERATES ELECTRICITY IN A COMBINED-CYCLE POWER PLANT

NATURAL GAS
HIGH PRESSURE GAS

GENERATOR
ELECTRICITY TRANSMISSION
SWITCHYARD
AIR
COMPRESSOR COMBUSTION CHAMBER 1 2 HOT COMBUSTION GASES
TURBINE
4 9
ELECTRICITY GENERATION
STEAM LINE
BOILER
6
GENERATOR
Inside a Generator
MAGNETS COPPER COILS ROTATING SHAFT
5 7
FEED WATER
TURBINE
CONDENSER
10
D ETA I L
GENERATOR
A generator is a device that converts mechanical energy into electrical energy. All electric power plants have a generator. What differs from plant to plant is the fuel source and method used to spin the shaft that will spin the generator to produce an electric current. While electricity generation itself declined in 2009, electricity generated from natural gas increased. Most new natural gas electric power plants are building highly efficient combinedcycle units. These units use both gas combustion turbines and steam turbines. Gas combustion turbines have three main components: a compressor, a combustion system, and a turbine. The compressor (1) draws air into the machine. Here, the air is pressurized and pushed into the combustion chambers. The combustion system consists of fuel injectors and combustion chambers. A ring of fuel injectors puts a stream of fuel (natural gas) into the combustion chambers (2). There the natural gas and air mix. The
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mixture is burned to produce a high temperature, high pressure stream of gas that moves to the turbine. In the turbine (3) the high temperature, high pressure gas expands causing blades to rotate. The rotating blades are connected to a shaft that spins the electromagnet in the generator (4), producing electricity (9). After the gas passes by the turbine, it is piped into a boiler (5) to produce steam. Steam turbines have three major components: a boiler, a turbine, and a condenser. In the boiler (5), a fuel is burned, such as natural gas. The heat turns water into steam (6) where it travels to a turbine. The steam moves the blades of the turbine (7), which is attached to the electromagnetic shaft of the generator (8). The rotating electromagnetic shaft in the generator produces electricity (9). After moving through the turbine, the steam goes through the condenser (10) where a coolant, often water, is used to turn the steam into a liquid so it can return to the boiler.
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11
U.S. Natural Gas Supply and Demand

People in the energy industry use two terms to explain how much natural gas existsresources and reserves. Natural gas resources include all the deposits of gas that are still in the ground waiting to be tapped. Natural gas reserves are only those gas deposits that geologists know, or strongly believe, can be recovered given todays prices and drilling technology. In other words, when geologists estimate the amount of known gas reserves, they do not include gas deposits that may be discovered in the future or gas deposits that are not economical to produce given todays prices. The U.S. has large reserves of natural gas. Most reserves are in the Gulf of Mexico and in the following states: Texas, Louisiana, Oklahoma, Colorado, and Wyoming. If we continue to use natural gas at the same rate as we use it today, the U.S. has about a 110 year supply. In the past ten years, the U.S. produced between 82 and 92 percent of the natural gas it consumed, with the balance being imported by pipeline, mostly from Canada. However, annual consumption is expected to rise. In 2009, the U.S. consumed 22.8 Tcf of natural gas. By 2030 experts anticipate U.S. natural gas use to be 26.5 Tcf per year. Future U.S. natural gas production is not expected to be able to meet this demand. One way to fill the gap would be to increase LNG imports.
stranded due to geographic locations and distance to consuming markets. Converting natural gas to LNG allows stranded gas to move to useful markets. The global LNG market is divided into geographic regions. The Atlantic Basin includes trade in Europe, northern and western Africa, and the U.S. Eastern and Gulf Coasts. The Pacific Basin involves trade in South Asia, India, Russia, and Alaska. Middle Eastern countries typically export LNG to the Pacific Basin, but some cargoes are shipped to Europe and the U.S. LNG trade in Middle Eastern countries is growing to the point that some experts consider the Middle East to be the third LNG geographic trade region. In 2009, LNG accounted for about 24 percent of international natural gas imports, but LNG trade within the Atlantic and Pacific Basins differs. Prices are generally higher in the Pacific Basin. However, peak seasonal demands can cause short-term price increases in the Atlantic Basin. Importing countries in the Pacific Basin are almost entirely dependent upon LNG. Countries such as Japan and South Korea, which are the largest importers, used LNG to meet over 98 percent of their natural gas needs. Whereas importing countries in the Atlantic Basin rely mostly upon domestic natural gas supplies and use LNG to meet the difference between production and demand. For example, LNG accounts for less than three percent of U.S. natural gas supplies. More countries are entering the LNG global market every year. Countries already active in LNG trade are increasing their capacity by either constructing new LNG terminals or expanding existing plants. Growth within the global LNG market is being driven by declining natural gas production in gas consuming countries, such as the U.S., and the desire of gas-producing countries, such as Russia, to maximize their resources.
The Global LNG Market

The U.S. is not the only country looking to import natural gas. Fortunately, global natural gas reserves are vast, estimated at about 6,261 Tcf. This is nearly 60 times the volume of natural gas used world-wide in 2009. However, much of the reserves are considered
TOP EXPORTERS AND IMPORTERS OF LNG
5 3 2 1 5 5 2 3 4 4 1
Top Exporters 1. Qatar 2. Malaysia 3. Indonesia 4. Australia 5. Nigeria Top Importers 1. Japan 2. South Korea 3. Spain 4. Taiwan 5. France
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Georgia is home to the Elba Island facility, which is owned and operated by Southern LNG, a subsidiary of El Paso Corporationthe largest natural gas pipeline company in the U.S.
The Honda Civic GX, which is fueled by compressed natural gas (CNG), has been named the greenest car for 2011, a position it has held for eight consecutive years.
State Energy Profile: Georgia

Georgia, the ninth most populated state in the U.S., has a variety of ways to provide for the energy needs of its 9.8 million residents and its many industries. Nuclear energy, hydroelectric power, fossil fuels, and biomass, are all a part of the Georgia energy picture.
Running on Natural Gas

Natural gas is usually placed in pressurized tanks when used as a transportation fuel. Even compressed to 2,4003,600 pounds per square inch (psi), it still has only about one-third as much energy per gallon as gasoline. As a result, natural gas vehicles typically have a shorter range, unless additional fuel tanks are added, which can reduce payload capacity. With an octane rating of 120+, power, acceleration, and cruise speed are comparable. Today, there are about 114,000 CNG vehicles in operation in the U.S., mostly in the South and West. About half are privately owned and half are vehicles owned by local, state, and federal government agencies. Based on the nationwide average for annual miles driven, it is estimated that the Honda Civic GX emits 4.5 tons of CO2, compared to 5.2 tons of CO2 for the gasoline version of the Honda Civic. The EPA gives each vehicle an air pollution score to represent the amount of health-damaging and smog-forming airborne pollutants the vehicle emits. Scores range from 0 (worst) to 10 (best). The Honda GX receives a score of eight, while the Honda Civic gasoline fueled vehicle receives a five. The production and distribution system for natural gas is in place, but the delivery system of stations is not extensive. Today, there are more than 850 natural gas refueling stations in the United States, considerably less than the multitude of gasoline stations. CNG refueling stations are not always at typical gasoline stations, may not be conveniently located, and some have limited operating hours. Natural gas vehicles are well suited to business and public agencies that have their own refueling stations, including public transit agencies. Nationwide, 18.5 percent of public buses use natural gas or a natural gas blend as their fuel source. Many fleets report two to three years longer service life, because the fuel is so clean-burning.
Electricity
Coal-fired and nuclear power plants provide 86 percent of electricity used in the state63 percent and 23 percent, respectively. Natural gas supplies 10 percent of Georgias electricity consumption. In 2008, biomass sources, mostly wood and wood waste, generated more electricity in Georgia than hydropower.
Electricity Generated by Fuel in 2008 in Georgia

Coal 63% Nuclear 23% Natural Gas 10% Hydroelectric 1.6%
Biomass Other 2% 0.4%
Heating
Forty-nine percent of Georgians use natural gas to heat their homes. Since there are no natural gas reserves in Georgia, it is imported by pipeline from the Gulf Coast region of the U.S. or in the form of LNG, mostly from Trinidad and Tobago. The other large heating resource is electricity, with 38 percent of homes heated by electricity.
Transportation
Transportation is the largest energy consumer in Georgia. With no petroleum production or reserves, Georgia is like many states in the U.S.; it must rely on imported petroleum products to keep moving. Petroleum is imported from other states by pipeline, such as Texas and Louisiana, or from other countries by tanker at the Port of Savannah. With more than 6,800 fueling stations, Georgia has about four percent of all gasoline stations in the U.S. With over 24,000 alternative fuel vehicles in use, Georgia also has fueling stations for alternative fuels including biodiesel, compressed natural gas, ethanol, liquefied petroleum gas, and three electric charging stations.
LNG as a Transportation Fuel
Industry
Industry is the second largest energy consumer in Georgia. As a national leader in the wood and paper products industry, biomass is used to generate part of industrys energy needs. Much of the rest of the energy needed by the industrial sector of the state is provided by natural gas and petroleum products.
There are about 3,000 vehicles in the U.S. that run on LNGnatural gas that is liquefied by cooling it to 260F. Most LNG vehicles are government-owned; there are 40 government-owned LNG-fueling stations at this time. The advantage of LNG is that natural gas takes up much less space as a liquid than as a gas, so the tanks can be much smaller. The disadvantage is that the fuel tanks must be kept cold, which uses fuel.
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Volume Simulations
GRADE LEVELS
Elementary Intermediate
OBJECTIVE
To compare the volume of natural gas as a gas and as a liquid.
CONCEPTS
Liquids use less space than gases. Liquefied Natural Gas (LNG) is 1/600th the volume of natural gas. Natural gas is 600 times the volume of LNG.
TIME
30 minutes
MATERIALS
Beach ball Ping pong ball 1 Set of 600 counting units (or the equivalent) from a math set for each group (or 1 set of 600 of any item such as cotton balls for each group) 1 800-1000 mL Beaker for each group Water
PREPARATION
1. Gather the beach ball, ping pong ball, and counting units. 2. Divide the students into groups of three to five. 3. Fill each beaker with 1 mL of water.
PROCEDURE
1. Explain to the students that natural gas is typically found in a gaseous state. Explain that natural gas can be changed into a liquid (LNG)
by making it very cold (-260F or -162.2C).

2. Ask the students what happens to the volume of a gas when it becomes a liquid. (The volume of a gas is reduced when it is a liquid.) 3. Show the students the beach ball and the ping pong ball. Ask them which ball represents natural gas and which represents LNG. (The
beach ball represents a gaseous state [natural gas] while the ping pong ball represents the liquid state [LNG].)
4. Pass out the 600 unit sets, one per group. Allow time for the students to determine how many units are in each set. Ask the students
to predict the volume of natural gas in a liquid state (LNG) if the whole set represents a gaseous state. Have the groups set aside the number of units they predict.
5. Gather predictions from the groups and write them on the board. 6. Explain to the students that LNG is 1/600th the volume of natural gas in a gaseous state. Have the students separate out the correct
number of units to represent LNG. (One unit.) Collect the unit sets from the groups.
7. Pass the beakers with 1mL water to each group. Have the students predict how much water would represent natural gas in a gaseous
state if the amount of water in the beaker was LNG. (600 mL.) Collect the beakers.
EXTENSIONS
Have students bring to class additional visual natural gas and LNG volume comparisons. Have students determine advantages and disadvantages to natural gas in both a gaseous state and a liquid state.
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Energy Flows
GRADE LEVELS
Elementary Intermediate Secondary
OBJECTIVE
To understand forms of energy, energy transformations, and the flow of energy from a natural gas well to the consumer.
CONCEPTS
Energy is stored in many different forms. Energy is neither created nor destroyed; it is transformed from one form to another. Most of the energy on Earth can be traced back to nuclear fusion in the suns core. Energy flows through dynamic systems on Earth.
TIME
45 minutes
MATERIALS
Large wooden kitchen matches Masters of pages 16-24 Copies of worksheets on pages 17, 23, and 24 for each student Projector Regular flashlight and hand-generated flashlight
PREPARATION
1. Obtain the materials needed for the activities. 2. Make transparencies and copies of worksheets.
PROCEDURE
FORMS OF ENERGY
1. Introduce the activity by lighting a wooden match and asking students to describe what is happening in energy terms. Explain the
energy flow from the match back to the sun.

2. Use the Forms of Energy master to provide an introduction to the forms of energy. 3. Distribute the Forms and Sources of Energy worksheet and have the students complete it. Review the answers with the students.
FLASHLIGHTS AND ENERGY FLOWS

1. Demonstrate a regular battery-powered flashlight and a hand-generated flashlight. Ask the students to explain what is happening with
each flashlight in terms of energy transformations.

2. Use the Energy Transformations master to trace the energy flow of the hand-generated flashlight. Discuss the differences between the
two flashlights and the energy flows.
NATURAL GAS POWER PLANT AND ENERGY FLOWS

1. Explain to students that natural gas is typically used for home heating and cooking, but is also used for industrial heating, manufacturing
products, and generating electricity. Ask the students how natural gas is used for generating electricity.
2. Use the Fusion, Photosynthesis, Natural Gas Formation, and Natural Gas Combined Cycle Power Plant masters to explain the energy
transformations that take place in the formation of natural gas and its use to generate electricity.
3. Have students complete the Natural Gas Energy Flow worksheet by numbering the pictures in order and then explaining the energy
transformations that take place on the back of the worksheet.

4. Have students complete the Energy Flow Organizer either in class or assign as homework.
EXTENSIONS
Have students explain the energy conversions that occur in a compressed natural gas or liquefied natural gas powered vehicle. Discuss the similarities and differences between a thermal power plant and a nuclear power plant.
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15
Forms of Energy
All forms of energy fall under two categories:
POTENTIAL
Stored energy and the energy of position (gravitational).
KINETIC
The motion of waves, electrons, atoms, molecules and substances.
CHEMICAL ENERGY is the energy stored in the bonds of atoms and molecules. Biomass, petroleum, natural gas, propane, and coal are examples. NUCLEAR ENERGY is the energy stored in the nucleus of an atom the energy that holds the nucleus together. The energy in the nucleus of a uranium atom is an example. STORED MECHANICAL ENERGY is energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples. GRAVITATIONAL ENERGY is the energy of place or position. Water in a reservoir behind a hydropower dam is an example.
16
RADIANT ENERGY is electromagnetic energy that travels in transverse waves. Solar energy is an example. THERMAL ENERGY or heat is the internal energy in substances the vibration or movement of atoms and molecules in substances. Geothermal is an example. MOTION is the movement of a substance from one place to another. Wind and hydropower are examples. SOUND is the movement of energy through substances in longitudinal waves. ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples.
Forms and Sources of Energy

In the United States we use a variety of resources to meet our energy needs. Use the information below to analyze how each energy source is stored and delivered.
Using the information from the Forms of Energy chart on page 16, and the graphic below, determine how energy is stored or delivered in each of the sources of energy. Remember, if the source of energy must be burned, the energy is stored as chemical energy.
NONRENEWABLE
Petroleum Coal Natural Gas Uranium Propane _______________________ _______________________ _______________________ _______________________ _______________________
RENEWABLE
Biomass Wind Geothermal Solar _______________________ _______________________ _______________________ _______________________ Hydropower _______________________
Look at the U.S. Energy Consumption by Source graphic below and calculate the percentage of the nations energy use that each form of energy provides.
What percentage of the nations energy is provided by each form of energy? Chemical _____ Nuclear _____ Motion_____ Thermal _____ Radiant _____ What percentage of the nations energy is provided by renewables? ______ By nonrenewables? ______
U.S. Energy Consumption by Source, 2009

NONRENEWABLE
PETROLEUM
Uses: transportation, manufacturing
RENEWABLE
36.5% BIOMASS
Uses: heating, electricity, transportation
4.1% 2.8%
NATURAL GAS 24.7% COAL
Uses: heating, manufacturing, electricity Uses: electricity, manufacturing
HYDROPOWER WIND
Uses: electricity
20.9%
Uses: electricity
0.7% 0.4%
URANIUM PROPANE
Uses: electricity
8.8% 0.9%
GEOTHERMAL SOLAR
Uses: heating, electricity
Uses: heating, manufacturing
Uses: heating, electricity
0.1%
Source: Energy Information Administration
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Energy Transformations
Hand Generated Flashlight
Hydrogen
Hydrogen
Helium
Hydrogen
Hydrogen
Nuclear Energy
Radiant Energy
Chemical Energy
Electrical Energy
Motion
Chemical Energy
CAPACITOR
Stored Electrical Energy
Electrical Energy
Radiant (light) Energy
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Fusion
During a process called fusion, four hydrogen atoms combine to form one helium atom, with a loss of matter. This matter is emitted as radiant energy.
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Photosynthesis
In the process of photosynthesis, plants convert radiant energy from the sun into chemical energy in the form of glucose, or sugar. water + carbon dioxide + sunlight 6 H20 + 6 CO2 + radiant energy
glucose + oxygen C6H12O6 + 6 02
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Natural Gas Formation
Natural gas and oil were formed in the same way. Millions of years ago, tiny sea plants and animals died and were buried on the ocean floor. Over time, they were covered by layers of sediment and rock. Over millions of years, the remains were buried deeper and deeper. The enormous heat and pressure turned them into oil and gas. Oil and natural gas are often found together. Today, we drill down through the layers of sedimentary rock to reach the rock formations that contain oil and gas deposits.
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Natural Gas Combined Cycle Power Plant

NATURAL GAS HIGH PRESSURE GAS
GENERATOR
SWITCHYARD
AIR
COMPRESSOR COMBUSTION CHAMBER HOT COMBUSTION GASES
TURBINE
ELECTRICITY GENERATION STEAM LINE

BOILER GENERATOR
Inside a Generator
TURBINE
FEED WATER
CONDENSER
D ETA I L
GENERATOR
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Natural Gas Energy Flow

Number the pictures from one to ten in order to trace the flow of energy. On the back of the worksheet number one through ten and explain the transformations of energy that occur in each step.
GENERATOR
NATURAL HIGHcopper coils spin inside a ring of The PRESSURE GAS HIGH PRESSURE GAS GAS magnets. This creates an electric eld, GENERATOR
producting electricity.
GENERATOR SWITCHYARD
ELECTRICITY TR
TURBINE MBUSTION COMPRESSOR AIR COMBUSTION HAMBER CHAMBER
TURBINE
SWITCHYARD
Radiant Energy Chemical Energy COMBUSTION GASES HOT COMBUSTION GASES ELECTRICITY GENERATION
NATURAL GAS
HIGH PRESSURE GAS
STEAM LINE
AIR
OILER
STEAM LINE GENERATOR BOILER TURBINE

Motion
ELECTRICITY GENERATION COMPRESSOR COMBUSTION

CHAMBER
TURBIN
Inside a Generator
TURBINE COPPER COILS
SHAFT GENERATOR MAGNETS
Inside a Generator
HOT COMBUSTION GASES MAGNETS
FEED WATER
Chemical Energy ROTATING
COPPER COILS ROTATING BOILER SHAFT

STEAM LINE
CONDENSER
FEED WATER
D ETA CONDENSERI L
GENERATOR
D ETA I L
FEED WATER
TURBI
GEN
CONDEN
Electrical Energy
Radiant (light) Energy

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Energy Flow Organizer

Write the transformations of energy on the connecting lines. The first one is completed for you.
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The LNG Chain

TEACHER
GRADE LEVELS
Elementary Intermediate Secondary
OBJECTIVES
To understand the different steps needed to produce liquefied natural gas (LNG) and bring it to market. To see the connections of the LNG chain.
CONCEPTS
The LNG chain consists of exploration, production, liquefaction, storage, transportation, regasification, distribution, and end use. LNG is a global system. All parts of the system are connected.
TIME
45 minutes
MATERIALS
Copies of the LNG Production to Market (page 27) and the LNG Chain (page 30) worksheets for each student Copies of the LNG as a System Hangtags for each group 1 Ball of yarn per group
PREPARATION
1. Make the copies of pages 27-30 specified above. 2. Divide the students into groups of eight. 3. Cut the LNG hangtags, fold on the middle line, and attach a loop of string so that a student may wear it around his/her neck.
PROCEDURE
LNG PRODUCTION TO MARKET
1. Explain to the students that natural gas is typically found in a gaseous state. Explain that natural gas can be changed into a liquid (LNG)
by making it very cold (-260F or -162.2C).

2. Ask students what they think happens to natural gas when it is found far from cities or industry. (Known as stranded resources, natural
gas located in undesirable locations can be processed into LNG and transported to marketable locations.) Explain to students that they are going to learn how stranded natural gas resources get to people who will use it.
3. Have students review the LNG Production to Market worksheet and write information for each step on the back of the worksheet (or
assign as homework).
LNG AS A SYSTEM
1. Distribute the role card hangtags to the groups of students (one set of eight per group). 2. Ask students to read the backs of their cards. Allow time for questions. 3. Have each group put on their hangtags and stand in a circle with one student holding the ball of yarn. 4. Explain that the first student should look around the circle and identify a part of the system that relates to his/her component. Have the
first student hold onto one end of the yarn, say the name of the related component, and toss the ball of yarn to that student. The first student then explains how their parts are related.
5. Have the groups repeat the process until all students have caught and tossed the ball of yarn. In the end, there will be a web of yarn
connecting all students in the group.

6. Have one student give a tug on their string. Ask the students that felt the tug to explain how a stress on the one component affected
their part. For example, a Production tug might cause an attached Liquefaction to say, If production of natural gas falls, the liquefaction plant cannot sell enough LNG to shipping companies.
7. Continue this process with each student tugging and giving different ways the system could be affected. Students should be able to
explain various ways a change in one part of the system might affect other parts in the system.
CONTINUED ON THE NEXT PAGE
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THE LNG CHAIN

1. Distribute copies of The LNG Chain worksheet to each student. 2. Explain that each student should choose one step in the LNG chain and write it in the center circle. The outside circles should be labeled
with the seven remaining steps.

3. Have students write inside the arrow a way the inner component affects the outside one and a way the outer component affects the
inner one. (Assign as homework if students do not finish in class.) One possible answer solution is below.
EXTENSIONS
Have students design a flow chart of the LNG chain. Have students determine advantages and disadvantages to using domestically produced natural gas and imported LNG.
The LNG Chain Answer Key

This is one possible way to complete the chart. Center: Production
Additional Steps and Effects
Exploration A new natural gas field is discovered, increasing the available supply for production. More natural gas is needed to be produced than available, exploration of new areas increases. Liquefaction A new liquefaction plant opens, natural gas production can increase. Excess natural gas is being produced, a liquefaction plant adds another shift to its schedule. Storage A very cold winter causes LNG storage to be low, natural gas production increases to fill storage capacity. Natural gas production doesnt meet demand, LNG is used from storage. Transportation A new company produces more LNG ships, allowing natural gas production to increase. Natural gas production slows, less transportation is needed. Regasification A regasification plant needs maintenance, natural gas production increases. Less natural gas is being produced, a plant increases the LNG being regasified. Distribution A major pipeline needs repair, natural gas production decreases. Natural gas production increases and new pipelines are built to transport it to new locations. End Use Consumer demand for natural gas is high, production increases. Production increases, but demand is low, consumer prices decrease.
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LNG Production to Market

27
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LNG as a System
Exploration
The process of finding natural gas deposits.
Production
The process of drilling wells and processing natural gas into a clean, commercial product.
Liquefaction
The process by which natural gas is converted into a liquid.
Storage
Facilities for storing LNG both internationally and domestically.
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Transportation
Moving LNG to distant locations, typically with specially designed ships or trucks.
Regasification
The process by which LNG is heated, converting it into its gaseous state.
Distribution
Moving natural gas within networks of pipelines.
End Use
Industry, businesses, and residential users all need natural gas for heating, cooking, manufacturing products, and generating electricity.
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The LNG Chain

Choose one step in the LNG chain and write it in the center box. Label the outside boxes with the seven remaining steps. In the arrows connecting the LNG steps, write a way the center step affects the outside step as well as a way the outside step affects the inside one.
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Natural Gas in the Round

TEACHER
GRADE LEVELS
Elementary Intermediate
OBJECTIVE
To reinforce information about natural gas.
TIME
15-20 minutes
MATERIALS
Copies of the Natural Gas in the Round cards (page 33) Copies of the LNG Student Backgrounder (pages 7-13) for each student
PREPARATION
1. Cut the sheets of cards into individual pieces.
PROCEDURE
1. Distribute one card to each student. If you have cards left over, give some students two cards until all of the cards are distributed. 2. Have students look at the bolded statement at the top of the cards Give them five minutes to review the information about their
statement using the background information.

3. Choose a student to begin the round. Give the following instructions:
a. Read the question on your card. The student with the correct answer will stand up and read the bolded answer. b. That student will then read his/her question. The round will continue until the first student stands up and answers a question.
EXTENSIONS
Have students create their own versions of natural gas or LNG in the round.
Answer Key
Who has the ability to do work or make a change? I have energy. Who has the energy sources that once used will not be replenished in a short period of time? I have nonrenewable. Who has an organic compound made of carbon and hydrogen? I have hydrocarbons. Who has resources that are too far away from industries or cities to be marketable? I have stranded resources. Who has the term for drilling and processing natural gas into a marketable product? I have production. Who has a colorless, odorless gas mostly made of methane? I have natural gas. Who has the facility that uses stored natural gas during peak-use periods? I have peak-shaving facility. Who has the name for natural gas in its liquid state? I have liquefied natural gasLNG. Who has the fuels made from plants and animals that lived millions of years ago? I have fossil fuels.
CONTINUED ON THE NEXT PAGE
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CONTINUED FROM THE PREVIOUS PAGE
Who has the main method for moving natural gas? I have distribution by pipeline. Who has a disadvantage to LNG? I have LNG must be kept at extremely cold temperatures. Who has the LNG exporting countries? I have Indonesia, Malaysia, and Qatar. Who has the process by which LNG is heated, converting it into its gaseous state? I have regasification. Who has the facilities that hold natural gas or LNG until it is used? I have storage facilities. Who has the gases typically found in raw natural gas? I have methane, ethane, butane, and propane. Who has the U.S. state that exports LNG? I have Alaska. Who has the process by which natural gas is converted into a liquid? I have liquefaction. Who has the amount a volume of natural gas is reduced when it becomes a liquid? I have 600 times. Who has the process of finding natural gas deposits? I have exploration. Who has the main method for transporting LNG? I have ships with specially designed hulls. Who has an advantage to LNG? I have LNG can be transported almost anywhere. Who has the facility that receives and stores LNG from overseas? I have an import terminal. Who has the largest consumer of natural gas in the U.S.? I have industry. Who has the temperature to which natural gas is cooled to change it to a liquid? I have -260F. Who has the term for natural gas resources that can be economically recovered? I have natural gas reserves. Who has the geographic trade regions of the global LNG market? I have Atlantic and Pacific Basins. Who has the form of energy stored in natural gas? I have chemical energy. Who has the usable energy generated in a natural gas-fired power plant? I have electricity. Who has the main residential uses for natural gas? I have heating and cooking. Who has the facility that processes natural gas into a liquid? I have liquefaction plant or export facility.
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Who has energy sources that cannot be replenished in a short period of time?
I have energy.
I have LNG must be kept at extremely cold temperatures.

Who has LNG exporting countries?
Who has the facility that receives and stores LNG from overseas?
I have LNG can be transported almost anywhere.
Who has an organic compound made of carbon and hydrogen?
I have nonrenewable.
Who has the process by which LNG is heated, converting it into its gaseous state?
I have Indonesia, Malaysia, and Qatar.
Who has the largest consumer of natural gas in the U.S.?
I have an import terminal.
Who has resources that are too far away from industries or cities to be marketable?
I have hydrocarbons.
Who has the facilities that hold natural gas or LNG until it is used?
I have regasification.
Who has the temperature to which natural gas is cooled to change it to a liquid?
I have industry.
Who has the term for drilling and processing natural gas into a marketable product?
I have stranded resources.
Who has the gases typically found in raw natural gas?
I have storage facilities.
Who has the term for natural gas resources that can be economically recovered?
I have -260F.
Who has a colorless, odorless gas mostly made of methane?
I have production.
I have methane, ethane, butane, and propane.

Who has the U.S. state that exports LNG?
Who has the geographic trade regions of the global LNG market?
I have natural gas reserves.
Who has a facility that uses stored natural gas during peak-use periods?
I have natural gas.
Who has the process by which natural gas is converted into a liquid?
I have Alaska.
Who has the form in which energy is stored in natural gas?
I have Atlantic and Pacific Basins.
Who has the name for natural gas in its liquid state?
I have peak-shaving facility.
Who has the amount a volume of natural gas is reduced when it becomes a liquid?
I have liquefaction.
Who has the usable energy generated in a natural gas-fired power plant?
I have chemical energy.
I have liquefied natural gas-LNG.

Who has the fuels made from plants and animals that lived millions of years ago?
Who has the process of finding natural gas deposits?
I have 600 times.
Who has the main residential uses of natural gas?
I have electricity.
Who has the main method for moving natural gas?
I have fossil fuels.
Who has the main method for transporting LNG?
I have exploration.
Who has the facility that processes natural gas into a liquid?
I have heating and cooking.
I have distribution by pipeline.

Who has a disadvantage to LNG?
I have ships with specially designed hulls.

Who has an advantage to LNG?
Who has the ability to do work or make change?
I have liquefaction plant or export facility.
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Chemical Models
TEACHER
GRADE LEVELS
Intermediate Secondary
OBJECTIVES
To construct models of the gases that compose raw natural gas. To balance chemical equations.
CONCEPTS
The gases that compose natural gas are hydrocarbons. When burned, hydrocarbons produce carbon dioxide and water.
TIME
45 minutes
MATERIALS
Copies of student worksheets (pages 35-37) Molecular model set or three colors of clay or modeling dough and toothpicks for each group of students
PREPARATION
1. Gather the materials needed. 2. Divide the students into groups of two or three. 3. Review with students the process for balancing chemical equations.
PROCEDURE
1. Explain to the students that raw natural gas is typically found as a mixture of gases. These gases are hydrocarbons, consisting of only
carbon and hydrogen atoms.

2. The gases found in raw natural gas are alkanes, where the prefix of the name tells the number of carbons present. 3. Distribute the worksheets and have students read the Background and look at the list of Alkane Series Prefixes. Ask the students if they
have any questions and give them time to complete the Molecular Formulas section of the worksheet.
4. Review the answers to the Molecular Formulas Section to ensure all students have the correct answers. Allow students time to complete
the Molecular Models and Balancing Equations sections of the worksheet.

5. Review the equations to ensure correct answers. Allow students time to complete the Hydrocarbon Combustion section of the
worksheet.
EXTENSIONS
Have students explain what impact burning hydrocarbons has on the environment. Have students determine the molecular formulas for gasoline and diesel. Using these formulas, have students consider the impact of using these fuels on the environment.
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Chemical Models
STUDENT
Background
Hydrocarbons are molecules composed only of carbon and hydrogen. Carbon atoms have four electrons available to bond. When one carbon atom bonds with only hydrogen, it will need four hydrogen atoms. This hydrocarbon is known as methane. When a hydrocarbon molecule has as many hydrogen atoms bonded as possible, it is considered saturated and is part of the alkane group. Alkanes are named for the number of carbon atoms present. The alkanes form a straight chain of carbon atoms with hydrogen atoms bonding with the remaining open electrons. The generic formula for alkanes is CnH2n+2. This formula can be used to determine the molecular formula for the gases that typically compose raw natural gas.
Alkane Series Prefixes
meth- one carbon atom eth- two carbon atoms prop- three carbon atoms but- four carbon atoms
Activity 1: Molecular Formulas

Use the generic formula for alkanes to determine the molecular formula for the following gases: Methane Ethane Propane Butane
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Activity 2: Molecular Models

Use the model sets or colored clay to make three-dimensional models of the alkanes. Use one color to represent hydrogen and another for carbon. Use the third color to make several oxygen molecules, which consist of two oxygen atoms bonded together (O2). Draw each model below. Methane Ethane
Propane
Butane
Oxygen
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Activity 3: Balancing Equations

When a hydrocarbon burns, it combines with oxygen to make carbon dioxide and water. Fill in the molecular formula for each gas and then write the balanced equations for methane, ethane, propane, and butane on the right. Methane _______ + O2
HEAT
CO2 + H2O
Ethane _______ + O2
HEAT
CO2 + H2O
Propane _______ + O2
HEAT
CO2 + H2O
Butane _______ + O2
HEAT
CO2 + H2O
Activity 4: Hydrocarbon Combustion

Using the chemical models of methane and oxygen, create the products of methane combustion. Draw all the model molecules formed for a balanced reaction. Repeat the process for ethane, propane, and butane.
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Career Expedition
TEACHER
GRADE LEVELS
Secondary
OBJECTIVE
To explore career opportunities in the LNG industry.
CONCEPTS
Demonstrates the qualifications, training, and responsibilities of careers in the oil and gas extraction industry.
TIME
Part A: 45 minutes (can be done for homework) Part B: 30 minutes
MATERIALS
Student worksheets (page 39) Computer lab with internet access
PREPARATION
1. Make copies of the Career Expedition worksheet for each student.
PROCEDURE
1. Students will use the website http://www.bls.gov/oco/cg/cgs004.htm to answer questions about the LNG industry. 2. Using the collected information, put students in groups of two or three. Each group will be responsible for creating a 30 second public
service announcement for radio or school announcements. These ads can be shared with the school or the larger community. Each group can be responsible for any five questions off of the expedition, or you can divide questions among student groups.
EXTENSIONS
An additional activity about careers, the Oil and Gas Career Game, is on page 42. Contact your local radio station and see if they will broadcast your public service announcements. You can also record students and share their service announcements on the internet.
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Drilling for Data in Oil and Gas Extraction

Bureau of Labor Statistics, U.S. Department of Labor, Career Guide to Industries, 2008-09 Edition, Mining, on the Internet at: http://www.bls.gov/oco/cg/cgs004.htm
Career Expedition STUDENT
Part A
PROCEDURE
Use the resource above to answer the following questions about mining/oil and gas extraction on a separate piece of paper.
1. Extraction of natural resources and finding new deposits is the work of what industry? 2. Name the five segments of the mining industry. 3. What is the primary function of the oil and gas extraction segment of the mining industry? 4. Describe how pockets of natural gas are formed. 5. Name three ways we use petroleum and natural gas. 6. Describe two ways that specialized workers search for geologic formations that are likely to contain pockets of oil or gas. 7. What is a derrick? 8. Why is directional drilling important? 9. How is recovered oil transported to refineries? 10. How is recovered natural gas transported to processing plants? 11. Explain how employment in the mining industry has been affected by new technologies and mining techniques that increase
productivity.
12. Write a short paragraph describing the working conditions for someone working in oil and gas extraction. 13. There were approximately 619,000 wage and salary jobs in the mining industry in 2006. How many jobs were in oil and gas extraction? 14. In which states are the majority of oil and gas extraction jobs located? 15. Choose two professional occupations in the mining industry and describe what they do. 16. What is a roughneck, and what does he do? 17. Describe the occupations involved in natural gas processing. 18. In your opinion, is the outlook for employment in oil and gas extraction positive or negative? Why do you think so? 19. In 2006, what was the average wage for production workers in oil and gas extraction?
Part B
Using your answers from Part A, create a 30 second public service announcement educating the public about careers in the oil and gas field. What are the positive aspects of this career? Why should people apply? What sort of education do they need? Share your PSA with a local radio station or read to your classmates during school announcements.
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Career Expedition
Answer Key
1. 2. 3. 4.
Answers from www.bls.gov/oco/cg/cgs004.htm Extraction of natural resources and finding new deposits is the work of what industry? mining industry Name the five segments of the mining industry. oil and gas extraction, coal mining, metal ore mining, nonmetallic mineral mining and quarrying, and support activities for mining What is the primary function of the oil and gas extraction segment of the mining industry? Finding and extracting the oil and gas in underground pockets. Describe how pockets of natural gas are formed. Petroleum, commonly called crude oil or just oil, is a liquid formed underground from the decay of plants and animals over millions of years through extreme heat and pressure. Occasionally, this decaying material becomes trapped under a layer of impermeable rock that prevents it from dispersing and creates a pocket of oil. Similar processes also produce natural gas, which can be found mixed with oil or in separate deposits.
5. 6.
Name three ways we use petroleum and natural gas. heat homes, fuel cars, power factories, generate electricity, cook food Describe two ways that specialized workers search for geologic formations that are likely to contain pockets of oil or gas. Maps of potential deposits are made using remote-sensing satellites. Seismic prospecting is a technique based on measuring the time it takes sound waves to travel through underground formations and return to the surface. Computers and advanced software analyze seismic data to provide three-dimensional models of subsurface rock formations. Collecting and analyzing core samples of rock, clay, and sand in the Earths layers.
7. 8.
What is a derrick? a tower-like steel structure that supports the drilling equipment Why is directional drilling important? It allows increased access to potential reserves. Drilling begins vertically, but the drill bit can be turned so that drilling can continue at an angle of up to 90 degrees. This technique extends the drills reach, enabling it to reach separate pockets of oil or gas. Because constructing new platforms is costly, this technique commonly is employed by offshore drilling operations.
9.
How is recovered oil transported to refineries? by pipeline, ship, barge, truck, or railroad
10. How is recovered natural gas transported to processing plants?
by pipeline
11. Explain how employment in the mining industry has been affected by new technologies and mining techniques that increase
productivity. Most mining machines and control rooms are now automatic or computer-controlled, requiring fewer, if any, human operators. Many mines also operate with other sophisticated technology such as lasers and robotics, which further increases the efficiency of resource extraction. As a result, mine employment has been falling over time, particularly of workers who are involved in the extraction process itself. These new technologies and techniques have also increased specialization in the industry and led to expanded use of contract mining services companies for specific tasks. These companies also allow mining firms to more easily adjust production levels in response to changes in commodity prices.
12. Write a short paragraph describing the working conditions for someone working in oil and gas extraction.
Work schedules in the mining industry can vary widely. Some oil and gas extraction sites operate 24 hours a day, 7 days a week. This creates the opportunity for some mining workers to work long shifts several days in a row, and then have several days off. The remote location of some sites, such as offshore oil rigs, requires some workers to actually live onsite for weeks at a time, often working 12 hour shifts, followed by an extended leave period onshore. As a result of these conditions, part time opportunities are rare in this industry, but overtime is common. The average work week for a production worker in mining is 45.3 hours.
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Extraction workers spend most of their time at the well site. Working conditions at well sites can be unusual and sometimes dangerous. Physical strength and stamina are necessary, as the work involves standing for long periods, lifting moderately heavy objects, and climbing and stooping to work with tools that often are oily and dirty. Workers in wells are subject to rugged outdoor work in all kinds of weather and climates. Oil and gas sites, because they are largely automated once deposits have been located, generally operate year round regardless of weather conditions, although offshore oil platforms are evacuated before the onset of dangerous weather, such as hurricanes.
13. There were approximately 717,000 wage and salary jobs in the mining industry in 2008. How many were in oil and gas
extraction? around 161,600

14. In which states are the majority of oil and gas extraction jobs located?
Texas, California, Oklahoma, and Louisiana

15. Choose two professional occupations in the mining industry and describe what they do.
Before any mining can actually begin, a deposit of the resource needs to be found. This is the primary work of geologists and geological and petroleum technicians, who travel around the world using tools such as seismic data and core samples to locate deposits of sufficient size and purity for extraction. Petroleum engineers and mining and geological engineers then formulate the general plan for how the mining operation will be undertaken. They design, with drafters and engineering technicians, the general structure of the well or mine, and the most efficient method of extraction. These engineers generally supervise mine and well activities throughout the entire lifecycle of the project, troubleshooting any problems and ensuring smooth operations. They also work with environmental engineers, who ensure that mine or well sites meet stringent Federal, State, and local regulations. Environmental regulations make obtaining permits for new projects increasingly difficult and impose substantial penalties should projects fail to meet standards, making proper environmental remediation a necessity for any mining operation. Environmental engineers also plan reclamation projects when product extraction is complete. Other engineers who ensure smooth working operations include industrial engineers, who manage the use of workers and equipment for optimum productivity, and mechanical engineers, who ensure that complicated systems for cooling and ventilation are designed and constructed properly.
16. What is a roughneck, and what does he do?
Rotary-driller helpers, also known as roughnecks, guide the lower ends of pipe to well openings and connect pipe joints and drill bits.
17. Describe the occupations involved in natural gas processing.
Most workers involved in gas processing are operators. Gas treaters tend automatically controlled treating units that remove water and other impurities from natural gas. Gas-pumping-station operators tend compressors that raise the pressure of gas for transmission in pipelines. Both types of workers can be assisted by gas-compressor operators.
18. In your opinion, is the outlook for employment in oil and gas extraction positive or negative? Why do you think so?
Answers will vary, but should consider the following: new technologies and new extraction techniques that increase productivity will require fewer workers in the industry; rising worldwide demand for oil and gas is likely to cause prices to remain high and generate the needed incentive for oil and gas producers to continue exploring and developing oil and gas reserves; restrictions on drilling in environmentally sensitive areas and other environmental constraints should continue to limit exploration and development onshore and offshore, however, changes in policy could expand exploration and drilling for oil and natural gas in currently protected areas and add jobs, especially in Alaska and the Federally-controlled Outer Continental Shelf; despite an overall decline in mining industry employment, job opportunities in most occupations should be very good because workers in the mining industry are older than average and some companies may have trouble coping with the loss of many experienced workers to retirement at a time when the industry is expanding production.
19. In 2006, what was the average wage for production workers in oil and gas extraction?
$27.28 per hour
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41
Oil and Gas Career Game

Imagine you are a drop of oil or a molecule of natural gas. Cut out the game pieces to the right and roll a die to follow the path from the ground to market. Along the way, you will meet many people who help you on your journey.
DERRICK OPERATORS
GAME PIECES
TA
EXPLORATION
R T
Geologists conduct many tests gathering information, such as seismic data, to determine if the geology holds oil or natural gas.
formulate the general plan for how the extraction operation will go. They help design the general structure of the well and the most efficient method of extraction.
PETROLEUM ENGINEERS
work on small platforms high on rigs to help run pipe in and out of well holes and operate the pumps that circulate mud through the pipe.
ROUGHNECKS
maintain and repair the electrical and electronic equipment and systems that keep the facilities up and running.
ELECTRICIANS
DRILLING & PRODUCTION

Wells are drilled deep into the ground to bring oil and natural gas to the surface.
guide the lower ends of pipe to well openings and connect pipe joints and drill bits.
ENERGY TRADERS
REFINING & DISTRIBUTION

Crude oil and natural gas are refined into many different products and shipped to consumers.
install, maintain, repair, and test rotating mechanical equipment and systems.
MACHINISTS
buy and sell oil and gas in the U.S. and international markets.
Roll the die one last time to find out what kind of product you will become. If you EUM are a drop of oil, OL P ETR follow the 1 petroleum path. You are refined If you are a into gasoline for molecule of use in cars and natural gas, trucks. follow the natural gas path. You are sent to a house and used to cook dinner on a stove.
STOP!
prepa R PIPELI SS PIPIN N cons re drawing E DRAF G tructio TE s n, an used in RS th d gas f ields operation e layout, and r efine of oil and ries.
PRO
CE
You are made into plastic and become part of a toy.
You are processed into the wax that becomes a crayon.
You are part of medicine that helps save a persons life.
You are used to make asphalt, which paves a new highway.
You are refined into jet fuel and travel the world in first-class.
FINISH
NA
TU
RA
END-USE PRODUCTS
L GAS
You are used as fuel in a power plant that generates electricity.
You are compressed and used as an alternative fuel in a city bus.
You are piped to a factory where you help make cars.
You are a raw material used to make paint.
You are sent to a house and used for space and water heating.
FINISH
42
Liquefied Natural Gas Evaluation Form

State: ___________ Grade Level: ___________ Number of Students: __________
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No No
1. Did you conduct the entire unit? 2. Were the instructions clear and easy to follow? 3. Did the activities meet your academic objectives? 4. Were the activities age appropriate? 5. Were the allotted times sufficient to conduct the activities? 6. Were the activities easy to use? 7. Was the preparation required acceptable for the activities? 8. Were the students interested and motivated? 9. Was the energy knowledge content age appropriate? 10. Would you teach this unit again? Please explain any no statement below. How would you rate the unit overall? How would your students rate the unit overall? excellent excellent
good good
fair fair
poor poor
What would make the unit more useful to you?
Other Comments:
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American Association of Blacks in Energy Idaho Department of Education American Chemistry Council Idaho National Laboratory American Electric Power Illinois Clean Energy Community Foundation American Electric Power Foundation Independent Petroleum Association of America American Solar Energy Society Independent Petroleum Association of American Wind Energy Association New Mexico Appalachian Regional Commission Indiana Michigan Power Areva Interstate Renewable Energy Council Arkansas Energy Office iStemIdaho STEM Education Armstrong Energy Corporation Kansas City Power and Light Association of Desk & Derrick Clubs KBR Robert L. Bayless, Producer, LLC Kentucky Clean Fuels Coalition BP Kentucky Department of Education BP Alaska Kentucky Department of Energy C&E Operators Development and Independence Cape and Islands Self Reliance Kentucky Oil and Gas Association Cape Cod Cooperative Extension Kentucky Propane Education and Research Council Cape Light CompactMassachusetts Kentucky River Properties LLC L.J. and Wilma Carr Kentucky Utilities Company Central Virginia Community College Lenfest Foundation Chevron Littler Mendelson Chevron Energy Solutions Llano Land and Exploration ComEd Los Alamos National Laboratory ConEd Solutions Louisville Gas and Electric Company ConocoPhillips Maine Energy Education Project Council on Foreign Relations Maine Public Service Company CPS Energy Marianas Islands Energy Office Dart Foundation Massachusetts Division of Energy Resources David Petroleum Corporation Lee Matherne Family Foundation Desk and Derrick of Roswell, NM Michigan Oil and Gas Producers Education Dominion Foundation Dominion Foundation Midwest Energy Cooperative Duke Energy Mississippi Development AuthorityEnergy East Kentucky Power Division El Paso Foundation Montana Energy Education Council E.M.G. Oil Properties The Mosaic Company Encana NADA Scientific Encana Cares Foundation NASA Energy Education for Michigan National Association of State Energy Officials Energy Training Solutions National Association of State Universities and Energy Solutions Foundation Land Grant Colleges Equitable Resources National Fuel First Roswell Company National Grid Foundation for Environmental Education National Hydropower Association FPL National Ocean Industries Association The Franklin Institute National Renewable Energy Laboratory GenOn EnergyCalifornia Nebraska Public Power District Georgia Environmental Facilities Authority New Mexico Oil Corporation Georgia Power New Mexico Landmans Association Government of ThailandEnergy Ministry New York Power Authority Guam Energy Office NSTAR Gulf Power Offshore Energy Center/Ocean Star/ OEC Society Halliburton Foundation Offshore Technology Conference Gerald Harrington, Geologist Ohio Energy Project Houston Museum of Natural Science Pacific Gas and Electric Company Hydro Research Foundation The NEED Project P.O. Box 10101, Manassas, Manassas, VA 20108 1.800.875.5029 www.NEED.org 2011 The NEED Project P.O. Box 10101, VA 20108 1.800.875.5029 www.NEED.org PECO Petroleum Equipment Suppliers Association PNM Puerto Rico Energy Affairs Administration Puget Sound Energy Rhode Island Office of Energy Resources RiverWorks Discovery Roswell Climate Change Committee Roswell Geological Society Sacramento Municipal Utility District Schneider Electric Science Museum of Virginia C.T. Seaver Trust Shell Snohomish County Public Utility DistrictWA Society of Petroleum Engineers David Sorenson Southern Company Southern LNG Southwest Gas Space Sciences LaboratoryUniversity of California Berkeley Tennessee Department of Economic and Community DevelopmentEnergy Division Tennessee Valley Authority Timberlake Publishing Toyota TXU Energy United States Energy Association University of NevadaLas Vegas, NV U.S. Department of Energy U.S. Department of EnergyOffice of Energy Efficiency and Renewable Energy U.S. Department of EnergyOffice of Fossil Energy U.S. Department of EnergyHydrogen Program U.S. Department of EnergyWind Powering America U.S. Department of EnergyWind for Schools U.S. Department of the Interior Bureau of Land Management U.S. Department of the InteriorBureau of Ocean Energy Management, Regulation and Enforcement U.S. Energy Information Administration U.S. Environmental Protection Agency Van Ness Feldman Virgin Islands Energy Office Virginia Department of Education Virginia Department of Mines, Minerals and Energy Walmart Foundation Washington and Lee University Western Kentucky Science Alliance W. Plack Carr Company Yates Petroleum Corporation

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Liquefied Natural Gas: LNG

Information and activities to teach students about liquefied natural gasLNG.

Science Social Studies Math Language Arts Technology

NEED Mission Statement

Teacher Advisory Board

Teacher Advisory Board Statement

Energy Data Used in NEED Materials

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Printed on Recycled Paper

Liquefied Natural Gas: LNG

Liquefied Natural Gas: LNG

2011 The NEED Project

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Correlations to National Science Education Standards: Grades 5-8

Content Standard E | SCIENCE AND TECHNOLOGY

Content Standard F | SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES

Risks and Benefits

Liquefied Natural Gas: LNG

Correlations to National Science Education Standards: Grades 9-12

Content Standard E | SCIENCE AND TECHNOLOGY

Content Standard F | SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES

Natural and Human-induced Hazards

Science and Technology in Local, National, and Global Challenges

2011 The NEED Project

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Liquefied Natural Gas: LNG

Finding Natural Gas

LNG VOLUME COMPARED TO GASEOUS NATURAL GAS

HOW NATURAL GAS WAS FORMED

Note: Not to Scale

2011 The NEED Project

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Image courtesy of Encana

SOURCES OF NATURAL GAS

Coalbed Methane Conventional Associated Gas Conventional Non-associated Gas

Tight Sand Gas

Liquefied Natural Gas: LNG

Transporting and Storing

Natural gas is primarily transported by a pipeline.

2011 The NEED Project

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LNG STORAGE FACILITIES AND IMPORT TERMINALS

U.S. LNG Terminals and Storage Facilities

Natural Gas Use

LNG Terminal Profile: Elba Island, Georgia

2009 NATURAL GAS CONSUMPTION

COMMERCIAL RESIDENTIAL PIPELINE FUEL AND TRANSPORTATION

Data: Energy Information Administration

HOW NATURAL GAS GENERATES ELECTRICITY IN A COMBINED-CYCLE POWER PLANT

HIGH PRESSURE GAS

COMPRESSOR COMBUSTION CHAMBER 1 2 HOT COMBUSTION GASES

U.S. Natural Gas Supply and Demand

The Global LNG Market

TOP EXPORTERS AND IMPORTERS OF LNG

Liquefied Natural Gas: LNG

State Energy Profile: Georgia

Running on Natural Gas

Electricity Generated by Fuel in 2008 in Georgia

Biomass Other 2% 0.4%

LNG as a Transportation Fuel

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by making it very cold (-260F or -162.2C).