Liquefied Natural Gas: LNG

Liquefied Natural Gas: LNGCritical thinking and hands-on activities that introduce students to energy transformations, the properties of natural gas, and how natural gas is taken from production to market, with special emphasis on liquefied natural gas — LNG.

Grade Levels:

Pri

Ele

IntSec

Subject Areas:

Secondary

IntermediatePri

Ele

IntSec

Elem Elementary

Science

Language Arts

Social Studies

Technology

2015-2016

2 Liquefied Natural Gas: LNG

Printed on Recycled Paper

NEED Mission StatementThe mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs.

Teacher Advisory Board StatementIn support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standards-based energy curriculum and training.

Permission to CopyNEED materials may be reproduced for non-commercial educational purposes.

Energy Data Used in NEED MaterialsNEED believes in providing the most recently reported energy data available to our teachers and students. Most statistics and data are derived from the U.S. Energy Information Administration’s Annual Energy Review that is published yearly. 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.gov. EIA’s Energy Kids site has great lessons and activities for students at www.eia.gov/kids.

1.800.875.5029www.NEED.org

© 2015

Teacher Advisory BoardShelly BaumannRockford, MI

Constance BeattyKankakee, IL

Amy ConstantRaleigh, NC

Nina CorleyGalveston, TX

Regina DonourWhitesburg, KY

Linda FonnerNew Martinsville, WV

Samantha ForbesVienna, VA

Michelle Garlick

Viola HenryThaxton, VA

Bob Hodash

DaNel HoganTucson, AZ

Greg HolmanParadise, CA

Linda HuttonKitty Hawk, NC

Matthew InmanSpokane, WA

Barbara LazarAlbuquerque, NM

Robert LazarAlbuquerque, NM

Leslie LivelyPorters Falls, WV

Jennifer Winterbottom Pottstown, PA

Mollie MukhamedovPort St. Lucie, FL

Don Pruett Jr.Sumner, WA

Josh RubinPalo Alto, CA

Joanne SpazianoCranston, RI

Gina SpencerVirginia Beach, VA

Tom SpencerChesapeake, VA

Jennifer Trochez MacLeanLos Angeles, CA

Joanne Trombley West Chester, PA

Carolyn WuestPensacola, FL

Wayne YonkelowitzFayetteville, WV

Jen VarrellaFort Collins, CO

Robert GriegolietNaperville, IL

www.eia.gov

www.eia.gov/kids

www.need.org/

© 2015 The NEED Project 8408 Kao Circle, Manassas, VA 20110 1.800.875.5029 www.NEED.org 3

Table of Contents �Standards Correlation Information 4

�Materials 5

�Teacher Guide 6

�Answer Key 13

�Forms of Energy Master 15

�Energy Transformations Master 16

�Fusion Master 17

�Photosynthesis Master 18

�Natural Gas Formation Master 19

�Natural Gas Combined-Cycle Power Plant Master 20

� Informational Text 21

�Forms and Sources of Energy 28

�Natural Gas Energy Transformation 29

�Energy Transformation Organizer 30

�Chemical Models 31

�LNG Production to Market 35

�LNG as a System 36

�The LNG Chain 38

�Natural Gas In the Round Cards 39

�Oil and Gas Career Game 42

�Glossary 43

�Evaluation Form 44

Liquefied Natural Gas: LNG

Oil and Natural Gas, from the Society of Petroleum Engineers, is a great resource that supplements the information and activities in Liquefied Natural Gas: LNG. Available in several languages, this book showcases the geology, technology, careers, and difficult concepts of oil and natural gas in a fun, colorfully illustrated, and informational way.

To order a free classroom copy, visit http://www.energy4me.org/order/oil-and-natural-gas/.

http://www.energy4me.org/order/oil-and-natural-gas


Standards Correlation Informationwww.NEED.org/curriculumcorrelations

Next Generation Science Standards � This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards � This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards � This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

www.need.org/curriculumcorrelations


The following is a list of materials, other than paper and pencil, needed to complete the activities in this curriculum guide. Most materials are common lab items, or items that can easily be sourced at a grocery or big box store. If you have questions or have trouble locating a material, call NEED for assistance.

ACTIVITY MATERIALS NEEDED

Volume Simulations �Beach ball �Ping pong ball �Sets of counting units �800-1,000 mL Beakers �Water

Energy Flows �Large, wooden kitchen matches �Battery powered flashlight �Hand-generated flashlight

Chemical Models �Molecular modeling set

The LNG Chain �Yarn

Oil and Gas Career Game �Dice �Cardstock

Liquefied Natural Gas Materials


&BackgroundThis guide provides background information on natural gas and liquefied natural gas (LNG) as an energy source. Familiarize yourself with all of the information and activities contained within the guide and select the activities that best suit your classroom and student needs.

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 sun’s core.

�Energy flows through dynamic systems on Earth.

�LNG is a nonrenewable energy resource.

�LNG has economic and environmental advantages and disadvantages.

�Liquids use less space than gases.

�LNG is 1/600th the volume of natural gas. Natural gas is 600 times the volume of LNG.

�The LNG chain consists of exploration, production, liquefaction, storage, transportation, regasification, distribution, and end use.

�The LNG chain is a global system. All parts of the system are connected.

�The gases that compose natural gas are hydrocarbons.

�When burned, hydrocarbons produce carbon dioxide and water.

2 Preparation �Pre-read the student and teacher sections. Decide which activities you will conduct to reinforce the information presented in the nonfiction text.

�Gather the materials needed for the activities you have chosen. A chart can be found on pages 5.

Activity 1: Introduction Objective

�Students will be able to identify basic facts about natural gas and LNG.

Materials �Student informational text, pages 21-27

2 Preparation �Make copies of the informational text for each student.

�Construct a large 3-column KWL chart on the board or interactive board for the class to view and add information.

Procedure1. Explain to students that we use many sources for energy every day. Natural gas is a big part of our

energy picture in the Uniited States. Discuss with students that they will be learning the basics about natural gas, but also how natural gas can be converted to a liquid, why it is done, and the advantages and disadvantages of doing so.

Teacher Guide

Grade Levels �Elementary, grade 5 �Intermediate, grades 6–8 �Secondary, grades 9–12

Time �Approximately 5-8 class periods, depending on activities selected

Additional Resources �For more information on natural gas as a resource, as well as all of the other sources of energy, reference NEED’s Energy Infobooks. These infobooks are available for download at any level at www.NEED.org.

�For more information on the exploration and production of natural gas, check out NEED’s oil and natural gas curricula. Wonders of Oil and Gas, for elementary learners, and Exploring Oil and Gas for intermediate and secondary learners are available for download at www.NEED.org.

�A booklist of fiction and non-fiction energy related books can be found at www.NEED.org

:Internet ResourcesFor more information about liquefied natural gas, visit:

�Kinder Morgan LNG Video: www.kindermorgan.com/pages/business/gas-pipelines/projects/elbalng/lng_demo.aspx

�U.S. Department of Energy: http://energy.gov/fe/science-innovation/oil-gas/liquefied-natural-gas

�U.S. Federal Energy Regulatory Commission: www.ferc.gov/industries/gas/indus-act/lng.asp

�Center for Liquefied Natural Gas: www.lngfacts.org/

www.need.org/

www.need.org/

www.need.org/

www.kindermorgan.com/pages/business/gas-pipelines/projects/elbalng/lng_demo.aspx

http://energy.gov/fe/science-innovation/oil-gas/liquefied-natural-gas

www.ferc.gov/industries/gas/indus-act/lng.asp

www.lngfacts.org


2. Ask students what they know about energy, natural gas, and LNG. Record student thoughts in the “K” (or “Know”) column of the KWL chart. Keep track of misconceptions to address later, as you work through the unit. Ask students what questions they might have about natural gas and LNG. Record these questions in the “W” (or “Want to know”) column of the KWL chart.

3. Direct students to read the informational text, highlighting or underlining important ideas as they read. Students may make their own KWL charts or graphic organizers to use while reading as well. When students complete the reading, discuss what important concepts they learned, and add ideas as a class to the “L” (or “Learned”) column of the KWL chart.

4. Keep the chart posted or available to add to or update for further discussion as the class completes the activities.

Activity 2: Volume Simulations Objectives

�Students will be able to explain how volume changes when a substance is changed from a gaseous state to a liquid state, and vice versa. �Students will be able to quantitatively describe the volume difference between natural gas and LNG.

Materials

2 Preparation �Gather the materials above.

�Divide the students into groups of three to five.

�Fill each beaker with 1 mL of water.

Procedure1. Show the students the beach ball and the ping pong ball. Ask them which ball they think 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]. Ask students to write and explain their reasoning.

2. 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 (-260°F or -162.2°C).

3. 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.)

4. Revisit the ping pong ball and beach ball. Ask students to edit their reasoning from before, as necessary.

5. 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.

6. Gather predictions from the groups and write them on the board or interactive board.

7. Explain to the students that LNG is 1/600th of 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.

8. Pass the beakers with 1 mL of water to each group. Have the students predict or draw a line on the beaker (with pencil) to show how much water would represent natural gas in a gaseous state, if the amount of water presently in the beaker represents LNG. (600 mL) Collect the beakers.

Extensions �Have students create additional visual natural gas and LNG volume comparisons and demonstrate them.

�Have students list possible advantages and disadvantages to natural gas in both a gaseous state and a liquid state.

�Beach ball �Ping pong ball �1 Set of 600 counting units (or any item such as cotton balls) for each group

�1 800-1,000 mL Beaker for each group �Water


Activity 3: Energy Flows Objectives

�Students will be able to explain how energy is transformed when natural gas is taken from the well to the customer. �Students will be able to trace or describe how energy is transformed in an everyday item like a flashlight.

Materials

2 Preparation �Obtain the materials needed for the activities.

�Make copies of worksheets for students.

�Make copies or digital projections of the masters for the class.

ProcedureFORMS OF ENERGY1. Review or introduce energy by lighting a wooden match and asking students to describe what is happening in energy terms. Explain

the energy transformation from the match back to the sun.

2. Use the Forms of Energy master to review or introduce 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, highlighting the forms of energy we use most.

FLASHLIGHTS AND ENERGY TRANSFORMATIONS1. 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 or transformations in the hand-generated flashlight. Discuss the differences between the two flashlights and how their energy flows from one form to another.

NATURAL GAS POWER PLANT AND ENERGY TRANSFORMATIONS1. 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 to think about how natural gas is used for generating electricity, and what is involved.

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 Transformation 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 Transformation Organizer either in class or as homework.

Extensions �Have students write a script and create props to act out the energy flow for natural gas.

�Have students brainstorm or 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.

�Large wooden kitchen matches �Regular flashlight and hand-generated flashlight �Forms and Sources of Energy worksheet, page 28

�Natural Gas Energy Transformation worksheet, page 29 �Energy Transformation Organizer, page 30 �Masters, pages 15-20


Activity 4: Chemical Models Objectives

�Students will be able to construct models of the gases that compose raw natural gas. �Students will be able to balance chemical equations.

Materials �Molecular model set for each group of students (three colors of modeling clay and toothpicks will also work as a substitute) �Chemical Models worksheets, pages 31-34

2 Preparation �Gather the materials needed, and make copies of student worksheets.

�Divide the students into groups of two or three, giving each group a modeling set.

�Review with students the process for balancing chemical equations.

Procedure1. 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 carbon atoms present.

3. Distribute the worksheets. Have students read the background information 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. Discuss the answers to the Molecular Formulas section to ensure all students have the correct answers. Allow students time to complete the Molecular Models and Balancing Equations sections 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 and create models by combining several model sets together. Using these formulas, have students consider the impact of using these fuels on the environment.

Activity 5: The LNG Chain Objectives

�Students will be able to list and describe the different steps needed to produce liquefied natural gas (LNG) and bring it to market. �Students will be able to provide examples of how a global LNG system can be affected by one weak link in the chain.

Materials

2 Preparation �Make copies of the worksheets specified above for each student.

�Cut out the LNG hangtags. Fold each on the dotted line. Punch a hole through the folded card, and attach a loop of string so that a student may wear it around his/her neck. Assemble multiple sets to fit the number of students in the class.

�Divide the students into groups of eight.

�1 Ball of yarn per group �LNG Production to Market worksheet, page 35

�LNG as a System hangtags, pages 36-37 �The LNG Chain worksheet, page 38


ProcedureLNG PRODUCTION TO MARKET1. Explain to the students that natural gas is typically found in a gaseous state. Remind students that natural gas can be changed into a

liquid (LNG) by making it very cold (-260°F or -162.2°C). Revisit the ping pong ball/beach ball demonstration, if needed.

2. Ask students what they think happens to a resource when it is found far from cities or industry. Is it helpful to customers?(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 SYSTEM1. 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 and review their LNG Production to Market handout. Allow time for questions about roles or the process involved.

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 the string. Ask the students that felt the tug to explain how a stress on 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. Students should also be able to identify ways the chain could be assembled differently and explain why.

THE LNG CHAIN1. 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 listed in the answer key on page 14.

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.

�Discuss the advantages and disadvantages of exporting LNG.


Activity 6: Natural Gas In the Round Objectives

�Students will be able to describe properties of natural gas. �Students will be able to list the steps in the LNG chain. �Students will be able to list uses for natural gas.

Materials �Natural Gas In the Round cards, pages 39-41 �Student informational text, pages 21-27

2 Preparation �Make two copies of the sheets of cards. Cut one set of cards into individual pieces. The other will serve as the answer key, as the clues are in the correct order on the pages.

Procedure1. 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 a few minutes to review the information about their statement using the background information in the text.

3. Choose a student to begin the game. 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 game will continue until the student that started stands up and answers a question.

c. Students should discuss as a class and come to a consensus if there is disagreement on a student answer. Use the answer key to assist,

if needed.

Extension �Have students create their own versions of natural gas or LNG in the round.


Activity 7: Oil and Gas Career Game& BackgroundStudents are assigned to be either an oil derrick or a natural gas flame. As they move through the game, they encounter descriptions of many different types of people and their basic job responsibilities. The path starts with exploration and ends with end-use products. If you choose, for this unit, students may only be assigned to flames of gas and play the game using only natural gas.

Objective �Students will be able to list and/or describe careers and opportunities in the oil and natural gas field.

Materials �Dice, one die per group �Cardstock/poster board �Oil and Gas Career Game board master, page 42

2 Preparation �Print one copy of the game board on cardstock for each group.

�Cut out game pieces from the board.

�Paste onto poster board, if desired.

Procedure1. Students will take turns rolling the die and moving through the game board.

2. Discuss the different stages in the oil and gas process as a class.

Evaluation �Evaluate the unit with your students using the Evaluation Form on page 44, and return it to NEED.


Answer Key

Forms and Sources of EnergyForms of Energy

�Petroleum—chemical �Coal—chemical �Natural Gas—chemical �Uranium—nuclear �Propane—chemical �Biomass—chemical �Hydropower—motion �Wind—motion �Solar—radiant �Geothermal—thermal

Sources of Energy �Chemical—86.7 % �Nuclear—8.5 % �Motion—4.2 % �Thermal—0.2 % �Radiant—0.3 % �Nonrenewables—90.4 % �Renewables—9.4 %

Natural Gas Energy Transformation1. Fusion occurs in the core of the sun.2. Radiant energy is produced by the sun.3. Small marine organisms decay into natural gas.4. Natural gas is recovered and burned.5. Combustion of gas in power plant.6. Hot gas turns a turbine.7. A turbine spins a generator creating electricity.8. Electricity is transported on transmission lines to towns and cities.9. Electricity is carried to homes on power lines.10. Electricity powers household devices like laptops and appliances.

Energy Transformation OrganizerSun to childradiant > chemical > chemical > chemical > motion

Sun to bulbradiant > chemical > thermal > electrical


Methane Ethane Propane Butane

Chemical Models

Activity 1 �Methane—CH4

�Ethane—C2H6

�Propane—C3H8

�Butane—C4H10

Activity 2

Activity 3 �Methane—CH4 +2O2 > CO2 + 2H2O �Ethane—2C2H6 + 7O2 > 4CO2 + 6H2O �Propane—C3H8 + 5O2 > 3CO2 + 5H2O �Butane—2C4H10 + 13O2 > 8CO2 +10H2O

Activity 4 �Students should draw their assembled models of the equations above.

The LNG Chain This is one possible way to complete the chart:

Center: Production

Additional Steps and EffectsExploration A new natural gas field is discovered, increasing the available supply for production. More natural gas is needed to be produced, 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 doesn’t 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 decreases. 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.

O = O

Oxygen


e Forms of Energy

POTENTIALStored energy and the energy of

position (gravitational).

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.

ELASTIC ENERGY is energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples.

GRAVITATIONAL POTENTIAL ENERGY is the energy of place or position. Water in a reservoir behind a hydropower dam is an example.

KINETICThe motion of waves, electrons,

atoms, molecules, and substances.

RADIANT ENERGY is electromagnetic energy that travels in transverse waves. Solar energy is an example.

THERMAL ENERGY or heat is the internal energy in 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. Echoes and music are examples.

ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples.

All forms of energy fall under two categories:

MASTER


MASTER

e Energy TransformationsHand Generated Flashlight

Nuclear Energy Radiant Energy Chemical Energy

Motion Energy

Stored Electrical Energy

Electrical Energy

Electrical Energy

Chemical Energy

Radiant (light) Energy

BATTERY


MASTER

e FusionON THE SUN

The process of fusion involves smaller nuclei combining to form a larger nucleus, with a transformation of matter. This

matter is emitted as radiant energy.

FusionThe process of fusion most commonly involves hydrogen isotopes combining to form a helium atom with a transformation of matter. This matter is emitted as radiant energy.

Hydrogen IsotopeHydrogen Isotope

Neutron Helium

Energy


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

glucose + oxygen6 H

2 O

+ 6 CO

2 +

radiant energy

C6 H

12 O6 + 6 O

2

MASTER


MASTER

Natural Gas Formation

Natural gas and

oil were form

ed in the sam

e way. H

undreds of m

illions of years ago, tiny sea plants and anim

als died and were buried on the

ocean floor. Over tim

e, they were covered by

layers of sediment and rock.

Over hundreds of m

illions of years, the remains w

ere buried deeper and deeper. The enorm

ous heat and pressure turned them into

oil and gas.O

il and natural gas are often found together. Today, we drill dow

n through the layers of sedim

entary rock to reach the rock formations that contain oil and gas

deposits.


Natural Gas Combined-Cycle Power Plant

BOILER STEAM LINE

TURBINE

CONDENSER

FEEDW

ATER

GENERATORInside a Generator

GENERATOR

SWITCHYARD

ELECTRICITY TRANSMISSION

ELECTRICITYGENERATION

GENERATOR

MAGNETS

COPPER COILS

ROTATING SHAFT

DETAIL

NATURALGAS

COMPRESSOR

COMBUSTION

CHAMBER

AIRTURBINE

HIGH PRESSURE GAS

HOT COMBUSTION GASES

Natural Gas Combined Cycle Power Plant

MASTER


What Is Natural Gas? Natural gas is considered a nonrenewable fossil fuel. Natural gas is considered a fossil fuel because scientists believe that it was formed from the remains of tiny sea animals and plants that died 300-400 million years ago.

When these tiny sea animals and plants died, they sank to the bottom 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.

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.

Finding Natural Gas Natural gas can be hard to find since it can be tightly 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 seismic 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.

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.

Liquefied Natural Gas

Natural gas and oil were formed in the same way. Hundreds of 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 hundreds of 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.

Gaseous Natural GasLNG

Volume = 600 units3 Volume = 1 unit3

Natural gas is

cooled and

compressed

into a liquid

called LNG.

In its liquid

form, it occupies a

space 600

times less

than natural

gas in its

gaseous state.

LNG Compression

Note: Not to Scale

How Natural Gas Was Formed


Exploring for natural gas deposits is a high-risk, high-cost enterprise. Natural gas wells average over 8,600 feet deep and can cost hundreds of dollars per foot to drill. Only about 60 percent of the exploratory wells produce gas. The others come up dry. The odds are better for developmental wells—wells drilled on known gas fields. On average, about 90 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 seams of coal. Until recently, coalbed gas was just considered a safety hazard to miners, but now it is a valuable source of natural gas. The gas from coalbeds accounts for about five percent of the total natural gas supply in the past few years.

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. This biogas recovered from landfills is usually burned at the landfill site to generate electricity for facility operations.

Today, natural gas is produced in 32 states, but the top five states—Texas, Pennsylvania, Louisiana, Oklahoma, and Wyoming—produce 70 percent of the total. Other states may be on the rise in the coming years due to growth in production of shale gas. Altogether, the U.S. produces about one-fifth of the world’s natural gas each year.

� 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 2013 were Qatar, Malaysia, Australia, Nigeria, and Indonesia. The United States has, however, been producing enough natural gas that import terminals may soon begin to be able to act as export terminals. One example of a site with this ability is Sabine Pass on the border of Texas and Louisiana. It is scheduled to be able to begin exports in late 2015. Several others are in various stages of approval and construction.

Coal bed Methane

Gas-rich ShaleGas-rich Shale

OilSandstoneTight Sand Gas

Seal

ConventionalAssociated Gas

ConventionalNon-associated Gas

Locations of Natural Gas

Image courtesy of Encana

If geologic testing is promising, an exploratory well will be drilled to determine if there is a natural gas deposit.

5WYOMING

Data: Energy Information Administration

Top Natural Gas Producing States, 2013

ration

3LOUISIANA

2PENNSYLVANIA

4OKLAHOMA


Transporting and Storing � Natural Gas

How does natural gas get from the well to the consumer? Usually by pipeline. More than 2 million 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 city gate. The pressure is reduced and an odorant called 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.

� 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 then transported world-wide using ships with specifically designed hulls. The current world LNG fleet consists of over 350 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 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.

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

Natural gas is primarily transported by pipeline.

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 (-162.2°C) 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.

An LNG storage option utilizes underground salt caverns. Rather than offloading the LNG from the ship into above ground storage tanks, it is pressurized, warmed to 40 degrees Fahrenheit, and then injected into underground salt caverns. This method is called the Bishop Process. This process decreases the offloading time of LNG tankers and increases the storage capacity potential of LNG. Suitable salt cavern locations have been located in the U.S., with over 2,000 currently being used for storage and delivery of fossil fuels.

LNG is transported overseas by ship. Many of these ships have a membrane hull design.


U.S. LNG Terminals and Storage FacilitiesCurrently the U.S. has 13 terminals for importing LNG – nine on the mainland, one in Alaska, one in Puerto Rico, and two offshore. The mainland terminals are located in Georgia, Louisiana, Maryland, Massachusetts, Mississippi, and Texas. Several more facilities are in approval or construction processes both on the mainland and offshore. In 2012, the U.S. imported 175,000 million cubic feet (Mcf) of LNG. In 2013, however, the U.S. imported just under 97,000 (Mcf). The reason for the major decline is due to the growth of domestic natural gas production. Over 90% of the LNG imported comes from Trinidad, Yemen, and Qatar.

If terminals in the U.S. import natural gas that is not sent to market, the U.S. can re-export the LNG to other countries. In this instance, LNG is brought into a U.S. terminal, stored at pressure, and shipped back out as LNG. In 2013, the U.S. re-exported 157,000 Mcf of LNG to countries like Canada, Mexico, and Japan. Re-exporting allows terminals to stay active, in spite of the domestic availability of natural gas. However, many of the existing LNG import facilities are in the process of becoming export terminals, pending their approval and construction process. These facilities would then be able to liquefy domestically produced natural gas on-site and ship it to other countries.

Besides the mainland and offshore terminals, there are more than 100 facilities located throughout the U.S. that store or supply natural gas to the surrounding areas. Some of these facilities are peak shaving facilities. Consumer demand for natural gas rises and falls based upon the season. Peak shaving facilities are able to store natural gas as LNG and provide a reliable supply of natural gas at times when it is at its peak demand, thus lowering or shaving the peaks in demand. The majority of the peak shaving facilities are located in the Northeast, Midwest, and Southeast. Peak shaving facilities will divert natural gas from the pipeline at off-peak times, liquefy it, and store it until needed. When demand peaks, the LNG is regasified, and distributed to customers through the regional distribution lines. Other facilities are termed as satellite storage facilities. These facilities truck LNG from an import terminal and store it in tanks until it is needed.

Natural Gas Use Just about everyone in the U.S. uses natural gas. Natural gas ranks second in energy consumption, after petroleum, which provides 35 percent of our total energy demand. A little more than 26 percent of the energy we use in the U.S. comes from natural gas. In 2013, the U.S. consumed 26.13 trillion cubic feet (Tcf ) of natural gas.

Industry is a large consumer of natural gas, using about 34 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 consumes about 31 percent of our natural gas. It is the second largest producer of electricity after coal. Natural gas is a cleaner energy source to burn than coal and produces fewer emissions. The majority of new electric power plants in the past decade were natural gas fired. Combined cycle units are highly efficient and make up the majority of the new electric capacity. Today, natural gas generates about 27 percent of the nation’s electricity.

PUERTORICO

LNG Peak Shaving FacilitySatellite LNG Peak FacilityLNG Import Terminal

LNG Facilities, 2013

Data: Federal Energy Regulatory Commission

LNG Terminal Profile: Elba Island, GeorgiaOne of nine U.S. mainland LNG terminals, Elba Island is located near Savannah, Georgia. It receives, stores, and regasifies natural gas. 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.

Currently, Elba Island can store 11.5 billion cubic feet of LNG. With an average daily use in Georgia of 1.4 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 just over 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 increase of natural gas and LNG use in the U.S., Elba Island has plans to expand its storage and output capacity.

Of the 556,000 people employed by utilities nationwide, 106,770 are in natural gas distribution. More than 50 people are employed just at Elba Island. 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.


Residences—people’s homes—and businesses also use about one-third of natural gas. Five out of every 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.

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 2012, nearly 118,000 vehicles ran on compressed natural gas in the U.S., while about 3,400 used LNG.

RESIDENTIAL18.8%

ELECTRICITY31.1%

INDUSTRIAL34.1%

COMMERCIAL12.6%TRANSPORTATION3.4%


U.S. Natural Gas Consumption by Sector, 2013

BOILER

STEAM LINE

TURBINE

CONDENSER

FEEDWATER

GENERATOR Inside a Generator

GENERATOR

SWITCHYARD



GENERATOR

MAGNETS

COPPER COILS

ROTATING SHAFT

DETAIL

NATURALGAS

COMPRESSOR COMBUSTIONCHAMBER

AIR TURBINE

HIGH PRESSURE GAS



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.

Electricity generated from natural gas has steadily increased. Most new natural gas electric power plants are building highly efficient combined-cycle 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 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.

12

3 4

5

6

78

9

10

How Natural Gas Generates Electricity in a Combined-Cycle Power Plant


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.

U.S. Natural Gas Supply and Demand People in the energy industry use two terms to explain how much natural gas exists—resources 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 today’s 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 today’s prices.

The U.S. has large reserves of natural gas. Most reserves are in the Gulf of Mexico and in the following states: Texas, Wyoming, Oklahoma, Colorado, Louisiana, New Mexico, West Virginia, and Pennsylvania. If we continue to use natural gas at the same rate as we use it today, the U.S. has over an 85 year supply.

In the past several years, the U.S. produced between 82 and 94 percent of the natural gas it consumed, with the balance being imported by pipeline, mostly from Canada. However, annual consumption is expected to rise. By 2040, experts anticipate U.S. natural gas use to be 29.5 Tcf per year.

The Global LNG MarketThe U.S. is not the only country that imports natural gas. Fortunately, global natural gas reserves are vast, estimated at about 6,800 Tcf. This is nearly 60 times the volume of natural gas used worldwide in 2013. However, much of the reserves are considered stranded due to geographic locations and distance to consuming markets. Converting natural gas to LNG allows stranded gas to move to 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.

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, use LNG to meet over 90 percent of their natural gas needs. 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 two 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, and the desire of gas-producing countries, such as Russia, to maximize their resources.

35

1

5

3

2

12

54

3

Top Importers1. Japan2. South Korea3. China4. India5. Taiwan

Top Exporters1. Qatar2. Malaysia3. Australia4. Nigeria5. Indonesia

4

Top Exporters and Importers of LNG, 2013


3


State Energy Profile: GeorgiaGeorgia, the 8th most populated state in the U.S., has a variety of ways to provide for the energy needs of its 10 million residents and its many industries. Nuclear energy, hydroelectric power, fossil fuels, and biomass, are all a part of the Georgia energy picture.

ElectricityCoal-fired and nuclear power plants provide about 60 percent of the electricity used in the state. Natural gas supplies 38 percent of Georgia’s electricity consumption. In 2013, renewables, petroleum, and hydropower generated less than six percent of Georgia’s electricity.

Electricity Generated by Fuel in 2013 in GeorgiaNatural Gas Nuclear Coal Hydroelectric Other Renewables Petroleum37.70% 31.80% 26.40% 3.30% 0.69% 0.06%

HeatingForty 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 53 percent of homes heated by electricity.

TransportationTransportation is the largest energy consumer in Georgia. With no petroleum production or reserves, Georgia is like many states in the U.S.; it must rely on imported petroleum products to keep moving. Petroleum is imported from other states by pipeline, such as Texas and Louisiana, or from other countries by tanker at the Port of Savannah. With almost 6,900 fueling stations, Georgia has about four percent of all gasoline stations in the U.S. With over 33,500 alternative fuel vehicles in use, Georgia also has fueling stations for alternative fuels including biodiesel, compressed natural gas, ethanol, liquefied petroleum gas, and electric charging stations.

IndustryIndustry 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 industry’s 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.

Running on Natural Gas Natural gas is usually placed in pressurized tanks when used as a transportation fuel. Even compressed to 2,400–3,600 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 more than 118,000 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 Natural Gas emits 3.7 tons of CO2, compared to 4.6 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 Civic Natural Gas 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 800 public natural gas refueling stations in the United States and even more private ones, but 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, 20 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.

LNG as a Transportation FuelThere are over 3,400 vehicles in the U.S. that run on LNG—natural gas that is liquefied by cooling it to -260°F. There are only 64 LNG fueling stations in the U.S., with the majority located in California. 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.

Georgia is home to the Elba Island facility, one of only nine LNG import terminals on the U.S. mainland.

The Honda Civic Natural Gas, which is fueled by compressed natural gas (CNG), was named one of the “greenest cars” for 2013, a position it held for nine consecutive years.


RENEWABLEBiomass _______________________

Hydropower _______________________

Wind _______________________

Solar _______________________

Geothermal _______________________

NONRENEWABLEPetroleum _______________________

Coal _______________________

Natural Gas _______________________

Uranium _______________________

Propane _______________________

What percentage of the nation’s energy is provided by each form of energy?

Chemical _____

Nuclear _____

Motion _____

Thermal _____

Radiant _____

What percentage of the nation’s energy is provided by nonrenewables? ______

By renewables? ______

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.

Look at the U.S. Energy Consumption by Source graphic below and calculate the percentage of the nation’s energy use that each form of energy provides.

Using the information from the Forms of Energy chart, 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.

1

2

e Forms and Sources of Energy

*Total does not add to 100% due to independent rounding.Data: Energy Information Administration

BIOMASS 4.7%Uses: heating, electricity,transportation

COAL 18.5%Uses: electricity,manufacturing

GEOTHERMAL 0.2%Uses: heating, electricity

HYDROPOWER 2.6%Uses: electricity

PETROLEUM 35.2%Uses: transportation,manufacturing

PROPANE 1.7%Uses: heating,manufacturing

URANIUM 8.5%Uses: electricity

WIND 1.6%Uses: electricity

SOLAR 0.3%Uses: heating, electricity

RENEWABLENONRENEWABLE

U.S. Energy Consumption by Source, 2013

NATURAL GAS 26.6%Uses: heating,manufacturing, electricity


Natural Gas Energy Transformation

BOILER

STEAM LINE

TURBINE

CONDENSER

FEEDWATER


GENERATOR

SWITCHYARD



GENERATOR

MAGNETS

COPPER COILS

ROTATING SHAFT

DETAIL

NATURALGAS


AIR TURBINE

HIGH PRESSURE GAS



BOILER

STEAM LINE

TURBINE

CONDENSER

FEEDWATER


GENERATOR

SWITCHYARD



GENERATOR

MAGNETS

COPPER COILS

ROTATING SHAFT

DETAIL

NATURALGAS


AIR TURBINE

HIGH PRESSURE GAS



BOILER

STEAM LINE

TURBINE

CONDENSER

FEEDWATER


GENERATOR

SWITCHYARD



GENERATOR

MAGNETS

COPPER COILS

ROTATING SHAFT

DETAIL

NATURALGAS


AIR TURBINE

HIGH PRESSURE GAS


Natural Gas Combined Cycle Power PlantGENERATOR

MAGNETS

COPPER COILS

ROTATING SHAFT

The copper coils spin inside a ring of magnets. This creates an electric �eld, producing electricity.

GeneratorFusionThe process of fusion most commonly involves hydrogen isotopes combining to form a helium atom with a transformation of matter. This matter is emitted as radiant energy.

Hydrogen IsotopeHydrogen Isotope

Neutron Helium

Energy

Nuclear Energy Radiant Energy Chemical Energy

Motion Energy

Stored Electrical Energy

Electrical Energy

Electrical Energy

Chemical Energy

Radiant (light) Energy

BATTERY

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.


e Energy Transformation OrganizerWrite the transformations of energy on the connecting lines. The first one is completed for you.


Chemical Models

&BackgroundHydrocarbons 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 FormulasUse the generic formula for alkanes to determine the molecular formula for the following gases:

Methane

Ethane

Propane

Butane


Activity 2: Molecular ModelsUse the molecular model sets or modeling 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


Activity 3: Balancing EquationsW

hen a hydrocarbon burns, it combines w

ith oxygen to make carbon dioxide and w

ater. Fill in the molecular form

ula for each gas and then write the balanced equations for

methane, ethane, propane, and butane on the right.

Methane

_______ + O

2

HEAT

CO

2 +

H2 O

Ethane

_______ + O

2

HEAT

CO

2 +

H2 O

Propane

_______ + O

2

HEAT

CO

2 +

H2 O

Butane

_______ + O

2

HEAT

CO

2 +

H2 O


Activity 4: Hydrocarbon CombustionUsing 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.


LNG Production to Market


LNG as a System

Exploration The process of finding natural gas deposits.

ProductionThe 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.

StorageFacilities for storing LNG both internationally and

domestically.


TransportationMoving LNG to distant locations, typically with specially designed

ships or trucks.

RegasificationThe 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.


The LNG ChainChoose 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.


I have energy.Who has energy sources that cannot be replen-

ished in a short period of time?

I have natural gas.

Who has a facility that uses stored natural gas during peak-use periods?

I have nonrenewable.

Who has the name of organic compounds made of carbon and hydrogen?

I have peak shaving facility. Who has the name for natural gas in its liquid

state?

I have hydrocarbons. Who has resources that are too far away from

industries or cities to be marketable?

I have liquefied natural gas—LNG.

Who has the fuels made from plants and animals that lived hundreds of millions of

years ago?

I have stranded resources. Who has the term for drilling and processing

natural gas into a marketable product?

I have fossil fuels. Who has the main method for moving natural

gas?

I have production. Who has a colorless, odorless gas mostly made

of methane?

I have distribution by pipeline. Who has a disadvantage to LNG?

IN THE ROUND


I have LNG must be kept at extremely cold temperatures.

Who has LNG exporting countries?

I have Georgia.

Who has the process by which natural gas is converted into a liquid?

I have Qatar, Malaysia, and Indonesia.

Who has the process by which LNG is heated, converting it into its gaseous state?

I have liquefaction. Who has the amount a volume of natural gas

is reduced when it becomes a liquid?

I have regasification. Who has the facilities that hold natural gas or

LNG until it is used?

I have 600 times. Who has the process of finding natural gas

deposits?

I have storage facilities. Who has the gases typically found in raw

natural gas?

I have exploration. Who has the main method for transporting

LNG?

I have methane, ethane, butane, and propane.

Who has an example of a U.S. state with an LNG import terminal?

I have ships with specially designed hulls.

Who has an advantage to LNG?

IN THE ROUND


I have LNG can be transported almost anywhere.

Who has the facility that receives and stores LNG from overseas?

I have Atlantic and Pacific Basins.

Who has the form in which energy is stored in natural gas?

I have an import terminal. Who has a large consumer of natural gas in the

U.S.?

I have chemical energy. Who has the usable energy generated in a

natural gas-fired power plant?

I have industry. Who has the temperature to which natural gas

is cooled to change it to a liquid?

I have electricity. Who has the main residential uses of natural

gas?

I have -260ºF/-162.2ºC. Who has the term for natural gas resources that

can be economically recovered?

I have heating and cooking. Who has the facility that processes natural gas

into a liquid?

I have natural gas reserves. Who has the geographic trade regions of the

global LNG market?

I have liquefaction plant or export facility.

Who has the ability to do work or make a change?

IN THE ROUND


D R I L L I N G & P R O D U C T I O N

R E F I N I N G&

D I S T R I B U T I O N

S T A R T

PETROLEUM ENGINEERS 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.

ELECTRICIANS maintain and repair the

electrical and electronic equipment and systems that keep

the facilities up and running.

MACHINISTSinstall, maintain, repair, and test

rotating mechanical

equipment and systems.

DERRICKOPERATORSwork 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 guide the lower ends of pipe to well openings and

connect pipe joints and drill bits.

PROCESS PIPING

OR PIPELINE DRAFTERS

prepare drawings used in the layout,

construction, and operation of oil and

gas fields and refineries.

1You are refined into gasoline for use in cars and

trucks.

2You are made into plastic and become

part of a toy.

3You are processed into the wax that

becomes a crayon.

4You are part of medicine that helps save a person’s life.

5You are used to make asphalt,

which paves a new highway.

6You are refined into jet fuel and

travel the world in first-class.

1You are sent to a

house and used to cook dinner on a stove. 2

You are used as fuel in a power plant

that generates electricity.

3You are compressed

and used as an alternative fuel in a

city bus.

4You are piped to a factory where you help make cars.

5You are a raw

material used to make paint.

6You are sent to a

house and used for space and

water heating.

ENERGY TRADERS buy and sell oil and gas in the U.S. and

international markets.

STOP!Roll the die

one last time to find out what

kind of product you will

become. If you are a drop of oil,

follow the petroleum path.

If you are a molecule of

natural gas, follow the

natural gas path.

E N D - U S E P R O D U C T S

FI

NI

SH

FI

NI

SH

N A T U R A L G A S

Geologists conduct many tests gathering information, such as seismic data, to determine

if the geology holds oil or natural gas.

Wells are drilled deep into the ground to bring oil and natural

gas to the surface.

Crude oil and natural gas are refined into many

different products and shipped to consumers.

E X P L O R A T I O N

P E T R O L E U M

Oil and Gas Career GameImagine 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.

GAME PIECES


Glossary

alloy a mixture of metals and sometimes other elements

biogas a gas produced by the breakdown of organic matter

bishop Process a process where LNG is offloaded and injected into subsurface geologic formations called salt caverns

carburetor a device in an internal combustion engine that mixes fuel with air in the cylinders; replaced by fuel injectors in most vehicles, but commonly used in small engines or with alternative fuels

combined-cycle power plants that use a fuel to power a combustion turbine and a steam turbine, essentially using the fuel twice in different cycles

compressor a machine used to increase the pressure of a gas

condenser a system that is used to turn a gaseous substance into a liquid; condensers in power plants turn steam from the turbine into water

developmental well a well drilled in an area proven to produce oil and natural gas resources

distributed energy energy that is generated and stored very close to where it is used

exploratory well a well drilled by energy companies in an effort to locate a source of fuel

generator a device that turns mechanical or motion energy into electrical energy; the motion energy is sometimes provided by an engine or turbine

heat exchanger any device that transfers heat from one fluid (liquid or gas) to another or to the environment

liquefaction the process by which a gas is converted into a liquid

liquefied natural gas natural gas that has been converted to a liquid by cooling it to temperatures below -260°F/-162.2°C; when cooled to become LNG, natural gas’ volume is reduced 600 times

mercaptan an organic chemical compound that has a sulfur-like odor that is added to natural gas and propane before distribution to the consumer, to give it a distinct, unpleasant odor (smells like rotten eggs); this serves as a safety device by allowing it to be detected in the atmosphere, in cases where leaks occur

methane a colorless, flammable, odorless hydrocarbon gas (CH4), which is the major component of natural gas; it is also an important source of hydrogen in various industrial processes; methane is a greenhouse gas

natural gas an odorless, colorless, tasteless, non-toxic, clean-burning fossil fuel; usually found in fossil fuel deposits and used as a fuel

nonrenewable fuels that cannot be easily made or replenished; we can use up nonrenewable fuels; oil, natural gas, and coal are examples of nonrenewable fuels

peak shaving a facility that diverts natural gas from the pipeline at times of low demand, liquefies, and stores it until periods of high demand

pipelines a series of pipes that convey petroleum and natural gas from a refinery to their end consumer

porous having tiny openings or spaces in a material that can hold fluid

propane a normally gaseous, straight-chain hydrocarbon; it is a colorless paraffinic gas that boils at a temperature of -43.67 degrees Fahrenheit; it is extracted from natural gas or refinery gas streams

refrigerant a substance used to aid in the cooling process; phase changes are often involved

regasification the process in which a liquefied substance is warmed or heated, converting it to its gaseous state

reserves natural resources that are technically and economically recoverable

salt cavern an underground location for the storage of LNG; see also “Bishop Process”

satellite a plant that stores LNG off-site from the import facility for use during peak demand

sedimentary a type of rock formed by deposits of earth materials, or within bodies of water; oil and gas formations, as well as fossils, are found within sedimentary rock formations; coal is a sedimentary rock

stranded resources resources that are located in an area that makes them difficult to recover or transport

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Liquefied Natural Gas: LNG Evaluation Form

State: ___________ Grade Level: ___________ Number of Students: __________

1. Did you conduct the entire unit? Yes No

2. Were the instructions clear and easy to follow? Yes No

3. Did the activities meet your academic objectives? Yes No

4. Were the activities age appropriate? Yes No

5. Were the allotted times sufficient to conduct the activities? Yes No

6. Were the activities easy to use? Yes No

7. Was the preparation required acceptable for the activities? Yes No

8. Were the students interested and motivated? Yes No

9. Was the energy knowledge content age appropriate? Yes No

10. Would you teach this unit again? Yes No Please explain any ‘no’ statement below.

How would you rate the unit overall? excellent good fair poor

How would your students rate the unit overall? excellent good fair poor

What would make the unit more useful to you?

Other Comments:

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Liquefied Natural Gas: LNG