Alaska Energy Resource Map

Transcription

1 AK Target grades: 9-12 AK GLEs: Science [9/10/11] SA1.1 [9/10/11] SE3.1 Reading [9/10] [9/10] & Writing [9/10] History AH. CPD 5 Set up time: 45 minutes Class time: One class period Overview: Students will research energy resources in Alaska s six regions and write a paragraph on each, discussing which resources are currently used, which ones could potentially be used, and the challenges associated with each. Objectives: Through internet and literature research, students will familiarize themselves with Alaska s energy landscape and identify the existing energy resources used in the different regions. Materials: Mapping Alaska s Energy Resources student worksheet Computers with Internet access Background: Alaska has an extensive array of energy resources, though available resources vary from region to region. Since the discovery of North America s largest oil field in Prudhoe Bay in 1967 and the construction of the Trans-Alaska Pipeline in the 1970s, crude oil has become one of the state s most valuable resources. Natural gas is another important resource to the state. While production has slowed in the past decade, crude oil and natural gas remain essential to our economy and make up a large majority of statewide electrical production (oil at 14% and natural gas at 56% from ). In addition to oil and gas, other energy sources are available throughout the state, including coal, wind, hydro, geothermal, biomass, and solar energy. Alaska has tremendous potential for further development of its energy resources. Along with dozens of small hybrid wind-diesel, hydroelectric, and solar projects across the state, there are emerging wind energy projects (Eva Creek, Delta, and Fire Island) and the potential for large hydro projects like the proposed Susitna-Watana hydroelectric facility. Vocabulary List: biomass energy - energy derived from organic material from living or recently living organisms including wood, agricultural residues, fish byproducts and municipal waste. Biomass can be either burned to produce heat or generate electricity, or it can be converted into a chemical form.

2 2 coal - a fossil fuel formed from dead organisms (mainly ancient plants) that were buried underground under heat and pressure for millions of years. Coal is classified depending on its properties, including how much energy it contains. crude oil - a liquid fossil fuel formed from dead organisms (usually zooplankton and algae) that were buried underground under heat and pressure for millions of years. Crude oil is a mixture of different lengths of hydrocarbons (long molecular chains of carbon and hydrogen atoms) that can be separated out, depending on the length of the hydrocarbons, to produce many different fuels including diesel and gasoline. fossil fuel - an energy resource derived from organisms that lived hundreds of millions of years ago during the Carboniferous Period. Fossil fuels include coal, oil, and natural gas. geothermal energy - energy derived from the heat energy sources located in the interior of the earth including hot springs and volcanoes. hydropower - energy derived from the kinetic energy in falling water and converted into electricity (hydro-electric power) or another form of work (irrigation or a mechanical device such as a mill). natural gas - a fossil fuel formed from dead organisms that were buried underground under heat and pressure for millions of years. It is in a gaseous state because of its low number of carbon-carbon bonds. It is comprised mostly of methane, which is a carbon atom bonded to four hydrogen atoms. non-renewable energy resource - an energy resource that cannot be grown, produced, or generated at a rate that can sustain its consumption. The three main types are petroleum, natural gas, and coal. renewable energy resource - an energy resource that can be replenished through biological or natural processes at a rate that can sustain its consumption; examples are wind, hydro, geothermal, biomass, and solar. solar energy - energy derived directly from the Sun s radiant energy. Solar energy can be electricity (solar electric) or heat (solar thermal). tidal energy - energy derived from harnessing the kinetic energy in ocean tides. wave energy - energy derived from harnessing the kinetic energy in ocean waves. wind energy - energy derived from the kinetic energy in wind and turned into mechanical energy. This mechanical energy can be used to do work (e.g. pump water), or the mechanical energy can be converted into electricity. Gear Up: Ask students if they know the difference between non-renewable and renewable energy resources by providing examples of each. Write the definitions provided above on the board. Facilitate a discussion about what fuel source(s) is used to generate electricity for the community. Is it fossil fuel based? Is a renewable energy source being used? Is there a combination?

3 3 Activity: Students will perform a statewide assessment by conducting research to map out Alaska s energy resources and provide information on specific projects for the different regions. Each student will be asked to write a paragraph for each of the six regions: Arctic, Western, Interior, Southcentral, Southeastern, and Aleutians. Each student will identify the main resources for all six regions and provide examples of energy production in those regions. Additionally, students should identify resources available for development along with the likely benefits and challenges (including cost barriers). Extension: In order to examine each region in more depth, divide the class into 6 groups and assign each group a specific region of Alaska. Students will be become experts in just one region of the state. Have students investigate the geography, geology, natural resources and climate for each area, and ask the students to research which types of energy production are most appropriate for that area s unique characteristics (i.e. wind in Western Alaska versus biomass in Interior Alaska). Then have them find out which ones have actually been developed for that area. Compare the two lists and explain discrepancies. For example, nuclear is an option over much of AK, so why isn t it used? Why is wind not used in more places? What about tidal action and waves? Have the students prepare a presentation using any one of a number of graphical or media-based platforms on why their area takes advantage of the resources it does. Additional Resources: Renewable Energy Atlas of Alaska Created by the Alaska Energy Authority (AEA) and Renewable Energy Alaska Project (REAP), the atlas is a valuable resource for learning more about energy resources in Alaska. Contact AEA or REAP to obtain hard copies of the Atlas. ftp://ftp.aidea.org/aeapublications/2011_renewableenergyatlasofalaska.pdf U.S. Energy Information Administration Alaska state profile This website provides a map and information about Alaska s energy production. Alaska Energy Authority This website provides information on energy projects and programs in Alaska.

4 4 The Alaska Energy Wiki A great resource for information on energy in Alaska. USGS Energy Resource Program Technical information about energy resources across the United States. Alaska Grade Level Expectations addressed: Science Performance Standards [9] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating. [9] SE3.1 predicting and evaluating the possible effects of a recent scientific discovery, invention, or scientific breakthrough. [10] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring, and communicating. [10] SE3.1 researching a current problem, identifying possible solutions, and evaluating the impact of each solution. [11] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring, and communicating. [11] SE3.1 researching a current problem, identifying possible solutions, and evaluating the impact of each solution. Reading Performance Standards [9] Giving an oral formal presentation (e.g., research reports, literature responses). [9] Restating and summarizing main ideas or events, in correct sequence, after reading a text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifying accurate restatements and summaries of main ideas or events or generalizations of text. [9] Connecting information by making inferences and/or drawing conclusions within a text (e.g., why is the information in the chart included), across texts or other summarized information. [9] Explaining connections among main ideas/concepts (text to self, text to text, text to world). [10] Giving an oral formal presentation (e.g., research reports, literature responses). [10] Restating and summarizing main ideas or events, in correct sequence, after reading a text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifying accurate restate-

5 5 ments and summaries of main ideas or events or generalizations of text. [10] Connecting information by making inferences and/or drawing conclusions within a text (e.g., why is the information in the chart included), across texts or other summarized information. [10] Explaining connections among main ideas/concepts (text to self, text to text, text to world). Writing Standards [9] Writing in paragraphs that include relevant details and evidence that support the main idea of the paragraph and thesis statement, grouping ideas logically within the paragraph, placing paragraph breaks logically. [10] Writing in paragraphs that include relevant details and evidence that support the main idea of the paragraph and thesis statement, grouping ideas logically within the paragraph, placing paragraph breaks logically. Alaska History Standards AH. CPD 5 using texts/ sources to analyze the multiple perspectives in the continuing debate between conservation and development of resources. [DOK 3] (G. E4, F3) Alaska General Content Standard addressed Skills for a Healthy Lifestyle SHL. D 1 & 2 1) make responsible decisions as a member of a family or community; 2) take responsible actions to create safe and healthy environments. Technology T. A 1-3 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide networks. T. B 1 & 2 1) identify and locate information sources using technology; 2) choose sources of information from a variety of media. T. C 1 & 2 1) use technology to observe, analyze, interpret, and draw conclusions; 2) solve problems both individually and with others. T. E 6-8 6) evaluate ways that technology impacts culture and the environment; 7) integrate the use of technology into daily living; and 8) recognize the implications of emerging technologies. Library/Information Literacy L/IL B 5 5) organize and use information to create a product.

6 6 Cultural Standards CS B 2-4 2) make effective use of the knowledge, skills, and ways of knowing from their own cultural traditions to learn about the larger world in which they live; 3) make appropriate choices regarding the long-term consequences of their actions; and 4) identify appropriate forms of technology and anticipate the consequences of their use for improving the quality of life in the community. Acknowledgment: This material is based upon work supported by the Department of Energy under Award Number DE-EE Disclaimer: This report was prepared as an account of work sponsored by an agency of the United States Government. Neither the United States Government nor any agency thereof, nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States Government or any agency thereof. The views and opinions of authors expressed herein do not necessarily state or reflect those of the United States Government or any agency thereof.