In this lesson, we'll learn about non-renewable fuels used for transportation. We will examine demand for transportation fuels, environmental impact, the oil refining process and import/export factors.
With the successful completion of this lesson, you will be able to:
The table below provides an overview of the requirements for Lesson 8. For details regarding the assignment, refer to the page(s) noted in the table.
Please refer to the Calendar in Canvas for specific time frames and due dates.
REQUIREMENT | LOCATION | SUBMITTED FOR GRADING? |
---|---|---|
Reading: (Fuel Demand):
|
Page 2 |
No |
Reading: (Environment):
|
Page 3 | No |
Reading: (Oil Refining):
|
Page 4 | No |
Reading: (Imports and Exports):
|
Page 5 | No |
Lesson 8 Activity: Complete Lesson 8 Activity. (It's in Canvas, under Module 4) | Page 7 | Yes |
Unit 4 Discussion Forum: "Let's Go Shopping" (It's in Canvas, under Module 4) | Page 8 | Yes |
If you have any questions, please post them to our Questions about EGEE 401? Discussion in Canvas. Use this Discussion for general questions about course content and administration. I will check it daily to respond. While you are there, feel free to post your own responses if you, too, are able to help out a classmate or have a related question.
"Fossil Fuels" – it's a phrase we use all the time, but have you ever stopped to think about those words? Fuels...made from fossils, really? Yep. Here's the EIA's definition [1], "An energy source formed in the Earth's crust from decayed organic material." Others are more explicit, "formed in the earth from plant or animal remains." (Merriam-Webster [2]) Fossil fuels include coal, natural gas, and petroleum (crude oil).
Contrary to what many people believe, fossil fuels are not the remains of dead dinosaurs. In fact, most of the fossil fuels we find today were formed millions of years before the first dinosaurs.
Fossil fuels were formed from plants and animals that lived 300 million years ago in primordial swamps and oceans (top). Over time the plants and animals died and decomposed under tons of rock and ancient seas (middle). Eventually, many of the seas receded and left dry land with fossil fuels like coal buried underneath it (bottom).
Think about what the Earth must have looked like 300 million years or so ago. The land masses we live on today were just forming. There were swamps and bogs everywhere. The climate was warmer. Ancient trees and plants grew everywhere. Strange looking animals walked on the land, and just as weird looking fish swam in the rivers and seas. Tiny one-celled organisms called protoplankton floated in the ocean.
When these ancient living things died, they decomposed and became buried under layers and layers of mud, rock, and sand. Eventually, hundreds and sometimes thousands of feet of earth covered them. In some areas, the decomposing materials were covered by ancient seas, then the seas dried up and receded.
During the millions of years that passed, the dead plants and animals slowly decomposed into organic materials and formed fossil fuels. Different types of fossil fuels were formed depending on what combination of animal and plant debris was present, how long the material was buried, and what conditions of temperature and pressure existed when they were decomposing.
(For more good reading on this fascinating topic and pictures, see source, How Fossil Fuels were Formed [3])
Visit the U.S. Energy Information Administration's Energy Explained [4].
The International Energy Outlook 2016, published by our friends at the U.S. Energy Information Administration, presents an assessment of the outlook for international energy markets through 2040. The results are based on a scenario in which current laws and policies remain unchanged throughout the projection period. These conditions are called the "IEO2016 reference case."
From the US EIA's International Energy Outlook 2016 [5], read these sections of Chapter 8. Transportation sector energy consumption:
So, how does a gallon of gas move a car 20, 30, 40 or more miles? Put that way, it's really kind of amazing isn't it? To answer this question, let's take a look at the operation of internal combustion engines.
Visit How Car Engines Work [6] and read through these sections: opening section, Internal Combustion and Basic Engine Parts.
Visit How Diesel Engines Work [7] and read through these sections: Diesel Engines vs. Gasoline Engines, Diesel Fuel Injection and Diesel Fuel
How do we estimate emissions from our fuel use? Exactly how does burning fuel generate emissions? Start with the brief, but extremely important, reading below.
Visit [8]www.fueleconomy.gov [8] and read How can a gallon of gasoline produce 20 pounds of carbon dioxide? (You'll need to click on "Learn more...")
The U.S Environmental Protection Agency explains how emissions are calculated for the combustion of petroleum products (Emission Facts: Average Carbon Dioxide Emissions Resulting from Gasoline and Diesel Fuel [9])—interesting reading. Based on IPCC guidelines, a procedure for estimating CO2 emissions is outlined below:
CO2 emissions from a gallon of gasoline = 2,421 grams x 0.99 x (44/12) = 8,788 grams = 8.8 kg/gallon = 19.4 pounds/gallon
CO2 emissions from a gallon of diesel = 2,778 grams x 0.99 x (44/12) = 10,084 grams = 10.1 kg/gallon = 22.2 pounds/gallon
Notice that to calculate the CO2 emissions from a gallon of fuel, the carbon emissions are multiplied by the ratio of the molecular weight of CO2 (m.w. 44) to the molecular weight of carbon (m.w.12): 44/12. (This should look familiar...prior reading!)
From the Environmental Protection Agency's read Fast Facts: U.S. Transportation Sector Greenhouse Gas Emissions 1990-2014 [10] (June 2016) and scan all tables.
Come and listen to a story about a man named Jed
A poor mountaineer, barely kept his family fed,
Then one day he was shootin at some food,
And up through the ground came a bubblin' crude.
Oil that is, black gold, Texas tea.
I'm hoping that some of you are old enough (or have seen the reruns) to remember the Beverly Hillbillies?! Good ol' Jed and the gang hit it rich with "Texas tea"! Though it may be debatable among Beverly Hills aficionados about exactly where the Clampetts hit oil, Texas is the highest producing U.S. state for crude oil. But crude oil is only the beginning of the story.
Crude oil is refined into many different products to meet our demand for petroleum for a wide range of uses, but primarily transportation. The sites below will fill in the picture for you.
Visit the U.S. Energy Information Administration's Energy Explained [11].
Visit American Fuel & Petrochemical Manufacturers [12] and read "The Refining Process" and watch simulation. Also click through and read "Other Refined Petroleum Products."
Visit the U.S. Energy Information Administration's Energy Explained [11]. Under “Oil and Petroleum Products,” read Where our Oil Comes From and all subpages.
Also from EIA, read this Frequently Asked Question [13]
Visit OPEC [14] (well, not really! But wouldn't that be fascinating?) Under "About Us," read "Brief History" and "Member Countries."
Complete the Lesson 8 Activity. (It's in CANVAS, under Modules, Unit 4.)
Unless noted otherwise, correct answers come directly from the content of this lesson and assigned readings.
The Activity consists of a variety questions of different types, which may include true/false, multiple choice, multiple select, fill in the blank, ordering, and short answer. The point value varies and is indicated for each. Some questions are graded automatically, and some are manually graded.
The quiz is not timed, but does close at 11:59 pm Eastern Standard Time on the due date as shown in CANVAS.
Questions that are "manually graded" will be scored based on the correctness and quality of your answers. Thinking is good! Try to make your answers as orderly and clear as possible. Short is good, as long as you fully answer the question. Help me understand what you are thinking, and include data where relevant.
Numbers must ALWAYS be accompanied by units of measure (not "300" but "300 kW").
Proofread and spell check your work.
Years ago, friends of mine befriended their cranky old next door neighbor. They helped with her yard and groceries and snow removal. They took time to sit on her porch and shared meals. She wasn't always the best company, but they knew she was lonely and needed help, so they just did what they could as good neighbors. They never met any of her family. Eventually, Louise died. In her will, she left everything to my friends! This had never been discussed or even considered. Well, now my friends live in a beautiful place on the Maine shore! Point is, sometimes it pays to be nicer than necessary. (Actually, it always pays, just in different ways.) Anyway, I like the idea of just being nicer than necessary and thought this story would be a fun way to set up the next discussion.
So, let's pretend through life's good graces you just ended up with a pile of cash, but Louise made a stipulation...you have to use it to buy a vehicle that is practical and kind to the environment. And you have one year to spend it.
Of all the vehicles and technologies discussed in this unit, what would you pick? Remember, it has to be practical. Think about the size of your family, your driving patterns (how far, how often), the availability of fuel. And it has to be good for the environment. Consider fuel source, emissions, mileage.
And you need to buy it in a year. Pick a real car.
In your posting, give the details of your chosen vehicle (include price and availability). Tell us why it is a practical choice for you. Tell us how it is good for the environment. Tell us where and how you will get fuel. Tell us other options you considered.
In addition to the resources used in this unit (including the Fuel Economy Guide Model Year 2017 [15]), here's a site you may find helpful Alternative Fuel Station Locater [16]
Please define and explain any acronyms or abbreviations you use (GHG = greenhouse gas) and wherever possible include links to your references. Any questions, just let me know!
Post your work in the Discussion, "Let's Go Shopping." You'll find it in Canvas, in the Unit 4 module. Please follow full instructions there.
Read the postings of others and respond to at least one. Follow up on any postings made to your comment.
Please see CANVAS calendar for due date of your FIRST posting and date when discussion ends (graded participation ends, all replies must be in).
You will be graded on the quality of your participation. Be interesting and interested! Please see Syllabus for full Discussion grading criteria.
In this lesson, you learned about non-renewable energy sources for transportation. This lesson covered fuel demand for transportation, environmental considerations, oil refining process, and import/export issues.
You have finished Lesson 8. Double-check the list of requirements on the Lesson 8 Overview page to make sure you have completed all of the activities listed there before beginning the next lesson.
Links
[1] http://www.eia.gov/tools/glossary/index.cfm?id=F
[2] http://www.merriam-webster.com/dictionary/fossil%20fuel
[3] http://www.fe.doe.gov/education/energylessons/coal/gen_howformed.html
[4] http://tonto.eia.doe.gov/energyexplained
[5] http://www.eia.gov/outlooks/ieo/transportation.cfm
[6] http://auto.howstuffworks.com/engine.htm/printable
[7] http://auto.howstuffworks.com/diesel.htm/printable
[8] http://www.fueleconomy.gov/feg/climate.shtml
[9] http://www.etieco.com/content-files/EPA%20emissions%20calc%20420f05001.pdf
[10] http://nepis.epa.gov/Exe/ZyPDF.cgi?Dockey=P100ONBL.pdf
[11] http://tonto.eia.doe.gov/energyexplained/index.cfm?page=oil_home
[12] http://www.afpm.org/The-Refinery-Process/
[13] http://www.eia.gov/tools/faqs/faq.cfm?id=727&t=6
[14] http://www.opec.org/opec_web/en/index.htm
[15] http://www.fueleconomy.gov/feg/FEG2000.htm
[16] http://www.afdc.energy.gov/afdc/locator/stations/