Energy4me

Energy Education Happening Globally at SPE Events!

Did you know that Energy4me energy education events are held globally in conjunction with events, SPE sections, and SPE student chapters?  Below is more information on upcoming Energy4me workshops and activities! Get involved!

 

Abu Dhabi International Petroleum Exhibition and Conference (ADIPEC) 2012 –http://www.spe.org/events/adipec/2012/pages/schedule/young_members.php 

Education Week – 9-13 November 2012: This four day programme is for the benefit of the best undergraduate geosciences and engineering students from international institutions. It is anticipated that some 60-80 students will be selected to attend the program. Students’ expenses will be fully covered through sponsorships. The purpose of this programme is to give the students a clear insight into the industry that they are about to join; to allow them to return to their universities and colleges with a positive story to relate to their fellow students; and to provide opportunities for students to form new friendships and to work together on joint activities. 

Teachers Workshop – 13 November 2012: Teachers’ workshop will be focused on educating the teachers about the energy world. SPE will ensure that educators will receive comprehensive, objective information about the scientific concepts of energy and its importance while discovering the world of oil and natural gas exploration and production. A variety of free instructional materials will be available to take back to the classroom. 

Education Day – 14 November 2012: Education Day is an initiative to introduce students to the discipline of petroleum engineering, and the industry in general. Targeting High School Students, (Grade 10 to Grade 12), invited industry professionals will share their experience with students and deliver talks on topics of general interest and relevance to the industry. The students will be given free access to the exhibition area during ADIPEC. They will be able to see firsthand the high end technology used by engineers and the sophisticated software available for solving many engineering problems. It is hoped that they will leave the conference with a better understanding of what petroleum engineers do and their role in the broader community. Equally important, they will also become aware that a petroleum engineering career is full of challenges, teamwork and responsibilities. 

Additionally, there will be “Education Days” at the below upcoming SPE events: 

SPE Middle East Unconventional Gas Conference and Exhibition (UGAS) 28-30 January 2013 – http://www.spe.org/events/ugas/2013/index.php 

SPE Middle East Oil & Gas Show and Conference (MEOS) 10-13 March 2013 – http://www.imexmanagement.com/show/70/meos-2013/

 

Join the conversation on Facebook— www.Facebook.com/Energy4me. You can also connect with us on Twitter at www.Twitter.com/Energy4me!

How Kids Teaching Kids Works in My Classroom

 

Guest blog by Jeannine Huffman, CTE Energy & Design Instructor, San Joaquin County Office of Education – Stockton, CA. Courtesy of The NEED Project.

How did Jeannine Huffman convince her students to not only want to learn about energy content, but remember it as well? Her strategy was kids teaching kids… read more in this fascinating blog post!

At the end of the school year my high school students know energy transformations, energy sources, and electricity generation by heart. In fact, when Pacific Gas and Electric sent a team to help students conduct an energy audit, the professionals said that our students were the only students they had ever worked with who could name every form and source of energy, each transformation, and how electricity was generated.

How did I accomplish this? I first had to convince my students at the beginning of each year to want to learn and remember the energy content.  I did this by introducing them to the Learning Pyramid. I have known about the Learning Pyramid, but have not had an opportunity to fully put its method into action until I began using NEED curriculum. I have grown more and more convinced that the Pyramid is representative of the belief that when Kids Teach Kids they retain and apply the content more effectively.

How does it work in my classroom?  I post the Learning Pyramid Chart and refer to it during class, reminding the students that our goal is to reach the top. At the bottom of the chart is Lecture 5%, so I say to my students, “If I stand up here and lecture, you will only remember 5%. In fact, you probably wonder how you are ever going to remember everything.” Student buy-in is critical and right away they see on the chart that they will only remember 10% if they read along with my lecture. As students move up the chart, adding visuals to reading and lecture, the retention increases to 20%. This affords the students a chance to tap into their meta-cognitive skills which means they are thinking about their own learning and taking personal responsibility to examine how they learn.

Demonstrations help students remember a concept but it has been suggested that they will only remember 30%.   How do I know this? When asked to explain energy transformations, or energy flow from the sun, most cannot explain the concept completely. Allowing students to discuss in groups and as a class may increase their retained knowledge up to 50%.  As a teacher you will reap rewards, and they will too, by allowing them to discuss and collaborate.  It is OK for a classroom to be noisy.  Science and technology aren’t silent.   After demonstrations and discussion about half the class can explain the energy flow well.

When students practice by doing, the retention can increase to 75%.  Through repetition, most students are able to easily explain the energy transformation. Let your students experiment, explore and work in teams. It is more work for you to set up multiple labs, but the return on the investment of teacher time is significant.  NEED’s hands-on kits (wind, solar, Science of Energy and more) come with equipment for demonstrations and experiments like the Hand Generated Flashlight that students use to see how motion energy transforms to electrical energy.  Hands-on learning always requires more investment of time in the classroom, but it pays off in student performance and classroom success.

The biggest return on the investment is when students are afforded the opportunity to teach others. This is not a surprise to NEED teachers. For example, once you became a teacher, your first lecture on electrons made much more sense and led to more personal understanding.  The same holds true for your students. Unless they can explain each step accurately, they do not really understand the concept. What a perfect way to assess your students on the spot! The work that goes into preparing to teach a class prepares students for energy presentations and other academic presentations they will give throughout the year. It is an effective, and fun, way to bring important concepts about energy out of the classroom and into the community.  Teach each other, teach others.

What is the gain by taking extra classroom time for every student to teach each other? A whopping 90%.  I believe it! There is a great deal of satisfaction in observing them as they teach and as I assess them informally.  Once students are trained in this method, they know they do not leave the classroom until they have taught others. By the time the student teams have practiced and presented lessons, they have heard the concepts better than they ever expected.  Moreover, students seem to compete with one another to see who can give the best presentation! The classroom becomes a truly cooperative learning space and students all pay better attention, are more engaged and accountability and responsibility for learning skyrockets.  One freshman, who was struggling to grasp a concept after several attempts to explain, finally had an AH HA! moment and said, “I will never forget this!” This is what a teacher lives for!

To embed this knowledge, I reinforce regularly in a playful way. Out of the blue I will say, “I just heard a noise outside who can trace that energy flow from the sun?” Hands shoot up as students have become very aware of energy around them.

This about this:  I was talking with my niece about teaching electrolytes in my chemistry class. My niece said, “I memorized what the definition of an electrolyte was and passed my chemistry class last year, but I can’t even tell you what it is now.” This statement disturbed me. How many of us are good at memorizing facts but still don’t know how to apply that knowledge? Teach them to teach and they will never forget!

I love the NEED curriculum.  But it is only recently that I have come to realize the importance of the motto, “Kids Teaching Kids.” It was not until I had firsthand experience with the Learning Pyramid that see and know how well it works.

Learn more about the NEED project at www.NEED.org

Join the conversation on Facebook— www.Facebook.com/Energy4me. You can also connect with us on Twitter at www.Twitter.com/Energy4me

Visit a Petroleum Museum… They Tell Fascinating Stories!

Want to enhance your knowledge of the petroleum industry? How about a petroleum museum! At the museums, watch history come to life with interactive displays, informative guides, and live demonstrations. Some even have specific, focused, elementary, middle and high school educational tours. From Calgary to France to West Virginia, petroleum museums tell fascinating stories of oil discovery, production, to showcasing some of the modern uses of oil you might not know about.

For instance, at the Houston Museum of Natural Science’s Energy exhibit, the Exploration gallery features the latest techniques used to search for hydrocarbons, from magnetometers and gravimeters to seismic vibrator trucks. In the Geology in the Field interactive, gaze across a barren, mountainous landscape, and watch as holographic illusions of two petroleum geologists materialize and explain what they are doing in the middle of nowhere. A massive Vibroseis truck interrupts them, sending its booming vibrations deep into the rock below.

At the Indonesian Oil and Gas Museum, the exhibits display how important the role of oil and gas is as the source of energy, for fuel, lubricants and petrochemical products. There’s even an oil tree that symbolically displays at its branches various products resulting from the refinery processes of oil and gas.

Check out our full petroleum museum listings HERE. Have plans to attend one on the list? Share your experience with us by Joining the conversation on Facebook— www.Facebook.com/Energy4me. You can also connect with us on Twitter at www.Twitter.com/Energy4me!  

Happy Birthday, Mother Earth!

By Marva Morrow

The Earth gives us everything we need! Let’s celebrate our wonderful Earth on April 22!

1970 was the debut of devoting a day to teaching people about the importance of protecting the environment. Wisconsin Senator, Gaylord Nelson, announced the idea for a “national teach-in on the environment.”  

The first Earth Day led to the creation of the United States Environmental Protection Agency and the passage of the Clean Air, Clean Water, and Endangered Species Acts.

Earth Day activities vary around the world—from college campus demonstrations to recycling drives to clean-up events—but all are dedicated to the same goals: a healthy environment, clean energy options and a greener future.

What are you doing to celebrate Earth Day? Please share your ideas with us at:

www.Facebook.com/Energy4me or on Twitter at www.Twitter.com/Energy4me

For ideas on how others are celebrating, check out the following websites:

http://funschool.kaboose.com/globe-rider/earth-day/

http://www.epa.gov/earthday/

Flavia Mara Guzman Villarroel Chosen as one of 2012’s “New Faces of Engineering”

Flavia Mara Guzman Villarroel is one of "12 Engineers Making Dreams a Reality"

Flavia Mara Guzman Villarroel is one of "12 Engineers Making Dreams a Reality"

Each year, the National Engineers Week Foundation, a coalition of engineering societies, major corporations and government agencies, asks its members to nominate colleagues 30 years old and younger for consideration as one of the New Faces of Engineering. 2012’s Society of Petroleum Engineers (SPE) honoree is Flavia Mara Guzman Villarroel.

“This was an unexpected recognition but something I am very humbled and honored by,” said Villarroel. “This selection is an excellent indicator that I’m on the right path to reach my objectives.”

Villarroel, 28, is a geomechanics specialist for Baker Hughes. Her research has included the development of experimental tests using a large scale poliaxial cell to understand, under stress contrast, breakout formation and rock/gravel/screen interaction in a gravel-pack section.

The New Faces of Engineering program highlights the interesting and unique work of young engineers and the resulting impact on society. Young engineers two to five years out of school are the focus of this recognition program with Villarroel a prime example of what it takes to be recognized.

“If I was to offer advice to the next generation of engineers,” Villarroel explained, “I would tell them to always act with excellence, integrity and ethics. If you need to make choices, always choose the right one. And finally, once I was on a vacation trip and I read on the street: ‘To succeed you have to believe in something with such a passion that it becomes a reality’ (A Roddick). I adopted this. And it works.”

Click here for more information about a career as an engineer:

Energy4me and National Science Education Standards

Author: Marva Morrow, Energy Education Ambassador

The natural world is filled with awe and wonder. It is in our nature to be curious about our world around us. Everyone deserves to share in the excitement and personal fulfillment that can come from understanding and learning about our natural world. In a world filled with the products of scientific inquiry, scientific literacy has become a necessity for everyone. We all need to use scientific information to make choices that arise every day.

According to an overview of the National Academies, Advisers to the Nation on Science, Engineering and Medicine, “The National Science Education Standards present a vision of a scientifically literate populace. The standards outline what students need to know, understand and be able to do to be scientifically literate at different grade levels. They describe an educational system in which all students demonstrate high levels of performance, in which teachers are empowered to make the decisions essential for effective learning, in which interlocking communities of teachers and students are focused on learning science, and in which supportive educational programs and systems nurture achievement. The Standards point toward a future that is challenging but attainable—which is why they are written in the present tense.”

The Energy4me lesson plans, designed for our Oil and Natural Gas book, are aligned with the aforementioned National Science Education Standards. The Standards emphasize both excellence and equity, and highlight the need to give students the opportunity to learn science.  Students cannot achieve high levels of performance without access to skilled professional teachers, adequate classroom time, a rich array of learning materials and the resources of the the communities surrounding their schools. Learning science is something that students must do through “hands-on” and “minds on” activities: a point of emphasis for Energy4me.

Energy4me lesson plans also support the 5E constructivist learning cycle, helping students build their own understanding from experiences and new ideas. The 5Es represent the five stages of a sequence for teaching and learning: Engage, Explore, Explain, Elaboration and Evaluate. The 5E model was developed by The Biological Science Curriculum Study (BSCS).

Download the Energy4me lesson plans and ‘hands-on-activities” and let us know what you think. Visit our classroom resources and get connected with classroom speakers, teacher workshops, classroom activities and materials and student events.                                                         

SPE’s Ghana Section is committed to energy education!

The Society of Petroleum Engineers (SPE), Ghana section, is growing and gaining momentum! With a growing membership and an enthusiastic board, they have made the commitment to make a difference in the oil and gas industry while doing something good for their community. The Ghana section will be supporting 10 schools in Accra and 10 schools in Takoradi with energy education materials including energy4me books and kits as well as classroom presentations.

SPE encourages all its members and sections to educate the public about energy and put a face on the industry. Energy is a critical issue worldwide, and SPE believes face-to-face contact is the ideal way to spread the word about energy conservation, the future of the oil and gas industry, and its impact on the planet.

The energy4me books and kits donated to the Ghana section were sponsored by energy4me, SPE’s energy education outreach program, and Colin Black, SPE EIC member and Director, Optima Solutions UK Ltd.

SPE and energy4me would like to thank the Ghana section in their energy outreach initiatives. Together, we can make a difference by sharing the facts about energy with the public and putting a face on the industry.

Keep up the good work!

Learn more about energy and energy careers.

The picture to the right shows the SPE Ghana board members and British High Commissioner, Mr. Peter Jones.

SPE Dallas Section Hosts Science Teacher Barnett Shale Field Trip!

The Society of Petroleum Engineers (SPE) Dallas section took local science teachers on a Barnett Shale field trip Thursday, November 18, 2011.

The tour started off at the Ellison Miles Geotechnology Institute (EMGI) where Dallas section members Toni Lott, Brad Robinson, Deborah Hempel-Medina, Brian Chacka, and Patrick Crawford made a presentation covering the history of Oil and Natural Gas, Geology and the History of Barnett Shale, Drilling a well, and Hydraulic Fracturing. Teachers were engaged in the presentations and asked the presenters a lot of questions to get a better understanding of the industry and how they could relay the information to their students in the classroom.

After the overview, everyone was styling in their safety gear as they prepared to go out into the field. Each participant wore steeled toed boots, fire retardant overalls, safety glasses, ear plugs, and hard hats. The teachers were able to visit three sites where they learned firsthand about safety, advance technologies, and rules and regulations all involved in operating each site. The sites teachers visited are listed as follows.

  • Williams Company Drilling Site
  • Devon Energy Hydraulic Fracturing Site
  • Chesapeake Learning Center

After a full day of touring, teachers headed back to the Dallas Convention Center full of knowledge about the industry, their hard hat as a souvenir, and information to take back to their classrooms that included an “Oil and Natural Gas” book.

This workshop was made possible by the Ellison Miles Geotechnology Institute, Society of Petroleum Engineers-Dallas Section, Halliburton Energy Services, Williams Company, Devon Energy Company, Baker-Hughes Oilfield Services and Chesapeake Energy.

Energy4me and the Society of Petroleum Engineers want to thank everyone involved.

Learn more about careers in the industry.

The Ambassadors for Pakistan have done it again!

For the second year in a row, the “Ambassadors for Pakistan” have made several visits in their community presenting energy awareness and making an impact! The Society of Petroleum Engineers (SPE) NED University Student Chapter in Karachi, Pakistan, conducted five Energy4me presentations this year in secondary schools, colleges and universities in Pakistan.

The student-run program promotes SPE and educates the surrounding schools about the oil and gas industry and the challenges facing it today.

The schools they visited

  1. Abdullah Government College
  2. The Fahim’s A-Levels School System
  3. CharterHouse Public School
  4. A.M.S.B Al-Madrast-us-Saifyat-ul-Burhaniya
  5. Jinnah University For Women

Energy4me and SPE would like to express our thanks to the commitment and continued efforts of this student chapter!

Ambassadors for Pakistan Team (2009-present)

  • Hernan Buijs- SPE Student Development Committee Officer (mentor, motivator, and visit sponsor)
  • M Turab Mehdi – Ambassadors for Pakistan – Team Executive Head & Planner
  • Tabinda Saeed – HR Manager
  • Syeda Hasan- Team Manager

New presenters added this year.

  • Sidra Chughtai – Presenter
  • Omer Ashan – Presenter
  • Shahzeb Barber – Presenter
  • Eijaz Danish – Presenter
  • Mufaddal Murtaza – Presenter

Energy4me encourages young industry leaders to get involved in their community by giving classroom presentations or holding educational outreach programs like the SPE NED student chapter. These presentations make a huge impact and inspire future generations!

Share with us your contributions and outreach efforts in your community that you are already making with Energy4me and email us at energyed@spe.org or read more on how you can get involved in your community!

Again, thank you to the SPE NED University Student Chapter on your continued education outreach efforts in Pakistan!

Energy Education Materials are a Hit!

Guest Author – Mary Spruill, Executive Director, National Energy Education Development Project (NEED)

Energy4Me materials developed in partnership with NEED are a huge hit and will be used by NEED’s trainers throughout the 2011-2012 school year.

Throughout the year, The NEED Project (www.need.org) and Energy4me, the Society of Petroleum Engineers (SPE) energy education program, work together on many energy education activities including the Teacher and Student Workshop at the Offshore Technology Conference and the Teacher and Student Workshop at SPE’s ATCE.  Each summer though, NEED’s energy programs get bigger and faster paced with so many kids and teachers to reach in only a few short weeks.  This June and July were no exception with over 550 kids and teachers in Washington, D.C. to participate in the 31st Annual NEED Youth Awards for Energy Achievement.  This event recognizes school groups who commit to learning about energy and to sharing their knowledge with their peers, their teachers and their communities.  Students submit portfolios of  their energy programming in April for review at the state and national level, and the winning schools come spend 4 days in the Nation’s Capital sharing their energy work, touring our monuments and museums, and meeting with elected and appointed officials.

On a sleepy Sunday morning during the conference – the kids are up early and working on hands-on activities featuring the lessons provided by Energy4Me and some lessons that NEED and Energy4Me created together.  The students are learning about porosity and permeability, and the work needed to bring oil and natural gas to market.  They learn about transportation efficiency too and consider ways to make the vehicles of tomorrow and their own driving habits more efficient too.  The activities from Energy4Me are engaging, fun, and provide students with the background they need to really understand the oil and natural gas resources we use each day.  They leave with big smiles, new friends, and new activities to take home to their communities and share.

As soon as the Youth Awards wraps up, NEED’s training team heads out to the NEED National Energy Conference for Educators.  This year’s conference in Denver, Colorado hosted 150 educators from across the country and from Thailand and the Saipan.  For a week, the educators were like students at summer camp – learning about each other and about energy so they could return to their classrooms and teach energy with excitement and fun.  The Energy4Me activities and the presentation resources allow students and teachers alike to look more deeply into oil and natural gas development and use.  This year’s opening speaker was Don McClure, Vice President for Community Relations, Legal and Finance at EnCana, one of America’s largest natural gas producers.  Don’s extensive background in energy provided teachers with a look at how diverse the industry is, the number of jobs available for all types of students, and the challenges and opportunities that abound in developing natural gas in America.  In the days that followed, teachers learned about density, drilling technologies, properties of oil and natural gas and are prepared to take the lessons home and open up the oil and natural gas world to their students.

But that’s not all.  After Denver, the team packed up and traveled to La Quinta, California for NEED’s Facilitator Training Conference.  This conference is hosted every few years and brings together teachers, NEED’s training staff, and energy professionals from many companies and  agencies to sharpen their facilitation skills, to train on new content and new materials, and to learn how to deliver energy curriculum and training to teachers in NEED’s 600+ energy trainings each year.  This year’s group of 40 trainers rolled up their sleeves and researched and presented about America’s leading energy sources, they debated the advantages and disadvantages of the energy sources we use today, and they developed methods to share energy information with teachers and students nationwide. The It is a busy (but fun!) summer and together with SPE, NEED is reaching thousands of teachers and students each year.  As America’s teachers head back to school this month, let’s take a minute to thank them and to encourage them to teach about energy as often as possible in class!

For the 2011-2012 NEED curriculum guides or to register for a NEED workshop near you visit www.need.org!