teach guide

8/4/2019 Teach Guide

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STUDENT AND TEACHER GUIDE TO RECYCLING USED OIL

TABLE OF CONTENTS

Page

Educator's Preface ..................................................................................................1

From Resource to waste .........................................................................................2

Glossary.................................................................................................................18

Test Bank...............................................................................................................21

Lesson Plan Summaries and Lesson Plans forMiddle School .......................................................................................................25

Lesson Plan Summaries and Lesson Plans forHigh School...........................................................................................................32

Lesson Plan Summaries and Lesson Plans for

Driver's Education Classes ..................................................................................48

Changing the Oil in Your Car .............................................................................51

Bibliography .........................................................................................................66


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EDUCATOR'S PREFACE

An Explanation of the Used Oil Problem.

This teacher's guide provides an overview of the used oil recycling process, the major steps

from the formation of crude oil resources through used oil recovery. The main sections,

followed by a brief summary, are listed below.

1. From Resource to Waste: reviews the crude oil cycle (exploration, drilling, refining, and

use) and how virgin oil is converted into used oil.

2. Disposal Practices: explores the environmental and economic issues of various disposal

practices.

3. From Waste to Resource: includes a discussion of the used oil recycling process from

generation, collection, transportation, reclamation, and finally, reuse.

4. Glossary: for relevant used oil recycling terms.

5. Test Bank: photocopy masters with answers.


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FROM RESOURCE TO WASTE

The Oil Cycle

Oil is a primary energy resource in developed nations. Although advances in technology

have historically permitted the extraction of crude oil from regions previously considered

inaccessible, the world oil resource and reserves are a limited natural resource. (A limited

natural resource is one of finite quantity or one with an extended life cycle which requires

specific physical conditions to permit its regeneration.) As a generalization, one might

contrast the oxygen cycle to the oil cycle in order to better understand the time factor involved

in the information of the oil resource. The oxygen cycle can be very short. Oxygen molecules

are recycled daily through the process of photosynthesis, respiration, and absorption. Incontrast, just the formation of crude oil takes place in geologic time, over hundreds of millions

of years.

Origins

Current theory holds that oil was formed from the bodies of millions of marine plants and

animals, especially plankton. As they died, they slowly drifted to the bottom of the shallow

seas and were covered with inorganic sediments. After the bodies of these organismsdecayed, they were compressed by the weight of overlying materials and heated by the

geological activity of the earth. This process caused the remains of these organisms to

undergo chemical changes. Very slowly, crude oil and gas were formed. Once oil was

formed, it then moved through the layers of sedimentary rock until it became confined by

nonporous layers forming oil traps.

The crude oil we use today is obtained by drilling wells into these traps or pockets (Fig. 1).

Oil is often found in conjunction with natural gas. Natural gas, which is less dense than crude

oil, is generally removed from drilling sites first. Once the crude oil has been extracted fromthe ground, it can be separated into different components at an oil refinery.


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Figure 1 Oil Pocket Formation


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Exploration

As geologists explore possible locations for oil deposits, they look for certain changes in the

layers and makeup of the rock. Geologists identify likely areas in which oil may be found by

creating vibrations using vibration mechanisms or even sonar. The resulting sound waves are

measured as they move through the rock by sensitive instruments called seismophones.

Seismophones are instruments similar to those used to detect earthquakes. Graphs of the

differential rates of sound movement are then keyed to oil pockets or traps. Based on these

indicator patterns, the geologist then can recommend where test wells should be drilled.

Some of the test wells are wet productive wells. Wet wells used to be called gushers

because the process of piercing the oil trap released pressure built up in the trap through theages. The oil is then shot through the top of the well. Today, specialized valves prevent this

explosive release. Hence, the loss of natural gas and crude oil is reduced as is pollution

caused by oil spills around the drilling operations. This practice is both cost-effective for the

oil mining companies and environmentally sound.

Once oil has been discovered, multiple wells are sunk in the vicinity of the test well to

determine the size of the deposit. Samples are taken, and the relative quality of the oil is

determined. If the size of the deposit is large and development of the resource is consideredto be cost-effective, large diameter wells are drilled into the trap. Some of the oil and natural

gas discovered is under enough pressure to flow upward unassisted.

The remaining oil must be pumped from the pocket. Steam and other chemicals may be

injected into the wells to help force tightly bound oil out of the enclosing pocket. After crude

oil is extracted from the ground, it is sent to an oil refinery where it is processed into different

products.


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Refining Virgin Crude

Crude oil is a mixture of many chemical compounds. At the refinery, it is separated into

several components (Fig. 2). The first part of this process is called fractioning. During the

fractioning process, the oil is heated in a tall tower. This causes molecules of different sizes

and chemical characteristics to separate from each other. The lightest components rise to the

top of the tower. These are called light ends and will be further processed to become solvents

and fuels for automobiles and airplanes. The heaviest and most chemically complex of the

crude oil components sink to the bottom of the tower and go on to become greases and

asphaltic materials. The parts of the crude oil that are a little lighter than greases are used as

lubricants. Once separated, chemicals are added depending on the oil's intended use. The oil

is then packaged and marketed.

One of the products we are most familiar with is engine lubrication oil. It has several

functions. Oil lubricates moving parts, thus reducing friction which lessens the amount of

heat that the engine forms. Oil also cleans the cylinders, and, at the same time, creates a seal

between the piston rings and the cylinder wall so that when fuel is ignited in the cylinder, the

force is directed down to the arm on the crankshaft instead of leaking between the cylinder

wall and the piston.

During normal engine operation, friction causes abrasion of metal surfaces. This produces

super-fine particles and other debris which find their way into the oil. To remove this

material, the oil is filtered as it works its way through the engine. Throughout this process, oil

is exposed to extremely high temperatures (approximately 250 degrees F). This heat

chemically breaks down the oil. As the oil breaks down, its effectiveness in reducing wear on

the engine is slowly lost, and dirt and contaminants further hinder oil's effectiveness. This is

why auto manufacturers suggest the oil should be drained out and replaced with new oil on a

regular basis. To prolong the life of oil in today's high performance (and high temperature)

engines, a number of materials are added to the refined oil. These additives figure heavily inthe pollution caused by improper disposal of used engine oil.


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Figure 2. Separation of Crude Oil


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Used Motor Oil

As motor oil is used in automobile engines, it picks up a number of additional components

from engine wear (Fig. 3). This includes iron, steel, copper, lead, zinc, barium, cadmium,

sulfur, water, dirt, and ash. Because of the additives and contaminants, used motor oil

disposal can be more environmentally damaging than crude oil pollution. These additives

and contaminants may cause both short-term and long-term effects if they are allowed to enter

the environment through our waterways or soil.

Engines leak oil if not properly maintained and repaired. This represents a significant

addition to the improper disposal of oil. You may have noticed the darkened center areas onroad lines or parking spaces. This darkening is due to the oil and other lubricants which have

leaked out of the engines of cars and trucks. When it rains, much of this oil washes onto the

soil surface and then into a water system, or directly into a storm sewer connected to a

waterway.

Once motor oil is drained from an engine, it is no longer clean because it has picked up

materials, dirt particles, and other chemicals during engine operation. This lubricating oil is

now classified as used oil. How Pennsylvanians choose to dispose of this used oil is thedifference between environmental pollution and resource recovery.


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Figure 3a. How Engine Use Affects Oil


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Figure 3b. How Engine Use Affects Oil


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IMPACT OF DISPOSAL PRACTICES

Common Disposal Practices

People who change their own oil from privately owned vehicles are called Do-It-Yourselfers

(DIY). DIY now have a responsibility to properly dispose of the used oil. However, they

seldom have facilities to store much of their used oil. Typical disposal methods include

pouring it into the ground, spreading it over dirt roads, using it as weed-killer, putting it in

household trash, or worst of all, pouring it directly into a waterway or down storm drains.

To select the most appropriate method of used oil disposal the DIY should recognize that the

volume of their used oil is only a small part of that generated by many DIY nationwide. DIY

need to have an understanding of the components of used oil, environmental damage,economic impact, and the legal parameters of both proper and improper disposal practices.

Scope of the Problem

The amount of used oil generated in the U.S. is much higher than one might assume. Consider

the following:

2.7 billion gallons (b.g.) of oil are sold annually in the United States

50% of this 2.7 b.g. is consumed (i.e. burned or leaked from the engine)

The other 50%, or about 1.35 b.g., becomes used oil

31% of this used oil, or about 419 million gallons, never reaches a recycling program

DIY drain about 220 million gallons of used oil from their cars, but less than 33 million

gallons of this DIY-generated used oil is recycled

The amount of used oil produced and improperly disposed of each year in Pennsylvania isequally alarming. According to the Department of Environmental Protection, up to 9.5 million

gallons of used motor oil may be disposed improperly by consumers who change their own

oil.


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Environmental Issues

Oil in any form is potentially harmful to the environment. Post-studies of oil spills indicate

that it takes up to twenty years for an aquatic environment to return to a healthy condition.

Once oil has been used by industry or the DIY, it has even more potential for environmental

damage.

In aquatic communities oil residue tends to settle on the bottom, coating the substrate and

whatever organisms live there. When poured on the ground, oil can rapidly migrate through

the soil. In both instances, bacteria, plants, invertebrates, and vertebrates experience

physiological stress.

Oil film on water can reduce the penetration of light into the water and, consequently, reduce

the rate of photosynthesis. When photosynthesis is reduced, oxygen production is also

reduced. The oil film may also inhibit the movement of oxygen from the air through the

surface of the water.

The reduction of dissolved oxygen in the water stresses animals living in the water. Oil can

clog respiratory (breathing) mechanisms and even be incorporated into the tissues of these

organisms. These substances in the tissues of the organisms make them unfit for humanconsumption and, therefore, contribute to economic loss. If the contaminants are not

incorporated into a human food source, they may be passed along the food chain, thereby

contributing to environmental degradation.


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Figure 4. Used Oil Sources


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Some of the substances found in both virgin crude and refined oil can affect the nervous

systems of living things. This reduces their ability to find food or reproduce. Some of the oil

components (on the light end) evaporate into the air and/or dissolve into the water. Many of

these light end compounds are known carcinogens and/or mutagens.

Microscopically, oil compounds impinge on algae, bacteria, and plankton, the basis of the

aquatic food chain. Larger organisms such as mammals and birds are the most dramatic

victims of oil pollution because of their visibility and emotional appeal to humans. Feathers

and fur become coated with oil and lose their ability to control body temperature. Death

results from exposure or ingestion of the oil compounds via grooming.

In ground, oil can rapidly percolate through the soil particles and create similar problems for

soil microbes and macroscopic invertebrates. Eventually this oil may make its way into the

water table or into a water body such as a lake.

Used oil is a valuable resource. One definition for pollution is a resource out of place, and

used oil certainly fits that description. The potential impact on our environment depends on

how we manage this resource to make sure it is not out of place.

To summarize, pollution can be defined as a resource in the wrong place or one that has not

been completely used. Improper disposal of used oil is a source of significant pollution. The

potential impact on our water and environment is serious. Of all petroleum related pollution

in the U.S. including oil spills in coastal waterways, 62% is estimated to be runoff of used

lubricating oil, much of which eventually works its way to the ocean environment.


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Economic Impact of Disposal Methods

The energy saved by collecting and recycling used motor oil can help reduce our dependence

on foreign oil imports. Although current crude oil prices have dropped in recent years,

valuable energy reserves can be conserved by the use of fuel oil made from reclaimed motor

oil.

One gallon of used oil can be re-refined into 2-1/2 quarts of quality lubricating oil. In

contrast, 42 gallons of crude oil must be refined to produce the same 2-1/2 quart volume

(though many other products are derived from the 42 gallons of crude). In fact, recycling

used oil could reduce petroleum imports by 25.5 million barrels of oil per year, saving 1.3million barrels of oil per day or half the annual production of the Alaskan pipeline.


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FROM WASTE TO RESOURCE

Collection and Analysis

There are a number of steps in the process of recycling used motor oil. First, the used motor

oil should be brought to a used oil collection site. It is then transported to a used oil

reprocessing center. The oil is tested for several types of contaminants including excess water,

bottom sediments (which contain heavy metals from engine wear), and in some cases, PCBs

(polychlorinated biphenyls). Used oil that fails this testing must receive special treatment

before reprocessing, reuse, storage, or disposal. Used oil should not be mixed with other

waste liquids. When hazardous wastes (such as engine antifreeze) are added to used oil, thenthe oil is considered to be hazardous waste.

Reprocessing

At the used oil reprocessing center, the uncontaminated used oil is slowly heated. This

separates small amounts of water from the oil. The water produced during this process is

released to a wastewater treatment plant. Next, the oil is filtered and resold for use by variousindustries. One of the most frequent applications of this reclaimed oil in Pennsylvania is to

fuel the high temperature furnaces used to melt asphalt for road construction. It is also used

in drying ovens for mined clay in the production of landfill liner and cat litter. Many other

options exist for reclaimed oil, including waste to energy power plants.


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ReRefining

The oil may also be sent to a rerefiner. Used oil produced in several countries (Germany,

Japan) and some states (New York and Alabama) is reprocessed using fractionating

techniques very similar to those used in the refining of virgin crude. The big difference is that

in fractionating used oil, fewer types of products are formed. The main products of rerefining

are diesel fuel, high and low quality lubricants, and heavy fuel oils which are used in

industrial burners. During the rerefining process, hazardous materials are separated out of the

oil resource and sent to federally approved hazardous waste treatment, storage, or disposal

facilities.

Safety-Kleen of East Chicago, Indiana, Interline Resources Corp. of Salt Lake City, Utah,

Evergreen Oil in Newark, California and Lyondale in Houston, Texas are all producing

rerefined motor oil that meets the rigid standards set by API and the automotive

manufacterers. Rerefined motor oil can be used interchangeable with other motor oils without

concern for any type of engine warranty infraction.

In Pennsylvania, State and federal agencies including Postal Services utilize rerefined motor

oil in regular automotive service maintenance.


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FROM AWARENESS TO ACTION

Student Action in the Community

This activity is designed to help students identify and act on local environmental problems.

Through facilitated discussion, direct your students to identify the following:

Regional environmental problems.

Local organizations involved in the environmental movement.

Government agencies with jurisdiction over the issues.

Have the students establish communication lines with respective concerned government

officials. Arrange for guest speakers to talk about the respective problems and governmental

sequences of paperwork and actions.

Establish Used Oil Recycling as a Priority Issue

The instructor could arrange to have local government representatives, extension agents, local

DEP agents solid waste recycling coordinators, or Pennsylvania Used Motor Oil Recycling

Video in order to review a discussion of the benefits to be derived through informing the

community of any new regulations or local proposals. This presentation should strongly

suggest the feasibility of student action and leave the students with a desire to participate in a

used oil recycling program.

For a more detailed explanation of examples of how to establish and operate a public

awareness campaign, see the Appendix materials.


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GLOSSARY

Abiotic: Pertaining to absence of life; factors independent of living organisms.

Aquifer: An underground layer of rock that is sufficiently porous and permeable to storesignificant quantities of water.

Bioconcentrate: To increase the concentration of a substance in one or more tissues of an

organism.

Biodegrade: Refers to the act of being readily decomposed by living organisms.

Biomagnification: The increase in concentration of a substance as it moves up through the

food chain.

Biotic: Pertaining to life; ecological factors related to the interactions of living organisms.

CERCLA: Comprehensive Environmental Response, Compensation and Liability Act (1980).

Superfund for clean-up of hazardous waste sites.

CFR: Code of Federal Regulations.

Community: An assemblage of plants and animals that interact to form an identifiable group

within a biome.

Consumer: Ecologically, an animal that consumes plants (primary consumer) or other animal

(secondary consumer).

Decomposer: An organism that breaks down organic wastes into simpler compounds.

DEP: Pennsylvania Department of Environmental Protection (state).

DIY: Do-it-Yourself, person who changes his/her own oil.

Ecosystem: The interactions of living and non-living things within a given boundary.

Enhanced Recovery: The injection of gases, water, or chemicals into an underground

reservoir to build up pressure, causing the crude oil to migrate towards a well.

EPA: United States Environmental Protection Agency (federal).

Federal Register: Agency regulations are published here biannually. If there is no change,

these become official after six months.


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Fractionation: The distillation of crude petroleum, using heat or chemical catalysts, to

separate the crude into different compounds. This process is also known as cracking. The

resulting products are known as cuts or fractions.

Hazardous Waste: Any liquid produce of human activity which has the potential to harm an

organism. The legal categories include explosives, corrosives, and toxins.

Hydrocarbon: A chemical compound consisting of hydrogen and carbon, such as gasoline

and paraffin.

Oil-Petroleum-Crude: A naturally occurring mixture of hydrogen and carbon compounds,

found in gaseous, liquid, or solid form. Crude refers to unrefined petroleum.

OPEC: Organization of Petroleum Exporting Countries. Includes countries of the Middle

East, Africa, and South America.

Population: All of the individuals of one species living in a given area.

Producer: Ecologically, the photosynthetic or chemosynthetic organisms that produce the

initial food in a food chain.

RCRA: Resource Conservation and Recovery Act (1976). This act initiated the cradle to grave

tracking system for hazardous waste. Section 3012 states that the EPA must address the

management of used oil, but not discourage the recovery or recycling of used oil.

Recycling: To prepare used oil for reuse as a petroleum product by rerefining, reprocessing,or other means or to use used oil in a manner that substitutes for a petroleum product made

from new oil.

Reprocessing: The use of cleaning methods on used oil primarily to remove insoluble

contaminants, making the oil suitable for further use; the methods may include settling,

heating, dehydration, filtration, and/or centrifuging.

Rerefining: The use of refining processes on used oil to produce high quality base stocks for

lubricants or other petroleum products. Re-refining may include distillation, hydrotreating,

or treatments employing acid, caustic, solvent, clay, or other chemicals.

Reserve: A deposit of energy or minerals that is economically and geologically feasible to

remove with current and foreseeable technology.

Resource: Any source of raw materials or means of producing raw materials.


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Sanitary Landfill: Solid waste disposal site where refuse is disposed of and covered daily

with a layer of dirt.

Secured Landfill: Solid waste disposal site which is lined with clay and synthetic liners in an

effort to prevent leakage.

Seismic Technology: A process for locating oil deposits using soundwaves created by

explosions either on the earth's surface or underground. The resulting sound waves are

reflected back to seismographic instruments (similar to earthquake measurement devices)

which create a picture of the underground geology and possible locations of oil traps.

Species: A group of organisms that are able to interbreed with other members of the group,

but are reproductively isolated; i.e., they are unable to breed with organisms outside of the

group.

Toxin: Any substance which has a harmful effect on an organism.

Trap: A nonporous geological barrier, such as a rock, which holds the oil deposit at a fixed

location.

Used Oil: Any oil, including synthetic, which has been refined from crude oil and, as a result

of use, storage, or handling, has become unsuitable for its original purpose due to the

presence of impurities or loss of original properties, but which may be suitable for further use

and is economically recyclable. Excluded from this definition are fuels, waxes, petrolatums,

asphalts, and other petroleum products that are not generally considered to be oils.


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TEST BANK

1. What is the main energy resource used in the U.S. and other developed countries?

2. It is thought that oil was formed from what?

3. Over geologic time, crude oil became locked between layers of rock. This location is

called a __________________.

4. How do geologists locate oil traps?

5. Oil which escapes from a well under its own pressure is called a _______________.

6. Once removed from the ground, crude oil is sent to a _________.

7. What happens at a refinery?

8. Light end products of refining are further processed into what?

9. Heavy end products of refining are further processed into what?

10. What are some of the functions of engine oil?

11. How does the oil in your car get dirty?

12. Why do you need to change the oil in your car?

13. What is a DIY?

14. List some of the ways DIY dispose of their used oil.

15. About how long does it take a shoreline environment to recover from an oil spill?

16. How can an oil slick lower oxygen levels in the water?

17. How does oil pollution harm large mammals and birds?


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18. How are the light end compounds dangerous?

19. What is the effect of oil in the food chain?

20. What are some of the effects of oil on the ground?

21. What is recycling?

22. Why must used oil not be mixed with any other substance?

23. What is reprocessed oil used for?

24. What is rerefined oil used for?

25. Why is rerefined oil hard to find in a store?

26. Why should used oil be recycled?


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TEST ANSWERS

1. Oil.

2. The bodies of marine plants and animals, especially plankton.

3. It is called a trap.

4. By using sound waves.

5. It is called a gusher.

6. It is sent to a refinery.

7. The crude oil is processed into various products such as gasoline and engine oil.

8. Solvents and fuels.

9. To help in engine performance.

10. Oil lubricates moving parts, cleans the engine, and forms a seal in the engine.

11. Picks up dirt, debris, and metal particles from engine wear, is chemically changed under

the high temperature and pressure inside the engine.

12. Over time, as the oil becomes dirty, it can no longer do what it was designed to do -

lubrication, cleaning, etc.

13. A do-it-yourselfer, a person who changes the oil in his/her car rather than having it done

at a garage or service station.

14. Pouring it onto the ground, pouring it down the drain or into storm sewers, dumping it

in their trash, burning it, storing it, used as weed killer.

15. Up to 20 years.


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16. It can block the light and slow or stop photosynthesis which lowers the amount of

oxygen in the water. It also stops diffusion of oxygen from the atmosphere into the

water.

17. Feathers and fur become matted and lose their ability to insulate the animals against

cold. Oil compounds may be eaten as the animals clean their bodies.

18. Many are carcinogens (causes cancer) or mutagens (causes mutations).

19. It may be absorbed into the tissues of organisms and then be eaten by humans.

20. It can have an effect on soil bacteria and invertebrates, including worms and insects, and

may also run off into nearby bodies of water.

21. Reusing a waste product.

22. If the oil is contaminated with a hazardous waste, then it must be specially treated.

23. Industrial fuel.

24. It can be used as a lubricating oil and be put back into engines.

25. At this time, it is not economical to rerefine used oil; it is cheaper to refine virgin crude.

26. To protect Pennsylvania's environment and limit the amount of oil we import.


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LESSON PLAN SUMMARIES

Middle School Lesson 1 Research, group activity to track oil cycle fromformation through recycling

Middle School Lesson 2 Lab studying effects of used oil on a simulated

environment

Middle School Lesson 3 Don't be fuelish


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MS-1

FROM THERE TO HERE

FORMATION TO RECLAMATION

GRADE LEVEL Middle School

TYPE Group Activity

TIME 50 minutes (one class period)

OBJECTIVES Students will describe the oil cycle from its formation through the

recycling process.

PREPARATION/ Sealed oil specimens, student guide, and test materials.MATERIALS

METHOD 1. Present specimen jars to students.

2. A sealed oil specimen will consist of used oil in a mason jar or baby

food jar. The second specimen will comprise new motor oil in a

mason or baby food jar. (Note: used oil samples can easily be

obtained at service stations).

3. a) Elicit question: How do we get from there (formation) to

(recycling)?

4. b) Respond: Today, here you will study and discover how we

get from there to here.5. Each group should receive one or two questions from the test

materials.

6. The students will research answers to the questions. Answers can

be found in the student guide, in addition to any available

resources in the classroom or media center.

EVALUATION 1. Small groups will present their findings to the class.

2. The teacher conducts a culminating discussion using the recycling

process.

EXTENSIVE Use the activity and test materials to reinforce the lesson concept.ACTIVITY

1. Students will read student guide to learn each phase of the oil

process. The student guide will reveal to the students how oil is

made, how it is removed from the earth, processed, used, and

recycled.


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MS-2

EFFECTS OF USED OIL


TYPE Lab

TIME 50 Minutes (one class period)

OBJECTIVES Students will describe the effects of used motor oil on the environment

PREPARATION/ Two 2-liter jars (clear), water, sand or soil, live

MATERIALS plants, used motor oil or vegetable as alternative, and worksheets.

METHOD 1. Distribute lab sheets.

2. Perform Experiment. Guidelines for experiment are found on the

following page.

3. Record observations.

4. Discuss observations.

5. Turn in lab sheet.


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MS-2

GUIDELINES FOR EXPERIMENT

PROCEDURE

1. Set two 2-liter jars on table.

2. Fill each with water, sand, and plants.

3. Develop and record hypothesis on lab sheet. In other words, what do you think will

happen, and why?

4. Drop used motor oil (one dropper full) onto water surface of one jar only. Label this jar

A. Label the other jar B. Jar B will be the control jar.

5. Observe and record on lab sheet.

6. Create a disturbance on both jars (A + B) to stimulate natural movement on water

(storms, boats, etc).

7. Observe and record findings on lab sheet.

8. Remove plants and sample of sand from each jar being careful to keep each separate

from the other and avoiding contamination of one with the other.

9. Observe and record results on lab sheet. Look, touch, and smell but DO NOT TASTE!

10. Record results and conclusions based on hypothesis.


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MS-2

EVALUATION 1. Students complete the lab activity sheet and turn in for grading.

2. Discussion question: From the experiment, what effect does

improperly disposed used motor oil have on: a) plants, b) lake

bottoms, c) drinking water, d) animals, e) food chains (webs)?

EXTENSION 1. Invent a method to separate and remove the used oil from the

ACTIVITIES mini-environment.

2. Research present used oil pollution clean-up procedures.

3. Ask students to design laws to deal with the legal consequences for

people who improperly dispose of used oil.


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MS-3

FROM AWARENESS TO ACTION

DON'T BE FUELISH!


TYPE Group Activity

OBJECTIVES Students will demonstrate awareness of the proper disposal of used oil.

PREPARATION/ Teacher's guide, current periodicals, construction paper, scissors,

MATERIALS crayons,tape recorder.

METHOD 1. Discuss the importance of oil and how used oil, if not properly

disposed, can affect the environment. Emphasize the importance of

proper disposal and effective recycling methods.

2. Gather class ideas on increasing public awareness. List suggestions

on the board. You may want to include such strategies as bumper

stickers, T-shirts, posters, billboards, buttons, electronic media

spots of 15 to 30 seconds, etc. Suggest logos, songs, poems, etc.

3. Divide class into groups or have each student work individually.

4. Have each group/individual select one of the ideas from the board.

Have the group develop their own recycling education and

promotion program.

5. Set time limit for work on projects.

6. Students will present their materials to the entire class. Allow a

specific time frame for presentations.


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MS-3

EVALUATION Discuss effectiveness of presentation. Instructor may grade accordingly.

EXTENSION 1. Conduct a letter writing campaign to governmental agencies.

ACTIVITIES

2. Conduct a demonstration with signs. This may be held on or off

campus. Be sure to check regulations regarding student

involvement.

3. Attend county commission meeting. Props may be brought along.Again, check legalities concerning student involvement.

4. Have students brainstorm ideas of how statutory codes should be

written to regulate used oil disposal. (Refer to Pennsylvania Used

Oil Recycling Act, Act 89 of 1982.


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High School Lesson 1 Class discussion on pollution and methods for used oil disposal

High School Lesson 2 Class discussion on oil pollution

High School Lesson 3 Reading assignments, question and answer, and review

discussion on oil process.

High School Lab 1: Simulation of oil spill and clean-up in natural ecosystem model

High School Lab 2: Simulation of pollution persistence


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HS-1

CLASS DISCUSSION

OF OIL DISPOSAL

GRADE LEVEL High School

TYPE Group Activity

TIME 50 minutes (1 class period)

OBJECTIVES Students will evaluate methods of used oil disposal.

PREPARATION/ Worksheet, student guide.

MATERIALS

METHOD 1. Students should be given a scenario in which a person has changed

his/her oil and now has to dispose of 5 quarts of used oil.

2. Students should provide options for disposal. Instructor should

suggest recycling if students do not.

3. For each method of disposal a list of pro and cons should be

developed. List on worksheet.

4. Instructors may need to guide students. Even some of the worstmethods of disposal have convenience in their favor while

recycling, the best method, is the most inconvenient.

5. Students should rank order the methods from most to least

effective, or most to least environmentally aware, or most to least

economical.

EVALUATION At instructor's discretion.

EXTENSION Research and discuss articles gathered from periodicals dealing with oil

ACTIVITIES and recycling as regards oil energy.


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HS-1

METHOD OFDISPOSAL PROS CONS


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HS-2

POLLUTION AND SOLUTION

HAVE U AND I IN THEM.


TYPE Group Activity

TIME 50 Minute (1 class period)

OBJECTIVES Students will identify the segment of society largely responsible for

used oil pollution.

PREPARATION/ Student GuideMATERIALS

METHOD 1. The definition of pollution is given to the student.

2. Examples of oil in the environment are given. Students will

determine whether or not each situation qualifies as pollution.

3. Once the polluting scenarios are determined, a series of questions

are discussed concerning each case: Who is responsible, who can

fix the situation, and what can you do about the pollution?

EVALUATION At discretion of instructor.

EXTENSION 1. Hypothesis some consequences of an oil spill on the riverfronts

ACTIVITIES of Pennsylvania.

2. Have students bring and share articles concerning oil pollution.

3. Ask students to list some examples of pollution, such as the

following:


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HS-2

IS IT POLLUTION?

1. The Exxon Valdez spills 11 million gallons of crude oil in Prince William Sound, Alaska.

2. Crankcase oil floats on the surface of the Susquehanna River in Pennsylvania.

3. Oil floats on the ocean as a result of oil tankers rinsing out tanks with sea water.

4. Oil floats on the ocean surface as a result of natural seeps from the ocean floor.

5. Oil-coated foliage is in a storm water run-off canal.

6. Used oil drained from an automobile and spread on dirt driveway as a dust suppressant.

7. Crankcase oil is delivered to recycling station.

WHO IS RESPONSIBLE?

WHO CAN FIX THE SITUATION?

WHAT CAN YOU DO ABOUT THESE?


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HS-3

RESOURCE TO REUSE


TYPE Student Worksheet

TIME 20-50 minutes (1 class period)

OBJECTIVES Students will define and describe the process of resource exploitation

through recycling relating to oil. Students will identify their role(s) inthis process.

PREPARATION/ Student information and question sheets included.

MATERIALS

METHOD 1. Students should read information sheets.

2. Teacher may, at this point, lead class discussion.

3. Students should use guide packet to find necessary information.

4. Students should complete question sheets.

EVALUATION Questions are completed and submitted for grade.

EXTENSION None within this activity.

ACTIVITIES


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HS-3

PETROLEUM: RESOURCE TO REUSE

Fossil fuels represent very important energy resources. Petroleum, natural gas, and coal are

fossil fuels and were formed millions of years ago from decaying organic matter. Because this

process of changing organic matter to fossil fuels takes so long, these fuels are considered

limited natural resources.

Of the three fossil fuels, petroleum is the most versatile. As it is pumped from the ground as

crude oil, it is a thick viscous liquid. This crude oil is refined to yield a variety of products.

Other chemicals are extracted and used in the manufacture of medicines, plastics, polyester

fabrics, fertilizers, and pesticides to name a few. Since petroleum is linked with so many

products that we use, it is a very valuable resource, but it is limited, also. Some estimates ofthe oil reserves suggest that by the year 2015 we will have used all of our accessible oil supply.

This depletion is occurring in three ways: destruction, dilution, and pollution.

When gasoline is burned, it is no longer the same resource, so its potential to supply energy is

destroyed. On roadways, many cars leak oil which will wash off during rains. The oil is still

able to perform its functions of lubrication, but it is so diluted that it is not economical to

recover it. Motor oil that is drained from the car is polluted from the residual effects of

temperature and engine wear. In all three ways, the usefulness of the original resource isdepleted. In order to slow this depletion, there are three possible methods: conservation,

substitution, and recycling. Conserving oil, that is, reducing the amount we use in the first

place, will, in turn, reduce depletion. Synthetic motor oils have been invented that can take

the place of its petroleum counterpart. This substitution allows oil to be used for other

purposes. But probably most cost- effective is the recycling of used motor oil. By removing

the impurities, used oil may again be a source of fuel and lubricants. PA crude has a greater

lube oil content 10 gallons/barrel.

Recycling doesn't just slow the depletion of the resource, it also saves energy and reduces thepollution of land, water, and air. When the oil in a car is changed at a commercial facility, the

oil is recycled. However, about 60% of the U.S. population would rather change car oil

themselves. These do-it- yourselfers or DIY generate about 180 million gallons of waste oil

each year in the U.S.


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HS-3

When a person pours the oil on the ground, it slowly seeps into the ground and can

eventually enter the water table where it will contaminate the water. The ground water is

connected to surface waters and many drinking water sources, but that is not the only way

that oil can get into our water. It may leak from cars onto roads. It can then be washed off the

roads into drainage systems by rain. Motor boats may also represent some of this water

pollution. Used motor oil causes 40% of all inland waterways pollution in the U.S.

Once oil is in the water, there are various effects. Humans can detect levels of 1 part per

million (ppm) in water. When the level increases to 35 ppm, a visible slick can occur. At 50

ppm, physiological damage to higher organisms can occur. Oil on the water's surface can

reduce the photosynthesis of the water plants. This would then reduce the amount of oxygen

in the water. Oil can be consumed by some bacteria, and as these populations grow, oxygen isfurther depleted by their respiration. This depletion of dissolved oxygen in the water limits

the higher life able to live in that water and may cause fish kills.


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HS-3

QUESTIONS

1. Why is petroleum considered a nonrenewable resource?

2. Name 3 ways you personally use petroleum products.

3. Name 3 ways that a resource is depleted.

4. Name 3 ways that resource depletion may be slowed.

5. Describe how motor oil is depleted and how this depletion is slowed.

6. At what concentration can oil be detected by humans visually? By taste?

7. What are some environmental effects of oil in water?

8. At what concentration does oil cause physiological damage?

9. What is a DIY?

10. How much oil did DIY pour on the ground? Burn? Throw in the trash? And recycle?

11. If you changed your own oil, what would you do with it?


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HS-LAB.1

USED OIL: A RESOURCE OUT OF PLACE

GRADE LEVEL 9-12

TYPE Lab

TIME 100 minutes (2 class periods)

OBJECTIVES 1. Students will infer the problems associated with containing and

mitigating oil spills through the use of simulation models.

2. Students will observe and record physical data associated with oil

contamination of natural water bodies.

3. Students will predict the short- and long-term hazards of used oil

contamination of soil and groundwater.

4. Students will apply proper disposal methods in the safe disposition

of lab materials contaminated with oil or simulation fluids.

PREPARATION/ Food coloring, absorbent material (cat litter, baking powder,

MATERIALS talcum powder, plastic bag (for disposal), straight edge, medicine

dropper, strainer or aquarium net, oil (used is preferable but

unused is satisfactory), large bowl or container. Student lab and

worksheets (included).


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HS-LAB.1

METHOD 1. Fill bowl with water. If temperature variable is a part of the

experiment, record temperature of water.

2. Add a few drops of food coloring and stir to mix with the water.

3. Add a small amount of oil and observe. Record observations on

worksheet.

4. Use the straight edge to try to contain the spill in one area of the

container. Record your observations.

5. Very carefully place the cat litter onto the spill. Notice what is

occurring and record your observations.

6. Allow time for absorption to occur and then carefully remove the

contaminated absorbent material by placing it in the plastic

disposal bag.

7. Repeat steps 5 & 6 with other absorbent materials and record yourresults in the chart on the lab sheet.

NOTE: You may want to test your own ideas for absorbent materials in

addition to those mentioned above.

8. Try collecting some of the oil using the medicine dropper.

Describe your efforts and results.

9. Place all contaminated materials in plastic bag for proper disposal.


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HS-LAB.1

EVALUATION 1. Teacher observation, interaction, and subjective evaluation.

2. Written lab report including data sheet.

3. Essay (class or home assignment). See extension activity.

4. Objective test consisting of multiple choice and fill in the blank

responses.

EXTENSION 1. During the next day or two, visit a paved parking lot in the

ACTIVITY vicinity of your school. The teacher's parking area, a church, orlocal store may be appropriate. Locate any drains or grates in the

lot. If it happens to be raining (if not, pour out some water) notice

flow patterns and collection areas in an effort to see where the oil is

going. If possible, talk with the owner/manager and inquire about

cleaning, maintenance, etc. Try to get a feel for how much oil is

wasted in this manner and the effects of this loss. Students should

write a short report on their observations and include personal

impressions, accurate sketches of where the oil seems to be going,and any other pertinent data.


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HS-LAB.2

POLLUTION NEVER GOES AWAY


TYPE Lab

TIME 50 minutes (1 class period)

OBJECTIVES Students will demonstrate that pollution does not disappear but onlychanges form or location. The instructor should show how this

relates to used oil.

PREPARATION/ Four 100 ml beakers, one funnel, one piece of filter paper,

MATERIALS water, 100 ml of rubbing or isopropyl alcohol, 20 ml of methylene blue

dissolved in one liter of water, one tsp. (5 ml) of activated carbon or

charcoal (fish tank charcoal), worksheets.

METHOD 1. Fold filter paper in half and then in half again. Open filter to form

a cone that fits snugly into the funnel.

2. In one 100 ml beaker, combine 1 tsp. (5 ml) of charcoal and 20 ml of

methylene blue solution. Swirl beaker gently until liquid is

colorless (if solution does not clear, add one-half tsp. of charcoal).

3. Transfer liquid and charcoal to the filter paper in the funnel. What

can be deduced from observing the solution before and after theaddition of the charcoal? What can be inferred about the charcoal

at this point? pH could be checked in the various solutions.

Methylene blue is not affected over the pH range of 1- 12.


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HS-LAB.2

4. Allow all of the liquid to drain from the filter, then add 20 ml of

water to the filter to rinse the charcoal. Allow all of the water to

drain from the charcoal. Did the rinse water have any color?

5. Transfer charcoal to the 100 ml beaker.

6. Add 10 ml of alcohol to the beaker containing the charcoal.

7. Swirl and decant the alcohol phase.

8. Add 50 ml of alcohol to the beaker with the charcoal and swirl to

mix the alcohol and the charcoal. Note the color of the liquid

phase. There should be a light blue tinge in the liquid after a few

minutes of mixing. This demonstrates that the methylene blue was

absorbed into the charcoal.

EVALUATION Student worksheet submitted for grade.

MATERIALS Four 100 ml beakers, 1 funnel, 1 piece of filter paper to fit funnel, water,

100 ml of isopropyl alcohol, 20 ml of methylene blue solution, 1 tsp. (5

g) of activated charcoal (fish tank charcoal may be used).


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HS-LAB.2

PROCEDURE

1. Fold filter paper in half and then in half again. Open filter to form cone that fits into the

funnel snugly.

2. In one 100 ml beaker, combine the charcoal with the methylene blue solution. Gently

swirl the beaker until the liquid is colorless. If the solution is not colorless at this point,

add an additional 1/2 tsp. (2.5 g) of charcoal.

3. Transfer the liquid and charcoal to the filter paper in the funnel.

4. Check Conclusions question #1.

5. Allow all of the liquid to drain from the filter. Next, add 20 ml of water to the filter to

rinse the charcoal. Allow the water to drain from the charcoal.

6. Check Conclusions question #2.

7. Transfer charcoal to 100 ml beaker.

8. Add 10 ml of isopropyl alcohol to the beaker with the charcoal.

9. Swirl and decant the alcohol to the beaker with the charcoal.

10. Add 50 ml of isopropyl alcohol to the beaker with the charcoal and swirl again.

11. Complete remaining Conclusions questions.


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HS-LAB.2

CONCLUSIONS

1. a) What can be deduced from observing the solution before and after the addition of

the charcoal?

b) What can be inferred about the charcoal at this point? (pH may be checked in these

solutions).

2. Did the rinse water have any color?

3. Describe what happened to the methylene blue from the beginning to the end of this

investigation.

4. How might your observations be applied to an oil spill?

5. How might your observations be applied to oil poured onto the ground?


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Drivers Education 1 Disposing Used Oil

Drivers Education 2 Changing Your Motor Oil


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DE-1

SAFETY AND DRIVER EDUCATION

GRADE LEVEL Driver's Education Class

TYPE Skills

TIME 1 class period

OBJECTIVES Students will demonstrate acceptable used oil disposal procedures.

PREPARATION/ Oil collection containers, local area map, phone book,

MATERIALS student guide, (optional: driver's education vehicle)

METHOD 1. Students should use phone book and map to identify local used oil

collection sites.

2. Students should state reasons for selecting a particular container

for used oil.

3. Students should demonstrate the process of collecting used oil

from vehicle. (May be demonstrated on vehicle.)

4. Students should explain why you shouldn't mix other substances

with used oil.

EVALUATION Students should complete worksheet and submit for grade.

EXTENSION Class may embark on field trip through garages, landfills, and/or

ACTIVITIES collection sites to track loop of oil reuse.


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DE-2

GRADE LEVEL Driver's Education Class

TIME 1 class period

OBJECTIVES Students will learn how to change motor oil

PREPARATION/ An automobile and handouts

MATERIALS

METHOD Students will learn to change oil and properly dispose of it.

EVALUATION In class discussion.

EXTENSION None

ACTIVITIES

HOW TO CHANGE AND DISPOSE OF MOTOR OIL

When most people think of cars and oil at the same time, they usually think that oil is used tomake gasoline or diesel fuel which supplies the power in a car's engine or perhaps of the

crankcase oil that lubricates and cools the engine. But oil is used as more than a fuel and

engine lubricant. Oil is used in the grease that lubricates the suspension and steering

components; in brake fluid and power steering fluid; and in both automatic transmission fluid

and manual transmission fluid. In fact, the asphalt used in road construction is a derivative of

oil.

You can see that oil is used extensively in the automobile industry. However, oil is a finite

resource (e.g. once the earth is drained of oil, there is no more). Therefore, it is wise to use theremaining oil resources to their fullest extent. One way to do this is by recycling. The most

commonly recycled oil product is motor (or crankcase) oil. Recycling used motor oil is

something that everyone who owns a car, truck, van or motorcycle can do. (The word car is

used in the following steps, but the instructions apply to almost all vehicles.) The following

information will show you how to change and properly dispose your car's motor oil.


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DE-2

CHANGING THE OIL IN YOUR CAR

Before performing a task, one needs the proper tools to accomplish the job, any supplies used

in the process, and instructions. Tools and supplies are listed below, followed by the

appropriate steps.

TOOLS

owner's manual for the car in question (needed for providing information about the car,

the appropriate type of motor oil, and the volume of motor oil required)

box and wrench or rachet and socket (for removing the oil drain plug; make sure you usethe correct size and type (metric or standard))

oil filter wrench for removing the oil filter; see Figure 1; the square hole is for attaching a

rachet; you can also use an oil filter wrench that has a handle attached)

Figure 1. Band-type oil filter wrench.

Band that gripsfilter

Hole for rachet


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DE-2

rags (for cleaning you and the tools and absorbing any small amount of oil that is spilled)

old clothes (wear something that you can get dirty)

ramps (for raising one end of the car)

blocks of wood (to block the wheels to prevent the car from moving while it is on the

ramps)

large sheet of cardboard or creeper (used to make it easy for you to slide under the car

and so you don't have to lie on the ground)

catch pan or basin for the used oil (make sure it is clean because it is important that the

used oil remain free from contaminants; be sure it will hold all the engine's oil see

owner's manual for this information)

small sheet of expanded metal (used to hold the oil filter over the catch pan opening to

drain the oil from the filter)

container that will hold all of the motor oil and is easy to carry (needed to take used

motor oil to used oil disposal site; container must be absolutely clean to avoid

contamination; recommendation: use a plastic 5-gallon bucket with a lid to avoid spillage;

the extra volume will allow you to collect the oil from several oil changes)

SUPPLIES

new motor oil (check owner's manual for correct viscosity and volume required)

new oil filter (see oil filter guide where oil filters are sold so that correct filter is used)


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INSTRUCTIONS

1. Put on your old clothes. You may want to wear a hat to keep your hair from getting

dirty.

2. Warm the engine's oil by running the engine for about fifteen minutes. This will make the

oil flow quickly and help ensure that any gunk will flow out with the oil instead of

staying in the engine where it doesn't belong.

3. Drive car onto a hard, level surface. See Figures 2 and 3. Place the ramps at the front

wheels if the engine is in front of the car, or place the ramps at the rear wheels if theengine is in the rear of the car. Be sure the ramps are pointed straight ahead (if you have

a front-engine car) or straight behind (if you have a rear-engine car).

Figure 2. Side view of front-engine car and ramps.


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DE-2

Figure 3. Top view of front-engine car and ramps.

Note that Figure 3 shows the front tires centered on the ramps and that the ramps are parallel

and pointed straight ahead. Have a person outside the car direct you up the ramps. Drive

slowly, and keep this person in view at all times.

4. When the car is at the top of the ramps, turn the engine off, and engage the parking brake.Block the wheels that are still on the ground to prevent the car from moving.

5. See Figures 4 and 5 to get an idea where the drain plug and oil filter are for your type of

car. The drain plug will probably look like a nut that is mounted flush with the oil pan.


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Figure 5. Underside of front-engine, rear-wheel-drive car.

Fi ure 4. Underside of front-en ine front-wheel-drive car.


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Figure 6 shows the drain plug as if it were removed from the engine. Only the lower portion

will be visible while it is attached to the engine. The oil pan is a sort of a collection box that is

the lowest part of the engine. If using a sheet of cardboard, place it under the engine area so

you can slide on it. If using a creeper, lie down on it. Slide under the car, and place the catch

pan under the drain plug. Your car may have two drain plugs. If so, you want to drain the oil

from one and then the other. See Figure 7 for an example of this type of oil pan. The hump

is present to permit engine, frame, or transaxle components to be installed in that area.) If you

still aren't sure where the drain plug is, check your owner's manual, or ask someone who is

knowledgeable about cars. If it appears that oil is dripping from around the drain plug, the

drain plug gasket may need to be replaced.

Figure 7. Side view of oil pan with two drain plugs.

Oil pan must be drained from both drain plugs.

Figure 6. Drain plug from oil pan.


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6. Loosen the drain plug with the correct wrench or socket and rachet. You want to turn the

drain plug counterclockwise to loosen it. Keep in mind that the oil will flow out through

that drain hole when the plug is removed so be sure that the catch pan is correctly placed.

Unscrew the plug with your hand. Be sure not to drop the drain plug into the catch pan

because then you'll have to get it out. When all of the oil has flowed out of the engine

from the drain hole, replace the drain plug(s). Tighten firmly but not too tightly.

7. The next step is to loosen the oil filter. (Some people replace the oil filter at every other

oil change, but it is recommended that the filter will probably contain up to a quart of

dirty oil. Changing only the oil will simply dilute the dirty oil. More importantly, the

filter will become clogged with dirt (this is, after all, its job) which will tend to plug the

filter. When the filter becomes clogged, a valve in the engine will simply bypass it andallow oil to circulate through the engine without any filtering. This is not good for your

engine. Like the drain plug, you want to turn the oil filter counterclockwise to loosen it.

Note that the oil filter wrench works by gripping the sides of the filter. Therefore, make

sure the inside of the oil filter wrench and the outside of the oil filter are clean. If the oil

filter wrench grips the oil filter only when the oil filter is turned clockwise, turn the oil

filter wrench upside down. You may need a special oil filter wrench if there is not

enough room to rotate the oil filter wrench you have.

8. If the oil filter is too hot to grip comfortably with your hands, place a rag around the filter

or wear gloves. Keep in mind that the oil filter may have up to a quart of oil in it, so be

sure not to spill the oil while removing the filter. Twist the oil filter off with your hands.

Once the filter is removed, pour the filter oil into the drain pan. Place the sheet of

expanded metal over your drain for 24 hours. This will ensure that all of the oil that can

be drained from the filter will be drained. After 24 hours, put the old, empty filter into a

bag and place in a trash can.

9. Check to see that the oil filter gasket came off with the oil filter and is not still stuck on theengine. If this gasket remains on the engine, remove it. Otherwise, there will probably be

leaks. The gasket will probably be a rubber ring. You can check the gasket of the new oil

filter to see how it should appear.


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10. Install the new oil filter according to the directions on the new oil filter box. You may

wish to fill the new oil filter with oil before putting it on the engine as this will help

reduce engine wear. This is not practical if the filter is mounted to the engine on its side

or if the oil filter opening is pointing down. If you do fill the filter with oil before

installing it, be sure to deduct the amount of oil added to the filter from the amount you

add to the engine. For example, if your engine holds five quarts of oil and you added 3/4

of a quart of oil to the filter, you would add 4-1/4 quarts to the engine.

11. Put the correct amount and correct type of motor oil in the engine through the engine oil

cap. If you don't know the correct amount or type of oil to add or where the engine oil

cap is located, check your owner's manual.

12. Start the engine. The oil pressure light may come on or the oil pressure gauge may give a

low reading. If this occurs, depress the accelerator pedal a little until the light goes off or

the gauge reading improves.

13. Take a look under the engine to check for oil leaks. Should you see any oil that appears to

be leaking, wipe it away to see if more oil appears. If more oil does appear, tighten the

drain plug(s) or the bolts in the area of the leak. If oil is leaking from around the filter,check the old oil filter to see if its gasket was removed from the engine. Rethink your

steps when you installed the oil filter to determine if you tighted it correctly. You don't

want to overtighten the filter to stop any leaks.

14. Remove blocks, release parking brake, and back down ramps.

15. Stop engine, and check oil level with dipstick. If you don't know where the dipstick is or

what the lines on the dipstick mean, check the owner's manual. You will have to wipe the

oil from the dipstick and then place it back into its hole as far as it will go and, then checkit again to get an accurate reading. The oil level should be at the full mark. Be sure this

is done while the car is on a level surface.


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16. Pour used motor oil from catch pan into easy-to-carry container. DO NOT PUT ANY

OTHER SUBSTANCE INTO THIS CONTAINER; IT WILL CONTAMINATE THE OIL,

THEREBY MAKING IT NON- RECYCLABLE !!!

17. Take the used motor oil to a used oil disposal site and pour oil into tank. If you don't

know where to dispose of your used motor oil, call your county recycling coordinator or

the Pennsylvania Recycling Hotline at (1- 800-346-4242), for information.


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The Commonwealth of Pennsylvania has chosen to recycle much of its waste, including used

oil. This strategy will protect our fragile environment and, over the long term, work to secure

a sound energy resource in the future. It is important that each citizen understand the whys

and hows of used oil recycling.

OIL AND ITS ORIGINS

Oil is the primary energy resource in developed countries. It is a nonrenewable resource,

that is, one of limited quantity.

Current theory holds that oil was formed from the bodies of marine plants and animals,

especially plankton. As these organisms decayed on the bottom of pre-historic ocean floors,

they were compressed under the weight of sediment and heated by geological activity. Overtime, the chemicals in their bodies were changed to form crude oil. The oil moved as the

continents and seas changed until it became confined to certain locations called traps.

Today, geologists use sound waves to detect oil traps. Once a trap is located, a well is drilled

and the oil is removed. Some of the oil will escape the trap under its own pressure (called a

gusher), the rest of it must be pumped out. Once removed from the ground, this crude oil is

sent to a refinery where it is processed into various products.

At a refinery, this chemical soup of crude oil is separated by molecular weight into different

compounds. The lightest compound (light ends) are further processed into solvents and fuels.

The heavier compounds (heavy ends) are turned into greases and asphalt compounds.

Compounds in the middle range become lubricants.

Chemicals which aid in engine performance are added to the lubricants, which are then

packaged and marketed. This motor oil has several functions.

While the oil is doing its job in the engine, it is changed by heat and pressure. It also picks upfine metal particles from engine wear, dirt and dust from the air, and by-products from the

combustion of gasoline. This is why, to ensure proper engine performance, you need to

change your oil at regular intervals. People who change their own engine oil are referred to as

Do-It-Yourselfers (DIY). DIY are seldom informed as to what to do with their used oil. In

fact, more than 40% simply dump it on the ground, and another 21% put used oil into their

household trash.


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USED OIL AND THE ENVIRONMENT

Oil in any form can have an effect on our environment. Some studies have shown that after a

shoreline oil spill, it may take up to 20 years for the environment to recover to its original

condition.

A film of oil on the surface of the water can block photosynthesis and slow the production of

oxygen. The reduced oxygen supply then causes stress to the point of death in aquatic

organisms. Large organisms such as mammals and birds are the most familiar victims of oil

pollution because of their visibility and emotional appeal to humans. Feathers and furs stick

together, become matted and lose their ability to insulate the animal against cold. Death may

result from temperature shock or from the eating of oil as it is cleaned from their coats.

Oil in the water can also affect organisms. Some of the light ends may evaporate into the air

or dissolve into the water. Many of these compounds are carcinogens and/or mutagens. Oil

can clog breathing structures or be absorbed into tissue and then passed along the food chain,

even to humans who eat fish or shellfish. Microscopically, oil may harm bacteria or plankton,

the basis of the food chain. Some of the oil spilled into an aquatic environment settles to the

bottom, affecting the organisms living there.


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On the ground, oil can have a powerful affect on organisms in the top soil layer, especially soil

bacteria and invertebrates such as insects and worms. Again, the food chain base is affected.

It is very likely the oil will run off into standing bodies of water or work its way down

through the soil into the water table.

RECLAIMING AND RECYCLING

Recycling is environmentally and, in the long term, economically sound. It cannot change the

fact that oil supplies are non-renewable, but it can extend the life of our limited supply.

The first step in the oil recycling process is the DIYer. Most importantly, USED OIL MUST

NOT BE MIXED WITH ANY OTHER MATERIAL. The oil should be taken to a collection

center, by either the DIY or through some sort of curbside collection system. The oil is thentransported to a reprocessing center. There it is tested for contaminants, especially anti-

freeze and chlorine compounds which are considered hazardous wastes. If the oil is

contaminated, the oil itself is considered hazardous waste and must be specially treated. If

the oil is un-contaminated, it may be reclaimed or re-refined.

Reclaimed oil is basically filtered and used as an industrial fuel. Asphalt companies

frequently use it in their asphalt warming tanks.

Re-refining is similar to the refining of crude oil, the major difference being that fewer

products are produced from used oil. At this time, it is not cost effective to produce high

quality motor lubrication oil from used oil because of all the performance additives involved

and the low price of crude oil. The quality of re-refined used oil is equal to refined crude. As

the cost of oil increases over time (because of limited supply), motor oil which has been re-

refined should become more common. While the U.S. re-refines oil into diesel fuels and

heavy fuel oils, some countries (Japan, Germany) have very active rerefining systems in

place in an attempt to ease their dependence on imported oil.


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DEFINITIONS

Learning these words is important to your understanding of used oil pollution. The words arelisted in the order in which they appear in the main text of your student guide.

plankton any free-floating organism living in a body of water. Most plankton arevery small and unable to swim against water current under its own power.Includes both plants and animals.

sediment any solid material which settles to the bottom of a liquid

geological having to do with land and rock formations in the earth's surface. Theseusually occur gradually over millions of years.

crude oil raw, unrefined oil

combustion the process of burning

weight thecombined weight of all of the atoms in a molecule.molecular

DIY do-it-yourselfers. Persons who change the oil in their car themselves ratherthan having a garage or service center do it for them.

environment the surroundings, including all of the living and non-living factors

photosynthesis a chemical reaction performed by plants using the sun's energy to convertwater and carbon dioxide into sugar molecules

carcinogens any substance which causes physical mutations

recycling the process of reusing a waste material

reprocessing for used oil, a basic cleaning process to make the oil ready for further use.Methods may include heating, filtering, settling, and others.

hazardous any waste material which can cause harm to organisms through explosive,waste poisonous, radioactive, etc. means

rerefining the act of running the used oil through an expansive process similar to theoriginal refining used in making the various products from crude oil


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USED OIL COLLECTING AND RECYCLING

BIBLIOGRAPHY

American Petroleum Institute. 1988. Recycling Used Motor Oil: A Model Program. APIPublication 1991, 3rd Edition. 35pp.

Synopsis:

Guide designed to help citizens' groups establish used oil collection stations in theircommunities and to encourage the do-it-yourselfer (DIY) to recycle his or her usedoil. Information provided includes: 1) background information on the used motoroil problem, 2) brief description of some successful recycling programs, 3)procedures for organizing a used oil recycling program, 4) discussion of recycling

program tasks, 5) state-by-state directory of used oil recycling coordinators, 6)samples of letters and publicity materials, and 7) table of used motor oil generationby state.

Arnold, Dana. September, 1989. The Lubricating Oils Guideline. Waste Age. 9:28-30.

Synopsis:

This article reviews the re-refining process of filtering motor oil.

Brinkman, D.W., Morris Gottlieb, and Katherine Koelbel. August 9, 1982. Used Motor OilPoses Environmental Problem. Oil and Gas Journal: 163-165

Synopsis:

Discussions of common disposal methods for used oil.

Brinkman, D.W., Fennelly & N. Superenant. 1982. The Fate of Hazardous Wastes in Used OilRecycling. Manuscript submitted to Florida DER.

Synopsis:

While it is known that used lubricating oils often contain one or more of the EPApriority pollutants, and it can be shown that this contamination frequently isintroduced after the oil has been taken out of service, very little documentation existson what happens to these hazardous species when the used oil is dumped, burnedraw, or recycled. GCA Corporation has been working under contract to the U.S.Department of Energy, Office of Industrial Programs to:


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1) determine what hazardous contaminants tend to show up frequently in usedoils, and

2) experimentally demonstrate the fate of these contaminants under a number ofscenarios. The scenarios under examination include dumping the used oil downthe sewer, road oiling, open burning (no controls), reprocessing for fuel, and re-

refining for use as lubricating oil base stock using several different methods.Fourteen used oils gathered from around the country were analyzed for prioritypollutants and other contaminants. Four of these were combined and thecomposite spiked with additional contaminants of interest to form a standard oil.The standard oil was then sued in the experimental investigations of the variousscenarios. In each case a mass balance approach was used to show where eachcontaminant emerged or was converted to something else. Because chemicalanalysis of the samples is still in progress, the results shown in this paper are notcomplete and some data may be subject to further verification and possiblemodification.

DER, Florida. February 1981. Florida Solid Waste Management Plan.

Synopsis:

This plan covers all solid waste which is defined in RCRA as: . . . any garbage;refuse; sludge from a waste treatment plant, water supply treatment plant, or airpollution control facility; and other discarded material, including solid, liquid, semi-solid, or contained gaseous material resulting from industrial, commercial, mining,and agricultural operations, and from community activities; but does not include

solid or dissolved material in domestic sewage, or solid or dissolved materials inirrigation return flows or industrial discharges which are point sources subject topermits under Section 402 of the Federal Water Pollution Control Act, as amended(86 STAT. 880), or source, special nuclear, or by-product material as defined by theAtomic Energy act of 1954, as amended (68 STAT. 923). Solid waste managementobjectives and policies that will guide the development of Florida's solid wastemanagement program are given.


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DER, Florida. August 1985. Final Report: A Technical Study of Regulatory Options for UsedOil Management in Florida.

Synopsis:

Objectives of study:1) statistically analyze available pollutant data for used oils and contrast levels

from Florida samples versus national samples,2) compare the levels of pollutants in used oils to criteria established under Federal

hazardous waste and toxic substance laws (RCRA and TSCA),3) characterize the generation, collection, transportation, recycling, chemical testing

and end use controls for used oil.

DER, Florida. September 1985. Report to the Legislature: Used Oil Technical Study.

Synopsis:

Study was produced in response to mandate by the 1984 Legislature to sample usedoil at representative facilities and to report on the need for regulation of end uses ofused oil, requirements for chemical testing of collected used oil, additional reportingrequirements on used oil containing excessive levels of contaminants, and lowerregistration thresholds. Study identified and assessed constituents of concern foundin used oil samples; compared level of contaminants in Florida samples to nationaldata, to criteria established under Federal hazardous waste and toxic substances

control regulations; characterized the used oil management system in Florida; andevaluated regulatory options on reporting, chemical testing, and end use controls forused oil. Major recommendations for implementation of these goals are suggested.

DER, Florida. June 1986. Report to the Legislature: Used Oil Recycling Report.

Synopsis:

Used Oil Recycling Act sets forth prohibitions on certain used oil managementpractices. The act also requires the department to conduct a public education

program, to establish a used oil information center, to register and collect annualreports from persons who transport or operate collection and recycling facilities forused oil in amounts greater than the set thresholds, and to submit an annual reporton used oil recycling to the Legislature. Description on how the department hasimplemented the provisions of this act are given. Report is divided into threesections:


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1) program development,2) program implementation, and3) analysis of effectiveness.

DER, Florida. December 1986. Report to the Legislature: Florida's Used Oil RecyclingProgram.

Synopsis:

Second annual report which describes how the department has implemented thestatutory provisions of the Used Oil Recycling Act. Covers period from November1985 to December 1986. Summarizes the department's public education andinformation program and its registration and reporting results, and its efforts atenforcing the act.


Synopsis:

Third annual report which describes how the department has implemented thestatutory provisions of the Used Oil Recycling Act. Report summarizes new federalregulations on used oil, the Department's public education and information program,its registration and reporting results and its efforts at enforcing the act. An analysis ofthe act's effectiveness is given, along with recommendations for changes to the state's

program designed to increase the collection and recycling of used oil in Florida.


Synopsis:

Sections 403.75 and 403.769 of the Florida Statutes (F.S.) prohibit improper used oilmanagement practices, establishes a program of registration and reporting for usedoil handlers, and requires the department to conduct a public education programabout the proper collection and recycling of used oil. In June of 1988, the Legislatureamended the Used Oil Recycling Act and added five new sections to it (sections403.650 through 403.769). This report summarizes information on used oil collectionand recycling, analyzes the effectiveness of this act, and makes recommendations forany necessary changes. It is the fourth report on used oil recycling and covers theperiod from January to December, 1988.


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DOE. 1978. How to set up a Used Oil Recycling Program in your Community. IN: Used Oilrecycling kit.

Synopsis:

This manual provides basic facts, ideas, and sample tools necessary to start a

community-wide used oil recycling program built around a central theme:CONSERVE OUR ENERGY, PRESERVE OUR ENVIRONMENT. The slogan being:RECYCLE USED OIL! More than 100 million gallons of valuable used lubricating oilare wasted by America's car owners who change their own oil annually. Much of thisis disposed in an environmentally hazardous manner. Suggestions on the contentsthat should be included in each community's used oil information package areenclosed.

DOE. 1982. Program Guide to Used Oil Recycling.

Synopsis:

The purpose of this booklet is to provide information and sample tools necessary instarting a much needed community-wide used oil recycling program. In 1982,approximately 250 million gallons of valuable used lubricating oil was wasted byAmerica's car owners who changed their own oil. Much of this was disposed of in anenvironmentally hazardous manner. This guide provides materials needed by acommunity to start a used oil recycling operation.

Eastep, D. 1981. More States Recover Oil. Recycling News 2 (1):2-3

Synopsis:

Approximately 2.5 billion gallons of lubricating oil are sold in America each year; 1.2billion for automobile use (60% to do-it- yourselfers) and 1.3 billion gallons forindustrial use. It is estimated that 35% of automobile oil and about 50% of industrialoil is lost. Consumer reluctance is suggested as one reason that greater recovery hasnot been seen. Oil recovery programs initiate by states are seen as the best solutionto recovery of this lost oil.


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EPA. July 1982. State Regulation of Waste Oil.

Synopsis:

This study presents how each U.S. state currently regulates waste oil handling.Information was gathered through telephone conversations with state officials andfrom reviewing and assessing each state's Solid Waste, Hazardous Waste, and AirQuality Regulations. Each state is summarized and is presented in discrete topicsthat deal with: 1) agency and department organization, 2) regulatory classificationof waste oil, 3) regulation of waste oil handling, 4) regulation of oil spill cleanup, 5)enforcement of waste oil regulations, and 6) contacts.

EPA. August 1986. Memo: Information on Used Oil Recycling for Gas Stations and Other

Vehicle Service Facilities.

Synopsis:

Vehicle maintenance produces about 700 million gallons of used oil annually. EPAprefers not to list used oil as a hazardous waste. Guidelines are suggested for pick-up, storage, and disposal.

EPA. September 1988. How to Set Up a Local Used Oil Recycling Program (draft).

Synopsis:

About half of the oil used in the United States (approximately 600 million gallons)could be recycled to create new lubricating oil. The other half is lost in the engine.However, due to mismanagement of this used oil, it has become one of the nation'sbiggest, but least-recognized, pollution problems. It is estimated that about one-halfof our potentially recyclable oil is discarded improperly, creating seriousenvironmental problems. The manual presented here is intended to help localofficials or civic groups set up programs to encourage do-it-yourselfers to recycletheir motor oil and make sure that used oil throughout each community is handledsafely a

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