Author: Anthony Darby; Published: Nov 9, 2012; Category: Energy Education, Volunteering; Tags: activities, classroom, energy education, Energy4me, Petroleum, SPE, STEM, Teachers, Volunteer, volunteers; Comments: Comments Off
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/
Author: Anthony Darby; Published: Oct 18, 2012; Category: Classroom materials, Energy Education; Tags: Children, Classroom Instruction, Education, Energy, energy education, Energy4me, Environment, oil, Petroleum, science, SPE, STEM, students, Teachers; Comments: Comments Off
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
Author: Anthony Darby; Published: Sep 6, 2012; Category: Classroom materials, Energy Education, Volunteering; Tags: Children, Classroom Instruction, Education, energy education, Energy4me, Engineering, Engineering Careers, Environment, Petroleum, Student, students, Teacher, Teachers; Comments: Comments Off
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!
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.”
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:
For ideas on how others are celebrating, check out the following websites:
Author: Anthony Darby; Published: Feb 23, 2012; Category: Education outreach, Engineering Careers, Science; Tags: energy education, Energy4me, Engineering Careers, engineers week; Comments: Comments Off
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: