Energy and Mines 10, 20, 30: Curriculum Guidelines

Energy and Mines 10, 20, 30 Curriculum Guide Main Menu

Module 8: Oil and Gas - Workplace Safety, Environmental Safety and Careers (Optional)

Suggested time: 10-15 hours

Level: Introductory

Prerequisite: None

Module Overview
Students will explore occupational and environmental safety standards and their implication for the petroleum and petrochemical industries. As well, students will investigate the social impact of the oil and gas industry, with emphasis on career and employment opportunities. This module is assigned no prerequisites to facilitate its use in survey courses. However, it should be preceded by Modules 5, 6 and 7 in a pure course.

Foundational Objectives

To become familiar with the safety standards of Saskatchewan's energy and mining industries and to develop workplace and safety skills appropriate to these industries and related services.
To assess the environmental impact of resource exploration, production, transport and processing.
To assess the efforts made by the resource industry to protect the environment.
To become familiar with the nature and requirements of careers and job opportunities in Saskatchewan's energy and mining industries.

Common Essential Learnings Foundational Objectives

To develop a critical appreciation of the standards of occupational health and safety within the industry. (CCT)
To develop a critical appreciation of the environmental standards and regulations that apply to the industry. (CCT)
To examine community concerns regarding the impact of oil and gas exploration, drilling, extraction, transport and processing. (PSVS, CCT, COM)
To explore career opportunities in the petroleum industry using the Internet. (TL, IL)

Learning Objectives	Notes
8.1 To become familiar with the safety regulations, procedures, equipment and personnel at local or regional petroleum-based industries and sites.	Companies in the petroleum and petrochemical industries are very concerned about worker safety. Students could interview managers, safety officers and workers from local petroleum-based industries and prepare reports on potential hazards, occupational heath and safety laws and regulations, enforced safety procedures and drills, safety and emergency equipment and training, ongoing safety programs and specialist training. Site tours would provide added depth.
8.2 To investigate the potential environmental effects of oil and gas exploration, drilling, extraction, transport and processing.	Students could do research or conduct interviews to determine the environmental issues that are of local or general concern. They could identify probable wastes and by-products and investigate the potential effect of these on surface water and the water table. They could examine the dispersal by wind of escaping gases, gaseous by-products and wastes from burn-off and the potential impact of these on the air, water, soil, plants, animals and people of neighbouring farms and communities. Students could set up an experiment in which potted plants are exposed to varying concentrations of some of the waste products produced by local industries and compare concentrations that produce visible effects with the concentrations actually released by the industry, to test the accuracy of the saying, “Dilution is the solution to pollution”. If this is done a discussion of the limitations of the experiment should occur. The question “If no effect is visible, does that mean everything is fine?” should be considered along with long-term or invisible effects and biomagnification.
8.3 To become familiar with the legislation in place to protect the environment and how it is applied in practice.	Before drilling can take place, the company must have done an impact assessment and report. The company is also required to present a plan, with finances in place, to show reclamation procedures. As well as examining samples of these reports, students might explore the financial impact of environmental legislation on the costs of bringing a well to production. Students should also research and report on the nature and frequency of tests done to monitor the environment and the standards of the well, refinery, or other facility.
8.4 To identify and assess the consequences of failure of one or more waste management programs or controls, whether through accident or failure to follow established procedures.	Students could identify emergencies that might arise (e.g., blowout, fire, dike failure, leaking storage tank, tanker truck spill, pipeline rupture) and the solutions in place for these emergencies, as well as the immediate and long-term effects. Students could investigate real emergencies and find out what happened.
8.5 To discuss the economic and social impact, both positive and negative, of local petroleum-based industries on the community, families and individuals.	Students could research, conduct interviews or simply brainstorm to assess how local industry affects public services, housing, schools, construction, food services, shopping, recreation, etc. They might also be encouraged to examine the social effects of a fluctuating or transient population and the effects of varying work schedules and seasonal or cyclical employment on the quality of life for individuals and families. Students could participate in a “Town Hall Meeting” to discuss the pros and cons of local industry introduction or expansion. A hypothetical situation could be set up with each student or groups of students representing a community organization that either is for or against the proposed development. Students would discuss/argue as to the benefits or detriments of the project. A student “Mayor” could chair the meeting, or a community leader could be invited to preside.
8.6 The student will demonstrate familiarity with employment opportunities and careers in the petroleum industry.	Students could develop a list of careers or jobs, either local or throughout the industry and categorize each as professional/non-professional, technical/non-technical, permanent/seasonal, full time/part time. Students could also explore issues of gender equity in the careers of the petroleum industry. Students could report on one specific career in the industry after research, interviews and, where possible, work study or job shadowing.