A Level Warwick University Geography Lecture

14th November 2014 was an impressive day for AS level Geographers. We attended a lecture about shale gas by Professor Michael Bradshaw of Warwick University.

The lecture was about why shale gas has been used extensively in the United States, the potential for it to be mined here and the possible advantages and disadvantages.

Shale gas is natural gas which is extracted from shale rock – nothing too controversial so far. But that poses the question ‘what is shale?’ and ‘why does shale contain this natural gas?’ Well, shale is clastic sedimentary rock composed of clay particles.  Natural gas in shale has, essentially, formed from the remains of animals and plants that died millions of years of ago – much like coal and oil were formed. This material was then buried, compressed and heated in the earth’s crust for a long period of time; this process is referred to as thermogenic methane generation.

Methane is a greenhouse gas and an important part of the debate as some believe methane is released during fracking.  Methane has 20 times more global warming potential than carbon dioxide, although it doesn’t hang around for as long in the atmosphere (methane about 10 years, carbon dioxide about 100 years).

Shale gas is found worldwide in large sedimentary basins which have been allowed to accumulate over millions of years.   Shale is the most common rock in the world.  However, not all shale contains enough natural gas to make it worthwhile to mine and so geological modeling in conjunction with drilled rock samples are important in helping us determine whether or not we should attempt to extract shale gas from a shale deposits.  This is one of the controversial aspects of fracking, you have to keep drilling just to find out if you’ll get any or how much gas you’ll get.  One drill could hit a ‘sweet spot’, another, nothing!

Hydraulic fracturing – or as it is more commonly known, fracking – is the process by which shale gas is extracted. Once a site is identified, the drilling commences. A well is drilled downwards until it reaches the target depth, the wellbore then begins to drill along a horizontal section. Shaped charges are then put into the well and they blast holes in the well walls to create cracks in the rock. Water, sand and chemicals are then pumped in at high pressure in order to expand and hold open the fissures in the rock. Once the water and chemicals are removed from the well, the gas flows out.   This process, as you can imagine, is one which has the possibility of inducing seismic activity and contaminating underground aquifers; two of the most controversial aspects opponents point towards, not to mention that it requires an awful lot of water.

So, with an upcoming general election, the fracking debate (or should we say ‘well stimulation’ as some American companies have re-branded it in the face of bad press?) is likely to become an electoral issue.   Where do you stand?  About 50% of the gas in your home comes from abroad; fracking could reduce that to 20%, thereby securing a better domestic energy mix and not having to rely on the likes of Russia for imports.  What about the tax revenues it will bring, not to mention local jobs and investment?  Or do you think that investment in renewables is a wiser step given fracking provides more questions than answers to the all-too-familiar environmental concerns posed by the burning of fossil fuels?

Zeshan Haider 12MMI

Psychology Update

This term has seen AS psychology students get to grips with a subject most of them have never studied before. The students at HGS have learnt new psychological concepts and theories and have even applied their knowledge to conduct their own psychological research! The students selected their sample, designed their own procedure and analysed their own data to produce research reports which adhere to the format of scientific journals. They have also learnt memory improvement techniques, factors which influence the accuracy of eye witness testimony and have completed a whole module on child psychology. The AS students have made an excellent start to the year and are due to start a module on mental health after half term.

On Wednesday 22nd October, seventeen Year 13 Psychology students attended a Psychology master class at Birmingham University. The lecture provided them with a realistic insight into studying Psychology at University and enhanced their subject knowledge on ‘eating behaviour’ in preparation for their A level examinations The students were taught theories which explained our seemingly innate preference for foods high in sugar and salt and were introduced to the relatively new concept of a “supertaster”. (A supertaster is an individual who possess significantly more taste buds than the average person and thus experience flavours more intensely.) The lecture was interactive, engaging and thought provoking and students found it to be an invaluable experience.

Science weekend in Wales

On the weekend of 28-30 November 2014, 10 Year 7 students ventured to Idwal Cottage Youth Hostel in North Wales to explore some of the local attractions. Yashryan, Gurkirut and Anu write:

“When we came into school on Friday morning we just wanted the day to be over because we all wanted to go to Wales. We dropped off our luggage in Mr Mohsin’s room. When the school day was over we headed back to Mr Mohsin’s and got changed into comfortable clothes. We played games on the computers while we were waiting for the minibus to come from the Gurudwara car park. Once it had arrived we got our luggage and gave it to Mr Jones who packed it very neatly onto the minibus. The people on the trip were Gurkirut, Yashryan, Huzaifah, Eesa, Kashef, Anu, Ashraf, Mijanur, Rieadul, Franciszek, Mr Mohsin, Mr Jones and Miss Hurley. On the bus we listened to music and we had a stop off on the way in Llangollen to buy food in the Co-operative supermarket. At the end of the journey, when we arrived at the hostel, we were put into one room of 4 and one of 6. We then had half an hour to settle down and get ready for dinner, after which we played pool and other games.

On Saturday, we went to Dinorwic hydro-electric Power Station (known as the Electric Mountain) and we had a full tour after watching a simulator of a helicopter ride around Snowdonia. One member of the group (Francis) was very worried about what had happened to the fish when the station was built but learned that £2 million was spent making a special tunnel for them. After the tour we spent an hour on a climbing wall. After this we went to Caernarfon to have free time and lunch. After 40 minutes we met the teachers again and had a tour of Caernarfon Castle (by the way the castle was AMAZING). We then searched around the streets for a shop that sold footballs. Despite our hard try we gave up as we reached Iceland to shop for what we were going to have for dinner. Upon our arrival back at the Hostel we all went to the Yr Ystafell Ymgasglu (the gathering room) and rested for a few hours. After dinner Mr Mohsin and Mr Jones had a pool match. Mr Jones dominated but then Mr Mohsin came out of nowhere and won by a ‘fluke’ (stated Mr Jones). Mr Jones won the re-match after we went to bed though. On Sunday morning, we had breakfast, packed away and loaded up the minibus. We then walked from the Hostel up to a lake (Llyn Idwal) before heading to Betwys-y-Coed where we played football with a group of Thai boxers from Telford. Unfortunately, we then had to head home but persuaded our teachers to stop at McDonalds for lunch. Overall, the trip was awesome and we would love to go again.”

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