Click on the icons to go to the other modules. oil. refining

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1 Click on the icons to go to the other modules. oil refining module 4 BP energy education programme 2008

2 Learning Area, Outcomes and Phase Learning Area Outcomes Phase Program Society and Environment Science Investigation, Communication and Participation (S&E) Resources (S&E) Place and Space (S&E) Natural and Processed Materials (SCI) Early Adolescence BPEEP Module 4: Oil Refining Copyright This training module is copyright. Apart from fair dealing for private study or research as permitted under the Copyright Act 1968, no part may be reproduced, copied, transmitted in any form or by any means without the prior written permission of BP Australia Pty Ltd. All requests and enquiries should be directed to the BPEEP Coordinator on (08) Disclaimer The content of this training module is provided for educational purposes only. In no event will BP Australia Pty Ltd or any related corporation be liable for the accuracy of the information contained in the module or the reliance placed upon it. The module is provided on the basis that all persons using it take responsibility for assessing the relevance and accuracy of its content. The content was compiled by teachers Chris Hickman and Kate Bowman of Perth, Western Australia who have sourced and written the content.

3 Overview of Learning Module Module 4, titled Oil Refining is part of the teaching and learning sequence to the BP Energy Education Program. The main objective of the module is to explore the process, considering both the product outputs and environmental management of the process. Key understandings addressed in this module are delivered through 3 major conceptual areas: 1. The Refining Process: Define hydrocarbon. Identify that crude oil is a mixture of different hydrocarbons which need to be separated in order to be processed into useful products. Explain the process of distillation. Identify the stages of Describe the products of. 2. Case Study: BP Oil Refinery Kwinana: Identify the factors that determined the location of the oil refinery. Explore the stages of. Describe the security and safety processes involved with. Identify the impacts has on the environment. Describe the management initiatives in place to minimise the impact of at Kwinana. Examine the costs and benefits of these environmental management initiatives. Each conceptual area is presented as a series of learning experiences that can be used sequentially or as stand alone learning experiences. However when delivered in sequence these learning experiences provide a comprehensive background understanding necessary for the Science and Society and Environment Curriculum, and the other extended modules in the BPEEP learning program. Module 4 Oil Refining is linked to the Western Australian Department of Education and Training s Curriculum, Assessment and Reporting Policy (CAR Policy) and associated documentation. The program, presented as a series of teaching and learning experiences, links teacher planning and learning area (Science and Society and Environment) coverage back to the initial planning documents, namely the Curriculum Framework and Outcomes and Standards Framework. Planning documentation provides teachers with the explicit links to the Curriculum Framework; Knowledge, Skills and Values focus; and learning area Outcomes and Standards coverage. Relevant learning area documentation, and teaching and learning links, are colour coded for both Science (ORANGE) and Society and Environment (PURPLE). Teachers should refer to both Learning Area Curriculum Guides (What students should be taught) and Learning Area Outcomes and Standards Framework (What levels of achievement students can demonstrate/achieve across the relevant Learning Area outcomes) when considering the application of the BPEEP modules to their individual teaching and learning program requirements. A suggested timeframe is provided as a guide only to how long teachers may expect to spend on the learning experiences in the module. A teacher guide is provided for each conceptual area. Lesson support material is also provided. PAGE 1

4 Contents This symbol denotes worksheets Overview of Learning Module...1 Relevance to BP...4 BPEEP Learning Area Outcome/Aspect Coverage...5 Educator s Summary of Module Suggested Teaching Timeframe...8 Conceptual Area 1: The Refining Process...9 Learning Experience 1.1: The Salt and Pepper Pickle Learning Experience 1.2: Fractional Distillation...13 Learning Experience 1.3: Hydrocarbon Chains of String...13 Learning Experience 1.4: Energy for the World DVD...13 Learning Experience 1.5: Products of Distillation...13 Learning Experience 1.6: Loop Cards...14 Learning Experience 1.7: Topic Test...15 Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience PAGE 2

5 Conceptual Area 2: Case Study BP Refinery Kwinana...49 Learning Experience 2.1: Oblique Aerial Photo...51 Learning Experience 2.2: Environmental Impact of Oil Refining...51 Learning Experience 2.3: BP Refinery Kwinana Fieldtrip...52 Learning Experience 2.4: Guest Speaker...53 Learning Experience 2.5: Refinery Career Opportunities...53 Learning Experience 2.6: BP Oil Refinery: Kwinana Assessment Task...53 Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience Learning Experience References for module PAGE 3

6 Relevance to BP BP is a vertically integrated energy company, which means that we are involved in every aspect of the process from exploring for oil and extracting it, through to refining oil and selling the products. BP owns wholly or in part seventeen refineries around the world, including two in Australia. BP is constantly investing in research and new technology to improve our products and our refining processes. At the BP refinery in Kwinana, Western Australia, we employ over 600 people directly and indirectly, including: Process technicians Chemical engineers Mechanical engineers Electrical engineers Environmental engineers and scientists Chemists Electricians Fitters Accountants IT specialists An understanding of refining processes is valuable for people considering work at the refinery or work with a company associated with the refinery. PAGE 4

7 BPEEP Learning Area Outcome/Aspect Coverage Click on the module number to go to that module. OUTCOME SCIENCE Earth and Beyond BPEEP MODULE Sustainability of life and wise resource use X X X X X X X X X Earth forces and materials X X X X X X X X Relationships between the Earth, our Solar System and the Universe. Energy and Change Energy, sources, patterns and uses. X X X X X X X Transfer and transformation. X X Natural and Processed Materials Structures, Properties and Uses Interactions and Changes X X SOCIETY and ENVIRONMENT Resources Use of Resources X X X X X X X X Management and Enterprise X X X X X X X X X X People and Work X X X X X X Place and Space Features of Places X X People and Places X X X Care of Places X X X Investigation, Communication, Participation Planning X X X X X X X X X X X Conducting X X X X X X X X X X X Processing and Translating X X X X X X X X X X X Applying and Communicating X X X X X X X X X X X PAGE 5

8 Educator s Summary of Module 4 DESCRIPTION OF CROSS CURRICULAR PROGRAM Module 4: Oil Refining is predominantly focused upon the Science outcomes Natural and Processed Materials; and Society and Environment outcomes Investigation, Communication and Participation, Resources and Place and Space. The module requires students to investigate the process and management of. This provides essential knowledge for the students to engage in further modules as part of the BPEEP program. Teachers are encouraged to adopt a cross curricular approach, primarily between Science and Society and Environment. CONCEPTUAL FOCUS Crude oil as a mixture of different hydrocarbons which need to be separated in order to be processed into useful products. Stages of Products of. Case Study: BP Oil Refinery Kwinana Impacts has on the environment. Management of the impacts of. SKILLS FOCUS Ongoing literacy focus: paragraphing. Viewing and information retrieval. Science Practicals/Investigations Information retrieval/note-taking. Internet/Website information retrieval Mapping and atlas skills Group work and independent work. Research skills (as per S&E I.C.P. ladder process). Fieldwork Skills. DESCRIPTION OF ASSESSMENT Supporting the on-going literacy focus a paragraph task is included. Though some conceptual understanding can be levelled in certain Learning Area Outcomes, teachers are encouraged to use the paragraph rubric (provided) through the delivery of the BPEEP modules to monitor the student s ability to construct well structured paragraphs over an extended period of time. Consideration should be given to both modelling and scaffolding the paragraph framework prior to assessing this vital literacy skill. To formally assess the students understanding of the process it is suggested teachers use the test provided. In addition the communication assignment provided can also be used to assess the students understanding of, the products and the impacts of the refining process. This task is ideally suited to a cross curricular approach where students follow the research process outlined by the ICP ladder and connected support frameworks. These resources are available in the appendix section of the BPEEP resource file. An assessment rubric is provided. LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS A major on-going focus on Paragraphing utilising paragraph framework. Also emphasis on keywords, note-taking and other literacy oriented strategies. Use of correct units. Inquiry learning Group work. Scaffolding CURRICULUM FRAMEWORK VALUES A pursuit of knowledge & a commitment to achievement of full potential. Self Acceptance and Respect of Self. Respect and Concern for Others and Their Rights. Social and Civic responsibility. STRAND No (CF) (CF) (CF) 4.2, 4.4, 4.8, 4.9 (CF) Environmental responsibility. 5.2, 5.3, 5.4 PAGE 6

9 Educator s Summary of Module 4 Overarching Learning Outcomes 1. Students use language to understand, develop and communicate ideas and information with others. 2. Students select, integrate and apply numerical and spatial concepts and techniques. 3. Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others. Context Literacy Focus and wide range of learning experiences. Units of measurement and simples calculations. Photo interpretation. Focus of S&E I.C.P. outcome and associated skills e.g. keywords, note-taking, sources. 4. Students use, select and apply technologies. Internet (website) research. 5. Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions. 6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test opinions. Analysing existent processes and resultant impacts and management action. Environmental management of oil refining process. 7. Students understand and appreciate the physical, biological and technological world and have the knowledge and skills to make decisions in relation to it. 8. Students understand their cultural, geographical and historical contexts and have the knowledge, values and skills to make decisions in relation to it. 9. Students interact with people and cultures other than their own and are equipped to contribute to the global community. 10. Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others. 11. Students value and implement practices that promote personal growth and well-being. 12. Students are self motivated and confident in their approach to learning and area able to work individually and collaboratively. 13. Students recognise that everyone has the right to feel valued and to be safe and in this regard understand their rights and obligations and behave responsibly. Conceptual Areas 1 and 2. Conceptual Areas 1 and 2. Fieldtrip to refinery and consultation with different career options. Learning Experiences comprising of variety of tasks throughout Conceptual Areas 1 and 2. Group Work and values oriented learning. Range of teaching strategies individual and group work. Explicit teaching and implementation of group learning strategies. PAGE 7

10 Suggested Teaching Timeframe Day Time Learning Experience Learning Area Conceptual Area 1: The Refining Process minutes Experience 1.1: Salt and Pepper Pickle 2 60 minutes Experience 1.2: Fractional Distillation 3 60 minutes total Experience 1.3: Hydrocarbon Chains of String Experience 1.4: Energy for the World DVD Science Science Science Science Learning Task Lab Worksheet Practical Activity DVD 4 60 minutes total Experience 1.5: Products of Distillation. Experience 1.6: Loop Cards 5 60 minutes Experience 1.7: Topic Test Science Science Science Table Summary Revision of Key Concepts Separating Mixtures, Distillation and Oil Refining Topic Test. Conceptual Area 2 : Case Study: BP Oil Refinery Kwinana 6 60 minutes Experience 2.1: Oblique Aerial Photo 7 60 minutes Experience 2.2: Environmental Impact of Oil Refining Society and Environment Society and Environment Skills based worksheet Note-taking and Paragraph task minute visit plus pre and post follow up. Experience 2.3: BP Refinery Kwinana Fieldtrip Society and Environment Science Fieldtrip Booklet Paragraphing 8 60 minutes Experience 2.4: Guest Speaker (alternative to field trip) 9 On-going Experience 2.5: Career Opportunities Society and Environment Science Society and Environment Science Guest Speaker Worksheet Career Option Note-taking To be determined by teacher (suggest minimum of 2 weeks working time) Experience 2.6: Assessment Task Society and Environment Science Assessment Task Communication Strategy PAGE 8

11 Conceptual Area 1: The Refining Process LEARNING AREA: OUTCOME/S: PHASE OF DEVELOPMENT: CONCEPTUAL AREA: KEY UNDERSTANDINGS: Conceptual Understandings Define hydrocarbon. Identify that crude oil is a mixture of different hydrocarbons which need to be separated in order to be processed into useful products. Explain the process of distillation. Describe the products of. Science Natural and Processed Materials (Sci) Early Adolescence The Refining Process Students will be able to explain the process of distillation as a key part of refining, and the resultant oil based products. Skills Practical Laboratory Skills Planning Note taking Diagrams Values , 4.2, 4.4, 4.7, 4.8, , 5.3, 5.4 Teacher Information: This series of learning experiences aims to develop the student s understanding of the process and products. Crude oil is the term for unprocessed oil, the stuff that comes out of the ground. It is also known as petroleum. Crude oil is a fossil fuel, meaning that it was made naturally from decaying plants and animals living in ancient seas millions of years ago. Crude oils vary in colour, from pale brown to tar-black, and in viscosity, from water-like to almost solid. Crude oil is a useful starting point for many different substances because it is made of hydrocarbons. Hydrocarbons are molecules that contain hydrogen and carbon and come in various lengths and structures, from straight chains to branching chains to rings. There are two things that make hydrocarbons exciting to chemists: Hydrocarbons contain a lot of energy. Many of the things derived from crude oil like gasoline, diesel fuel, paraffin wax and so on take advantage of this energy. Hydrocarbons can take on many different forms. The smallest hydrocarbon is methane (CH 4 ), which is a gas that is a lighter than air. Longer chains with 5 or more carbons are liquids. Very long chains are solids like wax or tar. By chemically cross-linking hydrocarbon chains you can get everything from synthetic rubber to nylon to the plastic in Tupperware. Hydrocarbon chains are very versatile. PAGE 9

12 Conceptual Area 1: The Refining Process Teacher Information (continued): The process of fractional distillation at an oil refinery Because the various components of crude oil have different boiling temperatures, they can be separated by a process called fractional distillation. The steps of fractional distillation are as follows: 1. You heat the crude oil to a high temperature. 2. The mixture boils, forming vapour (gases); most substances go into the vapour phase. 3. The vapour enters the bottom of a long column (fractional distillation column) that is filled with trays or plates. 1. The trays have many holes or bubble caps (like a loosened cap on a soda bottle) in them to allow the vapour to pass through. 2. The trays increase the contact time between the vapour and the liquids in the column. 3. The trays help to collect liquids that form at various heights in the column. 4. There is a temperature difference across the column (hot at the bottom, cool at the top). 4. The vapour rises in the column. 5. As the vapour rises through the trays in the column, it cools. 6. When a substance in the vapour reaches a height where the temperature of the column is equal to that substance s boiling point, it will condense to form a liquid. (The substance with the lowest boiling point will condense at the highest point in the column; substances with higher boiling points will condense lower in the column.). 7. The trays collect the various liquid fractions. Source Student Prior Knowledge: Prior to delivering this module it is recommended that students would have completed all or some aspects of Module 2: Formation of Oil and Gas and Module 3: Oil and Gas Exploration and Production. This provides students with an understanding of how oil and gas are formed and extracted prior to investigating the refining process and resultant product outputs. Resources Energy for the World DVD available from BP Educational Service (BPES) at Access to TV and DVD player BPES Oil Products box Copies of Loop Cards Class sets of Worksheets Class set of Test papers Equipment Salt and Pepper Beakers Bunsen burner Heatproof mat Tripod and gauze mat Filter funnel Filter paper Filter funnel stand Electronic balance Two small boxes String Marshmallows Toothpicks PAGE 10

13 Conceptual Area 1: The Refining Process Learning Experiences: Learning Experience 1.1: The Salt and Pepper Pickle This initial learning experience allows students to develop the skills to separate mixtures either through evaporation, filtration or distillation. Discuss the situation presented on the worksheet with the students. Teachers have the option to demonstrate this contrived situation. For example, take into the classroom a container of salt and pepper and leave it sitting on the desk. Accidentally knock over the containers leaving a mess of pepper and salt combined on the desk. Scrape the salt and pepper into a beaker attempting to clean up the mess, only to find the beaker to be full of water. This situation sets the scene for the teacher to identify a problem of needing to separate the salt, pepper and water again as there is a need for the students to use the salt and pepper for their next activity! Get students to use diagrams and flow charts to identify the sorts of processes they would use to complete such a process. By getting students to use diagrams, they have the opportunity to avoid the use of terminology or names of equipment with which they are not familiar. Students generally will develop answers that call for them to filter the mixture to retrieve the pepper, then evaporate the solution to get the salt back out of solution. The teacher then can provide the following equipment and ask the students to develop a written process for them to follow: Beakers Tripod Bunsen burner Filter funnels Filtration paper Electronic balance Salt and pepper Without providing students with direction (except related to safety) get the students to attempt to conduct the process they have identified. NOTE: The aim of this activity is for students to attempt to use the equipment provided to identify how to conduct the techniques of evaporation and filtration. It is expected they have previously demonstrated competence in using Bunsen burners and other lab equipment. The less direction given by teachers, the more issues the students are likely to identify themselves in conducting the processes. Assess the students abilities to work through the problems and then evaluate their processes as part of Investigating Scientifically. Some students would have followed a procedure quite close to the correct techniques. Others would have identified more problems than they solved. This is not the issue or what should be assessed. The techniques the students have used and their evaluation of the problems are more important in this activity. PAGE 11

14 Conceptual Area 1: The Refining Process After the students have evaluated their work, discuss the correct techniques for each process and the fair testing issues that needed to be addressed as a part of this activity, by getting the students to complete the correct procedure as shown on the worksheet. It is important that students have the opportunity to thoroughly compare their own procedures to the correct scientific procedure given. Therefore, please make sure the worksheet, with the correct procedure is not given to the students prior to their own process planning. The question on the worksheet: What would we do if we needed to separate two liquids rather than two solids? will provide an introduction to the distillation process. At this point, depending on the year level of the students, the teacher may wish to either simply demonstrate the distillation process or give students the opportunity to do so. Practical Demonstration of Distillation Fractional distillation can be beautifully demonstrated using either black ink or red cordial. Set up the apparatus as shown using a Liebig condenser and apply gentle heat to collect pure water as the distillate. This shows that the water molecules have a lower boiling point than other molecules in the ink mixture. With cordial, students can even taste the pure water and the concentrated syrup. thermometer water out water cooled condenser fractionating column water in black ink water heat Safety it is wise to have the students set back from the apparatus and to use a safety screen. go to Learning Experience 1.1 worksheet PAGE 12

15 Conceptual Area 1: The Refining Process Learning Experience 1.2: Fractional Distillation This learning experience requires students to use the information provided on distillation to help them complete the theory based worksheet which introduces them to a practical application of distillation:. Students need to read through the information provided and answer the questions. These questions should then form the basis for teacher generated clarification questioning and class discussion. If students have trouble understanding the concept of hydrocarbons another activity to reinforce learning would be to make hydrocarbon models using different foods. For example, different coloured marshmallows with tooth picks can be used to show methane and ethane. Plasticine or clay could be used instead of marshmallows. Learning Experience 1.3: Hydrocarbon Chains of String go to Learning Experience 1.2 worksheet In order to reinforce the difficult concept of short and long chain hydrocarbons having different boiling points students should complete the following activity. Students should be given two boxes. In Box A place many short pieces of string. In Box B place an equal number of pieces of string which are a lot longer in length really tangle up the longer pieces of string. Ask a student to separate the pieces of string in Box A, repeat this process for Box B. Students should use their own observations and activities on the worksheet to come to the conclusion that it takes more energy to separate the long pieces of string in Box B, which represents their higher boiling point. Learning Experience 1.4: Energy for the World DVD go to Learning Experience 1.3 worksheet The DVD Energy for the World: Refining and Products from Oil can either be used as a quick consolidation of student understanding of the refining process and resultant oil based products, or alternatively as a structured learning experience. If the latter is the preferred option a structured worksheet is provided for the students to complete during (with the teacher pausing at the appropriate sections) or after viewing (as a review of student understanding). The teacher should opt for the most appropriate use of the worksheet taking into account student ability and time constraints. Opportunities exist for discussion and further study of key concepts such as hydrocarbons, fractional distillation and the products formed from this process. The DVD is available from the BP Educational Service at Learning Experience 1.5: Products of Distillation go to Learning Experience 1.4 worksheet This learning experience requires students to have access to the Oil Products Box which is available from the BP Educational Service at The Oil Products Box provides samples of the different products and fractions that result from fractional distillation of crude oil. Students should be given the opportunity to examine the contents of the phials taking care to note the appearance and properties of each phial s content. One property which teachers should direct students to note is the variable viscosity of the fractions. A summary table is provided for students to record their observations. These observation notes should be the catalyst for class discussion on the different uses of crude oil products. Note that if you plan to visit the Kwinana Refinery for Learning Experience 2.3 or to invite a guest speaker from the refinery for Learning Experience 2.4, there is no need to also do this Learning Experience 1.5 because the refinery speaker will show their own samples. go to Learning Experience 1.5 worksheet PAGE 13

16 Conceptual Area 1: The Refining Process Learning Experience 1.6: Loop Cards This learning experience should be used as a revision tool before the test. A set of cards has been produced and can be used more than once. Each card has a question and answer to a different question. The game can only be played with a complete set of cards. Distribute the cards to a group, one card for each group member. Choose a student to start the game by reading aloud their question. The group must then decide who has the card with the correct answer to the question. That person then reads out their question and the game continues until a loop of cards is completed. An extension to this initial activity is that students must design their own set of cards, which will then be given to another group to trial. The questions and answers are: What is crude oil? What is a chemical composed only of hydrogen and carbon called? A mixture of hydrocarbons A hydrocarbon This fraction of crude oil comes out of the top of the fractionating tower due to its low boiling point What form is crude oil in when it enters the fractionating tower? What fraction of crude oil is used to form petrol for our cars? What is inside a distillation column? Do longer or shorter hydrocarbons have high boiling points? Where are fractionating towers located? How many carbon atoms are typically present in a the hydrocarbon chain of gasoline? Hydrocarbons that are similar length have similar what? What is the very light fraction of oil used as a raw material for plastics called? What is oil that hasn t been refined called? What fraction of oil is used in aviation fuel for large aeroplanes? What is the process used to separate crude oil into fractions called? The liquids that fall to the bottom of the fractionating tower are known as what? The longer the hydrocarbon the less easily it flows or the more what is it? Does gas oil come off near the top or the bottom of the fractionating tower? What is the name of the residue of that is used to surface roads called? Petroleum Gas (LPG) Vapour Gasoline Trays Longer hydrocarbons Oil Refineries Eight Boiling Points Naphtha Crude oil Kerosene Fractional Distillation Residue Viscous Bottom Bitumen What is the boiling range of gas oil? 250 C to 360 C Does gasoline come off near the top or the bottom of the fractionating tower? Top go to Learning Experience 1.6 worksheet PAGE 14

17 Conceptual Area 1: The Refining Process Learning Experience 1.7: Topic Test Under test conditions teachers should administer the test provided, to allow students to demonstrate their understanding of separating mixtures, distillation and. A solution page and marking guide are provided. Teachers are strongly encouraged to spend time going through the test once it has been completed and assessed. Monitoring and Evaluation: go to Learning Experience 1.7 worksheet Student understanding of processes and resultant products is assessed through the completion of learning experience tasks (including science practical activities) and a topic test. Teachers are encouraged to utilise informal assessment practices throughout the module to continually monitor and consolidate student understandings. Teachers are encouraged to determine the extent in which they use Learning Experience 1.1 (Practical Learning Experiences) for assessment, based on their already existent routines and assessment practices for practical based activities. A science practical (lab-based) framework is provided in the appendix section, thanks to Professor Mark Hackling of Edith Cowan University. The student s ability to demonstrate their knowledge of key understandings explored in this conceptual area will be essential in the student s ability to complete the major assessment task (research task) included in Conceptual Area 2. PAGE 15

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19 Name: Learning Experience 1.1 Class: Date: The Salt and Pepper Pickle Oh no! Your teacher has just mixed together the salt and pepper you need for your next experiment and in their haste to clean it up they scraped it into a beaker that had water in it! How are the salt, pepper and water going to be separated so that your class can complete the experiment? TASK 1 Draw a diagram or flow chart to show how you could separate the salt, pepper and water. PAGE 17

20 Learning Experience 1.1 (contd.) TASK 2 Write a method you could use to separate the salt, pepper and water using the following equipment: beakers tripod bunsen burner filter funnels filtration paper electronic balance salt pepper water PAGE 18

21 Learning Experience 1.1 (contd.) Task 3 Try and separate a mixture of salt, pepper and water using the method you have just written. Task 4 How well did your method work? Did you encounter any problems or difficulties? How could you have overcome these problems? PAGE 19

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23 Name: Learning Experience 1.1 (contd.) Class: Date: Task 5 Follow this scientific method for separating salt, pepper and water and compare it to the method you designed yourself. 1) Measure 20 grams of salt and 20 grams of pepper using the electronic balance 2) Measure the mass of the filter paper 3) Measure the mass of the beaker 4) Mix the salt and pepper with 75ml of water 5) Filter the solution to remove the majority of the pepper from the solution 6) Leave the filter paper to dry 7) Evaporate the water from the beaker 8) Weigh the beaker and the salt 9) Weigh the filter paper and the pepper 10) Find the mass of the salt and the pepper How efficient was this process in recovering the salt and pepper? Where has the rest of the salt and pepper gone? PAGE 21

24 Learning Experience 1.1 (contd.) Have you really separated all of the pepper and the salt? Are there other ways we could find out? Does this method solve any of the problems you encountered with your own method? What could you do if you needed to separate two liquids rather than two solids? PAGE 22

25 Name: Learning Experience 1.2 Class: Date: Fractional Distillation Oil is essential to our lives and lifestyles not just for mobility and heat but for thousands of products which we use or encounter every day. Crude oil is of little use when it first comes out of the ground or from deep below the seabed. It has to be processed and turned into useful products at an oil refinery. Not all crude oils are the same. Some are thick and tarry, for example some from South America, whilst others are lighter with lower density, such as some from the North West Shelf of Australia. How does an oil refinery turn crude oil into the useful products we use every day? Before we learn about the process of fractional distillation it is important to look at what crude oil is actually composed of. Crude oil is a mixture of many different hydrocarbons which vary in length. The larger the hydrocarbon molecule: the more carbon atoms in its chain the higher its boiling point the less volatile it is the less easily it flows (viscous) the less easily it ignites (flammable) In order to turn crude oil into useful products we need to separate the different hydrocarbons into fractions. A particular fraction contains hydrocarbons of similar size, with boiling points in a specific range. For example, fractional distillation produces a gasoline fraction which contains hydrocarbons with 8 carbon atoms, and a kerosene fraction which contains hydrocarbons with 15 carbon atoms. ACTIVITY Write definitions for the following terms: hydrocarbon: fraction: boiling point: PAGE 23

26 Learning Experience 1.2 (contd.) The process of fractional distillation at an oil refinery Because the various components of crude oil have different boiling temperatures, they can be separated by a process called fractional distillation. The steps of fractional distillation are as follows: 1. You heat the crude oil to a high temperature. 2. The mixture boils, forming vapour (gases); most substances go into the vapour phase. 3. The vapour enters the bottom of a long column (fractional distillation column) that is filled with trays or plates. 1. The trays have many holes or bubble caps (like a loosened cap on a soda bottle) in them to allow the vapour to pass through. 2. The trays increase the contact time between the vapour and the liquids in the column. 3. The trays help to collect liquids that form at various heights in the column. 4. There is a temperature difference across the column (hot at the bottom, cool at the top). 4. The vapour rises in the column. 5. As the vapour rises through the trays in the column, it cools. 6. When a substance in the vapour reaches a height where the temperature of the column is equal to that substance s boiling point, it will condense to form a liquid. (The substance with the lowest boiling point will condense at the highest point in the column; substances with higher boiling points will condense lower in the column.). 7. The trays collect the various liquid fractions. Source: How Stuff Works PAGE 24

27 Learning Experience 1.2 (contd.) Vapours rise Further processing Further processing Petroleum gas (LPG) Boiling range < 40 C Camping gas Industrial gas Vehicle fuel Gasoline Boiling range 40 C 210 C Petrol Pre-heated crude oil Further processing Further processing Kerosene Boiling range 150 C 270 C Jet fuel Domestic heating oil Industrial heating oil Gas oil Boiling range 250 C 360 C Diesel oil Furnace Liquids fall Further processing Residue Boiling range >360 C Fuel oil Bitumen PAGE 25

28 Learning Experience 1.2 (contd.) What must be done to the crude oil before it enters the fractioning tower? Describe the fractioning tower in terms of temperature. Do larger or smaller hydrocarbons have a higher boiling point? What type of hydrocarbons turn back into liquids at the bottom of the tower? What happens to the hydrocarbons that have lower boiling points? At what point do the very short chained hydrocarbons exit the fractioning tower? PAGE 26

29 Name: Learning Experience 1.3 Class: Date: Hydrocarbon Chains of String Do short or long chain hydrocarbons have a high boiling point? You have been given two boxes containing string, Box A and Box B. How much energy will it take you to separate the pieces of string in Box A as compared to Box B? What length string did this box contain? What length string did this box contain? Record your observations of trying to separate the string in this box. Record your observations of trying to separate the string in this box. Which box required the most effort or energy to untangle the string within it? Delete the incorrect terms to form your conclusion. The pieces of string in Box A represented shorter/longer hydrocarbon chains. It took more/less energy to separate these pieces of string compared to those in Box B. The less energy it requires to separate chains of hydrocarbons the higher/lower their boiling point is. Longer/shorter hydrocarbon chains have lower boiling points. Therefore they condense at the top/bottom of the column where it is hotter/cooler. PAGE 27

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31 Name: Learning Experience 1.4 Class: Date: Energy for the World DVD Refining and products from oil What do plastic bags, petrol and bitumen all have in common? What is the different property of ethanol and water that is utilised in order to separate them by distillation? Use your own knowledge of solids, liquids and gases and your teachers help to complete the following sentences by crossing out the incorrect terms. Evaporation occurs when a liquid/gas/solid changes state and forms a liquid/gas/solid. Evaporation occurs when liquid/gas/solid is heated/cooled. Condensation occurs when a liquid/gas/solid changes state and forms a liquid/gas/solid. Condensation occurs when liquid/gas/solid is heated/cooled. The lower the boiling point, the earlier/later the evaporation as it is heated up and the earlier/later the condensation as it is cooled down. On a larger scale distillation is used in industry to separate crude oil into different substances or fractions. Complete the following table which summarises the different products produced by the distillation of crude oil. PAGE 29

32 Learning Experience 1.4 (contd.) Temperature ( C) Name Use bitumen n/a fuel oil 330 diesel oil 150 naphtha 40 n/a petroleum gases Humans first started to use petroleum when it was discovered oozing from rocks as a soft p. What was it used for? PAGE 30

33 Learning Experience 1.4 (contd.) How was the quality of pitch judged? What is a hydrocarbon molecule made up of? Fractions with chains boil at temperatures and burn. Petroleum gas molecules are in chain. What are two uses of petroleum gases? 1) 2) Gasoline or gas is more commonly known as and its molecules form a slightly chain than the petroleum gases and it doesn t quite as well either. N _ is next, again it forms a slightly chain than gasoline. Name some of the everyday products it is the basis for. PAGE 31

34 Learning Experience 1.4 (contd.) Kerosene is the next to boil off. Its mostly used as fuel for. The chain molecule is getting as the boiling temperature. What are the next fractions to boil of the distillation tower? What are they used for? What are the left overs that remain at the bottom of the tower called? With further processing what will this become? When you refine oil for petrol you still get all the other products whether you want them or not. However massive refinery equipment can turn the unwanted products into ones that are wanted, splitting the large hydrocarbons into smaller ones in a process called. Heat breaks the bonds between the carbon atoms, a process helped by catalysts. CATALYST A that changes the of a chemical but which remains chemically itself. What is the name of the catalyst used to help break down the long chain hydrocarbon kerosene into the more useful shorter hydrocarbons octane and ethene? When there is complete combustion of a hydrocarbon what is formed? When there is isn t enough oxygen the combustion will be incomplete. What forms then? and PAGE 32

35 Learning Experience 1.4 (contd.) What causes acid rain? So in the refinery s cleaning stage, sulfur and other pollutants are removed. What s coming out of the tower? (circle the correct answer) a) Sulfur b) Gas c) Water Vapour d) Carbon Dioxide Many of the chemical reactions in the refinery are exothermic EXOTHERMIC A that out. This means that a lot of water is needed for cooling. Describe the process used in refineries for recycling water. A medium sized refinery can have nearly km of pipe and every day around barrels of crude oil flowing through them to be refined into the products we ve seen. While you have been watching this program the refinery has made enough petrol to drive a car almost a miles. That s times around the world. PAGE 33

36 Learning Experience 1.4 (contd.) Complete the following glossary for the new terms which are associated with the topic of. Term Hydrocarbon Butane Distillation Definition Molecule Catalyst Fraction Propane Condensation Evaporation Boiling Point PAGE 34

37 Name: Learning Experience 1.5 Class: Date: Products 0f Distillation When crude oil is sent to a refinery it is separated into different fractions and then these fractions can be processed to form the useful products we use every day. Use the Oil Products Box to complete the following table PRODUCT PRODUCT Top Name: Name: Appearance: Appearance: 40 Name: Name: Appearance: Appearance: 70 Name: Name: Appearance: Appearance: 150 Name: Name: Appearance: Appearance: 250 Name: Name: FURTHER PROCESSING Appearance: Appearance: 330 Name: Name: Appearance: Appearance: Temperature or position in the fractional distillation tower Bottom Name: Name: Appearance: Appearance: PAGE 35

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39 Name: Learning Experience 1.6 Class: Date: What is crude oil? This fraction of crude oil comes out of the top of the fractionating tower due to its low boiling point Top A hydrocarbon LOOP CARDS What is a chemical composed only of hydrogen and carbon called? What form is crude oil in when it enters the fractionating tower? A mixture of hydrocarbons Petroleum Gas (LPG) What fraction of crude oil is used to form petrol for our cars? What is inside a distillation column? Gasoline Vapour Do longer or shorter hydrocarbons have high boiling points? Trays Where are fractionating towers located? Longer hydrocarbons How many carbon atoms are typically present in a the hydrocarbon chain of gasoline? Oil Refineries Hydrocarbons that are similar length have similar what? Eight PAGE 37

40 Learning Experience 1.6 (contd.) What is the very light fraction of oil used as a raw material for plastics called? What fraction of oil is used in aviation fuel for large aeroplanes? Boiling Points Crude oil What is oil that hasn t been refined called? What is the process used to separate crude oil into fractions called? Naphtha Kerosene The liquids that fall to the bottom of the fractionating tower are known as what? Fractional Distillation The longer the hydrocarbon the less easily it flows or the more what is it? Residue Does gas oil come off near the top or the bottom of the fractionating tower? Viscous What is the name of the residue of that is used to surface roads called? Bottom What is the boiling range of gas oil? Bitumen Does gasoline come off near the top or the bottom of the fractionating tower? 250 C to 360 C PAGE 38

41 Learning Experience 1.6 (contd.) MAKE YOUR OWN LOOP CARDS PAGE 39

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43 Name: Learning Experience 1.7 Class: Date: Separating Mixtures, Distillation and Oil Refining Topic Test 1. Use a flow diagram to show how you could separate a mixture of water and salt. Label all equipment that you use. PAGE 41

44 Learning Experience 1.7 (contd.) 2. Write a step-by-step procedure to show how you would separate a mixture of pepper and water. 3. If you wanted to separate a mixture of alcohol and water would method could you use? 4. What property of water and alcohol is used in this method of separation? 5. Complete the following sentences by crossing out the incorrect terms. Evaporation occurs when a liquid/gas/solid changes state and forms a liquid/gas/solid. Evaporation occurs when the liquid/gas/solid is heated/cooled. Condensation occurs when a liquid/gas/solid changes state and forms a liquid/gas/solid. Condensation occurs when liquid/gas/solid is heated/cooled. The higher the boiling point, the earlier/later the evaporation and therefore the earlier/later the condensation. 6. What is crude oil made up of? 7. What needs to happen to crude oil before it can be used to produce useful products? PAGE 42

45 Learning Experience 1.7 (contd.) 8. Match the term to its definition Term 1. naphtha how easily a fluid flows Definition 2. fractional distillation a compound containing only hydrogen and carbon 3. viscosity a residue of that is used for road surfacing or roofing 4. bitumen a process used to separate crude oil into different fractions utilising their different boiling points 5. hydrocarbon fraction of crude oil used to produce everyday items such as plastics 9. Complete the following diagram by adding the names of each fraction, and what products they become Vapours rise Further processing P G (LPG) Further processing G Pre-heated crude oil Further processing Further processing K G O Furnace Liquids fall Further processing R PAGE 43

46 Learning Experience 1.7 (contd.) Which fraction has the highest boiling point? Which fraction has the lowest boiling point? 10. Delete the incorrect terms The more energy it requires to separate chains of hydrocarbons the higher/lower their boiling point is. Longer/shorter hydrocarbon chains have higher boiling points. Therefore they condense at the bottom/top of the column where it is hotter/cooler. PAGE 44

47 Learning Experience 1.7 (contd.) Separating Mixtures, Distillation and Oil Refining Topic Test Answer Key 1. Use a flow diagram to show how you could salt from a mixture of salt and water. Label all equipment that you use. Students should show the following steps (Salt and water in a beaker) (Pour mixture into an evaporating dish) (Boil mixture using Bunsen burner, tripod, gauze mat, heatproof mat until water is completely evaporated) (Salt left in the evaporating dish) solution 2. Write a step-by-step procedure to show how you would separate a mixture of pepper and water Students should show the following steps 1. Collect the following equipment filter paper, filter funnel, beakers, filter funnel stand 2. Place a folded piece of filter paper into the filter funnel and place the filter funnel into the filter funnel stand. 3. Place an empty beaker underneath the filter funnel 4. Carefully pour the mixture into the filter funnel 5. Wait until all the water has passed through the filter paper 6. Leave the filter paper to dry 3. If you wanted to separate a mixture of alcohol and water would method could you use? Distillation 4. What property of water and alcohol is used in this method of separation? Their different boiling points or boiling temperatures PAGE 45

48 Learning Experience 1.7 (contd.) solution 5. Complete the following sentences by crossing out the incorrect terms. Evaporation occurs when a liquid/gas/solid changes state and forms a liquid/gas/solid. Evaporation occurs when a liquid/gas/solid is heated/cooled. Condensation occurs when a liquid/gas/solid changes state and forms a liquid/gas/solid. Condensation occurs when liquid/gas/solid is heated/cooled. The higher the boiling point, the earlier/later the evaporation and therefore the earlier/later the condensation. 6. What is crude oil made up of? Crude oil is a mixture of many different hydrocarbons which vary in length 7. What needs to happen to crude oil before it can be used to produce useful products? Crude oil needs to be separated into its different fractions 8. Match the term to its definition Term Definition 1. naphtha 3 how easily a fluid flows 2. fractional distillation 5 a compound containing only hydrogen and carbon 3. viscosity 4 a residue of that is used for road surfacing or roofing 4. bitumen 2 a process used to separate crude oil into different fractions utilising their different boiling points 5. hydrocarbon 1 fraction of crude oil used to produce everyday items such as plastics PAGE 46

49 Learning Experience 1.7 (contd.) 9. Complete the following diagram by adding the names of each fraction, and what products they become Vapours rise Further processing Petroleum gas (LPG) Boiling range < 40 C Camping gas Industrial gas Vehicle fuel solution Further processing Gasoline Boiling range 40 C 210 C Petrol Pre-heated crude oil Further processing Further processing Kerosene Boiling range 150 C 270 C Jet fuel Domestic heating oil Industrial heating oil Gas oil Boiling range 250 C 360 C Diesel oil Furnace Liquids fall Further processing Residue Boiling range >360 C Fuel oil Bitumen Which fraction has the highest boiling point? Residue Which fraction has the lowest boiling point? Petroleum Gas 10. Delete the incorrect terms The more energy it requires to separate chains of hydrocarbons the higher/lower their boiling point is. Longer/shorter hydrocarbon chains have higher boiling points. Therefore they condense at the bottom/top of the column where it is hotter/cooler. PAGE 47

50 Learning Experience 1.7 (contd.) solution This test has been aimed at students being able to demonstrate consistent achievement at Level 4 (Natural and Processed Materials) Teachers will need to use their own judgment to decide whether a student has not achieved, partially achieved or achieved a level 4 response for each question and overall for this assessment The following tables along with the answer key should be used as a guide to help teachers make this judgment. Students who complete the entire test to a high level and provide more information may be starting to achieve at a Level 5. Structures, properties and uses Students understand that substances can be elements, compounds or mixtures of elements and/or compounds Questions 6, 8 They can explain processes such as evaporating, boiling and condensation Questions 4, 5 Students can determine factors that influence the choice of materials for specific factors Question 4, 8, 9 Interactions and changes Students begin to relate physical changes of materials to changes in their particle structure Question 8, 10 Students are able to describe separation processes and why they are useful Question 1, 2, 3, 7, 8 Suggested Marking Key Level 4 Question Not Achieved Partially Achieved Achieved PAGE 48

51 Conceptual Area 2: Case Study BP Refinery Kwinana LEARNING AREA: OUTCOME/S: PHASE OF DEVELOPMENT: CONCEPTUAL AREA: KEY UNDERSTANDINGS: Society and Environment Science Resources (S&E) Place and Space (S&E) Investigation, Communication and Participation (S&E) Natural and Processed Materials (Sci) Early Adolescence Case Study BP Oil Refinery Kwinana Using BP Refinery Kwinana as a case study, students will be able to expand their understanding of the process of oil refining and the resultant oil based products that are produced as a result of the refining process, and also develop an understanding of the environmental management that occurs as a result of the refining process. Conceptual Understandings Identify the factors that determined the location of the oil refinery. Explore the stages of. Identify the impacts has on the environment. Examine the management initiatives in place to minimise the impact of. Identify careers available in refining Skills Oblique Aerial Photo Interpretation and skills. Fieldwork skills observation, questioning, note taking, interpretation, summary frameworks, key ideas, viewing and listening. ICP research skills planning, note-taking, paragraphing, reflection Values , 4.2, 4.4, 4.7, 4.8, , 5.3, 5.4 Teacher Information: This series of learning experiences aims to extend the student s understanding of processes, the oil based products and the environmental management that needs to occur as part of the refining business. A wide range of processes and activities related to, storage and distribution are carried out at BP Refinery Kwinana. An outline of these processes and activities is provided below: Crude oil enters BP Refinery Kwinana via tankers, which are moored at the refinery s jetties in Cockburn Sound. A small percentage of the crude oil feed also enters the refinery by truck. The crude oil is stored in tanks before processing. In the main refining process the crude oil is subjected to a combination of heat and pressure. The Crude Distillation Units separate the crude oil into specific streams which are fed to a number of units to produce the variety of hydrocarbon products that we use in our daily lives. The reformer uses a platinum catalyst to change the shape of naphtha molecules to increase the octane rating of petrol. Paraffins (alkanes) are converted to aromatics in this process. The residue from the crude oil distillation process is a low value component which is fed to the Residue Cracking Unit (RCU). The RCU uses a catalyst to crack or dissect the long-chain hydrocarbon compounds in the residue into smaller compounds of greater value. Fuel gas, a supplementary product of refining, provides energy for the furnaces which heat the various hydrocarbon streams as they flow through the different process units. Using fuel gas enables efficient process management as well as reducing emissions from the flaring alternative. Since 1985 natural gas has been used as the supplementary feed to the furnaces instead of fuel oil which helps to reduce sulfur dioxide, nitrogen oxides and carbon dioxide emissions. Low NOx furnace burners also help reduce nitrogen oxide emissions. PAGE 49

52 Conceptual Area 2: Case Study BP Refinery Kwinana Teacher Information (continued): BP Kwinana Refinery has an aspiration of no harm to people or the environment. To that end: The refinery has an extensive oil spill and emergency response plan consisting of preventative and response measures. Waste gases from refinery operations may include sulfur dioxide, hydrogen sulfide, carbon monoxide, carbon dioxide, volatile organic compounds (VOCs) and particulates. VOCs are fugitive hydrocarbon emissions generated from the refinery from storage tanks, sewers, process units, flanges, valves, seals and other fittings. Sulfur is removed from petrol, diesel and LPG, and turned into hydrogen sulfide. The refinery has two Sulfur Recovery Units. Their purpose is to convert the hydrogen sulfide and sulfur dioxide to sulfur (S8), thus greatly reducing sulfur dioxide emissions. The liquid sulfur product is sold to another company for the production of sulfuric acid or agricultural fertilisers. The refinery has two flares which provide a safe pressure relief system in case of process upsets. To protect equipment and staff, this pressure is relieved by diverting the excess gas to flare. Gas may also be flared when a part of the refinery is shutting down for maintenance, or starting back up. The refinery s electricity and steam supplies are generated at the neighbouring cogeneration plant using fuel gas from the refinery. Wastewater is treated onsite and is generated from many sources including manufacturing processes, crude oil dewatering, water from washing out ships holds and jetties, and wastewater from draining product tanks. Storm water on the site is also treated since it may contain some contaminants. The wastewater is treated through the refinery s Wastewater Treatment Plant, where a series of physical, chemical and biological processes remove contaminants before the treated water is discharged. Salt water used for cooling is a separate system and does not normally come into direct contact with any hydrocarbons or wastewater during the cooling process and hence requires no further treatment before being returned to Cockburn Sound. Student Prior Knowledge: Prior to delivering this Conceptual Area it is recommended that students would have completed all or some aspects of Conceptual Area 1: The Refining Process as well as all or aspects of Module 2: Formation of Oil and Gas and Module 3: Oil and Gas Exploration and Production. This provides students with an understanding of how oil and gas are formed and extracted prior to investigating the refining process and resultant product outputs. Resources Copies of Oblique Aerial Photo Worksheet Copies of BP Oil Refinery Fieldtrip Booklet Equipment Booking of Fieldtrip Access to school bus Portable Microphone (optional) PAGE 50

53 Conceptual Area 2: Case Study BP Refinery Kwinana Learning Experiences: Learning Experience 2.1: Oblique Aerial Photo As an introductory learning experience aimed at developing the students understanding of the location and layout of the BP Oil Refinery in Kwinana, an oblique aerial photo has been used. If the teacher is unfamiliar with using aerial photos some good references that outline associated interpretation skills include: Australian Geography Teacher s Association, (2004), Keys to Geography Essential Skills and Tools, Macmillan Education Australia, pages Malcolm Stacey, (2005), Atlas Skills Workbook, Pearson Longman, pages The main focus for this learning experience should be the site factors that have determined the location of the BP Refinery in Kwinana and the refinery s general layout. The teacher should use guided questioning to help familiarise the students with the photo. Projecting the photo in class (computer/data projector or colour photocopy overhead) would be a useful teaching tool. The worksheet provided should guide discussion about the photo and help students to make the observations required to interpret the site of BP Oil Refinery in Kwinana. The teacher should prompt student responses to the questions and model how to construct the sketch map of the oblique aerial photo. go to Learning Experience 2.1 worksheet Learning Experience 2.2: Environmental Impact of Oil Refining This Learning Experience introduces students to BP Kwinana Refinery s goal of causing no impact on the environment and two major environmental focuses water efficiency and energy efficiency. Students work in pairs where one focuses on water efficiency and the other on energy efficiency, using the table summary note-taking framework provided. Accessing the information sheets provided or the website, students should collect notes on BP management initatives and resultant benefits of water efficiency and energy efficiency. Once they have collected their information students should rejoin their pair to share their findings and record each other s points in their individual tables. This note-taking framework could be used as a stand alone activity, which leads to teacher questioning and class discussion, or alternatively the teacher may assess the students understanding by: 1. Students select one environmental management issue and design an informative poster/ pamphlet outling BP response and resultant benefits. 2. For the other environmental management issue, under test conditions students complete the paragraph framework task provided. A paragraph rubric is available in the appendix section of the BPEEP file. This learning experience aims to develop students initial understanding of environmental impacts and resultant management initiatives, in the context of BP Oil Refinery: Kwinana operations. Further focus, especially on the issue of emissions and climate change will be developed in other modules as part of the BPEEP program. go to Learning Experience 2.2 worksheet PAGE 51

54 Conceptual Area 2: Case Study BP Refinery Kwinana Learning Experience 2.3: BP Refinery Kwinana Fieldtrip As part of the module you may request a refinery tour for your school. The BP Refinery is located in Kwinana, 40km south of Perth. A visit to BP Oil Refinery in Kwinana provides students with the opportunity to extend their understanding of the industry. Any opportunity that supports classroom learning through real life experience is highly recommended. Fieldtrips can be modified to suit the needs of the teacher and their students. The fieldwork booklet covers all aspects of the BP Refinery Kwinana operations. The teacher should only provide students with the sections that are relevant to their visit. For example, in addition to a standard tour of the refinery, one teacher may opt to incorporate an emphasis on career opportunities for one school, whereas another may wish to focus upon environmental management. Thus the teacher should determine what parts of the field booklet are used. Initial background teacher notes are provided in the Teacher Information section at the start of this Conceptual Area. In addition the teacher should use the website for additional information and links. Teachers should utilise the blank paragraph framework in the BPEEP appendix section for the follow-up reflection paragraph tasks. A paragraph rubric is provided in the appendix section also. The extent of the student s ability to communicate their conceptual understandings in their paragraphs should determine whether the teacher uses these as evidence toward outcome level demonstration of conceptual Learning Area outcomes. When visiting BP Oil Refinery in Kwinana the teacher will need to arrange bus transport. Refinery tours generally take hours and generally consist of the following (though modifications can be made to suit all purposes) Safety briefing Speaker to talk about refining products, distillation, the Australian refining scene, and can also talk about careers in refining. Tour of refinery on bus jetty, tank farm, processing units (distillation units, cracker etc), flares.. Visit the control room to see how the whole refinery is controlled. Optional visit the workshop and laboratories to view operations and talk to workers about their job responsibilities and career paths. Rules for refinery tours: 1. A list of names of all attendees including students, teachers and bus drivers must be received by BP at least 48 hours before the tour. 2. All attendees must wear long pants (no shorts or skirts) and fully enclosed shoes. 3. Teachers are responsible for maintaining discipline of students. 4. Tours are subject to availability, should be booked several weeks in advance, and may be cancelled if circumstances change at the refinery. To organise a visit to BP Oil Refinery in Kwinana the teacher should contact: BPEEP Coordinator BP Refinery (Kwinana) PO Box 2131 ROCKINGHAM WA 6168 Phone: (08) Fax: (08) go to Learning Experience 2.3 worksheet PAGE 52

55 Conceptual Area 2: Case Study BP Refinery Kwinana Learning Experience 2.4: Guest Speaker As part of this module you may request a guest speaker from BP to attend your class and speak on the topic of refining. The guest speaker will talk about refining products, distillation, the Australian refining scene, and can also talk about careers in refining. This is an alternative to the fieldtrip most of the same discussion points will be covered, so there is no reason to have both a fieldtrip and a guest speaker. A guest speaker note-taking framework has been provided, or alternatively selected pages from the Fieldwork booklet provided as part of Learning Experience 2.3 may be utilised. Guest speakers are provided subject to availability. To request a guest speaker please contact the BPEEP Coordinator on (08) go to Learning Experience 2.4 worksheet Learning Experience 2.5: Refinery Career Opportunities An emphasis on career opportunities in the industry may be a preferred option for the teacher. A note-taking framework is provided for students to gather information about selected careers as they engage in the opportunities provided to them. This may be through a visit to the refinery, guest speaker talks or independent investigation. As well as utilising normal career investigation resources such as Job Guides, BP Career specific resources that are recommended include BP booklet There s one energy we value above all else. go to Learning Experience 2.5 worksheet Learning Experience 2.6: BP Oil Refinery: Kwinana Assessment Task Cross Curricular Opportunity The major assessment task is primarily driven by the Society and Environment process outcome of Investigation, Communication and Participation, linking into both Society and Environment and Science conceptual outcomes. There are also possible extended cross curricular links with English (communication/advertising) and Technology and Enterprise and The Arts (media/computer software). Prior to this task it is recommended most if not all of the Learning Experiences covered in Conceptual Area 1 and 2 of Module 4: Oil Refining are covered in class. Refinery visits, web based research and guest speakers would provide very useful information to prompt the students response to the task. Task Outline: The major assessment task for Module 4 Oil Refining is a communication strategy based task. The time allocated to this task should be decided by the teacher and will largely be determined by the approach taken (cross-curricular/individual learning area) and the ability of the students. If integrating with Science, the Society and Environment process outcome: Investigation, Communication and Participation should guide the assessment process (see ICP support ICP Ladder and planning sheet in appendix section of BPEEP file). Students are set the task of developing an informative communication strategy that promotes the responsible operations at the Kwinana Oil Refinery and the vital service it provides to both the local and state community. The informative communication strategy should sell the message of BP Oil Refinery Committed to Our Local Community PAGE 53

56 Conceptual Area 2: Case Study BP Refinery Kwinana The communication of this message needs to address three main areas of BP s operations at its Kwinana refinery 1. Promote BP s goal of no damage to the environment across all its activities. 2. Explain the origin of selected products produced at the refinery. 3. Review the importance of the industry in our community. Employment and energy security aspects may be considered. As part of the ICP Outcome assessment students will need to submit all aspects of the I.C.P. ladder process, including: A3 Planning Sheet (task in own words, goals, 3-Levels of Questioning, brainstorm, reference list). All note-taking (including the use of a variety of frameworks: H.A.K.D., structured overview, PMI, SWOT, keyword summary ). A learning journal (including initial prediction, mid-way review, final self-evaluation and on-going daily progress reflections). All their draft work (including all paragraphs drafted using the paragraph framework). Their good copy (be proud of what you submit). Teachers should provide students with a blank ICP ladder that guides the student through the research assessment process. This is initially supported in the planning stage by the ICP planning sheet (should be photocopied A3 size). The planning sheet provides a framework for students to explain the task in their own words, consider the outcomes they may cover, set their assessment goals, develop their literal, inferential and evaluative focus research questions and consider the sources they will utilise and the note-taking frameworks they will use to collect their information. Both of these documents are in the BPEEP appendices. The teacher should encourage students to use appropriate note-taking frameworks for collecting their information. To ensure students seek information that enables a viewpoint to be developed about their chosen statement, they should use frameworks including: PMI (Pluses, Minuses and Interesting), SWOT (Strengths, Weaknesses, Opportunities and Threats) and table summary (For, Against, Neutral). Students should utilise all sources of information available to them: library, newspaper, internet, questionnaire, guest speaker, TV documentaries, letters to industry requesting information packs etc.. The BP website ( is a good starting point, here students can access management plans, strategic business operation plans/statements and the BP Energy Information Booklets. An ICP self-assessment checklist is provided, along with an assessment rubric incorporating both science and society and environment outcomes. go to Learning Experience 2.6 worksheet Monitoring and Evaluation: Student understanding of BP Oil Refinery (Kwinana) operations and resultant environmental management is assessed through: The completion of learning experience tasks (including fieldtrip, guest speaker participation). Paragraph tasks (as part of Learning Experience 2.2 and 2.3) for which a rubric is provided in the appendix section of the BPEEP resource file to assess the student s ability to construct a well structured paragraph. Paragraphs should be used by the teacher as evidence toward the attainment of conceptual outcome levels. A major research task incorporating both the Science and Society and Environment learning areas. A rubric is provided. Teachers are encouraged to utilise informal assessment practices throughout the module to continually monitor and consolidate student understandings. PAGE 54

57 Name: Learning Experience 2.1 Class: Date: BP Refinery Kwinana, Western Australia Oblique Aerial Photo Study Oil products and their importance Oil is essential to our lives and lifestyles not just for mobility and heat, but for thousands of products which we use or encounter every day. Crude oil, which is also called petroleum, is of little use as it comes out of the ground or from deep below the seabed. It has to be turned into gasoline (petrol), diesel, heating and industrial oils, lubricants and even plastics, all of which are based on oil. Oil refining is the process that turns crude oil into useful products. Oil refineries are extremely large industrial units requiring very large capital investments. They include control rooms, process units, miles of pipelines and vast storage tanks for crude oil and products. BP Oil Refinery Kwinana BP s Kwinana refinery, located 40km south of Perth, uses crude oil from Western Australia and around the world to produce fuel products for Western Australia, other Australian states and New Zealand. Crude oil imports come from the Middle East, Indonesia, West Africa, Papua New Guinea, New Zealand and north-west Australia. The BP Refinery in Kwinana is the largest oil refinery in Australia, with a nameplate capacity of 138,000 barrels/day. It processes crude oil to manufacture products including petrol, diesel, liquefied petroleum gas (LPG), aviation gasoline, jet fuel and bitumen. BP Ultimate, produced at the refinery, is the cleanest petrol made in Australia. The refinery employs around 360 people directly, and approximately 250 others by direct contract. Oblique Aerial Photos An aerial photo can be taken at an oblique angle to the ground to produce a perspective view. To do this the camera is pointed at an oblique angle between 3 and 90. If the horizon is not visible in the photo it is called low oblique. If the horizon is visible in the photo it is called high oblique. In this way large areas of the ground can be shown in one photo. This enables observations to be made of how natural and human features are distributed across the landscape. PAGE 55

58 Learning Experience 2.1 (contd.) Figure 1: BP Refinery Kwinana, Western Australia Source: Provided by BP Refinery Kwinana. Oblique Aerial Photo Activities: 1. Complete the following sentences. Natural features across the landscape refers to PAGE 56

59 Learning Experience 2.1 (contd.) Examples of natural features include Human features across the landscape refers to Examples of human features include 2. Study Figure 1 BP Refinery Kwinana, Western Australia. Identify examples of both natural features and human features found in Figure 1. Natural Features Human Features Suggest where the oblique aerial photo was taken from. Approximate the angle of obliqueness. (Hint take an educated guess of the approximate angle the camera was held between 3 and 90. If it were taken at 90 the photo would be a vertical aerial photo looking straight down. Describe the location of BP Refinery Kwinana in terms of the natural landscape on which it is situated. PAGE 57

60 Learning Experience 2.1 (contd.) Describe the location of BP Refinery in terms of the human landscape on which it is situated. THINK! Suggest reasons why the Kwinana coastline was the chosen location for BP Refinery. Oblique Aerial Photo Photo Sketch A photo sketch makes a summary of the key natural and human features of a photographed landscape. You do not have to be an artist to complete an effective photo sketch. Complete an annotated photo sketch of Figure 1. Include natural features such as the ocean, coastline, beaches, dune systems and vegetation. Include human features such as roads, rail, port facilities, car park, administration buildings, distillation towers, catalytic reformers, tanks farms and any other identifiable human features. PAGE 58

61 Name: Learning Experience 2.2 Class: Date: BP Refinery Kwinana Cleaner Production Initiatives Environmental Goal BP Refinery Kwinana has undertaken many cleaner production and environmental improvements in accordance with company policy and its commitment to continual environmental improvement. It has been particularly active in minimising water use, maximising energy efficiency and greenhouse gas abatement, protecting ground and coastal waters, and reducing volatile organic compounds (VOC) and other air emissions. BP Refinery Kwinana was built in 1955 on the eastern shore of Cockburn Sound, approximately 40 km south of Perth in the Kwinana Industrial Area. Neighbouring industries include a variety of mineral and chemical processing companies. Crude oil is delivered by ships or trucks to BP Refinery Kwinana, where it is refined into a wide range of products for distribution throughout WA, Australia and the world. These products include LPG, petrol and diesel for motor vehicles; aviation gasoline, jet fuel and bitumen. In accordance with BP s Health, Safety and Environmental Policy and its expectation of no damage to the environment, the prevention of pollution arising from the refinery s operations is of the highest priority. BP Refinery Kwinana is committed to continuous improvement with regard to its environmental performance and the refinery has an environmental management system certified to the International Standard ISO Key environmental goals stated in BP Refinery Kwinana s Environmental Policy include: Protecting Cockburn Sound and water resources, including groundwater and scheme water Reducing greenhouse emissions Reducing volatile organic compounds (VOC) emissions Reducing other atmospheric emissions, including sulfur dioxide and nitrogen oxides Supplying clean fuels to help improve Perth s air quality, including supplying only lead-free motor spirit. PAGE 59

62 Learning Experience 2.2 (contd.) Focus Area 1: Water Efficiency BP Refinery Kwinana initiated a water reuse and minimisation programme in 1997 with three main objectives: to minimise water use; to maximise water reuse in refinery processes, either after or before treatment; and to substitute lower quality water in place of potable water where practical. The approach adopted involves four main steps, aimed to drive continuous improvement: Step 1: Set targets for water use of the different water streams, for water recycling and for the volume of water directed to the Waste Water Treatment Plant. Step 2: Monitor performance against targets, including periodically conducting a detailed site water balance. Step 3: Report the performance against the targets set, and encourage participation of the whole workforce in suggesting water minimization initiatives. Step 4: Implement water minimisation projects. An innovative aspect of the programme was approaching water management with a whole refinery perspective. All areas were targeted in order to save as much water as possible. All employees were encouraged to discuss and put forward ideas on water conservation, recycling or reuse. Quarterly meetings are held within the refinery to discuss water minimisation and performance against the targets that have been set. In 2008 the refinery commissioned its largest project for water minimisation, which resulted in tertiary treated water from the Kwinana Water Recycling Plant (KWRP) being substituted for all potable water use in the Refining process. This is a significant investment which means that the only potable water used at the refinery is for typical domestic purposes, such as drinking, toilet facilities and showers. This represents an estimated reduction in potable water use of klpd. Previous initiatives have included: Recycling process water used in the Bypass Seal Pot of the Residue Cracker Unit s CO Burner. Operating conditions required kl/day of water to prevent high flue gas back pressure causing the Seal Pot to blow and consequently shutting the CO burner down. Previously this overflow was directed to sewer. A head tank and recycling system was installed, and ph and chloride testing was carried out to enable the operation to be carried out under suitable conditions. A refinery-wide steam trap programme aimed at reducing steam leakage and improving condensate return. Improved process water return where feasible eg. from cooling pumps. Previously half of the total process water was not returned to the refinery. Modifications to operating procedures for Fremantle, Kewdale and black oil pipeline pumps to minimise process water use. Maintenance on leaking fixed fire systems. A project to recover lubes condensate losses. Reuse of stripped sour water as wash water on the Crude Unit desalters. This wash water is used to extract salts from crude oil to prevent corrosion and minimise catalyst use. PAGE 60

63 Learning Experience 2.2 (contd.) Water consumption The water reuse and minimisation programme resulted in a decrease in total water usage from 7250 kl per day in 1996 to 4065 kl per day in 2007, and a decrease in potable water usage from 6150 kl per day in 1996 to 2179 kl per day in The programme also provided significant environmental benefits by reducing contaminant loads (eg oil loading decreased from 17kg/day in 1996 to 2.8kg/day in 2007) in the refinery s marine discharge, due to decreased flows and source control ( m³/day; m³/day) to the wastewater treatment plant. The benefits from specific initiatives were: Water minimisation initiative Recycling: Residue Cracker Unit Steam trap programme Black oil pipeline pumps Benefit kL/day and cost savings Reduced leakage, improved condensate return Total water savings 90kL/day Fixed fire system leaks Reuse: Stripped Sour Water Reduction of approximately 36kL/day Process/total usage reduced kL/day Wastewater Treatment The wastewater treatment plant has been in operation since In the first stage of the treatment process the free oil is separated from the wastewater and sent back to the refinery for reprocessing. The separated wastewater is pumped to an Equalisation Tank where it is held and ph adjusted to the required conditions of the treatment plant. The second stage involves the removal of small suspended oil particles in the Dissolved Air Flotation Unit by binding the small particles into larger ones so that they can float and be skimmed off. Up to this stage the treatment process is covered to prevent Volatile Organic Compound (VOC) emissions. The final stage involves the removal of dissolved contaminants and nutrients in the Activated Sludge Units (ASUs), where biological breakdown occurs. The wastewater then enters the clarifiers, where micro-organisms are settled before returning to the ASUs. The wastewater is then directed to the polishing ponds, which are another special feature of the treatment plant. Aerators aid the break down of any remaining organic compounds. Treated wastewater is discharged to Cockburn Sound under carefully controlled conditions and to strict regulatory requirements. Average daily discharges would place BP Refinery Kwinana as one of the best refineries in the world for wastewater quality. In 2009 the Refinery plans to commission a project which will divert all treated process water from the current outfall into Cockburn Sound to the Sepia Depression Ocean Outfall Line (SDOOL). The SDOOL line is directed further off the coast where there is increased mixing and flushing. PAGE 61

64 Learning Experience 2.2 (contd.) Focus Area 2: Energy Efficiency and Greenhouse Emissions Following the signing of the Kyoto Protocol in 1997 by many industrialised nations, climate change and reducing greenhouse emissions became a major issue for BP and the world. BP set a target in 1997 to reduce its global greenhouse gas emissions by 10% from a 1990 baseline over the period to 2010, exceeding the reduction agreed in 1997 by the industrialised nations. BP reported in 2001 that the target had been achieved, and set a new target to maintain net emissions at the 2001 levels until 2010, while continuing business growth. BP Refinery Kwinana is part of the BP Australia Greenhouse Challenge which focuses on improvement in such areas as energy efficiency, process efficiency, enhancement of carbon sinks and the effective use of resources. In addition, BP Refinery Kwinana has implemented both onsite and offsite initiatives to reduce greenhouse emissions. Offsite initiatives include tree plantations, which have been occurring since 1998, delivering not only carbon sequestration but additional benefits, such as salinity reduction, habitat conservation and socio-economic benefits to rural communities. BP Refinery Kwinana s carbon sequestration project has achieved recognition through being a finalist, runner up or winner of various environmental awards. Various onsite initiatives to reduce greenhouse emissions have been implemented since A number of these initiatives are summarised below: A no economic flaring policy was introduced in 1997, with reductions in flaring achieved by optimisation of plant throughputs and fuel gas usage, and increased fuel gas sales. A Cogeneration Plant was commissioned in 1996, in conjunction with Mission Energy (now International Power), for the combined production of electricity and steam. This plant provides 100% of the refinery s 40MW power needs, thereby eliminating the need for electricity from the grid. Commissioning of the Cogeneration Plant reduced fuel gas usage as the refinery was able to shut down the onsite steam boilers. A major study was completed in 1997 to identify areas for energy improvement through to the year A steam trap management program was initiated to minimise steam energy losses. Catalytic Reformer furnace air system modifications were carried out to improve furnace efficiency. Vacuum Distillation Unit modifications were carried out to increase efficiency and reduce energy use and CO emissions per unit throughput. These included a more efficient furnace and upgrades to the unit internals. Crude Distillation Unit 1 furnace was upgraded in March 2000 to improve its efficiency. A comprehensive Energy Strategy was developed as part of a long term plan to reduce energy consumption and greenhouse emissions. PAGE 62

65 Learning Experience 2.2 (contd.) Energy Benefits Significant savings have been achieved, in addition to reduced greenhouse gas emissions and associated cost savings. The benefits from specific initiatives were: No economic flaring Steam boiler shutdown Steam trap programme Energy/greenhouse initiative Benefit (annual CO 2 reduction ) Catalytic Reformer furnace Vacuum Distillation Unit Crude Distillation Unit 1 16,600 tonnes 73,000 tonnes Significant energy savings Significant savings Significant savings 8,000 tonnes PAGE 63

66 Learning Experience 2.2 (contd.) Environmental Management Area Water Efficiency Energy Efficiency and Greenhouse Emissions Environmental Management BP s Objectives BP s Action BP s Specific Initiatives Benefits PAGE 64

67 Learning Experience 2.2 (contd.) The main idea of the paragraph is Paragraph Framework Describe how BP Refinery in Kwinana manages one of the major environmental concerns caused by its operations. THINK PLAN Statement (Topic Sentence T.S.) Explanation (Developing Sentence D.S.) Examples (Supporting Sentence S.S.) Conclusion (Concluding Sentence C.S.) PAGE 65

68 Learning Experience 2.2 (contd.) WRITE (Identify each type of sentence using T.S.[ST], D.S.[EXP], S.S.[EG], C.S.[CON]). EDIT Spelling Punctuation Grammar Sentences Keywords PRESENT PAGE 66

69 Name: Learning Experience 2.3 Class: Date: History of BP Refinery Kwinana BP Refinery: Kwinana Field Trip Australia in the late 1940s was a nation determined to grow. It was an era of mass immigration and the rapid development of manufacturing infrastructure. The Government of Western Australia wanted its state to play a key role in the growth of the nation and had identified Kwinana to the south of Perth as an ideal site for development. At the same time, the Anglo-Iranian Oil Company (now known as BP), wished to expand its operations. Historical summary in my own words The intrinsic merits of Kwinana, which attracted BP to Western Australia in the first place, are every bit as relevant today as they were a generation or more ago. Proximity to major markets particularly in South East Asia and a magnificent, natural deep water harbour were principle drawcards. BP also enjoyed strong support from the state government of the day. In 1952, BP acquired ownership of the greenfield refinery site and construction commenced with land clearing and fencing on October 1 the same year. On January 23, 1953 the State Premier of the day, Sir Ross McLarty, turned the first sod of earth on the refinery site. By April the first concrete had been poured and by mid-year more than 1000 people were employed laying pipework, pouring foundations and erecting the first of 70 tanks in the tank farm. Progress continued rapidly through 1954 with the construction workforce peaking at almost 3500 strong. On January 11, 1955 a BP tanker the British Crusader arrived with Kwinana s first cargo of crude oil. At one minute past midnight on February 1, 1955 crude processing began at Kwinana. The largest industrial engineering project yet to have been undertaken in Australia was operational. PAGE 67

70 Learning Experience 2.3 (contd.) Approaching the Refinery Entrance Things to consider: Location Layout Surrounding Industries Landscape Environmental Impact Transport Network Visual Impact Security Measures Human Activities As you travel past the Kwinana Industrial strip and down Mason Road toward the BP Refinery security gate make a set of observation notes. Location Layout Surrounding Industries Landscape Environmental Impact Transport Network Visual Impact Security Measures Human Activities PAGE 68

71 Learning Experience 2.3 (contd.) Focus Question: From your first observations why do you think BP was located on this site? Safety at BP Refinery Things to consider: BP Refinery safety measures. Safety processes in place for workers. Safety processes must be followed as a visitor. On your travels around the refinery look out for the following symbols and signs and find out what they mean Symbol/Sign What does it represent? Why is this important to the safety of workers and visitors at BP Refinery? PAGE 69

72 Learning Experience 2.3 (contd.) The refinery is divided into two colour coded zones, each with its own specific minimum requirements for Safety and Personal Protective Equipment (PPE). Ensure you have the right clothing and protective equipment whenever you enter each area. What are the safety requirements of the RED ZONE and GREEN ZONE? Red Zone The Red Zone covers all process units/areas, the tank farm, Cooling Water Pumphouse, workshops, laboratories, stores, jetty, land farm and Fire Training Ground. The minimum requirements when entering or working in this zone are: Green Zone The Green Zone covers areas where there is no need to wear full cover clothing, primarily administrative areas. The minimum requirements in this zone are: List prohibited items at BP refinery PAGE 70

73 Learning Experience 2.3 (contd.) Introduction to BP Operations Whilst listening to the introduction to BP Refinery operations make a series of notes under the listed headings BP Refinery: Background Information BP Refinery: Oil Refining Processes BP Refinery: Crude Oil Products BP Refinery: Career Opportunities PAGE 71

74 Learning Experience 2.3 (contd.) BP Refinery Port Facilities Things to consider Shipping capacity and frequency. Oil Tanker origin (crude oil from where). Oil Tanker destinations (products where?) Measures to avoid oil spill. Management plans in place for oil spill. Other safety and environmental measures. BP Refinery Port Facilities Things I Heard Things I Saw Around the World Where BP s Crude Oil Comes From. Where BP Refinery Products Go To. PAGE 72

75 Learning Experience 2.3 (contd.) Oil Spill Risks Consequences Management Plans Specific Initiatives Crude Distillation Units Things to consider What is distillation? What happens to crude oil when it goes through this process? What products are produced as a result of this process? Things I heard that help explain distillation In my own words distillation is PAGE 73

76 Learning Experience 2.3 (contd.) Products of the Distillation Column (FILL THE BLANKS) Vapours rise Further processing Further processing P G (LPG) G Pre-heated crude oil Further processing Further processing K G O Furnace Liquids fall Further processing R PAGE 74

77 Learning Experience 2.3 (contd.) Catalytic Cracker The Catalytic Cracker is important because The Catalytic Cracker is Catalytic Reformer The Catalytic Reformer is important because The Catalytic Reformer is PAGE 75

78 Learning Experience 2.3 (contd.) Tank Farm Things to consider How is crude oil stored? How are products stored? What does each series of tanks store on the tank farm? What is the capacity of the tanks? NOTES: Tanks Product Stored 100 series 200 series 300 series 400 series Flares Things to consider What role do the flares play in refinery operations? What are the flares? How do they work? Why are they important? The flares at BP Kwinana Refinery are a safety device. The refinery now has a no economic flaring policy, which means they will not operate the refinery in a way which would produce excess gas which would need to be flared. PAGE 76

79 Learning Experience 2.3 (contd.) Control Room Things to consider What happens in the control room? Who works in the control room? What safety measures are in place to ensure safe operations at the refinery and in the control room? How and why is the control room set out? Whilst in the Control Room I Saw I Heard I Thought 5 Interesting things about the Control Room include The Central Control Room is the heart monitor of the BP Oil Refinery 24 hours a day, 365 days a year explain. PAGE 77

80 Learning Experience 2.3 (contd.) Laboratory Things to consider Who works in the laboratory? What happens in the laboratory? Why is the laboratory such an important section of the refinery? What would you need to do to work in the laboratory? I Saw I Heard I Thought Four different things (roles/responsibilities) that occur in the laboratories are: Who works in the laboratory? Who works in the Laboratory? What training/qualifications are needed? What does the job involve? PAGE 78

81 Learning Experience 2.3 (contd.) Workshop Things to consider What are the different areas of the workshop? What different roles do workers have? What are some of the job opportunities in the workshops? I Saw I Heard I Thought Four different things (roles/responsibilities) that occur in the workshops are: Who works in the workshop? Who works in the Workshop? What training/qualifications are needed? What does the job involve? PAGE 79

82 Learning Experience 2.3 (contd.) Transport of Product Things to consider How and where do BP products go? Distillation Output Example Product/s Where are they transported? Petroleum Gas (LPG) Camping Gas Industrial Gas How are they transported? Gasoline Petrol Kerosene Aviation Fuel Heating Oil Gas Oil Diesel Oil Bitumen Bitumen PAGE 80

83 Previous Next Contents Learning Experience 2.3 (contd.) 0 30 S 30 N N 150 W 60 S 120 W 90 W 60 W 30 W 0 30 E World Destinations of BP Products 60 E 90 E 120 E 150 E 180 BP Australia Pty Ltd 2008 BP energy education program module 4: PAGE 81

84 Learning Experience 2.3 (contd.) Careers at Refinery Whilst you tour BP Refinery try to find out as much as possible about different career opportunities in the Oil Refining Industry. Complete the details for some or all of the following career options Career What s involved? What will you do? Career Prospects. Financial control and accounting. Mechanical fitting You will need. (training/qualifications) Administration Chemical Engineering. Chemist Instrument, control and electrical (ICE) engineering. Mechanical Engineering. Operations Other PAGE 82

85 Learning Experience 2.3 (contd.) Environmental Impact Things to consider The cause, effect, activities toward the main environmental concerns of refinery operations, including Water Efficiency Energy Efficiency and Greenhouse Emissions Waste Water Soil and Groundwater Environmental Concern Cause What causes the environmental concern? Effect What effect does this concern have on the environment? Action What is BP doing to manage the problem? Response What are the costs and benefits of this action? Water Efficiency Energy Efficiency and Greenhouse Emissions Waste Water Soil and Groundwater PAGE 83

86 Learning Experience 2.3 (contd.) The Future of BP Oil Refinery Strengths Weaknesses Opportunities Threats Reflection On return to school complete all tasks outlined in your fieldwork booklet. To assess what you have learnt from the fieldtrip of BP Oil Refinery in Kwinana write a structured paragraph, using the paragraph framework, for each of the following 1. Why was the Kwinana site chosen for BP oil refinery operations? 2. Explain the either cracking or reforming what goes in, what comes out, how it works. 3. Explain how BP is managing one of its environmental impact concerns. 4. Select one career opportunity that BP offers and explain what it involves and how a person would go about achieving that career. PAGE 84

87 Learning Experience 2.3 (contd.) The main idea of the paragraph is THINK Paragraph Framework PLAN Statement (Topic Sentence T.S.) Explanation (Developing Sentence D.S.) Examples (Supporting Sentence S.S.) Conclusion (Concluding Sentence C.S.) PAGE 85

88 Learning Experience 2.3 (contd.) WRITE (Identify each type of sentence using T.S.[ST], D.S.[EXP], S.S.[EG], C.S.[CON]). EDIT Spelling Punctuation Grammar Sentences Keywords PRESENT PAGE 86

89 Name: Learning Experience 2.4 Class: Date: Guest Speaker Complete the following section before the guest speaker arrives The guest presenter is a What do I think their job entails them doing day- to -day? What do I think their job has to do with what I am learning about in school? What are three questions I would like to ask the guest speaker in order to find out more about they do? 1) 2) 3) What are three questions I would like to ask the guest speaker in order to find out more about the topic I am studying at the moment? 4) 5) 6) PAGE 87

90 Learning Experience 2.4 (contd.) Complete the following section while the guest speaker is presenting to your class. Guest Presenter s Name: Guest Presenter s Role: Where do they work? What training did they have to do to get the role? Use the space below to record any interesting information the guest speaker may tell your class and to record the answers to any questions they may answer. PAGE 88

91 Learning Experience 2.4 (contd.) Complete this T-Chart after the guest speaker has finished their presentation What I learnt How my ideas changed What I d still like to know PAGE 89

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93 Name: Learning Experience 2.5 Class: Date: JOB TITLE: JOB DESCRIPTION: Guest Speaker Energy Careers QUALIFICATIONS: OPPORTUNITIES: WORK CONDITIONS: SALARY: PAGE 91

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95 Name: Learning Experience 2.6 Class: Date: BP and Our Community My Communications Strategy Rules FROM THE CREATORS OF DONALD TRUMP S THE APPRENTICE Out-Think, Out-Plan, Out-Promote, Out-Present Oil is essential to our lives and lifestyles not just for mobility and heat, but for thousands of products which we use or encounter every day. Crude oil, which is also called petroleum, is of little use as it comes out of the ground or from deep below the seabed. It has to be turned into gasoline (petrol), diesel oil, heating and industrial oils, lubricants and even plastics, all of which are based on oil. Oil refining is the process that turns crude oil into useful products. Oil refineries are extremely large industrial units requiring very large capital investments. They include control rooms, process units, miles of pipelines and vast storage tanks for crude oil and products. Every unit has a specific task, but all the processes are integrated, with information technology playing a key part in the smooth operation of the refinery. Because crude oil and refined products can potentially damage the soil, air and water environment, BP sets itself challenging targets to reduce the environmental impact of its refineries, which are monitored each year. The company sets itself the goal of no damage to the environment across all its activities. BP is one of the world s leading energy companies, involved in every aspect of the oil and gas business. BP Solar is one of the world s largest solar energy companies, and BP is also carrying out research into hydrogen technology, as well as advanced bio-fuels, to assess their potential as fuels for the future. The company has invested in wind power for electricity generation in the Netherlands. For most people, however, BP is known by its 28,500 service stations around the world its retail market that serves around 13 million customers every day. In the past, people judged a company and its brand solely by the quality of its products. Today, customers increasingly want to know more about a company whose products they are buying for example, its impact on the environment, how it treats its employees and how open and honest it is about its business practices. Underlying the new BP brand is a belief that BP s products and services contribute to a better quality of life through the provision of heat, light and mobility. At the same time, the company recognises its responsibility to produce and consume energy in ways that respect the natural environment and human rights. BP s Sustainability Report describes BP s business approach, environmental record and role in society. You can find it at BP Australia has also released a Sustainability Report, which can be found at PAGE 93

96 Learning Experience 2.6 (contd.) Task Brief You have been provided with the opportunity of winning the position as head of the Communications Department for BP. You and your competition have been assigned the task of promoting the responsible operations at the Kwinana Oil Refinery and the vital service it provides to both the local and state community, as a means of determining the successful candidate for the communication department position. You have been given the responsibility to devise an informative communication strategy around the following message: BP Oil Refinery Committed to Our Local Community The communication of this message needs to address three main areas of BP s operations at its Kwinana refinery 1. Promote BP s goal of no damage to the environment across all its activities. 2. Explain the origin of selected products produced at the refinery. 3. Review the importance of the industry in our community. Employment and energy security aspects may be considered. The most appealing, effective and informative communication strategy will determine who is promoted as Head of Communication for BP. Can you Out-Think, Out-Plan, Out-Promote and Out-Present your competition will your communication strategy rule all others? Will you become the head of the Communication Department for BP? PAGE 94

97 Learning Experience 2.6 (contd.) Communication Process 1. Determine what community group your communication strategy will target (The entire local community or a selected group within the community?). 2. Identify the opinions, expectations and interests of the target market group in relation to BP refinery operations. Hint: Talk to a selection of people (family, friends, neighbours etc.) about what they know and think about BP refinery operations e.g. what do they think when they drive past the BP oil refinery? How do they feel when they fill their car at a BP service station? What do they think when they see the BP logo? 3. Brainstorm and/or collect examples of how businesses and industries currently market their products, operations and contribution to your community. Consider how successful these strategies are and which strategies are most effective. 4. Brainstorm communication strategy ideas based on the target group s opinions, expectations, interests and existing knowledge of BP Oil Refinery operations. How are you going to sell the message BP Oil Refinery Committed to Our Local Community? 5. Conduct a questionnaire or survey on your group s communication alternatives. Analyse the market survey results and consider the best alternatives for your communication strategy. What communication strategies appeal to your target market group? 6. Decide on your communication strategy. Plan and design its format/layout. 7. Plan, research and collate the essential information your communication strategy will deliver to your target market group. You need to address the 3 aspects outlined in your brief. Use the A3 Planning Sheet and selected note-taking frameworks to assist with this stage. 8. Produce a report outlining your entire strategic approach to the release of your communication strategy. 9. Plan, prepare, practice and present an oral presentation about your communication strategy to the class, with possible BP Refinery representation. 10. Submit a completed communication portfolio. In addition to covering the points outlined above, ensure you submit the following to Demonstrate your I.C.P. skills (as outlined by your ICP monitoring sheet): I.C.P. ladder I.C.P. Planning Sheet and any other task planning. All note-taking using appropriate frameworks All draft paragraphs using paragraph framework. Self Reflection. PAGE 95

98 Learning Experience 2.6 (contd.) I.C.P. (Investigation, Communication and Participation) Checklist A3 Planning Sheet COMPLETED DURING THE ASSESSMENT PROCESS I.C.P. Requirements Your mark I have written the task in my own words. 2 I have identified my I.C.P. goals. 2 I have completed my brainstorm / mindmap. 3 I have identified the sources I will use and how I will use them. 3 I have referred to the breakdown of levels on the task sheet. - I have developed my 3 levels of questioning. 5 Total 15 Note-taking I have used a variety of note-taking frameworks, including (highlight) P.M.I. H.A.K.D. (Headings, Abbreviations, Keywords, Dot points) Table Summary Structured Overview Keyword Summary Other: I have developed a reference list of sources I have used. - I have used my reference list to compile a bibliography. 5 Total 15 Drafting I have developed a plan of how I will cover my topic. 3 I have written each paragraph following the paragraph framework. 10 I have identified my Topic Sentence (TS), Developing Sentences (DS), Supporting Sentences (SS), and Concluding Sentence (CS) for each paragraph. I have edited and proofread my work. 5 I have completed the edit and proofread checklist. 2 Total 20 Presentation I have made all necessary corrections from my draft. 5 I have taken pride in my presentation. 5 Total 10 Reflection I have completed my learning journal prediction. 5 I have completed my learning journal daily reviews. 5 I have completed my learning journal midway review. 5 I have completed my learning journal final evaluation. 5 Total 20 grand total 80 Possible Personal marks Best 10 Teachr sign PAGE 96

99 Learning Experience 2.6 (contd.) Things I do well Things I need to improve How I feel about this task Note: numerical marks are provided for feedback only and do not represent level attainment PAGE 97

100 Learning Experience 2.6 (contd.) Assessment Rubric: Level Natural and Processed Materials (Science) 2 Recognise that most materials have multiple properties that allow them to be used in different ways. For example crude oil has different properties that allow it to be used in different ways 3 Explain the different properties and structures of materials to their uses. For example Petroleum Gas is very flammable and is used in the gas bottles of barbeques. Resources (Society and Environment) Identify the link between needs and wants and goods and services. Explain what resources are used to provide goods and services. Suggest alternative ways of using different types of resources and managing their re-use. Categorise resources as land, labour, capital and enterprise. Explain why choices have been made to use limited resources in certain ways. Explain how people choose which goods and services they will purchase. Examine ways to use resources to achieve more desirable results. Investigation, Communication and Participation With teacher direction you can follow an investigation and collect information. Can describe what they have found out and present this from their own point of view. With teacher guidance you can select aspects of a topic to investigate and record information from more than one source. Can draw simple inferences from their information to support a point of view. 4 Identify factors that influence the choice of materials for specific purposes. For example students can identify which factors make bitumen useful for paving roads. Describe and explain alternative choices open to resource usage. Examine consumer choice to use goods and services and the use of associated resources, understanding that increased demand increases pressure on resources. Explain how people choose to manage resources effectively to promote future sustainability. Can negotiate an investigation and collect and record accurate information from different sources and points of view. Can combine this information to support and make simple generalisations in their presentation which presents an informed opinion. 5 Relate properties of materials to the nature of their constistituent particles. For example students can relate the length of the hydrocarbon chains of a particular fraction to its primary uses. Identify and describe management and enterprise practices affected by social, environmental and economic factors. Explain how management and enterprise decisions affect an organisations ability to satisfy wants. Using supporting evidence, examine how sustainability is effectively managed through planned resource use. Can plan an investigation and use appropriate data collecting and recording techniques. Can use discipline language to explain patterns in the evidence and to draw conclusions. Their presentation shows that you have considered facts, opinions and motives for particular viewpoints. PAGE 98

101 Learning Experience 2.6 (contd.) Teacher Comment Student Reflection PAGE 99

102 References for module Keys to Geography Essential Skills and Tools, Australian Geography Teacher s Association (2004), Macmillan Education Australia Atlas Skills Workbook, Malcolm Stacey (2005), Pearson Longman. BP Resources BP Educational Services Oil Products Box BP Energy Business Booklet Oil Refining and Products Energy for the World DVD Booklet There s one energy we value above all else PAGE 100

103 This book has been produced using paper from mills that have ISO4001 (International Environment Management Standard) accreditation and FSC (Forest Stewardship Council) accreditation. These standards promote forest certification and product labeling to allow papermakers to identify wood pulp that comes from well managed forests with sustainable reforestation policies. FSC is the only eco label endorsed by WWF Friends of the Earth and Greenpeace.

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