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