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module 4 | BP energy education programme 2008

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Learning Area

Society and Environment

Science

Outcomes

Investigation, Communication

and Participation (S&E)

Resources (S&E)

Place and Space (S&E)

Natural and Processed

Materials (SCI)

Phase

Early Adolescence

Program

BPEEP Module 4: ‘Oil Refining’

Learning Area, Outcomes and Phase

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) 9419 9623.

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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 oil refining 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 oil refining • Describe the products of oil refining.

2. Case Study: BP Oil Refinery Kwinana:

• Identify the factors that determined the location of the oil refinery. • Explore the stages of oil refining.

• Describe the security and safety processes involved with oil refining. • Identify the impacts oil refining has on the environment.

• Describe the management initiatives in place to minimise the impact of oil refining 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) andSociety 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.

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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.

Relevance to BP

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Click on the module number to go to that module.

OUTCOME BPEEP MODULE

1 2 3 4 5 6 7 8 9 10 11

SCIENCE

Earth and Beyond

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.

X

Energy and Change

Energy, sources, patterns and uses. X X X X X X

Transfer and transformation. X X

Natural and Processed Materials

Structures, Properties and Uses X

Interactions and Changes 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

BPEEP Learning Area Outcome/Aspect Coverage

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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 oil refining. 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 SKILLS FOCUS

Crude oil as a mixture of different hydrocarbons which need to be separated in order to be processed into useful products.

Stages of oil refining Products of oil refining.

Case Study: BP Oil Refinery Kwinana

Impacts oil refining has on the environment. Management of the impacts of oil refining.

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 oil refining 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 oil refining, 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 STRAND NO.

A pursuit of knowledge & a commitment to achievement of full potential. 1.1 – 1.7 (CF)

Self Acceptance and Respect of Self. 2.1 – 2.5 (CF)

Educator’s Summary of Module 4

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OVERARChING LEARNING OUTCOMES CONTEXT

1. Students use language to understand, develop and communicate ideas and information with others.

Literacy Focus and wide range of learning experiences.

2. Students select, integrate and apply numerical and spatial concepts and techniques.

Units of measurement and simples calculations. Photo interpretation. 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.

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.

Analysing existent processes and resultant impacts and management action. 6. Students visualise consequences, think laterally, recognise opportunity

and potential and are prepared to test opinions.

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.

Conceptual Areas 1 and 2.

8. Students understand their cultural, geographical and historical contexts and have the knowledge, values and skills to make decisions in relation to it.

Conceptual Areas 1 and 2.

9. Students interact with people and cultures other than their own and are equipped to contribute to the global community.

Fieldtrip to refinery and consultation with different career options. 10. Students participate in creative activity of their own and understand

and engage with the artistic, cultural and intellectual work of others.

Learning Experiences comprising of variety of tasks throughout Conceptual Areas 1 and 2. 11. Students value and implement practices that promote personal growth

and well-being.

Group Work and values oriented learning.

12. Students are self motivated and confident in their approach to learning and area able to work individually and collaboratively.

Range of teaching strategies – individual and group work. 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.

Explicit teaching and

implementation of group learning strategies.

Educator’s Summary of Module 4

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DAY TIME LEARNING EXPERIENCE LEARNING AREA LEARNING TASK

CONCEPTUAL AREA 1: ThE REFINING PROCESS

1 120 minutes Experience 1.1: ‘Salt and Pepper Pickle’

Science Lab

2 60 minutes Experience 1.2: ‘Fractional Distillation’

Science Worksheet

3 60 minutes total Experience 1.3: ‘Hydrocarbon Chains of String’

Experience 1.4: ‘Energy for the World’ DVD

Science

Practical Activity

DVD

4 60 minutes total Experience 1.5: ‘Products of Distillation’. Experience 1.6: ‘Loop Cards’ Science Science Table Summary Revision of Key Concepts 5 60 minutes Experience 1.7: Topic Test

Science 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’

Society and Environment

Skills based worksheet

7 60 minutes Experience 2.2: ‘Environmental Impact of Oil Refining’ Society and Environment Note-taking and Paragraph task

8 120 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)

Society and Environment Science Guest Speaker Worksheet 9 On-going Experience 2.5: ‘Career Opportunities’ Society and Environment Science 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

Suggested Teaching Timeframe

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LEARNING AREA: Science

OUTCOME/S: Natural and Processed Materials (Sci) PhASE OF DEVELOPMENT: Early Adolescence

CONCEPTUAL AREA: The Refining Process

KEY UNDERSTANDINGS: Students will be able to explain the process of distillation as a key part of refining, and the resultant oil based products.

CONCEPTUAL UNDERSTANDINGS

SKILLS VALUES

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 oil refining.

Practical Laboratory Skills Planning Note taking Diagrams 1.1 – 1.7 2.1 – 2.5 3.1 – 3.7 4.1, 4.2, 4.4, 4.7, 4.8, 4.9 5.2, 5.3, 5.4 TEAChER INFORMATION:

This series of learning experiences aims to develop the student’s understanding of the oil refining 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 (CH₄), 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.

Conceptual Area 1: The Refining Process

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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 – http://www.howstuffworks.com/oil-refining.htm

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 EqUIPMENT

“Energy for the World” DVD available from BP Educational Service (BPES) at www.bpes.com Access to TV and DVD player

BPES “Oil Products” box Copies of Loop Cards Class sets of Worksheets Class set of Test papers

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

Conceptual Area 1: The Refining Process

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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.

Conceptual Area 1: The Refining Process

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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.

heat black ink fractionating column water in water water cooled condenser water out thermometer

Conceptual Area 1: The Refining Process

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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: oil refining. 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.

➜ go to Learning Experience 1.2 worksheet

Learning Experience 1.3: ‘hydrocarbon Chains of String’

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

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 www.bpes.com

Learning Experience 1.5: ‘Products of Distillation’

This learning experience requires students to have access to the ‘Oil Products Box’ which is available from the BP Educational Service at www.bpes.com. 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.

Conceptual Area 1: The Refining Process

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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? A mixture of hydrocarbons

What is a chemical composed only of hydrogen and carbon called? A hydrocarbon This fraction of crude oil comes out of the top of the fractionating

tower due to its low boiling point

Petroleum Gas (LPG)

What form is crude oil in when it enters the fractionating tower? Vapour What fraction of crude oil is used to form petrol for our cars? Gasoline

What is inside a distillation column? Trays

Do longer or shorter hydrocarbons have high boiling points? Longer hydrocarbons Where are fractionating towers located? Oil Refineries How many carbon atoms are typically present in a the hydrocarbon

chain of gasoline?

Eight

Hydrocarbons that are similar length have similar what? Boiling Points What is the very light fraction of oil used as a raw material for

plastics called?

Naphtha

What is oil that hasn’t been refined called? Crude oil What fraction of oil is used in aviation fuel for large aeroplanes? Kerosene

What is the process used to separate crude oil into fractions called? Fractional Distillation The liquids that fall to the bottom of the fractionating tower are

known as what?

Residue

The longer the hydrocarbon the less easily it flows or the more what is it?

Viscous

Does gas oil come off near the top or the bottom of the fractionating tower?

Bottom

What is the name of the residue of oil refining that is used to Bitumen

Conceptual Area 1: The Refining Process

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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 oil refining. 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:

Student understanding of oil refining 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.

Conceptual Area 1: The Refining Process

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Contents Contents Previous

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Name: 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.



Learning Experience 1.1

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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



Learning Experience 1.1 (contd.)

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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?



Learning Experience 1.1 (contd.)

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Name: 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?



Learning Experience 1.1 (contd.)

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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?



Learning Experience 1.1 (contd.)

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Name: 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:



Learning Experience 1.2

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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” http://science.howstuffworks.com/oil-refining4.htm



Learning Experience 1.2 (contd.)

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

Learning Experience 1.2 (contd.)

Liquids fall Furnace Vapours rise Pre-heated crude oil Further processing Further processing Further processing 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 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 Residue Boiling range >360°C • Fuel oil • Bitumen Next Next Previous

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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?

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Learning Experience 1.2 (contd.)

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Name: 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?

Record your observations of trying to separate the string in this box.

What length string did this box contain?

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.

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Learning Experience 1.3

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Name: 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.

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Learning Experience 1.4

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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?

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Learning Experience 1.4 (contd.)

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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.

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Learning Experience 1.4 (contd.)

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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?

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Learning Experience 1.4 (contd.)

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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.

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Learning Experience 1.4 (contd.)

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Complete the following glossary for the new terms which are associated with the topic of oil refining. TERM DEFINITION Hydrocarbon Butane Distillation Molecule Catalyst Fraction Propane Condensation Evaporation

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Learning Experience 1.4 (contd.)

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Name: Class: Date:

Pr

od

uc

ts 0

f D

is

ti

lla

ti

on

W he n c ru de o il i s se nt t o a r efi ne ry i t i s se par at ed i nt o d if fe re nt f ra cti on s an d the n the se f ra cti on s c an b e p ro ce sse d t o f or m the u se ful p ro du ct s w e u se ev er y d ay . Use the “ O il P ro du ct s” B ox t o c om pl et e the f ol lo w in g t ab le FURTHER PROCESSING P R O DU C T P R O DU C T

Temperature or position in the fractional distillation tower

To p N am e: N am e: A pp ear an ce : A pp ear an ce : 4 0° N am e: N am e: A pp ear an ce : A pp ear an ce : 70 ° N am e: N am e: A pp ear an ce : A pp ear an ce : 15 0 ° N am e: N am e: A pp ear an ce : A pp ear an ce : 25 0 ° N am e: N am e: A pp ear an ce : A pp ear an ce : 3 30 ° N am e: N am e: A pp ear an ce : A pp ear an ce : B ot to m N am e: N am e: A pp ear an ce : A pp ear an ce :

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Learning Experience 1.5

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Next

Next ContentsContents

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Name: Class: Date:

LOOP CARDS

What is crude oil?

To

p

What is a chemical composed only of hydrogen and carbon called?

A m

ix

tu

re o

f

hy

d

ro

ca

rb

o

n

s

This fraction of crude oil comes out of the top of the fractionating tower due to its low boiling point

A h

yd

ro

ca

rb

o

n

What form is crude oil in when it enters the

fractionating tower?

Pe

tro

le

u

m G

as

(L

P

G)

What fraction of crude oil is used to form petrol for

our cars?

V

ap

o

u

r

What is inside a distillation column?

G

as

ol

ine

Do longer or shorter hydrocarbons have high boiling points?

Tr

ay

s

Where are fractionating towers located?

Lo

ng

er

hy

d

ro

ca

rb

o

n

s

How many carbon atoms are typically present in a the hydrocarbon chain of gasoline?

O

il R

efi

n

er

ie

s

Hydrocarbons that are similar length have similar what?

Ei

g

h

t

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Learning Experience 1.6

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What is the very light fraction of oil used as a raw material for plastics called?

B

o

ilin

g P

o

in

ts

What is oil that hasn’t been refined called?

N

aph

th

a

What fraction of oil is used in aviation fuel for

large aeroplanes?

C

ru

d

e o

il

What is the process used to separate crude oil into

fractions called?

Ke

ro

se

n

e

The liquids that fall to the bottom of the fractionating tower are

known as what?

Fr

ac

tio

n

al

D

is

ti

lla

tio

n

The longer the hydrocarbon the less easily it flows or the more

what is it?

R

es

id

u

e

Does gas oil come off near the top or the bottom

of the fractionating tower?

V

is

co

us

What is the name of the residue of oil refining that is used to surface roads

called?

B

o

tto

m

What is the boiling range of gas oil?

B

itu

m

en

Does gasoline come off near the top or the bottom

of the fractionating tower?

25

0°

C t

o 3

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Learning Experience 1.6 (contd.)

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MAKE YOUR OWN LOOP CARDS



Learning Experience 1.6 (contd.)

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Name: 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.

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Learning Experience 1.7

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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.

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?

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Learning Experience 1.7 (contd.)

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8. Match the term to its definition

TERM DEFINITION

1. naphtha how easily a fluid flows

2. fractional distillation a compound containing only hydrogen and carbon

3. viscosity a residue of oil refining 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



Learning Experience 1.7 (contd.)

Liquids fall Furnace Vapours rise Pre-heated crude oil Further processing Further processing Further processing Further processing Further processing P___________ G__ (LPG) • • • G______________ • K______________ • • • G____ O____ • R______________ • • Next Next Previous

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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.



Learning Experience 1.7 (contd.)

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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)

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

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Learning Experience 1.7 (contd.)

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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.

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 oil refining 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

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Learning Experience 1.7 (contd.)

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9. Complete the following diagram by adding the names of each fraction, and what products they become



Learning Experience 1.7 (contd.)

Liquids fall Furnace Vapours rise Pre-heated crude oil Further processing Further processing Further processing 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 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 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.

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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

1 2 3 4 5 6 7 8 9 10

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Learning Experience 1.7 (contd.)

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LEARNING AREA: Society and Environment Science

OUTCOME/S: Resources (S&E)

Place and Space (S&E)

Investigation, Communication and Participation (S&E)

Natural and Processed Materials (Sci) PhASE OF DEVELOPMENT: Early Adolescence

CONCEPTUAL AREA: Case Study – BP Oil Refinery Kwinana

KEY UNDERSTANDINGS: 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

SKILLS VALUES

Identify the factors that determined the location of the oil refinery. Explore the stages of oil refining. Identify the impacts oil refining has on the environment.

Examine the management initiatives in place to minimise the impact of oil refining.

Identify careers available in refining

• 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… 1.1 – 1.7 2.1 – 2.5 3.1 – 3.7 4.1, 4.2, 4.4, 4.7, 4.8, 4.9 5.2, 5.3, 5.4 TEAChER INFORMATION:

This series of learning experiences aims to extend the student’s understanding of oil refining 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 oil refining, 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.

Conceptual Area 2: Case Study – BP Refinery Kwinana

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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 EqUIPMENT

Copies of Oblique Aerial Photo Worksheet Copies of BP Oil Refinery Fieldtrip Booklet

Booking of Fieldtrip Access to school bus

Portable Microphone (optional)

Conceptual Area 2: Case Study – BP Refinery Kwinana

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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 52-62.

• Malcolm Stacey, (2005), Atlas Skills Workbook, Pearson Longman, pages 40-42.

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.

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 stude