C1 revision part 1

C1 revision lesson 1

Lesson objectivesRevise C1a Making crude oil

useful and C1b Using carbon fuels to GCSE Grade A/ A*

Outcomes

• Label a fractionating column (GCSE grade C)• Explain why crude oil can be separated in terms

of intermolecular forces (GCSE grade A)• Explain the problems associated with the use of

crude oil (GCSE Grade A)• Describe complete and incomplete combustion

(GCSE Grade C)• Evaluate the use of different fuels (GCSE Grade A)

Outcomes

• State the composition of air (GCSE Grade C)• Describe a carbon cycle including

combustion, respiration and photosynthesis (GCSE Grade C)

• Describe the theory of atmospheric evolution (GCSE Grade A)

• Explain the different air pollutants (GCSE Grade A)

When you are finished…..

Look through the Science B OCR textbook p98-109.

Identify the keywords and produce a glossary of revision cards for your folder.

Low boiling point

Easy to light

Low viscosity

High boiling point

Hard to light

High viscosity

Short

Long

LPG(propane and butane gas)

petrol

paraffin

diesel

heating oil

fuel oils

bitumen

Weaker intermolecular forces

Stronger intermolecular forces

Labeling distillation(GCSE Grade D)Describe the distillation process (GCSE Grade B)

Describing the distillation process in terms of boiling point and

intermolecular forces (GCSE Grade A)

Fractions you need to remember:

LPG Burnt as fuels like in a cooker

petrol Burnt as fuels in car engines

paraffin Used in lubricants &

candlesdiesel Burnt as fuels in

lorries

bitumen Used for surfacing roads

fuel oils Burnt as fuels on boats

heating oil Burnt as fuels in boilers

Long alkane

(decane)

Catalyst (aluminium

oxide)

HEAT

Shorter alkane (octane) and short

alkene (ethene)

Labeling cracking (GCSE Grade D)Describe the cracking process (GCSE Grade B)

Why do we need to crack hydrocarbons?

Large molecules are not so useful e.g. paraffin.

More petrol is needed but less paraffin isneeded. Paraffin can be broken down, or“cracked” into petrol.

Converts large alkanes into smaller alkanes andan alkene.

Explain how cracking meets demands (GCSE Grade A)

Station 1

c

a 1. Label the fractions on the diagram of the fractionating tower (GCSE Grade B)

2. List some one use for each fraction (GCSE Grade B)

3. Explain how fractional distillation works – Include length of hydrocarbons, boiling points, intermolecular (GCSE Grade A)

4. What happens after fractional distillation to get useful products from left over long chain hydrocarbons? (GCSE Grade D)

5. What fractions tend to be ‘cracked’? (GCSE Grade D)

6. What catalyst is needed for ‘cracking’? (GCSE Grade B)

7. Why is a catalyst used? (GCSE Grade A)8. Explain how cracking meets demand (GCSE

Grade A)

b

d

e

f

c

a

b

d

e

f

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c

a

b

d

e

f

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Station 2

Use p 100-101 to help you.

Sort the cards into reasons for and against the exploitation/use of crude oil (GCSE Grade C).

Use this information to write your opinion on whether you think alternatives should be found (GCSE Grade A).

Help sheet

Sentence startersI believe that extracting crude oil…..Extracting crude oil pose a series of environmental problems, these include…The political problems associated with the exploitation of crude oil are….

ConnectivesTherefore, and so, also, because, consequently, however, so.

Damages the environment Uses large areas of land

Expensive to restore the landscape after extraction

Extraction under the sea is dangerous

Produces a large variety of products to use

Oil spills harm animals, for example damage to birds feathers causing death as it loses its buoyancy and they often ingest the oil

Clean up is expensive Oil spills destroy habitats for long periods of time

The clean up detergents and barrages cause environmental problems of their own.

Oil is a fossil fuel (alongside coal and gas)

Fossil fuels take a very long time to make and are used faster than they form, oil may run out in 100 years.

Used for transport, fuels and heating

Used in dyes, plastics, medicines Political problems- UK is dependent on oil and gas from politically unstable countries.

Oil producing countries can set the prices high

Expensive to build refineries and cracking plants

Station 3

1. In your group try to work out what the acronym TEA CUPS stands for. Each letter is a characteristic of an oil to consider when picking an oil. Record on the board how many your group got (GCSE Grade D).

2. Look at the table of characteristics and evaluate which fuel you would use for each use and explain why (GCSE grade A).

3. Answer the data analysis exam questions 4. Mark your answers in green pen.

TEACUPSWhat does each letter stand for. After 2 minutes collect the answer from the front desk. Record on the board how many your group got.

TEACUPS

List factor in choosing a fuel (GCSE Grade D)

TEACUPS- ANSWERWhat does each letter stand for. After 2 minutes collect the answer from the front desk. Record on the board how many your group got.

ToxicityEnergy valueAvailabilityCostUsabilityPollutionStorage

Comparing fuels

A) Open fireB) Quad bike engine

Characteristic Coal Petrol

Toxicity Produces acid fumes Produces less acid fumes

Energy value High High

Availability Good Good

Cost High High

Usability Easier to store Flows easily and easy to ignite

Pollution acid rain, carbon dioxide and soot

carbon dioxide and carbon monoxide

Storage Bulky and dirty Volatile

Evaluating fuels for a particular use (GCSE Grade A)

Station 4

1. Make a methane molecule and two oxygen molecules with play dough. Hint sheet on the front desk. Use a different colour for carbon, oxygen and hydrogen.

2. Rearrange the atoms to make CO2 (carbon dioxide) and H2O (water)

3. Draw this on your sheet for complete combustion (GCSE Grade D).

4. Take away one oxygen atom, what products can you make (Incomplete combustion)? Draw the molecules and write down a word equation. (GCSE Grade C)

5.Take away another and what products can you make (Incomplete combustion)? Draw the molecules and write down a word equation. (GCSE Grade C)

6. Write balanced symbol equation for complete combustion and a symbol equation for both types of incomplete combustion. (GCSE Grade A)

7. What might be the problems associated with these products? Use p104-105 to help.

CombustionLots of oxygen:

Some oxygen:

Little oxygen:

Methane Oxygen+ Water+Carbon dioxide

Methane Oxygen+ Water+Carbon monoxide

Methane Oxygen+ Water+Carbon

Complete combustion

Incomplete combustion

Incomplete combustion

Lots of oxygen:

Some oxygen:

Little oxygen:

CH

H

H

HO

O

OO

OH H

OH H

CO

O

CH4 2O2+ 2H2O+CO2

1½O2+

OO

O

CH4

CH

H

H

H

CO

CO

2H2O+

OH H

OH H

CH

H

H

H

CH4

OO

O2+

OH H

OH H

2H2O+

C

C

Incomplete combustion

Incomplete combustion

Complete combustion

Lots of oxygen:

Some oxygen:

Little oxygen:

CH

H

H

HO

O

OO

OH H

OH H

CO

O

CH4 2O2+ 2H2O+CO2

1½O2+

OO

O

CH4

CH

H

H

H

CO

CO

2H2O+

OH H

OH H

CH

H

H

H

CH4

OO

O2+

OH H

OH H

2H2O+

C

C

Incomplete combustion

Incomplete combustion

Complete combustion

Lots of oxygen:

Some oxygen:

Little oxygen:

CH

H

H

HO

O

OO

OH H

OH H

CO

O

CH4 2O2+ 2H2O+CO2

1½O2+

OO

O

CH4

CH

H

H

H

CO

CO

2H2O+

OH H

OH H

CH

H

H

H

CH4

OO

O2+

OH H

OH H

2H2O+

C

C

Incomplete combustion

Incomplete combustion

Complete combustion

Extension: Complete and incomplete combustion (GCSE Grade A)

What is the word equation for the complete combustion of ethane (C2H6)?

What is the word equation for the incomplete combustion of ethane (C2H6)?

BONUS: Give the symbol equation for the complete combusion of C2H6

Station 5

1. Put the statements into chronological order (time) to describe the evolution of the atmosphere. Use p107 to help you. (GCSE Grade C- although including information about volcanoes is GCSE Grade A)

2. Present this information, either as a comic strip or as a story.

Remember to keep an eye on the time!!

Original atmosphere contained ammonia and then carbon dioxide.

Degassing of early volcanoes produced a water and carbon dioxide rich atmosphere.

Chemical reaction between ammonia and rocks produced nitrogen and water. Condensing water formed the oceans.

Carbon dioxide dissolved into the oceans and nitrogen increased because of it lack of reactivity.

Later, organisms that could photosynthesise evolved. These convert carbon dioxide into water and oxygen. Oxygen levels increased.

As the percentage of oxygen in the atmosphere increased the percentage of carbon dioxide decreased to today’s levels were reached.

The percentage of nitrogen slowly increased. Since nitrogen is unreactive.

Station 6

1. Produce a mind map about the atmosphere. Use p106-108, the sheets and your revision guide to help you. You must include:

– The composition of air (GCSE Grade C)– A carbon cycle including combustion, respiration and

photosynthesis (GCSE Grade B)– Explain the different air pollutants (GCSE Grade A) – DO NOT INCLUDE THE ORGIN’S OF THE ATMOSPHERE

2. Look at your self-assessment answer question related to your red and amber objectives

3. Green pen mark your answers

C1 The atmosphe

re

Composition of the

atmosphere

What is the atmosphere made up of?

What are the percentages?

Percentage composition of clean air

21 % oxygen78 % nitrogen

0.04 % carbon dioxide

The amounts of water vapour in the atmosphere changes

The levels of gases in the air depend on:

• Combustion of fossil fuels, which increases the level of carbon dioxide and decreases the level of oxygen.

• Respiration of plants and animals increases carbon dioxide and decreases oxygen.

• Photosynthesis by plants decreases the level of carbon dioxide and increases oxygen.

Changes in the last few centuries…

Carbon dioxide has increased slightly due to:

– Deforestation- as more rainforests are cut down; less photosynthesis takes place.

– Increased population- population increases; worlds energy requirements increase.

Atmospheric pollutants

Carbon monoxide:Poisonous gas formed by incomplete combustion of petrol- or diesel-powered motor vehicle.

Atmospheric pollutants

Oxides of nitrogen:

Photochemical smog acid rain formed by reaction of nitrogen and oxygen at very high temperatures such as in an internal combustion engine.

Atmospheric pollutants

Sulfur dioxide:Acid rain formed from sulfur impurities when fossil fuels burn.

a) Which part of the air doesn’t normally react?

b) Name the pollutant formed.

c) Give the word equation for the formation of this pollutant

d) What environmental problem does this pollutant cause?

e) What damage does this problem do?

f) How does photosynthesis change the levels of oxygen?

g) What is the word equation for photosynthesis?

h) What is the word equation for respiration?

i) Why has carbon dioxide increased slightly in recent centuries?

j) What makes up clean air?

a) Which part of the air doesn’t normally react?Nitrogen

b) Name the pollutant formed.Oxides of nitrogen NOx

c) Give the word equation for the formation of this pollutantNitrogen + oxygen oxides of nitrogen

d) What environmental problem does this pollutant cause?Photochemical smog: acid rain

e) What damage does this problem do?Causes asthma; erodes stones buildings and statues; kills plants and fish

f) How does photosynthesis change the levels of oxygen?Plants takes in carbon dioxide and during photosynthesis convert this to oxygen.

g) What is the word equation for photosynthesis?carbon dioxide + water glucose + oxygen

h) What is the word equation for respiration?glucose + oxygen carbon dioxide + water

i) Why has carbon dioxide increased slightly in recent centuries?deforestation and population increase

j) What makes up clean air?carbon dioxide, nitrogen, oxygen

If the hole in a Bunsen burner is closed there is plenty of oxygen so complete combustion occurs

If the hole in a Bunsen burner is closed there is plenty of oxygen so complete combustion occurs

Complete combustion gives carbon dioxide and water. Incomplete combustion gives carbon

monoxide, carbon and water.

Complete combustion gives carbon dioxide and water. Incomplete combustion gives carbon

monoxide, carbon and water.

Gas and oil are the only types of fossil fuels

Gas and oil are the only types of fossil fuels

Crude oil is separated by fractional distillation

Crude oil is separated by fractional distillation