1. C1.5 – Other useful products from Crude oil

2. Learning objectives
To know principles of cracking – that it produces alkenes and fuels
To be able to recognise the structural formulae for alkenes, and the general formula CnH2n
To know that the decolourisation of bromine water is a chemical test for the C=C bond

4. Review of learning

5. Starter
How does the relative supply and demand for different diesel fractions cause problems for oil companies? Suggest one way an oil company could solve this problem

6. Polymers
Show how monomers molecules join to form polymer (e.g. ethene  poly(ethene)
Know that many polymers are not biodegradable, so they are not broken down by microbes and this can lead to problems with waste disposal.
Know that plastic bags are being made from polymers and cornstarch so that they break down more easily.
Be aware of some of the uses of newly-developed polymers

7. Hydrogels To be able to plan, implement and evaluate a method
To know uses of hydrogels and other polymers
To be able to analyse data

8. Ethanol To know 2 methods of industrially producing alcohol
To be able to evaluate advantages and disadvantages of these methods
To refresh and be able to explain distillation

9. C1.6 Plant oils and their uses.

10. Objectives to explain why vegetable oils are important.
to describe the ways in which oils can be extracted from plants.
to explain why vegetable oils are important.
to describe the test for unsaturated oils and what to look for.

11. Liebig condenser

12. Photosynthesis CO2 + H20 C6H12O6 + O2 6 6 6
Glucose is being produced from water and carbon dioxide.
Glucose is then turned into other chemicals that the plants need e.g. oils.

13. Objectives To explain what is meant by ‘hardening’ vegetable oils.
To state the advantages and disadvantages of cooking with vegetable oils.
To explain what is meant by ‘hardening’ vegetable oils.
To describe how do we turn vegetable oils into spreads.

14. Task!
Work in pairs to list the advantages and disadvantages of cooking with oil.

15. How are emulsions made? How are they used in the food industry?

16. These are all examples of…?

17. Key words
Emulsion
Emulsifier
Hydrophilic
Hydrophobic

18. Particles in an Emulsion

19. KS4
Changes to the Earth
and atmosphere

20. The Atmosphere

21. In the beginning - The Earth was formed about 4500 million years ago.
Jupiter
The Earth was formed about 4500 million years ago.
The very first atmosphere mainly consisted of hydrogen and helium gases.
Frozen giant planets like Saturn and Jupiter still have atmospheres like this but on the warmer, smaller Earth these light gases were largely lost into space.
Saturn

22. The early atmosphere
During the first billion years on Earth there was intense volcanic activity. This produced the next early atmosphere.
It would have contained large quantities of carbon dioxide (CO2), along with methane (CH4) , and ammonia (NH3).
This is rather like the atmosphere on Mars and Venus today.
The Earth’s atmosphere would also have contained water vapour which condensed to form the oceans.
Mars
Venus

23. Oxygen levels increase
Carbon dioxide reacted with rocks and much became trapped in them.
The evolution of algae some 3000 million years ago, and subsequently plants which successfully colonised the Earth’s surface, led us towards the present atmosphere.
Their photosynthesis replaced carbon dioxide with oxygen.
Over a period of time billions of tonnes of carbon dioxide became locked up in fossil fuels.
Earth
Photosynthesis increased oxygen levels

24. Nitrogen makes an appearance
As oxygen levels rose atmospheric ammonia (NH3) reacted with oxygen(O2) to form water(H2O) and nitrogen (N2)
Also, living organisms, including denitrifying bacteria, broke down nitrogen compounds releasing more nitrogen into the atmosphere.
And so the atmosphere headed towards a composition that has remained fairly constant for the last 200 million years.

25. Ozone – a vital filter Oxygen normally exists as pairs of atoms (O2).
3O2  2O3
Oxygen ozone
Oxygen normally exists as pairs of atoms (O2).
Oxygen can, however, turn into another form that has three atoms joined together. This is ozone (O3).
As oxygen levels rose, so did the amount of ozone.
This layer of ozone in the atmosphere filters out harmful ultraviolet rays from the sun. This will have allowed new organisms to evolve and survive.
Harmful UV rays stopped
with ozone layer
Earth
Harmful UV rays reach Earth’s surface
without ozone layer

26. Activity
Copy the timeline and arrange the blue boxes in appropriate places along the line.
4500 million
3000 million
2000 million
1000 million
500 million
200 million
Now
No gases
H2O N2 O2
CO2 NH3 CH4
Volcanoes
H2 and He
Algae
Plants

27. Answer
No gases
Volcanoes
Algae
Plants
4500 million
3000 million
2000 million
1000 million
500 million
200 million
Now
CO2
NH3 CH4 O2
N2 H2O
H2 and He
All positions are approximate

28. What was the main gas in the atmosphere around 3500M years ago?
Activity
What was the main gas in the atmosphere around 3500M years ago?
Where did this gas come from?
What process led to reduction in CO2 levels?
What gas protects life from harmful UV radiation?
What % of the present atmosphere is oxygen?
Carbon dioxide
Volcanoes
Photosynthesis
Ozone
21%

29. Use the graph to estimate the answers.
Activity
Use the graph to estimate the answers.
How long ago was the atmosphere 75% CO2?
How long ago were the CO2 and N2 levels in the atmosphere equal?
How long ago was the atmosphere 50% nitrogen?
carbon
dioxide
nitrogen
oxygen
100%
50% 0%
5000
3000
Composition percentage
Time (millions of years)
now
Approx 4,000M
Approx 3,300M
Approx 2,000M

30. Find the words in the word-search
Activity
Find the words in the word-search
Write a sentence about how each has played a part in the evolution of the Earth’s atmosphere.
Ammonia
Carbon dioxide
Helium
Hydrogen
Methane
Nitrogen
Oxygen
Ozone
Photosynthesis
Volcano

33. Carbon dioxide and temperature
Over millions of years the carbon cycle has maintained a constant, low percentage (approx. 0.03%) of carbon dioxide in the atmosphere.
In 1860, the CO2 level was about 289 ppm (parts per million).
Here is a table showing the CO2 levels over a recent 10 year period.
What percentage change is this and does it matter?

34. Greenhouse effect
From air trapped in Antarctic ice, we have a good idea of CO2 concentrations going back 160,000 years.
We also know the temperatures over the same period.
The very warm interglacial period of 130,000 years ago was accompanied by CO2 levels of around 300 ppm.
The previous great Ice Age had CO2 levels around 200 ppm.
200ppm
CO2
300ppm
Which label goes with each picture?

35. Greenhouse effect
Heat loss
Heat from sun
Normally the Earth absorbs heat and emits heat at the same rate. Because of this the temperature remains constant.
Certain gases, like CO2 and methane, act like a greenhouse. They let heat in but do not let it out.
This means: the more CO2 there is, the hotter planet Earth is!
Earth
balanced same temp
Heat loss
Heat from sun
More CO2
Earth
hotter
And hotter
And hotter!

36. The Earth’s Structure

37. The Earth’s Structure
Beneath the atmosphere the Earth consists of 3 main layers:

38. The core The temperature is high and the outer core is molten.
The core extends to about half the radius of the Earth.
It is made mostly from iron and nickel and is where the Earth’s magnetic field comes from.
It is very dense.
5500 C
The temperature is high and the outer core is molten.
Towards the centre high pressure makes the inner core solid.
Intense heat is generated in the inner core by decay of radioactive elements like uranium.
1300 km
1110 km
3000 km
Inner core
Outer core

39. The mantle
The mantle extends outwards from the core to the crust: a distance of about 2,900 km.
It is mostly a semi-molten liquid upon which the Earth’s crust floats.
The heat coming from the core generates convection currents in the viscous mantle that cause the crust above to move.
2900km
Mantle

40. The crust
The crust is the thin layer of rock at the surface upon which we live.
Eight elements make up over 98% of the Earth’s Crust – although they are virtually entirely in the form of compounds. %
20-60 km
Crust

41. I am dense, very hot, made mostly of solid iron and nickel.
What am I?
I am dense, very hot, made mostly of solid iron and nickel.
I’m iron and nickel too, but I’m liquid.
I’m really very thin and am mostly silicon, oxygen and aluminium
I’m a viscous semi-solid with convection currents circulating in me.
I just hang around on the outside.
Inner core
Outer core
Crust
Mantle
Atmosphere

42. Atmosphere Outer core Crust Mantle Inner core
Attach labels to the correct part of the diagram.
Atmosphere
Outer core
Crust
Mantle
Inner core

43. Plate Tectonics

44. Tectonic plates The crust is made of about twelve plates.
These are like big rafts floating on the semi-molten mantle.
Convection currents within the mantle cause the plates to move.
Although they only move about 2 cm/year this can have huge effects over long periods of time.

46. Sea floor spreading
When two oceanic plates move apart molten rock rises to the surface.
magma rising
sea floor spreading
oceanic plate

47. Continental Drift
Pangaea
On average, the plates only drift about 2cm/year. However 2cm multiplied by a million is a long way!
Scientists think the continents were originally all together in a super-continent called Pangaea.
Over millions of years they have drifted to their present positions on the floating tectonic plates.
Millions of years

48. Continental Drift

49. Evidence for Continental Drift
The theory is supported by several pieces of evidence.
For example, if we consider Africa and South America there is:
The “jig-saw fit”
The similarities in the rock layers from Africa and South America.
Similarities in the type and age of fossils.
Evidence of related species that definitely did not swim the Atlantic Ocean!
Jig Saw fit
Similar rocks and fossils

50. Plate boundaries

51. Effects at Plate Boundaries
When a continental plate and an oceanic plate meet, the effects include:
plates juddering past each other producing earthquakes
the continental plate buckles upwards whilst the oceanic plate subducts (goes underground)
volcanoes result from the rising magma (melted oceanic plate)
volcano
continental plate
oceanic plate
magma rising

52. Activity
Find the words and write a sentence about how each one has something to do with plate tectonics.
Drift
Earthquake
Fossil
Jigsaw
Magma
Pangaea
Plates
Subduct
Volcano