OCR LEVEL 2 CAMBRIDGE TECHNICALCERTIFICATE/DIPLOMA IN

SCIENCE

CHEMISTRY OF PRODUCTIOND/505/3209

LEVEL 2 UNIT 10

GUIDED LEARNING HOURS: 60

UNIT CREDIT VALUE: 10

TECHNICALSCambridge

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CHEMISTRY OF PRODUCTIOND/505/3209

LEVEL 2

AIM AND PURPOSE OF THE UNIT

The UK chemical industry has a turnover of over £57 billion a year and employs nearly 200,000 people. It is one of the country’s largest and safest manufacturing industries. By the end of this unit learners will have an understanding of some of the factors involved in producing chemicals on an industrial scale to make all the materials that we rely on to improve our everyday lives. They will be able to outline the factors involved in siting a chemical plant and the choice of process used. They will be able to use chemical ideas to evaluate and explain the conditions used in a process. Learners will understand the benefits and disadvantages of a chemical plant on the local and national community and be able to explain its impact on the environment. Learners will know how health and safety plays an important role in the operation of a chemical plant and in the transport of chemicals.

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Chemistry of Production Level 2 Unit 10

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO)

The learner will:

Pass

The assessment criteria are the pass requirements for this unit.

The learner can:

Merit

To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Be able to describe why a chemical process and its location are chosen.

P1 analyse a chemical process to determine how its products are used

P2 describe the reasons for the choices made in the siting and conditions for a specified chemical process

M1 compare the suitability of batch and continuous processes for a specified chemical process

2 Be able to describe the factors that govern the rate and yield of a chemical process.

P3 describe the different factors that affect the rate and yield of a chemical process, and explain why the reaction conditions are selected

M2 explain how the rate, in terms of particle collisions, and yield of a chemical process are changed under different conditions

D1 explain how the rate of a reaction is changed in terms of particle collisions and activation energy

3 Know how waste treatment methods can be used to minimise the environmental impact of a chemical process.

P4 describe how to minimise the waste materials that are produced by a specified chemical process

D2 describe the science behind waste treatment procedures

4 Know how the chemical industry maintains a good safety record in the manufacture and transport of chemicals.

P5 outline how the chemical industry maintains a good safety record in the manufacture of chemicals

M3 explain the precautions taken in the manufacture of chemicals to maintain a good safety record, and link these to the chemical properties of a chosen chemical

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TEACHING CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.

Anything which follows an i.e. details what must be taught as part of that area of content.

Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content.

Possible chemical processes to investigate may include the Haber process and the production of chemical fertilisers, the contact process, the electrolysis of brine and processes in the oil, plastics, metals and pharmaceutical industries.

LO1 Be able to describe why a chemical process and its location are chosen.

• Reactants and products of the chosen chemical process – including word and symbol equations

• Potential uses of the useful products and identification of waste products

• Consideration given to the conditions required for the chemical reactions to take place

• The market for and uses of the products

• The availability and access to raw materials

• The energy requirements of a process

• Transport links

• Availability of specialist labour

• Availability of suitable land

• Making a product where there are two alternative processes e.g. making ethanol by fermentation or by hydration of ethane, or the alternative methods of making titanium metal from its ore

• Comparison of batch and continuous process

LO2 Be able to describe the factors that govern the rate and yield of a chemical process.

How the following factors affect the rate and yield of a chemical reaction:

• Concentration

• Temperature

• Pressure

• Surface area

• Catalysts

Learners should use collision theory and the idea of activation energy to explain the above effects.

LO3 Know of some methods that can be used to minimise the environmental impact of a chemical process.

Learners should examine a number of ways that emissions are minimised:

• gas scrubbing

• electrostatic precipitators

• use of reed beds and bacteria to remove organics from water

• temperature control of waste water

In addition, learners should have a basic understanding of the science behind each process.

LO4 Know how the chemical industry maintains a good safety record of by outlining health and safety issues in the manufacture and transport of chemicals. Research and identify potential hazards in the manufacture of chemicals

• Outline precautions including safety clothing

• First aid on exposure

• Spillage and disposal routines

• Link the precautions to the chemical properties of a chosen chemical

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Chemistry of Production Level 2 Unit 10

DELIVERY GUIDANCE

The unit can be delivered by a wide range of activities from tutor input, practical activities to individual research by the learner.

LO1 Be able to describe why a chemical process and its location are chosen.

A site visit is an ideal way to start researching the chemical industry but if not possible, websites and videos will provide easily accessible content. The Chemical Industry Education Centre produces a number of useful resources. A number of contrasting processes should be examined with the focus on the teaching content. Careful choice of an end product can be traced back to a chemical process and the reasons for location and method of manufacture can be examined e.g. car body traced back to the steel works or a lemonade bottle back to a PET plant.

The learner can consolidate and extend understanding by carrying out the following activities based on a chosen different process in the creation of a guide.

• Researching the location of the process.

• Researching the products of the process.

• Outlining the process and investigating the reasons why that particular process is used.

• Calculating the atom economy and examining the sustainability of the process

It is intended that as much as possible the activities are linked to studies of a chemical processes that the learner has an interest in. If possible selection of a process should be because of personal experience either through employment, works experience, a site visit or links in the local area.

LO2 Be able to describe the factors that govern the rate and yield of a chemical process.

This learning outcome can be introduced using tutor led discussion, a video clip or other stimulus material. The economics of a chemical process could be explored with the use of role play and marketing exercise. An exercise such as an updated SATIS unit 105 would enable learners to explore the economics of scale.

The factors that govern rates of reaction can be explored through a series of practical activities e.g using acid/thiosulfate to investigate concentration or temperature, carbonate/acid to investigate concentration or surface area, clock reactions, peroxide/manganese oxide to investigate catalysis.

There is the opportunity for data handling / graphing/ spreadsheet exercises examining how the yield of a process is affected by changing the conditions.

An agreed process could be selected for the production of the report that gives the potential to look at all of the factors that affect rate e.g. Haber process, contact process. The learner could also produce an experimental write up for one of their investigations that includes method, results, analysis, conclusion and evaluation.

LO3 Know of some methods that can be used to minimise the environmental impact of a chemical process.

A site visit or video resources would help to give context to this section. Learners could research national statistics of the financial benefits of the chemical industry. Company websites often contain information on how links with local communities are developed and maintained. Provide learners with a questionnaire about living near the chemical industry, which the whole group completes prior to completing this section of the unit. The questionnaire can then be repeated after this section of the unit. This would then illustrate any change in attitude and prompt discussions within the group. A poll of local residents near a plant if possible would also be informative.

The impact control section could be approached by return to some processes previously studied to look at possible emissions problems and the researching how they are solved. Learners could be given a set of emission problems to solve and they would have to come up with a number of practical solutions.

LO4 Know how the chemical industry maintains a good safety record of by outlining health and safety issues in the manufacture and transport of chemicals.

A visit to a haulage company (that deals with chemicals) or to the fire service would be a possible starter for this section.

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Learners can research hazard symbols, using CLEAPSS hazcards or the internet, and match them to common household chemicals or research the symbols found on household chemicals.

Learners could discuss the hazards of some familiar chemicals and the precautions that need to be taken when handling them. This could then be linked to properties of the chemicals. .

Returning to a previously studied process, what safety equipment would be needed by the operatives? Learners could use online catalogues of Health and Safety equipment to estimate the annual equipment budget, a spreadsheet could be constructed to allow predictions to be made about future costs.

The hazchem code for chemical transport can be researched and the meaning of each section and code can be collected.

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Chemistry of Production Level 2 Unit 10

SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT

Criteria Assignment Scenario AssessmentLO1 Why are

chemical plants sited in specific locations?

The learner researches andpresents a guide to a chemical process and the location of a chemical plant already in operation.

The guide could be presented as an illustrated booklet, a PowerPoint presentation or as a website.

P1 Includes an analysis of a chemical process which details the chemical reactions involved (to include word and symbol equations), the uses of its products, and how the products are extracted, stored and prepared for sale.

P2 A description of the reasons for the choices made in the siting and conditions for a specific chemical process are specified.

M1 Will be gained by including a reasoned analysis of why a specific chemical process is batch or continuous leading to a comparison of the suitability of the processes.

LO2 How to maximise rate and yield in a chemical plant.

The learner constructs a report to the production manager of a chemical process outlining all the factors that could be changed to improve the rate of reaction and yield. The report will include for each factor why the rate changes and if it affects the yield.

P3 May be gained by a report that contains how the rate of a reaction of a chosen chemical process is affected by concentration, temperature, pressure, surface area and a catalyst. An appraisal of how the yield of the process will be affected and an explanation of why the reaction conditions are chosen.

M2 May be gained by also including an explanation of the effect of each variable using the idea of particle collisions.

D1 Will be gained by including the idea of how the collisions must have sufficient activation energy for a successful reaction.

LO3 Chemical plant exhibition

A company is moving its chemical process onto a brown field site next to a large town. The process makes an important pharmaceutical product but the waste created includes warm water containing organic materials and dusty exhaust gases.

The learner is the consultant employed to develop an exhibition to explain the benefits of the move to the localcommunity and how any emissions from the process will be controlled.

P4 Should include a description of the waste materials produced by the chemical process and how this is managed to minimise the impact on the environment. The exhibition presentation may be in any format e.g. poster displays, models, web site, PowerPoint, transcript and illustrations from a video, radio programme script etc.

D2 Will be gained by describing the science behind waste treatment processes.

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Criteria Assignment Scenario AssessmentLO4 Transporting

chemicalsAs the health and safety officer of a chemical manufacturing company, produce documentation for all staff detailing how you ensure the safe production and transportation of a chosen chemical.

P5 Learners outline how the chemical industry maintains a good safety record in the manufacture of chemicals

M3 Includes an explanation about the precautions taken in the manufacture of chemicals to maintain a good safety record. Includes an example where the precautions are linked to the chemical properties of a chosen chemical

P6 Learners outline the precautions needed for the transportation of a chosen chemical

M4 Includes an explanation about why specific actions are taken in the transportation of a chosen chemical. Includes an example where the actions are linked to the chemical properties of a chosen chemical

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