ENG491 Petroleum Chemistry
Course Work
Instructions:This is a Petroleum Chemistry Lesson plan development coursework worth 50% of the unit provided to students on the 10/11/17
Additional Information: This course work should be submitted to the Moodle site, the dead line is 3:50pm on the 10/03/2018. The marking criteria for this course is available.
Provided: see the instruction on the following page
Examiners: Dr. Mohamed Hassan
University of Portsmouth
ENG491 Petroleum Chemistry
Dr Mohamed Hassan
The Portfolio for this unit consists of developing a lesson plan and carries50% of the total unit mark. The purpose of this course work is to help you take one of the main areas studies in the course and enhance it in the way you see fit developing your understanding of the area.
Your final submission should be in moodel10/03/2018, consisting of a folder containing:
- Your lesson plan with clear aims and objects
- Delivery tools PowerPoint and written notes with worked examples
- Resources used for the lesson plans such as links to YouTube videos or articles
- Activity for students with in your class
Work that is wholly plagiarized will receive a mark of zero.
The course work is worth 50% of the final unit mark; All work should conform to the submission guidelines in the Student Handbook. In particular, your essay should be word-processed and submitted on moodle in A4 paper format, using a 12-point font and 1.5 spacing[1]. You should include a title page with your student number, the name of your instructor.
Marking and feedback for the portfolio
The unit team aim to achieve reliable, consistent and reproducible judgements on your work. In accordance with University regulations, each assessment is marked against a scheme that distinguishes between different levels of achievement.
You can expect the following feedback on assessments undertaken for this unit.
- A mark. Marks are normally expressed as a percentage.
- The major shortcomings of your work.
- Ways in which that mark can be improved.
You will also receive feedback during classes and through the Moodle site, and additional opportunities to receive feedback are available from the unit team.
Your assessments are evaluated relative to the criteria outlined below. These provide a consistent reference point to distinguish between different levels of achievement. You should always take these criteria into consideration when preparing for any assessment on this unit.
| Table 1Grade criteria | |
| Grade | Criteria |
| 70+ | As below plus: Excellent work – able to express an original reasoned argument in a lucid manner by reviewing & critiquing a wide range of material. | Original, critical thinking based on outstanding insight, knowledge & understanding of material. | Wide reaching research showing breadth & depth of sources. |
| 60-69 | As below plus: Clear, balanced coherent critical & rigorous analysis of the subject matter. | Detailed understanding of knowledge & theory expressed with clarity. | Extensive use of relevant & current literature to view topic in perspective, analyse context & develop new explanations and theories. |
| 50-59 | As below plus: Detailed review and grasp of pertinent issues & a critical contextual overview of the literature. | Thorough knowledge of theory and methods & uses this to underpin arguments and conclusions. | Confidence in understanding and using literature. |
| 40-49 | Demonstrates grasp of key concepts & an ability to develop & support an argument in a predominately descriptive way with valid conclusions drawn from the research. | Familiarity with key literature which is cited and presented according to convention. | Logical & clear structure, well organised with good use of language and supporting material. |
| 30-39 | FAIL Some knowledge of relevant concepts & literature but significant gaps in understanding and/or knowledge. | Little attempt at evaluation, conclusions vague, ambiguous & not based on researched material. | Limited or inappropriate research. | Deficits in length, structure, presentation &/or prose |
| 0-29 | FAIL. No serious attempt to address the question or problem, and/or manifests a serious misunderstanding of the requirements of the assignment. Acutely deficient in all aspects. |
Lesson Plan
Develop a lesson plan on a topic that is allocated to you and that is relative to the content of this unit. The outline below is my recommended format, for purposes of this class.
- Title
- Audience
- grade level
- size of group
- setting and any other relevant specifics (e.g., face-to-face classroom or lab, online)
- Length of Lesson
- instructional time and independent work time, indicated separately
- Learning Objectives
- Open with the phrase, “After this completing this lesson, you will be able to…” then list a set of actions the student will be prepared to perform at the end of the lesson. Each one should begin with a verb and be as specific as possible. Examples of appropriate verbs include: list, identify, define, solve (quantify), compare and contrast. (For more information, see .
- Provide at least three objectives for this lesson.
- Lesson/Procedures/Tasks
- Provide the content of the lesson in whatever form you choose, as long as it is specific enough that another instructor could pick it up and deliver the lesson from your materials. You may want to submit a slide presentation with notes or written lecture notes, highlighting major concepts, key points, data, and examples.
- If you are using resources such as a text book, online references or other 3rd party materials, provide full reference details.
- How will you entice curiosity in the topic? (For example, opening with “big questions,” challenges, dilemmas, or a thought-provoking scenario.)
- What activities will your students complete?
- Provide citations for any text, data or ideas you use from other sources.
- Use in-line citations with full references.
- REQUIRED FOR PROJECT DEFINITION: Project Type (“Lesson Plan”), Title of your lesson plan, audience, length of lesson, and learning objectives (as described above)
- REQUIRED FOR COMPLETED PROJECT: Complete Lesson plan, including all sections identified above.
- GRADING CRITERIA: Title, Audience, Length of Lesson, Learning Objectives (15%), Lesson/Procedures/Tasks (85%). The sections will assessed based on the above descriptions, as well as technical accuracy and completeness. Overall, a winning Lesson Plan will present correct information and data and demonstrate that you have a sound understanding of the lesson content.
| Id | Topic |
| 875157 | Biological oxygen demand |
| 855192 | Chemical oxygen demand |
| 879869 | The atmosphere |
| 839696 | Air Pollution |
| 779944 | Cloud formation and chemistry |
| 846629 | Carbon the earth and Life |
| 823455 | Chemical composition of organic matter |
| 877438 | The carbon cycle and clime |
| 827859 | Diagenisis |
| 869470 | Coal |
| 839006 | Kerogen |
| 809512 | Catagenisis and metagenesis |
| 865383 | Drilling mud chemistry |
| 741852 | Enthalpy of reaction |
| 859223 | Reaction activation |
| 842168 | Enthalpy of formation |
| 798443 | Molarity and molality |
| 865242 | Material balance in chemistry |
| 841724 | Energy balance in chemical systems |
| 845285 | Oil Material Balance |
| 856149 | Gas material balance |
| 850340 | Equation of state |
| 865966 | Chemical reaction in solution |
| 843213 | Oxidation and reduction |
| 842100 | Solid oxide fuel cells chemistry |
| 839575 | Electrochemistry |
| 875980 | Vapor-liquid equilibrium |
| 880826 | Calculation of vapor pressures |
| 762794 | Clausius-Clapeyron equation |
| 778591 | Cox charts |
| 839018 | The Gibbs Phase Rule |
| 879649 | Raoult’s Law |
| 840476 | Calculation of bubble-point and dew-point temperatures and pressures |
| 808853 | How to use Txy and Pxy diagrams |
| 862747 | Ternary Phase Diagrams: |
| 880834 | Adsorption on Solid Surfaces |
| 880429 | Compositional grading |
| 839704 | Langmuir isotherm |
| 861592 | Chemistry kinetics and rates of reaction |
| 812454 | Environmental chemistry |
| 865526 | Corrosion in the oil and gas sector |
| 865163 | Flow assurance in oil and Gas |
| 834912 | Bio fuel and transesterification |
| 859927 | State of matter intermolecular forces |
| 809297 | Bonding theory and molecular structures |
| 874944 | Combustion and respiration fuel and food chemistry |
| 841691 | Corrosion engineering |
| 864820 | Solid oxide fuel cells |
| 862960 | Gibbs Rule and energy |
| 819524 | Mud Engineering Chemistry and Rhyology |
| 877555 | Ammonia Production and uses in fertilizers |
| 814825 | Chemistry kinetics and rates of reaction |
| 867456 | Water pollution |
| 852986 | Underground water aquifer |
| 878635 | Polymer EOR |
| 834184 | Biological EOR |
| 822957 | Thermal EOR |
| 841410 | Sulphur corrosion |
| 878688 | Transmission and distribution of oil and Gas |
| 780462 | Distillation colum |
| 858945 | Cracking as a chemical process |
| 839139 | Reactor Design |
| 855288 | Materials used in pipes and their properties |
| 829901 | Costal pollution |
| 819658 | chernobyl disaster |
| 879199 | bhopal disaster |
If you use any indented quotations, these should be single-spaced.
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