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The virtual visit uses 360° panorama photographs to give users an idea of being interactive, close up experience of being in an oil refinery. The panoramas are linked to make a tour with a map and aerial view to help users navigate. Within each panorama, there are pop-up labels which reveal more information in the window on the left. Also, within this text, there are links which will open a new page of the "InfoBank" to provide more detailed and science related information. There are fourteen stops on the virtual tour.
| 1. |
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Jetty - south has view of a tanker doacking and of the refinery in the distance |
| 2. |
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Jetty control shows the length of the jetty and the trestles out to it |
| 3. |
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Salt marsh has a view of the regenerated salt marsh and outflows |
| 4. |
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South trestle shows the pipes taking crude oil up to the refinery |
| 5. |
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Admin block roof has views back out to sea and into the heart of the refinery |
| 6. |
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Storage tank by stills has a good view over the distillation columns |
| 7. |
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Storage tank perimeter has a side view of the refinery and over the tree screen into Fawley village |
| 8. |
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Fawley village shows how the tree screen shields the refinery |
| 9. |
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COGEN the generating and utilities end of the refeinery |
| 10. |
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SP4 is a steam generator |
| 11. |
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Gate 1 has a view back into the refinery and along the pipes carrying product to the tanker terminal |
| 12. |
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Hyther tanker terminal has views of road tankers filling up |
| 13. |
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Fire station roof has views into the distillation area and over the salt marsh |
| 14. |
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Pipe farm where product is piped north into England |
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Pupils should be taught:
Life processes and living things
1 Life processes
| a |
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that there are life processes common to humans and other animals, including nutrition, movement, growth and reproduction; |
| b |
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that there are life processes common to plants including growth, nutrition and reproduction |
4 Variation and classification
| b |
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how locally occurring animals and plants can be identified and assigned to groups |
5 Living things in their environment
| a |
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about ways in which living things and the environment need protection; |
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Adaptation |
| b |
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about the different plants and animals found in different habitats; |
| c |
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how animals and plants in two different habitats are suited to their environment; |
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Feeding relationships |
| d |
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to use food chains to show feeding relationships in a habitat; |
| e |
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about how nearly all food chains start with a green plant; |
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Micro-organisms |
| e |
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that micro-organisms are often too small to be seen, and that they may be beneficial, e.g. in the breakdown of waste, or harmful, e.g. in causing disease, in causing bread to go mouldy. |
Materials and their properties
1 Grouping and classifying materials
| a |
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to compare everyday materials, e.g. wood, rock, iron, aluminium, paper, polythene, on the basis of their properties, including hardness, strength, flexibility and magnetic behaviour, and to relate these properties to everyday uses of the materials; |
| d |
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to describe and group rocks and soils on the basis of characteristics, including appearance, texture and permeability; |
| e |
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to recognise differences between solids, liquids and gases, in terms of ease of flow and maintenance of shape and volume. |
2 Changing materials
| b |
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to describe changes that occur when materials e.g. water, clay, dough, are heated; |
| c |
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that temperature is a measure of how hot or cold things are; |
| d |
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about reversible changes, including dissolving, melting, boiling, condensing, freezing and evaporating. |
Breadth of Study
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a range of domestic and environmental contexts that are familiar and are of interest to them; |
| b |
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looking at the part science has played in the development of many useful things. |
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