Energy The First Law of Thermodynamics Candice Caveny E. Angelika Paulikas Sandy Kelly Lars Johnson Boston University Polymer Workshop 1 Summer 2003

Introduction The following unit, designed to illustrate the concepts of Heat and Thermodynamics, will elucidate the following topics traditionally taught in the high school chemistry or physics curriculum: heat and thermal energy, heat units, direction of heat flow, temperature, temperature scales, thermal equilibrium internal energy (kinetic energy and potential energy), system work mechanical equivalent of heat, heat engines the first law of thermodynamics.

Intended Audience The following unit is designed to illustrate the concepts of Heat and Thermodynamics within the context of an introductory high school physics or chemistry course. The unit assumes that the high school student has an introductory level physical science background as well as skills in algebra and problem solving appropriate to the course level

Adjustment / Adaptation Students enrolled in introductory physical sciences (either middle-level or early high school), conceptual physics, or conceptual chemistry may also benefit from the framework of this unit. The unit may be adapted to the needs of the above students by reducing the required computations and algebra . In more advanced courses, such as honors level or advanced placement chemistry or physics would benefit from additional discussion and more complex computations in the labs and simulations.

Curriculum Placement This unit is designed to fit seamlessly into the curriculum of a high school chemistry or physics course. Ideally, this instructional unit would be presented during the first semester of a typical introductory chemistry course, preceding the instruction of gas laws In the high school physics curriculum, this instructional unit would be presented after students have established a thorough understanding of matter, work, and energy, and its instruction should precede that of gas laws.

Time This unit, from introduction to completion and assessment, will require approximately 14 days of 50 minutes. Instruction will be provided through laboratory experiments, simulations, demonstrations, and activities that fulfill the unit objectives.

Alignment With Frameworks The unit is aligned to the following Illinois Learning Standards: 11.A.5a, 11.A.5b, 11.A.5c, 11.A.5d, 11.A.5f; 11.B.5a, 11.B.5b, 11.B.5d, 11.B.5f; 12.C.4a, 12.C.5a, 12.C.5b, 12.D.4b. The Illinois Learning Standards may be referenced at the following address: http://www.isbe.state.il.us/ils/science/science.html

Websites http://hyperphysics.phy-astr.gsu.edu/hbase/hph.html http://chemed.ch*em.purdue.edu/genchem/topicreview/bp/ch5/tempframe.html http://chemistry2.csudh.edu/lecture_help/temperatures.html http://chemistry2.csudh.edu/lecture_help/waterheat.html http://chemistry2.csudh.edu/lecture_help/heatxfer.html http://chemistry2.csudh.edu/lecture_help/heatxfer2.html www.classzone.com/science.cfm http://rubistar.4teachers.org/ http://www.isbe.state.il.us/ils/science/science.html http://www.ex.ac.uk/cimt/dictunit/ccenrgy.htm

Equipment Required Basic Equipped Laboratory The following electronic equipment is necessary for the completion of this unit: VMDL Software 15 Computer lab stations, Pentium III with MS Windows 98 or higher (may be adjusted depending upon the number of students/student groups) Classroom computer with large display panel to demonstrate simulations MS Internet Explorer 5.0 or higher, or other browser interface Printer MS Excel or other software for graphing or graphical analysis 

Goals and Objectives Unit Goal: Students will apply, analyze, and synthesize the first law of thermodynamics as it relates to a system.

Goals and Objectives Students will recognize heat as a form of energy transfer. Students will accurately measure temperature. Students will accurately convert heat unit measurements. Students will accurately convert temperature scale measurements. Students will accurately quantify heat transfer. Students will evaluate energy transfer and conservation of energy in calorimetry. Students will explore and evaluate the relationship between heat and mechanical work. Students will explore the relationship between heat and internal energy using the VMDL simulations. Students will accurately explain the relationship between heat and work and the application in familiar devices such as refrigeration devices. Students will accurately quantify the first law of thermodynamics.

Day 1 - What is “Heat” Energy? Introduction to Heat and Energy Demonstration - Beaker of ice on a ring stand. Student Activity – SimLab – Temperature and the State of Matter  Post-Activity Discussion Assignment - Students will write 1-2 paragraphs explaining understanding of concepts of heat and temperature and their relationship.

SimLab: Temperature and State of Matter Boiling Melting

Day 2 - What is Temperature and How is it Measured? Background Information - Fahrenheit, Celsius, and Kelvin scales Student Activity -“Design Your Own Thermometer”

Day 3 - What is Absolute Zero and Does it Really Exist? Background Information - Kelvin scale, absolute zero Student Activity - SimLab – Approximating Absolute Zero

Day 4 - How is Heat Quantified and Where Does It Go? Background Information – Standard units- Joule Anticipatory Set - Demonstrate direction of heat flow - Cold Pack Demo Heat Unit Conversions Student Activity - heat unit conversions – . http://www.ex.ac.uk/cimt/dictunit/ccenrgy.htm Reinforcement - Students will complete practice problems on units and heat conversions.

Day 4 - How is Heat Quantified and Where Does It Go?

Day 5 - Where Does the Energy in Reactions Go? Student Activity - Endothermic and Exothermic Reaction Lab

Day 6 - Specific Heat and Calorimetry Background Information – specific heat, calorimetry Reinforcement - Students will complete practice problems of calorimetry.

Day 7 - Observing Heat Exchange Calorimeter Student Activity - Calorimeter lab Student Activity - SimLab – Heat Capacity

Day 8 - Project Introduction: Where Does the Heat Go? The Heat and Thermodynamics Unit will culminate in two assessments, a traditional test and an authentic assessment project. Assign the assessment and allow class time for students to brainstorm and research their project. Collect, review, and approve proposals and the end of the hour.

Day 9 - Internal Energy Background Information – Internal Energy, Kinetic Energy, Potential Energy Demonstrations-Conduct “Stretched Rubber Band and Stretched Spring” demonstrations. Conduct “Fire Syringe” demonstration. Student Activity – SimLab – Energy Understanding, Part 1

Day 10 - System Work Background Information – Work and Thermodynamic system, W = P V , First Law of Thermodynamics Student Activity – SimLab – Work and Internal Energy

Day 11 - Mechanical Equivalent of Heat and Heat Engines Background Information – Heat, Work, Transfer of Energy, James Joule Student Activity – Illustration of basic Carnot Cycle: http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/carnot.html#c1 .  

Day 12 - Heat Engines Carnot Cycle Background Information – Operation of heat engines. Student Activity – Illustrate the work-energy relationship in a typical four stroke engine. http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/otto.html#c1 Student Activity – SimLab - Energy Understanding, Part II

Day 13 - Unit Assessment and Review Students will present their Heat and Thermodynamics projects to the class. The remainder of class time will be used to review all concepts covered in the unit.

Day 14 - Unit Assessment and Review Test over Heat and Thermodynamics Unit.