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

2. 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.

3. 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

4. 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.

5. 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.

6. 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.

7. 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:

8. Websites http://hyperphysics.phy-astr.gsu.edu/hbase/hph.html

9. 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 

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

11. 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.

12. 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.

13. SimLab: Temperature and State of Matter
Boiling
Melting

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

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

16. 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 – .
Reinforcement - Students will complete practice problems on units and heat conversions.

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

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

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

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

21. 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.

22. 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

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

24. 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:  

25. 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.
Student Activity – SimLab - Energy Understanding, Part II

26. 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.

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