STANDARDS:
HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy o the other component(s) and energy flows in and out of the system are known.
HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system.
OBJECTIVES:
_ Students will be able to set up and calculate different quantities involved heat absorption/released in a closed system and make the connection to the Law of Conservation of Energy.
THREE DIMENSIONAL FOCUSES:
Science and Engineering Practice: Develop and use model based on evidence to illustrate the relationships between systems or between components of a system.
Disciplinary Core Ideas: Conservation of energy means that the total change o energy in any system is always equal to the total energy transferred into or out of the system
Crosscutting Concept: Energy cannot be created or destroyed – only moves between one place and another place, between objects and/or fields, or between systems.
PROCEDURES:
ENGAGE: ACCESSING PRIOR KNOWLEDGE - THE HEAT IS ON
_ Observe the following image:
HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy o the other component(s) and energy flows in and out of the system are known.
HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system.
OBJECTIVES:
_ Students will be able to set up and calculate different quantities involved heat absorption/released in a closed system and make the connection to the Law of Conservation of Energy.
THREE DIMENSIONAL FOCUSES:
Science and Engineering Practice: Develop and use model based on evidence to illustrate the relationships between systems or between components of a system.
Disciplinary Core Ideas: Conservation of energy means that the total change o energy in any system is always equal to the total energy transferred into or out of the system
Crosscutting Concept: Energy cannot be created or destroyed – only moves between one place and another place, between objects and/or fields, or between systems.
PROCEDURES:
ENGAGE: ACCESSING PRIOR KNOWLEDGE - THE HEAT IS ON
_ Observe the following image:
_ Answer the following questions on the padlet: https://padlet.com/francisl4/lxckoymihgx1lt7e
1. What will the person feel if the cell phone is turned off and stays in his pocket?
2. What would the person feel if they were using the headset to talk on the phone while it remains in the pocket?
3. Is the heat that is released by the cell phone used energy transformation? Why or Why not? (If your answer is yes, please indicate the initial and final form of energy based on your knowledge from Monday)
Note: Save question 4 for the exploring activity
EXPLORE: SIMULATION - CALORIMETRY
Step 1: Follow the following link to the simulation: https://media.pearsoncmg.com/bc/bc_0media_chem/chem_sim/calorimetry/Calor.php
Step 2: New vocabulary
_ Calorimetry: The measuring of heat transfer within a system. It can be associate with phase change, physical and chemical changes.
Step 3: The simply set up for calorimetry can be replicated using a styral foam cup and a thermometer
1. What will the person feel if the cell phone is turned off and stays in his pocket?
2. What would the person feel if they were using the headset to talk on the phone while it remains in the pocket?
3. Is the heat that is released by the cell phone used energy transformation? Why or Why not? (If your answer is yes, please indicate the initial and final form of energy based on your knowledge from Monday)
Note: Save question 4 for the exploring activity
EXPLORE: SIMULATION - CALORIMETRY
Step 1: Follow the following link to the simulation: https://media.pearsoncmg.com/bc/bc_0media_chem/chem_sim/calorimetry/Calor.php
Step 2: New vocabulary
_ Calorimetry: The measuring of heat transfer within a system. It can be associate with phase change, physical and chemical changes.
Step 3: The simply set up for calorimetry can be replicated using a styral foam cup and a thermometer
Step 4: Answer question 4 on the padlet above.
Step 5: Follow the instruction to complete the simulation. (Stop when the instruction ask you to click on the "solution" tab).
Step 6: Click on the experiment and try the following set ups. (Make sure that you enable "show graph view")
1. 75 g Acetone at 50 degrees vs 100 g water at 20 degree. Find the final temperature.
2. 25 g Iron at 150 degree vs 200 g ethanol at 20 degree. Find the final temperature.
EXPLAIN: PICTURE VOCABULARY - THERMODYNAMIC
_ Follow the link: https://cdn.acceleratelearning.com/system/element_files/contents/169335/original/CA3D_HSCESS_Thermodynamics_EXPLAIN_PictureVocabulary.pdf?1543104778?Qjym2g1-FX5R-DkTX7PTIHW1Bs3jjEZXgDF-DqJqDMFzEs-v97pmqUJEEt3rHnf_
_ Learn the new vocabulary
1. Calorimeter
2. Specific Heat
3. Heat
4. Temperature
5. Energy
6. Thermal Energy
7. Heat capacity
ELABORATION: CALORIMETRY CALCULATION
_ Reintroduction the equation to calculation heat:
q = mc(Tf - Ti)
+ q is heat (J)
+ m is mass (g)
+ c is specific heat (g/molC)
+ Tf and Ti are final temperature and initial temperature respectively
Note: From here you have two option:
1. Attend/watch my zoom meeting to see how to apply the equation
2. Watch the following video: https://www.youtube.com/watch?v=ePm_N6RgLfk
DO NOT watch beyond 9:50 time, because you won't be needing the information for this lesson.
+ Example 1: Calculate the amount of heat released when one bottle of 250 g of ethanol is cooled from 45○C to 40○C. Given that the specific heat of ethanol is 2.45 j/g○C (Answer: -3063 J)
+ Example 2: If the same bottle of ethanol starts at 10○C and absorbs 2,500 J of heat, what is the final temperature? (Answer: 14.1○C)
EVALUATION - INDEPENDENT PRACTICE
_ Try this on your own:
1. An iron can weighing 50 g absorbs 256 J of heat and warms by 11.4○C. What is the specific heat of ion? (See the chart below)
2. How much heat is needed to raise 35 grams of gold from 25○C to 35○C? Given that the specific heat of Gold is 0.13J/g○C) (Answer: 45.2 J)
HOMEWORK: Complete the worksheet and submit it to google classroom by 9:00 PM on Friday
_ Reading assignments: Please read the "Thermodynamic Text" below and take Cornell's Note using the vocabulary listed on the document.
OFFICE HOUR: I will have office hour tomorrow at 3:00 PM.
Step 5: Follow the instruction to complete the simulation. (Stop when the instruction ask you to click on the "solution" tab).
Step 6: Click on the experiment and try the following set ups. (Make sure that you enable "show graph view")
1. 75 g Acetone at 50 degrees vs 100 g water at 20 degree. Find the final temperature.
2. 25 g Iron at 150 degree vs 200 g ethanol at 20 degree. Find the final temperature.
EXPLAIN: PICTURE VOCABULARY - THERMODYNAMIC
_ Follow the link: https://cdn.acceleratelearning.com/system/element_files/contents/169335/original/CA3D_HSCESS_Thermodynamics_EXPLAIN_PictureVocabulary.pdf?1543104778?Qjym2g1-FX5R-DkTX7PTIHW1Bs3jjEZXgDF-DqJqDMFzEs-v97pmqUJEEt3rHnf_
_ Learn the new vocabulary
1. Calorimeter
2. Specific Heat
3. Heat
4. Temperature
5. Energy
6. Thermal Energy
7. Heat capacity
ELABORATION: CALORIMETRY CALCULATION
_ Reintroduction the equation to calculation heat:
q = mc(Tf - Ti)
+ q is heat (J)
+ m is mass (g)
+ c is specific heat (g/molC)
+ Tf and Ti are final temperature and initial temperature respectively
Note: From here you have two option:
1. Attend/watch my zoom meeting to see how to apply the equation
2. Watch the following video: https://www.youtube.com/watch?v=ePm_N6RgLfk
DO NOT watch beyond 9:50 time, because you won't be needing the information for this lesson.
+ Example 1: Calculate the amount of heat released when one bottle of 250 g of ethanol is cooled from 45○C to 40○C. Given that the specific heat of ethanol is 2.45 j/g○C (Answer: -3063 J)
+ Example 2: If the same bottle of ethanol starts at 10○C and absorbs 2,500 J of heat, what is the final temperature? (Answer: 14.1○C)
EVALUATION - INDEPENDENT PRACTICE
_ Try this on your own:
1. An iron can weighing 50 g absorbs 256 J of heat and warms by 11.4○C. What is the specific heat of ion? (See the chart below)
2. How much heat is needed to raise 35 grams of gold from 25○C to 35○C? Given that the specific heat of Gold is 0.13J/g○C) (Answer: 45.2 J)
HOMEWORK: Complete the worksheet and submit it to google classroom by 9:00 PM on Friday
_ Reading assignments: Please read the "Thermodynamic Text" below and take Cornell's Note using the vocabulary listed on the document.
OFFICE HOUR: I will have office hour tomorrow at 3:00 PM.
calorimetry_introduction_ws.docx | |
File Size: | 13 kb |
File Type: | docx |
calorimetry_introduction_ws_spanish.docx | |
File Size: | 14 kb |
File Type: | docx |
thermodynamics_text.pdf | |
File Size: | 602 kb |
File Type: |