Transcript Introductory Thermodynamics - Center for Polymer Studies

Introductory Thermodynamics
Virtual Molecular Dynamics Institute
Boston University 2002
Linda Culp
Thorndale HS
[email protected]
Kathi Hopkins
Robinson HS
[email protected]
Introduction
• Students will discover energy relationships
& concepts through observation,
experimentation, and application using
Simulab and traditional wet labs.
• Abstract molecular concepts are
quantitatively modeled using graphics,
charts, and data lists with variables that can
be manipulated.
Our Goal
• Students will gain an understanding of
energy relationships through multiple
learning modes.
Major Concepts
•
•
•
•
•
•
•
Energy
Potential energy
Kinetic energy
System dynamics
Total energy
Temperature
Law of conservation
of energy
• Energy transfer &
pathways
• Exothermic and
endothermic reactions.
• Heat
• Volume
• Work
• Heat capacity
State Curriculum
Standards
• Adheres to TEKS (Texas Essential Knowledge & Skills)
objective for chemistry, physics, & biology.
http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html
• Assessed by TAKS (Texas Assessment of Knowledge &
Skills)
• Follows guidelines of Advanced Placement chemistry,
physics, biology
Intended Audience
• Entry level 1st year chemistry or physics students –
10th grade.
• Extensions appropriate for Advanced Placement or
Honors Chemistry and Biology
Placement in Curriculum
• Basic concepts of energy required in all
sciences
• Replace traditional unit
• Both wet lab and Simulab.
• Prior experience:
– Math and reading skills of a typical 9th & 10th grade
student.
– SMD and Excel or Graphical Analysis
Adjustments/Adaptations
• Unit proceeds from basic to advanced
concepts.
• Advanced levels proceed to enthalpy and
Hess’s Law.
• Without computers, teachers may utilize
wet labs, overhead projectors, graph paper,
and graphing calculators.
Time
• 7 – 50 minute class periods.
• Minimal preparation for computer activities
• Preparation of demonstrations & wet labs –
varies with situation - 10 to 15 minutes.
Electronic Equipment-optional
•
•
•
•
•
•
•
•
PC or Mac
CBL with probes
Graphing calculators
Computer lab to accommodate groups of 2-3
students
Data projector to show Simulab demonstrations
VMDL software & Simulab files
Overhead projector
Graphing program: ex: Excel or Graphical
analysis
Teaching Resources
• Wet Labs:
– Baggie Reaction
– Production of Gas in a
syringe
– Specific Heat of Metals
– Balloon Experiment
– Calcium metal –
Ammonium
thiocyanate labs
• SimuLabs:
– VMDL software &
Simulab files
– SMD States of Matter
“Experiment 1A”
– SMD player
“temperature.smd”
– SMD player “reaction”
– SMD “Simulab
Icebreaker”
References
• Chemistry by Steven Zumdahl (4th edition) Houghton
Mifflin Co, Boston, Mass. 1997
• Flinn Scientific http://www.flinnsci.com/ (source for chemicals)
• Modern Chemistry Holt Rinehart & Winston, 1993
• Shakhashiri, Bassam Z. Chemical Demonstrations (Vol 3)
The University of Wisconsin Press, Madison, WI 1989
• TAKS http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html
• TEKS http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html
• Virtual Dynamics Laboratory Manuals & Software, Center
for Polymer Studies, Boston University, 2002.
Objectives:
• Students will be able to:
– Day 1:
• Observe changes in energy
• Identify different forms of energy
• Interpret energy relationships with SMD software
– Day 2:
• Discover relationships between potential & kinetic
energy
• Collect data through computer simulations to
determine the effects of temperature upon energy
• Graphically record & analyze collected data to
predict trends
Objectives:
– Day 3
• Analyze computer models in open systems
• Prepare & observe effects of gas production
• Compare the SMD models of expanding gases to
experimentally obtained data.
• Formulate an hypothesis relating work & energy.
– Day 4
• Calculate specific heat values
– Day 5
• Determine specific heat of known metals
• Compare experimentally obtained specific heats
with actual values.
• Identify unknown metal using experimentally
obtained data.
Objectives:
– Day 6
• Deduce the effects of high heat capacity of
water on surrounding materials
– Day 7
• Compare and contrast exothermic and
endothermic reactions
• Design and defend a concept map of terms
within the unit.
Unit Timeline & Instructional Outline
• Day One:
Mini Lab
Discussion
SMD-Player
Baggie Reaction
Concepts & observations
Intro to simple E, KE, & PE
• Day Two:
Discussion
Instructions
Classwork
Debrief
Reflect on prior concepts
“Experiment 1a Simulab”
Data table & class average graph
Simulab results & connections
Unit Timeline
• Day Three:
Discussion
SMD Player
Min-Lab
Debrief
Connections with Law of Conservation
of energy.
Expanding gases, work & conservation
of Energy
Production of gas in syringe
Connections between mini lab &
Simulab
• Day Four:
Modeling
Assignment
Pre-Lab
Problem-solving
Heat capacity problems
Specific heat of metals
Unit Timeline
• Day 5:
Mini Activity
Discussion
Lab
Debrief
Expanding gases
Connections to prior concepts
Specific heat of metals
Reflect & make connection
• Day 6:
Mini Activity
SMD Activity
Debrief
Balloon Experiment
Virtual Modeling
Reflect & make connections
Unit Timeline
• Day 7
Mini Lab
Debrief
Activity
Presentations
Calcium metal/ammonium
thiocyanate
Reflect & Make connections
Concept Map
Student presentations
Assessments
• Learning journals or lab book record
• Student participation rubric
• Problem-solving assignment showing
accurate work
• Lab report rubric
• Concept map & presentation
Extensions
– Biology – Observe the changes in the potential energy
of a molecule as it moves through a membrane.
See pot_energy-membrane.umv
– Links:
– http://scifun.chem.wisc.edu/HOMEEXPTS/FIREBALL
OON.html
– www.science.demon.co.uk/handbook/18.htm
– http://bradley.bradley.edu/~campbell/demo.html