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Introductory Thermodynamics
Virtual Molecular Dynamics InstituteBoston University 2002
Linda Culp
Thorndale HS
Kathi Hopkins
Robinson HS
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 Baggie Reaction
Discussion Concepts & observations
SMD-Player Intro to simple E, KE, & PE
• Day Two:Discussion Reflect on prior concepts
Instructions “Experiment 1a Simulab”
Classwork Data table & class average graph
Debrief Simulab results & connections
Unit Timeline• Day Three:
Discussion Connections with Law of Conservation of energy.
SMD Player Expanding gases, work & conservation of Energy
Min-Lab Production of gas in syringe
Debrief Connections between mini lab & Simulab
• Day Four:
Modeling Problem-solving
Assignment Heat capacity problems
Pre-Lab Specific heat of metals
Unit Timeline• Day 5:
Mini Activity Expanding gases
Discussion Connections to prior concepts
Lab Specific heat of metals
Debrief Reflect & make connection
• Day 6:
Mini Activity Balloon Experiment
SMD Activity Virtual Modeling
Debrief Reflect & make connections
Unit Timeline
• Day 7
Mini Lab Calcium metal/ammonium thiocyanate
Debrief Reflect & Make connections
Activity Concept Map
Presentations 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/
FIREBALLOON.html– www.science.demon.co.uk/handbook/18.htm– http://bradley.bradley.edu/~campbell/demo.html
