This calorimetry lab is designed to make heat transfer and thermal equilibrium easy for students to understand. Students will complete a calculation of specific heat and compare it to the actual specific heat of the metal. It requires metal pieces, test tubes, beakers, coffee cups, and a thermometer
This is a 3-part lab that has been tested many times. Students will light a Cheeto on fire and calculate the amount of heat transfer that occurred by measuring the temperature change in the liquid stored securely above it. This includes analysis at the end of the 3 parts.
This is a bundle of 4 practice problem sets based on the gradual complexity involved in learning about heat transfer. Each set introduces a new skill necessary to learn before moving onto the next one, ultimately leading up to solving complex calorimetry problems. This gradual build-up works well in
This bundle can be used to supplement the learning of heat transfer in high school chemistry classes. It contains 3 labs and a set of practice problems.
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Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency. Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. Emphasis is on explaining the meaning of mathematical expressions used in the model. Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative position of particles (objects). Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
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 (second law of thermodynamics). Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water. Assessment is limited to investigations based on materials and tools provided to students.