
Purpose
To help students grasp thermochemistry better by doing a hot/cold pack experiment.
Context
This lesson is the first of a three-part series on energy transformation. All three lessons have the general purpose of increasing students' understanding of energy transfer, its role in chemical change, and the factors that can influence this change. Then each lesson in addition has a specific purpose. The Transfer of Energy 1 or 2 can be done in any order; however, it is suggested that The Transfer of Energy 1 and 2 be done before The Transfer of Energy 3.
The Transfer of Energy 1: Thermochemistry is intended to increase students' understanding of heat and chemical reactions.
The Transfer of Energy 2: Electrochemistry is intended to increase students' understanding of electron transfer and its role in chemical changes.
The Transfer of Energy 3: Rust and Corrosion reinforces students' understanding of thermochemistry and electrochemistry by exposure to a process that they observe in life. This lesson allows students to understand how energy transfers in the chemical change of rust and corrosion and to understand the factors that influence this process.
Motivation
To beging this lesson, students should use their What is Thermochemistry? student esheet to visit Thermochemistry, on the Chem4Kids website, to be introduced to the topic of thermochemistry.
Ask students the questions below. These questions address information in the website and common misconceptions that students have at this level. Give students time after each question so that they have time to write their ideas on the What is Thermochemistry? student sheet. Next, have students share what they wrote down.
Note: Questions 4-6 address some common misconceptions that students hold, thus you may wish to discuss the answers to these questions in more detail before moving to the next section.
- What is cold and when and why do we feel it?
("Cold" is the absence of heat. We feel a cold substance because the substance takes kinetic energy away from our skin—heat is transferred from our skin to the colder substance. We sense this change as "cold.") - How do chemical reactions take away or absorb heat?
(Chemical reactions form and break bonds between atoms. Different bonds contain different quantities of energy—a net loss of energy is passed into the surroundings as "heat," and a net gain of energy is passed into the surroundings as "cold.") - How does a thermometer read temperature?
(Energy is transferred from the solution to the thermometer bulb. A fluid within the bulb—usually alcohol or mercury, expands with the inflow of energy. The gradations on the thermometer measure the amount of expansion.) - What is internal energy, what is heat, and what is temperature?
(Internal energy is the total kinetic energy of molecules comprising an object; heat is the mode of transmission of this energy; and temperature is the average kinetic energy of an object's component atoms.) - Given a drop of water heated to 95 degrees Celsius and a gallon of water heated to 90 degrees Celsius, which has the greater internal energy? Which has the greater temperature?
(The gallon has the greater internal energy because there are more water molecules in a gallon of water. The drop has the greater temperature because a water molecule heated to 95 degrees Celsius has more average kinetic energy than a water molecule heated to 90 degrees Celsius.) - When a pot of hot water is left out on a counter and cools to room temperature, where does the heat go?
(The heat is dissipated into the surroundings, including the air.)
Next, explain to students how this relates to the concept of energy conservation: The TOTAL energy in the room INITIALLY equals the energy in the air AND the energy in the pot of water; AFTER the pot has cooled, the energy in the air has increased and the energy in the pot has decreased but the TOTAL energy in the room is the same.
Development
In this part of the lesson, you and your students will perform an experiment in which you will determine how the temperature of water changes when it is mixed with either calcium chloride or a ammonium nitrate.
Hand out the Hot and Cold Packs student sheet for students to follow along and complete while doing the experiment. You can refer to the Hot and Cold Packs teacher sheet for answers to the questions on the student sheet.
Hot and Cold Packs Experiment Procedure
- Take three 250 ml or larger beakers, fill them with water, and add a thermometer. Record the temperature.
- Then, add approximately 25 grams of calcium chloride to one beaker, and 25 grams of ammonium nitrate to the second, and leave the third without any chemical added.
- Stir continuously to ensure mixing (student volunteers should be able to help), and watch the changes in temperature over time.
- Record the temperature every five minutes for a total of 30 minutes.
- Have students volunteer answers to the questions listed on their student sheet. Help students with answers if necessary.
Assessment
Ask these questions to review what students learned in the hot and cold packs experiment:
- In commercial hot and cold packs, how are the two chemicals kept separate until ready for use?
(They are separated into pouches via a fragile connection. A sharp blow to the pack will mix them and create the desired effect.) - Would twice the chemical produce twice the temperature difference?
(No. While twice the energy will be released or absorbed, energy will be more readily exchanged with the external environment. This process is faster than the reaction of the chemical with water. For commercial packs, scientists determine the optimal ratio of additive to water to create the proper temperature.) - What is thermochemistry?
(It is the division of chemistry that deals with temperature in chemical reactions.)
Extensions
Follow this lesson with the next two lessons in The Transfer of Energy Series:
More engaging thermochemistry experiments can be found at Endothermic and Exothermic Reactions on the About.com Chemistry site. Check out the two reactions at the bottom of the page!