Lesson Plan
Thermodynamics – Chemistry 30
Randi Klassen
Supervised by Shelly Stamm
Approximate time – 3 weeks
Outline:
1.
2.
3.
4.
5.
6.
7.
Energy
Temperature vs. Heat
Enthalpy
Calorimetry
Heat of Formation
Hess’s Law
Entropy
Strategies
 Variety of instructional strategies and assessment.
 If class moves slower or faster than the time allotted for each lesson, the videos can be played in
class for better timing.
 Differentiation:
o Extra support materials will be provided on the online blog.
o Students can use blog to ask questions and lead discussions about topics covered in
class, these are moderated by the teacher.
o Materials can be printed if student does not have access to the internet at home or via
their phone.
o Students who do not have access to internet at home should set up a plan with the
teacher that can include using school computers before school, after school and at lunch
or using Ms. K’s tablets before class.
o Students may work together to collect comprehensive notes and construct better
definitions, extra time should be used to allow students to work together to revise the
wording on their notes and enhance their definitions using a dictionary, glossary or
online tools.
o This type of instruction should allow time for teacher to check student notes for
completeness. Going over key points as a class is important.
o Notes are designed to be factual, understanding comes in class.
o
EAL students should be encouraged to use the help of teacher and support staff to put
their observations and explanations into words on their sheets. A verbal explanation
from the student to the teacher may aid in the assessment of students with poorer
English skills. This should also be considered for tests and quizzes
Energy
Lesson One
Curriculum Objective:
 Examine the relationship between heat, energy and chemical reactions.
SLO

To understand that energy cannot be destroyed, only transferred.
Video:
 http://www.youtube.com/watch?v=GqtUWyDR1fg&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8
oGr&index=17
o Crash course in chemistry: energy and chemistry
Demo
 Demo will be a clear explanation of what is expected in student POE assignment.
 Add HCl and NaOH and observe temperature change
o Procedure found on page 489 of teacher text book
o Page 488C for preparation of solutions
o Questions for Demo Memo
 What evidence do you have that a chemical reaction occurred
 Write the Chemical Equation for this reaction
 Give a reason of for the temperature change
Safety:
Teacher and helper should be wearing googles, lab coat and hair tied back.
Teacher should take note of nearest eye wash station and shower
Teacher should remind students to stay seated if they are not helping
Assessment
 Demo Memo including observations, explanations and questions.
 Curriculum Indicators
o Recognize that energy changes are associated with chemical reactions
Additional Notes:
 Potential and Kinetic Energy
o Roller Coaster Picture
o Potential Energy is the energy of the position
o Kinetic Energy is the energy of the motion
o How does this relate to Chemicals
 Position of molecules determines whether or not they are aligned enough to
react
 The movement of molecules matters because they have to be moving fast
enough to break bonds and reform new ones.
Demo:




Bowling Ball Demonstration
Tie in potential and kinetic energy
For Blog http://www.youtube.com/watch?v=8GLtFNaiMH8
Energy is transformed but not created or destroyed
Heat vs. Temperature
Lesson 2
Curriculum Objective:
 Examine the relationship between heat, energy and chemical reactions.
SLO

To understand that heat and temperature are different.
Video
 http://www.youtube.com/watch?v=wTi3Hn09OBs
Demo
 Page 45 from POE by Haysom and Bowen
Materials:
Test Tubes (1 per pair)
Thermometer (1 per pair)
Graduated Cylinder (10-20 mL)
Card Board Matches
Pins
Safety
Remind students where fire extinguisher and alarms are
Ask students to ensure the lab bench is free of anything flammable
Students must be wearing goggles.
 Part One
 What is the temperature rise when you heat 10 mL of water with one
match?
 PREDICT
 What will the temperature rise when you heat 10 mL of water with two
matches? Why?
 Part Two
 What is the temperature rise when you heat 10 mL of water with two
matches
 OBSERVE
 Write down observations
 EXPLAIN
 Compare the temperature increase between one and two matches.
Make sense of your results using words/ pictures.
Assessment
 Demo Memo including observations, explanations, pictures and questions
 Curriculum Indicator
o Explain the difference between heat and temperature
Additional Notes
 Definitions
o http://science.howstuffworks.com/dictionary/physics-terms/heat-info3.htm
o Temperature is relative intensity of hotness or coldness. Compare a candle to an ice
berg. Now compare a candle to the sun.
o Heat is the quantity of kinetic energy in a substance
 Measuring
o Temperature: F, C, K
 How do Celsius and Kelvin relate?
 Graph volume of a “perfect gas” against the temperature and extrapolate.
o Heat: measured in joules or calories
 Kinetic energy curve
o What if we measured the kinetic energy of all the individual partials (bell curve)
Enthalpy
Lesson Three
Curriculum Objective: Understand the quantitative description of enthalpy change.
SLO: To understand that we can find a change in heat by measuring a change in temperature. Heat
cannot be measured directly!
Demo: First student led POE
o
Cheese Puff Demo
 http://books.google.ca/books?id=mtNd5tukUSQC&pg=PA22&lpg=PA22&dq=me
asuring+the+calories+in+a+cheese+puff&source=bl&ots=2qkm3J3cNE&sig=ZXyf
w07R2KdzgxF9zh8_BKS86g&hl=en&sa=X&ei=wRwAUsGhHOTYyQGZzYCACA&ved=0CDkQ6AEwAQ#v
=onepage&q=measuring%20the%20calories%20in%20a%20cheese%20puff&f=f
alse
 Page 22
 Materials
o Cheese Puffs
o Metal Can
o Graduated Cylinder (50 mL)
o Thermometer
o Wire Square and ring stand
o Paper Clip
o Modeling Clay
o Matches
 http://antoine.frostburg.edu/chem/senese/101/thermo/faq/energy-requiredfor-temperature-rise.shtml
 Calories are a measure of Heat. Celsius is a measure of temperature.
 Calories to Joules
Safety
Student leading the demo must wear goggles
All students must know where fire extinguishers and alarms are
Students are to remain seated
Inquiry Activity
 From the information gathered in the demonstration students will cancel out units until they are
left with nothing but calories (which is a unit of heat).
Assessment
 Demo Memo including observations, explanations and proposed equation
 Curriculum Indicator
o Measure some energy changes in chemical reactions
Introduce
q=mcdeltaT
Can we come up with this equation on our own based on the variables we have and the
information we need.
Independent work
 Practice problems on page 495
Lesson 4
Curriculum Objective: Understand the quantitative description of enthalpy change.
SLO: What do the terms in q=mcΔT really mean.
Video
 http://www.youtube.com/watch?v=SV7U4yAXL5I
o Crash Course in Enthalpy
Additional Notes
 What is enthalpy
o Picture of the Reaction being the universe which includes the system and the
surroundings.
o Enthalpy is the heat content of a system at constant pressure (expand, what if the
pressure increases)
o It is impossible to know the total heat of a substance because it depends on so many
factors in the universe, some of which are not totally understood, so we can only
measure the change in enthalpy which is symbolized by Δ.
o The total change in enthalpy is the final enthalpy – the indicial enthalpy or the products
– the reactants.
o Q= ΔHrxn
Demo
 Gives an example of specific heat capacity and reinforces heat transfer
 Dixie Cup with water and fire (Marks Interactive Lecture from ESCI 351)
Assessment
 Demo Memo
 Curriculum Indicator
o Measure some energy changes in chemical reactions.
o We will measure this qualitatively to prove the importance of specific heat capacity in
measuring enthalpy change.
Independent work
 Additional time to work on previous day’s practice problems.
Calorimetry
Lesson 5
Curriculum Objective: Understand the quantitative description of enthalpy change.
SLO: Examine how calorimetry is used to measure heat change (enthalpy).
Video:
 http://www.youtube.com/watch?v=JuWtBRrDQk&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr&index=19
o Crash course in calorimitry
Additional Notes
 Exothermic and Endothermic
o http://staff.prairiesouth.ca/~chemistry/chem30/1_energy/energy2_1.htm
o Using q=mcΔT to measure the amount of heat the water absorbs
 Reinforce temperature change of cheese puff is the opposite of the
temperature change of the water in the can (making a negative, therefore
exothermic process)
 Calorimeter picture (on back of calorimetry notes page)
o Parts
o Transfer of heat
Inquiry Learning
 Groups of three or four
 We now know what specific heat capacity is. Use the equation for calculating heat to find the
specific heat capacity of the cheese puff.
 Questions to stimulate thinking and discussion (have students formulate these questions before
beginning)
o What information do you know about the water?
o What information do we know about the cheese puff?
o What is the piece of information we are looking for?
o Based on what we know, and what we need, what equation can we use?
Independent work
o Practice problems on page 498
REMINDER: Quiz – Lesson 7
Lesson 6
Curriculum Objective
Understand and use the vocabulary structures and forms of expression which characterize chemistry.
SLO: Understand the role bond strength plays in the overall energy change of a reaction.
Engage
 Bond strength
o Ask for three volunteers (choose ‘gentle’ students to avoid anyone getting hurt, also
think about choosing friends as this will require touching and physical contact.)
o Two volunteers will act as atoms (Carbon is a good one)
o One volunteer will represent the energy we have to put into the system. They will do
this by attempting to break through the bonds, other students will observe if they think
it will take a lot of energy, some energy, or little energy)
o Types of bonds
 Single Bond (holding one hand, slightly bent elbows)
 Double Bond (holding both hands, slightly bent elbows)
 Triple Bond (extra volunteer, hands all inter linked)
 Big atoms (fat suits)
 Small atoms (hold at elbows)
Explore
 Chemical Bond student activity
 Materials
o Index cards
o Two colors of markers
o Students will need calculators
o Print pages for students
o Model sets of play dough
Assessment
 Take in worksheet for marks, if class time permits they can be peer marked.
o Uses a variety of recall, understand and analyzing questions.
 Curriculum Indicator:
o Incorporate vocabulary such as bond energy, enthalpy, endothermic, exothermic and
heat of formation into their speaking and writing about chemical reactions.
Explain
Questions to stimulate thinking
 What is the relationship between number of bonds and the energy needed to break them.
 Inversely, what do you think would happen when triple bonds are formed?
 What are the two things that need to happen for a bond to break? Alignment and Speed
 What are some ways that chemists attempt to break those tight bonds? Heat, catalyst, pressure
 Which situation gives off more heat?
o Single bonds breaking to form double bonds or
o Double bonds breaking to form single bonds?
Additional Notes
 Chemical Bond Energy:
o http://staff.prairiesouth.ca/~chemistry/chem30/1_energy/energy1_7.htm

Direction of Chemical Change:
o http://staff.prairiesouth.ca/~chemistry/chem30/1_energy/energy2_3.htm
Heat of Formation
Lesson 7
Assessment: Quiz
 Recall questions
o Calculating change in enthalpy
o Solving for temperature change, mass and specific heat capacity
o Calorimetry Problems
 Understanding
o Heat vs. Temperature
o Define Enthalpy
o Potential and kinetic energy
 Explain how a coffee calorimeter works
o Include a picture
o Label the parts of the universe
o Explain how it calculates heat change
Curriculum Objectives: Understand the quantitative description of enthalpy change.
SLO: Where do standard heats of formation come from and why are they useful?
Additional Notes
 Heat of Formation:
 Example Calculations
o http://staff.prairiesouth.ca/~chemistry/chem30/1_energy/energy2_2.htm
Independent work
 Questions on page 512 of text
REMINDER: Quiz on Hess’s Law and Standard Heats of Formation in two- three days.
Hess’s Law
Lesson 8
Curriculum Objectives: Understand quantitative description of enthalpy change.
SLO: Hess’s Law can be used to determine enthalpy changes in a reaction.
Video
 http://www.youtube.com/watch?v=c8Adft3M8mg
Additional notes and examples
 http://staff.prairiesouth.ca/~chemistry/chem30/1_energy/energy2_4.htm
 Picture on Page 507
Independent work
 Page 508 Practice Problems
 Time to study for Lesson 10 quiz
Entropy
Video
 http://www.youtube.com/watch?v=ZsY4WcQOrfk&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8o
Gr&index=20
o Crash course in Entropy
Engage Activity
http://modeling.asu.edu/ModChem_web/resources/entropy%20game.pdf
This is an attention-grabbing introduction to cell energetics. Students participate in building and
knocking down a tower of paper cups which represents an organized living system. An occasion
for drama, snapshots, and humor, this activity helps students understand the 2nd Law of
Thermodynamics vis-a-vis living systems: (1) Entropy is constantly increasing on average (2)
Living systems are highly ordered (3) It takes energy and work to maintain organization. Also
(4) information is needed to maintain an ordered state
http://www.accessexcellence.org/AE/ATG/data/released/0087-KatharineNoonan/description.php
http://depts.washington.edu/chem/facilserv/lecturedemo/EntropyofRubber-UWDept.ofChemistry.html
http://depts.washington.edu/chem/facilserv/lecturedemo/EndothermicReactionUWDept.ofChemistry.html
http://www.chem.umn.edu/outreach/EndoExo.html
The effect of increased entropy more than compensates for the positive enthalpy
change


Spontaneous reaction requirements (waterfall analogy)
o No outside intervention (maybe a start from an outside force)
o The reverse reaction is not spontaneous
o Most are exothermic
 What about the melting of ice? Endothermic, and spontaneous
o Reaction done in entropy video?
o http://www.youtube.com/watch?v=ZsY4WcQOrfk&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9
mQQ8oGr&index=20
 Crash course in Entropy
o Throw a deck of cards. What are the chances that when I throw them, they will land in a
perfect pile with the suits all matched and the numbers in ascending order?
 What if we threw them 100 times?
 Our universe works the same way.
 It takes loads of energy (work) to order something.
o 5 Situations for entropy (pg 515-516)
Entropy and Free Energy