Thermochemistry Unit Plan

Day 1: The Flow of Energy Lesson (Specifically addresses INTASC1)

Purpose: To introduce the concept of thermochemistry and compare endothermic and

exothermic reactions.

SOLs:
CH.1 The student will investigate and understand that experiments in which variables are
measured, analyzed, and evaluated produce observations and verifiable data. Key concepts
include
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
d) manipulation of multiple variables, using repeated trials;
e) accurate recording, organization, and analysis of data through repeated trials;
j) the use of current applications to reinforce chemistry concepts

CH.3 The student will investigate and understand how conservation of energy and matter is
expressed in chemical formulas and balanced equations. Key concepts include
e) reaction types

CH.5 The student will investigate and understand that the phases of matter are explained by
kinetic theory and forces of attraction between particles. Key concepts include
f) specific heat capacity

Materials:
-SmartBoard
-Class set of metal and foam blocks
-Specific Heat Activity Sheet
-Exothermic and Endothermic Reactions Lab Sheet

-Lab Materials

2 pea-sized potato pieces

5 ml H2O2 (hydrogen peroxide)
5 ml H2O (water)
2 test tubes
Test tube rack
10 ml graduated cylinder
Thermometer
2 wooden splints
Matches

Timer (or clock)

Permanent marker
Paper towel
1 test tube
Test tube rack
3 grams of Pixie Stix
Thermometer
10 ml water
10 ml graduated cylinder

Safety Issues:

Conduct yourself in a responsible manner at all times. Follow all instructions carefully.
Listen closely during prelab demonstrations and read each procedure before you do it. If you
do not understand something, ask your instructor.
Eating, drinking, and gum chewing are not permitted in the laboratory.
Safety goggles will be worn during all activities in the lab, including pre-lab work and cleanup, unless the instructor explicitly states that the activity does not require eye protection.
Report any accident or injury to your instructor IMMEDIATELY, no matter how minor it
might seem.
Dress appropriately for laboratory work by protecting your body with clothing and shoes. Tie
back long hair and do not wear loose/baggy clothing or dangling jewelry. Sandals or opentoed shoes are not to be worn during any lab activities.
Proper procedures shall be followed when using any heating or flame producing device.
Never leave a flame unattended. Do not put any substance into the flame unless instructed to
do so. Never reach over an exposed flame. Light gas burners only when instructed.
Heated metals and glass remain hot for a long time. They should be set aside to cool and
picked up with caution. Use tongs if necessary. Remember, hot and cold glass look the same!
All materials are nontoxic and can be either poured down the sink or disposed of in the trash
can exceptforthehydrogenperoxidewhichtheinstructorwilldisposeoffollowingMSDS
protocol. Make sure everything has properly cooled before disposing of it.

ENGAGE (5 min):

-Show video of lava flowing down mountain and into water

https://www.youtube.com/watch?v=p8p7yxv5JYs

-Ask what happens to the heat in lava once it flows out of a volcano?
-Answer: Heat is released

-Ask do you think lava cools more quickly on land or in water? Why?

-Answer: Cools faster in water. Water has higher capacity to absorb heat
than air. Temperature difference may be greater between lava and water vs lava
and air.

*This discussion allows the instructor to gain insight into what prior knowledge
students possess and help scaffold them up to a basic understanding of heat release and
absorption, while also reintroducing the concept of specific heat which was covered in
the previous unit. By readdressing the concept, students who may have struggled in the
last unit have a chance to re-explore the concept

EXPLORE (10 min): Discrepant Event

-Pass around pieces of metal and foam

-Ask students to describe the temperature of each

-Students usually say metal feels the coolest and foam feels like the same
temperature as their hand

-Explain that all are cooler than their hand but heat is being transferred from their
hands to the surfaces. Metals conduct heat away more efficiently than foam so it feels
colder

*Again, this discussion allows for ample opportunity to formatively assess what
prior knowledge students have on specific heat and conductivity

EXPLAIN (25 min):

-Show picture of car and gasoline

-Ask what work is done as chemical potential energy is released?

released?

-Answer: Car moves

-Ask in addition to work, what other type of energy change occurs? What is

-Answer: Heat

-Have students brainstorm lists of everyday processes that absorb and release heat

-Introduce concepts of thermochemistry, chemical potential energy, heat, system vs

surroundings, law of conservation of energy, endothermic vs exothermic processes, heat

capacity, and specific heat capacity

-Discuss which process has a negative value

-Calculating specific heat

-Ask students what variables they think play a part in specific heat

-Answer: Mass, heat capacity, temperature

-Show them how these variable fit into q=mct

-Practice problems on Specific Heat Activity Sheet

*Discussion during this section helps introduce concepts to students first before
asking them to manipulate anything. Then, the practice problems are written in a way to
increase in difficulty as they move through the activity sheet. By allowing students to
work with other students in the class, the slower learner can be paired with a more
advanced learner. This allows the slower learner to gain the knowledge of the advanced
learner through one-on-one help and the advanced learner will become more proficient in
the concepts by having to explain them. The instructor will also be circulating to assist
students.

ELABORATE (50 min):

-Exothermic and Endothermic Reactions lab

-Students will complete lab with a partner

-Teacher will walk around and answer questions and make sure students are
following directions

EVALUATE:

Formative: discussion during engage and explore and explain, go over practice
problems as a class and check specific heat activity sheet for completion

Summative: collect exothermic and endothermic reactions lab and grade for completion
and accuracy to assess student understanding of the content covered for the modification
of subsequent lessons

Day 2: Enthalpy Changes (Specifically Addresses INTASC3)

Purpose: To investigate the science and mathematics behind calorimetry to determine

the relationship between calories and heat. To explore and learn how to calculate
enthalpy changes.
SOLs:
CH.1 The student will investigate and understand that experiments in which variables
are measured, analyzed, and evaluated produce observations and verifiable data. Key
concepts include
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
d) manipulation of multiple variables, using repeated trials;
e) accurate recording, organization, and analysis of data through repeated trials;
f) mathematical and procedural error analysis;
g) mathematical manipulations including SI units, scientific notation, linear equations,
graphing, ratio and proportion, significant digits, and dimensional analysis;
h) use of appropriate technology including computers, graphing calculators, and
probeware, for gathering data, communicating results, and using simulations to model
concepts;
CH.5 The student will investigate and understand that the phases of matter are explained
by kinetic theory and forces of attraction between particles. Key concepts include
f) specific heat capacity;
Materials:
-Calorimetry Lab Activity Sheet
-For Lab:

-Aluminum can

-Water

-Beaker

-Ring Stand

-Paper clips

-Straw

-Cheetos

-Cashews

-Marshmallows

-Cork

-Computer

-Temperature probe

-LabQuest software

Safety Issues:
Conduct yourself in a responsible manner at all times. Follow all instructions carefully.
Listen closely during prelab demonstrations and read each procedure before you do it. If you
do not understand something, ask your instructor.
Eating, drinking, and gum chewing are not permitted in the laboratory.
Safety goggles will be worn during all activities in the lab, including pre-lab work and cleanup, unless the instructor explicitly states that the activity does not require eye protection.
Report any accident or injury to your instructor IMMEDIATELY, no matter how minor it
might seem.
Dress appropriately for laboratory work by protecting your body with clothing and shoes. Tie
back long hair and do not wear loose/baggy clothing or dangling jewelry. Sandals or opentoed shoes are not to be worn during any lab activities.
Proper procedures shall be followed when using any heating or flame producing device.
Never leave a flame unattended. Do not put any substance into the flame unless instructed to
do so. Never reach over an exposed flame. Light gas burners only when instructed.
Heated metals and glass remain hot for a long time. They should be set aside to cool and
picked up with caution. Use tongs if necessary. Remember, hot and cold glass look the same!
All materials are nontoxic and can be either poured down the sink or disposed of in the trash
can. Make sure everything has properly cooled before disposing of it.

ENGAGE (5 min): Discrepant Event

Discussion
Tell students that a match will not ignite unless you strike it and add heat to it.
Ask: Where does the heat that is added come from? Friction
Is the burning of a match an endothermic or exothermic reaction? Exothermic because it
releases more energy, in the form on heat and light, than it absorbs to start

EXPLORE (45 min):

Flamin Hot Cheetos! (and Other Foods) Lab
-Give students their three foods (cheetos, cashews, and marshmallows) and the rest of the
materials for the lab. Students will pick up activity sheet for the lab from the back of the
room.
-Students must have set up checked by teacher before proceeding with calorimetry lab

*Note to Teacher: The total energy content in Calories per gram for all the foods will be
lower than the actual energy content listed on their nutrition label. This is due to the
simplicity of the calorimeter used in this experiment. However, if the foods are ranked
from highest energy content to lowest energy content based on the class results, the
relative ranking should be the same as an actual ranking from the nutrition labels. You
might want to summarize the results obtained above (in Cal/g) for three foods to show
this is true.

*Give students a chance to pair and share why they chose to make the graph the way they
did and how their results compare to their original hypothesis. This allows for
collaborative learning as students will have a chance to discuss their results and learn
from their peers.
*This lab also works to keep students actively engaged as they work with multiple pieces
of equipment and technology and get to do something every student enjoys, setting things
on fire! The constant need for recording and analyzing should keep students motivated.
EXPLAIN (10 min):
-Students will be given notes on measuring and expressing enthalpy changes
-Students will then return to calorimetry lab activity sheet to complete the following
calculations:

1. Use the heat equation to calculate the enthalpy (the heat released by the food)
for each food sample. Report the results in Calories.

A.
Food Sample 1
B.
Food Sample 2
C.
Food Sample

ELABORATE (30 min):

-Students will repeat procedure from EXPLORE using an unknown amount of calories of
Food Sample 4. After calculating change in temperature, hypothesize about how many
calories were in the food sample using the graph and the newly given equation. Then
examine the Nutritional Value Information found on the package of the food sample. Use
this information to determine the accepted value for the heat content per gram of snack
food. What is the percent error for your experiment?
Percent Error = Accepted - Experimental
x 100%
Accepted
Discuss sources of error if numbers do not match up and give at least 2 examples of how
you could improve the accuracy of the experiment so that the calculated calories better
reflect the calories reported on the Nutritional Value Information.

EVALUATE:
Formative: Monitoring and questioning students while they work through the lab. Also
periodically ask for thumb check. Listen in on student groups while they pair and share
about their graphs. Class discussion on ways to improve accuracy/efficiency of
experiment.
Summative: Collect the labs for grading.

Day 3: Enthalpy Changes

Purpose: To introduce students to the thermochemical equation. To familiarize students

with heat of reaction and heat of combustion and learn how to calculate values.

SOLs:

CH. 1 The student will investigate and understand that experiments in which variables
are measured, analyzed, and evaluated produce observations and verifiable data. Key
concepts include
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
e) accurate recording, organization, and analysis of data through repeated trials;
h) use of appropriate technology including computers, graphing calculators, and
probeware, for gathering data, communicating results, and using simulations to model
concepts;
j) the use of current applications to reinforce chemistry concepts.

CH.3 The student will investigate and understand how conservation of energy and matter
is expressed in chemical formulas and balanced equations. Key concepts include
b) balancing chemical equations;
e) reaction types
CH. 5 The student will investigate and understand that the phases of matter are explained
by kinetic theory and forces of attraction between particles. Key concepts include
f) specific heat capacity

Materials:

-For demo:

-Small Erlenmeyer flask

-Bottle of Barium Hydroxide

-Bottle of Ammonium Chloride

-DI water Rinse Bottle

-Block of wood

-Computer

-SmartBoard

-Heat of Combustion of a Candle Activity Sheet

-For candle lab:

-Tea light candle

-Match

-Balance

Safety:

Conduct yourself in a responsible manner at all times. Follow all instructions carefully.
Listen closely during prelab demonstrations and read each procedure before you do it. If you
do not understand something, ask your instructor.
Eating, drinking, and gum chewing are not permitted in the laboratory.
Safety goggles will be worn during all activities in the lab, including pre-lab work and cleanup, unless the instructor explicitly states that the activity does not require eye protection.
Report any accident or injury to your instructor IMMEDIATELY, no matter how minor it
might seem.
Dress appropriately for laboratory work by protecting your body with clothing and shoes. Tie
back long hair and do not wear loose/baggy clothing or dangling jewelry. Sandals or opentoed shoes are not to be worn during any lab activities.
Proper procedures shall be followed when using any heating or flame producing device.
Never leave a flame unattended. Do not put any substance into the flame unless instructed to
do so. Never reach over an exposed flame. Light gas burners only when instructed.
Instructor will dispose of barium hydroxide and ammonium chloride product following
MSDS protocol. Matches can be disposed of in the trash can after they have properly cooled
down and candles should be reused.

ENGAGE (10 min):

-Teacher demo

-Write reaction on board:

Ba(OH)2 * 8H2O (s) + 2NH4Cl (s) BaCl2 * 2H2O (s) + 2NH3 (aq) + 8H2O (l)

- Using a 74.4% Ba(OH)2: 25.6% NH4Cl ratio, place Ba(OH)2 in an Erlenmeyer

flask, add NH4Cl, and shake gently to mix. In about 30 seconds, ammonia can be smelled
and liquid will form in the flask.

-Wet a small wooden block with a small squirt of water and set the flask on it. The
flask will freeze to the wood.

-Have students identify if the reaction is endothermic or exothermic

-Let them feel how cold it is

-Disposal: The leftover solution should be poured into a bottle and sent to EH&S as
hazardous waste (Toxic).

*This acts as engaging because students get a chance to feel the temperature change

*This also reintroduces the concepts covered in the previous two lessons through a small
review

EXPLORE (10 min):

-Show students figure 17.8

-Ask in what direction does the heat move?

-In to the surroundings

-In their notes have them draw similar graphs for:

CH4 (g) + 2O2 (g) CO2 (g) + H2O (g) + 890 kJ

241.8 kJ + 2H2O (l) 2H2 (g) + O2 (g)

-Remind students that the sign of H indicates exothermic or endothermic, but heat is
expressed as an absolute value when it is shown as a product in an equation

-Ask if the potential energy of the reactants is higher or lower than the products

-Higher for CH4, lower for H2O

*Using an example like concrete allows students to make connections with the real
world. It gives them more concrete examples to think back on later. This also provides the
teacher with a chance to clarify that exothermic is negative when written as an amount of
energy released but is always positive in an equation, sometimes a tough concept for
students to grasp.

EXPLAIN (30 min):

-Introduce students to the terms thermochemical equation and heat of reaction

-Examples of heat of reaction, exothermic and endothermic

-Introduce heat of combustion
-Example

-Practice Problems in PowerPoint for students to write down in notes

*By doing the examples as a class, every student benefits from the questions asked by
their peers

*This allows the teacher a chance to show them how to not only understand how a
question is worded and what is being asked, but also how to set up the calculations
efficiently before moving into the lab which will require even further calculations

ELABORATE (40 min):

-Heat of Combustion of a Candle lab

*This lab not only reinforces the concepts just covered in the explore and explain
sections, but pushes students knowledge further by having them work with a real world
example of combustion.

*By having students propose how they believe a candle combusts and what the role of the
wax and the wick are, alternative conceptions appear which can then be discussed.
Students tend to find the mechanics of a candle very intriguing and engaging once they
begin trying to explain for themselves how they work.
EVALUATE:

Formative: discussion of teacher demo and explore activity and practice problems

Summative: heat of combustion lab graded for completion and accuracy

Day 4: Heat in Changes of State

Purpose: To understand the terms molar heat of fusion, molar heat of solidification,
molar heat of vaporization, molar heat of condensation, and molar heat of solution. To be
able to calculate molar heats of fusion, solidification, vaporization, condensation, and
solution. To connect molar heats to real world applications.

SOLs:

CH.1 The student will investigate and understand that experiments in which variables are
measured, analyzed, and evaluated produce observations and verifiable data. Key
concepts include

a) designated laboratory techniques;

b) safe use of chemicals and equipment;

d) manipulation of multiple variables, using repeated trials;

e) accurate recording, organization, and analysis of data through repeated trials;

g) mathematical manipulations including SI units, scientific notation, linear equations,

graphing, ratio and proportion, significant digits, and dimensional analysis;

h) use of appropriate technology including computers, graphing calculators, and

probeware, for gathering data, communicating results, and using simulations to model
concepts;

i) construction and defense of a scientific viewpoint; and

j) the use of current applications to reinforce chemistry concepts.

CH.3 The student will investigate and understand how conservation of energy and matter
is expressed in chemical formulas and balanced equations. Key concepts include

b) balancing chemical equations

CH.5 The student will investigate and understand that the phases of matter are explained
by kinetic theory and forces of attraction between particles. Key concepts include

e) molar heats of fusion and vaporization

Materials:

-Computer

-SmartBoard

-Heat in Changes of State Practice Problems

-Enthalpy of Fusion Lab Activity Sheet

-For lab:

-Foam cup

-Thermometer

-Stirring rod

-Ice

-Water

-Balance

-Hot and Cold Pack Activity Sheet

-Hot packs and cold packs

Safety:

Conduct yourself in a responsible manner at all times. Follow all instructions carefully.
Listen closely during prelab demonstrations and read each procedure before you do it. If you
do not understand something, ask your instructor.
Eating, drinking, and gum chewing are not permitted in the laboratory.
Safety goggles will be worn during all activities in the lab, including pre-lab work and cleanup, unless the instructor explicitly states that the activity does not require eye protection.
Report any accident or injury to your instructor IMMEDIATELY, no matter how minor it
might seem.
Dress appropriately for laboratory work by protecting your body with clothing and shoes. Tie
back long hair and do not wear loose/baggy clothing or dangling jewelry. Sandals or opentoed shoes are not to be worn during any lab activities.
All materials are nontoxic and can be either poured down the sink or disposed of in the trash
can.

ENGAGE (10 min):

-Have student watch this video https://www.youtube.com/watch?v=H9zClquZKBY

-Ask: Where do you think the energy came from to melt the ice?

-The energy comes from the air and from the surface that the ice is placed
on, both of which are at room temperature. Since room temperature is warmer
than the temperature of the ice, energy is transferred from the surface and the air
to the ice.

-Ask: What do you think happened to the speed of the molecules in the ice when
it was heated?

-The water molecules moved faster.

-Ask: Why did it melt faster on the iron?


-The ice melts faster on the iron because it is a better thermal conductor
than the others.

EXPLORE (40 min):

-Enthalpy of Fusion Lab

-Walk around and spot check groups and answer any questions they have

-Students wont be familiar with the concept of heat of fusion yet, so this is a
good way to let them explore it without first knowing all the terms and relationships

EXPLAIN (20 min):

-Lecture on molar heat of fusion, solidification, vaporization, condensation, and solution

-Go over graph

-Have students draw and label graph in their notes

-Ask students to identify which regions represent the different changes in state

-Ask which regions have constant temperature

-Ask how the amount of energy required to melt something compares to the
energy required to vaporize it

-Ask what regions represent coexistence of solid and liquid/ liquid and gas

-Practice problems for heat of solution

ELABORATE (20 min):

-Students will explore hot and cold packs and fill out Hot and Cold Packs Activity

-Most instant cold and hot packs operate by utilizing the heat released or absorbed
when certain substances dissolve in water

-Hot packs usually contain calcium chloride, CaCl2 (s)

Or iron to produce iron (III) oxide Fe2O3

Hsoln = -82.8 kJ/mol

Hsoln = -822.2 kJ/mol

-Cold packs usually contain ammonium nitrate, NH4NO3 (s)

Hsoln = 25.69

kJ/mol

-If labels specify amount of salt contained in each package, have students use the molar
heats of solution provided in the text to calculate the amount of heat absorbed and

released in each case

-If not, provide students with approximate masses of substances

EVALUATE:

Formative: discussion during engage and explain, completion of Hot and Cold Pack
Activity

Summative: collect Enthalpy of Fusion lab and grade for completion and accuracy

Day 5: Calculating Heats of Reaction

Purpose: To introduce Hesss Law and standard heat of formation. To learn how to
determine heat of reaction by manipulating equations and interpreting graphs.

SOLs:

CH.1 The student will investigate and understand that experiments in which variables
are measured, analyzed, and evaluated produce observations and verifiable data. Key
concepts include
d) manipulation of multiple variables, using repeated trials;
e) accurate recording, organization, and analysis of data through repeated trials;
h) use of appropriate technology including computers, graphing calculators, and probeware, for
gathering data, communicating results, and using simulations to model concepts;
j) the use of current applications to reinforce chemistry concepts.

CH.3 The student will investigate and understand how conservation of energy and
matter is expressed in chemical formulas and balanced equations. Key concepts include
b) balancing chemical equations

Materials:

-Computer

-SmartBoard

-For demo:

-Hot water in an insulated cup

-Ice water in an insulated cup

-2 glow sticks

-Calculating Heats of Reaction Practice Problems

-SmartBoard Jeopardy game

Safety:

Conduct yourself in a responsible manner at all times. Follow all instructions carefully.
Listen closely during prelab demonstrations and read each procedure before you do it. If you
do not understand something, ask your instructor.
Eating, drinking, and gum chewing are not permitted in the laboratory.
Safety goggles will be worn during all activities in the lab, including pre-lab work and cleanup, unless the instructor explicitly states that the activity does not require eye protection.
Report any accident or injury to your instructor IMMEDIATELY, no matter how minor it
might seem.
Dress appropriately for laboratory work by protecting your body with clothing and shoes. Tie
back long hair and do not wear loose/baggy clothing or dangling jewelry. Sandals or opentoed shoes are not to be worn during any lab activities.
All materials are nontoxic and can be either poured down the sink or disposed of in the trash
can. If plastic surrounding chemicals in glow sticks is broken, can cause minor skin and eye
irritation.

ENGAGE (5 min):

-Show students picture of diamond

-Remind them it takes a very long time for diamond to break down into graphite

-Ask: Is there some other way you could find the heat of reaction without
destroying the diamond?

-Answer: Yes. The heat of reaction might be determined indirectly by

studying the enthalpy changes for related reactions. These reactions could involve
less valuable forms of the structures found in graphite

EXPLORE (10 min):

-Do a demo with glow sticks to introduce the idea that temperature can affect the rate of a

chemical reaction.

-Ask: Do you think temperature affects the rate of a reaction? How does warming
or cooling a glow stick affect its chemical reaction?

*Be sure not to start the glow sticks as you prepare for the demo.

-Place one glow stick in hot water and another in ice water before students arrive.

the demo.

*Glow sticks will need to be in the water for at least a couple of minutes before

-Tell students that you have heated one glow stick and cooled another.

-Ask: How do you start a glow stick?

-Answer: Bend the stick until you hear a popping sound.

-Explain that when students bend the stick to start it, they are breaking a small
container filled with a chemical inside the light stick. Once broken, the chemicals, which
were separate, combine and react with each other. If putting a glow stick in the freezer
makes it last longer, temperature may have something to do with the rate of the chemical
reaction.

-Remove the glow sticks from both the hot and cold water and bend and start the glow
sticks.

-Show students both glow sticks and ask them what they observe. You may pass
the sticks around the class so that they can feel the difference in temperature.

-Expected Results: The warm glow stick will be brighter than the cold one.

-Ask: How can you tell whether the chemical reaction is happening faster or
slower in each glow stick?

-Answer: The warm glow stick is brighter, so the chemical reaction may
be faster. The cool glow stick is not as bright, so the chemical reaction may be
slower.

-Ask: Some people place glow sticks in the freezer to make them last longer. Why
do you think this works?

when cold.

-Answer: The chemical reaction that happens in a light stick is slower

-Ask: Do you think that starting with warmer reactants increases the rate of other
chemical reactions? Why?

-Answer: It is reasonable to think that temperature will affect the rate of

other chemical reactions because temperature affected this reaction.

EXPLAIN (40 min):

-Introduce Hesss law and standard heat of formation

-Work through examples

-Show and explain graph examples

-Explain heat of reaction equation

-Practice problems

ELABORATE (35 min):

-Thermodynamics jeopardy review game on the SmartBoard

http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?
gamefile=1814013#.VwO9ZqQrLic

-Test will be given on day 6

EVALUATE:

Formative: Discussion during engage and explore, practice problems

Summative: Review game, thermochemistry test