HASPI Medical Chemistry Lab 6a

Calorimeter Design Project

Teacher Information
Lab Overview
In this lab students will act as engineers to identify the qualities of a good insulating
device and use class wide data to inform their own calorimeter design.
Next Generation Science Standards
Physical Science NGSS/Common Core State Standards
Students who demonstrate understanding can:
HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a
chemical reaction system depends upon the changes in total bond energy.
HS-PS3-1: 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.
HS-PS3-3: Design, build and refine a device that works within given constraints to
convert one form of energy into another form of energy.
HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of
thermal energy, when two components of different temperatures are combined within a
closed system, results in a more uniform energy distribution among the components in the
system (second law of thermodynamics).
Medical Application: Medical Devices and Diagnostic Equipment are a significant
part of the growing field of medicine as technology increases its impact on
patient outcomes.
Science and Engineering Practices
Developing and Using Models
Develop a model based on evidence to illustrate the relationships between systems or between components
of a system.
Using Mathematics and Computational Thinking
Create a computational model or simulation of a phenomenon, designed device, process, or system.
Constructing Explanations and Designing Solutions
Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge,
student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
Planning and Carrying Out Investigations
Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for
evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable
measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time),
and refine the design accordingly.

Disciplinary Core Ideas

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PS1.A: Structure and Properties of Matter

A stable molecule has less energy than the same set of atoms separated; one must provide at least this
energy in order to take the molecule apart.
PS1.B: Chemical Reactions
Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms
of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent
changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic
energy.
PS3.A: Definitions of Energy
Energy is a quantitative property of a system that depends on the motion and interactions of matter and
radiation within that system. That there is a single quantity called energy is due to the fact that a systems
total energy is conserved, even as, within the system, energy is continually transferred from one object to
another and between its various possible forms.
At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and
thermal energy.
PS3.B: Conservation of Energy and Energy Transfer
Conservation of energy means that the total change of energy in any system is always equal to the total
energy transferred into or out of the system.

Disciplinary Core Ideas (continued)

Energy cannot be created or destroyed, but it can be transported from one place to another and transferred
between systems.
Uncontrolled systems always evolve toward more stable statesthat is, toward more uniform energy
distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).
Mathematical expressions, which quantify how the stored energy in a system depends on its configuration
(e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on
mass and speed, allow the concept of conservation of energy to be used to predict and describe system
behavior.
The availability of energy limits what can occur in any system.
PS3.D: Energy in Chemical Processes
Although energy cannot be destroyed, it can be converted to less useful formsfor example, to thermal
energy in the surrounding environment.
ETS1.A: Defining and Delimiting an Engineering Problem
Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk
mitigation into account, and they should be quantified to the extent possible and stated in such a way that
one can tell if a given design meets them(secondary).

Crosscutting Concepts
Energy and Matter
Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of,
and within that system.
Systems and System-Models
Models can be used to predict the behavior of a system, but these predictions have limited precision and
reliability due to the assumptions and approximations inherent in models.
Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.B; HS.PS2.B; HS.LS2.B; HS.ESS1.A; HS.ESS2.A;
HS.ESS2.D; HS.ESS3.A; HS.PS3.A; HS.PS3.B; HS.PS3.D; HS.LS1.C
Articulation of DCIs across grade-bands: MS.PS1.A; MS.PS2.B; MS.PS3.A; MS.PS3.B; MS.PS3.C; MS.ESS2.A;
MS.PS3.D; MS.LS1.C
Common Core State Standards Connections: ELA/Literacy
RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS34)
WHST.9Conduct short as well as more sustained research projects to answer a question (including a self12.7
generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (HS-PS3-3), (HS-PS3-4), (HS-PS3-5)
WHST.11Gather relevant information from multiple authoritative print and digital sources, using advanced
12.8
searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of

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ideas, avoiding plagiarism and overreliance on any one source and following a standard format for
citation. (HS-PS3-4), (HS-PS3-5)
WHST.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4),
12.9
(HS-PS3-5)
SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
(HS-PS3-1), (HS-PS3-2), (HS-PS3-5), (HS-PS1-4)
Common Core State Standards Connections: Mathematics
MP.2
Reason abstractly and quantitatively. (HS-PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5)
MP.4
Model with mathematics. (HS-PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5), (HS-PS1-4)
HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose
and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs
and data displays. (HS-PS3-1), (HS-PS3-3), (HS-PS1-4)
HSN.Q.A.2
Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-1), (HS-PS3-3), (HSPS1-4)
HSN.Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(HS-PS3-1),
(HS-PS3-3), (HS-PS1-4)

Engineering and Design NGSS/Common Core State Standards

Students who demonstrate understanding can:
HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative
criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into
smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized
criteria and trade-offs that account for a range of constraints, including cost, safety,
reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Medical Application: Chemical Engineering, Medical Device Engineering
Science and Engineering
Practices
Asking Questions and
Defining Problems
Analyze complex real-world
problems by specifying
criteria and constraints for
successful solutions. (HSETS1-1)
Constructing
Explanations and
Designing Solutions
Design a solution to a
complex real-world problem,
based on scientific
knowledge, studentgenerated sources of
evidence, prioritized criteria,

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting
Engineering Problems
Criteria and constraints also include
satisfying any requirements set by
society, such as taking issues of risk
mitigation into account, and they
should be quantified to the extent
possible and stated in such a way
that one can tell if a given design
meets them. (HS-ETS1-1)
Humanity faces major global
challenges today, such as the need
for supplies of clean water and food
or for energy sources that minimize
pollution, which can be addressed
through engineering. These global

Crosscutting Concepts
Systems and System
Models
Models (e.g., physical,
mathematical, computer
models) can be used to
simulate systems and
interactionsincluding energy,
matter, and information flows
within and between systems at
different scales.
Connections to Engineering,
Technology, and Applications of
Science
Influence of Science,

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and tradeoff considerations.

(HS-ETS1-2)
Evaluate a solution to a
complex real-world problem,
based on scientific
knowledge, studentgenerated sources of
evidence, prioritized criteria,
and tradeoff considerations.
(HS-ETS1-3)

challenges also may have

manifestations in local communities.
(HS-ETS1-1)
ETS1.B: Developing Possible
Solutions
When evaluating solutions, it is
important to take into account a
range of constraints, including cost,
safety, reliability, and aesthetics, and
to consider social, cultural, and
environmental impacts. (HS-ETS1-3)

Engineering, and Technology

on Society and the Natural
World
New technologies can have
deep impacts on society and
the environment, including
some that were not
anticipated. Analysis of costs
and benefits is a critical aspect
of decisions about technology.
(HS-ETS1-1) (HS-ETS1-3)

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3; HS-PS3-3
Connections to HS-ETS1.B: Developing Possible Solutions Problems include:
Earth and Space Science: HS-ESS3-2; HS-ESS3-4 Life Science: HS-LS2-7; HS-LS4-6
Connections to MS-ETS1.C: Optimizing the Design Solution include:
Physical Science: HS-PS1-6; HS-PS2-3
Articulation of DCIs across grade-levels:
MS.ETS1.A (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3); MS.ETS1.B (HS-ETS1-2),(HS-ETS1-3); MS.ETS1.C (HS-ETS1-2)
Common Core State Standards Connections: ELA/Literacy
RST.1112.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS11), (HS-ETS1-3)
RST.11Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the
12.8
data when possible and corroborating or challenging conclusions with other sources of information.
(HS-ETS1-1), (HS-ETS1-3)
RST.11Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a
12.9
coherent understanding of a process, phenomenon, or concept, resolving conflicting information
when possible. (HS-ETS1-1), (HS-ETS1-3)
Common Core State Standards Connections: Mathematics
MP.2
Reason abstractly and quantitatively. (HS-ETS1-1), (HS-ETS1-3)
MP.4
Model with mathematics. (HS-ETS1-1) ,(HS-ETS1-2), (HS-ETS1-3)

Objectives
By the end of this lab students will be able to:
Compare various forms of insulation and integrate their knowledge into a
calorimeter design
Use graphs to represent their data
Design a solution to a real world problem based on criteria and tradeoffs
Design build and test an apparatus made to solve a real world problem
Identify an unknown pure metal by finding its specific heat through calorimetry
Time
Estimated Time
Day 1: Exploration of heat
transfer & partner
collaboration 30 minutes

Actual Time (please make note below)

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Day 2: Calorimeter creation

and testing: 30-45 minutes
Day 3: Lab 6b or 6c use of
calorimeter during
experimentation
Materials
Supplies needed for 5 sections
Various cups and beakers, some
wrapped in tissue or foil
Student provided calorimeters
50 or 100mL graduated cylinder
Tissues, foil, tape and other
insulating material

Provided
(P) or
Needed
(N)
N

Quantity

Company/
Item #

N
N
N

HASPI Medical Chemistry Unit 6: Energy

Approximat
e
Cost

Flinn

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*The intro kit includes supplies for lab 6b which uses the student made calorimeters. If
you chose to skip lab 6a you can have your students use foam cup calorimeters instead
of their own calorimeters.
Company Contact
Information
Flinn Scientific
http://www.flinnsci.com/

Prerequisite Knowledge
Students should already know the following information:
The use of the equation q=cmT
The terms endothermic and exothermic
How to convert between kelvin and Celsius

Lab Setup
Day 1: Insulation Tests
Students will experiment with a variety of insulated devices to consider what will
work best when designing their own calorimeter.
You will want one cup per student. Each cup should have different qualities that
alter its ability to transfer heat. You can take 4 beakers, 4 paper coffee cups and 4
Styrofoam cups. For each cup type include one covered in foil, one covered in
tissue, one covered in foil and tissue and one completely uncovered. This will give
you 12 cups. If you need more, you can add in other random cups for them to test.
Bubble wrap, socks and tape are all insulating to some extent so you can also
integrate these into your groups. Taking inexpensive cups or mugs from your
home or the dollar store can also be interesting for students to test. Label each
cup with a letter for identification.
You can supply the students with lids as well. Cut up cardboard or foam board
works well as a lid. You can also use foil as lids.
Each group will need a thermometer, 50mL of very hot water and a graduated
cylinder to measure the water.
Provide an area where students can line up the cups along with their data once
they have completed their experiment.
Day 2: Calorimeter Test
Each group should come with their own cup of some kind as well as some
insulating supplies. Feel free to provide foil, tissues, tape, toilet paper, bubble
wrap or other insulating materials.
Lab Notes & Common Misconceptions
HASPI Medical Chemistry Unit 6: Energy
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Page

 The Background and Review questions are a perfect pre-lab assignment to send
home with students as homework before the lab.
During the heat loss tests, the first minute has a lot of variation because the water
is being poured into the cup and loosing heat to the air before the experiment
begins. For this reason, omit the first minute in the temperature change analysis.
When doing the specific heat lab, be sure students transfer the metal quickly as it
will loose a lot of heat to the surroundings while being poured.
If students have used a plastic or Styrofoam cup, tell them to be very careful not to
poke a hole in the cup with their thermometer. It is better to swirl the whole
calorimeter than to use the thermometer to stir because students tend to poke
holes in their cups.
Follow up this lab with the HASPI Lab 6b: Hot Pack Calorimetry and 6c: Specific
Heat. Use the same student designed calorimeters.
Let us know how it went! Go to www.ClarkeChemistry.com/feedback or email
Jewyl@ClarkeChemistry.com
Connections & Application
Students can create apparatus for many different labs. Have students look back on past
labs and consider what they might have made.
After this lab it is recommended that you do the hot pack calorimetry lab 6b and 6c from
HASPI.
References:
http://www.bls.gov/ooh/architecture-and-engineering/biomedical-engineers.htm#tab-2
http://study.com/articles/Medical_Device_Engineer_Info_About_Starting_a_Career_in_Medi
cal_Device_Engineering.html
http://www.amputation.research.va.gov/prosthetic_engineering/prosthetic_engineering_o
verview.asp
http://www.newsweek.com/mind-controlled-prosthetic-arm-tested-sweden-276281

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Name(s):

Period:

Date:

Calorimeter Design Project

HASPI Medical Chemistry Lab 6a

Background Engineering in Medicine

Although you are in a science class, you might not realize that everything you are
learning contributes to your ability to be an engineer. A scientist is someone who studies
phenomena through experimentation, but an engineer is a person who designs solutions
to real world problems. All of the scientific discoveries contribute to solving these
problems that engineers take on. In the medical field there are many ways to act as an
engineer, and we call these people Biomedical Engineers. Biomedical Engineering is one
of the fastest growing fields, expecting more than a 25% increase in the next 10 years.
Chemical Engineering
When designing a new medication one of the first things that a chemical engineer will do
is to identify the receptor that the medication needs to interact with. A drug can then be
designed to fit into that receptor, which can take a few months or a few years to design
using prior scientific knowledge. Once the basic structure of the drug is created it is
called the Lead Molecule. When a lead molecule is identified, a chemical engineer
might take a few years working on Lead Molecule Optimization making small changes
to the outside structures, or functional groups, of that lead
molecule. Every structure is tested to see if it connects with
the receptor to find out which final structure might have the
best connection with the receptor. Along the way each
structure is also tested in cell cultures to see if it is harmful to
cells. In this way a chemical engineer can find the perfect
molecule that interacts well with a receptor without harming
the body in the process. Once the molecule has been
engineered it can go through years of testing to determine if it is a safe and effective
treatment before it is approved by the FDA.
Medical Device
Engineering
In recent years the
medical device
industry has
become a leader in
cutting edge
http://www.bloomberg.com/news/articles/2014-02-24/3-d-technology-may-someday-print-up-new-livers-health
research and
technological advancement. Did you know that a person who has a heart attack may
actually have a defibrillator installed right inside of them next to their heart just in case
they have another one? Have you heard of many new replacement valves and organs
being grown in a petri dish or printed on a 3d printer? These are just a few of the
thousands of medical advancements engineered in recent years.
Prosthetic Engineering
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Losing a limb can be a tragic experience, but thankfully

prosthetics have come a long way. Every single
prosthetic device is designed to work for the person who
will wear it, so prosthetic engineering is a great way to
use your problem solving skills and still have the
opportunity to work directly with patients. Designing
http://www.eduserc.org/programs/activity_detail.asp?aid=133
prosthetics to help a patient easily turn a corner,
participate in sports or pick up and drink from a cup can be a very challenging. Recently
there have even been new prosthetic arms that are surgically connected to the bone and
nerves allowing neural controlled prosthetic movement.
All of these technologies would not be an option if it wasnt for the engineers who
thought them up, then followed through to create and test each product. These
products are tested over an over, the data taken into consideration and the product
revised to be even better, in much the same way that scientists use the scientific
method. Ultimately they go through clinical trials, are submitted to the FDA to show the
safety and efficacy of the product, and eventually are available to everyone to improve
medicine everywhere.
Career Spotlight Biomedical Engineering
Average Annual Salary: $87,000 per year (2012 data)
Education Requirements: Entry level positions with a bachelors degree in
engineering or related field. Most biochemical engineers have a masters degree or PhD.
More information:
http://www.bls.gov/ooh/architecture-and-engineering/biomedical-engineers.htm
http://study.com/articles/Medical_Device_Engineer_Info_About_Starting_a_Career_in_Medi
cal_Device_Engineering.html
Review Questions
1. What is the difference between a scientist and an engineer?
2. Claim: Engineers are a type of scientist.
Do you support or refute this claim?
Evidence:
3. What is a chemical engineer?
4. A mechanical engineer works to make machines, parts, devices, or other
mechanical items. How could mechanical engineering apply to the medical field?

HASPI Medical Chemistry Unit 6: Energy

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Name(s):

Period:

Date:

Calorimeter Design Project

HASPI Medical Chemistry Lab 6a

Objectives
By the end of this lab students will be able to:
Compare various forms of insulation and integrate their knowledge into a
calorimeter design
Use graphs to represent their data
Design a solution to a real world problem based on criteria and tradeoffs
Design build and test an apparatus made to solve a real world problem
Identify an unknown pure metal by finding its specific heat through calorimetry
Scenario
As you
have
read,

http://chemwiki.ucdavis.edu/Physical_Chemistry/Thermodynamics/Unit_I%3A_Thermochemistry/Fundamentals_of_Thermodynamics/Calorimetry

engineering is a key part of the medical field. Finding new ways to improve medicine is
the reason that people live longer, healthier lives. Some times even a simple apparatus
can be redesigned in order to improve its function.
In this lab you will be asked to use engineering to design a calorimeter. A calorimeter is
a device used to measure the energy flow into or out of a system. This works because
the energy flows between the system you are studying and a set amount of water.
Knowing the specific heat of water allows us to identify the amount of energy the water
lost or gained in the process. This energy can be quantified based on temperature
changes and mass of substances present.
Because these experiments require the measurement of kinetic energy, a good
calorimeter is one that can keep all energy in. A well insulated device is essential.
As in most life situations, in medicine the goal is not only an effective product, but also
one that costs as little as possible while still functioning well. Normally, in high school
and college you merely use a few foam cups nested together as a calorimeter, as
pictured above. Your goal as an engineer is to take into account both the efficacy of the
calorimeter and the cost to design and construct your own cost effective calorimeter.
Part A: What makes a good calorimeter

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In this lab you will be assigned a cup and your task will be to find the change in
temperature over time for that cup. You and your partner will then have a chance to look
over the class data to analyze what makes a good insulating device.
Materials

Graph your data. Label the axis and write a title.

Various cups with a variety of

Thermometer
insulation
Hot or boiling water
50mL or 100mL graduated cylinder
Timer

Which cup are you experimenting with?

Cup description:

Procedure
1. Measure out 50mL of hot or boiling water and add it to your calorimeter.
2. Record the temperature each minute
3. Graph the data in the space provided.
4. Find the change in temperature per minute

Data Table

Water Temp
C
K
At 1 min

At 2 min

At 3 min

At 4 min

At 5 min

Change

from minute

1-5

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 Rate of change: Change in temperature = temperature at 5 minutes

temperature at 1 minute

Change in time
5 minutes 1
minute

What is the rate of change for the container you tested in C/min?

Once you have collected your data, copy it onto the individual sheet provided by
your teacher. Place your cup in the designated position with your data attached.

Once everyone has placed their cups and data in the designated area, look over it
and answer the following questions.

Question & Work

1. Which container had the highest rate of change? What qualities did this
container have?

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2. Which container had the lowest rate of change? What qualities did this container
have?

3. What are some design components that help to insulate the contents of the cup?

4. Work together with your partner to brainstorm ideas for your calorimeter in this
area. Determine what you will each bring to class to put together your
calorimeter. Keep in mind the cost of your calorimeter must be under $1 (see the
following page for the materials cost)

Part B: Designing & Testing Your Own Calorimeter

In this lab you will design and construct a calorimeter and your task will be to test
it to see how well it insulates your experiment. Although an unlimited budget
could create a wonderful calorimeter, in this lab each item you use will have a
cost and you must keep the overall cost under $1.
It is recommended that you test your calorimeter before the final testing period so
you can make small changes to it to improve its function before you test and use
your calorimeter.

Materials

Your calorimeter
50mL or 100mL graduated cylinder

Thermometer
Hot or boiling water

Optional materials and their cost

Styrofoam cup: 80
Tissues: 10 each
Glass Beaker as a
Foil: 2 per square
cup: 50
inch
Plastic non Ziploc baggie: 25
insulated
Cotton Balls: 2
disposable cup:
each
40
Packing Peanuts:
Scotch Tape: 3 per
$2 each
inch
Toilet Paper: 5 per
Sock: 50
square

HASPI Medical Chemistry Unit 6: Energy

Duct tape or
packing tape:

4 per
square inch
Coffee cup lid: 10
Foil Lid: 10
Foam Board Lid:
10

Page 13


Graph your data. Label the axis and write a title.

*If you choose to use a different material that is not listed above ask your teacher
for the cost
List all materials used for your calorimeter along with their cost. The total cost of
your calorimeter must be under $1

TOTAL COST:

Procedure
1. Find another group to observe you during your test.
2. Measure out 50mL of hot or boiling water and add it to your calorimeter.
3. Record the temperature each minute
4. Have observing group members initial here that you performed your test honestly:
5. Graph the data in the space provided.
6. Find the change in temperature per minute

Data Table

Water Temp
C
K
At 1 min

At 2 min

At 3 min

At 4 min

At 5 min

Change

from minute

1-5

Rate of change: Change in temperature = temperature at 5 minutes

temperature at 1 minute

Change in time
5 minutes 1
minute


What is the rate of change for the container you tested in C/min?

Question & Work

1. What did you do to limit the heat lost to the environment?

2. If you had another dollar to spend, what alterations would you make to your
design?

3. What are some design components that help to insulate the contents of the cup?

References:
http://www.bls.gov/ooh/architecture-and-engineering/biomedicalengineers.htm#tab-2
http://study.com/articles/Medical_Device_Engineer_Info_About_Starting_a_Career_in
_Medical_Device_Engineering.html
http://www.amputation.research.va.gov/prosthetic_engineering/prosthetic_engineer
ing_overview.asp
http://www.newsweek.com/mind-controlled-prosthetic-arm-tested-sweden-276281