STEM Energy Lesson Plan Elements Inclusion Purdue University 2017 Duke Energy Academy

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1 1 Lesson Plan Title: Real Life Applications of Energy Concepts from AP Chemistry Teacher Name: Laura Cummings Subject: AP Chemistry School: Herron High School Grade Level: 11 th and 12th Problem statement, Standards, Data and Technology Asking questions and defining problems Establish driving question for the lesson plan or define problem students will be solving. Attach any documents used to establish the driving question or define the problem. The topic of energy is interwoven throughout the AP Chemistry curriculum. However, students have little feel for the actual energy usage in their lives and when examples are given in class the students don t know about the energy usage in their homes. In this lesson, students will find out what utilities their home uses, whether they use gas or electric for heating water, heat, and cooking, and see what their furnace and hot water heaters look like. They will then have opportunities to apply AP Chemistry concepts to what they have learned. This lesson is actually three mini-lessons, designed to take as little time as possible, that should be incorporated at the following times throughout the year: 1. Introduction to thermochemistry 2. Calculating enthalpy of reaction using bond energies 3. Gas laws Driving Questions: What sources of energy are used in your home? What chemical principles apply to these processes? Incorporating Next Generation Science Standards, Common Core, or State Standards State the standards that will be covered during this lesson plan. Include all standards which may apply (NGSS, Common Core, or State Standards). AP Chemistry Learning Objectives Learning objective 5.6 The student is able to use calculations or estimations to relate energy changes associated with heating/cooling a substance to the heat capacity, relate energy changes associated with a phase transition to the enthalpy of fusion/vaporization, relate energy changes associated with a chemical reaction to the enthalpy of the reaction, and relate energy changes to PΔV work. Learning objective 5.8 The student is able to draw qualitative and quantitative connections between the reaction enthalpy and the energies involved in the breaking and formation of chemical bonds. Learning objective 2.6 The student can apply mathematical relationships or estimation to determine macroscopic variables for ideal gases. Obtaining and evaluating information How will students be obtaining and/or collecting the information? Students will gather utility bills from home (or use bills provided by the teacher if gathering the bills makes them or their families uncomfortable) to see what utilities are used in their home. Students will explore their home to find out whether they have gas or electric to power their heating, cooking, and heating of water. They will also find out what a water heater looks like.

2 2 Students will tour the school and see the school furnace and water heating facilities (if permitted). Students will access the following website for information about the heat of enthalpy of fossil fuels:

3 3 Analyzing and interpreting data How will students be analyzing and interpreting the collected data? Use of technology and software Indicate the type of technology and software students will be using in order to implement this lesson plan. Students will gather utility bills to learn qualitatively what bills exist for utilities in their home. Students will examine the bills and discuss what units are used for measuring electricity usage. They will convert the units (kwh) using dimensional analysis to joules. Students will access the internet for research purposes. Collaboration, critical thinking and communication Collaboration Indicate how students will be collaborating during the implementation of the lesson plan Students will talk to their parents or guardians about the various bills that come to their home and to find out where the furnace and hot water heater are. Students will work in groups to brainstorm and analyze graphs. Students will work in groups to build molecular models of the burning of methane to calculate the enthalpy of reaction from bond enthalpies. Critical Thinking How will the students evaluate the question or defined problem to reach an objective conclusion? How will the students being using the learned content and collected data to be able to critically think about the established question and/or problem on this lesson plan? Students will explore their homes and examine bills to discover how energy is obtained and used in their homes. They will learn whether their home uses gas or electric (or another form) for heating, cooking, and water heating. Students will examine the bills and discuss what units are used for measuring electricity usage. They will convert the units using dimensional analysis to joules. Students will examine the bills and determine what information is given in the bills (for example, some bills include monthly usage) and why that usage varies. Students will compare the enthalpy of coal to the enthalpy of methane and critically think about energy density and efficiency. Students will calculate the amount of heat required to heat their own water heater in their home based on the volume they discover when the find the heater. References Cited

4 4 Are all references cited? Communication How will the students communicate their findings and conclusion regarding the established question and/or problem? Students will collect their findings in their lab notebooks and share them in class in groups. Students will share photos of their water heaters with the teacher. References Teacher s References Include all references used to develop and implement this lesson plan. Student s References Include all references students will need to complete this lesson plan. Comparison of enthalpies of combustion for fossil fuels: How to read an electric meter (if time permits): Assessment Plan Assessment Plan How will the students be assessed during and/or at the end of the lesson plan? Include resources that will be used to assess the students for the lesson plan. Students will receive a completion grade on the collection of the utility bills and participation in a discussion of the utility bills. Students will be tested with a bellwork quiz on how to convert the units of energy in an electric bill from kwh to joules. Students will be tested with a bellwork quiz on how to calculate the heat of combustion of methane. Students will receive a completion grade on the photo of the water heater. Students will be tested with a bellwork quiz asking them to calculate how much energy it would require to heat a full tank of water in their own water heater (using q=mc T).

5 5 Resources and Costs Resources Needed List all the resources needed (equipment, facilities, materials or any other resources). Collection of sample utility bills Access to the internet Costs List the estimated cost of implementing this lesson plan. $0.00 Include all costs related to equipment, materials and any resource critical to the implementation of the lesson plan. Implementation Plan Implementation Plan Timeline Establish the timeline to implement the lesson plan. Provide an estimate of time and days in order to complete the lesson plan. Day 1 Thermochemistry Unit: Prior to the first day of the thermochemistry unit (Chapter 5 Brown and LeMay) have students collect utility bills from home and do a home energy scavenger hunt. Students should white out any personal information on their bills such as address and credit card information. Students who are not comfortable bringing in bills can bring a signed affidavit from their parents verifying that they saw the bills at home and discussed them with their family. A sample set of bills will be available in the classroom for student use. 20 minutes in class will be used to discuss the findings on the utility bills as an introduction to the thermochemistry unit. Sample questions will include: Where do you get the energy that you use in your home? What units is it measured in? What does the term joule mean? Students will fill out a section in their lab books with the information they learned from the bills so the information will be easily accessed later in the year. On the following day they will convert sample amounts of energy from their bills in kwh to joules as part of a bellwork quiz. Day 2: Calculating Enthalpy of Reaction using Bond Energies: Typically students learn to calculate H rxn using bond enthalpies after they have learned how to draw Lewis structures, separate from the rest of the Thermochemistry unit. Students will work in groups to build the molecular structures of the combustion of methane chemical equation and then calculate the H rxn using bond enthalpies. The question will then be posed: What energy source do you use in your home? What are the energetics of that energy source? They can access their lab books to see what sources of energy are used in their homes and amounts. They will have already calculated H rxn for methane, so if they use natural gas in their homes they will know that value. The question Where does

6 6 Duke Energy (or whatever their electric company is) get the energy for the electricity in my home? should naturally come up at this time. Students should be directed to the website of their power company to determine the sources of energy for their electricity. Students should notice that most of their electricity comes from coal or natural gas. Students should be lead in a discussion comparing and contrasting the energetics of the two energy sources. Homework will consist of reading the webpage and completing the questions at the end (especially question #1). Assessment will be in the form of a completion grade for the homework and a graded bellwork quiz. Day 3: Gas Laws and a Review of the Specific Heat of Water The Gas Law Unit is later in the school year. Students learn about the direct relationship of pressure and temperature under constant volume and watch a snip from a Mythbusters episode in which Jamie and Adam shut off the safety mechanisms in a water heater to see it become an explosive rocket. However, few of the students have ever seen the water heaters in their own homes. Students will take a photo of their water heater, find out what the energy source of the water heater is, and determine how many gallons it holds. In the bellwork the following day, they will be asked, as a review of thermochemistry, to calculate how much heat must be added in order to change the temperature of water in the heater from 25 0 C to 49 0 C and then to determine how much methane must be burned in order to produce that amount of heat. Students will receive a completion grade on the water heater photo and volume.