Per 5 Activity Solutions: Thermal Energy, the Microscopic Picture

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1 er 5 Activity Solutions: Thermal Energy, the Microscopic icture 5. How Is Temperature Related to Molecular Motion? ) Temperature Your instructor will discuss molecular motion and temperature. a) Watch the demonstration of diffusion in beakers of warm and cold water. Explain the differences in the diffusion rates. Food coloring spreads (or diffuses) more quickly in warm water. This demonstrates that the warm water molecules, on average, are moving faster than cold water molecules. b) At a particular temperature, do all of the molecules move at the same speed? No, there is a range of speeds. c) How does the average speed of molecules at a higher temperature differ from their average speed at a lower temperature? ) Rates of Evaporation On average, molecules at a higher temperature have a faster speed than molecules at a lower temperature. a) Note the temperature of each thermometer while it is immersed in liquid. Remove the thermometers from the test tubes and allow the thermometers to lie on your table for several minutes. Then check and record their temperatures. Initial Temp Final Temp Temp Change Alcohol Oil Water b) Explain the differences in temperature change. Alcohol cools the thermometer the most, followed by water, then oil. Alcohol is the most volatile (evaporates the most quickly), and thus shows the most evaporative cooling. This technique of comparing wet bulb and dry bulb temperatures is how humidity can be determined. 3) Evaporative Cooling What happens to the temperature of a liquid as it evaporates? Your instructor will demonstrate a cool tube (a cryophorus tube) that contains water. a) What happens when one end of the tube is cooled with liquid nitrogen? Water in the cool tube s bulb freezes. b) The middle of the tube remains near room temperature. Explain why water in the tube s bulb freezes. A liquid cools as it evaporates. The faster moving water molecules leave the water surface and form water vapor in the tube. The

2 slower moving molecules remain in the liquid. Thus, the average speed of the liquid molecules is reduced and the remaining liquid is cooler. The faster molecules in the upper bulb that have evaporated move throughout the cool tube. Those molecules in the end of the tube cooled by liquid nitrogen condense and freeze. Faster molecules continue to evaporate and leave the upper bulb, until the remaining molecules in the upper bulb have so little energy that this liquid freezes as well. c) Group Discussion Question: Can you think of examples of evaporative cooling in everyday life? 5. Temperature and hase Changes 4) Volume, Temperature, and hase Change Fill a beaker with ice water. Note the volume of ice and water, including any ice above the surface of the water. a) What happens to the total volume once the ice has changed phase from solid to liquid? The ice decreases in volume as it melts into water. The water level stays constant, so the water does not spill over the top of the beaker. Eventually, evaporation would lower the water level. b) Do all substances behave this way when their temperature is increased? No, most substances increase in volume when they are heated and decrease in volume when they are cooled. As noted above, water is an exception. 5) hase Changes a) Your instructor will demonstrate weights supported by an ice cube. What happens? What causes the change of phase of the ice from solid to liquid water? The wire melts through the ice and the water above the wire refreezes into ice. The force of the wire on an area of the ice cube exerts pressure on the ice. The pressure causes the ice to melt. b) Would this demonstration work as well with a wide wire? Why or why not? (Hint: pressure force/area of the wire) No, because the force of the wide wire on the ice due to the weights is spread over a larger area. This reduces the pressure exerted on the ice. c) Group Discussion Question: When the temperature is well below freezing, ice skaters find it more difficult to skate. Why is this?

3 6) Heat Capacity Your instructor will discuss the heat capacity of objects. What is the heat capacity of one kilogram of copper, if 6,500 joules of heat are required to increase the temperature of the copper by 5 o C? H cap Q 6, 500 J o 433 J/ C o T 5 C 7) Specific Heat Your instructor will discuss specific heat (s heat ). a) our 500 ml of water into the hot pot and measure the temperature of the water before you plug in the pot. Record your measurement on the first line (0 seconds elapsed) of the table below. b) Now, plug in the hot pot and measure the temperature of the water every 30 seconds. Record your data in the table. Time Elapsed (seconds) Temperature ( o C) Time Elapsed (seconds) Temperature ( o C) Time Elapsed (seconds) Temperature ( o C) 3

4 c) Make a graph of your data on the grid below. o C Time Elapsed (seconds) d) Next, we will calculate the specific heat of the water using the equation Q s heat x M x T Q heat added in joules. The hot pots are rated at 600 watts (600 J/sec). For how many seconds did you heat the water?. How many joules of heat were added? M mass in grams. One ml of water has a mass of gram. T T final T initial (Celsius degrees) s heat Q M T e) Group Discussion Question: Your instructor will give you a value for the specific heat of water. How well does your calculated value agree with the specific heat of water? What sources of error may be present in your experiment? 4

5 8) Latent Heat a) To find how many calories of heat are required to convert 700 grams of water at a temperature of 40 o C into steam at 00 o C follow the three steps below. Step : Step : Find the heat required to raise the temperature of the water to water to 00 o C. The specific heat of liquid water is.00 calories/gram o C. Hint: use the equation Q s heat x M x T Q.00 cal x 700 g x (00 o C - 40 o C) 4,000 cal g o C Find the heat required for the phase change of 700 grams of water at 00 o C into steam at 00 o C. The latent heat of evaporation of water is 540 calories/gram. Hint: use the equation Q L heat x M Q 540 cal x 700 g 378,000 cal g Step 3: Find the total heat required to heat the water to 00 o C and the heat required to convert the liquid water into steam. Q Total 4,000 cal + 378,000 cal 40,000 cal 4. x 0 5 cal 5.3 ressure, Temperature, Volume and the Ideal Gas Law 9) The Ideal Gas Law Your instructor will demonstrate the relationship among pressure, temperature, volume, and number of molecules of a gas and discuss the Ideal Gas Law. We will find that ratio reasoning is useful and can be based on proportionalities. a) At a fixed volume of gas, what effect does doubling the temperature of the gas have on the pressure the gas molecules exert on the walls of their container? At a fixed volume, pressure and temperature are directly proportional. Doubling the temperature increases the pressure by a factor of. b) Based on the fact that the pressure is proportional to the temperature, for a gas at fixed volume write an equation relating the pressure and temperature of the gas at one time to the pressure and temperature at a later time. V T and V T For a fixed volume, ratio reasoning then gives T T c) At a fixed temperature, what effect does decreasing the volume of the container by one half have on the gas pressure? At a fixed temperature, pressure and volume are inversely proportional. Decreasing the volume by one half increases the gas pressure by a factor of. 5

6 d) Based on the fact that the pressure is inversely proportional to the volume, for a gas at fixed temperature write an equation relating the pressure and volume of the gas at one time to the pressure and volume at a later time. V T and V T For a fixed temperature, ratio reasoning then gives V V e) Combine your equations from parts b) and d) to write an equation showing the relationship between pressure, volume, and temperature for a gas at two different times. V T V T f) At a fixed temperature and volume, what effect does tripling the number of gas molecules have on the pressure the gas exerts? At fixed temperature and volume, the pressure is directly proportional to the number of gas molecules. Tripling the number of molecules increases the pressure by a factor of 3. g) Your instructor will demonstrate a soda can with boiling water that is cooled quickly. What happens to the can? Why? Steam from the boiling water fills the can. When the can is cooled, the steam condenses into water droplets and lowers the pressure inside the can. The atmospheric pressure is greater than the pressure inside the can, and the can collapses. 0) The Dippy Duck The dippy duck contains liquid freon, which evaporates easily at room temperature. Wet the head of the duck and place the cup of water in front of the duck s head. Explain what happens to the dippy duck in terms of evaporative cooling, the ideal gas law, and the center of mass of the duck. Water evaporates from the duck s head, cooling it. Cooling the freon gas inside the duck s head causes the gas molecules to condense. This reduces the volume of the gas and, thus, the gas pressure in the head. As a result, liquid freon flows up the tube from the region of higher pressure in the duck s tail to the region of lower pressure in the head. As the freon moves up, the center of mass is raised until the duck topples over into the cup of water. While the duck s head is in the water, freon flows from the head into the tail, and the duck stands up again. The process repeats. 6

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