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Exploring Energy Relationships Through Virtual Molecular Dynamics and Traditional Labs

This educational program aims to enhance students' understanding of energy concepts through observation, experimentation, and application. Utilizing tools like Simulab and hands-on wet labs, students will explore potential and kinetic energy, system dynamics, and the law of conservation of energy. The curriculum adheres to Texas Essential Knowledge and Skills (TEKS) and supports Advanced Placement Chemistry, Physics, and Biology. Targeted at entry-level high school chemistry and physics students, this program fosters multiple learning modes to ensure comprehension of complex energy relationships.

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Exploring Energy Relationships Through Virtual Molecular Dynamics and Traditional Labs

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  1. Introductory Thermodynamics Virtual Molecular Dynamics Institute Boston University 2002 Linda Culp Thorndale HS lculp@thorndale.txed.net Kathi Hopkins Robinson HS kathopkins@aol.com

  2. Introduction • Students will discover energy relationships & concepts through observation, experimentation, and application using Simulab and traditional wet labs. • Abstract molecular concepts are quantitatively modeled using graphics, charts, and data lists with variables that can be manipulated.

  3. Our Goal • Students will gain an understanding of energy relationships through multiple learning modes.

  4. Energy Potential energy Kinetic energy System dynamics Total energy Temperature Law of conservation of energy Energy transfer & pathways Exothermic and endothermic reactions. Heat Volume Work Heat capacity Major Concepts

  5. State Curriculum Standards • Adheres to TEKS (Texas Essential Knowledge & Skills) objective for chemistry, physics, & biology. http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html • Assessed by TAKS (Texas Assessment of Knowledge & Skills) • Follows guidelines of Advanced Placement chemistry, physics, biology

  6. Intended Audience • Entry level 1st year chemistry or physics students – 10th grade. • Extensions appropriate for Advanced Placement or Honors Chemistry and Biology

  7. Placement in Curriculum • Basic concepts of energy required in all sciences • Replace traditional unit • Both wet lab and Simulab. • Prior experience: • Math and reading skills of a typical 9th & 10th grade student. • SMD and Excel or Graphical Analysis

  8. Adjustments/Adaptations • Unit proceeds from basic to advanced concepts. • Advanced levels proceed to enthalpy and Hess’s Law. • Without computers, teachers may utilize wet labs, overhead projectors, graph paper, and graphing calculators.

  9. Time • 7 – 50 minute class periods. • Minimal preparation for computer activities • Preparation of demonstrations & wet labs – varies with situation - 10 to 15 minutes.

  10. Electronic Equipment-optional • PC or Mac • CBL with probes • Graphing calculators • Computer lab to accommodate groups of 2-3 students • Data projector to show Simulab demonstrations • VMDL software & Simulab files • Overhead projector • Graphing program: ex: Excel or Graphical analysis

  11. Wet Labs: Baggie Reaction Production of Gas in a syringe Specific Heat of Metals Balloon Experiment Calcium metal – Ammonium thiocyanate labs SimuLabs: VMDL software & Simulab files SMD States of Matter “Experiment 1A” SMD player “temperature.smd” SMD player “reaction” SMD “Simulab Icebreaker” Teaching Resources

  12. References • Chemistry by Steven Zumdahl (4th edition) Houghton Mifflin Co, Boston, Mass. 1997 • Flinn Scientific http://www.flinnsci.com/(source for chemicals) • Modern Chemistry Holt Rinehart & Winston, 1993 • Shakhashiri, Bassam Z. Chemical Demonstrations (Vol 3) The University of Wisconsin Press, Madison, WI 1989 • TAKS http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html • TEKShttp://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html • Virtual Dynamics Laboratory Manuals & Software, Center for Polymer Studies, Boston University, 2002.

  13. Objectives: • Students will be able to: • Day 1: • Observe changes in energy • Identify different forms of energy • Interpret energy relationships with SMD software • Day 2: • Discover relationships between potential & kinetic energy • Collect data through computer simulations to determine the effects of temperature upon energy • Graphically record & analyze collected data to predict trends

  14. Objectives: • Day 3 • Analyze computer models in open systems • Prepare & observe effects of gas production • Compare the SMD models of expanding gases to experimentally obtained data. • Formulate an hypothesis relating work & energy. • Day 4 • Calculate specific heat values • Day 5 • Determine specific heat of known metals • Compare experimentally obtained specific heats with actual values. • Identify unknown metal using experimentally obtained data.

  15. Objectives: • Day 6 • Deduce the effects of high heat capacity of water on surrounding materials • Day 7 • Compare and contrast exothermic and endothermic reactions • Design and defend a concept map of terms within the unit.

  16. Unit Timeline & Instructional Outline • Day One: Mini Lab Baggie Reaction Discussion Concepts & observations SMD-Player Intro to simple E, KE, & PE • Day Two: Discussion Reflect on prior concepts Instructions “Experiment 1a Simulab” Classwork Data table & class average graph Debrief Simulab results & connections

  17. Unit Timeline • Day Three: Discussion Connections with Law of Conservation of energy. SMD Player Expanding gases, work & conservation of Energy Min-Lab Production of gas in syringe Debrief Connections between mini lab & Simulab • Day Four: Modeling Problem-solving Assignment Heat capacity problems Pre-Lab Specific heat of metals

  18. Unit Timeline • Day 5: Mini Activity Expanding gases Discussion Connections to prior concepts Lab Specific heat of metals Debrief Reflect & make connection • Day 6: Mini Activity Balloon Experiment SMD Activity Virtual Modeling Debrief Reflect & make connections

  19. Unit Timeline • Day 7 Mini Lab Calcium metal/ammonium thiocyanate Debrief Reflect & Make connections Activity Concept Map Presentations Student presentations

  20. Assessments • Learning journals or lab book record • Student participation rubric • Problem-solving assignment showing accurate work • Lab report rubric • Concept map & presentation

  21. Extensions • Biology – Observe the changes in the potential energy of a molecule as it moves through a membrane. See pot_energy-membrane.umv • Links: • http://scifun.chem.wisc.edu/HOMEEXPTS/FIREBALLOON.html • www.science.demon.co.uk/handbook/18.htm • http://bradley.bradley.edu/~campbell/demo.html

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