Our Customer Service team is available from 7:30am to 8pm, ET, Monday through Friday.800.334.5551
Your Shopping Cart is currently empty. Use Quick Order or Search to quickly add items to your order!
Our Customer Service team is available from 7:30am to 8pm, ET, Monday through Friday.
Find your Carolina Sales Manager for K-8 Smithsonian and Building Blocks of Science Programs.
We serve educators in more than 170 countries worldwide. Create a quote request on our website or contact our International Sales Team.
Grades 9–12. Calorimetry provides firsthand experience with the transformation of chemical energy to thermal energy. This lab is based on the phenomenon of the diesel engine as a thermal system. Students calculate the heat of combustion for prepared biodiesel, corn oil, and canola oil. Those values and the provided data for traditional petrodiesel fuels allow students to support their claims about the relative functionality of each fuel.
Students will generate data by calculating heat of combustion for 2 biofuels, compare that data to traditional petrodiesel fuel, and then use the data to develop an explanation of energy transfer, which will be employed to assess the benefits of potential use of biodiesel fuels.
PE: HS-PS3-1, ESS3-2, and ETS1-3
Time Requirement: 45 minutes
SEP: Constructing Explanations and Designing Solutions
DCI: PS3.B: Conservation of Energy and Energy Transfer
CCC: Energy and Matter: Flows, Cycles, and Conservation
Grades 9–12. The first law of thermodynamics states that energy cannot be created or destroyed but can be transformed or transferred. In this calorimetry activity, students gain firsthand experience with the transformation of chemical energy to thermal energy. Students are asked to show how energy transformation and transferal occurs in both a diesel engine and the calorimeter model. By comparing the calculated heat of combustion of fuels and oils provided and known values for traditional petrodiesel, students support their claims about each fuel's functionality.
This kit is designed to be incorporated into a larger unit of instruction consisting of multiple experiences and taking place over several weeks. Anchoring phenomena for a larger unit of instruction may be derived from the following topics:
If you have separatory funnels on hand, then this lab also offers you an optional opportunity to teach students an advanced technique for separating liquids. Materials are sufficient for 32 students working in pairs and include free 1-year access to digital resources that support 3-dimensional instruction for NGSS. Note: The biodiesel sample preparation process that is required before students begin the activity takes a minimum of 6 calendar days from start to finish.
|Methanol, 30 mL||2||Included|
|9 M Potassium Hydroxide, 30 mL||1||Included|
|Carolina Science Online® Resources (1-year subscription)||1||Included|
|Teacher's Manual with Reproducible Student Guide||1||Included|
|Corn Oil, 250 mL||1||Needed, Not Included|
|Canola Oil, 250 mL||1||Needed, Not Included|
|Graduated Cylinders, 250 mL||2||Needed, Not Included|
|Erlenmeyer Flasks, 250 mL||2||Needed, Not Included|
|Beakers, 150 mL||2||Needed, Not Included|
|Beakers, 100 mL||20||Needed, Not Included|
|Magnetic Stirrer||1||Needed, Not Included|
|Magnetic Stirring Bar||2||Needed, Not Included|
|Digital Balance (0.1-g resolution)||4||Needed, Not Included|
|Aluminum Soda Cans (empty, tabs attached)||20||Needed, Not Included|
|Ring Stands||16||Needed, Not Included|
|Support Rings||16||Needed, Not Included|
|Buret Clamps||16||Needed, Not Included|
|Stirring Rods||16||Needed, Not Included|
|Thermometers||16||Needed, Not Included|
|Test Tube Tongs||16||Needed, Not Included|
|Matches or Long Lighters||Needed, Not Included|
|Sodium Chloride||Needed, Not Included|
|Separatory Funnels (optional)||16||Needed, Not Included|