Physics 7A DL 3 Overview DL 3
Brief Overview
This entire DL is dedicated to going over the FNTs from the previous DL. The FNTs provide practice
with the Three-Phase Model of Matter and the Energy-Interaction Model to explain specific phenomena.
You will use the models to explain various phenomena both qualitatively and quantitatively. The system
you will analyze are thermal systems undergoing a temperature and/or phase change and chemical
reactions.
Activity 1.7 Making Sure Things are Making Sense
Purpose:
• To provide more additional practice qualitatively applying both the Three-Phase Model of
Matter and the Energy-Interaction Model to thermal phenomena.
• To provide an opportunity for students to make sure they have gotten the basics of applying
these two models.
Learning Outcomes:
• Confidence in being able to apply qualitatively the two models to simple thermal phenomena.
Activity 1.8 Mostly Quantitative Application of the Energy-Interaction Model to Thermal
and Bond Energies
Purpose:
• To provide practice in reasoning with the Energy-Interaction Model and explicitly using the
constructs of heat capacity and heats of vaporization and melting.
• Establish how power is related to energy.
• Practice getting quantitative answers using the logic of the model instead of simply “grabbing
an equation and plugging in numbers” without understanding the reasons behind the steps.
Learning Outcomes:
• Confidence in the ability to apply the Energy-Interaction Model to answer questions and make
predictions for more complicated thermal phenomena.
• Understanding that first thinking carefully about how to apply the Three-Phase Model of
Matter and the Energy-Interaction Model to a specific problem is an essential step in problem
solving.
• Avoid the too common mistakes that occur when you simply grab an equation to plug and
chug.
Activity 1.9 Applying the Energy-Interaction Model to chemical reactions
Purpose:
• To provide practice applying the Energy-Interaction Model to a different kind of
phenomena: chemical reactions.
Learning Outcomes:
• Understand how to apply the Energy-Interaction Model to chemical reactions.
Handouts:
In this DL, each student should receive DL 3 Handout: (for use with Activity 1.8)
Unit 1: Applying Models to Thermal Phenomena DL 3
, Physics 7A Activity 1.7 DL 3
Making Sure Things are Making Sense
A) Phenomenon: Ice and liquid water and Heat:
Overview: Definition and use of an important concept in both the Energy-Interaction Model and the
:
Three Phase Model of Pure Substances.
FNT 1:
1) In your group, discuss your answer to this FNT.
2) Make an Energy-Interaction diagram that relates the two states described in the FNT. Use the
diagram and the logic of the model to explain which state would have more total energy.
FNT 2:
3) Compare your response for this FNT with the other members of your group. Make sure everyone
in your group is prepared to explain to the Whole Class.
Whole Class Discussion
B) Phenomenon: Copper and Water Coming to Equilibrium:
Overview: Using the Energy-Interaction Model to describe complete phenomena.
FNT 3:
1) Put your three-phase diagrams from FNT 3 a) on the board with the initial state marked on each
one. Explain briefly how you can tell if either substance might undergo a phase change during this
process.
2) Put your complete Energy-Interaction diagram from FNT 3 b) on the board for this process.
3) If Eth(Cu) = 250 kJ, what is Eth(H2O)? Explain why.
Whole Class Discussion
4) Redraw your three-phase diagrams for the new initial conditions from FNT 3 c).
5) Explain what information you would need to determine if the H2O will undergo a temperature
change or only a phase change.
Whole Class Discussion
C) Phenomenon: Energy transfer, temperature change, and heat capacity:
FNT 4:
1) Discuss this FNT in your group and be prepared to explain in the whole class discussion. You do
not need to put anything on the board. Make sure everyone in your group understands this.
2) How is your answer related to the question B) 3) above?
3) Which thermal property will be influenced by the different heat capacities? Explain.
Whole Class Discussion
Unit 1: Applying Models to Thermal Phenomena DL 3
Brief Overview
This entire DL is dedicated to going over the FNTs from the previous DL. The FNTs provide practice
with the Three-Phase Model of Matter and the Energy-Interaction Model to explain specific phenomena.
You will use the models to explain various phenomena both qualitatively and quantitatively. The system
you will analyze are thermal systems undergoing a temperature and/or phase change and chemical
reactions.
Activity 1.7 Making Sure Things are Making Sense
Purpose:
• To provide more additional practice qualitatively applying both the Three-Phase Model of
Matter and the Energy-Interaction Model to thermal phenomena.
• To provide an opportunity for students to make sure they have gotten the basics of applying
these two models.
Learning Outcomes:
• Confidence in being able to apply qualitatively the two models to simple thermal phenomena.
Activity 1.8 Mostly Quantitative Application of the Energy-Interaction Model to Thermal
and Bond Energies
Purpose:
• To provide practice in reasoning with the Energy-Interaction Model and explicitly using the
constructs of heat capacity and heats of vaporization and melting.
• Establish how power is related to energy.
• Practice getting quantitative answers using the logic of the model instead of simply “grabbing
an equation and plugging in numbers” without understanding the reasons behind the steps.
Learning Outcomes:
• Confidence in the ability to apply the Energy-Interaction Model to answer questions and make
predictions for more complicated thermal phenomena.
• Understanding that first thinking carefully about how to apply the Three-Phase Model of
Matter and the Energy-Interaction Model to a specific problem is an essential step in problem
solving.
• Avoid the too common mistakes that occur when you simply grab an equation to plug and
chug.
Activity 1.9 Applying the Energy-Interaction Model to chemical reactions
Purpose:
• To provide practice applying the Energy-Interaction Model to a different kind of
phenomena: chemical reactions.
Learning Outcomes:
• Understand how to apply the Energy-Interaction Model to chemical reactions.
Handouts:
In this DL, each student should receive DL 3 Handout: (for use with Activity 1.8)
Unit 1: Applying Models to Thermal Phenomena DL 3
, Physics 7A Activity 1.7 DL 3
Making Sure Things are Making Sense
A) Phenomenon: Ice and liquid water and Heat:
Overview: Definition and use of an important concept in both the Energy-Interaction Model and the
:
Three Phase Model of Pure Substances.
FNT 1:
1) In your group, discuss your answer to this FNT.
2) Make an Energy-Interaction diagram that relates the two states described in the FNT. Use the
diagram and the logic of the model to explain which state would have more total energy.
FNT 2:
3) Compare your response for this FNT with the other members of your group. Make sure everyone
in your group is prepared to explain to the Whole Class.
Whole Class Discussion
B) Phenomenon: Copper and Water Coming to Equilibrium:
Overview: Using the Energy-Interaction Model to describe complete phenomena.
FNT 3:
1) Put your three-phase diagrams from FNT 3 a) on the board with the initial state marked on each
one. Explain briefly how you can tell if either substance might undergo a phase change during this
process.
2) Put your complete Energy-Interaction diagram from FNT 3 b) on the board for this process.
3) If Eth(Cu) = 250 kJ, what is Eth(H2O)? Explain why.
Whole Class Discussion
4) Redraw your three-phase diagrams for the new initial conditions from FNT 3 c).
5) Explain what information you would need to determine if the H2O will undergo a temperature
change or only a phase change.
Whole Class Discussion
C) Phenomenon: Energy transfer, temperature change, and heat capacity:
FNT 4:
1) Discuss this FNT in your group and be prepared to explain in the whole class discussion. You do
not need to put anything on the board. Make sure everyone in your group understands this.
2) How is your answer related to the question B) 3) above?
3) Which thermal property will be influenced by the different heat capacities? Explain.
Whole Class Discussion
Unit 1: Applying Models to Thermal Phenomena DL 3
