Suggested time allotment: 5 hours

Unit 4

MODULE 3 HEAT, WORK and ENERGY

Overview

When two objects at different temperatures are put in contact, heat

spontaneously flows from an object of high temperature to the object of low
temperature. The natural flow of heat is always in the direction tending to
equalize the temperature. If the two objects are kept in contact long enough
for their temperatures to become equal, the two bodies are said to be in
thermal equilibrium, and there is no further heat flow between them. Let us
take for example, when you have a fever. You will use fever thermometer in
your armpit in able to monitor your temperature. Heat is flowing from your
armpit to the thermometer; when the temperature reading stops increasing,
the thermometer is then in equilibrium with your armpit, and they are at the
same temperature.

After completing this module, you will be able to:

1. demonstrate that heat can be turned to work;
2. infer that doing work releases heat;
3. explain how heat transfer energy

Key questions for this module

At the end of module 3, the students will be able to answer the

following questions:

How is heat converted to work?

How is work related to energy?

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Heat and Work

Start the module by reviewing students’ prior knowledge in about heat

and temperature since they were able to learn these concepts in their
previous years.
After learning the difference between heat and temperature, the
teacher is ready to discuss how energy is converted into work. The following
questions may be asked:

 How heat is converted into work?

 How work is related into heat?
 How heat flows from colder temperature to higher temperature?
 What is the function of heat pump and heat engines in reversing the
flow of energy?
 What environmental implications brought about by heat pump and heat
engine?

Note that there are no wrong or correct answers yet this time. Just take
note of their answers and go back to some of them after they have finished
the module.
Let the students do the next activity activity

ACTIVITY

1
Heat and Internal Energy!

In this activity, the students are tasked to determine the temperature of

water before boiling, while boiling and after boiling.

 The students should form a group of five members. Everybody

should have a part in the activity.

o Student 1 measures the temperature of water before

boiling.
o Student 2 measures the temperature of water while
boiling.
o Student 3 measures the temperature of water after
boiling.
o Student 4, and 5 record the temperature readings.
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  Tell them to be extra cautious in handling hot substances,
thermometer and hot stove.

 It is always better to perform this in the laboratory if materials

are available like tripod, tripod, and beaker instead of stove and
pot.

Answers to Questions

Q1. The temperature is lower than 100° C before it is boiled, 100° C when it
was boiling and after it has boiled.
Q2. It means an increase in internal energy of the water.

Try this…(Answer)

A 120J of energy is added to a system that does 40J of external work, by

how much thermal energy of the system is raised?

Answer:
Given: Q= 120J
W= 40J
Find: U
Solution: U= Q-W
= 120J-40J
= 80J

Note: The teacher may add some more word problems as needed by the
learners.

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 ACTIVITY

2
Where do I Belong?

In this activity, students are asked to identify spontaneous and non-

spontaneous processes. They are to distinguish these processes. Since, the
activity is very simple and practical, it could be done individually. The teacher
may add some more processes not listed on the module.

Though this activity is quite simple , the teacher should point out that
whatever object involved in a given example has heat, this could be in lower
or in higher temperature. Emphasize on the terms such as internal energy,
thermal and heat.

During the post activity discussion, the given guide questions should
be answered.

Possible Answers to Complete the Table:

Spontaneous Non-spontaneous Needs work to reverse

Process Process the process
Drying of leaves Breakage of egg Drying of leaves
Spoilage of food Ice Production Spoilage of food
Water falls Rice cooking Water falls

Possible Answers to Questions:

Q1. Drying of leaves, spoilage of food and water falls are just some of the
examples of spontaneous process.

Q2.
a. By using plant press
b. By putting them together using scotch tape
c. By using refrigerator.
d. By using stove
e. By using water pump or motor

Q3. An application of work or using motor or a heat pump.

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 Now that it is known that every non-spontaneous process needs work
or mechanical energy in able to reverse the process, it is about time to find
out how heat pump functions.

Heat Pump

To introduce the concept of heat pump, the teacher should differentiate

spontaneous and non-spontaneous process.

1. Ask students to enumerate some spontaneous and non-

spontaneous processes present in their immediate environment
or experienced by them.
2. From this, the teacher will identify whether the given process can occur
naturally. If not, an external force should be done, which will lead to
the application of work or mechanical energy.
3. It is important to define and differentiate the following terms:
Internal/ Thermal energy- is the sum of potential and kinetic energy of
the bodies.
Heat- is the thermal energy that flows from a substance of higher
temperature to a substance of lower temperature.

ACTIVITY

3
The Reverse of It

In this activity, the students will discuss how heat pumps (refrigerator
and air conditioner) work.

Answers to Questions:

Q1. Work has to be done by the compressor to “suck” the colder gas from
inside the refrigerator out, effectively forcing energy to flow from a chamber of
lower temperature to a warmer room outside.

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Q2. A compressor is a motor which compresses a gas known as freon to a
pressure of several atmospheres.
Note: Freon is a refrigerant with relatively low boiling point.

Q3. The hot gas produced by the compressor runs through a condenser.
Q4. The condenser turned the cooled gas to near room temperature which
then condenses into liquid. This cool liquid which has high pressure flows
through a narrow tube connected to the evaporator.

Q5. The liquid evaporates due to its low pressure. At the same time, it
absorbs heat from the contents of the refrigerator.

Q6. The gas produced that has already absorbed heat goes back to the
compressor and then the cycle repeats.
Q7. The refrigerator cooling cycle follows the following mechanisms:
a. The compressor compresses the freon into a pressure of
several atmospheres.
b. The gas is cooled to near room temperature which then
condenses into liquid of high pressure.
c. The liquid evaporates due to its low pressure and heat is
absorbed from the contents of the refrigerator.
d. The gas produced that has already absorbed heat goes
back to the compressor and then the cycle repeats.

Q8. An air conditioning unit is a heat pump used for home heating and
cooling.

Q9. It cools the inside of the house and heats the outside.
Q10. It takes heat from the air outside to warm the inside.
Q11. Mechanical energy is needed to transfer heat from a cold object to a
warmer one.

Heat Engines

The teacher should assign the learners to research on heat engine and
the four-cycle stroke of a gasoline engine prior to this activity. Or the teacher
will provide the text materials for the students.

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 ACTIVITY

4
Start the Engine!

This activity discusses the four-cycle stroke of a gasoline engine. The

following are the expected answer after studying the illustration.

The four cycle-stroke of gasoline engine ( to the artist, please redraw)

Answers to Complete the Table:

Cycle stroke Movement of the What happened to

piston mixture of gases?
Intake Moves down Filled in the cylinder
Compression Moves upward Compressed into
fractional amount
Power Moves down Ignited by the spark
plug
Exhaust Moves up Expelled out by the
exhaust pipe

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Answers to Questions

Q1. The gas expands.

Q2. The piston moves up. The mixture of gases is compressed into fractional
amount.

Q3. The spark plug ignites the mixture. This will increase the temperature of
the mixture

Q4. The piston moves down. No heat enters or leaves the system.

Q5. The piston moves down, the exhaust valve opens and the burned gas
expelled out through the exhaust valve.

Q6. This gas will constitute to the air pollution. Eventually, it causes thermal
pollution.

Q7. No, a heat engine could not be 100% efficient because some of the
gases are exhausted into the environment.

Q8. I will inform the vehicles’ operators to always clean their muffler. I will
inform the general public the bad effects of this exhaust gases to one’s health
and to the environment. I will encourage them to use unleaded gasoline. I will
advocate to plant trees so that carbon monoxide and halogens will be
absorbed by them.

ACTIVITY

5
Fill me In

This activity will verify that machine is not 100% efficient.

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Answers to Complete the Table:

Temperature/ energy Temperature/ energy Thermal efficiency

in cold reservoir in hot reservoir
250K 500K 50%
230K 700K 33%
287.5K 575K 50%
650J 1054J 38%
259J 677J 62%
30°C 88°C 16%
56°C 92°C 10%
47°C 56°C 3%
77°C 93°C 4%
65°C 85°C 6%

Sample Computation to Complete the Table:

Given:TC=250K
TH=500K
Find: Thermal Efficiency
Solution:
Eff: = 1-TC x 100%
TH

= 1-250K X 100%
500K

= 50%
For other items, follow the sample above, since they will be substituted
directly the given.

For problems given the temperature in °C, add them in 273 to make it
absolute temperature before proceeding to the equation.

Given: TC= 30°C+ 273= 303K

TH= 88°C+273= 361K
Find: Efficiency
Solution:
Eff.= 1-TC x 100%
TH

= 1-303K x 100%
361K

= 16%

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Answers to Question

Q1. The lesser the work input/ temperature in the cold reservoir, the greater
the efficiency of the heat engine.

Diagnostic Assessment (Answers)

I. MULTIPLE CHOICE

1. B
2. B
3. D
4. B
5. C

II. MODIFIED TRUE OR FALSE

6. TRUE
7. OUTSIDE
8. ONLY SOME
9. TRUE
10. TRUE

Summative Assessment (Answers)

1. A
2. A
3. D
4. A
5. B
6. A
7. C
8. B
9. B
10. A
11. C
12. B
13. B
14. B
15. D

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References and Links

Australian Item Bank Program-Science Item Bank (Physics and

Astronomy)1978. Australian Council for Educational Research

Conceptual Physical Science by Hewitt, Paul G., et al 1994 Harper Collins

College Publishers New York

Conceptual Physics, 3rd ed. By Paul Hewitt. Addison-Wesley Publishing

Company.1997. California

Cordero-Navaza, Delia. Physics . 230 – 239

http://oberon.ark.com/~airekool/rb2.htm

hyperphysics.phy-astr.edu/h.base/enecon.html

Physics at work 1, 2nd ed. P.K. Tao 1999.Oxford University Press.Hong

Kong

Physics, 4th ed. By John d. Cutnell and Kenneth W. Johnson 1998. John
Wiley and Sons, Inc. USA

Physics, 5th ed. By Douglas C. Giancoli 2000. Pearson Education Asia Pte
Ltd. 317 Alexandra Road # 04-01 IKEA Building Singapore 159965

Practical and Explorational Physics ( Modular Approach)by Alicia L. Padua

and Ricardo M. Crisostomo. Vibal Publishing House, Inc. Quezon City, Cebu
City and Davao City 2003

Science and Technology IV Textbook and Teacher’s Manual.

Science and Technology IV by Julieta D. Dela Pena and Arsenia V. Ferrer.

Phoenix Publishing House, Inc. Quezon City. 1999

The Physics of Everyday Phenomena- A conceptual Introduction to Physics,

6th ed. By Griffith,W.Thomas and Brosing, Juliet W.2007. Mc Graw Hill

UPNISMED Teacher’s Guide

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