measuring co2 emissions from coal - il shared...

9th-12th Grades

Measuring CO2 Emissions from Coal

Overview & Purpose: Identify which of the four types of coal produces the most CO2 when combusted.

Objectives: Students will be able to…• Work cooperatively in groups

• Collect CO2 emitted from combustion using probe ware or by water displacement

• Determine which coal source produces the most CO2

• Construct data table and graph

• Analyze graph for trends and correlations to greenhouse effect

Background Information: Two methods of collecting the gas, through the use of probe ware or by water displacement, are provided depending on the equipment available and the amount of calculations required of students by teachers. The volume of gas collected and the gas laws can be used to calculate the number of moles of gas collected.

During the collection, the water level in the container will adjust so that the pressure inside and outside the container are the same. When the water levels inside and outside the collecting bottle are the same, the pressure of the gas inside the bottle is exactly that of atmospheric pressure. Atmospheric pressure can be obtained from a class barometer or from a local weather Internet site.

The pressure inside the bottle is partially from the gas being collected and partially from the water vapor that has escaped from the surface of the water in the jar. The water inside the jar will reach an equilibrium state where the number of molecules leaving the surface is the same as the number returning. The equilibrium pressure of water is temperature dependent and is called the vapor pressure of water. Dalton’s Law of Partial Pressures states that the total pressure of any mixture of gases is equal to the sum of the individual pressures exerted by each gas. Therefore, the total pressure in the container must be the sum of the pressures of the gas we collected and the water vapor.

PT = Pgas + PH2OThis equation can be used to calculate the pressure of the gas collected. Once the pressure of the collected gas is known, the number of moles of gas can be calculated using the Ideal Gas Law:

PV = nRT

Where:

• P = Pressure of the gas

• V = Volume of water displaced

• n = number of moles of gas

Chemistry, Environmental Science 1

Prepared By: Debbie Gaffney

Measuring the Emission of CO2 from Burning Four Types of Coal

Chemistry | Environmental Science

Lesson 1

• R = the ideal gas constant

• T = the temperature of the gas

To get the pressure of the collected gas, the water vapor pressure must be subtracted from the total. Chemical reference books provide charts for the vapor pressure at all temperatures. A basic water vapor pressure table is provided.

The number of grams of CO2 collected from each coal sample may be calculated by rearranging the Ideal Gas Law equation to solve for moles

(n), which may then be converted to grams using the molar mass of carbon dioxide (44g/mole).

Performance Expectations Students who demonstrate understanding can:

HS-PS3-1 Students who demonstrate understanding can create a computational model to calculate the change in energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

2 Measuring the Emission of CO2 from Burning Four Types of Coal


Classroom Activities/Procedures & Timeline

Procedures: 1. Gather materials and all equipment. 2. Weigh a one gram sample of each type of coal and label on the weigh paper. 3. Place wire gauze on top of ring stand and place Bunsen burner under ring

stand. 4. Attach rubber tubing to a funnel and position the funnel so that it sits on the

gauze. 5. Attach the other end of the tubing to the arm of an Erlenmeyer flask.

Gas Sensor Steps1. Set up the CBL, graphing calculator and CO2 probe according to the directions.

Use the ChemBio Program on the graphing calculator. 2. Place the carbon dioxide probe in the top of the Erlenmeyer flask.

Make sure that all connections are tight.3. Burn one sample of the coal under the funnel and collect data for 10 minutes.4. Graph the data.5. Repeat this procedure for each the other samples of coal.

Equipment/Materials/Technology Needed:

Working in groups of 2 -3, each group will need…

• About 1 gram of each sample of coal; anthracite, lignite, bituminous and peat

• Bunsen burner• Glass funnel• Tubing• Erlenmeyer flask with side arm• Balance• Striker/matches • Graph paper • Ring stand with wire gauze

Probe ware method equipment • Graphing calculator • CBL or other data collection device • CO2 probe

Rubric Grade 9 - 10


(Notes: The flask needs to be aired out between each monitoring of gas. Simply remove the probe for a few minutes.)

Water Displacement Steps1. Fill the water through three quarters full or until the collection bottle

(graduated cylinder) can be inverted in such a way that the mouth of the bottle/cylinder is below the surface.

2. Fill the collection bottle/cylinder with water clear to the top with no air spaces.3. Cap the bottle/cylinder temporarily so no water leaks out.4. Invert the bottle/cylinder so that the mouth is below the surface of the water

in the water trough. The bottle should be completely filled with water; no air bubbles should be inside.

5. Remove the cap from the collection bottle/cylinder while the opening is under water.

6. Insert the free end of the tubing into the mouth of the bottle/cylinder.7. Record the temperature of the water in the trough.8. Burn one sample of the coal under the funnel and collect data for 10 minutes.9. Gas volume can be directly measured if there are graduations on the collecting

tube. If there are no marks, make a pencil mark on the tube where the gas stops pushing the water out. After the experiment, fill the tube to this line with water, then transfer the water into a graduated cylinder to measure the volume. The assumption can be made that the temperature of the gas is the same as the water through which it bubbled.

10. Repeat this procedure for each the other samples of coal. (Notes: The flask needs to be aired out between each monitoring of gas. Simply remove the tubing for a few minutes before starting the next coal type collection).

Assessments: (e.g., lab, quiz, test, oral presentation, survey, rubric, etc.)

Data Analysis: 1. Construct a single graph plotting CO2 volume over time for each type of coal

sampled.2. Write up the results of your experiment. Include in your write up the

following:• Initial hypothesis• Findings• All calculations (if using water displacement method)

Water displacement method equipment• Test tube (heat resistant)• One-hole stopper for test tube • Water trough and graduated

cylinder or collection bottle • Internet access (for air pressure

value)• Water pressure table (included)

Coal samples may be purchased from a science source such as Onta (http://www.onta.org) for $6.95Coal sample kits may be found for free at the American Coal Foundation (http://www.teachcoal.org). Additional kits are $4.00 to purchase.

Teacher Resources:(e.g., readings, set-up instructions, lecture files, data files, etc.):

Illinois State Geological Survey http://www.isgs.illinois.edu Depositional History of Pennsylvanian Rocks in Illinois, Illinois Geological Survey http://www.isgs.illinoi.edu/maps-data-pub/ http://wwwillinoisbiz.biz/deco/Bureaus/Coal/Kids+Site/ 225ILCS 705/ Coal Mining Act http://www.legis.state.il.us/legislation/ilcs/ http://www.ket.org/trips/coal/agsmm/agsmmtypes.html http://www.agiweb.org/education/energy/coal/index.html http://www.fossil.energy.gov/education/energylessons/coal/coal_cct2.html http://www.isgs.uiuc.edu/outreach/geology-resources/coal-formation-illinois

Rubric Grade 9 - 12

Unit 1



Calculations Show your workA. Moles of CO2 collected from Anthracite _____________B. Grams of CO2 from Anthracite ________________

A. Moles of CO2 collected from Lignite ______________B. Grams of CO2 from Lignite ______________

A. Moles of CO2 collected from Bituminous ___________B. Grams of CO2 from Bituminous ___________

A. Moles of CO2 collected from Peat __________B. Grams of CO2 from Peat ___________

Conclusion: Include in your response the effects of burning each sample of coal tested on the accumulation of greenhouse gases in the atmosphere and the effect on climate change.

Short Response Questions

You work for an environmental consulting firm hired to make a recommendation for a new municipal power plant. The city is building a coal fire power plant to generate electricity for all of their energy needs. Based on your knowledge of coal combustion, what type of coal would you recommend they combust in their power plant and why? Use data collected to support your response.

Extensions/Homework:If you performed the experiment Measuring the Energy Content of Coal, identify any trends or relationships you notice between the energy content of a coal sample and the amount of CO2 emitted during its combustion. Put your response in an “if-then” statement.

References:Adapted from: Woodrow Wilson Leadership Program in Environmental Science, The Emission of CO2 from the Burning of Fossil Fuels by Childers, Dileo & Hall)

Student Resources:(e.g., handouts, worksheets, data, etc.):

A student copy of the experiment is included, as well as a data table.

Accommodations & Safety Concerns:

Goggles should be worn at all times. General lab safety rules apply. Use caution around open flames and be aware that the coal samples, ring stand and funnel get quite hot during the combustion process. The lab should be performed under a hood or in a well-ventilated area.


Teacher’s Glossary Grade 9 - 12

Teacher Glossary:

Anaerobic – Occurring in an environment that has little or no oxygen. Anthracite – A hard, black lustrous coal often referred to as hard coal, containing a high percentage of fixed carbon and low percentage of volatile matter. It produces 15,000 Btu/pound. Bituminous (soft coal) - The most common type of coal. It is dense and black; its moisture content is usually less than 20%. It is harder than lignite and produces 11,000-15,000 Btu/pound. It is the form of coal that is used in the home. Btu - British thermal unit; a measure of the energy required to raise the temperature of one pound of water one degree Fahrenheit. Coal - A combustible rock that contains carbonaceous materials and moisture. It is formed during the earlier geological periods from the compaction of plant remains. Combustion - The production of heat from the burning of coal. It produces 14,100 Btu/pound of carbon. It combines atmospheric oxygen with carbon to produce carbon dioxide. Fossil fuel - An energy resource, such as coal, natural gas, or petroleum that is the product of decomposition of plants and animals in an anaerobic environment over time. Global climate change - a gradual warming of the earth caused by the greenhouse effect, which many scientists believe is the result of man-made emissions of greenhouse gases such as carbon dioxide, chlorofluorocarbons, and methane. Greenhouse gases - CO2, O3, H2O, CH4, and other trace gases that are emitted to the atmosphere and add to climate change. Greenhouse effect - A phenomenon in which certain gases trap heat that would otherwise radiate into space. It is a natural phenomenon necessary for the Earth’s temperature to support life. Greenhouse gases, such as nitrous oxides, chlorofluorocarbons, methane, tropospheric ozone and carbon dioxide, form a shield that absorbs and traps heat that would otherwise escape into space. This shield allows heat (from the sun) in but does not let the heat out thereby increasing the average temperature. Lignite - A form of coal that is crumbly and contains the highest percentage of moisture. It is usually a light brown to very dark brown in color. It is used to produce electricity and has a heating value of 4,000-15,000 Btu/pound. Methane - a potentially explosive gas formed through the natural decay of plant material.Nonrenewable resource - A natural resource such as coal, gas and nuclear energy whose supply are limited and cannot be replaced in a typical lifetime. Organic sulfur - sulfur that is chemically bonded to the carbon found in coal.Peat - A material that is in the early stages of coal development. It has a high (75%) moisture content and burns easily. Photosynthesis - Photosynthesis is the reverse of respiration. It uses up carbon dioxide and releases oxygen that requires sunlight and chlorophyll.

Unit 1



Objective: Identify which of the four types of coal produces the most CO2 when combusted.

Hypothesis: Read the background information supplied in the glossary and any additional information given by your teacher to formulate a hypothesis about which type of coal produces the most CO2 when combusted. Explain your reasoning in developing your hypothesis.

Lab Summary: Working in groups of three, set up the following experiment to measure CO2 emissions from various types of coal. Using a Bunsen burner, a ring stand and wire gauze, each group will burn four types of coal separately. The groups will trap the gas product from the combustion using an inverted glass funnel and use rubber hosing to transfer the gas to a flask being monitored by a gas sensoring device, CBL and graphing calculator. Alternatively, the gas may be trapped under the funnel and using the rubber hose, transfer the gas to a collection bottle submerged in a water trough. As the gas is created, it will displace water from the bottle. The volume of gas can be determined by the amount of water that was displaced by the gas. The volume of the collected gas will be graphed over time in order to identify any relationships between the type of coal and the amount of gas produced.

Gather Materials: (Each group of 3 needs one of the following)

• Four types of coal: Anthracite, Bituminous, Lignite, Peat • Bunsen burner • Glass funnel • Rubber tubing• Erlenmeyer flask with side arm• Ring stand with wire gauze• Striker/match • Balance • Graph paper • Goggles• Gas Collection Options:• Gas Sensor Equipment: CO2 probe, CBL, graphing calculator• Water displacement equipment: water trough, gas collection bottle or graduated cylinder, thermometer, water

temperature pressure table

Procedures:

1 Gather materials and all equipment.

2 Weigh a one gram sample of each type of coal and label on the weigh paper.


Activity Sheet Grade 9 - 12

3 Place wire gauze on top of ring stand and place Bunsen burner under ring stand.

4 Attach rubber tubing to a funnel and position the funnel so that it sits on the gauze.

5 Attach the other end of the tubing to the arm of an Erlenmeyer flask.

Gas Sensor Steps

1 Set up the CBL, graphing calculator and CO2 probe according to the directions. Use the ChemBio Program on the graphing calculator.

2 Place the carbon dioxide probe in the top of the Erlenmeyer flask. Make sure that all connections are tight.

3 Burn one sample of the coal under the funnel and collect data for 10 minutes.

4 Graph the data.

5 Repeat this procedure for each the other samples of coal.

(Notes: The flask needs to be aired out between each monitoring of gas. Simply remove the probe for a few minutes.)

Water Displacement Steps

1 Fill the water trough three quarters full or until the collection bottle (graduated cylinder) can be inverted in such a way that the mouth of the bottle/cylinder is below the surface.

2 Fill the collection bottle/cylinder with water clear to the top with no air spaces.

3 Cap the bottle/cylinder temporarily so no water leaks out.

Unit 1



4 Invert the bottle/cylinder so that the mouth is below the surface of the water in the water trough. The bottle should be completely filled with water; no air bubbles should be inside.

5 Remove the cap from the collection bottle/cylinder while the opening is under water.

6 Insert the free end of the tubing into the mouth of the bottle/cylinder.

7 Record the temperature of the water in the trough.

8 Burn one sample of the coal under the funnel and collect data for 10 minutes.

9 Gas volume can be directly measured if there are graduations on the collecting tube. If there are no marks, make a pencil mark on the tube where the gas stops pushing the water out. After the experiment, fill the tube to this line with water, then transfer the water into a graduated cylinder to measure the volume. The assumption can be made that the temperature of the gas is the same as the water through which it bubbled.

10 Repeat this procedure for each the other samples of coal.

(Notes: The flask needs to be aired out between each monitoring of gas. Simply remove the tubing for a few minutes before starting the next coal type collection).

Weight of each coal sample:

Anthracite: ________ Lignite: ________________

Bituminous: _____________ Peat: __________________



Data Collection Chart: CO2 Emissions

Time (seconds) Anthracite (mL) Bituminous (mL) Lignite (mL) Peat (mL)

30

60

90

120

150

180

210

240

270

300

330

360

390

420

450

480

510

540

570

600

Unit 1



Calculations: Show your work

A Moles of CO2 collected from Anthracite _____________

B Grams of CO2 from Anthracite ________________

A Moles of CO2 collected from Lignite ______________

B Grams of CO2 from Lignite ______________

A Moles of CO2 collected from Bituminous ___________

B Grams of CO2 from Bituminous ___________

A Moles of CO2 collected from Peat __________

B Grams of CO2 from Peat ___________

Data Analysis

1 Construct a single graph plotting CO2 volume over time for each type of coal sampled.

2 Write up the results of your experiment. Include in your write up the following:

• Initial hypothesis

• Findings

• All calculations (if using water displacement method)

• Conclusion: include in your response the effects of burning each sample of coal tested on the accumulation of

greenhouse gases in the atmosphere and the effect on climate change.

Short Response Questions

You work for an environmental consulting firm hired to make a recommendation for a new municipal power plant. The city is building a coal fire power plant to generate electricity for all of their energy needs. Based on your knowledge of coal combustion, what type of coal would you recommend they combust in their power plant and why? Use data collected to support your response.


Activity Sheet

Extension

If you performed the experiment Measuring the Energy Content of Coal, identify any trends or relationships you notice between the energy content of a coal sample and the amount of CO2 emitted during its combustion. Put your response in an “if-then” statement.

Water Vapor PressureTemperature

(ºC)Pressure(mm Hg)

Pressure(kPa)

Temperature(ºC)

Pressure(mm Hg)

Pressure(kPa)

0.0 4.6 0.61 23.0 21.1 2.81

5.0 6.5 0.87 23.5 21.7 2.90

10.0 9.2 1.23 24.0 22.4 2.98

15.0 12.8 1.71 24.5 23.1 3.10

15.5 13.2 1.76 25.0 23.8 3.17

16.0 13.6 1.82 26.0 25.2 3.36

16.5 14.1 1.88 27.0 26.7 3.57

17.0 14.5 1.94 28.0 28.3 3.78

17.5 15.0 2.00 29.0 30.0 4.01

18.0 15.5 2.06 30.0 31.8 4.25

18.5 16.0 2.13 35.0 42.2 5.63

19.0 16.5 2.19 40.0 55.3 7.38

19.5 17.0 2.27 50.0 92.5 12.34

20.0 17.5 2.34 60.0 149.4 19.93

20.5 18.1 2.41 70.0 233.7 31.18

21.0 18.6 2.49 80.0 355.1 47.37

21.5 19.2 2.57 90.0 525.8 70.12

22.0 19.8 2.64 95.0 633.9 84.53

22.5 20.4 2.72 100.0 760.0 101.32

Extensions: Prepare a research report on an alternative energy resource.

Design a lab to measure CO2 emissions in other resources such as various types of wood or paper products

Grade 9 - 12

Lesson 1

12 Measuring the Energy Content of Types of Coal

Rubric


9th-12th Grades

Measuring the Energy Content of Types of Coal

Overview & Purpose: In this experiment, the specific heat of water and its change in temperature will be used to determine the caloric content of four different types of coal, anthracite, lignite, bituminous and peat.

Objectives: Students will be able to…• Work cooperatively in groups

• Determine the energy content of four types of coal


• Analyze graph for trends and correlations to real-life coal combustion issues

Background Information: The law of conservation of energy states that energy cannot be created or destroyed, only converted from one form to another. The First Law of Thermodynamics states that the heat energy lost by one body is gained by another body. Heat is the energy that is transferred between objects when there is a difference in temperature. The temperature of an object is an indirect measurement of its heat. Particles in a hot object exhibit more rapid motion than particles in a colder object. When a hot and cold object are placed in contact with one another, the faster moving particles in the hot object will begin to bump into the slower moving particles in the colder object making them move faster. Eventually, the two objects will reach the same equilibrium temperature. This principle is the basis for calorimetry, or the measurement of heat transfer. The unit of energy associated with heat is the calorie. Water has a known specific heat value of 1 cal/g°C. In other words, it takes one calorie of energy to raise the temperature of one gram of water by one degree Celsius. With the specific heat of a substance known, the amount of heat energy gained or lost by a substance can be calculated if the temperature change is measured. During calorimetry, a known mass of a substance is burned and its stored energy is quickly converted into heat energy and products of combustion (carbon dioxide and water). The heat energy that is released is then transferred into the water above it in the calorimeter. The temperature change in the water is then measured and used to calculate the amount of heat energy released from the burning food. The heat energy is calculated using equation Q = mCΔT.

Performance Expectations Students who demonstrate understanding can:

HS-PS3-1 Students who demonstrate understanding can create a computational model to calculate the change in energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.


Prepared By: Debbie Gaffney


Chemistry | Environmental Science

Unit 1



Classroom Activities/Procedures & Timeline

Class Time Required: It is expected that this investigation will take two 45 minute class period with additional time for any extensions.

Procedures:1. Gather equipment and goggles.2. Obtain the four coal samples, place on filter paper and label for

identification purposes.3. Using a hammer, crush the coal to a fine powder. 4. Weigh an empty evaporating dish and record its mass. 5. Mass one gram of each coal sample separately and record the mass in the

data table. Place one coal sample in the evaporating dish.6. Set up the ring stand, clamp and test tube. Insert the test tube into the clamp

in the vertical position. Adjust the height of the test tube to allow 2cm of space between the bottom of the test tube and the top of the coal sample.

7. Obtain a piece of aluminum foil so that you can use it to form a heat shield that encloses around the test tube/combusting coal sample apparatus.

8. Fill the test tube with 10 mL of water. Measure and record the temperature of the water and enter in the data table.

9. Ignite the coal sample to be tested using the torch and quickly slide the evaporating dish under the test tube of water and surround with the aluminum foil heat shield in order to prevent heat loss. If the coal fails to ignite, set up the Bunsen burner. Place the evaporating dish with coal sample on the wire gauze that has been placed on the ring clamp. Attach the ring clamp to the same ring stand as the test tube and slide the burner under it.

10. Allow the coal to burn until it goes out or 5 minutes whichever comes first.11. Immediately record the temperature of the water in the data table. 12. Once the evaporating dish has cooled, weigh and record the mass.

Remember to subtract away the mass of the empty evaporating dish recorded from step 4.

13. Repeat the procedures for each type of coal.

Equipment/Materials/Technology Needed:

Working in groups of 2 -3, each group will need…

• Balance (0.01-g precision) • Coal samples: anthracite, lignite,

bituminous and peat• Cork or evaporating dish that

will support the coal during combustion

• Test tube (heat resistant for water)• Matches or lighter to ignite the

coal• Support stand (with test tube

clamp)• Thermometer• Paper clip (large)• Graduated cylinder • Aluminum foil • Test tube tongs• Coal samples may be purchased

from a science source such as Onta (http://www.onta.org) for $6.95

• Coal sample kits may be found for free at the American Coal Foundation (http://www.teachcoal.org) . Additional kits are $4.00 to purchase.

Teacher Resources:(e.g., readings, set-up instructions, lecture files, data files, etc.):

• Illinois State Geological Survey http://www.isgs.illinois.edu

• Depositional History of Pennsylvanian Rocks in Illinois, Illinois Geological Survey http://www.isgs.illinoi.edu/maps-data-pub/



Assessments: (e.g., lab, quiz, test, oral presentation, survey, rubric, etc.)

1. For each trial, calculate the total calories of heat absorbed by the water. This will be assumed to be the same as the amount of heat liberated by the burning of the coal.

2. Then calculate the calories of heat per one gram of coal burned.3. Response to analysis questions4. Graphing of data5. Calculating student percent error/efficiency using known Btu values for each

coal sample. Requires students to convert form grams and degrees Celsius to pounds and Fahrenheit.

Extensions/Homework:If you performed the experiment Measuring the Emission of CO2 from Burning Four Types Coal, identify any trends or relationships you notice between the energy content of a coal sample and the amount of CO2 emitted during its combustion. Put your response in an “if-then” statement.

References: Adapted from Physical Science Fax, Soda Can Calorimeter, Publication #10861 Flinn Scientific, Inc.)

Personal Comments/Notes: Coal is more difficult to ignite than is expected. The torch works well as does heating using a Bunsen burner. If students are expecting a flame from the coal combustion they will be disappointed; it will only turn a light gray and produce heat. The softer coals are more difficult to maintain combustion due to their moisture content.

• http://wwwillinoisbiz.biz/deco/Bureaus/Coal/Kids+Site/

• 225ILCS 705/ Coal Mining Act http://www.legis.state.il.us/legislation/ilcs/

• http://www.ket.org/trips/coal/agsmm/agsmmtypes.html

• http://www.agiweb.org/education/energy/coal/index.html

• http://www.fossil.energy.gov/education/energylessons/coal/coal_cct2.html

• http://www.isgs.uiuc.edu/outreach/geology-resources/coal-formation-illinois

• http://theenergylibrary.com/node/12170

Teacher Glossary:Anaerobic – Occurring in an environment that has little or no oxygen. Anthracite – A hard, black lustrous coal often referred to as hard coal, containing a high percentage of fixed carbon and low percentage of volatile matter. It produces 15,000 Btu/pound. Bituminous (soft coal) - The most common type of coal. It is dense and black; its moisture content is usually less than 20%. It is harder than lignite and produces 11,000-15,000 Btu/pound. It is the form of coal that is used in the home. Btu - British thermal unit; a measure of the energy required to raise the temperature of one pound of water one degree Fahrenheit. Coal - A combustible rock that contains carbonaceous materials and moisture. It is formed during the earlier geological periods from the compaction of plant remains.

Unit 1



Combustion - The production of heat from the burning of coal. It produces 14,100 Btu/pound of carbon. It combines atmospheric oxygen with carbon to produce carbon dioxide. Fossil fuel - An energy resource, such as coal, natural gas, or petroleum that is the product of decomposition of plants and animals in an anaerobic environment over time. Global climate change - a gradual warming of the earth caused by the greenhouse effect, which many scientists believe is the result of man-made emissions of greenhouse gases such as carbon dioxide, chlorofluorocarbons, and methane. Greenhouse gases - CO2, O3, H2O, CH4, and other trace gases that are emitted to the atmosphere and add to climate change. Greenhouse effect - A phenomenon in which certain gases trap heat that would otherwise radiate into space. It is a natural phenomenon necessary for the Earth’s temperature to support life. Greenhouse gases, such as nitrous oxides, chlorofluorocarbons, methane, tropospheric ozone and carbon dioxide, form a shield that absorbs and traps heat that would otherwise escape into space. This shield allows heat (from the sun) in but does not let the heat out thereby increasing the average temperature. Lignite - A form of coal that is crumbly and contains the highest percentage of moisture. It is usually a light brown to very dark brown in color. It is used to produce electricity and has a heating value of 4,000-15,000 Btu/pound. Methane - a potentially explosive gas formed through the natural decay of plant material, similar to that whichNonrenewable resource - A natural resource such as coal, gas and nuclear energy whose supply are limited and cannot be replaced in a typical lifetime. Organic sulfur - sulfur that is chemically bonded to the carbon found in coal.Peat - A material that is in the early stages of coal development. It has a high (75%) moisture content and burns easily. Photosynthesis - Photosynthesis is the reverse of respiration. It uses up carbon dioxide and releases oxygen that requires sunlight and chlorophyll.Illinois State Geological Survey http://www.isgs.illinois.edu Depositional History of Pennsylvanian Rocks in Illinois, Illinois Geological Survey http://www.isgs.illinoi.edu/maps-data-pub/ http://wwwillinoisbiz.biz/deco/Bureaus/Coal/Kids+Site/ 225ILCS 705/ Coal Mining Act http://www.legis.state.il.us/legislation/ilcs/ http://www.ket.org/trips/coal/agsmm/agsmmtypes.html http://www.agiweb.org/education/energy/coal/index.html http://www.fossil.energy.gov/education/energylessons/coal/coal_cct2.html http://www.isgs.uiuc.edu/outreach/geology-resources/coal-formation-illinois http://theenergylibrary.com/node/12170

Student Resources:(e.g., handouts, worksheets, data, etc.):

Student instructions for performing the lab are included, as well as data table, equation for calculating heat released and instruction for graphing.

Accommodations & Safety Concerns:Safety Precautions: Goggles should be worn at all times. General lab safety rules apply. Use caution around open flames and be aware that the coal samples, ring stand and test tubes get quite hot during the combustion process.




(Adapted from Physical Science Fax, Soda Can Calorimeter, Publication #10861 Flinn Scientific, Inc.)

Objectives: Students will be able to:

• Work cooperatively in groups

• Determine the energy content of four types of coal


• Analyze graph for trends and correlations to real-life coal combustion issues

Performance Assessment: Create a computational model to calculate the change in energy of a component in a system when the energy change of another system component and energy flow of the system is known.

Target Grade Level: 9 – 12

Teacher Background Information: Prior to performing this lab students should be familiar with the terms calorie, calorimetry and the laws of thermodynamics. They may also be introduced to the history of coal use, the types of coal available and the process of coal combustion. This information may be located at the included reference links.

The law of conservation of energy states that energy cannot be created or destroyed, only converted from one form to another. This fundamental law was used by scientists to derive new laws in the field of thermodynamics—the study of heat energy, temperature, and heat transfer. The First Law of Thermodynamics states that the heat energy lost by one body is gained by another body. Heat is the energy that is transferred between objects when there is a difference in temperature. Objects contain heat as a result of the small, rapid motion (vibrations, rotational motion, electron spin, etc.) that all atoms experience. The temperature of an object is an indirect measurement of its heat. Particles in a hot object exhibit more rapid motion than particles in a colder object. When a hot and cold object are placed in contact with one another, the faster moving particles in the hot object will begin to bump into the slower moving particles in the colder object making them move faster (vice versa, the faster particles will then move slower). Eventually, the two objects will reach the same equilibrium temperature—the initially cold object will now be warmer, and the initially hot object will now be cooler. This principle is the basis for calorimetry, or the measurement of heat transfer. Some materials, like water, can gain a large amount of heat energy without a significant change in temperature. The ability is known as the specific heat which is defined as the heat energy required to raise the temperature of one gram of a substance by one degree Celsius. The unit of energy associated with heat is the calorie. Water has a known specific heat value of 1 cal/g°C. In other words, it takes one calorie of energy to raise the temperature of one gram of water by one degree Celsius. With the specific heat of a substance known, the amount of heat energy gained or lost by a substance can be calculated if the temperature change is measured.

In this experiment, the specific heat of water and its change in temperature will be used to determine the caloric content of four different types of coal, anthracite, lignite, bituminous and peat. The unit of energy used here is not to be confused with the food calorie which is more typically a kilocalorie or Calorie with an uppercase C. A Calorie is really a kilocalorie, or 1000 calories (lowercase c). During calorimetry, a known mass of a substance is burned and its stored energy is quickly converted into heat energy and products of combustion (carbon dioxide and water). The heat energy that is released is then transferred into the water above it in the calorimeter. The temperature change in the water is then measured and used to calculate the amount of heat energy released from the burning food.

Unit 1



The heat energy is calculated using equation Q = mCΔT., where:Q = heat energy m = mass of the water C = specific heat of the water or 4.184 J/g°CΔT = change in water temperature which is calculated Tfinal – Tinitial , Δ is the Greek letter Delta which means “change in”.

Class Time Required: It is expected that this investigation will take two 45 minute class periods with additional time for any extensions.

Material: Working in groups of 2 -3, each group will need

• Balance (0.01-g precision) • Coal samples: anthracite, lignite, bituminous and peat• Cork or evaporating dish that will support the coal during combustion• Test tube (heat resistant for water)• Matches or lighter to ignite the coal• Support stand (with test tube clamp)• Thermometer• Paper clip, large• Graduated cylinder • Aluminum foil • Test tube tongs

Coal samples may be purchased from a science source such as Onta (http://www.onta.org) for $6.95

Coal sample kits may be found for free at the American Coal Foundation (http://www.teachcoal.org). Additional kits are $4.00 to purchase.

Safety Precautions: Goggles should be worn at all times. General lab safety rules apply. Use caution around open flames and be aware that the coal samples, ring stand and test tubes get quite hot during the combustion process.

Sample Hypothesis: If a sample of each type of coal is burned, then anthracite will produce the most calories of energy.

Sample Conclusions: Based on our data, bituminous produced the most energy. Anthracite had the next level of energy content. Our hypothesis was somewhat proven correct, but we were surprised that lignite produced a similar amount of energy as anthracite.

Teacher Glossary:

Anaerobic – Occurring in an environment that has little or no oxygen.

Anthracite – A hard, black lustrous coal often referred to as hard coal, containing a high percentage of fixed carbon and low percentage of volatile matter. It produces 15,000 Btu/pound.



Bituminous (soft coal) - The most common type of coal. It is dense and black; its moisture content is usually less than 20%. It is harder than lignite and produces 11,000-15,000 Btu/pound. It is the form of coal that is used in the home.

Btu - British thermal unit; a measure of the energy required to raise the temperature of one pound of water one degree Fahrenheit.

Coal - A combustible rock that contains carbonaceous materials and moisture. It is formed during the earlier geological periods from the compaction of plant remains.

Combustion - The production of heat from the burning of coal. It produces 14,100 Btu/pound of carbon. It combines atmospheric oxygen with carbon to produce carbon dioxide.

Fossil fuel - An energy resource, such as coal, natural gas, or petroleum that is the product of decomposition of plants and animals in an anaerobic environment over time.

Global climate change - a gradual warming of the earth caused by the greenhouse effect, which many scientists believe is the result of man-made emissions of greenhouse gases such as carbon dioxide, chlorofluorocarbons, and methane.

Greenhouse gases - CO2, O3, H2O, CH4, and other trace gases that are emitted to the atmosphere and add to climate change.

Greenhouse effect - A phenomenon in which certain gases trap heat that would otherwise radiate into space. It is a natural phenomenon necessary for the Earth’s temperature to support life. Greenhouse gases, such as nitrous oxides, chlorofluorocarbons, methane, tropospheric ozone and carbon dioxide, form a shield that absorbs and traps heat that would otherwise escape into space. This shield allows heat (from the sun) in but does not let the heat out thereby increasing the average temperature.

Lignite - A form of coal that is crumbly and contains the highest percentage of moisture. It is usually a light brown to very dark brown in color. It is used to produce electricity and has a heating value of 4,000-15,000 Btu/pound.

Methane - a potentially explosive gas formed through the natural decay of plant material, similar to that which

Nonrenewable resource - A natural resource such as coal, gas and nuclear energy whose supply is limited and cannot be replaced in a typical lifetime.

Organic sulfur - sulfur that is chemically bonded to the carbon found in coal.

Peat - A material that is in the early stages of coal development. It has a high (75%) moisture content and burns easily.

Photosynthesis - Photosynthesis is the reverse of respiration. It uses up carbon dioxide and releases oxygen that requires sunlight and chlorophyll.

Teacher Resources

Illinois State Geological Survey http://www.isgs.illinois.edu

Depositional History of Pennsylvanian Rocks in Illinois, Illinois Geological Survey http://www.isgs.illinoi.edu/maps-data-pub/

http://wwwillinoisbiz.biz/deco/Bureaus/Coal/Kids+Site/

225 ILCS 705/ Coal Mining Act http://www.legis.state.il.us/legislation/ilcs/

Unit 1



http://www.ket.org/trips/coal/agsmm/agsmmtypes.html

http://www.agiweb.org/education/energy/coal/index.html

http://www.fossil.energy.gov/education/energylessons/coal/coal_cct2.html

http://www.isgs.uiuc.edu/outreach/geology-resources/coal-formation-illinois

http://theenergylibrary.com/node/12170

Student Copy


Objective: Identify which of the four types of coal produces the most energy when combusted.

Hypothesis: Read the background information supplied in the glossary and any additional information given by your teacher to formulate a hypothesis about which type of coal produces the most energy when combusted. Explain your reasoning in developing your hypothesis.

Lab Summary: The law of conservation of energy states that energy cannot be created or destroyed, only converted from one form to another. This fundamental law was used by scientists to derive new laws in the field of thermodynamics—the study of heat energy, temperature, and heat transfer. The First Law of Thermodynamics states that the heat energy lost by one body is gained by another body. Heat is the energy that is transferred between objects when there is a difference in temperature. Objects contain heat as a result of the small, rapid motion (vibrations, rotational motion, electron spin, etc.) that all atoms experience. The temperature of an object is an indirect measurement of its heat. Particles in a hot object exhibit more rapid motion than particles in a colder object. When a hot and cold object are placed in contact with one another, the faster moving particles in the hot object will begin to bump into the slower moving particles in the colder object making them move faster (vice versa, the faster particles will then move slower). Eventually, the two objects will reach the same equilibrium temperature—the initially cold object will now be warmer, and the initially hot object will now be cooler. This principle is the basis for calorimetry, or the measurement of heat transfer. Some materials, like water, can gain a large amount of heat energy without a significant change in temperature. The ability is known as the specific heat which is defined as the heat energy required to raise the temperature of one gram of a substance by one degree Celsius. The unit of energy associated with heat is the calorie. Water has a known specific heat value of 1 cal/g°C. In other words, it takes one calorie of energy to raise the temperature of one gram of water by one degree Celsius. With the specific heat of a substance known, the amount of heat energy gained or lost by a substance can be calculated if the temperature change is measured.

In this experiment, the specific heat of water and its change in temperature will be used to determine the caloric content of four different types of coal, anthracite, lignite, bituminous and peat. The unit of energy used here is not to be confused with the food calorie which is more typically a kilocalorie or Calorie with an uppercase C. A Calorie is really a kilocalorie, or 1000 calories (lowercase c). During calorimetry, a known mass of a substance is burned and its stored energy is quickly converted into heat energy and products of combustion (carbon dioxide and water). The heat energy that is released is then transferred into the water above it in the calorimeter. The temperature change in the water is then measured and used to calculate the amount of heat energy released from the burning food.

The heat energy is calculated using equation Q = mCΔT., where:Q = heat energy m = mass of the water



C = specific heat of the water or 4.184 J/g°CΔT = change in water temperature which is calculated Tfinal – Tinitial , Δ is the Greek letter Delta which means “change in”.

Materials: • Working in groups of 2 -3, each group will need…• Balance (0.01-g precision) • Coal samples: anthracite, lignite, bituminous and peat• Evaporating dish that will support the coal during combustion• Test tube (heat resistant for water)• Propane torch or Bunsen burner• Support stand (test tube clamp)• Thermometer• Ring clamp and wire gauze to support the evaporating dish• Graduated cylinder • Aluminum foil • Test tube tongs• Hammer for crushing the coal to a fine powder

Procedures:1 Gather equipment and goggles.

2 Obtain the four coal samples, place on filter paper and label for identification purposes.

3 Using a hammer, crush the coal to a fine powder.

4 Weigh an empty evaporating dish and record its mass.

5 Mass one gram of each coal sample separately and record the mass in the data table. Place one coal sample in the evaporating dish.

6 Set up the ring stand, clamp and test tube. Insert the test tube into the clamp in the vertical position. Adjust the height of the test tube to allow 2cm of space between the bottom of the test tube and the top of the coal sample.

7 Obtain a piece of aluminum foil so that you can use it to form a heat shield that encloses around the test tube/combusting coal sample apparatus.

8 Fill the test tube with 10 mL of water. Measure and record the temperature of the water and enter in the data table.

9 Ignite the coal sample to be tested using the torch and quickly slide the evaporating dish under the test tube of water and surround with the aluminum foil heat shield in order to prevent heat loss. If the coal fails to ignite, set up the Bunsen burner. Place the evaporating dish with coal sample on the wire gauze that has been placed on the ring clamp. Attach the ring clamp to the same ring stand as the test tube and slide the burner under it.

10 Allow the coal to burn until it goes out or 5 minutes whichever comes first.

Unit 1



11 Immediately record the temperature of the water in the data table.

12 Once the evaporating dish has cooled, weigh and record the mass. Remember to subtract away the mass of the empty evaporating dish recorded from step 4.

13 Repeat the procedures for each type of coal.

Calculations:To calculate the amount of heat liberated from 1 gram of burning coal, you need the following known values from each trial, all of which should be in your data sheet: a). the mass of the water that was heated (1mL water = 1 gram of water), b). the change in temperature of the water, and c). the mass of the coal that was burned.

Since it takes 1.00 calorie of energy to raise the temperature of one gram of water one degree Celsius, the total heat absorbed by the water is equal to the temperature change x the grams of water x 1.00 cal/gram degree.

Heat absorbed = temperature change x grams of water x 1.00 cal/g°C

1 For each trial, calculate the total calories of heat absorbed by the water. This will be assumed to be the same as the amount of heat liberated by the burning of the coal.

2 Then calculate the calories of heat per one gram of coal burned.

You should do these calculations for each trial as soon as it is finished to see how the results are coming out so as to make any adjustments.

Interpretation of Results:Because it is only possible to do four trials per group, it is more desirable to gather a much larger data set from the whole class. This will allow you to make reliable comparisons for each type of coal sampled. You may then calculate the class average values for each coal sampled.

Analysis Questions:Write out the answers to the following questions on a separate sheet of paper and hand in along with your data sheet showing all your calculations and graph.

1 Rank the types of coal from least energy content to most energy content. Based on your knowledge about each samples formation, make a reasonable explanation for your results.

2 Suppose you put 50mL of water in the test tube (big test tube) instead of 10mL and heated it 40 degrees instead of 20 degrees. In what ways, if any, would this affect the results of the experiment? What would happen if you used 200mL of water and only heated it 10 degrees? Can you think of any advantages or disadvantages in using 50mL or 200mL of water in this experiment?

3 There are many possible sources of error in this experiment. List three that you can think of. Would each error have a large effect, medium effect or small effect on the calculated heat content of the coal types? Also indicate whether the calculated result would be too high, too low, or could go either way.

4 Obtain the known energy content values for each type of coal from your teacher. Calculate your percent error (percent efficiency) for each type of coal. Notice the units are in Btu/pound! A Btu is a British thermal unit; a measure of the energy required to raise the temperature of one pound of water one degree Fahrenheit. Think of the units your results were in (calories per gram) and make the conversions.



Graphing:Draw a graph on a separate sheet of paper (graphing paper) that represents your data collected. Give your graph a proper title, label each axis and turn in with your data table and analysis questions.

Extension: If you performed the experiment Measuring the Emission of CO2 from Burning Four Types Coal, identify any trends or relationships you notice between the energy content of a coal sample and the amount of CO2 emitted during its combustion. Put your response in an “if-then” statement.

Data Table

Trial Number 1 2 3 4

Coal Used Bituminous Anthracite Lignite Peat

Mass of empty evaporating dish

(in grams)

Mass of water(in grams)

Mass of evaporating dish + water

Initial mass of coal(in grams)

Final mass of coal(in grams)

Mass of coal burned(in grams)

Initial temperature of water (°C)

Final temperature of water (°C)

Temperature change (°C)

Total heat absorbed by water (calories)

Heat per gram of coal (calories/gram)

measuring co2 emissions from coal - il shared...

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