Chem 8 Module 1 PDF

LEARNING MODULE IN organic MOLECULES
AGUSAN
AGUSAN DEL SUR STATE COLLEGE DEL SUR STATE
OF AGRICULTURE COLLEGE
OF AGRICULTURE & TECHNOLOGY
AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR
MAIN CAMPUS, BUNAWAN, AGUSAN DEL SUR
Learning
MODULE 1 FIRST YEAR
COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

BS ABE, BS CE, BS ECE
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2022
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
FOREWORD
Preliminaries
Students, welcome to this Learning Module. Since you chose distance learning modality, you will be
using this material to walk you through the concepts of Chemistry for Engineers to provide students with core
concepts of chemistry that are important in the practice of engineering profession. The organization is made
in a way that you will enjoy engaging in the tasks arranged in a certain level of difficulty. This learning module
is self-instructional and allows you to learn in your own space and pace. So, relax and just enjoy doing the
tasks!
To get the most out of this module, here are a few reminders:
A. Kindly take your time in reading the tasks and the topic.
B. For reference and clarification, you may take down notes. You may also discuss these points with your
instructor through Facebook Messenger and other online platforms (in case possible).
C. Accomplish and answer all tasks. The activities are designed to enhance your understanding of the ideas
and concepts being discussed. The tasks at the end of each module will give you an idea how well you
understand the lesson. Review the lessons if necessary, until you have achieved a sufficient level of
proficiency.
D. Write all your answers/responses in the spaces provided in this module. This shall be part of your
formative and summative evaluations.
E. Always keep safe.
Overview of the Module

This learning module aims to (1) enhance your competence in language and communication skills;
(2) serve as a motivation tool to improve yourself; (3) provide learning experiences that will add information to
your knowledge; and (4) contribute to your goals as a student.
The module follows the phases of 5Es Instructional Model, namely Engage, Explore, Explain,
Elaborate and Evaluate. Each lesson begins with the objectives and follows the five (5) parts vis-a-vis the
phases of 5Es Instructional Model.
The READY part is the Objectives to be achieved in each module. This part states the
expectation of the module in line with what you should know, understand or perform. The START section
which is the Engage phase starts the process of understanding the topic. This will serve as a drill. In the
DISCOVER and the Explore phase of the lesson, it relates to your common base of experience or prior
knowledge like hands-on or minds-on tasks. LEARN corresponds to the Explain phase. This will allow you
to explain the concepts you have been exploring as you will be provided with explanations about the topic.
This part serves as the discussion. In PRACTICE phase, you will practice what you have learned since
this is the Elaborate phase. You will engage in different formative tasks. EVALUATE or the Evaluate
phase encourages you to assess your understanding and abilities on the topic. This will serve as a
summative assessment in understanding the target concept or skill.
This module contains features that you need to understand as you undertake each task. There are
activities that necessitate the presence of Internet to get you to online works. This is done to tract your
progress and status with regards the module.
At the end of each lesson, answer keys to pre-assessment and practice tests are given. To really
test yourself and measure your understanding on the concept presented in each lesson, you are encouraged
to answer the activities in your own pace before counting on the answer keys through checking your own
work.
The modes of delivery will be in the form of self-directed study. You are also encouraged to visit the
instructor concerned for assistance during office hours. If the office hours do not meet your schedule, notify
the instructor through Facebook or Messenger. These platforms will also be used as a communication tool
and information portal for you to access module materials, project briefs, assignments and announcements.
It is hoped that this module will achieve its aim of producing alternative learning experience on the
target concepts necessary to the development of communication abilities to effectively meet the demands of
education amidst this trying pandemic outbreak.

MODULE CONTENT
Foreword
Introduction to College Vision, Mission, Goals and Quality Policy

History of ASSCAT | ASCAT VMGQ | Institutional Outcome | Grading System | Conclusion
Review on the Basics of Chemistry
Introduction to Chemistry for Engineers
Part 1. Energy
Lesson 1- Electrochemical energy
Lesson 2 – Nuclear chemistry & energy
Lesson 3 - Fuels
Part 2. The chemistry of engineering materials
Lesson 1 – Basic concepts of crystal structures
Lesson 2 - Metals
Lesson 3 – Polymers
Lesson 4 – Engineered nanomaterials
Part 3: The chemistry of the environment
Lesson 1 – The chemistry of atmosphere
Lesson 2 – The chemistry of water
Lesson 3 – Soil chemistry
Part 4: Chemical Safety
Lesson 1 – MSDS
Lesson 2 - OSHA
Part 5: Special topics specific to field of expertise
Lesson 1: (Chemical equilibrium) Concrete production & weathering
Lesson 2: (Electrochemistry) Corrosion

CHEMISTRY for Engineers

Energy
READY
LESSON OBJECTIVES
Upon accomplishing this module, students will be able to:
A. Apply the level of understanding or perspectives to provide an observation.
B. Describe the energy conversion of a devise. Provide a suggestion to improve its energy
conversion efficiency.
C. Compute the kinetic energy (KE) of a molecule.
D. Calculate the heat of a system.
E. Classify available energy source/fuels in the Philippines.
F. Recommend a good renewable energy/fuel source for Filipinos.
TARGET SKILLS
Relate economic developments with energy consumption; observance on present day challenges;
forward thinking; and resourcefulness.
LEARNERS
First Year, CEIS students
TIME FRAME
This module will be accomplished approximately in 12 hours within 2 weeks to complete
all the activities recommended. This is a distance learning program, thus the time frame is flexible
and largely self-directed.
REFERENCE
1. Agarwal, S. (2019) Engineering Chemistry Fundamentals and Application, 2nd Ed.
2. Brown, T., Lemay, H., Bursten, B., Murphy, C., Woodward, P. (2018) Chemistry the Central
Science, 14th Ed.
3. Brown, L., Holme, T. (2011) Chemistry for Engineering Students, 2nd Ed.
4. Gaffney, J., Marley, N. (2018) General Chemistry for Engineers
5. Greene, R. (2018) Chemistry & Biology of Water, Air & Soil environment

START
ACTIVITY 1: CHEMISTRY & ENGINEERING
Some applications of chemistry in engineering
are much less obvious. At 1483 feet, the Petronas
Towers in Kuala Lumpur, Malaysia, were the tallest
buildings in the world when they were completed in 1998.
Steel was in short supply in Malaysia, so the
towers‘ architects decided to build the structures out of
something the country had an abundance of and local
engineers were familiar with: concrete. But the
impressive height of the towers required exceptionally
strong concrete.
The engineers eventually settled on a material
that has come to be known as high strength concrete, in
which chemical reactions between silica fume and
Portland cement produce a stronger material, more
resistant to compression.
This example illustrates the relevance of
chemistry even to very traditional fields of engineering.
Petronas Towers in Kuala Lumpor, Malaysia

Answer the following questions:
1. Concrete and cement is the SAME.
a. True b. False
2. What from the following is NOT among the basic component of a concrete mix?
a. Water c. Sand
b. Clay powder d. Cement
3. In chemical point of view, what is the MOST desired property of a concrete?

a. Smoothness b. Very easy to mix
b. Strength d. Earthquake proof
4. What is the purpose of adding cement to a concrete mix?

a. To give it colour c. To bind sand/stone with water together
b. To give it smoothness d. To absorb and dry out the water
5. What is the purpose of adding water to a cement mixture?

a. To make the mixture wet for mixing
b. To clean away and remove contaminants
c. To cool down the mixture
d. To transform cement into its glue like form
(Check your answers using Answers Key found at the end part of the module.)

DISCOVER
ACTIVITY 2: BATTERIES – Electrical energy through a chemical reaction
Imagine a world without batteries. All those portable devices we‘re so
dependent on would be so limited! We‘d only be able to take our laptops and
phones as far as the reach of their cables; making that new running app you just
downloaded onto your phone fairly useless.
Luckily, we do have batteries. Back in 150 BC in Mesopotamia, the Parthian

culture used a device known as the Baghdad battery, made of copper and iron
electrodes with vinegar or citric acid. Archaeologists believe these were not actually
batteries but were used primarily for religious ceremonies.
The chemistry of a battery

A battery is a device that stores chemical energy, and converts it to electricity.
In a battery, the anode is a metal (like
zinc), from which electrons flowed through the
wire (when connected) to the MgO, which was
the battery‘s cathode. The cells are stacked
together to make the total pile and increase the
voltage.
There are a couple of chemical
reactions going on a battery:
At the anode, the electrode reacts with
the electrolyte in a reaction that produces
electrons. These electrons accumulate at the
anode.
Meanwhile, at the cathode, another
chemical reaction occurs simultaneously that
enables that electrode to accept electrons.
How energy is stored in batteries?

When the electrons move from the cathode to the anode, they increase the chemical
potential energy, thus charging the battery; when they move the other direction; they convert this
chemical potential energy to electricity in the circuit and discharge the battery.
Answer the following questions:

1. What are the common batteries readily available in the market? (Enumerate at least 6
types).
2. Why do you think there are a lot of types of batteries?
(Check your answers using Answers Key found at the end part of the module.)

LEARN
ACTIVITY 3: EXPAND YOUR KNOWLEDGE
INTRODUCTION TO CHEMISTRY FOR ENGINEERS
Hello! I’m your study buddy. We shall enter the realm of chemistry & discover its
secrets.
BUT FIRST LET’S answer some questions.
WHY ENGINEERING STUDENTS STUDY CHEMISTRY?
Engineering has been called an applied science. The various disciplines of engineering
focus on the design and construction of structures, machines, apparatus, or processes to solve
problems.
This requires an in-depth knowledge of the properties of materials and a broad knowledge
of science and mathematics. Although engineers use scientific principles in their designs, they
must also consider economics and safety issues as well as efficiency, reliability, and ease of
construction. In many cases, the best choice of materials for a design may not be economically
feasible and compromises must be made.
So as one of the sciences, chemistry is clearly included in the realm of knowledge at the
disposal of an engineer. Yet engineering students do not always recognize the role of chemistry in
their chosen profession. One of the main goals of this course is to instil an appreciation of the role
of chemistry in many areas of engineering and technology and in the interplay between chemistry
and engineering in a variety of modern technologies.
HOW TO STUDY CHEMISTRY?
Compared with other subjects, chemistry is commonly perceived to be more difficult, at

least at the introductory level. There is some justification for this perception. For one thing,
chemistry has a very specialized vocabulary.
At first, studying chemistry is LIKE LEARNING A NEW LANGUAGE. Furthermore, some of
the concepts are abstract. Nevertheless, with diligence you can complete this course
successfully—and perhaps even pleasurably.
Listed here are some suggestions to help you form good study habits and master the
material:
• Attend classes regularly and take careful notes.
• If possible, always review the topics you learned in class the same day the topics are
covered in class. Use this module to supplement your notes.
• Think critically. Ask yourself if you really understand the meaning of a term or the use of
an equation. A good way to test your understanding is for you to explain a concept to a
classmate or some other person.
• Do not hesitate to ask your instructor for help. You will find that chemistry is much more
than numbers, formulas, and abstract theories. It is a logical discipline brimming with
interesting ideas and applications.

ENOUGH QUESTION AND let’s go LEARN ways an

engineer view CHEMISTRY.
Chemistry has been called the ―central science‖ because it is important to so many other
fields of scientific study. So, even if you have never taken a chemistry course, chances are good
that you have seen some chemistry before.
The ultimate goal of introductory college chemistry courses is to help you appreciate the
chemical viewpoint and the way it can help you to understand the natural world. This type of
perspective of the world is what enables chemists and engineers to devise strategies for (example)
refining metals from their ores, as well as to approach the many other applied problems we‘ll
explore.
This coherent picture involves three levels of understanding or perspectives on the nature
of chemistry: macroscopic, microscopic, and symbolic.
By the end of this lesson, you should be able to switch among these perspectives to look
at problems involving chemistry in several ways
 THE MACROSCOPIC PERSPECTIVE

When we observe chemical reactions in the laboratory or in the world around us, we are
observing matter at the macroscopic level. Matter is anything that has mass and can be
observed.
One of the most common ways to observe matter is to allow it to change in some way.
Two types of changes can be distinguished:
 physical changes
 chemical changes
When we observe chemical reactions macroscopically, we encounter three common

states, or phases, of matter:
 solids,
 liquids,
 gases.
 THE MICROSCOPIC PERSPECTIVE

The most fundamental tenet of chemistry is that all matter is composed of atoms and
molecules.
The particulate perspective provides a more detailed look at the distinction between
chemical and physical changes. Because atoms and molecules are far too small to observe
directly or to photograph, typically we will use simplified, schematic drawings to depict them in this
book. Often, atoms and molecules will be drawn as spheres to depict them and consider their
changes.
Figure 1 below provides an example of a very simple but useful illustration.

In Figure 1, note the following:

 Solid - the atoms are packed closely together, and it is depicted as maintaining its shape here
as a block or chunk.
 Liquid - has its constituent particles closely packed, but they are shown filling the bottom of the
container rather than maintaining their shape.
 Gas - is shown with much larger distances between the particles, and the particles themselves
move freely through the entire volume of the container.
 THE SYMBOLIC REPRESENTATION

The third way that chemists perceive their subject is to use symbols to represent the atoms,
molecules, and reactions that make up the science.
The periodic table provide the symbols for the elements discovered so far. Numerical
assignments were also given for most of its periodic properties.
Electronic configuration show us an atom reactivity, electronegativity, etc.
Chemical reactions are presented in a alpha-numeric form most commonly as a chemical

equation.

Exercise 1:
1. When we make observations in the laboratory, which among the three (3) perspective of chemistry are we
normally using? Characteristics
____________ of a single atom or a molecule are referred to as microscopic perspective, and they are not visible at laboratory. But the microscopic perspective
facilitates the understanding of observations at macroscopic level.
Symbolic perspective is not required in making observations at laboratory but in recording values, in calculations and in writing reactions.
2. Which of the following items are matter and which is not matter?
(a) a flashlight - _________
Non-Matter
(b) sunlight - ___________
Non-Matter
(c) an echo - ____________
Matter
(d) air at sea level - ________
MAtter
Matter
(e) air at the top of Mount Everest - ________
3. Draw and use a molecular level description to explain why gases are less dense than liquids or solids:
Solid Liquid Gas
______________________________________________________________________________
INTRODUCTION TO
DEFINING ENERGY
CHANCES ARE YOU’VE HEARD THE word energy today, perhaps in one of your
courses, in the news, in conversation, or possibly in all these instances.
Our modern society depends on energy for its existence. The issues surrounding
energy—its sources, production, distribution, and consumption—pervade a lot of our
conversation, from science to politics to economics to environmental issues.
The production of energy is a major factor in
the growth of national economies, especially rapidly
developing countries such as China, India, and
Brazil. A major part of the Brazilian economy has
depended on the use of ethanol instead of
petroleum-based fuels in transportation and industry.
With the exception of the energy from the
Sun, most of the energy used in our daily lives
comes from chemical reactions:
- the combustion of gasoline,
- production of electricity from coal,
- heating of homes by natural gas, and
- use of batteries to power electronic devices are all examples of how chemistry is used
to produce energy.
- In addition, chemical reactions provide the energy that sustains living systems. Plants,
such as the sugarcane, use solar energy to carry out photosynthesis, allowing them to
grow. The plants in turn provide food from which we humans derive the energy
needed to move, maintain body temperature, and carry out all other bodily functions.
The study of energy and its transformations is known as thermodynamics (Greek:

thérme-, “heat”; dy’namis, “power”). This area of study began during the Industrial Revolution in
order to develop the relationships among heat, work, and fuels in steam engines.
In this lesson we will examine the relationships between chemical reactions and energy
changes that involve heat. This portion of thermodynamics is called thermochemistry.

THE NATURE OF ENERGY
Energy is commonly defined as the capacity to do work or transfer heat. This

definition requires us to understand the concepts of work and heat.
Work is the energy used to cause an object to move against a force.
Heat is the energy used to cause the temperature of an object to increase.
FORMS OF ENERGY
 Potential Energy  Electrical Energy  Electrochemical energy
 Kinetic Energy  Electromagnetic Energy  Nuclear Energy
 Thermal Energy  Sound Energy 
KINETIC ENERGY & POTENTIAL ENERGY

Potential Energy Kinetic Energy (Ek)
- the energy of motion
- the energy of any object at rest, even without - any moving objects around us possess this
motion energy
- this energy is, in essence, the ―stored‖ energy - the amount of Ek of an object depends on its
that arises from the attractions and repulsions mass (m), and speed (v)
an object experiences in relation to other
objects Formula for Kinetic energy:
- One of the most important forms of potential Ek = ½ mv2
energy in chemistry is Electrostatic Potential
Energy (Eel) - kinetic energy of an object increases as its
- Eel is proportional to the electrical charges on speed (v) increases
the two interacting objects, Q1 and Q2, and - kinetic energy of an object increases as its
inversely proportional to the distance (d) mass (m) increases
separating them.
Formula for Electrostatic Potential Energy:

Eel = k Q1Q2
D
9 2
k = 8.99 x 10 J-m/C , a constant of
proportionality
Potential energy can be transformed into Kinetic energy!
The potential energy initially stored in the motionless bicycle at the top of the hill is
converted to kinetic energy as the bicycle moves down the hill and lose potential energy.

UNITS OF ENERGY
The SI unit for energy is the joule (J), (pronounced ―jool‖) in honor of James Joule (1818–
1889), a British scientist who investigated work and heat: An Equation below shows that a mass of
2 kg moving at a speed of possesses a kinetic energy of 1 J:
1000 joules = 1 kilo joules = 1kJ
A non–SI unit still widely used in chemistry, biology, and biochemistry. A Calorie (cal) was
originally defined as the amount of energy required to raise the temperature of 1 g of water from
14.5°C to 15.5°C .
A calorie is now defined in terms of the joule as:
1000 calories = 1 kilo calories = 1kcal
TRANSFERRING ENERGY: WORK & HEAT
There are two ways we experience energy changes in our

everyday lives—in the form of work and in the form of heat.
Work is energy used to cause an

object to move.
The energy that causes the motion of an object against a

force and one that causes a temperature change are the two
general ways that energy can be transferred into or out of a
system.
We define a force (F) as any push or pull exerted on an
object.
Therefore, we define work (w), w, as the energy
transferred when a force moves an object.
w = F x d, d = distance the object moves
The other way in which energy is transferred is as heat.

Heat (q) is the energy transferred from a hotter object to a colder
one. Consequently, energy in the form of heat is transferred from
the hotter system to the cooler surroundings.
Thus, we can attribute the overall change in energy (E), of

a system as the total work plus heat:
ΔE = w + q
It can also be defined as the difference between the final
state and the initial state:
ΔE = Efinal + Einitial
Convention dictates that energy transferred into a system
is given a positive sign and energy flowing out of a system
Heat is energy used to cause the carries a negative sign.
temperature of an object to increase.

Thus when heat flows into a system from the surroundings, the value of q is positive, and
when work is done on a system, the value of w is positive.
Conversely, when heat flows out of a system or work is done by the system on the
surroundings, q and w will be negative.
Exercise 2:
If 515 J of heat is added to a gas that does 218 J of work as a result, what is the change in the energy
of the system?
Solution
Heat added TO the system means that q is positive, so q = +515 J.
Work done BY the system means that w is negative, so w = –218 J.
To solve:
ΔE = q + w = 515 J + (–218 J) = +297 J
Note: Though fairly simple numerically, this problem points to the need to consider the signs of q and w carefully.
Try this by yourself! W+E1=Q+E2

W=Q+E2E1
408 J of work is done on a system that releases 185 J of heat. What is the energy change in the system? {E2E1=E energy change}
W=Q+E
E=WQ
E=408J185 J
E=223J
Exercise 3: Hence, Energy change in the system
is223J
A bowler lifts a 5.4-kg bowling ball from ground level to a height of 1.6 m (5.2 ft) and then drops it.
(a) What happens to the potential energy of the ball as it is raised?
(b) What quantity of work, in J, is used to raise the ball?
(c) After the ball is dropped, it gains kinetic energy.
If all the work done in part (b) has been converted to kinetic energy by the time the ball strikes the
ground, what is the ball‘s speed just before it hits the ground?
(Note: The force due to gravity is F = m x g , where m is the mass of the object and g is the gravitational
constant.)
Solution:
(a) Because the ball is raised above the ground, its potential energy relative to the ground increases.
(b) The ball has a mass of 5.4 kg and is lifted 1.6 m. To solve the work:
2 2 2
w = F x d = (m x g) x d = (5.4 kg) x (9.8 m/s ) x (1.6 m) = 85 kg-m /s = 85 J
Thus, the bowler has done 85 J of work to lift the ball to a height of 1.6 m.
(c) When the ball is dropped, its potential energy is converted to kinetic energy. We assume
that the kinetic energy just before the ball hits the ground is equal to the work done in part (b),85 J:
2 2 2
Ek = ½ x m x v = 85 J = 85 kg-m /s
We can now solve this equation for velocity (v) as:
Try this by yourself!

What is the kinetic energy, in J, of (a) an Ar atom moving at a speed of 650m/s, (b) a mole of Ar atoms
moving at ?

HEAT CAPACITY & CALORIMETRY
We can observe energy in a laboratory using a systematic way to measure energy flow.
We can do this by observing heat flow into or out of a system through a set of techniques
collectively called calorimetry.
Heat Capacity & Specific Heat

In general, the different systems will absorb different amounts of energy based on three (3)
main factors:
 the amount of material,
 the type of material, and
 the temperature change
If we want to calculate the heat associated with a given temperature change (ΔT), we‘ll need
to account for the amount and identity of the material being heated as well as the extent of the
temperature change (ΔT).
This idea can easily be expressed as an equation below:
where q = heat, m = mass, c = specific heat

ΔT = temperature change
We choose to express the amount of material in terms of moles rather than mass, our
equation changes only slightly as below:
Where n = number of moles,

Cp = molar heat capacity at constant P
Table M1.1 shown below provides a list of specific heats and molar heat capacities for a
few materials.
Exercise 4:
Heating a 24.0-g Aluminum can raises its temperature by 15.0°C. Find the value of q for the can.
Solution:

A block of iron weighing 207 g absorbs 1.50 kJ of heat. What is the change in the temperature of the iron?

Exercise 5:
The molar heat capacity of liquid water is 75.3 J/mol K. If 37.5 g of water is cooled from 42.0 to 7.0°C,
what is q for the water?
Solution:
The negative value indicates that the system (in this

case, the water) has lost energy to the surroundings. Notice
that as long as we correctly express ΔT as Tfinal – Tinitial, the
correct sign for q will result automatically.

If 226 kJ of heat increases the temperature of 47.0 kg of copper by 12.5°C, what is the molar heat
capacity of copper?
Exercise 6:
A glass contains 250.0 g of warm water at 78.0°C. A piece of gold at 2.30°C is placed in the water. The
final temperature reached by this system is 76.9°C. What was the mass of gold? The specific heat of water is
4.184 J/g °C, and that of gold is 0.129 J/g °C.
Solution:
Rearranging gives us,
This answer suggests that the gold sample should be close to half the size of the water sample, and
our calculated result confirms this.

A 125-g sample of cold water and a 283-g sample of hot water are mixed in an insulated thermos bottle
and allowed to equilibrate. If the initial temperature of the cold water is 3.0°C, and the initial temperature of
the hot water is 91.0°C, what will be the final temperature?
Calorimetry
Experiments are carried out

Calorimetry is a term used in devices called
to describe the measurement of
the heat flow. Calorimeter.
The heat evolved or absorbed by the system of interest is determined by measuring the
temperature change in its surroundings. Every effort is made to isolate the calorimeter thermally,
preventing heat flow between the immediate surroundings and the rest of the universe.
If the instrument is thermally isolated from the rest of the universe, the only heat flow that
must be considered is that between the system being studied and the immediate surroundings,
whose temperature can be measured.

Figure below shows a typical Bomb Calorimeter.

A bomb calorimeter is a fairly complicated piece of equipment, as shown in the diagram on
the left. But the general premise of the device is simply to carry out a reaction at constant volume
and with no heat flow between the calorimeter and the outside world.
The diagram
shows the standard choice
of system and
surroundings for a bomb
calorimetry experiment.
The system consists of the
contents of the bomb itself.
The surroundings include
the bomb and the water
bath surrounding it. We
assume that no heat is
exchanged with the rest of
the universe outside the
insulated walls of the
apparatus
The heat capacity of the entire calorimeter may be obtained by measuring the change in
temperature of the surroundings resulting from a known heat input:
Known amount of heat = calorimeter constant × ΔT
or
q = Ccalorimeter × ΔT
Exercise 7:
A calorimeter is to be used to compare the energy content of some fuels. In the calibration of the
calorimeter, an electrical resistance heater supplies 100.0 J of heat and a temperature increase of 0.850°C is
observed. Then 0.245 g of a particular fuel is burned in this same calorimeter, and the temperature increases
by 5.23°C.
Calculate the energy density of this fuel, which is the amount of energy liberated per gram of fuel
burned.
Solution:
Step 1: Calibration
q = Ccalorimeter × ΔT
so
Ccalorimeter = q/DT
= 100.0 J/0.850°C
= 118 J/°C
Step 2: Determination of heat evolved by fuel
qcalorimeter = Ccalorimeter × ΔT
= 118 J/°C × 5.23°C
= 615J
So -qcalorimeter = -615J
Step 3: Calculation of the energy density

Energy density = –qfuel/m
= –(–615 J)/0.245 g
= 2510 J/g = 2.51 kJ/g

The combustion of naphthalene (C10H8), which releases 5150.1 kJ/mol, is often used to calibrate
calorimeters. A 1.05-g sample of naphthalene is burned in a calorimeter, producing a temperature rise of
3.86°C. Burning a 1.83-g sample of coal in the same calorimeter causes a temperature change of 4.90°C.
What is the energy density of the coal?

LESSON 1: ELECTROCHEMICAL ENERGY
DEFINING ELECTROCHEMICAL ENERGY
Electrochemical energy is what we normally call the conversion of chemical energy into
electrical energy or vice versa. This includes reactions transferring electrons, redox reactions
(reduction- oxidation).
Reduction, when a.
Oxidation when a substance gives away one substance receives one electron.
There always has to be a balance of
substances that give away and substance
that receives electrons since electrons
cannot exist on their own without any
bindings. This means that if a reduction is
taking place also an oxidation has to take
place.
Example “Redox” process

Reduction: Cu2+ + 2e- → Cu (Copper)
Oxidation: (Zink) Zn → Zn2+ + 2e-
 Electrochemical cells
Electrochemical cells either generate electrical energy from chemical reactions or they use
electrical energy to cause chemical reactions.
There are basically Two (2) types of cells used for electrochemical conversion:
1. The galvanic cell (also called a voltaic cell) that converts chemical energy into electrical
energy, by a spontaneous reaction. A standard house hold battery contains one or more
galvanic cells.
2. The electrolytic cell that converts electrical energy into chemical energy.
Electrical energy is used to fuel the reaction.
Alkaline electrolyte battery

Dry cells battery uses galvanic type
of cell

 Electrolysis
- a process whereby electrical energy is converted directly into chemical energy (i.e., an
electrolytic process).
By virtue of their combined chemical energy, the products of an electrolytic process often
react spontaneously with one another, reproducing the substances that were reactants and were
therefore consumed during the electrolysis.
 Electrochemical energy storage

Electrochemical energy storage is a method used to store electricity in a chemical form.
This storage technique benefits from the fact that both electrical and chemical energy share the
same carrier, the electron.
This common point allows limiting the losses due to the conversion from one form to
another.
Common forms for electrochemical storage and conversion
 Batteries and accumulators
 Capacitors
 Fuel cells
Lead Acid (Lead storage) Electronic circuits Fuel cell car

Battery capacitors
 Batteries and accumulators
Lead-acid accumulator:
Used for many purposes in particular in road vehicles such as automobiles, trucks, buses etc.
Typical reaction of a lead acid accumulator:
Pb(solid) + PbO2(solid) + 2 H2SO4(liquid) → 2 PbSO4(solid) + 2 H2O(liquid)

Discharge →
← Charge
Dry cell battery

Numerous applications among others for home appliances such as flash lights and small electronics.
The ―dry cell‖ is not really a dry cell since the electrolyte used is NH4CI paste.
Typical reaction of dry cell battery:

2+
Zn → Zn + 2e–
2 MnO2 + 2H+ + 2e– → Mn2O3 + H2O

Lithium cell battery

Used in various appliances such as cameras, wristwatches, power tools and different types of other
electronics. More recently also used as energy supply/storage for electrical automobiles.
They come in both non-rechargeable and chargeable versions.
Modern lithium cells operate by transporting Li+ ions between electrodes into which the ions can be
inserted or intercalated. Cathodes are lithium transition-metal oxides such as LiCoO2, while anodes are
lithium-containing carbon, LiC6. The species that undergoes oxidation-reduction is not lithium, but the
transition metal.
Typical reaction of a lithium cell battery:
C + LiCoO2 ↔ LiC6 + Li0.5CoO2
Various materials are being used and tested to overcome lifetime issues and to increase the
performance and capacity of the Lithium cells.
You can read more about electrochemical batteries here: https://energyfaculty.com/electrochemical-batteries/
Capacitors
A capacitor or a condenser is an electrical component used to store energy electrostatically. There
are many forms of capacitors.
All capacitors contain two or more conductor plates separated by an insulator that can store the
energy (a dielectric material). A capacitor stores energy in the form of an electrostatic field between the
plates.
The prime use for capacitors is in electronic circuits for blocking direct current while allowing
alternating current to pass or in electric power transmission systems, where they will stabilize the voltage and
the power flow.
If there is a potential difference across the capacitor`s conductors (e.g., when a capacitor is attached
across a battery), an electric field develops across the dielectric, causing positive charge to collect on one
plate and negative charge to collect on the other. If a battery has been attached to a capacitor for a sufficient
amount of time, no current can flow through the capacitor. If a time-varying voltage is applied across the leads
of the capacitor, a displacement current can flow.
Energy of an electric field

The work done in establishing the electric field, and hence the amount of energy stored, is:
Fuel cells
Fuel cells are different from batteries in that they require a continuous source of fuel and oxygen or
air to sustain the chemical reaction, whereas in a battery the chemicals present in the battery react with each
other to generate electricity. Batteries either has to be replaced or recharged when discharged.
Fuel cells can produce electricity continuously for as long as these inputs are supplied.
In most cases fuel cell refers to a reactor where hydrogen ions are transferred between the
electrodes. The fuel would be hydrogen or another hydrogen rich substance such as hydrocarbons; diesel,
methanol or another natural gas component.
The anode and cathode contain catalysts that cause the fuel to undergo oxidation that generate
positive hydrogen ions and electrons. The hydrogen ions are drawn through the electrolyte after the reaction.
At the same time, electrons are drawn from the anode to the cathode through an external circuit, producing
direct current electricity. At the cathode, hydrogen ions, electrons, and oxygen react to form water (H 2O).
You can read more about fuel cells here: https://energyfaculty.com/fuel-cells/

Opportunities and Challenges of Electrochemical Energy Storage (EES)

According to the energy levels, the applications of EES can be divided into mobile
electronics, transportation, and stationary. Cost and performance are two common challenges for
all these EES applications, whereas the requirements for the performances vary with the
applications.
 Mobile Electronics application
- In order to be more convenient and appealing, mobile electronics should be smaller
and lighter, which places particular requirement for energy density in addition to high
power density, long cycle life, and good safety.
- Overcharging leads to storage failure for it causes the decomposition of electrolyte
solvents.
 Transportation application
- the cost and performance are two key challenges for the transportation batteries
- Costs includes battery cells, battery management, and packing materials, while the
performance is quantified by usable energy density, power density, cycle life, and
robustness.
- Service temperature range - Batteries for transportation require capability of all-
weather operations.
- Safety - Accidents happen when chemical energy in the battery is released in forms of
heat, fire, or explosion in a short timeframe, the destructivity of which is proportional to
the chemical energy stored in the battery. Overcharging adds extra energy into the
battery in the forms of chemical energy and Joule heat, and hence is considered to be
the most dangerous abuse.
- Battery management system - For transportation applications, hundreds or even
thousands of battery cells are integrated, through the connections of series, parallel,
and the hybrid of both, into a pack.
The EES technologies are relatively mature for the mobile electronics market; however,
grand challenges are faced for the transportation and stationary applications.
The cost determines the acceptance by the market, and the safety determines the
suitability of the technologies as well as the confidence of the consumers.
With these two top priorities, future research and development should focus on the
operation performance and reliability, including energy and power densities, energy efficiency,
operational temperature range, cycle number, and life span.
LESSON 2: NUCLEAR CHEMISTRY & ENERGY
DEFINING NUCLEAR ENERGY
Nuclear energy is the energy in the nucleus, or core, of an atom. Energy is what holds the
nucleus together.
Nuclear energy can be used to create electricity, but it must first be released from the
atom. In nuclear fission, atoms are split to release the energy.

In a nuclear power plant nuclear fission takes place at a controlled manner to produce
electricity. The feed is pellets of uranium. In the reactor, atoms of uranium are broken apart. As
they split, the atoms release small particles. The particles cause other uranium atoms to split,
starting a chain reaction. The energy released from this chain reaction creates heat.
 Fission and Fusion

There is basically one nuclear process currently used for commercial energy production that is
fission.
Fission
Fission implies splitting of large atoms
normally uranium or plutonium into two smaller
atoms.
To split an atom, it needs to be hit by a

neutron. Several neutrons are then released
splitting other nearby atoms, producing a nuclear
chain reaction releasing substantial energy,
generating heat that is normally turned into
electricity.
Fusion
Fusion is combining two small atoms such as Hydrogen

or Helium to produce heavier atoms and energy.
These reactions can release more energy than fission
without producing as many radioactive byproducts.
Fusion reactions occur in the sun, generally using
Hydrogen as fuel and producing Helium as waste. This
reaction has not been commercially developed yet.
The table below shows the energy density of a few materials. When uranium undergoes
nuclear fission it attains a very high energy density.
 Nuclear binding energy

The energy required to break down a nucleus into its component nucleons is called the
nuclear binding energy.
Nuclear binding energy is usually expressed in terms of kJ/mole of nuclei or MeV/nucleon.

 Formula – Nuclear energy

Mass defect and nuclear binding energy
The basis for calculating the nuclear binding energy for a substance is the equation.
We first need to calculate the mass defect to be able to calculate the potential for releasing
energy when fission takes place.
To calculate the mass defect (Dm) we subtract the nucleus mass of the base material from
the combined mass of the base material (MassBM ) components:
Combined mass (Massc) = Mass Proton (MP) + Mass Neutron (MN)
Massc = MP + MN
MP = no. of Proton x amu of Proton
` MN = no. of Neutron x amu of Neutron
Dm = Massc – MassBM
Then to convert the mass defect into energy we first need to convert the mass defect into
the unit Kg and then into its energy equivalent:
Dm(amu) x 1.6606 x 10-27 kg/nucleus, 1amu = 1.6606 x 10-27 kg
8
c = 2.9979 x 10 m/s
therefore,
2
E = mc
-27 8 2
= (Dm(amu) x 1.6606x10 kg/nucleus) x (2.9979 x 10 m/s)
= DM*1,4924483 *10-10 J/nucleus
 Nuclear fuel
After mining, uranium has to undergo four main steps to make it useable as nuclear fuel.
Those are:
 Milling
 Conversion
 Enrichment
 Fuel fabrication
The main suppliers of uranium are:Kazakhstan, Australia, Canada, Namibia, Niger, Russia
and the United States.
To enable the chain reactions necessary for continuous operation of a nuclear reactor a
high concentration of the isotop, uranium-235 is required. This is obtained by ―enrichment ‖ of the
uranium.
The main fuel enrichment facilities are located in: France, Germany, the Netherlands,
Russia the United Kingdom and the United States.
When the enrichment has taken place the uranium is converted into powder which is then
pressed into pellets. The pellets are loaded into metal tubes which are inserted into the nuclear
reactors as fuel.
The average useful lifetime of nuclear fuel (uranium) is about five years. This is the time
the fuel spends inside the reactor which is powering the electrical generators.
The replacement of fuel(uranium tubes) is normally sequenced such that all is not
replaced at one time. The replaced units are placed in a pool of water for cooling. These units are
highly radioactive. After cooling the used units are stored in containers usually made of steel-
reinforced concrete.

Challenges of Nuclear Energy

Commercial nuclear power is sometimes viewed by the general public as a dangerous or
unstable process. This perception is often based on three global nuclear accidents, its false
association with nuclear weapons, and how it is portrayed on popular television shows and films.
Used Fuel Transportation, Storage and Disposal
Many people view used fuel as a growing problem and are apprehensive about its
transportation, storage, and disposal.
Constructing New Power Plants
Building a nuclear power plant can be discouraging for stakeholders. Conventional reactor
designs are considered multi-billion dollar infrastructure projects. High capital costs, licensing and
regulation approvals, coupled with long lead times and construction delays, have also deterred
public interest.
High Operating Costs
Challenging market conditions have left the nuclear industry struggling to compete. Strict
regulations on maintenance, staffing levels, operator training, and plant inspections have become
a financial burden for the industry.
Nuclear waste
Due to the large amount of highly radioactive waste created during production of nuclear
power, waste management is one of the main concerns related to nuclear power generation. In
addition the radioactivity of the waste remains at high levels for extremely long periods, therefore
there are considerable technical issues related to handling and storage of the waste material.
Current research is being carried out related to reactor types that may use the nuclear
waste as fuel, reducing the timespan necessary to reach safe levels of radiation down to a few
hundred years rather than thousands and millions of years. These are typically the American Fast
Reactor and the Molten salt reactor.
Another type of reactor being considered is the Thorium reactor using thorium without
mixing it with uranium or plutonium as fuel. The waste from this reactor type remains radioactive
for a few hundred years.
LESSON 3: FUELS
DEFINING FUELS
A fuel is a substance that produces
useful energy either through combustion or
through nuclear reaction.
An important property of a fuel is that the
energy is released in a controlled manner and
can be harnessed economically for domestic and
industrial purposes. Wood, coal, charcoal, petrol,
diesel, kerosene, producer gas and oil gas are
some of the common examples of fuels.
Fuels that produce heat energy by combustion are termed as chemical fuels. During
combustion, carbon, hydrogen, sulphur and phosphorus that are present in the fuel combine with
oxygen and release energy.
Fuel + O2 → Products + Heat
C + O2 → CO2 + Heat
2H2 + O2 → 2H2O + Heat

However, combustion is not always necessary for a fuel to produce heat. Energy can also
be liberated by fission or fusion of nuclei. This energy is much greater than the energy released by
chemical fuels, and such fuels are termed as nuclear fuels.
Classification of Fuels
Fuels can be classified on the basis of their (I) occurrence (II) physical state.
 On the basis of occurrence, fuels are of two types

(a) Primary Fuels or Natural Fuels
- These are found to occur in nature and are used as such either without processing or after being
processed to a certain extent, which does not alter the chemical constitution of the fuel. These are
also known as fossil fuels. Examples include wood, peat, lignite, coal, petroleum, natural gas, etc.
(b) Secondary Fuels or Derived Fuels
- These are the fuels that are derived from primary fuels by further chemical processing, for
example, coke, charcoal, kerosene, producer gas, water gas, etc.
 On the basis of their physical state, fuels may be classified as follows:
(a) Solid fuels
(b) Liquid fuels
(c) Gaseous fuels
The classification can be summarised as shown in the following diagram.

SOLID FUELS
Solid fuel refers to various types of solid materials that are used as fuel to produce energy.
The primary solid fuels commonly used are wood and coal.
Wood
Wood is being used as fuel from times immemorial. Freshly cut wood contains 25 to 50%
moisture which reduces to 15% after drying the wood in air. The average composition of wood is:
C = 55%; H = 6%; O = 43%; ash = 1%. Its calorific value is about 3500–4500 kcal/kg. It burns with
a long and non-smoky flame leaving behind small amount of ash. Destructive distillation of wood at
around 500 °C produces charcoal which is an excellent fuel equivalent to the best of fuels.
Coal
Coal is produced when the plant and animal debris are subjected to
conditions of high temperature and pressure over millions of years. Hence, it
is regarded as a fossil fuel. It chiefly comprises C, H, N and O besides non-
combustible matter.
Lesson 3 - Fuels (Agarwal page 1) https://energyfaculty.com/primary-energy-production/
LIQUID FUELS
Liquid fuels are used extensively in industrial and domestic fields. Use of liquid fuels in
internal combustion engines makes them very important fuels.
1. Petroleum
The single largest source of liquid fuels is petroleum or crude oil (the term petroleum
means rock oil. Latin word ―Petra‖ means rock; ―oleum‖ means oil) is a dark, greenish-brown
viscous oil found deep inside the earth‘s crust.
It is a mixture of hydrocarbons such as straight chain paraffins, cycloparaffins or
naphthalene, olefins and aromatics along with small amount of organic compounds containing
oxygen, nitrogen and sulphur.
Average composition of crude petroleum is:
Classification of petroleum
Petroleum is classified into three categories according to its composition:
1. Paraffinic base petroleum
It is mainly composed of straight chain saturated hydrocarbons from CH4 to C35H72 along with small
amounts of naphthenes and aromatic hydrocarbons.
2. Naphthenic or asphaltic base petroleum
It contains mainly cycloparaffins or naphthenes as main constituent along with smaller amount of
paraffins and aromatic hydrocarbons.
3. Mixed base petroleum
It contains both paraffins and asphaltic hydrocarbons.

Refining of Petroleum
Crude oil coming out from the oil well is a mixture of solid, liquid and gaseous hydrocarbons
containing sand and water in suspension. After removal of dirt, water, sulphur and other impurities, this oil is
subjected to fractional distillation. This process of removing unwanted impurities and separating petroleum
into useful fractions with different boiling ranges is called refining of petroleum.

2. Non Petroleum Fuels, Power Alcohol and Aviation Fuel

a. Benzol
It contains 70% benzene, 18% toluene and 6% xylene and rest other hydrocarbons and is
obtained during the fractional distillation of light oil in the temperature range 80–170 °C.
b. Power alcohol
Power alcohol is a mixture of 5–25% ethyl alcohol with petrol and is used as a fuel in the
internal combustion engines.
c. Biodiesel
Biodiesel is produced by the base catalysed transesterification of vegetable oils such as
soyabean oil, palm oil, sunflower oil, rapeseed oil, cotton oil, jojoba, jatropha and castor oil.
d. Aviation fuels
The fuels used in spacecraft and aircrafts should be compact, lightweight, occupy less
space and produce more energy. Aircrafts use special type of petroleum-based fuels, which
are of a higher quality than those used in road transport.
GASEOUS FUELS
Gaseous fuels can be obtained in many ways:
a) From nature
Examples include natural gas and methane from coal mines.
b) From solid fuels
Examples include producer gas, water gas, coal gas and blast furnace gas.
c) From petroleum
Examples include refinery gases, LPG and gases from oil gasification.
d) By fermentation of organic wastes
Examples include biogas.
1. Natural Gas
Natural gas is generally found to be associated with petroleum in nature and occurs near
coal mines or oil fields. It is used not only as a fuel for domestic and industrial purposes but also as
a raw material in various chemical syntheses. Natural gas that is derived from oil wells may be dry
or wet.
2. Compressed Natural Gas (CNG)
It is obtained by compressing natural gas to a high pressure of about 1000 atmospheres.
These days CNG is used as substitute for petrol and diesel. It is very economical and a clean fuel.
It is better than LPG and is preferred over gasoline or LPG.
3. Liquified Petroleum Gas (LPG)
Liquified petroleum gas (LPG) is commonly used as a domestic fuel, industrial fuel and a
fuel in motor vehicles. Chemically, it is a mixture of C3 and C4 hydrocarbons of the corresponding
alkane and alkene series.
4. Coal Gas
It is obtained when coal is heated in the absence of air at about 1300 °C in gas retort or
coke ovens. The fuel used for the purpose is a mixture of producer gas and air.
5. Oil Gas
It is obtained by the cracking of kerosene oil.
6. Producer Gas
It is a mixture of carbon monoxide (combustible gas) and nitrogen (non-combustible gas).
7. Water Gas
It burns with a blue flame and is often termed as ‗blue gas‘. It is a mixture of carbon
monoxide and hydrogen with little amount of non-combustible gases such as carbon dioxide and
nitrogen.

Challenges of Fossil Fuels

Air pollution
Fossil fuel–based energy systems also emit substantial amounts of other pollutants such as
sulphur dioxide (SO2), nitrogen oxide (NOx), and particulate matter, all of which cause significant
health, ecosystem, and economic damages.
Climate change
The problem that dominates the public discussion on energy is climate change. A climate
crisis endangers the natural environment around us, our wellbeing today and the wellbeing of
those who come after us.
Greenhouse gases
The world‘s CO2 emissions have been rising quickly and reached 36.6 billion tonnes in 2018.
As long as we are emitting greenhouse gases their concentration in the atmosphere increases. To
bring climate change to an end the concentration of greenhouse gases in the atmosphere needs to
stabilize and to achieve this the world‘s greenhouse gas emissions have to decline towards net-
zero.
To bring emissions down towards net-zero will be one of the world‘s biggest challenges in the
years ahead. But the world‘s energy problem is actually even larger than that, because the world
has not one, but two energy problems.
It is important to consider that different technology pathways pose different challenges from a
commercialization perspective.
To take biofuels as an example, even though there are commercial biofuels available
today, their further expansion is not desirable due to the competition with food, limited
environmental benefits, and their true cost given subsidies.
This research should be underpinned by an analysis of the materials and energy
embedded in that process to focus on areas with the potential to be cost-competitive in the long
term.
The materiality of the possible impact of different pathways is also contingent upon crucial
improvements in crop productivity and waste availability to reduce feedstock costs, expand the
supply, and minimize other impacts, making this a particularly important research area.
RENEWABLE ENERGY
To meet the rising global energy demand it is essential to focus on energy resources that
are inexhaustible and abundantly available.
These energy sources are termed as renewable or non-conventional energy sources. The
various non-conventional energy sources are:
1. Solar Energy
2. Wind Energy
3. Energy from water/Hydroenergy
4. Tidal Energy
5. Wave Energy
6. Energy from Biomass
7. Ocean Thermal Energy Conversion
8. Geothermal Energy
9. Hydrogen Energy

EXAMINE
ACTIVITY 4: WASTE ENERGY
We have already alluded to the conversion of energy from one form to another a number
of times in this module.
The combustion of gasoline is not inherently useful, but when the heat released is
harnessed in the engine of an automobile, the resulting work gets us where we need to go. All
available observations, however, point to the idea that it is impossible to convert heat
completely to work.
The car‘s engine gets hot when it runs. The heat that warms the engine does not propel
the car toward its destination. So a portion of the energy released by the combustion of gasoline
does not contribute to the desired work of moving the car. In terms of the energy economy, this
energy can be considered wasted.
One common way to obtain work from a system is to heat it: heat flows into the system
and the system does work. But in practice, the amount of heat flow will always exceed the amount
of useful work achieved. The excess heat may contribute to thermal pollution or we commonly call
now as global warming. The efficiency of conversion from heat to work can be expressed as a
percentage.
Typical efficiencies for
some common conversion
processes are shown in a
Table on the right: →
It is shown there that
using an electric heater: the
energy conversion is from
electrical energy to thermal
energy and most of the time
it converts 100% electrical to
thermal.
While the poorest
conversion is that of an
incandescent lamp which can
only produce 5% light from the
electrical source.
Perform the following:

1. Aside from electric heater
and drier; choose just one
device from the list.
2. Conduct a Google search on
this device.
3. Make a discussion paper
following guide below:
a. Describe this device and explain how it works using the energy input.
b. Finally, make a suggestion as to how you can improve the energy conversion efficiency
of this device.

Rubrics for checking the discussion paper:
Criterion Expert (20 points) Accomplished (16) Capable (12 points) Beginner (8 points)
QUALITY OF -Piece was written in -Piece was written in -Piece had little style or -Piece no style or
WRITING an extraordinary style an interesting style & voice voice
& voice voice -Give some new - Give no new
-Very informative & -Somewhat information but poorly information and poorly
well organized. informative & well organized organized
organized.
GRAMMER, -Virtually no spelling, -Few spelling, -A number of spelling & -So many spelling,
USAGE & punctuation & punctuation & punctuation or punctuation &
MECHANICS grammatical errors grammatical errors grammatical errors grammatical errors that
it interfere with the
meaning
Note: Any unsatisfactory submission will be advised to resubmit.
EVALUATE
ACTIVITY 5: WRITTEN EVALUATION
1. If you are asked to distinguish a liquid from a fine powder, what level of understanding or
perspective is enough to make the distinction?
2. Some farmers use ammonia, NH3, as a fertilizer. This ammonia is stored in liquid form.
Use the particulate perspective to show the transition from liquid ammonia to gaseous
ammonia.
3. Is it always true, when a country has high energy consumption it would also have a good
economic development?
4. What is the kinetic energy of a single molecule of oxygen if it is traveling at 1.5 × 103 m/s?
(Show your solutions.)
5. Calculate heat (q) when a system does 54J of work and its energy decreases by 72J?
6. A metal radiator is made from 26.0 kg of iron. The specific heat of iron is 0.449 J/g °C.
How much heat must be supplied to the radiator to raise its temperature from 25.0 to
55.0°C?
7. List down at least 10 fuel energy which are already available here in Philippines?
8. List down at least 5 renewable energy which are already available here in Philippines.
Explain how each is advantageous as a fuel source for the Filipinos.

Answer key
ACTIVITY 1
1 B False
B Clay Powder
B Strength
C To bind sand/stone with water
together
D To transform cement into its glue
like form
ACTIVITY 2
1 Non-rechargeable:
Lithium Batteries
Alkaline Batteries
Carbon Zinc Batteries
Silver Oxide Batteries
Zinc Air Batteries
Rechargeable:
Lithium-ion
NiCd
NiMH
Source:
https://www.webstaurantstore.com/guide/923/batteries-
buying-guide.html
2 Our different needs over time have led to
the development of a huge array of
battery types.


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LEARNING MODULE IN organic MOLECULES

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Overview of the Module

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Introduction to College Vision, Mission, Goals and Quality Policy

Review on the Basics of Chemistry

Introduction to Chemistry for Engineers

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

CHEMISTRY for Engineers

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Petronas Towers in Kuala Lumpor, Malaysia

3. In chemical point of view, what is the MOST desired property of a concrete?

4. What is the purpose of adding cement to a concrete mix?

5. What is the purpose of adding water to a cement mixture?

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Luckily, we do have batteries. Back in 150 BC in Mesopotamia, the Parthian

The chemistry of a battery

How energy is stored in batteries?

Answer the following questions:

2. Why do you think there are a lot of types of batteries?

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

INTRODUCTION TO CHEMISTRY FOR ENGINEERS

WHY ENGINEERING STUDENTS STUDY CHEMISTRY?

HOW TO STUDY CHEMISTRY?

Compared with other subjects, chemistry is commonly perceived to be more difficult, at

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

ENOUGH QUESTION AND let’s go LEARN ways an

 THE MACROSCOPIC PERSPECTIVE

When we observe chemical reactions macroscopically, we encounter three common

 THE MICROSCOPIC PERSPECTIVE

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

In Figure 1, note the following:

 THE SYMBOLIC REPRESENTATION

Electronic configuration show us an atom reactivity, electronegativity, etc.

Chemical reactions are presented in a alpha-numeric form most commonly as a chemical

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Solid Liquid Gas

The study of energy and its transformations is known as thermodynamics (Greek:

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

THE NATURE OF ENERGY

Energy is commonly defined as the capacity to do work or transfer heat. This

Work is the energy used to cause an object to move against a force.

Heat is the energy used to cause the temperature of an object to increase.

KINETIC ENERGY & POTENTIAL ENERGY

Formula for Electrostatic Potential Energy:

Potential energy can be transformed into Kinetic energy!

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

1000 joules = 1 kilo joules = 1kJ

1000 calories = 1 kilo calories = 1kcal

TRANSFERRING ENERGY: WORK & HEAT

There are two ways we experience energy changes in our

Work is energy used to cause an

The energy that causes the motion of an object against a

The other way in which energy is transferred is as heat.

Thus, we can attribute the overall change in energy (E), of

COLLEGE OF ENGINEERING & INFORMATION tECHNOLOGY

Work done BY the system means that w is negative, so w = –218 J.

Try this by yourself! W+E1=Q+E2