Contextualization

The First Law of Thermodynamics, also known as the Law of Conservation of Energy, is one of the most fundamental concepts in the entire field of Physics, with applications that touch every aspect of our lives. This basic principle states that energy cannot be created or destroyed, but only transformed from one form to another. This transformation can occur between any form of energy, whether mechanical, electrical, chemical, or thermal.

It is essential to understand that the First Law of Thermodynamics is more than just a theoretical rule. It is a fundamental guide to understanding how systems in the real world operate and interact. The concept of energy conservation helps us understand and predict how energy will be transferred and transformed, allowing us to develop technologies and solutions for a myriad of real-world problems.

For example, the first law plays a vital role in areas such as engineering, architecture, chemistry, and biology. It is at the core of the operation of car engines, aircraft and turbines, heating and cooling systems, and even the functioning of the human body!

Introduction

In this project, we will not only study the First Law of Thermodynamics at a theoretical level, but we will also explore its practical applications. We will address key concepts such as energy, work, heat, and thermodynamic systems. We will understand how these concepts relate to each other and how we can apply them to solve problems and develop innovative solutions.

First, we will discuss the concept of energy, its different types, and how it transforms. Next, we will explore work and how it can be used to transfer energy. Then, we will talk about heat, how it is generated, how it diffuses, and how it can be controlled. Finally, we will study thermodynamic systems and how we can use them to manipulate energy, work, and heat.

Next, we will apply these concepts to design, build, and test a prototype of a thermodynamic system. In doing so, we will not only understand the theory behind the First Law of Thermodynamics, but also see how it can be applied in reality.

Practical Activity: A Thermodynamic System in Action

Project Objective

This project aims to apply the concept of the First Law of Thermodynamics through the creation and analysis of a simple thermodynamic system: the Stirling engine. It is expected that students, through practical experimentation, will deeply understand the different concepts involved such as energy, work, heat, and the First Law of Thermodynamics itself.

Detailed Project Description

Students, divided into groups of 3 to 5 members, should design, build, and conduct experiments on a Stirling engine prototype. The Stirling engine is a heat engine that operates through the expansion and contraction of a gas, converting heat into mechanical work, thus illustrating the first law of thermodynamics.

The project can be subdivided into four main parts:

1. Theoretical preparation: students must study the theory behind Stirling engines, the physics involved, and the key thermodynamic concepts necessary for their operation.

2. Stirling engine design and construction: students must design and build their own Stirling engine using readily available materials.

3. Experimentation: once the engine is built, students must conduct a series of experiments to measure the engine's performance and observe the effect of different variables.

4. Results analysis and report elaboration: finally, students must analyze the results obtained, draw conclusions, and prepare a detailed report.

Required Materials

Students will need:

• Soda cans
• Copper wires
• Candles
• Balloons
• It will be necessary to consider the acquisition of an infrared thermometer to monitor temperatures during the experiment

Detailed Step-by-Step Guide for Activity Execution

1. Theoretical study: Using the resources provided at the beginning of this project, students must familiarize themselves with the basic concepts of thermodynamics and the operation of Stirling engines. They must also learn how to calculate the work done (using the first law of thermodynamics), internal energy, and exchanged heat.

2. Stirling engine design: Students must plan the construction of their Stirling engine, taking into account the available materials and the theoretical knowledge acquired.

3. Stirling engine construction: Using the soda cans, copper wires, and balloons, students must build their engine. The design should be robust enough to perform a series of experiments.

4. Experimentation: After building the engine, students must light the candle under the engine and observe its operation. They must measure the engine's temperature at various points using the infrared thermometer and record their observations.

5. Results analysis: Students must then analyze their results. They must calculate the work done by the engine and the heat exchanged during the experiment. They must reflect on how these measurements relate to the first law of thermodynamics and what they reveal about the conversion of heat into work.

6. Report elaboration: Finally, students must prepare a detailed report on the project. The report should include an introduction (explaining the project's objective and the concept of the first law of thermodynamics), the development of the work (description of the materials used, construction and performance of the Stirling engine), conclusions (analysis of the results, discussion of what was learned, and how the results relate to the first law of thermodynamics), and the bibliography used.

This project should take more than 12 hours per student to be executed, due to the complexity of the process and the level of detail required in observations and the report.

Project Deliverables

Students must deliver the following:

• A detailed report including all the sections mentioned above (Introduction, Development, Conclusions, and Bibliography). The report should fully describe the engine construction process and the experimentation carried out, including any difficulties encountered and how they were overcome. Additionally, students must discuss their results in detail and explain how these results relate to the studied theoretical concepts.

• A functional prototype of the Stirling engine, which should be presented in the classroom for demonstration.