Lecture

Presentation

Chapter 11
Using Energy

© 2015 Pearson Education, Inc.

 Suggested Videos for Chapter 11
• Prelecture Videos • Video Tutor Solutions
• Efficiency • Using Energy
• The Laws of
Thermodynamics
• Heat Engines and Heat
Pumps
• Class Videos
• Work and Thermal
Energy in Gases

© 2015 Pearson Education, Inc. Slide 11-2

 Suggested Simulations for Chapter 11
• ActivPhysics
• 8.1–8.3

• PhETs
• Reversible Reactions

© 2015 Pearson Education, Inc. Slide 11-3

 Chapter 11 Using Energy

Chapter Goal: To learn about practical energy

transformations and transfers, and the limits on how
efficiently energy can be used.
© 2015 Pearson Education, Inc. Slide 11-4
 Chapter 11 Preview
Looking Ahead: Energy Use in the Body
• An important example of the
use of energy is the energy
transformations that occur in
the human body.
• You’ll learn how to calculate
the energy this women uses to
climb the stairs, and how
efficiently she does so.

© 2015 Pearson Education, Inc. Slide 11-5

 Chapter 11 Preview
Looking Ahead: Temperature and Heat
• This tea kettle gets hotter
because of the transfer of
energy from the burner as
heat.
• You’ll learn that heat is
energy transferred due to a
temperature difference
between objects.

© 2015 Pearson Education, Inc. Slide 11-6

 Chapter 11 Preview
Looking Ahead: Heat Engines
• A heat engine is a device, such as this geothermal power
plant, that transforms thermal energy into useful work.

• You’ll learn how to calculate the maximum efficiency for

converting thermal energy into work.
© 2015 Pearson Education, Inc. Slide 11-7
 Chapter 11 Preview
Looking Ahead

Text: p. 318

© 2015 Pearson Education, Inc. Slide 11-8

 Chapter 11 Preview
Looking Back: The Basic Energy Model
• The basic energy model you
learned about in Chapter 10
emphasized work and
mechanical energy. In this
chapter, we’ll focus on
thermal energy, chemical
energy, and energy transfers
in the form of heat.
• Work and heat are energy transfers that change the
system’s total energy. If the system is isolated, the total
energy is conserved.
© 2015 Pearson Education, Inc. Slide 11-9
 Chapter 11 Preview
Stop to Think
Christina throws a javelin into the air. As she propels it
forward from rest, she does 270 J of work on it. At its
highest point, its gravitational potential energy has increased
by 70 J. What is the javelin’s kinetic energy at this point?

A. 270 J
B. 340 J
C. 200 J
D. –200 J
E. –340 J

© 2015 Pearson Education, Inc. Slide 11-10

 Reading Question 11.1
A typical efficiency of the human body is about

A. 5%
B. 10%
C. 25%
D. 50%
E. 80%

© 2015 Pearson Education, Inc. Slide 11-11

 Reading Question 11.1
A typical efficiency of the human body is about

A. 5%
B. 10%
C. 25%
D. 50%
E. 80%

© 2015 Pearson Education, Inc. Slide 11-12

 Reading Question 11.2
A machine uses 1000 J of electric energy to raise a heavy
mass, increasing its potential energy by 300 J. What is the
efficiency of this process?

A. 100%
B. 85%
C. 70%
D. 35%
E. 30%

© 2015 Pearson Education, Inc. Slide 11-13

 Reading Question 11.2
A machine uses 1000 J of electric energy to raise a heavy
mass, increasing its potential energy by 300 J. What is the
efficiency of this process?

A. 100%
B. 85%
C. 70%
D. 35%
E. 30%

© 2015 Pearson Education, Inc. Slide 11-14

 Reading Question 11.3
When the temperature of an ideal gas is increased, which of
the following also increases? (There may be more than one
correct answer.)

A. The thermal energy of the gas

B. The average kinetic energy of the gas atoms
C. The average potential energy of the gas atoms
D. The mass of the gas atoms
E. The number of gas atoms

© 2015 Pearson Education, Inc. Slide 11-15

 Reading Question 11.3
When the temperature of an ideal gas is increased, which of
the following also increases? (There may be more than one
correct answer.)

A. The thermal energy of the gas

B. The average kinetic energy of the gas atoms
C. The average potential energy of the gas atoms
D. The mass of the gas atoms
E. The number of gas atoms

© 2015 Pearson Education, Inc. Slide 11-16

 Reading Question 11.4
A refrigerator is an example of a

A. Reversible process.
B. Heat pump.
C. Cold reservoir.
D. Heat engine.
E. Hot reservoir.

© 2015 Pearson Education, Inc. Slide 11-17

 Reading Question 11.4
A refrigerator is an example of a

A. Reversible process.
B. Heat pump.
C. Cold reservoir.
D. Heat engine.
E. Hot reservoir.

© 2015 Pearson Education, Inc. Slide 11-18

 Reading Question 11.5
The entropy of an isolated system

A. Always increases.
B. Always decreases.
C. Remains constant.
D. Either increases or remains constant.
E. Either decreases or remains constant.

© 2015 Pearson Education, Inc. Slide 11-19

 Reading Question 11.5
The entropy of an isolated system

A. Always increases.
B. Always decreases.
C. Remains constant.
D. Either increases or remains constant.
E. Either decreases or remains constant.

© 2015 Pearson Education, Inc. Slide 11-20

 Section 11.1 Transforming Energy

© 2015 Pearson Education, Inc.

 Transforming Energy
• Energy cannot be created or
destroyed, but it can be
transformed.
• The energy in these
transformations is not lost; it
is converted to other forms
that are less useful to us.

Text: p. 319

© 2015 Pearson Education, Inc. Slide 11-22

 Transforming Energy
• Energy cannot be created
or destroyed, but it can be
transformed.
• The energy in these
transformations is not lost;
it is converted to other
forms that are less useful
to us.

Text: p. 319

© 2015 Pearson Education, Inc. Slide 11-23

 Transforming Energy
• Energy cannot be created or
destroyed, but it can be
transformed.
• The energy in these
transformations is not lost;
it is converted to other
forms that are less useful
to us.

Text: p. 319

© 2015 Pearson Education, Inc. Slide 11-24

 QuickCheck 11.1

When you walk at a constant speed on level ground, what

energy transformation is taking place?

A. Echem → Ug
B. Ug → Eth
C. Echem → K
D. Echem → Eth
E. K → Eth

© 2015 Pearson Education, Inc. Slide 11-25

 QuickCheck 11.1

When you walk at a constant speed on level ground, what

energy transformation is taking place?

A. Echem → Ug
B. Ug → Eth
C. Echem → K
D. Echem → Eth
E. K → Eth

© 2015 Pearson Education, Inc. Slide 11-26

 Transforming Energy
• The work-energy equation includes work, an energy
transfer. We now include electric and radiant energy in our
definition of work:

• Work is positive when energy is transferred into the

system and negative when energy is transferred out of the
system.
• When other forms of energy are transformed into thermal
energy the change is irreversible. The energy isn’t lost,
but it is lost to our use.

© 2015 Pearson Education, Inc. Slide 11-27

 QuickCheck 11.3

Which is the largest increase of temperature?

A. An increase of 1F
B. An increase of 1C
C. An increase of 1 K
D. Both B and C, which are the same and larger than A
E. A, B, and C are all the same increase.

© 2015 Pearson Education, Inc. Slide 11-28

 QuickCheck 11.3

Which is the largest increase of temperature?

A. An increase of 1F
B. An increase of 1C
C. An increase of 1 K
D. Both B and C, which are the same and larger than A
E. A, B, and C are all the same increase.

© 2015 Pearson Education, Inc. Slide 11-29

 Efficiency

• The larger the energy losses in a system, the lower its

efficiency.
• Reductions in efficiency are caused by process
limitations and fundamental limitations.
• Process limitations cause an energy loss due to practical
details.
• Fundamental limitations cause an energy loss due to
physical laws.
© 2015 Pearson Education, Inc. Slide 11-30
 Efficiency
• 35% efficiency is close to
the theoretical maximum
for power plants due to
fundamental limitations.

© 2015 Pearson Education, Inc. Slide 11-31

 Efficiency

Text: p. 321
© 2015 Pearson Education, Inc. Slide 11-32
 Example 11.1 Lightbulb efficiency
A 15 W compact fluorescent
bulb and a 75 W incandescent
bulb each produce 3.0 W of
visible-light energy. What
are the efficiencies of these
two types of bulbs for converting
electric energy into light?

© 2015 Pearson Education, Inc. Slide 11-33

 Example 11.1 Lightbulb efficiency (cont.)
PREPARE The problem [Insert Figure 11.3
statement doesn’t give us (repeated)]
values for energy; we are
given values for power. But
15 W is 15 J/s, so we will
consider the value for the
power to be the energy in 1 second. For each of the bulbs,
“what you get” is the visible-light output—3.0 J of light
every second for each bulb. “What you had to pay” is the
electric energy to run the bulb. This is how the bulbs are
rated. A bulb labeled “15 W” uses 15 J of electric energy
each second. A 75 W bulb uses 75 J each second.

© 2015 Pearson Education, Inc. Slide 11-34

 Example 11.1 Lightbulb efficiency (cont.)
SOLVE The efficiencies of the two bulbs are computed
using the energy in 1 second:

ASSESS Both bulbs produce the same visible-light output,

but the compact fluorescent bulb does so with a
significantly lower energy input, so it is more efficient.
Compact fluorescent bulbs are more efficient than
incandescent bulbs, but their efficiency is still relatively low
—only 20%.
© 2015 Pearson Education, Inc. Slide 11-35
 Section 11.2 Energy in the Body

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 Getting Energy from Food: Energy Inputs
• The chemical energy in
food provides the necessary
energy input for your body
to function.

© 2015 Pearson Education, Inc. Slide 11-37

 Getting Energy from Food: Energy Inputs
• Chemical energy in food is broken down into simpler
molecules such as glucose and glycogen. They are
metabolized in the cells by combining with oxygen.

• Oxidation reactions “burn” the fuel you obtain by eating.

© 2015 Pearson Education, Inc. Slide 11-38

 Getting Energy from Food: Energy Inputs
• Burning food transforms all of its chemical energy into
thermal energy.
• Thermal energy is measured in units of calories (cal).
• 1.00 calorie = 4.19 joules

© 2015 Pearson Education, Inc. Slide 11-39

 Getting Energy from Food: Energy Inputs

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 Getting Energy from Food: Energy Inputs

© 2015 Pearson Education, Inc. Slide 11-41

 Example 11.2 Energy in Food
A 12 oz can of soda contains approximately 40 g (or a bit
less than 1/4 cup) of sugar, a simple carbohydrate. What is
the chemical energy in joules? How many Calories is this?

© 2015 Pearson Education, Inc. Slide 11-42

 Example 11.2 Energy in Food (cont.)
SOLVE From Table 11.1, 1 g of sugar contains 17 kJ of
energy, so 40 g contains

Converting to Calories, we get

ASSESS 160 Calories is a typical value for the energy

content of a 12 oz can of soda (check the nutrition label on
one to see), so this result seems reasonable.
© 2015 Pearson Education, Inc. Slide 11-43
 Using Energy in the Body: Energy Outputs
• At rest, your body uses energy to build and repair tissue,
digest food and keep warm.
• Your body uses approximately 100 W of energy at rest.
• The energy is converted almost entirely into thermal
energy, which is transferred as heat to the environment.

© 2015 Pearson Education, Inc. Slide 11-44

 Using Energy in the Body: Energy Outputs

© 2015 Pearson Education, Inc. Slide 11-45

 Using Energy in the Body: Energy Outputs
• When you engage in an activity,
your cells require oxygen to
metabolize carbohydrates.
• You can measure your body’s
energy use by measuring how
much oxygen it is using.
• Total metabolic energy use is all
of the energy used by the body
while performing an activity.

© 2015 Pearson Education, Inc. Slide 11-46

 Using Energy in the Body: Energy Outputs

© 2015 Pearson Education, Inc. Slide 11-47

 Efficiency of the Human Body
• As you climb stairs, you change your potential energy. If
you climb 2.7 m and your mass is 68 kg then your
potential energy is

• On average, you use 7200 J to climb the stairs:

© 2015 Pearson Education, Inc. Slide 11-48

 Efficiency of the Human Body
• We compute the efficiency of climbing the stairs:

• We typically consider the body’s efficiency to be 25%.

© 2015 Pearson Education, Inc. Slide 11-49

 Example Problem
A 75 kg person climbs the 248 steps to the top of the Cape
Hatteras lighthouse, a total climb of 59 m. How many
Calories does he or she burn?

© 2015 Pearson Education, Inc. Slide 11-50

 Energy Storage
• Energy from food that is not used will be stored.
• If energy input from food continuously exceeds the energy
outputs of the body, the energy is stored as fat under the
skin and around the organs.

© 2015 Pearson Education, Inc. Slide 11-51

 Example 11.6 Running out of fuel
The body stores about 400 g of carbohydrates.
Approximately how far could a 68 kg runner travel on this
stored energy?
PREPARE Table 11.1 gives a value of 17 kJ per g of
carbohydrate. The 400 g of carbohydrates in the body
contain an energy of

© 2015 Pearson Education, Inc. Slide 11-52

 Example 11.6 Running out of fuel (cont.)
SOLVE Table 11.4 gives the power used in running at 15
km/h as 1150 W. The time that the stored chemical energy
will last at this rate is

And the distance that can be covered during this time at 15

km/h is

to two significant figures.

© 2015 Pearson Education, Inc. Slide 11-53

 Example 11.6 Running out of fuel (cont.)
ASSESS A marathon is longer than this—just over 42 km.
Even with “carbo loading” before the event (eating high-
carbohydrate meals), many marathon runners “hit the wall”
before the end of the race as they reach the point where they
have exhausted their store of carbohydrates. The body has
other energy stores (in fats, for instance), but the rate that
they can be drawn on is much lower.

© 2015 Pearson Education, Inc. Slide 11-54

 Energy and Locomotion
• When you walk at a constant
speed on level ground, your
kinetic and potential energy
are constant.
• You need energy to walk
because the kinetic energy of
your leg and foot is transformed
into thermal energy in your
muscles and shoes, which is lost.

© 2015 Pearson Education, Inc. Slide 11-55

 Example Problem
How far could a 68 kg person cycle at 15 km/hr on the
energy in one slice of pizza? How far could he or she walk,
at 5 km/hr? How far could he or she run, at 15 km/hr? Do
you notice any trends in the distance values that you’ve
calculated? Chemical energy from food is used for each of
these activities. What happens to this energy—that is, in
what form does it end up?

© 2015 Pearson Education, Inc. Slide 11-56

 Section 11.3 Temperature, Thermal Energy,
and Heat

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 An Atomic View of Thermal Energy and
Temperature
• The thermal energy of an
[Insert Figure 11.8]
ideal gas is equal to the
total kinetic energy of the
moving atoms in the gas.

© 2015 Pearson Education, Inc. Slide 11-58

 An Atomic View of Thermal Energy and
Temperature
• Heating a gas causes the atoms to
move faster, increasing the thermal
energy of the gas.
• Heating also causes an increase in
temperature.
• The temperature of an ideal gas
is a measure of the average
kinetic energy of the atoms that
make up the gas.

© 2015 Pearson Education, Inc. Slide 11-59

 QuickCheck 11.6

Two containers of the same gas (which we assume to be

ideal) have the following masses and temperatures:

A
B

Which box has the gas with the largest thermal energy?

© 2015 Pearson Education, Inc. Slide 11-60

 QuickCheck 11.6

Two containers of the same gas (which we assume to be

ideal) have the following masses and temperatures:

A
B

Which box has the gas with the largest thermal energy?

© 2015 Pearson Education, Inc. Slide 11-61

 QuickCheck 11.5

Two containers of the same gas (which we assume to be

ideal) have the following masses and temperatures:

Which box has the gas with the largest average kinetic
energy per molecule?

© 2015 Pearson Education, Inc. Slide 11-62

 QuickCheck 11.5

Two containers of the same gas (which we assume to be

ideal) have the following masses and temperatures:

Which box has the gas with the largest average kinetic
energy per molecule?

© 2015 Pearson Education, Inc. Slide 11-63

 QuickCheck 11.10

100 J is added to a sample of ideal gas as heat. The gas then

expands against a piston, doing 70 J of work. During this
process

A. The temperature of the gas increases.

B. The temperature of the gas decreases.
C. The temperature of the gas stays the same.

© 2015 Pearson Education, Inc. Slide 11-64

 QuickCheck 11.10

100 J is added to a sample of ideal gas as heat. The gas then

expands against a piston, doing 70 J of work. During this
process

A. The temperature of the gas increases.

B. The temperature of the gas decreases.
C. The temperature of the gas stays the same.

© 2015 Pearson Education, Inc. Slide 11-65

 QuickCheck 11.7

A steady force pushes in the piston

of a well-insulated cylinder. In this
process, the temperature of the gas

A. Increases.
B. Stays the same.
C. Decreases.
D. There’s not enough
information to tell.

© 2015 Pearson Education, Inc. Slide 11-66

 QuickCheck 11.7

A steady force pushes in the piston

of a well-insulated cylinder. In this
process, the temperature of the gas

A. Increases.
B. Stays the same. No heat flows (well insulated) ...
C. Decreases. ... but work is done on the gas.
First law: Q + W = ΔEth
D. There’s not
enough information
Work increases the gas’s thermal
to tell.
energy and with it the
temperature.
© 2015 Pearson Education, Inc. Slide 11-67
 Temperature Scales
• The Celsius scale is defined so that the freezing point of
water is 0°C. The Fahrenheit scale is related to the Celsius
scale:

© 2015 Pearson Education, Inc. Slide 11-68

 Temperature Scales
• For the Kelvin scale, zero degrees
is the point at which the kinetic
energy of the atoms is zero.
• Kinetic energy is always positive,
so zero on this scale is an absolute
zero.
• All temperatures on the Kelvin
scale are positive, so it is often
called the absolute temperature
scale.
• The units are “kelvin” (K).

© 2015 Pearson Education, Inc. Slide 11-69

 Temperature Scales
• The spacing between divisions
on the Kelvin scale is the same
as that on the Celsius scale.
• Absolute zero is –273°C:

© 2015 Pearson Education, Inc. Slide 11-70

 QuickCheck 11.3

Which is the largest increase of temperature?

A. An increase of 1F
B. An increase of 1C
C. An increase of 1 K
D. Both B and C, which are the same and larger than A
E. A, B, and C are all the same increase.

© 2015 Pearson Education, Inc. Slide 11-71

 QuickCheck 11.3

Which is the largest increase of temperature?

A. An increase of 1F
B. An increase of 1C
C. An increase of 1 K
D. Both B and C, which are the same and larger than A
E. A, B, and C are all the same increase.

© 2015 Pearson Education, Inc. Slide 11-72

 QuickCheck 11.4

Which is the correct ranking of temperatures, from highest

to lowest?

A. 300°C > 300 K > 300°F

B. 300°C > 300°F > 300 K
C. 300 K > 300°F > 300°C
D. 300 K > 300°C > 300°F
E. 300°F > 300 K > 300°C

© 2015 Pearson Education, Inc. Slide 11-73

 QuickCheck 11.4

Which is the correct ranking of temperatures, from highest

to lowest?

A. 300°C > 300 K > 300°F

B. 300°C > 300°F > 300 K
C. 300 K > 300°F > 300°C
D. 300 K > 300°C > 300°F
E. 300°F > 300 K > 300°C

© 2015 Pearson Education, Inc. Slide 11-74

 What Is Heat?
• Thermodynamics is the [Insert Figure 11.11.]
study of thermal energy
and heat and their relationships
to other forms of energy and
energy transfer.
• Heat is energy transferred
between two objects because
of a temperature difference
between them.
• Heat (Q) always flows from the
hotter object to the cooler one.

© 2015 Pearson Education, Inc. Slide 11-75

 An Atomic Model of Heat
• Thermal energy is transferred
from the faster moving atoms
on the warmer side to the
slower moving atoms on
the cooler side.
• The transfer will continue until
a stable situation, or thermal
equilibrium, is reached.

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 An Atomic Model of Heat
• Two systems placed in
thermal contact will transfer
thermal energy from hot to
cold until their final
temperatures are the same.

© 2015 Pearson Education, Inc. Slide 11-77

 QuickCheck 11.2

Consider your body as a system. Your body is “burning”

energy in food, but staying at a constant temperature. This
means that, for your body,

A. Q > 0
B. Q = 0
C. Q < 0

© 2015 Pearson Education, Inc. Slide 11-78

 QuickCheck 11.2

Consider your body as a system. Your body is “burning”

energy in food, but staying at a constant temperature. This
means that, for your body,

A. Q > 0
B. Q = 0
C. Q < 0

© 2015 Pearson Education, Inc. Slide 11-79

 QuickCheck 11.9

A cylinder of gas has a frictionless but tightly

sealed piston of mass M. Small masses are
placed onto the top of the piston, causing it to
slowly move downward. A water bath keeps
the temperature constant. In this process
A. Q > 0
B. Q = 0
C. Q < 0
D. There’s not enough information to say anything about the
heat.

© 2015 Pearson Education, Inc. Slide 11-80

 QuickCheck 11.9

A cylinder of gas has a frictionless but tightly

sealed piston of mass M. Small masses are
placed onto the top of the piston, causing it to
slowly move downward. A water bath keeps
the temperature constant. In this process
A. Q > 0
B. Q = 0
C. Q < 0
D. There’s not enough information to say anything about the
heat. 0 + –
Eth = W + Q

No temperature Energy flows out to the water to

change keep the temperature from changing
© 2015 Pearson Education, Inc. Slide 11-81
 Section 11.4 The First Law of Thermodynamics

© 2015 Pearson Education, Inc.

 The First Law of Thermodynamics
• Systems that are not moving
and are not changing
chemically, but whose
temperatures can change,
are the province of
thermodynamics.

© 2015 Pearson Education, Inc. Slide 11-83

 Example 11.9 Energy transfers in a blender
If you mix food in a blender, the
electric motor does work on the
system, which consists of the food
inside the container. This work can
noticeably warm up the food.
Suppose the blender motor runs at
a power of 250 W for 40 s. During
this time, 2000 J of heat flow from
the now-warmer food to its cooler
surroundings. By how much does the
thermal energy of the food increase?

© 2015 Pearson Education, Inc. Slide 11-84

 Example 11.9 Energy transfers in a blender
(cont.)
PREPARE Only the thermal
energy of the system changes, so we
can use the first law of
thermodynamics, Equation 11.8. We
can find the work done by the motor
from the power it generates and the
time it runs.

© 2015 Pearson Education, Inc. Slide 11-85

 Example 11.9 Energy transfers in a blender
(cont.)
SOLVE From Equation 10.22, the
work done is W = P ∆t =
(250 W)(40 s) = 10,000 J.
Because heat leaves the system,
its sign is negative, so Q = 2000 J.
Then the first law of thermo-
dynamics gives

© 2015 Pearson Education, Inc. Slide 11-86

 Example 11.9 Energy transfers in a blender
(cont.)
ASSESS It seems reasonable that
the work done by the powerful
motor rapidly increases the thermal
energy, while thermal energy only
slowly leaks out as heat. The
increased thermal energy of the food
implies an increased temperature. If
you run a blender long enough, the
food can actually start to steam, as
the photo shows.

© 2015 Pearson Education, Inc. Slide 11-87

 Energy-Transfer Diagrams
• An energy reservoir is an object or a part of the
environment so large that its temperature does not
noticeably change when heat is transferred between the
system and the reservoir.

© 2015 Pearson Education, Inc. Slide 11-88

 Energy-Transfer Diagrams
• A reservoir at higher temperatures is a hot reservoir (TH),
and one at lower temperatures is a cold reservoir (TC).
• QH and QC are the amount of heat transferred to or from a
hot and cold reservoir, respectively.
• By definition, QH and QC are positive quantities.

© 2015 Pearson Education, Inc. Slide 11-89

 QuickCheck 11.11

A large –20C ice cube is dropped into a super-insulated

container holding a small amount of 5C water, then the
container is sealed. Ten minutes later, is it possible that the
temperature of the ice cube will be colder than –20C?

A. Yes
B. No
C. Maybe. It would depend on other factors.

© 2015 Pearson Education, Inc. Slide 11-90

 QuickCheck 11.11

A large –20C ice cube is dropped into a super-insulated

container holding a small amount of 5C water, then the
container is sealed. Ten minutes later, is it possible that the
temperature of the ice cube will be colder than –20C?

A. Yes
B. No
C. Maybe. It would depend on other factors.

© 2015 Pearson Education, Inc. Slide 11-91

 Energy-Transfer Diagrams
• Energy-transfer diagrams:
The hot reservoir is drawn at
the top, the cold at the bottom,
and the system (the copper
bar) between them.
• The “pipes” connect the
reservoir and system and
show the energy transfers.

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 Energy-Transfer Diagrams
• Spontaneous transfers go in
one direction only: from hot
to cold.

© 2015 Pearson Education, Inc. Slide 11-93

 Conceptual Example 11.10 Energy transfers
and the body
Why—in physics terms—is it more taxing on the body to exercise in
very hot weather?
REASON Your body continuously converts chemical energy to
thermal energy, as we have seen. In order to maintain a constant body
temperature, your body must continuously transfer heat to the
environment. This is a simple matter in cool weather when heat is
spontaneously transferred to the environment, but when the air
temperature is higher than your body temperature, your body cannot
cool itself this way and must use other mechanisms to transfer this
energy, such as perspiring. These mechanisms require additional
energy expenditure.
ASSESS Strenuous exercise in hot weather can easily lead to a rise in
body temperature if the body cannot exhaust heat quickly enough.
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 Section 11.5 Heat Engines

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 Heat Engines
• Thermal energy is naturally transferred from a hot
reservoir to a cold reservoir.
• A heat engine takes some of the energy as it is transferred
and converts it to other forms.

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 Heat Engines
• The heat engine takes
energy as heat from the hot
reservoir, turns some into
useful work, and exhausts
the balance as waste heat
into the cold reservoir.

© 2015 Pearson Education, Inc. Slide 11-97

 Heat Engines

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 Heat Engines
• Most of the energy that you
use daily comes from the
conversion of that energy
into other forms.

Text: p. 333

© 2015 Pearson Education, Inc. Slide 11-99

 Heat Engines
• Most of the energy that you
use daily comes from the
conversion of that energy
into other forms.

Text: p. 333

© 2015 Pearson Education, Inc. Slide 11-100

 Heat Engines
• Most of the energy that
you use daily comes from
the conversion of that
energy into other forms.

Text: p. 333

© 2015 Pearson Education, Inc. Slide 11-101

 Heat Engines
• The work extracted is equal to the difference between the
heat energy transferred from the hot reservoir and the heat
exhausted into the cold reservoir:
Wout = QH – QC
• The heat engine’s efficiency is

© 2015 Pearson Education, Inc. Slide 11-102

 Heat Engines
• No heat engine can operate [Insert Figure 11.19]
without exhausting some
fraction of the heat into a
cold reservoir.

© 2015 Pearson Education, Inc. Slide 11-103

 Heat Engines
• The maximum efficiency is fixed by the second law of
thermodynamics:

© 2015 Pearson Education, Inc. Slide 11-104

 QuickCheck 11.14

The following pairs of temperatures represent the

temperatures of hot and cold reservoirs for heat engines.
Which heat engine has the highest possible efficiency?

A. 300°C, 30°C
B. 250°C, 30°C
C. 200°C, 20°C
D. 100°C, 10°C
E. 90°C, 0°C

© 2015 Pearson Education, Inc. Slide 11-105

 QuickCheck 11.14

The following pairs of temperatures represent the

temperatures of hot and cold reservoirs for heat engines.
Which heat engine has the highest possible efficiency?

A. 300°C, 30°C
B. 250°C, 30°C
C. 200°C, 20°C
D. 100°C, 10°C
E. 90°C, 0°C

© 2015 Pearson Education, Inc. Slide 11-106

 QuickCheck 11.12

The efficiency of this heat engine is

A. 1.00
B. 0.60
C. 0.50
D. 0.40
E. 0.20

© 2015 Pearson Education, Inc. Slide 11-107

 QuickCheck 11.12

The efficiency of this heat engine is

A. 1.00
B. 0.60
C. 0.50
D. 0.40
E. 0.20

© 2015 Pearson Education, Inc. Slide 11-108

 Example 11.11 The efficiency of a nuclear
power plant
Energy from nuclear reactions in the core of a nuclear
reactor produces high-pressure steam at a temperature of
290°C. After the steam is used to spin a turbine, it is
condensed (by using cooling water from a nearby river)
back to water at 20°C. The excess heat is deposited in the
river. The water is then reheated, and the cycle begins again.
What is the maximum possible efficiency that this plant
could achieve?

© 2015 Pearson Education, Inc. Slide 11-109

 Example 11.11 The efficiency of a nuclear
power plant (cont.)
PREPARE A nuclear power plant is a heat engine, with
energy transfers as illustrated in Figure 11.18a. QH is the
heat energy transferred to the steam in the reactor core. TH is
the temperature of the steam, 290°C. The steam is cooled
and condensed, and the heat QC is exhausted to the river.
The river is the cold reservoir, so TC is 20°C. In kelvin,
these temperatures are

© 2015 Pearson Education, Inc. Slide 11-110

 Example 11.11 The efficiency of a nuclear
power plant (cont.)
SOLVE We use Equation 11.10 to compute the maximum
possible efficiency:

ASSESS This is the maximum possible efficiency. There

are practical limitations as well that limit real power plants,
whether nuclear or coal- or gas-fired, to an efficiency
e ≈ 0.35. This means that 65% of the energy from the fuel is
exhausted as waste heat into a river or lake, where it may
cause problematic warming in the local environment.
© 2015 Pearson Education, Inc. Slide 11-111
 Example Problem
A person lifts a 20 kg box from the ground to a height of
1.0 m. A metabolic measurement shows that in doing this
work her body uses 780 J of energy. What is her
efficiency?

© 2015 Pearson Education, Inc. Slide 11-112

 Example Problem
Light bulbs are rated by the power that they consume, not
the light that they emit. A 100 W incandescent bulb emits
approximately 4 W of visible light. What is the efficiency of
the bulb?

© 2015 Pearson Education, Inc. Slide 11-113

 Section 11.6 Heat Pumps, Refrigerators,
and Air Conditioners

© 2015 Pearson Education, Inc.

 Heat Pumps
• Transferring heat energy from
a cold reservoir to a hot
reservoir is the job of a heat
pump.

© 2015 Pearson Education, Inc. Slide 11-115

 Heat Pumps
• For heat pumps, instead of
efficiency we compute the
coefficient of
performance (COP).

© 2015 Pearson Education, Inc. Slide 11-116

 Heat Pumps
• If we use the heat pump for cooling, we define COP as

© 2015 Pearson Education, Inc. Slide 11-117

 Heat Pumps
• If we use the heat pump for heating, we define COP as

• In both cases, a larger coefficient of performance

means a more efficient heat pump.
© 2015 Pearson Education, Inc. Slide 11-118
 QuickCheck 11.15

A Peltier cooler is a heat pump that can be set to either cool

or heat its contents. One such cooler uses 100 W of input
power whether heating or cooling. Which is greater, its
coefficient of performance for cooling or its coefficient of
performance for heating?
QH
A. Cooling
Heat
B. Heating Win
pump
100 J/s
C. The two coefficients
QC
are the same.

© 2015 Pearson Education, Inc. Slide 11-119

 QuickCheck 11.15

A Peltier cooler is a heat pump that can be set to either cool

or heat its contents. One such cooler uses 100 W of input
power whether heating or cooling. Which is greater, its
coefficient of performance for cooling or its coefficient of
performance for heating?
QH
A. Cooling
Heat
B. Heating Win
pump
100 J/s
C. The two coefficients
QC
are the same.

© 2015 Pearson Education, Inc. Slide 11-120

 QuickCheck 11.13

The coefficient of performance of this refrigerator is

A. 0.40
B. 0.60
C. 1.50
D. 1.67
E. 2.00

© 2015 Pearson Education, Inc. Slide 11-121

 QuickCheck 11.13

The coefficient of performance of this refrigerator is

A. 0.40
B. 0.60
C. 1.50
D. 1.67
E. 2.00

© 2015 Pearson Education, Inc. Slide 11-122

 Example 11.12 Coefficient of performance of a
refrigerator
The inside of your refrigerator is approximately 0°C. Heat
from the inside of your refrigerator is deposited into the air
in your kitchen, which has a temperature of approximately
20°C. At these operating temperatures, what is the
maximum possible coefficient of performance of your
refrigerator?
PREPARE The temperatures of the hot side and the cold
side must be expressed in kelvin:

© 2015 Pearson Education, Inc. Slide 11-123

 Example 11.12 Coefficient of performance of a
refrigerator (cont.)
SOLVE We use Equation 11.11 to compute the maximum
coefficient of performance:

ASSESS A coefficient of performance of 13.6 means that

we pump 13.6 J of heat for an energy cost of 1 J. Due to
practical limitations, the coefficient of performance of an
actual refrigerator is typically ≈5. Other factors affect the
overall efficiency of the appliance, including how well
insulated it is.

© 2015 Pearson Education, Inc. Slide 11-124

 Section 11.7 Entropy and the Second
Law of Thermodynamics

© 2015 Pearson Education, Inc.

 Entropy and the Second Law of
Thermodynamics
• The spontaneous transfer of heat from hot to cold is an
irreversible process; it can happen in only one direction.
• The second law of thermodynamics prevents the
spontaneous transfer of heat from cold to hot.

© 2015 Pearson Education, Inc. Slide 11-126

 Reversible and Irreversible Processes
• At the microscopic level, [Insert Figure 11.23]
collisions between
molecules are reversible.

© 2015 Pearson Education, Inc. Slide 11-127

 Reversible and Irreversible Processes
• At the macroscopic level, collisions are usually
irreversible.

© 2015 Pearson Education, Inc. Slide 11-128

 Which Way to Equilibrium?
• If Box 1 has more balls than Box 2, and you randomly
pick any ball to switch boxes, there is a higher probability
you will pick a ball from Box 1.
• There is a net flow of balls moving from Box 1 to Box 2
until equilibrium is reached.

© 2015 Pearson Education, Inc. Slide 11-129

 Which Way to Equilibrium?
• The process is reversible (a ball can be moved back to
Box 1).
• The statistics of large numbers make it
overwhelmingly likely that the system will evolve
toward a state in which N1 ≈ N2.

© 2015 Pearson Education, Inc. Slide 11-130

 Which Way to Equilibrium?
• Systems reach thermal equilibrium because equilibrium is
the most probable state in which to be.
• Reversible microscopic events lead to irreversible
macroscopic behavior because some macroscopic states
are vastly more probable than others.

© 2015 Pearson Education, Inc. Slide 11-131

 Order, Disorder, and Entropy
• Entropy quantifies the probability
that a certain state of a system will
occur.
• Entropy increases as two
systems with initially different
temperatures move toward
thermal equilibrium.

© 2015 Pearson Education, Inc. Slide 11-132

 Order, Disorder, and Entropy

© 2015 Pearson Education, Inc. Slide 11-133

 Order, Disorder, and Entropy
• The second law of thermodynamics tells us that an
isolated system evolves such that:
• Order turns into disorder and randomness.
• Information is lost rather than gained.
• The system “runs down” as other forms of energy are
transformed into thermal energy.

© 2015 Pearson Education, Inc. Slide 11-134

 Entropy and Thermal Energy
• In a very cold, moving baseball,
all of the atoms are moving in
the same direction and same
speed. It has low entropy.
• In a stationary helium balloon,
the atoms are disorganized and
have random motion (thermal
energy). It has high entropy.

© 2015 Pearson Education, Inc. Slide 11-135

 Entropy and Thermal Energy
• When another form of
energy is converted into
thermal energy, there is
an increase in entropy.
• This is why converting
thermal energy into other
forms cannot be done with
100% efficiency.

© 2015 Pearson Education, Inc. Slide 11-136

 QuickCheck 11.16

A large –20C ice cube is dropped into a super-insulated

container holding a small amount of 5C water, then the
container is sealed. Ten minutes later, the temperature of the
ice (and any water that has melted from the ice) will be
warmer than –20C. This is a consequence of

A. The first law of thermodynamics.

B. The second law of thermodynamics.
C. The third law of thermodynamics.
D. Both the first and the second laws.
E. Joule’s law.
© 2015 Pearson Education, Inc. Slide 11-137
 QuickCheck 11.16

A large –20C ice cube is dropped into a super-insulated

container holding a small amount of 5C water, then the
container is sealed. Ten minutes later, the temperature of the
ice (and any water that has melted from the ice) will be
warmer than –20C. This is a consequence of

A. The first law of thermodynamics.

B. The second law of thermodynamics.
C. The third law of thermodynamics.
D. Both the first and the second laws.
E. Joule’s law.
© 2015 Pearson Education, Inc. Slide 11-138
 Conceptual Example 11.14 Efficiency of hybrid
vehicles
Hybrid vehicles are powered by a gasoline engine paired
with an electric motor and batteries. Hybrids get much
better mileage in the stop and go of city driving than con-
ventional vehicles do. When you brake to a stop in a
conventional car, friction converts the kinetic energy of the
car’s motion into thermal energy in the brakes. In a typical
hybrid car, some of this energy is converted into chemical
energy in a battery. Explain how this makes a hybrid vehicle
more efficient.

© 2015 Pearson Education, Inc. Slide 11-139

 Conceptual Example 11.14 Efficiency of hybrid
vehicles (cont.)
REASON When energy is transformed into thermal energy, the
increase in entropy makes this change irreversible. When you
brake a conventional car, the kinetic energy is transformed into
the thermal energy of hot brakes and is lost to your use. In a
hybrid vehicle, the kinetic energy is converted into chemical
energy in a battery. This change is reversible; when the car starts
again, the energy can be transformed back into kinetic energy.
ASSESS Whenever energy is converted to thermal energy, it is
in some sense “lost,” which reduces efficiency. The hybrid
vehicle avoids this transformation, and so is more efficient.

© 2015 Pearson Education, Inc. Slide 11-140

 Example Problem
At the Geysers geothermal power plant in northern
California, electricity is generated by using the temperature
difference between the 15°C surface and 240°C rock deep
underground. What is the maximum possible efficiency?
What happens to the energy that is extracted from the steam
that is not converted to electricity?

© 2015 Pearson Education, Inc. Slide 11-141

 Try It Yourself: Typing Shakespeare
Make a new document in your
word processor. Close your
eyes and type randomly for
a while. Now open your eyes.
Did you type any recognizable
words? There is a chance that
you did, but you probably
didn’t. One thousand chimps
in a room, typing away randomly, could type the works of
Shakespeare. Molecular collisions could transfer energy
from a cold object to a hot object. But the probability is so
tiny that the outcome is never seen in the real world.

© 2015 Pearson Education, Inc. Slide 11-142

 Section 11.8 Systems, Energy, and Entropy

© 2015 Pearson Education, Inc.

 The Conservation of Energy and Energy
Conservation
• Energy cannot be created or destroyed, but when energy is
transformed, some of it is converted to thermal energy.
The change is irreversible.
• To “conserve energy” we must concentrate on efficiency.

© 2015 Pearson Education, Inc. Slide 11-144

 Entropy and Life
• Life seems to violate the second
law of thermodynamics:
• Plants grow from simple seeds
to complex entities.
• Single-celled fertilized eggs
grow into complex adult
organisms.
• Over the last billion years, life
has evolved from unicellular
organisms to complex forms.

© 2015 Pearson Education, Inc. Slide 11-145

 Entropy and Life
• The second law of thermo-
dynamics only applies to
isolated systems: systems that
do not exchange energy with
their environment.

© 2015 Pearson Education, Inc. Slide 11-146

 Entropy and Life
• Your body is not an
isolated system.
• The entropy of your
body is approximately
the same, but the
entropy of the
environment is
increasing due to
thermal energy from
your body.

© 2015 Pearson Education, Inc. Slide 11-147

 Summary: General Principles

Text: p. 343

© 2015 Pearson Education, Inc. Slide 11-148

 Summary: General Principles

Text: p. 343

© 2015 Pearson Education, Inc. Slide 11-149

 Summary: General Principles

Text: p. 343
© 2015 Pearson Education, Inc. Slide 11-150
 Summary: General Principles

Text: p. 343

© 2015 Pearson Education, Inc. Slide 11-151

 Summary: Important Concepts

Text: p. 343
© 2015 Pearson Education, Inc. Slide 11-152
 Summary: Important Concepts

Text: p. 343
© 2015 Pearson Education, Inc. Slide 11-153
 Summary: Applications

Text: p. 343

© 2015 Pearson Education, Inc. Slide 11-154

 Summary: Applications

Text: p. 343
© 2015 Pearson Education, Inc. Slide 11-155
 Summary

Text: p. 343

© 2015 Pearson Education, Inc. Slide 11-156

 Summary

Text: p. 343

© 2015 Pearson Education, Inc. Slide 11-157

 Summary

Text: p. 343

© 2015 Pearson Education, Inc. Slide 11-158