ET1

CONVERSION OF ELECTRICAL ENERGY TO THERMAL ENERGY

RATIONALE
As engineers, it is important to understand how energy can be converted from one
form to another and the factors that may affect conversion efficiency. In this
experiment, you will investigate the conversion of electrical energy to thermal energy
and observe how electrical energy can be used to cool and to heat. These concepts
can be directly related to electric appliances such as refrigerators and electric
kettles.
AIMS
A) To use a peltier device to model a refrigerator and investigate some of the
factors which affect the temperature and efficiency of a refrigerator.
B) To determine the efficiency of a resistive heating element immersed in water
using a calorimeter.
PART A - A MODEL REFRIGERATOR
THEORY
The peltier device is constructed of two ceramic plates with p and n semiconductors
in between. As DC current passes through the device, it pumps heat from one side
to the other. Aluminium blocks are fastened to each side of the peltier in thermal
contact with the ceramic plates. These blocks add thermal mass to the system and
act as the traditional hot and cold reservoirs. When there is a temperature difference
across the peltier, it can be switched to heat engine mode, in which spontaneous
heat flow through the device generates an electric current. However, in this
experiment, the peltier will run in heat pump mode, where electrical current
creates/maintains the temperature difference between the hot and cold reservoirs.
This enables the peltier to be used to model a refrigerator. A cooling fan and heat
sink act together to dissipate heat from the hot reservoir. When modelling a
refrigerator, it is useful to observe the heat flow around the heat sink. Two
temperature probes are positioned in the air stream from the fan before and after the
air has passed through the heat sink.
Do not touch the hot aluminium block when it is running in heat pump mode.
The temperature of this block can reach 90 C or higher. Do not allow the
peltier device to reach temperatures above 100 C. Always monitor the
temperature of the hot side when the peltier is operating in heat pump mode. You
can operate the peltier device without damage at temperatures below 80 C. Open
the knife switch or turn on the fan before the temperature reaches 80 C to lower the
temperature.

You can estimate the rate (per second) of heat transfer from the heat sink to the air.
For a gas, we can write:

Q = nCT

(1)

where, in this part of the experiment:

Q = heat transferred from the heat sink to the air (J)
n = number of moles of air (not the mass) (mol)
T = change in temperature of the air (C)
C = molar specific heat of air (J/K.mol).
The specific heat of a gas depends on whether it is heated at constant volume or
constant pressure. In this case the air is heated at constant pressure (Cp), so
the specific heat is Cair = 29.1 J/(molC).
The manufacturer's specification for the air flow generated by the fan is about 2
litres per second. At room temperature, one mole of gas occupies about 24.3
litres, so in one second the quantity of gas is

n=

2L
= 0.082mol
24.3L / mol

The power supplied to the heat pump is

P = IV
where:
P = power (in watts = joules/second),
I = current (in amps),
V = voltage (in volts).

(2)

APPARATUS

Figure 1 - 1) peltier device, 2) input power, 4) knife switch, 5) voltage and current, 6)
temperature ports.
PROCEDURE, ANALYSIS AND QUESTIONS
1. Put the knife switch in the neutral position (straight up) and, using the signal
generator, set the DC voltage to about 6 volts.
2. Open the Capstone file called Electrical to Thermal A Model Refrigerator.
Turn on the fan and click the RECORD
button to start recording data.
3. Set the knife switch to heat pump mode. Ensure that the current is not more
than 1 A. If it is, you should return the switch to the neutral position, decrease
the applied voltage, then close the switch again.
4. Observe the temperatures of the cold (T1) and hot (T2) sides of the peltier
device. Which side has the bigger temperature difference from room
temperature? Why are these temperature differences not the same?
5. Let the refrigerator run in this mode for at least 5 minutes while the
temperatures reach equilibrium. Meanwhile, continue on to the next section.
Air flow and heat transfer
6. Observe the air temperatures at locations below (T3) and above (T4) the heat
sink. By how much does the air temperature increase when it passes through
the heat sink? This increase in temperature is caused by the heat flowing from
the heat sink to the air.
7. After the temperatures of the hot and cold blocks have stabilized, use
Equation 1 to calculate the heat, Q, transferred to the air every second.
8. From the measured values of applied voltage and current that are displayed in

Capstone, use Equation 2 to calculate the energy used to run the heat pump
for one second. How does the energy supplied to the peltier every second
compare to your estimate of the heat transferred from the heat sink to the air
every second? Why might this be the case?
Insulator, fan and heat sink
9. When the hot and cold blocks have reached equilibrium (this should take a
few minutes), write down the temperatures. By comparing T1 with room
temperature, did you make a good refrigerator?
10. Remove the foam insulator (while continuing to record data). Can you see a
change in the cold temperature? Put the foam insulator back on. Why did the
temperature change?
11. Turn off the fan (while continuing to record data). Observe the effect on the
temperatures (T1 and T2) for a few minutes. How have the temperatures of
both sides changed? How has the temperature difference between the hot
and cold sides changed? Can you explain why?
12. Observe the air temperatures (T3 and T4). Have they changed from when the
fan was on? Do you think that the rate of heat transferred from the heat sink
to the air has increased, decreased, or stayed the same? Explain your
reasoning.
13. Before the hot side reaches 80 C open the knife switch or turn the fan back
on.
PART B EFFICIENCY OF A RESISTIVE HEATER
THEORY
In this experiment, electrical energy produced by a signal generator is converted into
heat in a resistor that is placed inside calorimeter containing water. This added heat
increases the temperature of the water and the calorimeter. Through conservation of
energy, the efficiency of conversion of electrical to thermal energy can be calculated
for the system.
When heat is added to a solid or a liquid, that energy increases the materials
internal energy, and thus increases its temperature. The relationship between the
heat added and the resultant change in temperature is given by:

Q = mcT

(1)

where Q = heat, m = mass, c = specific heat, and T = change in temperature.

In this experiment, both the water and the aluminium calorimetry cup increase in
temperature when heated. The water and cup have different masses and specific
heat capacities, but we assume that they both have the same change in temperature
because they are in thermal contact and we allow the system to reach thermal
equilibrium.

The total amount of heat absorbed by the system can be determined by:
Q = Qwater + Qcup = m water c water T + mcup ccup T

(2)

The electrical power supplied is determined by the voltage produced by the

generator and the resulting current that is produced:

P = VI

(3)

where V = voltage across the resistor, I = current through the resistor, and P =
power.
Power is the rate at which energy, E, is generated or used: Power = energy/time.
Thus energy can be calculated by:

E = Pt
(4)
Or, in a case where the power is not constant, energy is the area under a power vs.
time graph.
APPARATUS

(a)

(b)

Figure 2 (a) the individual components used in the experiment and (b) the
assembled setup.
PROCEDURE
1. Measure the mass of the inner aluminium cup from the calorimeter and record
the mass in the appropriate space on the proforma.
2. Add about 50 g of water to the inner cup. Measure the mass of the cup plus
water, and calculate the mass of the water. Record the mass in the
appropriate space on the proforma.
3. Use the spacer to suspend the inner cup inside the bigger cup and put on the
lid. Insert the heating resistor stopper in the hole and the temperature probe
in the stopper hole, ensuring the tip is below the surface of the water. Never
apply power to the heating resistor unless the resistor is immersed in water.
4. Click RECORD
to begin recording and turn on the signal generator.
Watch the power graph and ensure that the power always stays below 10 W.
5. To ensure a uniform water temperature, gently swirl the calorimeter cup in
order to mix the water.

6. Watch the temperature graph until the water reaches a temperature of 30C,
then turn off the signal generator, but DO NOT stop recording.
7. Continue recording data until the temperature has reached a plateau or
decreases. Don't forget to swirl the water! Stop recording by clicking STOP
.
ANALYSIS
1. Use the Coordinates Tool
and its Delta Tool on the graph to find the
change in temperature, T. Sketch the T vs t graph on the last page of the
proforma.
2. Using Equation 2, calculate the total amount of heat, Q, added to the water
and the aluminium cup. Use specific heats in units of J kg-1oC-1 so that the
heat will have units of J kg-1oC-1. (cwater= 4184 J kg-1oC-1 and
caluminium = 900 J kg-1 oC-1).
3. Find the area under the power vs. time graph by selecting Area
on the
toolbar. This is the energy that was delivered to the water and the calorimeter
cup. Record this value in the appropriate space on the proforma and sketch
the P vs t graph on the last page of the proforma.
4. What is the percentage difference between your calculated value for the
electrical energy in joules from step 3 and the thermal energy absorbed by the
water calculated in step 2? What could account for this difference?