SCIENCE DEPARTMENT

COLEGIO NUEVA YORK

A Journal developed by children for scientific research purposes
Number: I

K&U: _____ I&D: _____ P&E: _____ R: _____

Date: May 27, 2016

TEACHER COMMENTS:

____________________________________________________________________________________
Specific Heat Capacity of Three Different Metals
Sebastian Gonzalez1
Abstract (152 words)
In this Physics SL course seconds lab report, the principal aim and objective was to find,
calculate, and determine the specific heat capacity of three different materials (iron, aluminium,
and copper). In order to do this, the course researched, by their own, how to calculate the specific
heat capacity of a material. The methodology was simple to follow as it is way too punctual. The
results were almost certain as the predicted iron value to be was of 438,70,2 and the obtained
was if 438,4 J.kg-1.C-1. In the same way, the predicted value of aluminum was of 877,9 and the
obtained was of 878,5. Is with this that both metals had an error of around 0,0314 % concluding
this laboratory as succesful, but, as an improvement and alike as the random error named in the
conclusion, there should be a precise way to calculate the s.h.c of a material, e.g.: electrical
currence.
Key words:
Heat, Specific Heat Capacity, Conservation of Heat, Mass, and Change in Temperature
Problem Question:
How the specific heat capacity of three metals can be determined, focusing into two (2) methods, during
a calorimetry laboratory?
Objectives:
General
To determine the specific heat capacity of; iron, aluminum, and copper
To use a technological resource when processing data and alike,
To find the propagation of error, mean, and standard deviation of the data obtained in the laboratory
Specific
To find the specific heat capacity by two different methods
1 Sebastiang0918@gmail.com

 To sketch heat added vs. change in temperature graphs (Q vs m T )

To solve for c in the equation 2, exposed in the introduction, and find the slope of the Q vs m T
graph in order to find the same c
And checking out if both cs are equal
Hypothesis:
If we find the specific heat capacity in the slope of Q vs
specific heat as the one obtained in the equation 2.

graph, then it would be the same

Introduction:
Theres a topic in the world of Physics that inquires about factors that pervade our lives in every context
you look at it. Its about thermal physics. In a very general way it talks about heat, energy and
temperature, and why Im saying that these factors pervade our lives? Just take a careful rewind;
We offer thoughtfulness regarding hot and cold in choosing what we wear amid the day, during the
evening and when we go to bed. We consider the point when choosing what number of spreads, if any
by any stretch of the imagination, we will wrap in or rest under around evening time so as to keep up the
right temperature. A considerable lot of us have warming and cooling frameworks in our homes, schools
and work puts that control the temperature amid the day and night to keep us as agreeable as could be
allowed without spending an excessive amount of cash. We introduce fans or utilize versatile fans in our
homes to keep us agreeable and comfortable.
In this same order of ideas, theres another topic, inside the already talked about, that covers most of the
terms that change in energy manages; calorimetry. According to the textbook K.A. Tsokos, Cambridge,
Physics: for the IB Diploma, 5th Edition, calorimetry is defined as the science associated with
determining, and inquiring, the changes in energy of a system by measuring the heat exchanged with the
surroundings. (K.A. Tsokos, 2010, pg. 167)
In this first part of the introduction, lets define some terms that were learnt and putted in practice in this
laboratory, and alike, are really important to understand this topic core of the Physics SL syllabus known
as thermal physics.
The first idea to take in mind is energy, a property of items which can be exchanged, or transferred, to
other objectes, or changed over into various structures. Mitch Campbell, in his tutorial-videos of
Studynova, state that the "capacity of a framework to perform work" is a typical portrayal, yet it is
deluding on the grounds that energy is not as a matter of course accessible to do work. By this idea
Campbell interprets energy as a thermal concept. (Campbell, 2015)
In the same way, the second idea to take into account is temperature. Alike as the website
HyperPhysics states, one way to deal with the meaning of temperature is to consider three items, say
pieces of copper (A), iron (B) and aluminum (C) which are in contact such that they come to thermal
equilibrium (See image 1 in Appendix A). By harmony we imply that they are no more exchanging any
net vitality to each other. We would then say that they are at the same temperature, and we would say
that temperature is a property of these articles which infers that they will no more exchange net vitality
to each other. We could say that A is at the same temperature as C despite the fact that they are not in

contact with each other. This situation is known as the "zeroth law of thermodynamics" since this seeing
intelligently goes before the thoughts contained in the essential First and Second Laws of
Thermodynamics. (Nave, 2012)
And the last term to taken in mind is heat; the transfer of energy. The same Campbell, define this factor
in five (5) new different conditions: 1- The level of hotness or coldness of a body or environment, 2- A
measure of the glow or coldness of an article or substance with reference to some standard quality, 3-A
measure of the normal dynamic vitality of the particles in a specimen of matter, communicated regarding
units or degrees assigned on a standard scale, 4- A measure of the capacity of a substance, or all the
more for the most part of any physical framework, to exchange heat vitality to another physical
framework, and finally, 5- Any of different institutionalized numerical measures of this capacity, for
example,
the
Kelvin,
Fahrenheit,
and
Celsius
scale.
(Campbell,
2015)
By the same concept, we can find heat (represented as Q and measured in Joules, J) by the following
equation: (Name it as equation 1)
Q=mc T
Where, Q is heat added measured in J, m is mass measured in kg, c is the specific heat capacity
measured in heat over mass times temperature (J.kg -1.C-1), and T is the change in temperature
measured in C or K.
With the same idea, we must state the term heat conservation (heat lost is equal to heat gained) as show
below (name it as equation 2):
Q1 =Q2
( mc T ) =mc T
But, theres a new variable we havent introduce into this lab, c or specific heat capacity. According to
the website, The Physics Classroom, specific heat is the amount of heat per unit mass required to raise
the temperature by one-degree Kelvin or Celsius (K or C). The relationship between heat and
temperature change is usually expressed in the form shown above where c is the specific heat. (The
Physics
Classroom,
1996-2016)
By the same idea, and focusing with the objectives listed in the page no. 1 of this report, we can find and
calculate the specific heat capacity of an unknown object by two ways.
The first, and theorical one, is solving for c in the heat equation, or equation 1: (See below the
mathematical process and alike, name the result as equation 3)
Q
=c
m T
We can observe that, as the mass and the change in temperature were multiplying with the specific heat,
they
pass
to
divide
the
heat.
Verifying that this new equation is correct, we made a dimensional analysis (shown below):

Q
=c
m T
J
=J kg1 1
kg
1

J kg =J kg

And the second way to find the value of the specific heat capacity is by graphical and mathematical
analysis. First, you have to take into account a linear equation (shown below as y=mx+b) and interpret
their variables (y as the dependent variable, explicit in the y-axis; m as the slope or gradient (g) of the
line; x as the independent variable, explicit in the x-axis; and b as the point where the line in the y-axis
passes):
y=mx +b
Q ( y )=c ( m) m T (x )

By this idea, the gradient of the line is equal to the specific heat capacity, so g is equal to c (as shown
below and alike, name the result as equation 4):
g=m

Materials:
-

Verniers Lab Quest & Graph Software

Balance (0,01g)
4 Verniers Thermometer (0,01C)
4 Beakers
Tongs
Bomex, Graduated Cylinder (0,5mL)

Thread
Water
Metals (iron, aluminum and copper)
Calorimeter (aluminum)
Lab Burner, Universal Support, Metal
Grid and Tripod

- Classification of variables:
Controlled: The room temperature and pressure in the room was kept constant
Dependent: The final temperature in the calorimeter after the metals were added, mass of the
three different metals and water added, the temperature of the water in the calorimeter before the
metals were added.
Independent: There were no independent variables as none of the parameters or factors were
varied

- Methods:
1. Set up a simple calorimeter as in Figure 2 shown in Appendix A
2. Measure 400ml of faucet water utilizing a graduated barrel and pour it in a 600ml measuring
beaker
3. Place the measuring glass on a hotplate and set the hotplate to 100C and permit the water to
reach boiling point.
4. Using a Vernier test or thermometer, take the temperature of the bubbling water and record it.
5. Using a mass equalization, measure the mass of the materials and record.
6. Using a pot tong, hold the zinc or aluminum submerged in the bubbling water for 5 - 7 minutes.
Try not to permit the metal to touch the base of the measuring utensil.
7. Using a graduated barrel, apportion 100ml of water and empty it into a straightforward
calorimeter.
8. Use a thermometer or a Vernier test to record the temperature of the 100ml water. (Begin
recording the temperature in customary time interims)
9. Using a pot tong, take the zinc or aluminum out of the bubbling water and place it into the basic
calorimeter.
10. Keep recording the temperature until a rate of cooling is set up.
-

Results:

In harmony with the equation 2;

Q1 =Q2
( mc T ) =mc T
As this scientific article researches for the specific heat of an unknown material, we have to state
that:

Q1 =Heat lost by the material

Q2=Heat gained by the system

With this, the system is first introduced and it is known as the sum of both heats present in it, for
one hand the water and for the other, the aluminum calorimeter. According to it, we have a final
equation that will help us in finding the specific heat capacity of the material: (Name it as
equation 5)

mc T
( Material)=mc T Water +mc T Calorimeter

Data collection: Shown in a table with their respective explanation and numeration
Part I: Raw data tables
-

Water added

Mass, in
kg (0,01)
- Materials
- 0,565
used

Calorimeter

Materials used

0,0736

0,1298
- Water
- 0,03710

Iron

Aluminum

Specific
heat
capacity,
in J.kg1
.C-1
(2)

4200

0,13518
Aluminum
- 878
calorimeter
Table 2: Specific heat capacity of the
Table 1: Masses of the materials used, in kilograms
system materials, in J.kg-1.C-1
- Temperatures of the Systems, in C (0,1)
-

Copper

Syste
m
Time
(s)

60

Tri
al
1
17,
5
18,
2

With iron
-

Tri
al
2
18,
2
18,
8

With aluminum

Tri
al
1
17,
6
19,
8

Tri
al
2
18,
1
18,
6

Table 3: Temperatures of the systems, in Celsius degrees

(take 0 s as the initial, and 480 s as the final temperatures)

With copper
Tri
al
1
18,
2
18,
4

Tri
al
2
17,
9
18,
1

120

180

240

300

360

420

480

18,
6
18,
8
19,
2
19,
3
19,
2
19,
2
19,
2

19,
2
19,
7
20

20,
1
19,
9
19,
9
19,
9

18,
3
18,
7
18,
8
19

18,
9
18,
9
18,
9

18,
9
19,
2
19,
3
19,
4
19,
4
19,
4
19,
4

18,
6
18,
6
18,
7
18,
7
18,
6
18,
6
18,
6

18,
2
18,
3
18,
2
18,
3
18,
4
18,
4
18,
4

Materials

Tri
al 1
- 92,
0
2
- 18,
60
2
- 18,
120
6
- 18,
180
8
- 19,
240
2
- 19,
300
3
- 19,
360
2
- 19,
420
2
- 19,
480
2
Processed data tables

Time (s)

Temperature of the Materials, in C (0,1)

Iron
-

Aluminum
- Copper
Tri
- Tri
- Tri
- Tri
- Tri
al 2
al 1
al 2
al 1
al 2
92,
- 92,
- 92,
- 92,
- 92,
2
2
2
2
2
18,
- 19,
- 18,
- 18,
- 18,
8
8
6
4
1
19,
- 18,
- 18,
- 18,
- 18,
2
3
9
6
2
19,
- 18,
- 19,
- 18,
- 18,
7
7
2
6
3
- 18,
- 19,
- 18,
- 18,
20
8
3
7
2
20,
- 19,
- 18,
- 18,
- 19
1
4
7
3
19,
- 18,
- 19,
- 18,
- 18,
9
9
4
6
4
Table
of
in Celsius- degrees
19, 4: Temperatures
- 18,
- the
19,materials,
- 18,
18,
9 0 s as the9initial, and 480
4 s as the final
6 temperatures)
4
(take
19,
- 18,
- 19,
- 18,
- 18,
9
9
4
6
4
-

Pa
rt
II:

In order to have a best accuracy in the final propagation of error, a mean (expressed as ) of
both trials of the three materials was obtained.
Finding the mean of data is the sum of all the data ( x) divided in the number of data
calculated (n). By this we can find the next equation: (Name it as equation 6)

x
n

Mean Temperatures of the Systems, in C (0,1)

- With iron
- With aluminum
- 17,9
- 17,85
- 18,5
- 19,2
- 18,9
- 18,6
- 19,3
- 18,95
- 19,6
- 19,05
- 19,7
- 19,2
- 19,6
- 19,15
- 19,6
- 19,15
- 19,6
- 19,15

Time (s)
- 0
- 60
- 120
- 180
- 240
- 300
- 360
- 420
- 480

With copper
- 18,05
- 18,25
- 18,4
- 18,45
- 18,45
- 18,5
- 18,5
- 18,5
- 18,5

Table 5: Temperatures mean of the systems, in Celsius degrees

(take 0 s as the initial, and 480 s as the final temperatures)

Time (s)
- 0
- 60
- 120
- 180

Mean Temperatures of the Materials, in C (0,1)

- Iron
- Aluminum
- 92,2
- 92,2
- 18,5
- 19,3
- 18,9
- 18,75
- 19,3
- 19,2

Copper
92,2
18,25
18,4
18,45

240

19,6

19,4

18,45

300
360
420
480

19,7
19,6
19,6
19,6

- 19,55
- 19,4
- 19,4
- 19,4

18,5
18,5
18,5
18,5

Table 5: Temperatures mean of the materials, in Celsius degrees

(take 0 s as the initial, and 480 s as the final temperatures)

Data process: Shown in each respective material calculating the s.h.c. by two different methods,
in the same way during process, units were not included.
Part I: Iron
-First method: Equation no. 5 and Solving for c
mc T
( Iron)=mc T Water +mc T Calorimeter

mc T
For ( Iron)
Q1 =

( ( 0,1298 0,01 ) c ( 19,6 0,192,2 0,1 ) )

( ( 0,1298 0,01 ) c (72.6 0,2 ) )

( 9,42348 0,7 ) c=J

For Q2=mc T Water

( ( 0,565 0,01 ) ( 4200 2 ) ( 19,6 0,117,9 0,1 ) )

( 2373 4,3 ) ( 1,7 0,2 )

( 4034,1 4,8 )=J

For Q2=mc T Calorimeter

(( 0,0736 0,01)( 878 2) ( 19,6 0,117,9 0,1 ) )

-

( 64,6208 8,9 ) ( 1,7 0,2 )

(109,85536 2,8)

Since now both sides of the equation are simplified we can determine that
the specific heat capacity of the iron is:
mc T
( Iron)=mc T Water +mc T Calorimeter

( ( 9,42348 0,7 ) c )=( 4034,1 4,8 ) +(109,85536 2,8)

c=

=J

(4143,95536 7,6)
( 9,42348 0,7 )

c=(438,3532697 3,365)

c 438,4 3,4 J kg

T
-Second method: Gradient of the Q vs

graph

Graph 1: Logarithmic function of the data of iron, Q vs m T , with all his error bars and the curve of best
x
- As the function f ( x )=4.3840.9049 indicates, the gradient/slope is equal to 4.384 . Take
in mind that this result was found taking into account the mass in g, so in kg, the gradient will be
x
438,4, as shown above. The 0.9049 is b, known as y-intercept.
-

Part II: Aluminum

-First method: Equation no. 5 and Solving for c

mc T
( Iron)=mc T Water +mc T Calorimeter

mc T
For ( Aluminum)
Q 1 =
( ( 0,04955 0,01 ) c ( 19,4 0,192,2 0,1 ) )

( ( 0,04955 0,01 ) c (72,8 0,2 ))

( 3.60724 0,7 ) c=J

-

For Q2=mc T Water

( ( 0,565 0,01 ) ( 4200 2 ) ( 19,15 0,117,85 0,1 ) )

( 2373 4,3 ) ( 1,3 0,2 )

( 3084,9 4,8 )

For Q2=mc T Calorimeter

((0,0736 0,01)( 878 2) ( 19,15 0,117,85 0,1 ) )

( 64,6208 8,9 ) ( 1,3 0,2 )

(84,00704 2,4)

Since now both sides of the equation are simplified we can determine that
the specific heat capacity of the aluminum is:
mc T
( Aluminum)=mc T Water +mc T Calorimeter

( 3,60724 0,7 ) c=( 3084,9 4,8 ) + ( 84,00704 2,4 )

c=

c=( 878,4852242 1,7 )

c 878,5 1,7 J kg1 1

( 3168,90704 7,2 )
(3,60724 0,7 )

Part III: Copper

-First method: Equation no. 5 and Solving for c

mc T
( Copper)=mc T Water+ mc T Calorimeter

mc T
For ( Copper)
Q 1=

( ( 0,036475 0,01 ) c ( 18,5 0,192,2 0,1 ) )

( ( 0,036475 0,01 ) c (73.7 0,2 ) )

( 2,68819 0,5 ) c=J

For Q2=mc T Water

( ( 0,565 0,01 ) ( 4200 2 ) ( 18,5 0,118,05 0,1 ) )

( 2373 4,3 ) ( 0,45 0,2 )

( 1067.85 4,8 )=J

For Q2=mc T Calorimeter

(( 0,0736 0,01)( 878 2) ( 18,5 0,118,05 0,1 ) )

-

( 64,6208 8,9 ) ( 0,45 0,2 )

(29.07936 1,7)

Since now both sides of the equation are simplified we can determine that
the specific heat capacity of the iron is:
mc T
( Iron)=mc T Water +mc T Calorimeter

( ( 2,68819 0,5 ) c ) =( 1067.85 4,8 )+(29.07936 1,7)

c=

(1096.92936 6,5)
( ( 2,68819 0,5 ) )

c=(408,0549961 12,5)

c 408,1 12,4 J kg
-

=J

Conclusion:
As the research question approaches, How the specific heat capacity of three metals can be
determined, focusing into two (2) methods, during a calorimetry laboratory?, and in harmony
with the results obtained; the first method to calculate the specific heat capacity of a material is
solving for c in the equation of heat conservation (present in the whole article), where a
comparison between the laboratory final results and the real results (according to the IBs guide)
is shown next in the next table and in the same way, the second method is sketching a Q vs
m T graph and with this, the gradient/slope of the data will be the same c, specific heat
capacity, this graph is shown in the Appendix B:

- Comparisson of the results

Specific Heat Capacity
- Alu
Ir
(1,0)
mi
nu
m
- IB's
- 877
4
,9
-

Obtained

878
,5

Co
39
40

Table 6: Comparison of the Specific Heat Capacity Results

Let us know compare this article with the scientific context. Its very important to study and
acknowledgeable too, the specific heat capacity of a material because is the introduction to our
world full of thermal concepts, with this and in labor with our results we can finally conclude
that the specific heat capacity obtained of the iron and aluminum was close to perfection. This
inquires about what was wrong during the methodology of this lab, and finally, there was present
a random error since this type of error is human, and I, Sebastin Gonzlez, Im a human.
Improvements:
To display a better solution for the laboratory including more precise and accurate materials and
also, different systems (electrical currence)

References:
-

K.A. Tsokos. (2010). Physics for the IB Diploma, Standard and Higher Level. Great Britain: Cambridge
University Press.

Campbell, M. (May 27, 2015). Thermal 1 - Important Definitions. IB Physics SL Revision . Canada:
YouTube.

The Physics Classroom. (1996-2016). Physics Tutorial. (S. Gonzlez, Editor) Taken on May 24 of 2016,
of Thermal Physics: http://www.physicsclassroom.com/class/thermalP

Nave, C. R. (2012). Hyper Physics. (S. Gonzlezz, Editor, & G. U. State, Productor) Taken on May 24 of
2016, of Temperature: http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/temper.html

- Appendix:
Appendix A: Figures

Figure 1: Thermal equilibrium

Figure 2: Labelled diagram of a simple calorimeter.

: Thermal equilibrium

Appendix B: Graph

Graph 1: Logarithmic function of the data of iron, Q vs

m T , with all his error bars and the curve of best fit