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:

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Specific Heat Capacity of Three Different Metals

Sebastian Gonzalez1

Abstract (152 words)

In this Physics SL course second’s 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 438,7±0,2 and the obtained
was if 438,4 J.kg-1.ºC-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 c’s are equal

Hypothesis:
If we find the specific heat capacity in the slope of Q vs ∆𝑇 graph, then it would be the same specific
heat as the one obtained in the equation 2.

Introduction:
There’s a topic in the world of Physics that inquires about factors that pervade our lives in every context
you look at it. It’s about thermal physics. In a very general way it talks about heat, energy and
temperature, and why I’m 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, there’s 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, pág. 167)

In this first part of the introduction, let’s 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.ºC-1), and ∆𝑇 is the change in temperature
measured in ºC 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, there’s a new variable we haven’t 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 ºC). 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 ∙ 𝑘𝑔−1 ∙ ℃−1
𝑘𝑔 ∙ ℃

𝐽 ∙ 𝑘𝑔−1 ∙ ℃−1 = 𝐽 ∙ 𝑘𝑔−1 ∙ ℃−1

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:
- Vernier’s Lab Quest & Graph Software - Thread
- Balance (±0,01g) - Water
- 4 Vernier’s Thermometer (±0,01ºC) - Metals (iron, aluminum and copper)
- 4 Beakers - Calorimeter (aluminum)
- Tongs - Lab Burner, Universal Support, Metal
- Bomex, Graduated Cylinder (±0,5mL) 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∆𝑇𝑀𝑎𝑡𝑒𝑟𝑖𝑎𝑙 ) = 𝑚𝑐∆𝑇𝑊𝑎𝑡𝑒𝑟 + 𝑚𝑐∆𝑇𝐶𝑎𝑙𝑜𝑟𝑖𝑚𝑒𝑡𝑒𝑟

Data collection: Shown in a table with their respective explanation and numeration

Part I: Raw data tables

Mass, in kg Specific heat

Materials used capacity,
(±0,01) Materials used
in J.kg-1.ºC-1
Water added 0,565
(±2)
Calorimeter 0,0736
Water 4200
Iron 0,1298

Aluminum 0,03710
Aluminum
878
Copper 0,13518 calorimeter

Table 1: Masses of the materials used, in kilograms Table 2: Specific heat capacity of the
system materials, in J.kg-1.ºC-1
 Temperatures of the Systems, in ºC (±0,1)
System With iron With aluminum With copper
Time (s) Trial 1 Trial 2 Trial 1 Trial 2 Trial 1 Trial 2
0 17,5 18,2 17,6 18,1 18,2 17,9
60 18,2 18,8 19,8 18,6 18,4 18,1
120 18,6 19,2 18,3 18,9 18,6 18,2
180 18,8 19,7 18,7 19,2 18,6 18,3
240 19,2 20 18,8 19,3 18,7 18,2
300 19,3 20,1 19 19,4 18,7 18,3

360 19,2 19,9 18,9 19,4 18,6 18,4

420 19,2 19,9 18,9 19,4 18,6 18,4

480 19,2 19,9 18,9 19,4 18,6 18,4

Table 3: Temperatures of the systems, in Celsius degrees

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

Temperature of the Materials, in ºC (±0,1)

Materials Iron Aluminum Copper
Time (s) Trial 1 Trial 2 Trial 1 Trial 2 Trial 1 Trial 2
0 92,2 92,2 92,2 92,2 92,2 92,2
60 18,2 18,8 19,8 18,6 18,4 18,1
120 18,6 19,2 18,3 18,9 18,6 18,2
180 18,8 19,7 18,7 19,2 18,6 18,3
240 19,2 20 18,8 19,3 18,7 18,2
300 19,3 20,1 19 19,4 18,7 18,3
360 19,2 19,9 18,9 19,4 18,6 18,4
420 19,2 19,9 18,9 19,4 18,6 18,4
480 19,2 19,9 18,9 19,4 18,6 18,4
Table 4: Temperatures of the materials, in Celsius degrees
(take 0 s as the initial, and 480 s as the final temperatures)
Part II: Processed data tables

In order to have a best accuracy in the final propagation of error, a mean (expressed as μ) 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
μ=
𝑛

Mean Temperatures of the Systems, in ºC (±0,1)

Time (s) With iron With aluminum With copper
0 17,9 17,85 18,05
60 18,5 19,2 18,25
120 18,9 18,6 18,4
180 19,3 18,95 18,45
240 19,6 19,05 18,45
300 19,7 19,2 18,5
360 19,6 19,15 18,5
420 19,6 19,15 18,5
480 19,6 19,15 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)

Mean Temperatures of the Materials, in ºC (±0,1)

Time (s) Iron Aluminum Copper
0 92,2 92,2 92,2
60 18,5 19,3 18,25
120 18,9 18,75 18,4
180 19,3 19,2 18,45
240 19,6 19,4 18,45
300 19,7 19,55 18,5
360 19,6 19,4 18,5
420 19,6 19,4 18,5
480 19,6 19,4 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∆𝑇𝐼𝑟𝑜𝑛 ) = 𝑚𝑐∆𝑇𝑊𝑎𝑡𝑒𝑟 + 𝑚𝑐∆𝑇𝐶𝑎𝑙𝑜𝑟𝑖𝑚𝑒𝑡𝑒𝑟

For −𝑄1 = −(𝑚𝑐∆𝑇𝐼𝑟𝑜𝑛 )

−( (0,1298 ± 0,01) 𝑐 (19,6 ± 0,1 − 92,2 ± 0,1))
−((0,1298 ± 0,01) 𝑐 (−72.6 ± 0,2))
(9,42348 ± 0,7) 𝑐 = 𝐽

For 𝑄2 = 𝑚𝑐∆𝑇𝑊𝑎𝑡𝑒𝑟
((0,565 ± 0,01) ∙ (4200 ± 2) ∙ (19,6 ± 0,1 − 17,9 ± 0,1))
(2373 ± 4,3) ∙ (1,7 ± 0,2)
(4034,1 ± 4,8) = J

For 𝑄2 = 𝑚𝑐∆𝑇𝐶𝑎𝑙𝑜𝑟𝑖𝑚𝑒𝑡𝑒𝑟
((0,0736 ± 0,01) ∙ (878 ± 2) ∙ (19,6 ± 0,1 − 17,9 ± 0,1))
(64,6208 ± 8,9) ∙ (1,7 ± 0,2)
(109,85536 ± 2,8) = J

Since now both sides of the equation are simplified we can determine that the specific heat
capacity of the iron is:

−(𝑚𝑐∆𝑇𝐼𝑟𝑜𝑛 ) = 𝑚𝑐∆𝑇𝑊𝑎𝑡𝑒𝑟 + 𝑚𝑐∆𝑇𝐶𝑎𝑙𝑜𝑟𝑖𝑚𝑒𝑡𝑒𝑟

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

(4143,95536 ± 7,6)
𝑐=
(9,42348 ± 0,7)

𝑐 = (438,3532697 ± 3,365)

𝑐 ≈ 438,4 ± 3,4 𝐽 ∙ 𝑘𝑔−1 ∙ ℃−1

-Second method: Gradient of the Q vs 𝑚∆𝑇 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

As the function 𝑓(𝑥) = 4.384 ∗ 0.9049𝑥 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 438,4, as
shown above. The 0.9049𝑥 is b, known as y-intercept.

Part II: Aluminum

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

−(𝑚𝑐∆𝑇𝐼𝑟𝑜𝑛 ) = 𝑚𝑐∆𝑇𝑊𝑎𝑡𝑒𝑟 + 𝑚𝑐∆𝑇𝐶𝑎𝑙𝑜𝑟𝑖𝑚𝑒𝑡𝑒𝑟

For −𝑄1 = −(𝑚𝑐∆𝑇𝐴𝑙𝑢𝑚𝑖𝑛𝑢𝑚 )

−( (0,04955 ± 0,01) 𝑐 (19,4 ± 0,1 − 92,2 ± 0,1))
−((0,04955 ± 0,01) 𝑐 (−72,8 ± 0,2))
(3.60724 ± 0,7) 𝑐 = 𝐽
For 𝑄2 = 𝑚𝑐∆𝑇𝑊𝑎𝑡𝑒𝑟
((0,565 ± 0,01) ∙ (4200 ± 2) ∙ (19,15 ± 0,1 − 17,85 ± 0,1))
(2373 ± 4,3) ∙ (1,3 ± 0,2)
(3084,9 ± 4,8)
For 𝑄2 = 𝑚𝑐∆𝑇𝐶𝑎𝑙𝑜𝑟𝑖𝑚𝑒𝑡𝑒𝑟
 ((0,0736 ± 0,01) ∙ (878 ± 2) ∙ (19,15 ± 0,1 − 17,85 ± 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∆𝑇𝐴𝑙𝑢𝑚𝑖𝑛𝑢𝑚 ) = 𝑚𝑐∆𝑇𝑊𝑎𝑡𝑒𝑟 + 𝑚𝑐∆𝑇𝐶𝑎𝑙𝑜𝑟𝑖𝑚𝑒𝑡𝑒𝑟

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

(3168,90704 ± 7,2)
𝑐=
(3,60724 ± 0,7)

𝑐 = (878,4852242 ± 1,7)

𝑐 ≈ 878,5 ± 1,7 𝐽 ∙ 𝑘𝑔−1 ∙ ℃−1

Part III: Copper

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

−(𝑚𝑐∆𝑇𝐶𝑜𝑝𝑝𝑒𝑟 ) = 𝑚𝑐∆𝑇𝑊𝑎𝑡𝑒𝑟 + 𝑚𝑐∆𝑇𝐶𝑎𝑙𝑜𝑟𝑖𝑚𝑒𝑡𝑒𝑟

For −𝑄1 = −(𝑚𝑐∆𝑇𝐶𝑜𝑝𝑝𝑒𝑟 )

−( (0,036475 ± 0,01) 𝑐 (18,5 ± 0,1 − 92,2 ± 0,1))
−((0,036475 ± 0,01) 𝑐 (−73.7 ± 0,2))
(2,68819 ± 0,5) 𝑐 = 𝐽

For 𝑄2 = 𝑚𝑐∆𝑇𝑊𝑎𝑡𝑒𝑟
((0,565 ± 0,01) ∙ (4200 ± 2) ∙ (18,5 ± 0,1 − 18,05 ± 0,1))
(2373 ± 4,3) ∙ (0,45 ± 0,2)
(1067.85 ± 4,8) = J

For 𝑄2 = 𝑚𝑐∆𝑇𝐶𝑎𝑙𝑜𝑟𝑖𝑚𝑒𝑡𝑒𝑟
((0,0736 ± 0,01) ∙ (878 ± 2) ∙ (18,5 ± 0,1 − 18,05 ± 0,1))
(64,6208 ± 8,9) ∙ (0,45 ± 0,2)
(29.07936 ± 1,7) = J

Since now both sides of the equation are simplified we can determine that the specific heat
capacity of the iron is:

−(𝑚𝑐∆𝑇𝐼𝑟𝑜𝑛 ) = 𝑚𝑐∆𝑇𝑊𝑎𝑡𝑒𝑟 + 𝑚𝑐∆𝑇𝐶𝑎𝑙𝑜𝑟𝑖𝑚𝑒𝑡𝑒𝑟

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

 (1096.92936 ± 6,5)
𝑐=
((2,68819 ± 0,5))

𝑐 = (408,0549961 ± 12,5)

𝑐 ≈ 408,1 ± 12,4 𝐽 ∙ 𝑘𝑔−1 ∙ ℃−1

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 IB’s 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 (±1,0) Iron Aluminum Copper
IB's 438,7 877,9 393,4
Obtained 438,4 878,5 408,1
Table 6: Comparison of the Specific Heat Capacity Results

Let us know compare this article with the scientific context. It’s 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, Sebastián González, I’m 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. González, Editor) Taken on May 24 of 2016,
of Thermal Physics: http://www.physicsclassroom.com/class/thermalP
- Nave, C. R. (2012). Hyper Physics. (S. Gonzálezz, 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.
 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