Specific Heat Capacity - 10 Multiple Choice Questions - AQA GCSE Physics / Science - Metacognition
Played times. Print Share Edit Delete. Live Game Live. Finish Editing. This quiz is incomplete! To play this quiz, please finish editing it. Delete Quiz. Question 1. Calculate the specific heat capacity of iron. How many joules of heat are needed to raise the temperature of 5. The amount of energy transferred by heat to the copper is 6, J.
If the specific heat of copper is 0. The symbol for specific heat is Ubuntu clicking sound symbol for heat capacity is Specific heat has the units A high specific heat means It heats up quickly with energy added.
It requires more energy to change temperature. It is very hot. It is high in the sky like the sun. The specific heat of aluminum is 0. For a skillet, used for cooking, do you want a high or low specific heat. High, so that it will need more energy to heat up. Low, so that it will change temperature quickly. High, so that it will change temperature quickly.A body with mass 2 kg absorbs heat calories when its temperature raises from 20 o C to 70 o C.
What is the specific heat of the body? Known :. Wanted : The specific heat c. Solution :. How much the heat capacity of 2 kg water… Advertisement Advertisement. Wanted : Heat capacity C. How much the heat capacity of 2 gram aluminum….
The distance between the two troughs of the water surface waves is 20 m. An object floats on the surface of The tension force of the rope is An object vibrates with a frequency of 5 Hz to rightward and leftward.
The object moves from equilibrium point to the Specific heat and heat capacity — problems and solutions 1. Related Posts Force of gravity and gravitational field — problems and solutions 1. Two objects m1 and m2 each with a mass of 6 kg and 9 kg separated by a distance of Parabolic motion, work and kinetic energy, linear momentum, linear and angular motion — problems and solutions 1.
The unit of time in S. The unit of length in S. The unit of energy in S. Ans: b. According to Gay-Lussac law for a perfect gas, the absolute pressure of given mass varies directly as a temperature b absolute c absolute temperature, if volume is kept constant d volume, if temperature is kept constant e remains constant,if volume and temperature are kept constant.
Ans: c. An ideal gas as compared to a real gas at very high pressure occupies a more volume b less volume c same volume d unpredictable behaviour e no such correlation. Which of the following can be regarded as gas so that gas laws could be applicable, within the commonly encountered temperature limits. The unit of pressure in S. A closed system is one in which a mass does not cross boundaries of the system, though energy may do so b mass crosses the boundary but not the energy c neither mass nor energy crosses the boundaries of the system d both energy and mass cross the boundaries of the system e thermodynamic reactions take place.
Temperature of a gas is produced due to a its heating value b kinetic energy of molecules c repulsion of molecules d attraction of molecules e surface tension of molecules. According to kinetic theory of gases, the absolute zero temperature is attained when a volume of the gas is zero b pressure of the gas is zero c kinetic energy of the molecules is zero d specific heat of gas is zero e mass is zero.
Kinetic theory of gases assumes that the collisions between the molecules are a perfectly elastic b perfectly inelastic c partly elastic d partly inelastic e partly elastic and partly inelastic. Superheated vapour behaves a exactly as gas b as steam c as ordinary vapour d approximately as a gas e as average of gas and vapour. The unit of power in S. The condition of perfect vacuum, i. Intensive property of a system is one whose value a depends on the mass of the system, like volume b does not depend on the mass of the system, like temperature, pressure, etc.
Specific heat of air at constant pressure is equal to a 0. The behaviour of gases can be fully determined by a 1 law b 2 laws c 3 laws d 4 laws Ans: d. The ratio of two specific heats of air is equal to a 0. The same volume of all gases would represent their a densities b specific weights c molecular weights d gas characteristic constants e specific gravities.
An open system is one in which a mass does not cross boundaries of the system, though energy may do so b neither mass nor energy crosses the boundaries of the system c both energy and mass cross the boundaries of the system d mass crosses the boundary but not the energy e thermodynamic reactions do not occur. Ans: e. Gases have a only one value of specific heat b two values of specific heat c three values of specific heat d no value of specific heat e under some conditions one value and sometimes two values of specific heat.
Extensive property of a system is one whose value a depends on the mass of the system like volume b does not depend on the mass of the system, like temperature, pressure, etc. To convert volumetric analysis to gravimetric analysis, the relative volume of each constituent of the flue gases is a divided by its molecular weight b multiplied by its molecular weight c multiplied by its density d multiplied by its specific weight e divided by its specific weight.
An isolated system is one in which a mass does not cross boundaries of the system, though energy may do so b neither mass nor energy crosses the boundaries of the system c both energy and mass cross the boundaries of the system d mass crosses the boundary but not the energy e thermodynamic reactions do not occur. Properties of substances like pressure, temperature and density, in thermodynamic coordinates are a path functions b point functions c cyclic functions d real functions e thermodynamic functions.
Which of the following quantities is not the property of the system a pressure b temperature c specific volume d heat e density. Mixture of ice and water form a a closed system b open system c isolated system d heterogeneous system e thermodynamic system. Which of the following is the property of a system a pressure and temperature b internal energy c volume and density d enthalpy and entropy e all of the above. On weight basis, air contains following parts of oxygen a 21 b 23 c 25 d 73 e Which of the following is not the intensive property a pressure b temperature c density d heat e specific volume.
Which of the following items is not a path function a heat b work c kinetic energy d vdp e thermal conductivity.After grading the previous day 's papers, I knew students needed more work with the idea of specific heat. Since specific heat shows the relationship between different properties, I thought that a graphing activity would be a good choice so students could connect the rate of temperature change with the specific heat.
This activity was found by a colleague and shared in our district last year. I do not know the original source to give proper credit. It is an excellent activity that connects graphing and finding patterns in data to understand how specific heat works.
This lesson is rooted in sample data and mathematical understandings. It also aligns with the Energy and Matter Cross Cutting Concept : Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. This lesson continues our exploration of HS-PSplan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system.
When students enter, I am passing back their "Heat, Temperature and Calorimetry" packets from the day before.Calorimetry Concept, Examples and Thermochemistry - How to Pass Chemistry
I compliment the students on the overall job they did in completing the work with a partner. I ask the class what they remember from the previous day about each variable. As they provide information, I record it on the board. I then relate the high specific heat capacity of water to how it is "cooler by the lake Michigan " during the summer at the beach. I tell the story of how I went to Indiana Dunes in mid-May once in college, to be shocked that the water was still 58 degrees even though it was 80 degrees out that day.
As I wrap up my story, I explain that we are going to use a sample data set to expand our understanding of how specific heat works, and I pass out the day's assignment. I explain the set up, that there are four equal mass samples of different substances: water, sand, air and metal left out in the sun for an equal amount of time.
The temperature was measured every 15 minutes to see how the substances heated up in the sun. Students need to create a multi-line graph showing the heating of each substance in a different color, and then answer the questions based upon their graphs. Students are not thrilled to be making graphs again, but this time, given the axes and scales, do much better than they had a month ago. Here are two samples, and the answers to the first two questions.
I love how the student shaded the data table labels to make a simple key for the graph. This student makes a common mistake on question number 2. Many students assumed that the water would cool faster because it begins at the lowest temperature, rather than thinking of cooling as the opposite of heating. Once the graph is made, students begin to work on the questions.
CP1 ("Regular") Physics 1
If they form pairs, I allow it, although many work alone, just checking in with a classmate if they get stuck. As students work on the analysis, they may have difficulty based on their understanding of specific heat. The students who get it inherently fly through these questions and have answers like these:. The only error in this work is on number four, where the student later added "different masses" although the setup indicated that all the samples had Many students made an initial error on number 5, believing that the tallest graph would have the highest heat capacity.
As I circulated the room, I talked students through this mistake. About half way through the day, I found a simple demonstration to explain it to students that was very effective. When students wrap up the questions, I ask them to try the word problems on the back side of the paper. I don't expect them to complete these problems, but have them there as an extension for students who are fast in their graphing and analysis.
When viewing the student work, I was disappointed at the lack of units on answers, but didn't stress it in the instructions, so I make a note to mention it when we do practice problems.
We did not teach significant figures this year, so the answers are pure calculator results. Empty Layer. Home Professional Learning. Professional Learning.
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300 TOP MOST Thermodynamics – Mechanical Engineering Multiple choice Questions and Answers
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We also have simple and easy ready-to-download design templates linked within our articles. Currently have most of these web themes in on standby and also have them printed out to get potential guide through the easy gain access to acquire option.This worked example problem demonstrates how to calculate the specific heat of a substance when given the amount of energy used to change the substance's temperature.
First, let's review what specific heat is and the equation you'll use to find it. Specific heat is defined as the amount of heat per unit mass needed to increase the temperature by one degree Celsius or by 1 Kelvin.
Usually, the lowercase letter "c" is used to denote specific heat. The equation is written:. You can also think of specific heat as heat capacity per mass basis of a material. There are published tables of molar specific heats of many materials. Note that the specific heat equation does not apply for phase changes.
This is because the temperature does not change. When working a problem, you'll either be given the specific heat values and asked to find one of the other values, or else asked to find specific heat.
It takes Answer: The specific heat of copper is 0. Share Flipboard Email. By Todd Helmenstine. Todd Helmenstine is a science writer and illustrator who has taught physics and math at the college level. He holds bachelor's degrees in both physics and mathematics. Updated October 04, Review calorimetry and heat flow with chemistry sample problems.We have seen in previous chapters that energy is one of the fundamental concepts of physics.
Heat is a type of energy transfer that is caused by a temperature difference, and it can change the temperature of an object. As we learned earlier in this chapter, heat transfer is the movement of energy from one place or material to another as a result of a difference in temperature.
Heat transfer is fundamental to such everyday activities as home heating and cooking, as well as many industrial processes.
It also forms a basis for the topics in the remainder of this chapter. We also introduce the concept of internal energy, which can be increased or decreased by heat transfer. We discuss another way to change the internal energy of a system, namely doing work on it.
Thus, we are beginning the study of the relationship of heat and work, which is the basis of engines and refrigerators and the central topic and origin of the name of thermodynamics. A thermal system has internal energy also called thermal energywhich is the sum of the mechanical energies of its molecules. As we saw earlier in this chapter, if two objects at different temperatures are brought into contact with each other, energy is transferred from the hotter to the colder object until the bodies reach thermal equilibrium that is, they are at the same temperature.
No work is done by either object because no force acts through a distance as we discussed in Work and Kinetic Energy. These observations reveal that heat is energy transferred spontaneously due to a temperature difference. Heat is a form of energy flow, whereas temperature is not.
How to Solve Specific Heat Capacity Problems (3rd Class)
Incidentally, humans are sensitive to heat flow rather than to temperature. Since heat is a form of energy, its SI unit is the joule J. Another common unit of energy often used for heat is the calorie caldefined as the energy needed to change the temperature of 1. Also commonly used is the kilocalorie kcalwhich is the energy needed to change the temperature of 1.
Since mass is most often specified in kilograms, the kilocalorie is convenient. It is also possible to change the temperature of a substance by doing work, which transfers energy into or out of a system. This realization helped establish that heat is a form of energy. James Prescott Joule — performed many experiments to establish the mechanical equivalent of heat — the work needed to produce the same effects as heat transfer.
In the units used for these two quantities, the value for this equivalence is. It helped establish the principle of conservation of energy. Gravitational potential energy U was converted into kinetic energy Kand then randomized by viscosity and turbulence into increased average kinetic energy of atoms and molecules in the system, producing a temperature increase.
Increasing internal energy by heat transfer gives the same result as increasing it by doing work. Temperature and internal energy are state variables. To sum up this paragraph, heat and work are not state variables.