Specific Heat Capacity
Compare temperature rise for different masses, heat supplied and specific heat capacities.
Q = mcΔT
Experiment controls 36
Q = mcΔT
Simulation power / activity
Observation: Adjust a variable and examine the model response.
Experimental workbench ● ACTIVE
LIVE MODEL VALUE—Calculated response
CONTROL SUMMARY—Current settings
LIVE RESPONSE PROFILEModel view
Live analysis 03
Governing relationship
Q = mcΔT
Q = mcΔT
Guided procedure
- Identify the apparatus and the variables.
- Start with the default settings and note the readings.
- Change one variable at a time.
- Record observations and compare the trend.
- Explain the result using the governing relationship.
Challenge
For the same heat input and mass, which material has a larger temperature rise?
Observation notebook 0 readings recorded
| Trial | Settings | Model response |
|---|---|---|
| No observations recorded yet. | ||
Guided experiment · progress tracker
0 / 5 completed
Change one variable at a time. Compare readings while keeping other conditions constant.
Practical method · drag or tap matching
Control variable
Kept unchanged for a fair comparison
Measured quantity
Value read from an instrument or model
Observation record
A written record of what happened
0 / 3 matched
Knowledge check
Why should only one independent variable be changed at a time?
Choose an answer.
Practical notebook · export notes
Physics V4 · Specific Heat Capacity — Investigation & Assessment Studio
Thermal physics · Experiment-specific investigation, evidence log, graph analysis and teacher review.
1 · Investigation mission
Objective: Determine specific heat capacity from heat supplied, mass and temperature change.
Prediction question
For the same heat supplied and mass, a higher specific heat capacity gives…
For the same heat supplied and mass, a higher specific heat capacity gives…
Choose an answer and submit your prediction.
Scientific principle
Minimise heat loss and use consistent units when calculating c.
Minimise heat loss and use consistent units when calculating c.
2 · Fault-finding challenge
A student performs this experiment but obtains an unexpected result. Identify the most likely issue.
Q = mcΔT; for fixed Q and m, larger c gives smaller ΔT.
Diagnose the experimental setup.
3 · Observation notebook & graph
Use the original simulation controls to perform a trial, then enter the observed values. This table records student-entered observations; it does not claim to read every legacy simulation's internal sensors.
Record at least two observations to analyse the trend.
| Trial | Heat supplied (J) | Temperature rise (°C) |
|---|
4 · Practical reflection & report
Your report includes the objective, entered observations, analysis and reflection.
5 · Teacher assessment rubric
Conceptual prediction0 / 20
Fault diagnosis0 / 20
Observation quality (2+ readings)0 / 20
Graph / trend analysis0 / 20
Inference and conclusion0 / 20
Assessment score: 0 / 100
6 · Guided experimental procedure
Follow the sequence below and use the original experiment controls above to change one variable at a time.
- Read the objective and identify the independent and dependent variables.
- Inspect the apparatus and reset the simulation to its initial state.
- Change only the independent variable while keeping other conditions controlled.
- Record at least three observations in the notebook.
- Plot the dependent variable against the independent variable and describe the trend.
- Answer the prediction and fault-finding questions, then write an evidence-based conclusion.
Experimental discipline
Use consistent units, avoid changing multiple variables at once, and distinguish measured observations from theoretical predictions.
Use consistent units, avoid changing multiple variables at once, and distinguish measured observations from theoretical predictions.