Chemistry 11–12 · Year 11

Comparing the specific heat capacities of aluminium and copper by the method of mixtures

Module 4: Drivers of Reactions (2017 syllabus), the module where a class meets q = m c delta T; no 2017 knowledge outcome is cited, because that syllabus asks for q = m c delta T only for enthalpy changes in reactions and this activity has no reaction. The matching content point is in Chemical reactions: Energy changes (Chemistry 11-12 Syllabus 2025, Year 11, CH-11-03), taught from 2028.

Practical, model not builtLow risk

This site has no interactive model of its own. Where a step or a material names a Concept Studio model, simulation or tool, it has not been built; an external simulation a step names (for example PhET) is not part of this site.

The idea

Equal masses of different substances heated through the same temperature change store different amounts of energy, and the specific heat capacity in q = m c delta T measures that difference.

What you need

Aluminium and copper cylinders or lumps, 50.0 g each, on cotton threads
Beaker of boiling water (100 degrees Celsius) on a hotplate
Polystyrene cup with lid in a 250 mL beaker, 100.0 mL of water at room temperature
Thermometer reading to 0.1 degrees Celsius or a temperature probe
Balance reading to 0.01 g, tongs

How to do it

Weigh each metal sample and suspend it in the boiling water for at least five minutes so it reaches 100 degrees Celsius.
Measure 100.0 mL of water into the cup and record its temperature.
Lift the aluminium out, shake off the drops and lower it into the cup within two seconds; fit the lid, stir gently and record the highest temperature.
Repeat with fresh water and the copper sample.
For each metal, set heat lost by the metal equal to heat gained by the water and solve for the metal's specific heat capacity.
Compare with the data table values and with the simulation, and explain which metal a cook would choose for a pan that heats quickly.

What you should see

With 50.0 g of metal at 100.0 degrees Celsius dropped into 100.0 g of water at 20.0 degrees Celsius, aluminium (0.900 J/(g K)) brings the water to 27.8 degrees Celsius and copper (0.386 J/(g K)) to only 23.5 degrees Celsius, because copper stores less than half as much heat per gram per degree. Heat carried over on the metal's wet surface and lost to the air makes measured specific heats slightly off the table values, while the ratio of the two table values, aluminium to copper, is 2.33, the comparison the class result is checked against.

What changes

What you change: the metal (aluminium or copper)
What you measure: final temperature of the water, hence the specific heat capacity
What you keep the same: metal mass
starting temperatures
water mass
transfer time
same cup

Common misconceptions

Each of these ideas is wrong, and the activity is a chance to test it.

A hotter object always contains more heat (heat transferred depends on mass and specific heat capacity as well as temperature).
Metals that feel colder have lower temperatures (they conduct heat away from the hand faster; all were at room temperature).
The water and metal end at different temperatures (they reach the same final temperature; that is what the energy balance uses).

Safety card

Low riskLearners carry it out

Hazards

boiling water and hot metal
hotplate surface

Controls

tongs and threads for the hot metal
hotplate at the back of the bench
eye protection
cold running water for any scald

Note

NSW Department of Education Chemical Safety in Schools (CSIS) package, 2021 Technical Update: Section 1.7 (risk assessment) and Volume 2 Appendix D (generic assessment advice and DoE chemical categories); record a RiskAssess (riskassess.com.au) risk assessment before the lesson and check the school's hazardous chemical register (CSIS Section 1.9) for local restrictions. No chemicals other than water; the controls are for hot equipment.

Curriculum references

The NSW syllabus outcomes and Australian Curriculum v9 codes this activity supports. They are references, not a verified or complete curriculum alignment.

Chemistry Stage 6 Syllabus (2017), NESA; the current syllabus, taught in 2026 (codes read from the syllabus document); a Working Scientifically outcome not among those the syllabus targets in Module 4, which it allows in any moduleCH11/12-3
Chemistry Stage 6 Syllabus (2017), NESA; the current syllabus, taught in 2026 (codes read from the syllabus document)CH11/12-5 CH11/12-6
Chemistry 11-12 Syllabus (2025), NESA; implemented from 2028, not yet taughtCH-11-03 CH-11WS-03 CH-11WS-05
Australian Curriculum v9No Australian Curriculum v9 code is listed.

Sources

The pages the author read to write this activity.

All Concept Studio activities