The document discusses heat capacity and specific heat capacity. It defines heat capacity as the quantity of heat needed to raise the temperature of an object by 1°C. Specific heat capacity is the heat capacity per unit mass of a substance. Materials with higher specific heat capacity, such as water, require more heat to increase their temperature compared to materials with lower specific heat capacity, like sand. The document provides examples of how specific heat capacity affects the heating and cooling rates of different materials.
This document discusses various concepts related to heat, including:
[1] Heat capacity and specific heat capacity, which refer to the amount of heat required to change the temperature of a substance. Specific heat capacity is a material's heat capacity per unit mass.
[2] Latent heat of fusion and vaporization, which is the heat absorbed or released during phase changes between solid, liquid, and gas with no change in temperature.
[3] Methods for determining specific heat capacity experimentally, including the mixture method of transferring heat between substances and the electrical method of applying heat from an electrical source.
Heat capacity is the amount of heat needed to raise a system's temperature by one degree, expressed in units of thermal energy per degree. Specific heat capacity is the amount of heat needed to increase the temperature of one kilogram of a substance by one degree, expressed in joules per kg per degree Kelvin. The document provides formulas for heat capacity and specific heat capacity, and gives an example quiz to test understanding of specific heat capacity definitions and calculations involving changes in temperature and heat energy.
This document contains examples and exercises involving the use of specific heat capacity to calculate changes in temperature of materials when heat is added or removed. It includes 4 examples calculating the final temperature of various materials like iron rods, water, and glass when given the initial temperature, mass, heat added/removed, and specific heat capacities. It then provides context on how specific heat capacities of land and water impact sea and land breezes. Finally, it lists 5 practice exercises for students to calculate temperature changes using specific heat capacity.
The document discusses heat of precipitation, which is the energy change that occurs when one mole of precipitate is formed from its ions in a precipitation reaction. As an example, it states that the precipitation reaction of lead nitrate and sodium sulfate forming lead sulfate and sodium nitrate releases -50.4 kJ of energy per mole of lead sulfate formed. It also provides methods for calculating the heat released when different amounts of lead sulfate are formed using the heat of precipitation value.
1) Heat is a form of energy that is transferred from hotter objects to colder objects. Temperature is a measure of how hot or cold an object is.
2) When two objects at different temperatures come into contact, heat will flow from the hotter object to the cooler object until they reach thermal equilibrium, where their temperatures are equal and there is no more net heat transfer between them.
3) The amount of heat an object contains depends on its mass, material, and temperature - an object with greater mass or at a higher temperature contains more heat.
This document discusses heat and temperature. It begins by explaining early theories of heat, including the caloric fluid theory which was later disproven. It then discusses sources of heat, both natural like the sun and artificial like chemical reactions. Key terms are defined, like conduction, convection and radiation as methods of heat transfer. Common temperature scales are explained including Celsius, Fahrenheit and Kelvin. Effects of heat like expansion and phase changes are covered. The document concludes with a short quiz to test the reader's understanding.
The mercury column in an uncalibrated thermometer is 18 mm in melting ice at 0°C and 138 mm in steam at 100°C. To find the length at 50°C, interpolate proportionally between the two known measurements - the length should be 78 mm.
Thermal physics discusses kinetic molecular theory and Brownian motion. Heat is defined as the flow of energy from a warm object to a cooler object. Heat energy is the result of atomic/molecular movement in solids, liquids and gases. Temperature is a measure of heat energy, with higher temperatures indicating faster particle movement. Thermometers measure temperature using various methods like liquid expansion. Thermal conduction transfers heat through particle collisions, while convection transfers heat through fluid movement. Radiation transfers heat as electromagnetic waves. The greenhouse effect occurs naturally but is enhanced by human emissions, contributing to global warming.
This document discusses various concepts related to heat, including:
[1] Heat capacity and specific heat capacity, which refer to the amount of heat required to change the temperature of a substance. Specific heat capacity is a material's heat capacity per unit mass.
[2] Latent heat of fusion and vaporization, which is the heat absorbed or released during phase changes between solid, liquid, and gas with no change in temperature.
[3] Methods for determining specific heat capacity experimentally, including the mixture method of transferring heat between substances and the electrical method of applying heat from an electrical source.
Heat capacity is the amount of heat needed to raise a system's temperature by one degree, expressed in units of thermal energy per degree. Specific heat capacity is the amount of heat needed to increase the temperature of one kilogram of a substance by one degree, expressed in joules per kg per degree Kelvin. The document provides formulas for heat capacity and specific heat capacity, and gives an example quiz to test understanding of specific heat capacity definitions and calculations involving changes in temperature and heat energy.
This document contains examples and exercises involving the use of specific heat capacity to calculate changes in temperature of materials when heat is added or removed. It includes 4 examples calculating the final temperature of various materials like iron rods, water, and glass when given the initial temperature, mass, heat added/removed, and specific heat capacities. It then provides context on how specific heat capacities of land and water impact sea and land breezes. Finally, it lists 5 practice exercises for students to calculate temperature changes using specific heat capacity.
The document discusses heat of precipitation, which is the energy change that occurs when one mole of precipitate is formed from its ions in a precipitation reaction. As an example, it states that the precipitation reaction of lead nitrate and sodium sulfate forming lead sulfate and sodium nitrate releases -50.4 kJ of energy per mole of lead sulfate formed. It also provides methods for calculating the heat released when different amounts of lead sulfate are formed using the heat of precipitation value.
1) Heat is a form of energy that is transferred from hotter objects to colder objects. Temperature is a measure of how hot or cold an object is.
2) When two objects at different temperatures come into contact, heat will flow from the hotter object to the cooler object until they reach thermal equilibrium, where their temperatures are equal and there is no more net heat transfer between them.
3) The amount of heat an object contains depends on its mass, material, and temperature - an object with greater mass or at a higher temperature contains more heat.
This document discusses heat and temperature. It begins by explaining early theories of heat, including the caloric fluid theory which was later disproven. It then discusses sources of heat, both natural like the sun and artificial like chemical reactions. Key terms are defined, like conduction, convection and radiation as methods of heat transfer. Common temperature scales are explained including Celsius, Fahrenheit and Kelvin. Effects of heat like expansion and phase changes are covered. The document concludes with a short quiz to test the reader's understanding.
The mercury column in an uncalibrated thermometer is 18 mm in melting ice at 0°C and 138 mm in steam at 100°C. To find the length at 50°C, interpolate proportionally between the two known measurements - the length should be 78 mm.
Thermal physics discusses kinetic molecular theory and Brownian motion. Heat is defined as the flow of energy from a warm object to a cooler object. Heat energy is the result of atomic/molecular movement in solids, liquids and gases. Temperature is a measure of heat energy, with higher temperatures indicating faster particle movement. Thermometers measure temperature using various methods like liquid expansion. Thermal conduction transfers heat through particle collisions, while convection transfers heat through fluid movement. Radiation transfers heat as electromagnetic waves. The greenhouse effect occurs naturally but is enhanced by human emissions, contributing to global warming.
This lesson plan discusses how geothermal power plants generate electrical energy from heat energy. The objectives are to explain the relationship between heat, work and efficiency, and how power plants generate and transmit electrical energy using heat transfer and energy transformation. The lesson will explain how heat energy from the Earth's core is transferred to electrical energy in geothermal power plants. Students will analyze a diagram of a geothermal power plant and explain the process of how heat energy is converted to mechanical then electrical energy.
The document discusses electronic configuration, which is the arrangement of electrons in an atom's orbitals. It is described using symbols that indicate the principal shell, subshell, and number of electrons. The Aufbau principle states that electrons fill the lowest available energy levels. Pauli's exclusion principle limits each orbital to two electrons with different quantum numbers. Hund's rule states that orbitals in a subshell will each have one electron before any are doubly filled, with parallel electron spins. Partial configurations, orbital diagrams, and number of inner electrons are provided for potassium, molybdenum, and lead as examples. Key terms like isoelectronic, valence electrons, and magnetic properties are also defined.
Heat is the flow of thermal energy from warmer objects to cooler ones. Different materials heat up and cool down at different rates because they have different specific heat capacities. The specific heat capacity is the amount of energy needed to raise the temperature of 1 kg of a material by 1°C. Materials with higher specific heat capacities, like water, require more energy to heat up the same amount compared to materials with lower specific heat capacities.
This document discusses specific heat capacity, which is the amount of heat required to raise the temperature of 1 gram of a substance by 1 degree Celsius. It explains that different substances have different specific heat capacities due to differences in their molecular structure. For example, water has a higher specific heat capacity than metals like iron because its molecules can absorb heat through rotation, vibration, and stretching of bonds between molecules. This allows water to resist temperature changes more than substances like iron or sand.
This document discusses temperature, heat transfer, thermal equilibrium, and various thermodynamic concepts including:
- Temperature scales and thermal expansion due to temperature changes
- Definitions of heat, specific heat capacity, phase changes, and heat transfer mechanisms
- The first and second laws of thermodynamics as applied to heat engines, refrigerators, and the Carnot cycle
- Examples are provided to illustrate thermodynamic calculations for problems involving heat, work, and efficiency.
- Heat capacity is the amount of heat required to change an object's temperature by a certain amount. Materials with high heat capacity take longer to heat up or cool down as they can absorb more heat.
- Specific heat is the amount of heat required to raise 1 gram of a substance by 1°C. It is calculated using the formula Q=mcΔT, where Q is heat, m is mass, c is specific heat, and ΔT is change in temperature.
- Phase changes between solid, liquid and gas require latent heat—the absorption or release of heat without a change in temperature. The heat of fusion is required for melting and freezing, while the heat of vaporization is required for vaporization
This document discusses specific heat capacity and how it relates to heat transfer and temperature change. Specific heat capacity is the amount of heat required to raise the temperature of 1 gram of a substance by 1 degree Celsius. Water has a relatively high specific heat of 4.184 J/g°C, while other substances like aluminum (0.897 J/g°C) and iron (0.449 J/g°C) have lower specific heat capacities. The specific heat capacity of a substance determines how quickly or slowly it will heat up when heat is added. The document also provides an equation to calculate the heat absorbed or released given the specific heat, mass, and temperature change of a substance.
The document provides objectives and lesson plans for a lesson on light refraction, dispersion, and the relationship between color and energy. The key points are:
- Students will learn about refraction of light rays using a prism, how this causes dispersion and separates white light into the visible color spectrum.
- They will explain how the colors are arranged from red having the lowest energy and being least bent, to violet having the highest energy and being most bent.
- Activities include demonstrating refraction and dispersion using a prism, analyzing how colors appear after passing through, and relating wavelength and frequency to energy levels of different colors.
This document outlines the syllabus for a general physics course. It covers three main topics over the semester: dynamics, work/energy/momentum, and fluids/thermodynamics. The course emphasizes accurate observation, measurement, and developing theories based on experimentation. It introduces significant figures and proper use of units in the International System of units. Examples are given for converting between common and SI units through useful approximations.
- The lesson plan is for a 45-minute science class on waves for 13-14 year old boys.
- The objectives are for students to understand that waves transmit energy rather than matter, classify waves as transverse or longitudinal, and distinguish between these two wave types.
- The lesson will include reviewing periodic motion, defining waves, demonstrating transverse and longitudinal waves using slinky toys and videos, checking concepts, and having students work in groups to apply their understanding through a quiz and worksheet.
1) The document is a detailed lesson plan for a Grade 10 Science class about the Earth's interior.
2) The objectives are for students to explain plate boundary processes, describe possible effects of plate movement, and generalize the value of plate movement effects.
3) The lesson plan outlines the procedures which include recalling the layers of the Earth, a video motivation, explaining that the inner and outer cores are made of iron and nickel with different states and temperatures, and a group activity to create a jingle about the core.
During a change of state, such as melting or boiling, heat is absorbed or released without a change in temperature. Specific latent heat is defined as the amount of heat required to change the state of one unit of mass of a substance. The specific latent heat of fusion is the amount of heat required to melt one unit of mass of a solid into a liquid, while the specific latent heat of vaporization is the amount of heat required to vaporize one unit of mass of a liquid into a gas. Latent heat is used in applications like autoclaving hospital equipment and cooking fish quickly using steam.
Different objects have different heat capacity. Sand has a low heat capacity and gets hot quickly while sea water has a high heat capacity and gets hot slowly. Heat capacity of an object increases when the mass of the object increases. For example, the water in a full kettle takes a longer time to boil compared to the water in a half-fi lled kettle. This shows that water of bigger mass has a higher heat capacity compared to water of smaller mass.
Several daily situations involving heat capacity also discussed.
4.2 Specific Heat Capacity
4.2.1 Explain heat capacity, C.
4.2.2 Define specific heat capacity of a material, c
4.2.3 Experiment to determine:
(i) the specific heat capacity of water
(ii) the specific heat capacity of aluminium
4.2.4 Communicate to explain the applications of specific heat capacity in daily life, material engineering and natural phenomena.
4.2.5 Solve problems involving specific heat capacity
2.2.3 Thermal capacity (heat capacity)
Core
Relate a rise in the temperature of a body to an increase in its internal energy
Show an understanding of what is meant by the thermal capacity of a body
Supplement
• Give a simple molecular account of an increase in internal energy
• Recall and use the equation thermal capacity = mc
• Define specific heat capacity
• Describe an experiment to measure the specific heat capacity of a substance
• Recall and use the equation change in energy = mcΔT
The document discusses the effects of heat energy on solids, liquids, and gases. It explains that when materials are heated, their particles vibrate more and expand in size, taking up more space. When cooled, particles vibrate less and materials contract. Examples are given such as railway tracks leaving gaps for expansion, pipes being looped to prevent bursting, and balloons rising due to heated air expansion. A particulate model is used to explain that expansion and contraction occur due to changes in the spacing between particles rather than changes in particle size itself.
Periodic table trends power point presentationHoratio55
The document discusses key concepts from the periodic table including:
1. The modern periodic table is based on atomic number and was developed by Mendeleev and Moseley. Elements are classified into metals and nonmetals with different physical properties.
2. Elements in the same group have similar properties due to the periodic law. Groups include alkali metals, alkaline earth metals, transition metals, and halogens. Atomic radius decreases across periods and increases down groups due to proton charge and electron shielding.
3. Ionization energy and electronegativity increase up and left on the periodic table due to nuclear charge and proximity of electrons to the nucleus.
This document provides an overview of key concepts related to heat and temperature. It will explain the difference and relationship between heat and temperature, discuss the Zeroth Law of Thermodynamics, and analyze how temperature changes can result in changes of phase or dimension. Methods of heat transfer like conduction, convection, and radiation will be defined. The document will also explore measuring heat through calorimetry and how heat is involved in phase changes between solid, liquid, and gas states. Self-check questions and examples are provided to reinforce understanding of fundamental concepts.
Physics 14 - Thermal properties and temperature - 1 2021-2022.pptxAlexandria Iskandar
The document discusses thermal expansion and temperature measurement. It describes how liquids in glass thermometers work, noting that liquids expand slightly when heated and this allows them to be used in thermometers. Thermometers are calibrated using two fixed points of 0°C and 100°C, defined as the melting and boiling points of water respectively. The scale is made linear by dividing the space between these points into 100 equal intervals called degrees. Common liquids used include mercury and ethanol, which have different measurable temperature ranges.
The document discusses specific heat capacity, which is the amount of heat required to raise the temperature of 1 kg of a substance by 1°C. It provides examples showing that substances with higher specific heat capacities, like water, require more heat to increase their temperature compared to substances with lower specific heat capacities. Applications of knowing specific heat capacities include designing cooking pots and understanding weather phenomena like sea breezes and land breezes. The cooling system of a car engine is also explained, where water is used as the coolant due to its high specific heat capacity and boiling point.
The document discusses heat and thermal equilibrium. It defines key terms like temperature, heat, and thermal contact. It explains that when two objects at different temperatures come into contact, heat is transferred from the hotter object to the cooler one until they reach the same temperature and thermal equilibrium. Examples are given like a wet towel being used to reduce a fever by transferring heat from the body. The document also discusses specific heat capacity and how it relates to how fast an object's temperature changes when heat is gained or lost. Specific heat capacities of different materials are provided.
This lesson plan discusses how geothermal power plants generate electrical energy from heat energy. The objectives are to explain the relationship between heat, work and efficiency, and how power plants generate and transmit electrical energy using heat transfer and energy transformation. The lesson will explain how heat energy from the Earth's core is transferred to electrical energy in geothermal power plants. Students will analyze a diagram of a geothermal power plant and explain the process of how heat energy is converted to mechanical then electrical energy.
The document discusses electronic configuration, which is the arrangement of electrons in an atom's orbitals. It is described using symbols that indicate the principal shell, subshell, and number of electrons. The Aufbau principle states that electrons fill the lowest available energy levels. Pauli's exclusion principle limits each orbital to two electrons with different quantum numbers. Hund's rule states that orbitals in a subshell will each have one electron before any are doubly filled, with parallel electron spins. Partial configurations, orbital diagrams, and number of inner electrons are provided for potassium, molybdenum, and lead as examples. Key terms like isoelectronic, valence electrons, and magnetic properties are also defined.
Heat is the flow of thermal energy from warmer objects to cooler ones. Different materials heat up and cool down at different rates because they have different specific heat capacities. The specific heat capacity is the amount of energy needed to raise the temperature of 1 kg of a material by 1°C. Materials with higher specific heat capacities, like water, require more energy to heat up the same amount compared to materials with lower specific heat capacities.
This document discusses specific heat capacity, which is the amount of heat required to raise the temperature of 1 gram of a substance by 1 degree Celsius. It explains that different substances have different specific heat capacities due to differences in their molecular structure. For example, water has a higher specific heat capacity than metals like iron because its molecules can absorb heat through rotation, vibration, and stretching of bonds between molecules. This allows water to resist temperature changes more than substances like iron or sand.
This document discusses temperature, heat transfer, thermal equilibrium, and various thermodynamic concepts including:
- Temperature scales and thermal expansion due to temperature changes
- Definitions of heat, specific heat capacity, phase changes, and heat transfer mechanisms
- The first and second laws of thermodynamics as applied to heat engines, refrigerators, and the Carnot cycle
- Examples are provided to illustrate thermodynamic calculations for problems involving heat, work, and efficiency.
- Heat capacity is the amount of heat required to change an object's temperature by a certain amount. Materials with high heat capacity take longer to heat up or cool down as they can absorb more heat.
- Specific heat is the amount of heat required to raise 1 gram of a substance by 1°C. It is calculated using the formula Q=mcΔT, where Q is heat, m is mass, c is specific heat, and ΔT is change in temperature.
- Phase changes between solid, liquid and gas require latent heat—the absorption or release of heat without a change in temperature. The heat of fusion is required for melting and freezing, while the heat of vaporization is required for vaporization
This document discusses specific heat capacity and how it relates to heat transfer and temperature change. Specific heat capacity is the amount of heat required to raise the temperature of 1 gram of a substance by 1 degree Celsius. Water has a relatively high specific heat of 4.184 J/g°C, while other substances like aluminum (0.897 J/g°C) and iron (0.449 J/g°C) have lower specific heat capacities. The specific heat capacity of a substance determines how quickly or slowly it will heat up when heat is added. The document also provides an equation to calculate the heat absorbed or released given the specific heat, mass, and temperature change of a substance.
The document provides objectives and lesson plans for a lesson on light refraction, dispersion, and the relationship between color and energy. The key points are:
- Students will learn about refraction of light rays using a prism, how this causes dispersion and separates white light into the visible color spectrum.
- They will explain how the colors are arranged from red having the lowest energy and being least bent, to violet having the highest energy and being most bent.
- Activities include demonstrating refraction and dispersion using a prism, analyzing how colors appear after passing through, and relating wavelength and frequency to energy levels of different colors.
This document outlines the syllabus for a general physics course. It covers three main topics over the semester: dynamics, work/energy/momentum, and fluids/thermodynamics. The course emphasizes accurate observation, measurement, and developing theories based on experimentation. It introduces significant figures and proper use of units in the International System of units. Examples are given for converting between common and SI units through useful approximations.
- The lesson plan is for a 45-minute science class on waves for 13-14 year old boys.
- The objectives are for students to understand that waves transmit energy rather than matter, classify waves as transverse or longitudinal, and distinguish between these two wave types.
- The lesson will include reviewing periodic motion, defining waves, demonstrating transverse and longitudinal waves using slinky toys and videos, checking concepts, and having students work in groups to apply their understanding through a quiz and worksheet.
1) The document is a detailed lesson plan for a Grade 10 Science class about the Earth's interior.
2) The objectives are for students to explain plate boundary processes, describe possible effects of plate movement, and generalize the value of plate movement effects.
3) The lesson plan outlines the procedures which include recalling the layers of the Earth, a video motivation, explaining that the inner and outer cores are made of iron and nickel with different states and temperatures, and a group activity to create a jingle about the core.
During a change of state, such as melting or boiling, heat is absorbed or released without a change in temperature. Specific latent heat is defined as the amount of heat required to change the state of one unit of mass of a substance. The specific latent heat of fusion is the amount of heat required to melt one unit of mass of a solid into a liquid, while the specific latent heat of vaporization is the amount of heat required to vaporize one unit of mass of a liquid into a gas. Latent heat is used in applications like autoclaving hospital equipment and cooking fish quickly using steam.
Different objects have different heat capacity. Sand has a low heat capacity and gets hot quickly while sea water has a high heat capacity and gets hot slowly. Heat capacity of an object increases when the mass of the object increases. For example, the water in a full kettle takes a longer time to boil compared to the water in a half-fi lled kettle. This shows that water of bigger mass has a higher heat capacity compared to water of smaller mass.
Several daily situations involving heat capacity also discussed.
4.2 Specific Heat Capacity
4.2.1 Explain heat capacity, C.
4.2.2 Define specific heat capacity of a material, c
4.2.3 Experiment to determine:
(i) the specific heat capacity of water
(ii) the specific heat capacity of aluminium
4.2.4 Communicate to explain the applications of specific heat capacity in daily life, material engineering and natural phenomena.
4.2.5 Solve problems involving specific heat capacity
2.2.3 Thermal capacity (heat capacity)
Core
Relate a rise in the temperature of a body to an increase in its internal energy
Show an understanding of what is meant by the thermal capacity of a body
Supplement
• Give a simple molecular account of an increase in internal energy
• Recall and use the equation thermal capacity = mc
• Define specific heat capacity
• Describe an experiment to measure the specific heat capacity of a substance
• Recall and use the equation change in energy = mcΔT
The document discusses the effects of heat energy on solids, liquids, and gases. It explains that when materials are heated, their particles vibrate more and expand in size, taking up more space. When cooled, particles vibrate less and materials contract. Examples are given such as railway tracks leaving gaps for expansion, pipes being looped to prevent bursting, and balloons rising due to heated air expansion. A particulate model is used to explain that expansion and contraction occur due to changes in the spacing between particles rather than changes in particle size itself.
Periodic table trends power point presentationHoratio55
The document discusses key concepts from the periodic table including:
1. The modern periodic table is based on atomic number and was developed by Mendeleev and Moseley. Elements are classified into metals and nonmetals with different physical properties.
2. Elements in the same group have similar properties due to the periodic law. Groups include alkali metals, alkaline earth metals, transition metals, and halogens. Atomic radius decreases across periods and increases down groups due to proton charge and electron shielding.
3. Ionization energy and electronegativity increase up and left on the periodic table due to nuclear charge and proximity of electrons to the nucleus.
This document provides an overview of key concepts related to heat and temperature. It will explain the difference and relationship between heat and temperature, discuss the Zeroth Law of Thermodynamics, and analyze how temperature changes can result in changes of phase or dimension. Methods of heat transfer like conduction, convection, and radiation will be defined. The document will also explore measuring heat through calorimetry and how heat is involved in phase changes between solid, liquid, and gas states. Self-check questions and examples are provided to reinforce understanding of fundamental concepts.
Physics 14 - Thermal properties and temperature - 1 2021-2022.pptxAlexandria Iskandar
The document discusses thermal expansion and temperature measurement. It describes how liquids in glass thermometers work, noting that liquids expand slightly when heated and this allows them to be used in thermometers. Thermometers are calibrated using two fixed points of 0°C and 100°C, defined as the melting and boiling points of water respectively. The scale is made linear by dividing the space between these points into 100 equal intervals called degrees. Common liquids used include mercury and ethanol, which have different measurable temperature ranges.
The document discusses specific heat capacity, which is the amount of heat required to raise the temperature of 1 kg of a substance by 1°C. It provides examples showing that substances with higher specific heat capacities, like water, require more heat to increase their temperature compared to substances with lower specific heat capacities. Applications of knowing specific heat capacities include designing cooking pots and understanding weather phenomena like sea breezes and land breezes. The cooling system of a car engine is also explained, where water is used as the coolant due to its high specific heat capacity and boiling point.
The document discusses heat and thermal equilibrium. It defines key terms like temperature, heat, and thermal contact. It explains that when two objects at different temperatures come into contact, heat is transferred from the hotter object to the cooler one until they reach the same temperature and thermal equilibrium. Examples are given like a wet towel being used to reduce a fever by transferring heat from the body. The document also discusses specific heat capacity and how it relates to how fast an object's temperature changes when heat is gained or lost. Specific heat capacities of different materials are provided.
1. Temperature is related to the average kinetic energy of particles in a substance, while thermal energy is the total kinetic and potential energy.
2. Heat is the flow of thermal energy from warmer to cooler objects.
3. Specific heat is the amount of heat required to raise 1 kg of a substance by 1 degree, and it explains why some materials heat up or cool down faster than others.
The document discusses heat transfer and thermal equilibrium. It begins by explaining that thermal equilibrium occurs between two objects when there is no net flow of heat between them, and the objects reach the same temperature. It then discusses specific heat capacity, which is the amount of heat required to change a substance's temperature by one degree Celsius. Substances with higher specific heat capacity absorb more heat before their temperature increases. The document provides examples of applications that take advantage of varying specific heat capacities.
1. Temperature is related to the average kinetic energy of particles in a substance. Heat is the flow of thermal energy from warmer to cooler objects.
2. The specific heat of a substance is the amount of heat required to raise its temperature by 1 degree, and it varies between substances - for example, water has a higher specific heat than sand.
3. A calorimeter can be used to measure the specific heat of a substance by measuring its temperature change and the heat lost or gained by a surrounding substance like water.
1. The document discusses three laws of thermodynamics: the first law states that heat is neither created nor destroyed when transferring between systems; the second law states that heat flows from hot to cold and requires forcing to move the opposite direction; the third law states that no system can reach absolute zero.
2. It describes how specific heat capacity affects how long it takes for substances like water and sand to warm or cool - water has a higher specific heat capacity than sand so it takes longer to change temperature.
3. The document explains that water's high specific heat capacity influences Earth's climate by keeping coastal areas warmer, and how thermal expansion causes ice to float on water and be less dense than liquid water.
The document discusses key concepts in thermodynamics including:
1. Thermal energy and temperature, which is a measure of hotness or coldness.
2. Heat is the transfer of thermal energy between objects of different temperatures.
3. There are various instruments for measuring temperature like thermometers, which use thermal sensors and temperature scales.
4. Materials expand when heated as thermal energy increases, and contract when cooled as thermal energy decreases.
heat capacity and specific heat capacitylecture.pptxasimkhan380
1. The document introduces the topics of heat capacity and specific heat capacity. It defines heat as the transfer of thermal energy between systems due to a temperature difference, and temperature as being related to the average kinetic energy of particles in a substance.
2. Heat capacity is defined as the amount of energy needed to raise an object's temperature by 1 degree Kelvin. Specific heat is the amount of energy needed to raise the temperature of 1 gram of a substance by 1 degree Celsius.
3. An example calculation shows how to determine the heat capacity of a 125g piece of iron that was heated from 100 to 450 degrees Celsius using its specific heat of 0.45 J/gC.
This document discusses concepts related to latent heat and specific heat capacity. It defines specific latent heat as the energy needed to change the state of 1 kg of a substance without a change in temperature. Latent heat of fusion refers to the change from solid to liquid, while latent heat of vaporization refers to the change from liquid to gas. Specific heat capacity is defined as the energy needed to raise the temperature of 1 kg of a substance by 1 degree Kelvin. The document provides examples of calculating energy changes using these concepts and measuring specific heat capacities experimentally.
1. The document provides background information on specific heat, which is the measure of heat energy required to increase the temperature of a substance by 1 degree. It takes more energy to raise the temperature of water than air.
2. It includes questions about specific heat values of different substances like water, basalt, granite, and air. An equation is also provided to calculate the heat energy required to change a substance's temperature based on its mass, specific heat, and change in temperature.
3. Sample problems are given applying the specific heat equation to calculate the heat energy needed to change the temperature of various substances by given amounts.
1. The document provides background information on specific heat, which is the measure of heat energy required to increase the temperature of a substance by 1 degree. It takes more energy to raise the temperature of water than air.
2. It includes questions about specific heat values of different substances like water, basalt, granite, and air. An equation is also provided to calculate the heat energy required to change a substance's temperature based on its mass, specific heat, and change in temperature.
3. Sample problems are given applying the specific heat equation to calculate the heat energy needed to change the temperature of various substances by given amounts.
This document discusses key concepts in thermal physics including heat, temperature, specific heat capacity, and latent heat. It begins by defining heat as a form of energy and temperature as a measurement of how hot or cold something is. It explains that different materials require different amounts of heat to change temperature by the same amount due to differences in specific heat capacity. The document then discusses phase changes and how heat is required for changes of state, like melting and boiling, without a change in temperature due to the absorption of latent heat. It provides examples of calculating specific heat capacity and using the principle of conservation of energy to solve problems involving heat transfer.
This document discusses heat as a form of energy. It defines heat as the transfer of energy between objects due to a temperature difference. The document then describes an experiment conducted to determine the specific heat capacity of aluminum. In the experiment, an aluminum cylinder was heated by an immersion heater for 600 seconds. The temperature increase of the cylinder was recorded. Using the temperature change and energy input, the specific heat capacity of aluminum was calculated. While the calculated value did not exactly match the known value, it was in the correct order of magnitude. The document then discusses applications of heat as an energy, including solar panels and geothermal heat pumps.
This document discusses thermal energy and the behavior of gases. It defines thermal energy as the total kinetic energy of particles in an object. As temperature increases, particles move faster and have more kinetic energy. Gases are discussed in terms of pressure, volume, temperature, and their relationships as defined by Boyle's and Charles' Laws. Specifically, Boyle's Law states that pressure and volume are inversely related at a constant temperature, while Charles' Law says volume and temperature are directly proportional at constant pressure.
This document contains a unit on heat from a science textbook. It includes 10 questions about heat-related concepts like thermal energy transfer, temperature scales, states of matter changes, and insulating materials. Several questions ask students to convert between Celsius and Kelvin temperatures or order temperatures from highest to lowest. The document provides explanations and answers to each question to help students learn about heat and temperature.
The document discusses heat and thermodynamics, specifically:
1. The first law of thermodynamics states that energy cannot be created or destroyed, only converted from one form to another.
2. The second law states that it is impossible to convert all heat into work, some heat must be wasted.
3. Heat transfer occurs through conduction, convection, or radiation, depending on whether the transfer is through a material, moving fluids, or electromagnetic waves.
The document discusses heat and temperature, providing examples to illustrate the differences. It explains that heat is a form of energy measured in Joules, while temperature is a measure of heat level in degrees Celsius. It then discusses the Celsius temperature scale and how it is defined based on the freezing and boiling points of water. Specific examples are given to show how pressure and other factors can impact the freezing and boiling points below and above standard levels.
This document discusses measurements of thermal energy and heat. It defines thermal energy as the energy relating to heat or caused by heat. Measurement of thermal energy involves indirect measurement of molecular kinetic energy. The factors that affect the amount of heat supplied to or taken away from a body include its mass, temperature change, and thermal properties. Heat capacity is the amount of heat required to raise the temperature of 1kg of a substance by 1 degree Kelvin. When a change of state occurs, such as melting, boiling, or freezing, latent heat is required without a change in temperature. Specific heat capacity and specific latent heat values are provided for various common substances.
The document discusses three laws of thermodynamics and specific heat capacity. It explains that the first law states that heat is transferred but not created or destroyed, the second law is that heat flows from hot to cold, and the third law is that no system can reach absolute zero. It then discusses that specific heat capacity determines how much heat is required to change an object's temperature, with water having a high specific heat capacity which affects Earth's climate. Thermal expansion, such as ice expanding when it freezes, is also covered.
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
I will finally argue that deep variability is both the problem and solution of frictionless reproducibility, calling the software science community to develop new methods and tools to manage variability and foster reproducibility in software systems.
Exposé invité Journées Nationales du GDR GPL 2024
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...AbdullaAlAsif1
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...Sérgio Sacani
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
3. The sun heats up the sand
and sea water at the same
period of time.
However, sand gets hot
quickly and sea water gets
hot slowly.
4. This can be explained
based on the concept
of heat capacity.
Different objects have
different heat capacity.
Sand has a low heat
capacity and gets hot
quickly.
Sea water has a high
heat capacity and gets
hot slowly.
5. During morning, a boy puts a pail
of water from a swimming pool
near the pool.
During afternoon, the boy puts
one hand into the pail and
another hand in the swimming
pool.
He observes that both
temperatures are different.
Water in the pail is hotter
than water in the pool.
6. The water in the pool and in the pail have
different heat capacity.
7. Water and cooking oil
which have the same mass
is heated with the same
amount of heat.
It is observed that the temperature
of the cooking oil rises faster than
the water temperature
Water and cooking oil have different
specific heat capacity.
9. Activity 1:
Aim: Investigate heat capacity
A pail of water from a swimming
pool has been left for several hours
beside the pool.
(a) Which water is hotter?
(b) Which water has smaller mass?
(c) Which water needs to be exposed to the
sunlight in a shorter time in order to raise its
temperature by 1 ⁰C?
Water in the pail
Water in the pail
Water in the pail
10. Activity 1:
Aim: Investigate heat capacity
(d) Which has larger heat capacity, water in
the pail or water in the swimming pool?
(e) Make an inference about relationship
between heat capacity and temperature
rises of a substance.
Water in the pool
The higher the heat capacity, the
lower the temperature rises.
11. Takrifkan muatan haba:
Heat Capacity, C on an object is the
quantity of heat needed to raise the
temperature of the object by 1°C.
C = Q Q = quantity of heat supplied
Δθ Δθ = change in temperature
Unit C = J ⁰C-1
12. Activity 1 Aim: Investigate heat capacity
2. When 2000 J of heat is supplied to objects X and Y, object X experience a
rise in temperature of 1 ⁰C and object Y by 2 ⁰C.
(a) What is heat capacity of?
(i) Object X? (ii) Object Y?
CX = 2000 J
1 ⁰C
= 2000 J ⁰C-1
CY = 2000 J
2 ⁰C
= 1000 J ⁰C-1
(b) Compare heat capacity
(c) Compare the rise in
temperature
(b) Which object is hotter
Heat capacity X >
heat capacity Y
Rise in temperature X
< peningkatan suhu Y
Object Y is hotter Object with high heat
capacity heats up slowly
13. Object A and B are made from aluminium but
have different heat capacity because
different masses.
Object A of mass
1 kg needs 900 J
of heat to rise up
temperature by
1 °C.
Object B of mass
2 kg needs 1800 J
of heat to rise up
temperature by
1 °C.
CA = 900 J ⁰C-1
CB = 1 800 J ⁰C-1
Heat capacity B > heat capacity A
Heat capacity for an object is higher when its
mass increases.
14. Both kettle P and Q is switched on to heat up
water until boiling.
(a) Which kettle boils for longer time?
(b) Which kettle has larger quantity of heat?
(c) Which kettle has larger heat capacity?
Kettle Q
Kettle Q
Kettle Q
15. (d) Make an inference about the relationship
between heat capacity and mass of a substance
(e) What factors affect the heat capacity?
The greater the mass, the greater
the heat capacity.
Mass Rises of temperature
Material of
substance
16. Activity 2 Aim: Investigate daily situations which involve
heat capacity
1. Explain why a cup of hot coffee can cause more injury
on a body than a drop of hot coffee.
Water from a cup of hot coffee
has higher heat capacity
compared to a drop of hot coffee
drop on a body.
17. 2. Explain why the metal parts of a car get hot
faster while the plastic and other material stay
at more bearable temperature
The dashboard of a car has a lower
heat capacity compared to the
cushion.
Absorption of heat energy from the
Sun causes the dashboard to get hot
faster compared to the cushion.
Activity 2 Aim: Investigate daily situations which involve
heat capacity
18. After being left to cool for some
time, the soup in a large bowl is
hotter compared to the same soup
in a small bowl.
The soup in the large bowl has
greater heat capacity. So it
cools down at slower rate.
Activity 2 Aim: Investigate daily situations which involve
heat capacity
19. 3. Explain why children like walking on the water
compare to the sand on hot day.
Sand and sea water receive the
same heat. Sand heats up faster and
sea water heats up very slow.
Sand has low heat capacity and
heats up faster. Water has high heat
capacity and heats up slowly.
Activity 2 Aim: Investigate daily situations which involve
heat capacity
20. We can touch the crust
Apple jam is very hot
4. Explain why the jam of a hot apple pie
burns but the crust can be eaten instantly.
It is easier to eat the
crust because it cools
down faster compared
to apple jam which is
still hot.
The crust and the apple
jam has different heat
capacity.
Heat capacity
of apple jam
is greater.
Activity 2 Aim: Investigate daily situations which involve
heat capacity
21. 5. A watermelon and sandwich are taken out from
a fridge. After 30 minutes, the watermelon is
cooler than the sandwich. Why does the
watermelon stay cool for a longer time than a
sandwich even tough both are taken out from
the same fridge?
Watermelon cools down faster
compared to the sandwich. Heat
capacity of the watermelon is
smaller, so the drops of temperature
is faster.
Activity 2 Aim: Investigate daily situations which involve
heat capacity
22. Activity 3 Aim: Investigate specific heat capacity
Different quantity of heat is needed to raise
the temperature by 1 ⁰C for two objects A and
C even though their masses are equal.
This is because the two objects are made from
different material. Different substance has
different specific heat capacity.
Which substance needs large amount of heat to
raise temperature by 1 ⁰C. Aluminium
23. 1 kg of plumbum (Pb) needs 130 J
of heat and 1 kg of Aluminium
needs 900 J of heat to raise the
temperature by 1 ⁰C.
Plumbum heats up faster than
Aluminium because it needs less
heat to raise temperature 1 ⁰C.
Activity 3 Aim: Investigate specific heat capacity
24. The quantity of heat needed to
raise the temperature of 1 kg
mass of the substance by 1 °C.
Heat
Mass
Rises of
temperature
Specific Heat
capacity
J
kg
°C
J kg-1°C-1
Definition of Specific Heat Capacity
25. Quantity of heat, J
Mass, kg
Specific heat capacity
Rise of temperature
26. 1 kg of aluminium needs
900 J of heat to raise its
temperature 1 °C
1 kg of water needs
4 200 J of heat to
raise its
temperature by 1 °C.
1. What is the meaning of the specific heat
capacity of aluminium 900 J kg-1 ⁰C-1?
2. What is the meaning of the specific
heat capacity of water is
4200 J kg-1 ⁰C-1?
27. m = 2 θ = 70-30 = 40 c = 500
Q = mcθ = (2)(500)(70 – 30) = 40,000 J
A metal has mass 2 kg. Calculate the amount of heat
that must be transferred to the metal to raise the
temperature from 30 ⁰C to 70 ⁰C.
(specific heat capacity of the metal = 500 J kg -1 ⁰C-1 )
28. m = 0.1 θ = 100-20 = 40 c = 129
Q = mcθ = (0.1)(129)(80) = 1 032 J
4. How many joules of energy are required to raise the
temperature of 100 g of gold from 20 ⁰C to 100 ⁰C?
(specific heat capacity of gold = 129 J kg-1 C-1)
29.
30.
31. Reduce heat lost to the surroundings
Value of c is bigger
There is heat lost, θ is
lower than the real value.
Formula c = Q
mθ,
so c bigger if θ small
33. Heats up and
cools faster
Sensitive to the
change of
temperature
Heats up and
cools slower
Can absorb a large
amount of heat.
Characteristics of a small value of specific heat capacity
Characteristics of big value of specific heat capacity
For example, water acts a heat reservoir as it can
absorb a great amount of heat before it boils.
Water is used as a cooling agent in a car radiator.
34.
35. • Copper base :
• Low specific heat capacity. The pot
becomes hot very quickly. This enables
quick cooking of the food in the pot.
• High density. The heavier base ensures that
the pot is stable and will not topple over
easily. HANDLE :
Plastic
High specific heat capacity.
Poor heat conductor
BASE :
Copper
Low specific heat capacity.
Heats up very quickly.
BODY :
Aluminium
Low specific heat
capacity.
Heats up quickly
Cooking Pot
36. • Wooden handle:
• Large specific heat capacity. The handle
will not become too hot when heat is
absorbed.
• Poor conductor of heat.
• Alumni body:
• Relatively low specific heat capacity.
The pot becomes hot quickly.
• Low density so it will be lighter
• Does not react with the food in the pot
Body
Wooden
Handle
Base
37. Sea Breeze
1. During the day,
heat is absorbed by
the land and sea
2. Sea has a high
specific heat capacity
which temperature
increases slower.
3. Land has a low specific heat
capacity which temperature
increases faster. Land is
warmer than sea.
4. Warm air
above the land
rises. Becomes
low pressure
5. Cool air from the
sea (high pressure)
moves towards the
land as sea breeze.
The movement of cool
air from sea to land
38. Land Breeze
3. Hot air
above the sea
rises. Low
pressure
2. Sea is hotter than
the land which loses
heat slower.
1. Land loses heat faster than
sea at night due to its low
specific heat capacity
4. Cool air from
the land (high
pressure) moves
towards the sea
to replace the
rising air
The movement of cool
air from land to sea
39. Cooling system of a car engine
Water is used as coolant:
• High boiling point – not change to gas easily
• High specific heat capacity so can absorb a lot of
heat.
• Abundant, Economical –so cheaper & save cost
40. Pumps the water into
the engine block
Heat produced by the engine is
absorbed by the water
The hot water flows to the
radiator
Heat is released to the cooler air
that flows through the cooling fans.
41.
42. Selection Building materials of traditional house in various
climate – warm climate
Materials for houses in warm
climate:
Reason:
Wood has a high specific heat
capacity and gets hot slowly.
In warm weather region, traditional
houses are built from wood which
functions as an insulator of heat from
the scorching sun.
kayu
43. Selection building materials of traditional houses in various
climate – cold climate
Materials for houses in cold
climate:
Reason:
Heat from fires lit in the wooden
houses cannot flow out because
wood functions as a good heat
insulator.
wood
44. Production of latest materials
in the construction of green buildings
Materials of the roof:
Reason:
Can reduce the absorption of heat
from surroundings to reduce the
temperature inside the building.
an insulating concrete roof
(Styrofoam boards which has high
specific heat capacity.
45. Outer layer of space capsules
Material:
Reason: it heats up slowly and high melting
point so it will not melt at high temperature.
The outer layer of a space capsule is
made from substance with a high
specific heat capacity
Space capsule on its journey back
to Earth encounters air resistance
when entering the atmosphere.
This friction increases the
temperature and causes the space
capsule to burn.
46. • Heat energy cannot be created.
• However, electrical energy, potential energy and
kinetic energy can be converted to heat energy.
Electrical energy
Heat energy
Pt = mcө
Potential energy Heat energy
mgh = mcө
Kinetic energy Heat energy
½ mv2 = mcө
heater
Power = P
Object falls from
a high position
Moving object
stopped
due to friction