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IGCSE · Cambridge (CIE) · 0654

Define specific heat capacity and calculate energy changes

Use sample mass and temperature change to find an energy gain within one state.

Specific heat capacity · Cambridge IGCSE 0654 · P2.2.2

Mapped to the named 0654 section using teaching from the corresponding single-science course. A 0654-specific review of every Core and Supplement objective is still in progress. Written practice is self-checked; it does not demonstrate supervised laboratory competence or award an official Cambridge grade.

Before you begin

  • Calculate final minus initial temperature.
  • Convert grams to kilograms and distinguish readings from intervals.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

A sample warms from 20°C to 40°C. Which interval belongs in mcΔθ?

What you will learn

  • Define specific heat capacity as energy per unit mass per unit temperature increase.
  • Use ΔE = mcΔθ with consistent units and a stated same-state model.
An original same-state, constant-c model uses mass 0.50 kg and specific heat capacity 900 J/(kg K). Energy gains for rises 0, 10, 20 and 30 K are 0, 4500, 9000 and 13 500 J. The graph shows rises, not absolute temperatures. Coordinates are x = 75 + 350Δθ/30 and y = 390 − 230ΔE/13 500 in drawing units. The 20-to-40°C example has a 20 K rise. This sample-only sensible-heating model does not calculate phase-change energy.Same state · m = 0.50 kg · constant cEnergy gain / J04,5009,00013,5000102030Temperature rise / KΔE = mcΔθ20°C → 40°C: rise 20 KSample gains 9000 JPhase-change input is separate
An original same-state, constant-c model uses mass 0.50 kg and specific heat capacity 900 J/(kg K). Energy gains for rises 0, 10, 20 and 30 K are 0, 4500, 9000 and 13 500 J. The graph shows rises, not absolute temperatures. Coordinates are x = 75 + 350Δθ/30 and y = 390 − 230ΔE/13 500 in drawing units. The 20-to-40°C example has a 20 K rise. This sample-only sensible-heating model does not calculate phase-change energy.

A material property per mass and temperature interval

Specific heat capacity c is the energy needed per unit mass per unit increase in temperature. A value of 900 J/(kg K) means a 1 kg sample needs 900 J for a 1 K temperature increase in the stated conditions. J/(kg °C) gives the same numerical value because a 1°C interval equals a 1 K interval. This is a definition about an interval, not the absolute Celsius reading.

The selected equation is c = ΔE/(mΔθ). Rearranging gives ΔE = mcΔθ, where m is the sample mass and Δθ is final minus initial temperature. Use kilograms with c in J/(kg K), and express the energy in joules. More mass or a larger interval requires proportionally more energy when c is constant in this model.

Apply the model to the sample's energy

For a 0.50 kg sample with c = 900 J/(kg K), warming from 20°C to 40°C gives Δθ = 20 K and ΔE = 0.50 × 900 × 20 = 9000 J. Do not use the final 40°C alone or add 273 to the interval. The temperature difference is unchanged when both readings are converted to kelvin.

Use a single-state interval with c treated as constant and the energy actually received by the named sample. The equation does not describe the energy used for a constant-temperature phase change. A heater's total input can also warm apparatus or escape to the surroundings; later lessons separate that input from the sample gain.

Sources for this lesson

Pause and explain

A 200 g sample has c = 900 J/(kg K) and warms by 30 K. What is its gain?

Put the idea to work

Worked example

A 0.50 kg sample has c = 900 J/(kg K). Find its energy gain from 20°C to 40°C, within one state.

Show the worked solution
  1. Δθ = 40 − 20 = 20 K.
  2. Use ΔE = mcΔθ with kilograms.
  3. ΔE = 0.50 × 900 × 20 = 9000 J.

Answer 9000 J, or 9.0 kJ, gained by the sample.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Find the gain for 0.50 kg, c = 900 J/(kg K), warming from 20°C to 40°C.

Give me a hint

Calculate the interval first and retain the kilogram unit.

Compare my reasoning
  1. The temperature interval is 20 K.
  2. ΔE = 0.50 × 900 × 20.
  3. The sample gains 9000 J within the supplied same-state model.

9000 J.

Look for these in your work

  • Use the interval.
  • Include sample mass and consistent units.
2 · Independent

A 250 g water sample has supplied c = 4200 J/(kg K) and warms from 18°C to 33°C without changing state. Find ΔE.

Give me a hint

Convert grams and subtract the initial reading.

Compare my reasoning
  1. 250 g = 0.250 kg.
  2. Δθ = 33 − 18 = 15 K.
  3. ΔE = 0.250 × 4200 × 15 = 15 750 J.

15 750 J.

Look for these in your work

  • Convert mass correctly.
  • Use the energy-change model within one state.
3 · Transfer

A pure liquid receives energy while boiling at constant temperature. A student substitutes Δθ = 0 and concludes zero energy input. Explain the mistake.

Give me a hint

The sensible-temperature-change equation has a stated same-state scope.

Compare my reasoning
  1. During the specified boiling plateau the temperature does not rise.
  2. Energy is still used to change liquid into gas.
  3. mcΔθ does not calculate the phase-change input; no numerical value is determined here.

The equation does not give the boiling energy; zero temperature rise is not zero input.

Look for these in your work

  • State the model's limit.
  • Do not invent a phase-change energy from missing data.

Common mistakes

  • Use mass in kilograms, not unconverted grams.
  • Use temperature change, not the final reading.
  • Do not apply mcΔθ to a phase-change plateau.
Recall without your notes

What can you explain now?

Is a 20°C temperature rise also a 20 K interval?

Compare with the explanation

Yes.

The Celsius and kelvin scales have equal-sized intervals; their offset cancels in a difference.

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Make it stick

Define c, convert sample mass, use a temperature interval and state where mcΔθ applies.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Sciences — Co-ordinated (Double)

Course scope and assessment

This 2028–2029 pathway maps all 152 detailed subject-content sections in the published 0654 syllabus to original teaching and staged practice. It adapts teaching from the related single-science pathways and excludes clear 0610-only topics such as classification systems, human excretion, tropic responses, food supply, population dynamics, detailed pollution and biotechnology. Some explanations may include wider single-science context. A 0654-specific objective-by-objective review, Core/Supplement audit, human subject-teacher review, supervised laboratory experience and cumulative assessment remain in progress. Written practice is self-checked and does not predict an official grade. The 2025–2027 syllabus has not been reconciled here; choose the 2028–2029 syllabus only.

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