TEMPERATURE AND HEAT

Irdayani Hamid*), Ayunita Alfiani, Rifaatul mahmuda

Laboratory of Fundamental Physics Department of Physics FMIPA Makassar State
University
Physisc Icp A 2014
Abstract
We have done an experiment "temperature and heat" that aims for students to understand the
relationship between the amount of heat (Q) to the temperature rise (T), students can understand the
relationship between the mass of a substance (m) the amount of heat (Q), students can formulate
equations heat (Q) and students can determine the heat of melting ice. The method used in this
experiment was a single measurement method. In this experiment consists of three activities. The first
activity we manipulate the initial temperature and heating time at each interval of 30 seconds. It is
intended that we can investigate the relationship between the amount of heat to the temperature rise.
For both activities we manipulate the mass of liquid for the purpose of investigating the relationship
between the mass of liquid (m) the amount of heat and for the third activity aims to determine the
melting heat of ice by measuring variables required in accordance with the principle of black. Heat
melting the ice that was obtained is Lice = 84,9 8,2kal/gr. Of the experiments that have been
conducted, it can be concluded the relationship between the amount of heat to the temperature rise is
directly proportional. Likewise with the relationship between the mass of a substance with the amount
of heat that is directly proportional. This means that the greater the increase in temperature and the
mass of matter, the greater the amount of heat that is released. So it can be seen that the time which
affects the amount of heat is the temperature rise and the mass of matter.

KEYWORDS: Mass of matter, the principle of black, heat melting ice, the amount
of heat, the temperature rise.
PROBLEM LIST
1. How to relationship between the amount of heat (Q) to the temperature rise
(T) ?
2. How to relationship between the mass of a substance (m) the number of heat
(Q)?
3. How to formulation of the equation of heat?
4. How much heat melting ice?

OBJECTIVE

1. Students can understand the relationship between the amount of heat (Q) to
the temperature rise (T)
2. Students can understand the relationship between the mass of a substance (m)
the amount of heat (Q)
3. Students can formulate the equations of heat
4. Students can determine the heat melting ice
METHODOLOGY EXPERIMENTS
theory
The water is heated in a pot will start to heat and eventually will boil. These
events often encountered in everyday life. Process water into hot and boiling
involving heat transfer from the heat source to the surrounding environment. Heat
source is a flame, so that it can be said that the larger the flame, then it means the
greater the heat that is owned, or the longer heated, the more heat is released. Due to
the provision of the heat, the water temperature will rise where the longer heated, the
greater the increase in water temperature. Two containers of different water masses,
when heated to the same time, the temperature measured on the second container will
be different. The water temperature in the container is thinking about a smaller mass
of water which would have the higher temperature than the container that contains
more water. It can be concluded that there is a relationship between a lot of heat (Q),
the temperature rise (T) and water mass (m). A glass of hot water mixed with a glass
of cold water, it will feel warm. It is caused by the presence of heat transfer from hot
water to cold water. That is why the hot water temperature drops and cold water
temperature rose after the two mixed up. On the mixing process, heat is released hot
water absorbed by the cold water. So the amount of heat that is released is equal to
the amount of heat that is absorbed. This statement is called Azaz Black
mathematically can be written;
Qlost = Qgained

(1.1) (Herman, 2015: 1-2).

In addition to the above experiment, the amount of heat required to raise the
temperature of objects we can also observe when we boil water. To boil water in a

kettle with a stove takes a certain time interval. The more volume of water boil the
longer the interval required. This indicates that the temperature depends on the
magnitude of the increase in body temperature and mass. Mathematically it can be
written:
Q = m.c.T

(1.2) (Herman, 2015: 1-2).

We often associate the concept of temperature with how hot or cold an object
feels when we touch it. Thus, our senses provide us with a qualitative indication of
temperature. However, our senses are unreliable and often mislead us. For example, if
we remove a metal ice tray and a cardboard box of frozen vegetables from the freezer,
the ice tray feels colder than the box even though both are at the same temperature.
The two objects feel different because metal transfers energy by heat at a higher rate
than cardboard does. What we need is a reliable and reproducible method for
measuring the relative hotness or coldness of objects rather than the rate of energy
transfer. Scientists have developed a variety of thermometers for making such
quantitative measurements (Serway, 2008: 581).
Heat is defined as the transfer of energy across the boundary of a system due
to a temperature difference between the system and its surroundings. When you heat
a substance, you are transferring energy into it by placing it in contact with
surroundings that have a higher temperature. This is the case, for example, when you
place a pan of cold water on a stove burnerthe burner is at a higher temperature
than the water, and so the water gains energy. We shall also use the term heat to
represent the amount of energy transferred by this method (Serway, 2008: 605).
As we have mentioned, early studies of heat focused on the resultant increase
in temperature of a substance, which was often water. The early notions of heat based
on caloric suggested that the flow of this fluid from one body to another caused
changes in temperature. From the name of this mythical fluid, we have an energy unit
related to thermal processes, the calorie (cal), which is defined as the amount of
energy transfer necessary to raise the temperature of 1 g of water from 14.5C to

15.5C.1 (Note that the Calorie, written with a capital C and used in describing
the energy content of foods, is actually a kilocalorie.) The unit of energy in the British
system is the British thermal unit (Btu), which is defined as the amount of energy
transfer required to raise the temperature of 1 lb of water from 63F to 64F.
Scientists are increasingly using the SI unit of energy, the joule, when describing
thermal processes. In this textbook, heat and internal energy are usually measured in
joules. (Note that both heat and work are measured in energy units. Do not confuse
these two means of energy transfer with energy itself, which is also measured in
joules) (Halliday, 2010 : 604).
Tools and materials
tool
1. Thermometer
2. Tripod + asbestos gauze
3. Spiritus burner
4. Beacker glass 1000 ml
5. Stopwatch
6. Stative + clamp
7. chemical glass 250 ml
8. Balance ohauss 311 g
9. Balance ohauss 2610 g
10. Calorimeter + stirrers

2 piece
1 piece
1 piece
1 pieces
1 piece
1 piece
2 pieces
1 piece
1 piece
1 piece

Material
1. Liquid (mineral water) to taste.
2. Lighter
3. Spiritus

1 piece
1 piece

Identification of variables
Activities 1. The relationship between the amount of heat (Q) with the amount of heat
(T)
1. The manipulated variable

= initial temperature (C) and the duration of

heating (s)
2. Variable of response
3. Variable of control

= final temperature (C)

= Volume (ml)

Activity 2. The relationship between the mass of a substance (m) the amount of heat
(Q)
1. Variable manipulation
2. Variable
3. Variable control

= Liquid mass (kg)

= The duration of heating (s)
= increase in temperature (C)

Activity 3. Determine the heat melting the ice

1.
2.
3.
4.
5.
6.

Mass of the empty calorimeter along with stirrer (Kg).

Mass of calorimeter with stirrer and hot water (Kg).
The temperature of the hot water and the calorimeter (oC).
The temperature of ice cubes (oC).
The temperature of the mixture (oC).
Mass of calorimeter, stirrers, hot water and water (ice cubes melting) (Kg).

The operational definition of variables

Activities 1. The relationship between the amount of heat (Q) with the amount of heat
(T)
variable manipulation
1. Initial temperature (C) is the first water temperature is measured using a
thermometer with units of C
2. The duration of heating (s) is the time it takes to heat the water that can be
measured using a stopwatch with the seconds.
Variable response
1. The final temperature ( C) is the temperature obtained after heating in
accordance with a predetermined time range that can be measured by using a
thermometer with a unit (C)
Variable control
1. Volume (ml) is the amount of water used in the lab that can be measured using
the unit ml beaker
Activity 2. The relationship between the mass of a substance (m) the amount of heat
(Q)
Variable manipulation

1. The liquid mass (kg) is the mass of water that is used in this lab that can be
measured by using a balance ohauss 2610 g with units kg
Variable response
1. The duration of heating (s) is the time it takes to heat the water that can be
measured using a stopwatch with the seconds.
Variable control
1. The increase in temperature ( C) is the temperature obtained from the
temperature difference between the final and initial temperature can be
measured by using a thermometer with units of C.
Activity 3. Determining the heat of melting ice.
1. Mass of the empty calorimeter with stirrer measured using ohauss balance 311
grams in unit of grams.
2. Mass of calorimeter, stirrer and hot water were measured using ohauss
balance 311 grams in unit of grams.
3. The temperature of the hot water and the calorimeter is the temperature when
the hot water and the calorimeter are in a state of equilibrium, which can be
measured by using a thermometer with units of C.
4. The temperature of ice cubes is is the size of an ice cold can be measured by
the use of a thermometer with units of C
5. The temperature of the mixture the temperature when the ice around the ice to
melt, and hot water, the calorimeter is in a state of equilibrium, which can be
measured by using a thermometer with units of C
6. Mass of calorimeter, stirrers, hot water and water (ice cubes melting) can be
measured using ohauss naraca 311 g with the unit kg.
Procedur
Activity 1. The relationship between the amount of heat (Q) with temperature rise
1. Water is poured into a measuring cup to taste.
2. The initial temperature of the water was measured with a liquid to be heated.
3. The water is heated above the three legs are coated with asbestos by using
incendiary spritus.

4. The designation Observed temperature at specified intervals (using the same

intervals for each data), recorded the results in Table observations.
5. Recorded observations into a table each interval time required temperature
rise.
Activity 2. The relationship between the mass of a substance (m) the amount of heat
(Q)
1. Water is inserted into a measuring cup so that shows a certain volume, record
the volume of water used (use the smallest volume in the measuring cup that
you use) and note the appointment of the temperature with a thermometer.
2. Specified reference temperature (greater than initial temperature of about 3
0

C) and a large increase in the desired temperature.

3. The water is heated above the three legs are coated with asbestos by using
incendiary spritus.
4. Observed temperature rise on the thermometer and stopwatch turn right when
the thermometer shows the temperature of the reference. Measure the time it
takes to raise the temperature of the water at the value of predetermined
temperature rise. Recorded the results in a table of observations.
5. Replacement of water used, and repeat steps 3 and 4 for different water
volumes (larger than the previous volume). Repeat to obtain a minimum of six
data.
Activity 3. Determining the heat of melting ice.
1. Water is heated in a beaker until the temperature reaches 75 oC.
2. Empty calorimeter along stirrer weighed with using a balance ohauss 311 grams.
3. Water of hot was added in calorimeter and stirred rapidly. The temperature of the
hot water and the calorimeter is measured and weighed to determine the mass of
hot water.
4. Temperature of ice cubes measured and put into the calorimeter quickly and stirred
for a while until the ice cubes melt. The temperature was measured as the
temperature of the mixture is then weighed to determine the mass of a mixed of ice
cubes.
5. The results are recorded in table of observations.
EXPERIMENT RESULT AND DATA ANALYSIS

Experiment result
Activity 1. The relationship between the amount of heat (Q) with the temperature rise

(T).
Volume

= |150 25| ml

Type of liquid

= water

Table 1.1. The relationship between the amount of heat (Q) with the temperature rise

(T).
Initial temperature (To)
(oC)

Nu
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
Activity

Duration of heating

Final temperature (Tc)

(oC)
(s)
30,0 0,1
37,0 0,5
60,0 0,1
40,0 0,5
90,0 0,1
43,0 0,5
35,0 0,5
120,0 0,1
45,0 0,5
150,0 0,1
48,0 0,5
180,0 0,1
51,0 0,5
30,0 0,1
44,0 0,5
60,0 0,1
46,0 0,5
90,0 0,1
48,0 0,5
42,0 0,5
120,0 0,1
51,0 0,5
150,0 0,1
53,0 0,5
180,0 0,1
55,0 0,5
2. The relationship between the mass of the liquid (m) with the amount of

heat (Q).
: 5 1 oC

Table 1.2. The relationship between the mass of the liquid (m) with the amount of
heat (Q).
Nu

Mass of liquid (gr)

Duration of heating (s)

1.

52,00 0,01

32,8 0,1

2.

105,50 0,01

46,0 0,1

156,30 0,01

66,0 0,1

4.

200,20 0,01

80,25 0,1

5.

247,50 0,01

111,55 0,1

3.

Type of liquid

Water

Activity 3. Determining the heat of melting ice.

Table 1.3. Results of measurements to determining the heat of melting ice.
Measurements
1. Mass of the empty calorimeter along with stirrer.
2. Mass of calorimeter + stirrer + hot water.
3. The temperature of the hot water and the
calorimeter.
4. The temperature of ice cubes.
5. The temperature of the mixture.
6. Mass of calorimeter + stirrers + hot water +
water (ice cubes melting).
Data analysis

Measurements result
62,080 0,005gram
209,77 0,005gram
53,0 0,5 oC
-10,0 0,5 oC
47,0 0,5 oC
216,900 0,005gram

Activity 1. The relationship between the amount of heat to the temperature rise.
60
50
initial temperature = 35,00 0,05
40
final temperature (C)

30

20
Linear (initial temperature
= 35,00 0,05)
10
0
initial temperature =
0 42,00
50 0,05
100

150

200

duration of heating (s)

Graph 1.1. The relationship between the duration of heating with final temperature.
From graph, obtained that Q

Activity 2. The relationship between the mass of the liquid (m) with the amount of
heating (Q).

300
250
200
mass of the liquid (g)

150
100
50
0
20

40

60

80

100

120

duration of heating (t)

Grafik 1.2. The relationship between the mass of the liquid (m) with the duration of
heating (Q).
From the graph obtained that Q

So that from the analysis of activity 1 and activity 2 mathematical equation of the
amount of heat (Q) is
Q

m c T

Q = m c T
Heating unit using dimensional analysis
Q = m c T
ML2T-2 = M c

c=

M L2 T 2
M

c=

J
Kg K

Activity 3. Determining the heat of melting ice.

1. Large Q1 in 7,13 grams of ice at temperature -10 C to 0 C
Q1 = mes ces T
Q1 = 7,13 gram 0,5 kal/gr.oC (0 oC (-10 oC))
Q1 = 3,565 kal/oC 10 oC
Q1 = 35,65 kal
Creep misprint heat equation
Q1 = m c T
Because c is constant, then:
Q = mice T
Q
dm
dQ = m

| + |QT d T|

dQ = | T dm| + |m d T |
dQ
Q
dQ
Q
Q
Q
Q =

|QT dm| + |mQ d T|

dm
dT
= | m | + | T |
m
T
= | m | + | T |
|mm + TT | Q
=

Relative error:
mice T
+
Q1 =
mice
T

Q1 =

Q1

gram 1
+
|0,01
7,13 gram 10 |

35,65 kal

Q1 = |0,0014+ 0,1| 35,65 kal

Q1 = |0,1014| 35,65 kal

Q1 = 3,6149 kal
Q1
RU =
100 % =
Q1

3,6149
35,65 kal

100 % = 10,14 % (2 significant

figures)
Q1 = 35,6 3,6kal
2. Large Q2 at which time all the ice melts
Q2 = mice cwater T
Q2 = mice cwater (Tc Tes)
Q2 = 7,13 gram 1 kal/gr.oC (47 oC 0 oC)
Q2 = 7,13 kal/oC 47 oC
Q2 = 335,11 kal
Kesalahan relatif
mice T
+
Q2 =
Q2
mice
T

Q2 =

gram 1
+
|0,01
7,13 gram 47 |

335,11 kal

Q2 = |0,0014+ 0,0213| 335,11 kal

Q2 = 0,0227 335.11 kal
Q2 = 7,606 kal
Q2
RE =
100 % =
Q2

7,606 kal
335,11 kal

100 % = 2,27 % (3 significant

figures)
Q2 = 335,11 7,61kal
3. Large Q3 in hot water
Q3 = mair cair T
Q3 = mair cair (Tair Tc)
Q3 = 147,69 gram 1 kal/gr.oC (53oC 47 oC)
Q3 = 147,69 kal/oC 6 oC
Q3 = 886,14 kal
Relative error:
mwater T
+
Q3 =
Q3
mwater
T

Q3 =

0,01 gram
1
+
|147,69
gram 28 |

886,14 kal

Q3 = |0,0000677+0,0357| 886,14 kal

Q3 = |0,0357677| 886,14 kal
Q3 = 31,695 kal
Q3
RU =
100 % =
Q3

31,695 kal
886,14 kal

100 % = 3,57 % (3 significant

figures)
Q3 = 886,1 31,7kal
4. Large Q4 in the calorimeter
Q4 = mcalorimeter caluminium T
Q4 = 62,08 gram 0,22 kal/gr.oC (53oC 47oC)
Q4 = 15,08 6 kal
Q4 = 90,48 kal
Relative error:
mcalorimeter T
+
Q4 =
Q4
mcalorimeter
T

Q4 =

0,01 gram 1
+
|62,08
gram 6 |

90,48 2kal

Q4 = |0,000161+0,167| 90,48 kal

Q4 = |0,167161| 90,48 kal
Q4 = 15,125 kal
Q4
RE =
100 % =
Q4

15,125 kal
90,48 kal

figures)
Q4 = 90 15kal
Then great heat melting ice, is
Q1 = 35,6 3,6kal
Q2 = 335,11 7,61kal
Q3 = 886,1 31,7kal
Q4 = 90 15kal
Qgained
Q1 + Qice-water + Q2 +
35,6 kal + mice Lice + 335,11 kal
7,13 gram Lice + 370,71 kal
7,13 gram Lice

100 % = 16,7 % (3 significant

= Qlost
= Q3 + Q4
= 886,1 kal + 90 kal
= 976,1 kal
= 605,39 kal

Lice

= 84,9 kal/gr

So,
Qgained

= Qlost

Q1 + Qice-water + Q2

= Q3 + Q4

Q1 + mice Lice + Q2
mice Lice

= Q3 + Q4
= (Q3 + Q4) - (Q1 + Q2)
( Q3+Q 4 )(Q1 +Q2)
=
mice

Lice
Lice
Lice
dLice

= ((Q3 + Q4) - (Q1 + Q2)) mice-1

= Q3 mice-1 + Q4 mice-1 - Q1 mice-1 - Q2 mice-1
Lice
Lice
Lice
d
Q
d
Q
d Q1
3
4
=
+
+
Q3
Q 4
Q1

|
dLice =

| |

Lice
d Q2
Q2

|mice1 d Q3|

|mice
dLice =

| |

|mice1 d Q1|

| |

Lice
d mice
mice

|mice1 d Q 4|

Q
( 3+Q4 Q 1Q 2 ) d mi ce
+

d Q 2|

d Q3
mice

| |
d Q4
mice

Q
( 3+Q4 Q 1Q 2 )m ice2 d m ice

| |
d Q1
mice

d Q2
mice

Lice=

31,7 kal
15 kal
3,6 kal
|7,13
|
|
|
|
+
+
gram
7,13 gram
7,13 gram| +

7,61 kal
|7,13
gram | +

|
Lice =

Lice
Lice

RE =

( 886,1 kal+ 90 kal35,6 kal335,11 kal ) 0,01 gram

(7,13 gram)2

57,91 kal
|7,13
gram|

6,0539 kal. gram

2
50,8369 gram

Lice = 8,122 kal/gr + 0,1191 kal/gr

Lice = 8,2411 kal/gr
8,2411 kal/gr
100 % =
100 % = 9,7 % (2 Significant Figures)
84,9 kal/ gr

Lice = 84,9 8,2kal/gr

Ltheory Lexperiment
%diff =
Laverage
=

100 %

|8084,8
82,45 | 100 %
4,9
|82,45
| 100 %

= 0,0594 100 %
= 5,94 %
DISCUSSION
We have done experiments on the temperature and heat. Where the activity
consists of three activities. In the first activity we manipulate prolonged heating and
the initial temperature aimed to investigate the relationship between the amount of
heat to the temperature rise (T). Where in this activity initial temperature that we
use is35,00 0,05and 42,00 0,05 with a 30 second duration. Based on the

results obtained by the observation that the relationship between the amount of heat
and the temperature rise is directly proportional to each other. Where the greater
amount of heat, the greater the temperature rise. It is supported and evidenced by the
results of analysis charts obtained. Judging from linear graph obtained can be seen
that the relationship between the amount of heat and the temperature rise is directly
proportional to each other. And it was according to the theory.
So is the case with the activities of the second, only the second activity that
we manipulation of the mass of the liquid is intended to determine the relationship
between the mass of the liquid with the amount of heat. Based on observations during
the practicum can be seen that the mass of liquid is directly proportional to the sheer
number of heat. Where the greater mass of the liquid, the greater the heat that must be
removed. The revelation is supported and proved by analysis of graphs that have been
obtained. If the views on the terms of the graph then shows that the mass of a
substance is directly proportional to the amount of heat. And this was in accordance
with the theory.
Based on the first activity and the second activity we can determine the
factors that affect the amount of heat is the temperature rise and the mass of matter.
So that we can formulate a mathematical equation that the amount of heat Q = m c
T.
Besides, in this experiment, the third activity, we also determine the amount
of heat melting ice using the principle of equality black. Based on data analysis, large
heat melting the ice that we have is 84,9 8,2kal/gr with %diff amounted to 5,94
%. So that the heat melting ice we get theories have been appropriate.
The overall results of data that we have acquired from these experiments was
consistent with the theory, and no data is irrelevant to the theory.
CONCLUSION

1. The relationship between the amount of heat and temperature rise is directly
proportional to each other. The greater the amount of heat applied, the greater
the temperature rise in a substance.
2. The relationship between the mass of a substance with the amount of heat is
directly proportional to each other. Where the greater the mass of a substance,
the greater the heat that must be given to raise the temperature of a substance.
3. Formulations heat equation obtained from this experiment is Q = m c T.
4. Large heat melting ice are obtained 84,9 8,2kal / g with% diff of 5.94%.
SUGGESTION
This experiment should be carried out in a very extra accuracy. Especially in
the third activity. Sodium absorption ratio in order to avoid data relevant to the theory
of the observations should be done more accuracy. Especially in the use of
calorimeter. After weighing the calorimeter + water + heat stirrer calorimeter should
be closed tightly until no outside temperature that affects the temperature inside
calorimeter.
REFERENCES
Halliday and Resnick. 2010. Fundamental of physics. America: Jearl Walker.
Herman.2015. Penuntun Praktikum Fisika Dasar2. Makassar: UNM.
Serway, Raymond A and Jawet, John W. 2008. Physics for Scientict and enginers.
America: Thomson Higher Education