Fun lab on food energy! Calculating the number of ACTUAL calories in a cheese puff vs what it says on the package- includes pre-lab questions, procedure, data table, guided calculations, analytic/conclusion questions, percent error calculation, scaffolded summary of experiment to be filled in. Includes highlighted/filled in portions for teacher reference!
Absolute humidity is the measure of water vapor (moisture) in the air, regardless of temperature. It is expressed as grams of moisture per cubic meter of air (g/m3).
The maximum absolute humidity of warm air at 30°C/86°F is approximately 30g of water vapor - 30g/m3. The maximum absolute humidity of cold air at 0°C/32°F is approximately 5g of water vapor - 5g/m3.
Relative humidity also measures water vapor but RELATIVE to the temperature of the air. It is expressed as the amount of water vapor in the air as a percentage of the total amount that could be held at its current temperature.
Different types of concentrations: mass, molar, number and volume concentration. Also related quantities: mole fraction and mole ratio, mass fraction and mass ratio. Video links included.
Absolute humidity is the measure of water vapor (moisture) in the air, regardless of temperature. It is expressed as grams of moisture per cubic meter of air (g/m3).
The maximum absolute humidity of warm air at 30°C/86°F is approximately 30g of water vapor - 30g/m3. The maximum absolute humidity of cold air at 0°C/32°F is approximately 5g of water vapor - 5g/m3.
Relative humidity also measures water vapor but RELATIVE to the temperature of the air. It is expressed as the amount of water vapor in the air as a percentage of the total amount that could be held at its current temperature.
Different types of concentrations: mass, molar, number and volume concentration. Also related quantities: mole fraction and mole ratio, mass fraction and mass ratio. Video links included.
This is a powerpoint for a 3rd grade class about heat sources. It can be used as a game to determine what is a heat source and what isn't. It also discusses insulation.
1 Exercise 1 THE CALORIE INTRODUCTION A.docxaryan532920
1
Exercise 1
THE CALORIE
INTRODUCTION
All animals, including humans, need to consume energy in order to survive. We
call this energy food. The unit which is used to describe the energy content of food is
the Calorie (food calorie, note the capital ‘C’). One calorie (note the lower case ‘c’) is the
energy required to raise one gram of water by one degree Celsius. The food Calorie is
defined as 1000 calories or one kilocalorie (kcal). Most scientists not dealing with food
now use other units such as joules or British Thermal Units (BTUs) to measure energy,
but the Calorie is still used to describe food energy.
The Calories in food are measured using a CALORIMETER, which is a special
combustion device designed to burn food samples completely and capture the energy in
a water jacket. For a 100% efficient calorimeter, the energy captured is equal to the
energy content of the food as shown below:
Energy captured = (mass of water) ´ c ´ (Temp. change) = Energy Content (1)
The constant c is the specific heat of water and is equal to 1
Cg
cal
°
(one calorie per
gram per degree C). In our case, however, the calorimeter we use will capture only a
fraction of the total energy, so we must account for this reduced efficiency.
THE CALORIMETER
The device that scientists use to capture the heat energy of a combustible mixture
is a bomb calorimeter. It is a metal chamber which is supplied with a measured amount
of oxygen during the combustion of the test material. The heat from the burning
material is transferred to a water reservoir that surrounds the metal chamber containing
the test material. The change in temperature is used to determine the number of calories
that the material originally held. A bomb calorimeter is very nearly 100% efficient. It is
also very dangerous (thus the name ‘bomb’ calorimeter) and so we will use a simpler
(but less efficient) type of calorimeter.
A SIMPLE CALORIMETER
The simple but effective calorimeter we will use consists of a calorimeter can (a
metal cylinder with a notch out of the bottom), a calorimeter lid to hold a 125 ml flask, a
flask stopper and thermometer, a sample holder and some tools. Each group of students
will have their own calorimeter to use. Because these simple calorimeters are not 100%
efficient, the water will not capture all of the energy content of the food. Therefore, the
equation for this calorimeter must be modified to:
Energy captured = (mass of water) ´ c ´ (Temp. change) = Energy Content ´ e (2)
where e is the efficiency of energy capture by the water. With this equation and a food
item of known caloric content, we can determine the efficiency of our calorimeter and
2
explore why the efficiency might vary from one group to another. Once a consistent
efficiency is achieved, we can use that efficiency to determine the caloric content of any
combustible item.
OBJECTIVES:
1) To measure the energy content of a food sample. ...
The food exchange list refers to the food items on each list which may be substituted with any other food item on the same list. A grouping of commonly consumed foods according to similarities in composition so that the foods may be used interchangeably in diet planning.
Is weight management truly all about energy balance? Is it possible for one to lose weight while consuming more Calories than one mobilize? Blogger Greg McLean presents a logical sequence consistent with the first law of thermodynamics to illustrate that there is better science to weight management.
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Chart depicting the electronegativity differences of atoms, including definitions and examples of ionic and covalent bonding in the context of electronegativity.
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Wonderful visual activity for learning basic periodic trends- includes analytic and evaluative questions based on the activity, plus answer guide for teachers!
Great activity for solidifying understanding of protons, neutrons and electrons, with a bridge to interpreting atomic mass in the scope of isotopes. Note: you may substitute any materials you have on hand- toothpicks, marshmallows, other candy or craft supplies.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Overview on Edible Vaccine: Pros & Cons with Mechanism
Calorimetry Lab
1. FOOD ENERGY
Have you ever counted Calories?
Food energy is measured in Calories (upper case C)
•
It takes 1000 calories to make up a Calorie
Example: A standard French fry serving contains 220 Calories of food energy.
How many calories are present?
220 Calories x 1000 cal/Cal. = 220,000 calories
It takes 1 calorie to raise the temperature of 1 g of water 1 °C
Simplified formula may be used: calories = grams of water x (final °C – initial °C)
This is determined by the burning of food under controlled conditions
(CALORIMETRY) using an instrument called a calorimeter.
Pre-lab problem:
1. You want to raise the temperature of 250mL of water from 22 °C to 99 °C. How much
heat energy will be needed?
Use equation calories = grams of water x (final °C – initial °C)
(250 g) x (77) = 19,250 calories = 19.25 Calories
2. EXPERIMENT: CALORIES IN A CHEESE PUFF
Hypothesis: We predict that there are _____fewer_____ Calories in a cheese puff
than the number listed on the nutrition label.
DATA TABLE
½ Cheese
Puff Sample
#1
Mass (g)
Original
1.1
Final
0.6
Change
0.5
Temperature (°C)
Original
Final
28.6
34
Change
5.6
#2
#3
Procedure
1. Obtain ½ a cheese puff. Record it’s mass (ORIGINAL).
2. Pour exactly 100 mL tap water into the aluminum can. Record the temperature of the
water in the can (ORIGINAL).
3. Place the ½ cheese puff on the tab in the bottom can. Indicate with a RED CUP when
ready for a teacher to ignite cheese puff. Immediately place the can filled with 100 mL
of water over the burning puff.
4. Keep the thermometer inside the can, but make sure it is NOT touching the side or
bottom.
5. Allow the puff to burn until it goes out.
6. Record the water’s highest temperature (FINAL).
7. Record the mass of charred puff (FINAL).
CALCULATIONS AND QUESTIONS
Answer these questions on a SEPARATE sheet of paper.
1. Calculate the calories of heat from the burning puff. The 100 mL water has a mass of
100 g (for all practical purposes the density of water is 1 gram/mL) and the specific heat
of water is one calorie/degree Celsius/gram (1 calorie/gram °C = 4.186 joule/gram °C).
3. Use the following equation to make the calculation.
calories = (grams of water) x (temperature change) x (specific heat of water)
calories = (100g) x (34 °C – 28.6 °C) x (1 calorie/gram °C) = 540 calories
2. Divide the calories from question 1 by the change in mass of the puff. This determines
the calories released per gram of puff burned. Record your answer in Kcal or Calories.
540 calories / (1.1 g – 0.6 g) = 1080 calories/g = 1.08 Calories/g
3. Multiply the measured Calories by the number of grams in a serving size, obtained
from nutritional panel.
1.08 Calories/g x (28 g/14 cheese puffs) = 2.16 Calories/cheese puff
4. Compare your Calorie results to the nutritional panel.
150 Calories / 14 cheese puffs = 10.71 Calories/cheese puff > 2.16 Calories/cheese puff
5. Conclusion: There are _____fewer_____ Calories in a cheese puff than the
number listed on the nutrition label.
6. Calculate your percent error.
(actual – measured Calories per serving) x 100 =
actual Calories per serving
(5.36 – 1.08) x 100 = 79.85%
(5.36)
7. Why do you suppose the calculated values for calories per gram are less than the actual
value listed on the nutrition label? What could account for the difference? What are
possible reasons for the inaccuracy?
•
•
•
Didn’t burn the entire cheese puff- had mass left over
Burning cheese puff could have lost heat to air/surroundings instead of
transferring all heat energy directly to the water filled can
Inaccurate temperature readings
Scaffolded summary of experiment:
The increase in the __temperature__ of the water shows that ___heat energy___ had been
stored in the cheese puff, which was released while it burned. We can look at the change
in ___heat/temperature___ of the water to find out how much ___heat energy___ is
trapped/stored in a cheese puff (the change in enthalpy).