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. ...
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. ...
CASE STUDY
You are working in the night shift and noticed the following temperature readings in your client’s chart. When you assess your client temperature at midnight, it is 101.2˚F.
Discuss the management of the patient as a nursing student.
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!
CASE STUDY
You are working in the night shift and noticed the following temperature readings in your client’s chart. When you assess your client temperature at midnight, it is 101.2˚F.
Discuss the management of the patient as a nursing student.
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!
Ito ay maaring gaitin sa classroom observation videos sa filipino V. It ay tungkol sa pagbibigay kahulugan sa mga salitang pamilyar at di-pamilyar na sa salita.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
6. Motivation
Mother wants to find out if her son has a fever.
What is the best thing mother can use to find the
body temperature of her sick son?
7. Group Activity
Divide the class into four groups. Distribute activity
sheets in each group.
Group 1 with digital thermometer,
Group 2 with set of pictures showing temperature readings
Group 3 using pictorials
Group 4 with alcohol thermometer.
8. Group 1 - Using digital thermometer
Group 2 - Using pictures of temperature readings
Group 3 - Using pictorials
Group 4 – Using alcohol thermometer
Let them discuss how they read and measure the
temperature
9. Processing the Activities
Ask: How did you find the activity?
How were you able to read and measure the
temperature?
Discuss.
Emphasize that ◦C is read as “degree Celsius” it is used
to express temperature. Discuss the difference between
an alcohol and a digital
thermometer.
10. Explore and Discover
A Thermometer is an instrument for measuring
temperature, a unit for measuring temperature if the
degree Celsius (◦C).
11. A thermometer consists of a glass attached to a glass
tube with a number a scale. The liquid in the bulb rises
or drops with change the temperature.
Each space in the number scale represents 1◦C. The
numbers below 0 are written with a minus (-) sign.
To read a thermometer, find the level of the liquid
or the mercury.
12. Normal Body Temperature is 37.5 ℃
Boiling Point of Water is 100 ℃
Freezing Point of Water is 0 ℃
13. Get Moving: What is the temperature for each?
Boiling point of water - ________________
Freezing point of water - ______________
Normal body temperature- _____________
3.5 ◦C higher than the normal body temperature - ____
Between 30◦C to 40◦C - ________
100℃
0℃
37.5℃
41℃
35℃
15. Circle what you think is the temperature of the
following:
1.Hot water a. -10◦C b. 30◦C c. 70◦C
2.A person with fever
3.Ice cold tea
4.Bread in oven
5.Ice candy
a. 30◦C b. 35◦C c. 40◦C
a. 10◦C b. 20◦C c. 40◦C
a. 50◦C b. 150◦C c. 290◦C
a. 100◦C b. 35◦C c. 0◦C
16. Summarizing the Lesson
What is a temperature?
How can we measure temperature?
What are the parts of a thermometer?
What is the metric unit for measuring temperature?
17. Summarizing the Lesson
•Temperature is the measure of hotness or
coldness of an object.
•We can measure temperature by using
thermometer.
•The parts of a thermometer are: mercury, glass
tube, glass bulb, and scale.
•The commonly used unit to measure
temperature is degree Celsius ( ◦C ).
18. Assessment
Ask the pupils to find the temperature of the following.
1.Choose the correct estimate of the temperature
of each.
a.Hot coffee 30◦C 85◦C
b.Strawberry shake 5◦C 50◦C
c.Distilled water 20◦C 75◦C
d.High fever 40◦C -15◦C
e.Air conditioned room 10◦C 90◦C
19. Assignment
Ask the pupils to find the temperature of the
following.
1.A kettle of water was made to boil for 5 minutes
more than after it reached its boiling point. What
is the temperature of the water?
2.What is the room temperature if the red liquid
(mercury) rose to 30◦ above the freezing point?
