Science Topics – Food Science

Week 2

Day What we’re doing in class What we’re doing outside of class What’s the learning target?

No School – Columbus Day

Monday
October
11th

Why we eat food “Food as Fuel” Pre-Lab 6. I can describe calories and the
process of calorimetry.
October
Tuesday

Build Calorimetry Device

12th

Calorimetry – Fats vs. Carbs vs. Proteins “Food as Fuel” Analysis & 7. I can determine the amount of
Wednesday

calories in food and compare the

October

Conclusion Questions
13th

amount of calories in fats,

carbohydrates, and proteins.

Inquiry Lab – Cheez-It Inquiry Lab Questions 8. I can use knowledge of calories in
Thursday
October

fats to compare foods.

14th

Energy Intake/Output Self Portrait Finish Self-Portrait 9. I can compare food intake to
energy consumption and discuss
October
Friday

15th

consequences of a caloric imbalance

over a period of time.

Learning Targets
6. I can describe calories and the process of calorimetry.
7. I can determine the amount of calories in food and compare the amount of calories in fats, carbohydrates, and proteins.
8. I can use knowledge of calories in fats to compare foods.
9. I can compare food intake to energy consumption and discuss consequences of a caloric imbalance over a period of time.
 Name _______________________________ Class __________________ Date_______________

Investigative
Investigative Lab
Lab 78

Food as Fuel
Measuring the Chemical Energy Stored in Food

Question How can you measure the calorie content of a peanut? Objective to discover
how energy stored
Lab Overview In this investigation, you will construct and use a sim- in chemical com-
ple calorimeter to measure the approximate number of calories in a pounds can be
released and mea-
peanut. You will compare the number of calories in a peanut with the sured
calorie content of other foods. CAUTION: This investigative lab Inquiry Skills
includes peanuts and other food products as materials. If you are aller- • observing
• making measure-
gic to peanuts or any other food products, alert your teacher. ments
• analyzing data
Introduction Have you ever roasted marshmallows and accidentally • drawing conclu-
set one on fire? You may have been amazed by the size of the flame sions
that the marshmallow fueled! All food contains stored energy that can Time
• 15–20 min for
be released when the food is burned. To investigate the chemical Prelab Activity
energy stored in food, you need a calorimeter—an apparatus that • 20–30 min to con-
struct the
measures the calorie content of food samples. Recall that a calorie is calorimeter
defined as the amount of energy required to raise the temperature of • 20–30 min to test
food samples
1 g of water by 1°C. (Note that the “calorie” counts listed on food pack- • 15–20 min for
aging labels are given in kilocalories [kcal]. One kilocalorie is equal to Analysis and Con-
1000 calories.) It is also useful to know that different types of clusions

molecules can store different amounts of energy. While proteins and

carbohydrates contain 4 kcal/g, fats contain 9 kcal/g.
Prelab Activity Study the diagrams of two calorimeters below. The
diagram on the left shows a commercial calorimeter used in labora-
tories. The diagram on the right shows the calorimeter you will con-
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struct and use in this investigation. Compare the features of both

calorimeters, then answer the questions.

Thermometer
Thermometer
Soft drink
can

Insulating
shell and lid
Sample chamber 50–100 mL
filled with O2 water
Ignition switch Igniter 2 cm space

Circulating Foil
water bath
(1000 mL water)

Sample
Sample pan Sample Cork and pin

Laboratory Manual/Investigative Lab 7 69

Prelab Questions

1. Which part of a calorimeter enables you to make measurements?

In what units are the measurements?
Thermometer, degrees Celsius

2. A food sample burned in the commercial calorimeter raised the

temperature of the water surrounding the sample chamber by
4°C. Note that 1 g water  1 mL water. To calculate the number
of calories in the sample, multiply the amount of water in the
chamber by the change in temperature in degrees Celsius (°C).
4
Temperature change of °C  1000 mL 
4000 4
calories  1000  kcal
3. Suppose you place a food sample in the chamber of the commer-
cial calorimeter. This time, you put only 500 mL of water in the
calorimeter. When you burn the sample, the water temperature
increases by 2°C. How many kcal were in the food sample?
2ºC  500  1000 calories  1000  1 kcal

4. Compare the features of the commercial calorimeter with those of

the calorimeter you will construct in the lab. What features do
both calorimeters have? How are these shared features different
between the two calorimeters?
Suggested answers: Both calorimeters have a container that holds water, both are insulated,

and both have a place to burn a sample. Water circulates in the commercial calorimeter. The

insulation in the commercial calorimeter is most likely more reliable than aluminum foil. In

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the commercial calorimeter, the sample is ignited within the enclosed device.

5. Do you think that the differences between the shared features of

the two calorimeters could affect the accuracy of the measure-
ments you will make in the lab? Explain.
Suggested answer: Yes. The water temperature may not change as much as it would in a

commercial calorimeter since it is not as well insulated and the sample is not completely

enclosed when it is ignited.

70 Biology: Exploring Life

 Name _______________________________ Class __________________ Date_______________

Materials
• hammer
• nail
• soft-drink can
• ring stand (10-cm or 4-inch ring)
• wooden dowel (3 mm or 1/8 inch in diameter)
• aluminum foil (heavy-duty type)
• water
• graduated cylinder
• samples of foods, including peanuts
• laboratory balance
• thermometer or temperature probe
• cork
• pin to hold food sample (dissecting pins work well)
• safety matches
• calculator (optional)

Procedure

1. Before you begin the construction of your calorimeter, predict

which food sample will burn the longest. Explain your prediction.

2. Use a nail to poke two holes in the opposite sides of the soft drink
can as shown. Carefully push the dowel through the can.
CAUTION: Be careful not to touch the sharp edges of the holes.
3. Rest each end of the dowel on the ring on the ring stand.
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4. Wrap the foil around the bottom of the soft drink can, creating a
tent-like structure. Leave an opening that will allow you to easily
place the cork with the food to be tested beneath the can.
5. Measure 75 mL of cool water with a graduated cylinder, and pour
it into the soft drink can. (1 mL of water weighs 1 gram; therefore
75 mL = 75 grams.)
6. Record the mass of the peanut to be tested in Data Table 1 on the
next page as Beginning mass of food.
7. Measure the starting temperature of the water and record it in
Data Table 1 as Initial water temperature.
8. Gently, but firmly, push the blunt end of the pin into the cork.
Hold the sides of the pin rather than pushing on the sharp point.
CAUTION: Be careful to avoid injuring yourself with the protrud-
ing sharp end of the pin. Place the food sample to be tested on the
sharp end of the pin.

Laboratory Manual/Investigative Lab 7 71

 9. Place the cork, pin, and food sample under the soft drink can.
Make sure there is approximately a 2-cm space between the soft
drink can and the food sample by raising or lowering the ring as
needed. CAUTION: Tie back loose hair and make sure your safety
goggles are in place before proceeding.
10. Place the cork with the food sample under the soft drink can, and
light the food sample with a safety match. One person should use
a clock or watch to time for how long the sample burns and record
the time at the bottom of Data Table 1.
11. When the food is burning, determine the highest water tempera-
ture reached and record it in Data Table 1 as Highest water
temperature.
12. When the food sample has finished burning, weigh any remaining
ash. Record your results in Data Table 1 as Final mass of food.
13. Repeat steps 6 through 12 two more times—one for each addi-
tional food sample. Remember to use fresh, cool water for each
sample. Record the results in Data Table 1.
14. Use the formulas in Data Table 1 to help you determine the num-
ber of kilocalories per gram in each food sample.

Data Table 1
Peanut Sample 2 Sample 3

Beginning mass of food sample (g) Student responses will vary.

Final mass of food sample (g)

Mass of food burned (g)

(Beginning mass  final mass)
Beginning water temperature (°C)

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Highest water temperature (°C)

Water temperature change (°C)

(Highest temperature 
beginning temperature)
Mass of water used (1 mL  1 g)

Total calories (water mass in g 

temperature change in °C)

Total kilocalories (calories/1000)

Kilocalories per gram (kcal/g)

(total kcal/mass of food burned)

Time sample burned

72 Biology: Exploring Life

 Name _______________________________ Class __________________ Date_______________

Analysis and Conclusions

1. Compare your results from the three food samples. Suggest why
different foods might produce different results.
Different foods will produce different results based on the type of molecules they contain.

Molecules of fat contain more kcal/g than molecules of protein or carbohydrate.

2. Do your results agree or disagree with the data below? If your

results disagree, suggest two possible reasons why.

Food kcal/g

Peanuts 5.81 kcal/g

Students may agree with the results or they may cite some of the following as sources of

error: misreading the thermometer, the food was not placed directly under the soft-drink can,

calorimeter not well insulated, different brands of peanuts were used, the food fell off the

needle, calculation errors.

3. What happened to the heat that was not “captured” by the water?
The heat escaped to the surrounding environment (air).

4. Which sample burned the longest? Did this agree with

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your prediction?
Answers will vary based on student data and predictions.

5. Look at your data. Is there any relationship between how long a

sample burned and its calorie content? Explain.
Generally the samples with the highest calorie content will burn the longest because there is more

stored energy to fuel the fire.

Laboratory Manual/Investigative Lab 7 73

 6. Compare and contrast the burning of food in a calorimeter to the
burning of food in your body.
Suggested answer: Cells “burn” food at a more gradual rate. Cells convert some of the

energy from food into useful work, while a calorimeter converts most of the energy in the

food to thermal energy.

Extension Extension
Student summaries
Obtain and analyze the data collected by the other students in your should include a dis-
class for each type of food sample tested. Then, write a summary cussion of class data
and possible expla-
comparing the class data with the information in Question 2. Suggest nations for differ-
a new experiment to test your hypothesis explaining differences in the ences in data among
the lab groups.
data. (NOTE: Be sure to check with your teacher before carrying out
any investigations.)

© Pearson Education, Inc.

74 Biology: Exploring Life

 Name________________________________
Science Topics – Food Science
Cheez-
Cheez-It
An Inquiry Lab
Question
Is it possible to determine a regular Cheez-It from a reduced-fat Cheez-It without
seeing the boxes?

Background:
A calorie is a unit of heat energy used to measure the energy content of foods.
To be exact, one calorie is the amount of energy it takes to raise the temperature of one kilogram
of water by one degree Celsius. Foods rich in carbohydrates and lipids are also rich in calories. In
this lab, we will use taste tests and calorimetry tests to distinguish regular Cheez-Its from reduced-
fat Cheez-Its.

Taste Test
1. Taste one Cheez-
Cheez-It A and one Cheez-
Cheez-It B.
B
2. Record your “observations” in the data table below. Does one Cheez-It taste like it has
more fat content than the other?

MAKE SURE TO WRITE DOWN YOUR HYPOTHESIS AT THIS POINT.

Hypothesis
Hypot hesis
Based on only a taste test, which Cheez-It do you think has more calories in it? Cheez-
Cheez-It A or
Cheez-
Cheez-It B?
B

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Procedures
For the calorimetry test, use the same procedures you used to determine the calorie
content of the peanut.

FUN FACT: Dave Karpick, then senior brand manager at Keebler Foods Co., is credited with the invention of the
Cheez-It in the 1950s.
Data and Observations
Cheez-
Cheez-It A Cheez-
Cheez-It B

Taste test:
Beginning mass of food sample (g)
Final mass of food sample (g)
Mass of food burned (g)
(Beginning mass – final mass)
Beginning water temperature (°C)
Highest water temperature (°C)
Water temperature change (°C)
(Highest temperature – beginning
temperature)
Mass of water used (1 mL = 1 g)
Total calories (water mass in g x
temperature change in °C)
Total kilocalories (calories/1000)
Kilocalories per gram (kcal/g)
(total kcal/mass of food burned)
Time sample burned
burned

Analysis Questions:

1. Which Cheez-It had more calories?

2. Does this result support your hypothesis?

3. Compare the results of your taste test and calorimetry test. Were the results of these tests
consistent?
4. Study the nutrition labels from each box of Cheez-Its (will provide these). Do the nutrition
labels make sense in terms of your data?

5. Given what you learned about how calories are measured, do you think your measurement of
calories is accurate? Can you think of some possible problems with your experimental set-up?
 Science Topics – Food Science
Energy Self-Portrait
The human body requires energy to perform all body functions. This energy is derived from
the food we eat. The chemical energy contained in the food we eat serves many functions. It is
used to maintain body temperature, to drive bodily metabolic processes, some is used for growth
and replacing worn-out tissue, and the energy that is no longer available to us is excreted. All of
the processes described above require a great deal of energy. Because there are so many of them,
the fraction of the food energy converted to usable energy must be fairly small. To prove that
point, think about what you did this morning. Whether you sat in class all day or ran all morning
in gym class, you were still hungry at lunchtime. This is because a large fraction of the caloric
intake you ingest is used for maintenance and is not available for muscular work. Whenever the
human body injects additional calories than it can use, it stores those calories for later use as fat.

You will be creating a self-portrait of your personal calorie intake and output. Doing this
will allow you to see where the calories you eat are going and if you have a balanced caloric input.

1. Write down the foods you commonly eat for breakfast, lunch, dinner, snacks,
desserts, drinks, etc. These will be used to determine your average calorie intake. BE
HONEST!

2. Write down any common physical activities that you do (walking around school,
walking home from school, riding your bike, running in track, etc.) BE HONEST!

3. Using the internet, determine the number of calories for each of the foods you
described that you eat.

4. Additionally, determine the number of calories you burn for each of your physical
activities.

5. Using a sheet of 11x17 paper, draw a portrait of yourself from head to toe in the
center of the page. Be sure that I can tell that it is you. Draw the portrait so that it
also shows what will happen to you if you continue to maintain this calorie
intake/output lifestyle.

6. Following this, write all of the calories you intake on the left hand side of the page
and all of the output on the right hand side of the page. Be sure to total them up.

7. On the bottom, answer the following questions in complete sentences:

“If you were to maintain this of calorie intake and output, what do you anticipate
will happen to your body shape and health? What can you do to prevent this?” You
may need to do additional research to do this.

8. You will be graded on accuracy, organization, and creativity.

 Unacceptable Acceptable Exceptional Total
1 pt 2 pts 3 pts
Portrait
Portrait drawn Sketch done Some details in Detailed sketch,
with features minimally, sketch, features features clearly
representative of features clear identify student
student nondescript
Not present Present, but Complete,
organized and organized and
Calorie
hard to follow OR easy to follow
intake/output
not complete

Some health Health issues Health issues

Exaggerated
issues obvious but obvious, difficult obvious, clearly
features that
not clearly to identify identified
visually represent
identified
health
consequences of
current diet

No explanation Some explanation Explanation

Explanation
unclear on how clearly stated on
highlighting
the change would how to reduce
changes that
improve health health concern
could reduce
health concern

Difficult to read, Follows Completely

completely description follows
unorganized, lots described, but description
of grammatical somewhat described and is
Organization
errors difficult to very easy to
follow, a few follow, no
grammatical grammatical
errors present errors
All sketchy work A little work or A great deal of
done, no real time has been put color, added
Creativity effort of time put in, some colors features not
in present necessarily
assigned

Total

Energy Self-Portrait