• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Aim : To measure the energy value in different types of food, which are macaroni, bread, spaghetti, rice and French fries

Extracts from this document...


Diploma Programme CHEMISTRY INTERNAL ASSESSMENT Name : Ryanica Class : 12H Date : Tuesday, 27th October 2009 Title : Measuring the Energy Value in Food Topic : Energetics IA : 20 Aim : To measure the energy value in different types of food, which are macaroni, bread, spaghetti, rice and French fries Hypothesis : The energy levels in different food will vary, because of the different components such as carbohydrate, protein, vitamins, etc. However, for this experiment, I will use foods that contain one common ingredient, which is carbohydrate. Usually, food with the most carbohydrate will give the most amount of energy, since that is undetermined in this experiment; I assume that the food with the highest energy level is the one with the most types of ingredient. ...read more.


4. Place the food on a metal spoon and light it on fire using a Bunsen burner. 5. When the food starts burning, place it 1 cm below the test tube, if it goes off, light it as soon as possible. 6. When the food stops burning, measure the temperature of the water in the test tube and note it down. 7. Repeat the experiment for 2 more times for each food sample. Recording Raw Data : Table of Initial and Final Temperature of Water for Each Food Sample Food Sample Initial Temperature (oC) � 1oC Final Temperature (oC) � oC Spaghetti 24 - Macaroni 25 - Rice 24 - Bread 24 - Processing Raw Data and Presenting Processed Data : Table of Temperature Change of Water for Each Food Sample Food Sample Initial Temperature (oC) ...read more.


However, when trying to get the food on fire, the food was not able to burn without being above the Bunsen. Therefore, there might be a few things causing this problem. For instance, the indirect contact between the flames from the Bunsen burner with the food might be one of the causes why the food did not burn. Moreover, the amount of food sample might also affect the experiment, maybe the amount, which is 1 gram, is too much. Improving the Investigation : To improve this experiment, some things can be done. For example, rather than burning the food on a spoon, a needle can be used instead, allowing direct contact between the food and the flame. Another thing that can be fixed is the amount of food. For this experiment, I set a standard weight, which is 1 gram; maybe if the mass was smaller, like 1/4 grams, the food can be completely combusted. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our International Baccalaureate Chemistry section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related International Baccalaureate Chemistry essays

  1. In our research project, we will try to compare the qualitative contents of some ...

    Add a few drops of silver nitrate. If a cloudy white precipitate is formed in the solution, it means that the solution contains the chloride ion. Test for the pH: Place a small amount of the solution to be tested into a small beaker. Calibrate the pH meter by placing it into the calibrating solution, and then testing it my measuring the pH of water.

  2. Free essay

    How the combustion of different types of food affect the amount of heat calories ...

    Procedure: 1. Set the equipment up to have the same configuration as figures 1.1 and 1.2 on the next page. 2. Fill a 25mL graduated cylinder with water, ensure that the meniscus is at the highest graduated marking. 3. Place the calorimeter on the centigram balance and record the mass in the data table.

  1. Comparison of the different amounts of energy released by different alcohols

    Measure 30cm3 using a measuring cylinder. 2. Pour the water into a glass beaker and clamp it tightly to a retort stand. 3. Measure the initial mass of the spirit lamp with the lid on using the electronic balance. 4.

  2. Determining energy change by indirect methods

    * The average change in temperature for MgO is (15+15.2)/2=15.1�C or 15.1K. Calculations: For Mg= Energy change= mass x specific heat capacity x change in temperature.

  1. Should the Use of Coal to Generate Electricity be Replaced by Biomass Energy?

    However, the usage of coal to produce electricity by complete combustion creates by-product such as carbon dioxide. Australia releases approximately 399,219 metric tons of carbon dioxide each year from the combustion of coal (IAEG, 2008).

  2. Detecting starch and sugars in food

    And boiled each test tube gently and observed the color change. 5. Made a conclusion based on results. Result 1.In procedure 1, the color of solution changed to blue-black when starch solution reacted with iodine solution. In procedure 2, the color of solution changed to orange-red when the glucose solution reacted with the Benedict?s reagent and was heated.

  1. The chemistry of atmospheric and water pollution.

    the intensity of light received at a wavelength at which ozone absorbs. Another instrument used is the Total Ozone Mapping Spectrometer (TOMS) that measures concentration of ozone aboard several US satellites. They are able to scan through atmosphere and measure ozone levels in relation to altitude.

  2. Research question: how to convert NaOH to NaCl by two different routes , and ...

    1.00 g/cm3= which implies that mass of water = 1.00 x 50.0 = 50.0 g ___________________________________-- Table 1 : the table below shows the raw data collected when adding 4.0 g of sodium hydroxide NaOH to 50.0 cm3 of water H2O in the thermos and measuring the temperature change for 450 seconds using labQuest when applying route (A), : 1.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work