Investigating the Energy Content of Foods (WJEC GCSE Biology)

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Specified Practical: Investigating the Energy Content of Foods

  • We can investigate the energy content of food in a simple calorimetry experiment
  • This involved burning a sample of food under a known volume of water
  • The energy from the food is transferred into the heat of the flames, which in turn is transferred into the heat of the water
  • The change in temperature of the water sample reflects the quantity of energy in the sample and can be calculated mathematically

Apparatus

  • Boiling tube
  • Boiling tube holder
  • Bunsen burner
  • Mounted needle
  • Measuring cylinder
  • Balance/scales
  • Thermometer
  • Water
  • Food samples

Method

  • Use the measuring cylinder to measure out 25cm3 of water and pour it into the boiling tube
  • Record the starting temperature of the water using the thermometer
  • Weigh the initial mass of the food sample
  • Set fire to the sample of food using the Bunsen burner and hold the sample 2cm from the boiling tube until it has completely burned
  • Record the final temperature of the water
  • Repeat the process with different food samples
    • e.g. popcorn, nuts, crisps

Investigating the energy content of food samples diagram

The energy content of food, downloadable AS & A Level Biology revision notes

Different food samples can be burned in a simple calorimetry experiment to compare the energy contents of the samples

Results

  • The larger the increase in water temperature, the more energy is stored in the sample
  • We can calculate the energy in each food sample using the following equation:

Error converting from MathML to accessible text.

    • 4.2 kJ is the specific heat capacity of water, meaning that it is the energy required to raise 1 kg of water by 1 °C
    • 1 cm3 of water has a mass of 1 g

The energy content of food samples table

Food sample Mass of water / g Mass of food / g Initial water temperature / °C Final water temperature / °C Change in water temperature / °C Energy transferred per gram of food (J)
Popcorn 25 8.5 20.5 31.2 10.7 132.2
Walnut 25 8.1 20.4 34.1 13.7 177.6



Limitations

  • Incomplete burning of the food sample
    • Solution: Relight the food sample until it no longer lights up
  • Heat energy is lost to the surroundings
    • Solution: Whilst heat lost means that the energy calculation is not very accurate, so long as the procedure is carried out in exactly the same way each time (with the same distance between the food sample and boiling tube), we can still compare the results

Risk assessment

  • A hazard in an experiment is something that could potentially harm you
  • A risk is the harm that could occur as a result of the risk
  • A control measure is the action taken to reduce the chance of the hazard causing a problem

Risk assessment of calorimetry practical table

Hazard Risk Control measure
Burning food products can release allergens into the air Risk of allergic reactions (skin rashes/breathing difficulties) or anaphylactic shock Do not use nuts as the food source
Keep all the doors and windows open for fresh air
Hot apparatus and water can burn

Hot apparatus can burn and hot water can scald if it gets on the skin

Boiling water can spit onto skin over a distance

Leave the apparatus to cool before moving

Make sure to point the boiling tube away from you during the experiment

Wear safety goggles

Bunsen burner flame can burn Flame can burn the skin when igniting the food sample

Keep hands a safe distance from the flame

Use tongs or a mounted needle to hold the food

Burning food/dripping fat can burn Burning food can burn the skin when heating water

Keep hands a safe distance from the flame

Wear heat proof gloves 

Examiner Tip

You may be asked to fill in a risk assessment in an exam for any of the specified practicals. Take a moment to memorise at least two of these and make sure you know the difference between a hazard, a risk and a control measure.

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Emma

Author: Emma

Expertise: Biology

Prior to working at SME, Emma was a Biology teacher for 5 years. During those years she taught three different GCSE exam boards and two A-Level exam boards, gaining a wide range of teaching expertise in the subject. Emma particularly enjoys learning about ecology and conservation. Emma is passionate about making her students achieve the highest possible grades in their exams by creating amazing revision resources!