Obesity
Chemistry Lesson
Lesson Title: Obesity and the Conservation of Energy
Authors: Charlotte M. Trout and Robert Martin
Background Information
Subject:
Identify the course the unit will be implemented in.
Chemistry
Grade Band:
Identify the appropriate grade band for the
lesson.
Duration:
Identify the time frame for the unit.
Overview:
Provide a concise summary of what students will
learn in the lesson. It explains the unit’s focus,
connection to content, and real world connection.
STEM Specialist Connection:
Describe how a STEM Specialist may be used to
enhance the learning experience. STEM Specialist
may be found at http://www.thestemnet.com/
10-12
Two to Three 90 Minute Classes
Students will investigate the global issue of obesity by designing an experiment to
calculate the calories released by foods when the energy stored in them is changed to
heat. Students will measure the number of calories that they consume and the
number of calories that they use in one day. Comparison between their intake of
calories to their output of calories will be used to evaluate their diet and lifestyle.
Students will use the conservation of energy principle to explain both their lab results
and the principle of caloric balance. Students will explain that the rearrangement of
bonds during cellular respiration is a source of energy.
A STEM Specialist may be used to in a variety of ways in this lesson. Listed below are
some suggestions:
1. Engagement – The STEM Specialist can be used to engage students in the
development of models to illustrate that the release or absorption of energy
from a chemical reaction system depends upon the changes in total bond
energy. Or the STEM Specialist could provide perspective / data / information
about obesity – its causes and the effect it has on individual health as well as
society
2. Exploration – The STEM Specialist can assist students in conducting
Calorimetry experiments and/or describing the use of calorimetry in current
research projects and/or advise students in their experimental design.
3. Evaluation – The STEM Specialist can be used to critique and evaluate student
products.
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 1 of 21
Obesity
Chemistry Lesson
Background Information
Enduring Understanding:
Identify discrete facts or skills to focus on larger
concepts, principles, or processes. They are
transferable - applicable to new situations within or
beyond the subject.
Essential Questions:
Identify several open-ended questions to provoke
inquiry about the core ideas for the lesson. They are
grade-level appropriate questions that prompt
intellectual exploration of a topic.



Energy is neither created or destroyed in chemical processes.
Measuring energy transfer can be used to measure energy content.
The human body is a system with energy and matter flows.


How does caloric balance illustrate the principal of energy conservation?
How should calories be tracked in a healthy lifestyle?
Students will be able to:
 evaluate their diet to determine how many calories they intake on an average
day.
Student Outcomes:
Identify the transferable knowledge and skills that
 evaluate their daily activity to measure how many calories they use during an
students should understand and be able to do when
average day.
the lesson is completed. Outcomes must align with
 relate caloric intake and exercise to the conservation of matter and energy in a
but not limited to Maryland State Curriculum and/or
national standards.
system.
 explain the scientific principles used in a bomb calorimeter.
 determine the caloric content of foods.
Audience:
Students will work in teams to produce a presentation that
☒Peers
summarizes their findings of the following learning experiences:
☒Experts /
1. Food analysis for calories
Product, Process, Action, Performance,
Practitioners
2. Average calorie intake for students
etc.:
☒Teacher(s)
3. Average calories burned per student each day
Identify what students will produce to
4. Affect the diet could have on weight
☐School
demonstrate that they have met the challenge,
st
5. Recommended amounts of calories and sources of
Community
learned content, and employed 21 century
skills. Additionally, identify the audience they will
calories
☐Online
present what they have produced to.
6. Relationship of conservation of energy principles
Community
7. Explanation of how a bomb calorimeter works
☐Other______
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 2 of 21
Obesity
Chemistry Lesson
Background Information
Next Generation Science Standards
HS-PS3 Energy
HS-PS3-1. Create a computational model to calculate the change in the
energy of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
HS-PS3-3. Design, build, and refine a device that works within given
constraints to convert one form of energy into another form of energy.*
HS-PS1 Matter and Its Interactions
HS-PS1-4 Develop a model to illustrate that the release or absorption of
energy from a chemical reaction system depends upon the changes in total
bond energy.
Standards Addressed in the Unit:
Identify the Maryland State Curriculum Standards
and/or national standards addressed in the unit.
Maryland Common Core State Curriculum Reading Standards for Literacy in
Science and Technical Subjects
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the
specific results based on explanations in the text.
RST.11-12.9 Synthesize information from a range of sources (e.g., text, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible
Maryland Common Core State Curriculum Reading Standards for Writing in
Science and Technical Subjects
WHST.11-12.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 3 of 21
Obesity
Chemistry Lesson
Background Information
Equipment:
 Snack foods: peanuts, gumdrops, marshmallows, breadcrumbs, sugar,
popcorn, raisins
 Test tubes
 Wire gauze
 Metal lid or crucible or calorimeters or soda cans
 Bunsen burners
 Water
 Balance or scale
 Thermometers or temperature probes
Websites*:
Developing a lab report - http://labwrite.ncsu.edu/index_labwrite.htm
Suggested Materials and Resources:
Identify materials needed to complete the unit. This
includes but is not limited to websites, equipment,
PowerPoints, rubrics, worksheets, and answer keys.
Building a Calorimeter
 http://www.dartmouth.edu/~chemlab/techniques/calorimeter.html
 http://www.physicsclassroom.com/Class/thermalP/u18l2c.cfm
 http://www.flinnsci.com/media/510570/soda_can.pdf
Calorie Calculator Resources:
 http://www.calorieking.com/foods/
 http://www.webmd.com/diet/healthtool-food-calorie-counter
 http://www.acaloriecounter.com/
 https://www.supertracker.usda.gov/default.aspx
Calories Physical Activity Use:
 http://www.choosemyplate.gov/foodgroups/physicalactivity_calories_used_table.html
 http://www.nutribase.com/exercala.htm
 http://phet.colorado.edu/en/simulation/eating-and-exercise
* Throughout the lesson, students are linked to online resources in order to conduct research. The sites have been
chosen for their content and grade-level appropriateness. Teachers should preview all websites before introducing
the activities to students and adhere to their school system’s policy for internet use.
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 4 of 21
Obesity
Chemistry Lesson
Background Information
People, Facilities:
STEM Specialist
Materials (rubrics, worksheets, PowerPoints, answer keys, etc.):
 Calorimetry Lab
 Calorie Counting Chart
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 5 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
☒Engagement
☐Exploration
☐Explanation
☐Extension
☐Evaluation
Details
Science and
Engineering Practices
Materials:




Calorie note cards (540 Calories, 65 Calories, 97 Calories,146 Calories)
Picture of a Big Mac, apple, Classic Coca-Cola, and a glass of milk.
Tape
Suggested Websites for Research:
o http://www.choosemyplate.gov/weight-managementcalories/calories/empty-calories-amount.html
o http://www.cdc.gov/healthyweight/calories/
o http://www.cdc.gov/obesity/data/facts.html
o http://www.who.int/mediacentre/factsheets/fs311/en/index.html
Preparation:
Provide students with access to computers or text books they can use to
research information.
Facilitation of Learning Experience:
☒Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
Divide the class into teams. Each team will select a key communicator who is
responsible for sharing the team’s discussions with the class.
Instruct students that they are to discuss the following questions:
 What is a calorie?
 What does a calorie measure?
 How are calories measured?
☐Constructing explanations
(for science) and
designing solutions (for
engineering)
The key communicator will share group answers with the class. Confirm correct
responses and provide guidance for incorrect responses after group discussion.
☐Obtaining, evaluating, and
communicating information
☐Engaging in argument
from evidence
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 6 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
Details
Science and
Engineering Practices
Provide each team with a note card that has the following on it:
 540 Calories
 65 Calories
 97 Calories
 146 Calories
On the board place a picture of a Big Mac, apple, Classic Coca-Cola, and a
glass of milk.
Instruct students that they have to match the calories to the food item. They
must come to a consensus as a team and be prepared to justify their answers.
They will tape their team’s answer to the board beneath the food item. Have
each group justify their response during whole group share out. Reveal the
correct answers to students.
 Big Mac has 540 Calories
 an apple has 65 Calories
 8 ounces of Classic Coca-Cola has 97 Calories
 8 ounces of milk has 146 Calories
Inform students that obesity is a problem facing many people. Consuming too
many calories is one factor that contributes to obesity. Have students research
and record the answers to the following questions:
 How many calories is the recommended number for consumption in one
day?
 How many calories are stored as a pound of body fat?
 What disease or conditions are attributed to obesity?
 How prevalent is obesity in the US? In the world?
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 7 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
☐Engagement
☒Exploration
☐Explanation
☐Extension
Details
Science and
Engineering Practices
Materials:




☐Evaluation
Calorimetry Lab
Lab Materials
Suggested Resource for Developing a Lab Report for a StudentDesigned Lab http://labwrite.ncsu.edu/index_labwrite.htm.
Suggested Resources for Building a Calorimeter
o http://www.dartmouth.edu/~chemlab/techniques/calorimeter.html
o http://www.physicsclassroom.com/Class/thermalP/u18l2c.cfm
o http://www.flinnsci.com/media/510570/soda_can.pdf
Preparation:


Have lab materials accessible for student teams.
Do not use nuts if there is any chance that students may have allergies.
Facilitation of Learning Experience:
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☒Planning and carrying out
investigations
☐Analyzing and interpreting
data
☒Using mathematics and
computational thinking
Pose the following questions to students to think about:
 Do you have a healthy diet?
 How is obesity related to the foods we eat?
 Which foods are high in calories?
 How does activity relate to obesity?
 Which activities burn the most calories?
☐Constructing explanations
(for science) and
designing solutions (for
engineering)
Inform students that they will conduct an activity where they will discover the
answers to these questions.
☒Obtaining, evaluating, and
communicating
information
☐Engaging in argument
from evidence
ACTIVITY ONE: Working in a team design and conduct an experiment to test
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 8 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
Details
Science and
Engineering Practices
foods to determine how many calories they contain. Students will need to refer
to the information from the engagement activity regarding the definition of a
calorie and how it is measured. They will research the scientific principles used
in a bomb calorimeter, how to build a calorimeter and construct a calorimeter to
measure the calories in a variety of foods. Students will complete a pre-lab and
in-lab report based on their research and experiments following the instruction
for a Student Designed Lab:
http://labwrite.ncsu.edu/index_labwrite.htm
Suggested resources:
Building a Calorimeter
 http://www.dartmouth.edu/~chemlab/techniques/calorimeter.html
 http://www.physicsclassroom.com/Class/thermalP/u18l2c.cfm
 http://www.flinnsci.com/media/510570/soda_can.pdf
General Teacher’s Note:
Students will design and conduct an experiment to measure the calories in food.
They will create a calorimeter to measure the heat produced from the
combustion of different foods. They will use temperature probes or
thermometers to measure heat gain and computers to calculate calories.
Students can look at food labels to create a chart that lists the number of
calories and the chemical source of the calories in the foods they test for
comparison with their lab results. Students can set up a calorimeter with a test
tube containing water and a thermometer suspended over wire gauze with a
metal lid, or crucible to hold the food sample. Food samples can be attached to
a tack to hold them up from the lid or crucible. Using a heat source, the students
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 9 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
Details
Science and
Engineering Practices
will ignite the food samples and measure the temperature change in the water.
Food calorimeters designed to test food can be purchased from a science lab
supplier. Web links above identify ways to make your own calorimeter and give
directions on how to perform the experiment. Students calculate the mass of
each food sample before and after burning, the mass of water in the test tube,
and the temperature change of the water. Students can also measure the test
tube and include the calories gained by the test tube in their calculations.
Students then calculate the calories per gram emitted by each food sample by
dividing the calories produced by the grams of sample that burned. They
should then rank the foods from highest calories per gram to least calories per
gram. Students will analyze the errors that could affect their data, Students will
record data following the directions for Pre-Lab and In Lab Student-Designed
Lab -http://labwrite.ncsu.edu/index_labwrite.htm.
Materials:
☐Exploration
Suggested website for developing a lab report:
http://labwrite.ncsu.edu/index_labwrite.htm
☐Asking questions (for
science) and defining
problems (for engineering)
☒Explanation
Preparation:
☐Developing and using
models
Students will need access to computers to write their lab reports. Have students
place their report in their scientific and engineering portfolio, journal or
notebook.
☐Planning and carrying out
investigations
☐Engagement
☐Extension
☐Evaluation
Facilitation of Learning Experience:
Students will write a post-lab report following the procedures for Post-Lab
Student-Designed Lab Report http://labwrite.ncsu.edu/index_labwrite.htm.
☒Analyzing and interpreting
data
☐Using mathematics and
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 10 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
Details
The report must include:
 Title
 Abstract
 Introduction
 Procedures
 Results
 Conclusions
 Discussion
 References
☐Engagement
Note to teachers: Make sure that students discuss their experiment in terms of
the conservation of energy and the principles of calorimetry.
Materials:
LabWrite Evaluation Guide - http://labwrite.ncsu.edu/lc/lc-homepage.htm
☐Exploration
Preparation:
☐Explanation
Provide one copy of the Labwrite Evaluation Guide to each student.
☐Extension
Facilitation of Learning Experience:
☒Evaluation
Allow students to peer review lab reports using the Lab Check Evaluation Guide
http://labwrite.ncsu.edu/lc/lc-homepage.htm. Students will provide feedback to
each other and revise reports before final submission.
Science and
Engineering Practices
computational thinking
☒Constructing explanations
(for science) and
designing solutions (for
engineering)
☐Engaging in argument
from evidence
☒Obtaining, evaluating, and
communicating information
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 11 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
Details
Science and
Engineering Practices
☐Constructing explanations
(for science) and
designing solutions (for
engineering)
☐Engaging in argument
from evidence
☒Obtaining, evaluating, and
communicating information
☐Engagement
☒Exploration
Materials:


☐Explanation
☐Extension
Calorie Counting Chart
Suggested Websites:
o Calorie Calculator Resources:
 http://www.calorieking.com/foods/
 http://www.webmd.com/diet/healthtool-food-calorie-counter
 http://www.acaloriecounter.com/
 https://www.supertracker.usda.gov/default.aspx
☐Evaluation
o Calories Physical Activity Use:
o http://www.choosemyplate.gov/foodgroups/physicalactivity_calories_used_table.html
o http://www.nutribase.com/exercala.htm
o http://phet.colorado.edu/en/simulation/eating-and-exercise
Preparation:
-
Provide each student with the Calorie Counting Charts.
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and
designing solutions (for
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 12 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
Details
-
Students will need access to computers to conduct research.
Facilitation of Learning Experience:
ACTIVITY TWO:
 Instruct students to list what they would eat for a normal breakfast, lunch and
dinner. Write the type and amount or number of servings of each item. Also
list a category for snacks.
 Students will go to the suggested websites or a reference book and
determine the number of calories contained in the items in each category and
write those numbers on the chart.
 Next, students will chart the hours of a day and describe the activity they
would normally do during those time periods. Include sleeping, walking,
studying and exercising or sports activities.
 Students will calculate how many calories are burned doing each activity and
record those numbers on the chart.
 Students will calculate the total number of calories for each side of the chartdetermine the total calories consumed in a day and the total calories burned
in a day and record that on the chart.
Science and
Engineering Practices
engineering)
☐Engaging in argument
from evidence
☒Obtaining, evaluating, and
communicating information
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 13 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
Details
☐Engagement
Materials:
☐Exploration
Eating and Exercise Simulation (http://phet.colorado.edu/en/simulation/eatingand-exercise).
☒Explanation
☐Extension
☐Evaluation
Preparation:
Students will need access to computers.
Facilitation of Learning Experience:
ANALYSIS/CONCLUSION
Instruct students to calculate the difference between their caloric intake and
usage on their chart. Students will multiply the difference by seven to see the
change for a week and then multiply that number by 52 to see the change for a
year. Students will conduct research regarding how many stored calories will
become a pound of body fat. They will determine the weight change they might
experience for a week or a year. Students will research the recommended total
for daily calorie consumption and the recommendations for sources of calories.
Students will compare their results to those they generate using the Eating and
Exercise Simulation (http://phet.colorado.edu/en/simulation/eating-andexercise).
Students will gather additional data from their peers and create a spreadsheet
or chart that predicts the average weight gain for their sample population.
Science and
Engineering Practices
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☒Analyzing and interpreting
data
☒Using mathematics and
computational thinking
☐Constructing explanations
(for science) and
designing solutions (for
engineering)
☐Engaging in argument
from evidence
☐Obtaining, evaluating, and
communicating
information
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 14 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
☐Engagement
☐Exploration
☐Explanation
☒Extension
☐Evaluation
Details
Materials:


Textbooks or websites
Suggested websites:
o http://faculty.clintoncc.suny.edu/faculty/michael.gregory/files/bio%
20101/bio%20101%20lectures/cellular%20respiration/cellular.htm
o Bond energies can be found at:
http://www.cem.msu.edu/~reusch/OrgPage/bndenrgy.htm
Facilitation of learning:
Ask students, how is energy obtained from food molecules? Explain that the
biochemical pathways that breakdown foods are complex, but in the cells, the
basic reaction is the combustion of glucose.
Have students write and balance the equation for the combustion of glucose.
Also have them write the structural formulas for the molecules.
Students will now access websites or text sources to discover where the energy
comes from during the combustion of glucose.
Note to teacher: The explanation can be as simple as: “the breaking and
reformation of bonds to create different molecules releases energy that is used
by the cell” or as complex as having students calculate the change in bond
energies for the reaction. The expectation will be up to the teacher.
Science and
Engineering Practices
☐Asking questions (for
science) and defining
problems (for engineering)
☒Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and
designing solutions (for
engineering)
☐Engaging in argument
from evidence
☒Obtaining, evaluating, and
communicating
information
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 15 of 21
Obesity
Chemistry Lesson
Learning Experience
5E Component
Identify the 5E
component addressed for
the learning experience.
The 5E model is not
linear.
☐Engagement
Details
Materials:
Computer access for preparation of product
☐Exploration
☐Explanation
☐Extension
☒Evaluation
Facilitation of Learning Experience:
To end the lesson, students will work in teams to produce a product that
summarizes their findings and promotes healthier lifestyle choices. Work with
students to develop a rubric that will be used to evaluate their products. Their
product should include information from their experiences and research
including:
1.
2.
3.
Food analysis
Caloric balance – both the recommended as well as the analysis of
student habits
Relationship of caloric balance to conservation of energy in a system
Science and
Engineering Practices
☐Asking questions (for
science) and defining
problems (for engineering)
☐Developing and using
models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations
(for science) and
designing solutions (for
engineering)
☐Engaging in argument
from evidence
☒Obtaining, evaluating, and
communicating
information
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 16 of 21
LAB - CALORIES IN FOODS
PURPOSE
Students will use a calorimeter in order to calculate the calories in samples of proteins,
carbohydrates and lipids.
MATERIALS
 Calorimeter (purchased or created by students. Have students use the engineering
design process to create their calorimeter)
 Bunsen burner
 Test tube
 Water (Allow the water to come to room temperature by letting it sit in a beaker for
several minutes before use)
 Thermometer
 Ring stand with test tube holder
 Wire gauze
 Flat piece of metal or lid from a can
 Balance
 Food samples Students could suggest and contribute samples they want to test.
PROCEDURES
 Weigh the mass of the food sample to be tested. (It may be easier to weight the
sample on the lid). If students do not use a calorimeter or design of their own
then the following directions can be used.
 Pour 5.0 ml of water into the test tube.
 Place the test tube with water in the ring stand or in the
calorimeter.
 Place the food sample on the metal lid and put the lid on the
wire gauze.
 Place the food sample and the wire gauze directly under the
suspended test tube with water. The bottom of the test tube
should be about 5 cm above the food sample.
 Use the thermometer to measure the initial temperature of the
water in the test tube.
 Light the burner and use it to ignite the food sample.
 Observe the thermometer and record the highest temperature
observed.
 After several minutes extinguish the flame on the food and
weigh the food sample.
DATA
Food Sample
Initial mass of
sample
Final mass of
sample
Initial Temp.
of water
Final Temp of
water
CALCULATIONS
1. Calories = specific heat of water x grams of water x change in temperature (oC)
(1 cal /g-oC) x (5.0 grams) x (final temperature-initial temperature)
(If students use 5.0 ml then the mass of water will be 5.0
grams, adjust this number to match the volume of water in the
test tube)
2. Calories per gram of macromolecule:
calories / (final mass of sample-initial mass of sample)
3. Create a chart showing the calories per gram for each of the foods you tested
and ranking them from lowest to highest caloric content.
CONCLUSION:
Summarize your results. Be sure to discuss possible sources of error that could
affect the calculations of calories.
Possible sources are-heat from burner could raise the water temperature while
trying to ignite the sample, samples may be difficult to keep burning, heat from
sample is lost to air and the test tube and not measured in the water, the specific
heat of the calorimeter or glass test tube is not included in the calculation.
PERSONAL CALORIE CALCULATION
NAME:
DIRECTIONS - Think about a normal day. Write down what you eat for each meal and
snacks for one day. Include the size of the serving that you eat or drink. Use one of the
web sites listed. The web sites will give you the number of calories in the foods you ate.
Write the calories for each food in the calories column. At the bottom of the chart, add
up all of the calories and write the total in the calories column.
FOOD INTAKE
MEAL
BREAKFAST
SOLID FOODS
BEVERAGE
LUNCH
SOLID FOODS
BEVERAGE
DINNER
SOLID FOODS
BEVERAGE
SNACKS
SOLID FOODS
BEVERAGES
TOTAL CALORIES
SERVING SIZE
CALORIES
ACTIVITY CHART
DIRECTIONS - In the chart below list the activities you do in a normal day during the
time period listed. The activities could be sleeping, walking to school, playing basketball
or video games, write the activities you would normally do. Write the number of hours
you are involved in that activity. Then go to the web sites listed and research how many
calories you burn each hour you do a particular activity. Multiply the calories per hour
by the hours you recorded for that activity and put that number in the calories column.
At the bottom of the chart, add up the total calories you used in one day.
HOURS
12:00am to
4:00am
4:00am to
8:00am
8:00am to
12:00pm
12:00pm to
4:00 pm
4:00pm to
8:00pm
8:00pm to
12:00am
TOTAL
CALORIES
ACTIVITIES
HOURS OF
ACTIVITY
CALORIES
PER HOUR
TOTAL
CALORIES
ANALYSIS
1. Compare the total calories you consumed in a day to the total calories you
burned doing activities in a day. Which number is greater? How big is the
difference?
2. How would your weight be affected by the difference you observed in the
calculations for question #1?
3. Calculate how big the difference would be if you ate the same diet and did the
same activities for one week.
4. If 3500 excess calories are stored in the body as 1 pound of fatty tissue,
calculate how your weight would change in one week using the calculation from
question #3.
5. There are 52 weeks in a year. Calculate the change in your body weight for 1
year.
6. Find number of calories the FDA recommends that a person eat each day. What
percentage of the calories should come from carbohydrates, fats and proteins?