National Science Teachers Association

Calorimetry in a Nutshell: Peanut pyrotechnics

Author(s): Peter Markow
Source: The Science Teacher, Vol. 59, No. 6 (SEPTEMBER 1992), pp. 54-59
Published by: National Science Teachers Association
Stable URL: https://www.jstor.org/stable/24146692
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 i

Peanut pyrotechnics

54 ■ THE SCIENCE TEACHER

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 FIGURE 1. Energy required for some activities.

Calories (kcal) b
Activity per k g of body mass p

bicycling (racing) 0.127

bicycling (leisurely) 0.042

dancing (fast) 0.148

by Peter Markow
dancing (slow) 0.050

driving car 0.015

thought that a single
peanut would con eating 0.007

tain enough energy

Who would have

football 0.112
to allow a 65-kg per
son to leisurely bi golf 0.065
cycle for two minutes? Or that the same
judo 0.175
nut would burn vigorously for more
than two minutes after being ignited lab work 0.018
with an ordinary match? Burning pea
ping pong 0.073
nuts and measuring the energy released
is an exciting way to teach students 0.018
piano playing
about food and chemical energy, satu
rated and unsaturated fats, and calo resting state 0.000

rimetry. Experimenting with a student

running (17.5 km/hr) 0.269
built soda can calorimeter can also serve
as a perfect introduction to the scien running (13.8 km/hr) 0.208
tific method.
running (10.7 km/hr) 0.173

BACKGROUND
singing (loud) 0.013
Burning peanuts, walnuts, or cashews
0.007
and measuring the energy produced sitting
is (writing)

not a new science activity. Many science 0.058

skating
teachers use this wonderfully simple ex
periment as a way of linking the fieldsskiing
of (cross-country, level) 0.099

chemistry and nutrition.

skiing (cross-country, uphill) 0.254
Food energy is measured in Calories
(C), each of which equals one kilocalorie.
standing relaxed 0.008
There is a movement underway, how
0.132
ever, to switch to the designation kcal, swimming
the (3.2 km/hr)

unit more frequently used by scientistswalking

to (4.8 km/hr) 0.039
measure chemical energy. Most food prod
0.057
uct labels still list the energy contentwalking
in (6.4 km/hr)
Calories. A chart that relates the number
volleyball 0.030
of Calories burned per kilogram of body
weight during specific activities seems to
help students understand the idea of food
Food group kcal/g
energy (see Figure 1).
The gross energy value of a food can be
determined by actually burning the food
fat 9.0
and measuring the chemical energy pro
duced. (The food energy is convertedprotein
to 4.0
heat energy at this time.) Not all of this
carbohydrate 4.0
energy is available to your body, since
some of the ingested food is not absorbed
and passes through. The resulting avail

SEPTEMBER 1992 ■ 55

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 FIGURE 2. Composition of peanuts.

Nutrient Amount in 100 g edible portion

food energy 562 kcal

water 7g
protein 25.9 g able or physiologic energy values for the
lipids (fat) 48.4 g major food groups are provided at the
carbohydrates 16.4 g bottom of Figure 1.
The energy values listed on food prod
dietary fiber 8.1 g
crude fiber
uct labels reflect these physiologic values.
21 g The most common method for calculat
ash (minerals) 2.3 g
ing energy values for foods is to deter
mine the number of grams of fat, protein,
minerals and carbohydrates in the food and mul
potassium 660 mg tiply each by their physiologic energy
phosphorus 370 mg values. This is done because many foods
magnesium 190 mg are difficult, if not impossible, to burn.
calcium Peanuts are frequently referred to as
80 mg
"nutrition in a nutshell" because they are
sodium 14 mg
an excellent source of protein, energy,
iron 2.9 mg vitamins, and minerals, are low in salt and
zinc 2.9 mg saturated fats (all cholesterol free), and
manganese 1.2 mg contain dietary fiber! Figure 2 lists the
copper 1.1 mg composition of peanuts.
The lipid (or fat) portion of peanuts is
vitamins commonly known as peanut oil and
niacin
comprises about 50 percent (by weight)
15.4 mg
of a peanut. Peanut oil is usually ex
vitamin E 10 mg
tracted from shelled and crushed pea
nuts by hydraulic pressing. Peanut oil
pantothenic acid 2.7 mg has little flavor or odor, does not absorb
thiamin .83 mg flavors from other foods, and has a high
vitamin B-6 .30 mg smoke point, which all adds up to an
riboflavin .15 mg excellent cooking oil.
Since fats contain slightly more than
twice the energy content of proteins and
lipids
carbohydrates, and since peanuts are
fatty acids, total 46.0 g (100%) about 50 percent fat (peanut oil), this
saturated, total 8.0 g (17%) means that roughly 75 percent of the
palmitic, 16:0 4.3 g (9%) energy contained in a peanut comes from
stearic, 18:0 1.4 g (3%) the peanut oil.
arachidic, 20:0 ■7 g (1%) By simply burning a peanut, we can
behenic, 22:0 indirectly measure the food energy by
1.3 g (3%)
directly measuring the chemical energy
released as chemical bonds within the
monounsaturated, total 25.3 g (55%)
peanut oil molecules break. Peanuts burn
oleic, 18:1 23.9 g (52%) because peanut oil is fairly flammable,
eicosenoic, 20:1 .5 g (1%) and can be readily ignited using a wooden
nervonic, 24:1 .6 g (1%) kitchen match.
Peanut oil, like all lipids (fats and oils)
polyunsaturated, total 12.7 g (28%) is a triglyceride, a molecule made from
glycerol and three fatty acids. The actual
linoleic, 18:2 12.6 g (27%)
fatty acid composition of peanut oil is
provided in Figure 3. Figure 4 provides

56 ■ THE SCIENCE TEACHER

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 NOTE
General information on peanuts can
be obtained by writing to the National
Peanut Council, Inc., 1500 King St.,
the names and molecular structures for Suite 301, Alexandria, VA 22314.
beverage can into a simple, safe, inexpen
the various fatty acids in peanut oil. sive, and fairly accurate calorimeterAforsample soda can calorimeter with
We can use a diagram of oleic acid use in measuring the heat given off by
directions for constructing one alter
(Figure 5) as a representation of peanut burning nuts. The materials required are to the ring stand/ring clamp
native
oil, since the acid represents about 60 shown in Figure 6. Use a nail to setup
makecan be obtained for $5. Contact
percent of the oil's fatty acid. Note that Rainbow
four small holes spaced evenly apart in Colors at (203) 871-2033.
oleic acid has one carbon-carbon double This
the sides of the can near the top. Straighten experiment will also be pub
bond and is called a monounsaturated two regular paper clips and insert lished
them by Chemical Education Re
fatty acid. Linoleic acid has two through the opposing holes. Wrap sources a rub in January 1993 under the
carbon-carbon double bonds and is re ber band around the ends of the paper
title, Estimating the Laboratory Con
ferred to as a polyunsaturated fatty acid.clips to hold them in place. tent of Nuts, THER428. CER, 220 S.
This calorimeter can now be suspended
Railroad St., Palmyra, PA 17078; (717)
SODA CAN CALORIMETRY 838-3165.
from a ring clamp-ring stand assembly
and adjusted to any height above the
It is possible to transform an aluminum

FIGURE 3. Fatty acid composition of peanut oil.

Fatty acid %

Carbon : Double
length bonds 16:0 18:0 18:1 18:2 20:0 20:1 22:0 24:0

14 5 59 19 1 1 1
H2C-0-position 1:

hc-O-position 2: 2 -
59 39 -
0.5

11 5 57 10 4 3 6 3
H2C-0-position 3:

FIGURE 4. Fatty acid structures.

Carbon : Double
Name length bonds Structure

palmitic acid 16:0 ch3-(ch2)14-COOH

stearic acid 18:0 ch3-(ch2)16-cooh
oleic acid 18:1 ch3-(ch2)7-hc=ch-(ch2)7-COOH
linoleic acid 18:2 ch3 (CH2)4-HC=CH-CH2-HC=ch-(ch2)7-cooh
arachidic acid 20:0 CH3-(CH2)18-COOH

eicosenoic acid 20:1 CH3-(CH2)g-HC=CH-(CH2)8-cooh

behenic acid 22:0 CH3-(CH2)20-COOH

nervonic acid 24:1 CH3-(ch2)10-HC=ch-(CH2)10-cooh

SEPTEMBER 1992 ■ 57

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 FIGURE5.5.Peanut
FIGURE Peanut
oil,oil, c57h104o6,
C57H104O6, MW MW
= 885 =g/mol
885 g/mol

h2c-0-c-(ch2)7-hc=ch-(ch2)7 -ch3

hc-O-c- (ch2)7-hc=ch-(ch2)7-ch3
burni gnut.Makeastndforthenutby
O straighteni gal butone ndofathird
pa erclip.Bendthestraightendsection
h2c-0-c-(ch2)7-hc=ch-(ch2)7 -ch3 down ardandinserti nto hecork.The
nutwil restnicelyontheunstraightend
endofthepa erclipabovethecorkstand.
Ad 20 mLofwaterto hecalorimetr
andinserta hermo etrthrought e
openi gonthetop fthecani to he
water(se Figure7).Useacrdboard
squarewithasmal holepunchedthrough
it opsitonthethermo etrinthe
mid leofthewaterinthecan.
Tostar thelab,measuretheintial
temperatureofthewater.Takeanother
measuremntafterthenuthasburnedand
transfer ditsenrgyto hewaterinthe
can.Weigheachnutbeforeandafterburn
ingtoacuratelydetrminetheamountof
nutconsumedbythetheflame.
Note: Each student should wear heat
resistant gloves and have a small plastic
cup half-filled with water on hand for
extinguishing matches.
Since one Calorie is the amount of
heat needed to raise one liter of water by
one degree centigrade, the calculation is
quite easy:

Calories (kcal) per nut = temperature

difference/5

(You divide by 5 since you use 200 mL

and not 1000 mL water.)

kcal/g burned = kcal per nut/g nut burned

I have consistently measured slightly

more than 5 kcal/g for Planters® Cock
tail peanuts during my research. A
"Chemistry For Consumers" class at
another university averaged 4.3 kcal/g
for peanuts. Students should obtain simi
lar results.
Given the simple nature of this calo
rimeter with all its possibilities for heat
PHOT COURTESYOFTHEAUTHOR loss, being able to measure about 80
percent of the energy contained in a pea
FIGURE 6. Materials requiredfor setup. nut is extraordinary! Even the students

58 ■ THE SCIENCE TEACHER

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with the lowest results were able to mea
sure over 50% of the energy contained in
their peanuts. These results are much
better than results from similar experi
ments using beakers, test tubes, or Erlen
meyer flasks, and soda cans are more
readily available, safer, and less expensive
than glassware.

IN A NUTSHELL
Most students are interested in nutri
tional issues, and soda can calorimetry is
an exciting way to have them learn about
food and chemical energy. This activity is
an excellent introduction to the scientific
methods of experimentation and it can be
adapted for students of any age. Initially,
students can be left on their own to burn
several peanuts, measure the heat pro
duced, and calculate the kcal/g of peanut.
Results can then be shared and a discus
sion can follow comparing student results
with product label values.
The many variables involved in the
experiment (distance between nut and
can, position of nut, length of time to
light nut, volume of water, thermometer
location, and so forth) can be discussed.
Students can then redo the experiment
controlling the variables, compare their PHOT COURTESYOFTHEAUTHOR

results, and draw conclusions. Creativity

can be promoted by asking students to FIGURE 7. The experimental setup.
redesign the apparatus, or make modifi
cations, to yield better results. Variables
such as surface area and type of peanut REFERENCES University of Wisconsin Science Out
used should also be explored. Borgford, C.L., L.R. Summerlin.reach Program.
All too often, calorimetry in science 1988. Chemical Activities, Teacher Mehas, K.Y., and S.L. Rodgers.
involves mixing hot and cold water or Edition. Washington, D.C.: ACS. 1989. Food Science and You. Colum
measuring very small changes in tem bus, Ohio: Glencoe Publishing.
Christian, J., and J. Gregor. 1988.
perature due to some relatively uninter Nutrition for Living. 2d ed. RedwoodMoore, J.A.,etal. 1975. Interaction
esting chemical reaction. Burning pea of Man and The Biosphere. New York:
City, Calif.: Benjamin Cummings Pub
nuts and other nuts using a soda can Co. Rand McNally and Co.
calorimeter goes a long way towards mak Fennema, O.R., ed. 1985. Food Peanut Advisory Board. 1985. A
ing this important science topic interest Chemistry. 2d ed. New York: Marcel Food Technologist's Guide to Peanuts
ing and relevant. Dekker. and Peanut Products. New York: PAB.
Kelter.P.B., and B.James, eds. 1988. Pike, R„ and M. Brown. 1975.
Peter Markow is an assistant professor of Revenge of Classroom Science Activities Nutrition: An Integrated Approach. 2d
chemistry at Saint Joseph College, 1678 For K-6th Grade Teachers. Madison: ed. New York: John Wiley.
Asylum Ave., West Hartford, CT 06117.

SEPTEMBER 1992 ■ 59

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