Maroochydore State High School
Science Department
SCIENCE – YEAR 9
SEMESTER 2, 2012 - TERM 4 – PART A
Student
Name
Year Level
Class
Teacher
Code
Unit
Name/Code
9
Assessment Cover Sheet
Handout Date
WEEK
ALL
CLARAL /GERHCA/ HASTMI/ PALMGA/
SLEEED/ TURNGA
INTRODUCTION TO HEAT AND EAT
Assessment Technique
EXTENDED EXPERIMENTAL INVESTIGATION
Purpose of Assessment:
To plan, conduct, evaluate and report on an investigation of chemical changes,
and make recommendations for their use as an energy source in Heat-and Eat
meal packs.
INSTRUCTIONS:
Assessment
conditions/adjustments/  Students must complete the details on this cover sheet.
differentiation
 Any students suspected of cheating will be referred to the Head of Science.
Task Description
Faculty specific skills
Literacy
STANDARD DESCRIPTORS
Knowledge & Understanding
Science Understanding – Describes chemical
changes and their use.
Investigating
Processing and analysing data and information
and Evaluating – analyses data and method
and identifies inconsistencies.
No A opportunity
Investigating
Communicating – Communicates using scientific
language and representations.

No A or B opportunity


Identifies the chemical changes for
investigation. Pro9vides one or more
valid reason for choice of reaction.
Writes a balanced equation
Identifies a chemical change

Considers effectiveness, impact of
problems and improvements in the
evaluation of data and method

Analyses data and identifies
inconsistencies

States a source of error

States that improvement is needed
Purposefully & accurately selects and uses
scientific language and representations
A
B


Communicates using scientific language and
representations
States information
C
D
E
SCIENCE UNDERSTANDING GRADE
Comments/ Suggestions for Improvement: _______________________________________
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Teacher’s Signature: _________________________________ Date: __________________
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Extended Experimental Investigation
Part A: Introduction to HEAT (and EAT) Chemistry
Introduction
Often during extreme weather, people find themselves without a source of energy for heating and preparing
meals. One solution to this is the use of Heat-and-Eat meals which use a chemical reaction as a heat
source to reheat a meal.
Teacher Guided Activity
Watch the following two videos. The first is comparing the energy sources of two types of self-heating
meals.; http://www.youtube.com/watch?v=pcRXuZAbXL0&feature=related
The second is demonstrating how a self-heating drink container works
http://www.youtube.com/watch?v=pAquMQT0Nkg&feature=related
As a group or class come up with ideas about what are the characteristics of a good energy source for such
heat and eat (or drink) products. Best energy source for a Heat-and-Eat Meal would be…
How important? (scale 1 to 10)
Criteria
Why is it important?
e.g. light weight
To make the meal easy to transport
Researching risk
In this introductory activity you will be given three reactions to trial as sources for Heat and Eat Meals. Each
of them comes with risks associated with the chemistry of the reactants and products.
Use the mini-MSDS sheets provided by your teacher to identify and record relevant risks associated with
the chemical listed (the reactant and products in the trials).
Chemical compound
Possible risk
Degree of risk
(Low/Med/High)
Personal
protection
required
Strategy for
reducing risk
Disposal of
chemical
Magnesium
Magnesium sulphate
Sodium hydrogen
carbonate
Citric acid
Copper Sulphate
Copper
Calcium Chloride
Trial
(This style of chemistry does not really control many variables and is sometimes referred to as
“bucket chemistry”. It is not a very accurate way to do experiments but it is a very useful way to get
a rough idea in a short amount of time.
You will need:
Test tubes x 3
Test tube rack
Magnesium
Copper sulphate
Sodium hydrogen carbonate
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Thermometer
Spatula
Citric acid
Calcium chloride
What to do:
1
Add one spatula of Calcium chloride to a test tube
2
Half fill the test tube with water. Measure and record its temperature for several minutes.
3
Half fill a test tube with water. Measure and record its temperature.
4
Add one spatula of sodium hydrogen carbonate and one spatula of citric acid to the water.
Measure and record the temperature for several minutes..
5
Place approximately 4 cm of Magnesium ribbon in a test tube. Add half a test tube of 1 molar
copper sulphate. Measure and record its temperature for several minutes
Results: Table 1: temperatures and observations of the reactions
Calcium chloride in water
Initial temperature: _________
Sodium hydrogen carbonate
and citric acid.
Magnesium and Copper
sulphate
Final temperature: _________
Initial temperature: _________
Initial temperature: _________
Observations:
Final temperature: _________
Final temperature: _________
________________________
Observations:
Observations:
________________________
_______________________
________________________
________________________
_______________________
________________________
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Present your data as a bar graph
Decide which reaction you will investigate for use in a Heat-and-Eat meal. Explain why you have chosen
this reaction. Write a balanced equation for the reaction.
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