UNIVERSITI KUALA LUMPUR

MALAYSIAN INSTITUTE OF CHEMICAL & BIOENGINEERING

TECHNOLOGY
LABORATORY TECHNICAL REPORT
SUBMISSION FORM

To: Dr. Khairul Faizal Bin Pa’ee Code Subject: CFB 20703
From: Student ID. No.:
Nur Athirah Binti Mohammad Fauzi 55218118183
Nur Farah Izzati Binti Rossedi 55218118147
Nur Faranisya Binti Ahmad Nazri 55218118180

No. of Group: Date of Experiment:

Title of Experiment:

Received by: Date of Submission:

Note: Late submission will not be accepted.

*To be filled by the marker*

VERY VERY
POOR GOOD EXCELLENT
CRITERIA POOR GOOD
2 3 5
1 4
1.0 ABSTRACT & OBJECTIVES (HALF PAGE 2 4 6 8 10
ONLY) (TOTAL: 10%)
1. State the summary to the experiment
conducted.
2. State the objectives of the experiment (point
form)
2.0 PROCEDURES (TOTAL: 5%) 1 2 3 4 5
1.Methodology is presented in suitable and
understandable flowchart.
3.0 RESULTS (TOTAL: 10%) 2 4 6 8 10
1.Data are presented as deemed suitable with
complete label and units in tables and/or graphs.
4.0 DISCUSSIONS (MAXIMUM 1 PAGE) (TOTAL: 3 6 9 12 15
15%)
1. Explanations of the referred tables and/or
graphs are presented after it.
2. Discuss on the findings and relations to the
theory and objective of experiment.
5.0 CONCLUSIONS (TOTAL: 5%) 1 2 3 4 5
1. Summary of the results to relate the findings or
results with the theory applicable to the
experiment.
6.0 REFERENCES (TOTAL: 5%) 1 2 3 4 5
1.Minimum of 4 references.

TOTAL MARKS
 UniKL MICET
Psychomotor performance rubric

Course code/name : CFD 20703 Food Chemistry

Experiment title:
Student 's name: Nur Athirah Binti Mohammad Fauzi
Date : 15/08/19

Advanced Proficient Develo

No Criteria (5 points) (3 points) (1 poi
Successfully completes Successfully completes experiment Cannot comple
experiment procedures procedures with minimal standard pr
Successfully performs
independently. supervision.
1 experiments without
Shows excellent understanding Shows good understanding of Show no unde
supervision.
of procedure and theory taught. experiments procedure and theory experiments pr
taught theory t
Ability to organise, performs Practices safely, can work Practices most procedures safely Fails to notice
experiments independently and take initiative conforms to the lab regulations with information
2 safely and aware of priorities as minimal cooperating effectively in a factors in the
in the laboratory. well as cooperating effectively in a team.
team.
Ability to show engagement Shows excellent performance Shows good performance with Performs with
in conducting with unusual energy, is very confident, energy and commitment. focus and no c
3
experiment. focused, shows confidence and needs su
full commitment.
Ability to demonstrates Always demonstrates respect and Good demonstration of respect and No demons
4 care and respect in care for equipment. care for equipment. respect and
equipment set-up. equipm
Total p
 UniKL MICET
UniKL MICET
Psychomotor performance rubric
Psychomotor performance rubric

Course code/name : CFD 20703 Food Chemistry

Course code/name
Experiment title: : CFD 20703 Food Chemistry
Experiment title:
Student 's name: Nur Faranisya Binti Ahmad Nazri
Student 's name: Nur Farah Izzati binti Rossedi
Date :: 15/08/19
Date 15/08/19

Advanced
Advanced Proficient
Proficient Develo
Develo
No
No Criteria
Criteria (5 points)
(5 points) (3 points)
(3 points) (1 poi
(1 poi
Successfully completes
Successfully completes Successfully completes
Successfully completes experiment
experiment Cannot comple
Cannot comple
experiment procedures
experiment procedures procedures with minimal
procedures with minimal standard pr
standard pr
Successfully performs
Successfully performs
independently.
independently. supervision.
supervision.
1
1 experiments without
experiments without Shows excellent understanding
Shows excellent understanding Shows good understanding of
Shows good understanding of Show no
Show no unde
unde
supervision.
supervision. of procedure and theory taught.
of procedure and theory taught. experiments procedure and
experiments procedure and theory theory experiments
experiments pr pr
taught
taught theory tt
theory
Ability to
Ability to organise,
organise, performs
performs Practices safely,
Practices safely, can
can work
work Practices most procedures safely
Practices most procedures safely Fails to notice
Fails to notice
experiments
experiments independently and
independently and take
take initiative
initiative conforms to
conforms to the
the lab
lab regulations
regulations with
with information
information
2
2 safely and aware of
safely and aware of priorities
priorities as
as minimal cooperating effectively
minimal cooperating effectively in in aa factors in the
factors in the
in the laboratory.
in the laboratory. well as
well as cooperating
cooperating effectively
effectively in
in aa team.
team.
team.
team.
Ability to
Ability to show
show engagement
engagement Shows excellent performance
Shows excellent performance Shows good
Shows good performance
performance with
with Performs with
Performs with
in conducting
in conducting with unusual
with unusual energy,
energy, is
is very
very confident, energy
confident, energy and
and commitment.
commitment. focus and
focus and no
no cc
3
3 experiment.
experiment. focused, shows confidence
focused, shows confidence and and needs su
needs su
full commitment.
full commitment.
Ability to
Ability to demonstrates
demonstrates Always demonstrates respect and
Always demonstrates respect and Good demonstration
Good demonstration ofof respect
respect and
and No demons
No demons
4
4 care and respect in
care and respect in care for equipment.
care for equipment. care for equipment.
care for equipment. respect and
respect and
equipment set-up.
equipment set-up. equipm
equipm
Total p
 Lab Technical Report

Course code/name

Abstract & Objective(s):

Methodology:

Using a suitable flowchart, state the steps involve in this lab work.
Result/ Discussion:

Part 1: Use of salts to lower the melting point of ice.

Table 1: show the amount of salt used to make an ice cream and mol of salt needed based on freezing
point depression (g)

Initial temperature of ice: 5°C

Salt used in Salt needed based on Mol concentration of

Temperature (°C) experiment (g) formula (g) solute, b based on
formula (g)
-5 1 3.249 1.349
-10 16.3 6.308 2.698
-15 19.3 9.461 4.047
-20 21.6 12.615 5.397

Part 2: Use freezing point depression to make an ice cream.

Initial temperature of ice and cream mixture: 20°C

Final temperature of ice cream: -10 °C

Final temperature of ice salt water: -15 °C

ΔTf vs salt concentration

25

20

15
ΔTf (0˚C)

10

0
1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
mol solute/kg solvent

Above -20°Cfreezing point of depression requires b = 5.3967 mol/kg

mol salt g salt

5.4 ×58.44 × ( 0.2 kg ice )=63 g salt
kg ice mol salts

Therefore, only 63 g of salt need to make an ice cream

The objective of this experiment is to understand how solutes (salts) affect the phase behavior
of a solvent (water) and the use of freezing point depression to make a batch of amazing ice cream. This
experiment was start by putting 200g ice into Ziploc bag and adding salts to decrease the freezing point of
ice from 0 to -5°C, -10°C, -15°C and -20°C. Next, the cream and sugar was added into the test tube. The
initial temperature of ice recorded before placing the test tube into the ice. The ice was left into Ziploc
bag containing an ice until it solidifies into ice cream and the final temperature was recorded.

Theoretically, Pure water freezes at 32°F (0°C). To make an ice cream the temperature need to
be lower from 32°F (0°C). Since, ice cream is a combination of cream, sugar, and flavourings, but the
major constituent is water which is approximately 60% (Goff HD, 1997). When this mixture is brought to
the freezing temperature of water, the fats, proteins, and sugars hamper the freezing process by
interrupting the formation of ordered crystal water structures. The ice cream mixture thus remains a
liquid, requiring even colder temperatures below 0˚C to successfully solidify (Hartel RW, 1996).
Therefore, salt was added into ice, to lower the freezing point below 0˚C. At 0˚C, ice and water are “at
equilibrium” with each other. Adding a solute like salt shifts this equilibrium. This cause the salt ice water
can stay liquid at temperature lower 0°C and efficiently freeze the ice cream.

At first, the ice temperature was at 5°C after taking out from freezer. The temperature is above
0°C and may be due to the room temperature as it absorbs heat from surrounding and start to melt. Based
on data presented in table 1, the amount of solute (salt) required to lower the melting point of ice into
-5°C, -10°C, -15°C and -20°C was 1g, 16.3g, 19.3g and 21.6g respectively. Based on freezing point
depression equation the amount of solute (salt) needed was 3.249g, 6.306g, 9.461g and 12.615g
respectively. The function of salt in this experiment is to melts ice and helps keep water from re-freezing
by lowering the freezing point of water. It happens if liquid water available. The salt has to dissolve into
its ions in order to work. Salt also for more rapid and uniform cooling and also make an ice cream
creamier. Based on calculation made for temperature above -20°C only 63 g of salt needed to made an ice
cream. From the graph obtained, it shows that the higher the amount of salt the lower the temperature of
freezing point can occur.

The final freezing point of ice cream was -10°C while the final temperature of ice salt water
was -15°C. This was caused by contact of salts with the thin layer of water on the surface of the melting
ice. Thus the temperature of the ice bath can get even colder than the temperature of ice cream and the
temperature of pure ice (sciencing). The temperature measurement of solid ice in this experiment not only
measuring the ice temperature but include the average temperature of the ice, the air around the ice, and
any water that has formed from the ice melting (Liz Roth-Johnson, 2013).  The final temperature of ice
should reach -20℃ but the reason why it cannot reach it because surrounding temperature affected the
final temperature. When the surrounding temperature is high, it can reduce the potential of heat released.

As conclusion, it can be conclude that the greater the concentration of solute, the lower the
freezing point of the solvent thus it will freeze the ice cream more quickly.
Conclusion:

As conclusion, the amount of salts needed to decrease the freezing point of water from 5°C to
-5°C, -10°C, -15°C and -20°C were 1g, 16.3g, 19.3g and 21.6g respectively. Based on freezing point
depression, the amount of salt required were 3.249g, 6.306g, 9.461g and 12.615g respectively. Therefore,
in this experiment 63 g of salt used to make an ice cream at temperature above -20°C. According to graph
of ∆ T f versus salt concentration, it shown that the higher the amount of salt the lower the temperature of
freezing point. This is because the salt act as lowering the freezing point of water via freezing point
depression. Among other processes, the ions from the salt get in the way of water molecules aligning to
crystallize into ice. In addition, the final freezing point of ice cream was -10°C while the final
temperature of ice salt water was -15°C. The final temperature of ice supposedly reached -20 ℃ but there
was some error happened due to temperature did not reached exact temperature. To avoid this
happen further the container of ice should be cover with aluminum foil. Reflective surfaces
preserve temperature at a constant degree, so ice melts at slower rate than ice that is left
uncovered. Then, keep the surrounding with low room temperature because the colder ice the
longer it takes to melt.

Question:

What was the final temperature of the ice cream? Did it end up below 0˚C? How does its
temperature compare to the temperature of the salt-ice-water mixture?

The final temperature of the ice cream was -10 ℃ and it was below the 0˚C. Then, for the temperature of
salt-ice-water mixture was -15℃ .

What was the final temperature of the ice-salt-water mixture? Is warmer or colder than the ice you
started with? How does the temperature compare to the freezing point depression you calculated in
Part 1?

The final temperature of ice-salt-water mixture was -15 ℃ . So, it was colder than ice started with because
the temperature at 5°C after taking out from freezer and salt also helps to melt ice and helps to keep water
from re-freezing by lowering the freezing point of water. The temperature of freezing point depression
were -5°C, -10°C, -15°C and -20°C with the amount of salt were 1g, 16.3g, 19.3g and 21.6g respectively
and moles concentration of solute based on freezing point depression were 3.249g, 6.307g, 9.461g and
12.615g.
References :

1. Hartel RW (1996) Ice crystallization during the manufacture of ice cream. Trends in Food Science & Technology 7:
315–321. doi:10.1016/0924-2244(96)10033-9.

2. Goff HD (1997) Colloidal aspects of ice cream—A review. International Dairy Journal 7: 363–373.
doi:10.1016/S0958-6946(97)00040-X.

3. Liz Roth-Johnson (2013) https://scienceandfooducla.wordpress.com/2013/03/05/homemade-

ice-cream/

4. https://sciencing.com/adding-salt-water-make-colder-5459114.html

Appendix

Example calculation for molar concentration of solute, b

Temp: -5 ° C

∆Tf = b · Kf  · i

c kg
0−(−5 ° C)=b × 1.853 ×2
mol

c kg
(
5 ° C= 3.706
mol) b

mol
b=1.349
kg

1 mol NaCl = 58.44 g/kg

0.2 kg × 58.44 g/kg = 11.688 g/mol

0.2k g × 1.349 mol/kg = 0.2698 mol

Therefore for 0.2698 mol = 0.298 mol × 11.688 g/mol

= 3.153 g