FOOD SCIENCE EXPERIMENTS
Find yourself a recipe and you can cook one dish.
Teach yourself the science of cooking and you can
cook creatively forever.
Background
This resource was created as our implementation project for the Re-Newing the Food
Studies Curriculum course at the UBC Summer Institute in August 2005, presented by
Dr. Linda Peterat, Dr. Gale Smith, and Dr. Mary Leah de Zwart.
Some of the experiments were presented in a workshop session during the course,
colleagues contributed some, and some were gathered from the Internet and other
sources.
Format
Most experiments are presented with two handouts - one for students and a second
teacher handout that includes background information, the expected results and helpful
hints. Where applicable, a student observation chart has been included to save class
time.
Note:
Observations and/or intended results included here are meant as a guide. Before using
these experiments teachers are encouraged to pre-test them, and adapt the instructions
and questions to suit the course and level of their students.
These experiments can be done individually, as class demonstrations, or as part of a
station unit grouping those covering a similar topic.
Kathy Nicholson
Susan Petersen
Table of Contents
Experiment
Page
1. Plastic bag ice cream
2. Digestive system
3. Cooking fresh fruit
4. Eggs #1
5. Eggs #2
6. Visible Fats
7. Invisible Fats
8. Meat packaging
9. McMush
10. Enzyme Break-down of Protein
11. Chameleon in the Kitchen
12. How to get iron out of breakfast cereal
13. Yeast
14. Gluten
15. Baking is a gas
16. Mixing methods
17. Cheese
18. Resource list
3-4
5
6-8
9-12
13-17
18-20
21-23
24-26
27-28
29-31
32-33
34-35
36-38
39-41
42-44
45-50
51-58
59-68
Name: _________________________
Block: ______ Date: ______________
Experiment: Plastic Bag Ice Cream
Ingredients/Supplies
1 small zipper-type freezer bag
1 large zipper-type freezer bag
60 mL sugar
125 mL milk
125 mL half-and-half cream
2 mL vanilla
1 plastic spoon
125 mL to 175 mL rock salt
175 mL crushed ice
Procedure
1. Place the milk, sugar, vanilla and cream into the small freezer bag. Zip the bag.
2. Place the small bag inside the large bag and add in the crushed ice.
3. Pour some of the salt evenly over the ice. Continue with the ice and salt until the larger bag is completely full.
Zip up the large bag.
4. Knead or roll back and forth on a table or desk top. Be careful not to put too much pressure on the bags.
5. After 10 minutes check the mixture to see if it is frozen. If not, continue kneading.
6. When the mixture is frozen, remove the smaller bag, rinse under cold running water to remove all traces of
salt, and eat the ice cream directly from the bag.
Scientific Principle
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Conclusions
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Experiment: Plastic Bag Ice Cream
TEACHER NOTES
Scientific Principle
Rock salt forces the ice surrounding the can of ice cream mix to melt. The "brine solution" or liquid that
forms in the wooden bucket absorbs heat from the mix and gradually lowers the temperature of the mix
until it begins to freeze. If there were no salt added to the ice, it would melt at 32 degrees Fahrenheit and
eventually the ice water and mix would come to equilibrium at 32 degrees. The ice cream mix, however,
does not begin to freeze until its temperature falls below 27 degrees. Therefore, in order to freeze the
mix, we need a salt concentration, or a ratio of 5 cups of ice to 1 cups of salt. At this concentration, our
brine temperature should remain constant at 8 to 12 degrees F. This will give the rapid cooling and
freezing that is essential to making smooth creamy ice cream.
More detailed information provided by David Winer, Bethesda, Maryland For ice to melt into liquid water it
must absorb a lot of heat energy. In an ice cream maker this heat needed to melt the ice comes from the
mix, and so the mix chills. If the ice were not combined with salt, the mix’s cooling would be slow and
would stop when the mix reached the temperature of melting freshwater ice-- at 32 degrees. But salt
makes ice melt faster, and drops the temperature to that of freezing salt water. The heat used to melt the
ice is drawn much faster from the surroundings, which in this case consist of the melted ice AND the ice
cream mix. Since the surroundings lose large quantities of heat to the ice, they cool rapidly and continue
to cool until they reach the freezing temperature of melting saltwater ice. This temperature is below the
cream mixture's freezing point
Debriefing students
-presentation of results to class
-taste test
-compare texture and appearance
-complete before and after chart – taste, texture, appearance and flavour
-discussion of what happened and why
Helpful hints
-double bag the ice bag to prevent leaks
-squeeze air out of ice bag and milk bag to make kneading easier
-knead on towelled surface to prevent slippage and to avoid moisture
-using oven mitts helps to insulate hands from the cold and it’s also easier on the bags
-this does work nicely with chocolate milk
Source: MakeIceCream.com
or
www.teachnet.com/lesson/science/icecream051999.html
Name: _________________________
Block: ______ Date: ______________
Experiment: Digestive System
Ingredients/Supplies
individually wrapped hard candies (nothing that could melt)
a dozen small water guns
newspaper
a piece of chalk
a small trash barrel
small piece of paper that read as shown below (try to divide the parts equally with the exception of
Anus. Only one student is needed to represent the Anus.)
Procedure
Place some individually wrapped candies in the centre of some newspaper. Cushion the candy well. Make two
or three of these candy balls. These candy balls represent food. This food is passes through the digestive
system. Starting in the mouth and ending in the rectum (see below).
On some school yard pavement or on the floor, mark the following in a straight line, leaving about 2 feet
between each.
Pavement
reads:
Mouth
Student slip
reads:
Saliva
Esophagus
Props. for students
Spray bottles or water guns; students spray the food (enzymes)
No student stands here; food just passes through
Pancreatic
Water guns; these enzymes moisten the food
Juice
Small Intestine Small Intestine Students use their hands to tear off the paper
They distribute nutrients (candy) to entire body , and thus they pass around the
Large Intestine Blood
candy to all the students participating in the activity
Stomach
Rectum
Anus
One student represents the anus, disposing of the paper as it is passes to
him/her; this student has the trash barrel.
This activity illustrates what part of the digestive system is responsible for each particular duty in the process of
digestion.
Retrieved August 15, 2005 from http://student.biology.arizona.edu/sciconn/mcmush.html (Yes, it says
mcmush, but there are lots of things there including the digestive system.)
6
Name:______________________________
source unknown
Block:________ Date:__________________
Experiment: Cooking Fresh Fruit
Ingredients/supplies
4 cooking apples
1 litre water
spoons for stirring
vegetable peeler
chopping board
tape to label pots
175 ml sugar
measures
clock/watch/timer
knife
4 small saucepans
Procedure
1. Prepare 4 cooking apples by washing, peeling, quartering and coring them. Cut each quarter into three or
four slices.
2. Prepare 4 cooking solutions in 4 small saucepans as follows:
(a) 250 ml water
(b) 250 ml water and 25 ml sugar (thin syrup)
(c) 250 ml water and 125 ml sugar (heavy syrup)
(d) 250 ml water
3. Bring cooking mediums to a boil; add the slices from one apple to each saucepan and cover. Cook over
medium to low heat until fruit is tender (8 –10 min.). Make sure all fruit is cooked for the same length of time.
4. To cooking solution (d) add 25ml sugar when the apples have been cooked and stir until dissolved.
Scientific Principles
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Conclusions
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Name:_________________________
_____
Block:________ Date:__________________
Experiment: Cooking Fresh Fruit
Apple Treatment
1. Water only
2. Thin syrup
3. Heavy syrup
4. Sugar added after
cooking
Taste
Observation Chart
Texture
Amount of water
8
Experiment: Cooking Fresh Fruit
TEACHER NOTES
Scientific Principles
Osmosis – the movement of water molecules from an area of low concentration (in this case, of sugar) through
a semi-permeable membrane to an area of high concentration (in this case, of sugar)
In this experiment the water has a low concentration of sugar and the apple has a high concentration of sugar.
Sugar raises the density of the water. Water has a low density, thin syrup has a medium density and the heavy
syrup has the highest density.
The syrup prevents cell breakdown.
Apple Treatment
1. Water only
Taste
Texture
Amount of water
-bland
-stringy
-soft
-lots of water
-sweet
-apple flavour
-thick
-little water
-too sweet
-sugar flavour
-gel
-thick
-very little water
-bland
-soft
-lots of water
2. Thin syrup
3. Heavy syrup
4. Sugar added after
cooking
Cooking fruit
Questions:
1. How did the presence of sugar affect the breakdown of the apple?
2. How did the presence of sugar affect the taste of the product?
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3. How did the presence of sugar affect the thickness of the product?
4. What recipes would you apply this theory to?
5. How did outside variables (room temperature, amount of water, size of pot etc.) affect the results?
10
source: unknown
Name________________________________
Block:________ Date:___________________
Experiment: Eggs
Ingredients/supplies
4 raw eggs
water
2 saucepans
Procedure
Part 1: Cooking methods of eggs
1. Place two raw eggs in their shells in two saucepans (one in each saucepan) containing enough cold water to
cover the eggs by 5 cm.
2. Put the lids on the saucepans and bring the water to a boil in both saucepans.
3. Remove one saucepan from the heat. Do not drain the water or take the lid off the saucepan. Allow the egg
to sit in the hot water for 20 minutes. At the end of the 20 minutes, drain off the water and pour cold water over
the egg.
4. For the second egg, allow the water to boil rapidly for 10 minutes. Remove from the heat, add the egg, allow
it to sit in the hot water for 10 minutes, drain, and pour cold water over the egg.
5. Use these two eggs in part 2 below then peel each egg, being careful to note which egg is which. Cut the
eggs in half and make the observations for the chart.
Part 2 - Distinguishing between raw and cooked eggs
You will need raw and cooked eggs.
1. Use the two cooked eggs from part one of this experiment (before you peel them!).
2. Place each cooked egg on the table and spin them one at a time, making observations for the chart.
3. Place the uncooked egg on the table and spin it, making observations for the chart.
Scientific Principle
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Conclusions
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Name:_________________________
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Block:________ Date:__________________
Experiment: Cooking Eggs Observation Chart
Part 1: Cooking eggs
Cooking
Procedure
Appearance of yolk
Appearance of white
Sit 20 minutes off
heat after boiling
Cook 10 minutes
then sit 10 minutes
Part 2 - Distinguishing between raw and cooked eggs
Egg type
Sit 20 minutes off
heat after boiling
(hard-cooked)
Cook 10 minutes
then sit 10 minutes
(hard boiled)
Raw
Spin factor
12
Experiment: Eggs
TEACHER NOTES
Scientific Principles
-raw mass wobbles because it is not of uniform density
-cooked mass is solid and of uniform density so it spins uniformly
-over-cooked protein has been de-natured and becomes tough
-properly cooled egg forces the sulfur to diffuse evenly towards the center of the yolk, while the improperly
cooled egg allows the sulfur to slowly diffuse towards the white, therefore causing a grey ring
Conclusions
There appear to be slight differences in the appearance and spin factor of hard-boiled and hard cooked eggs,
and a significant difference between cooked and raw eggs.
The hard cooked egg has more tender protein than the hard-boiled egg.
The density of the hard cooked egg is uniform and will therefore spin uniformly, while the density of the
uncooked yolk and white is unequal, causing it to wobble as it spins.
Experiment: Cooking Eggs Observation Chart
Part 1: Cooking eggs
Cooking
Procedure
Appearance of yolk
Appearance of white
Sit 20 minutes off
heat after boiling
-pale yellow
-darker yolk than
compared to other
egg
-no grey tinge
-firm but not rubbery
Cook 10 minutes
then sit 10 minutes
-pale yellow
-greyish tinge around
yolk
-drier than other
cooked egg
-more firm and
rubbery than other
egg
-greyer egg white
around yolk
Part 2 - Distinguishing between raw and cooked eggs
Egg type
Spin factor
Sit 20 minutes off
heat after boiling
-spins better
-more wobbly
Cook 10 minutes
then sit 10 minutes
-spins longer
-less wobbly
Raw
13
-slow
-off centre
Background questions:
1. What is the difference between hard boiled and hard cooked eggs?
2. What is the name of the gas that causes the discolouration of the yolk?
3. What does the heat do (other than cooking the egg) to the egg?
4. What happens to the egg (chemically) when cooling a cooked egg under cold water?
Discussion questions:
1. Will the eggs spinning vary? If so, how?
2. Will the consistency of the yolk be the same in the cooked eggs? How?
3. Will the consistency of the egg white be the same in the cooked eggs? How?
4. Describe the differences between the cooked and the uncooked eggs. (i.e. texture, colour, smell)
5. Name 3 products that you can make with each of these egg types?
Reference: www.uen.org/Lessonplan/preview.cg?LPid=1179
This site has a wealth of information on eggs including other egg experiments.
14
Food Studies 12
Name:_________________________
_____
Source: M. Gale Smith
Block:________ Date:__________________
EGG EXPERIMENT 1
Coagulation of protein
Choose identical heavy-bottomed frying pans-small size.
Prepare the following recipe for scrambled eggs:
3 eggs
50 mL water
3 mL salt
1 mL pepper
Beat lightly with a fork until eggs are broken up and blended with liquid. This beating will begin the denaturation
of the eggs. Divide the mixture into two equal portions.
Place 20 mL of margarine in each frying pan and heat until melted and hot.
Pour one portion of the egg mixture into each frying pan. Record the time. Reduce the heat and allow to cook by
lifting the bottom and allowing the uncooked egg mixture to flow under it (you may also stir it.)
Cook one mixture for 5 – 8 minutes just until the moister disappears. This is the sample of coagulated protein.
EGG EXPERIMENT 2
Hard-boiled versus hard-cooked eggs
Place two eggs in their shells in two saucepans (one in each saucepan) containing enough cold water to cover
the eggs by 5 cm.
Cover the saucepans and bring the water to a boil in both saucepans.
(a) Remove one saucepan from the heat. Do not drain the water or take the cover off the saucepan. Allow
the eggs to sit in the hot water for 20 minutes. At the end of the 20 minutes, drain off the water and pour
cold water over the egg.
(b) For the second egg, allow the water to boil rapidly for 10 minutes. Remove from the heat, allow to sit in
the hot water for 10 minutes, drain, and pour cold water over the egg.
Peel each egg, being careful to note which egg is which. Cut the eggs in half and record your observations on
your record sheet.
EGG EXPERIMENT 3
Volume and stability of beaten egg whites
Prepare 5 whites in the following manner:
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(a) Beat 1 egg white in a small bowl to stiff peak stage. Place in a pyrex measuring cup for display.
(b) Beat 1 egg white in a small bowl to foamy stage. Add 15 mL water and beat to stiff peak stage. Display.
(c) Beat 1 egg white in a small bowl to foamy stage. Gradually sprinkle in 30 mL sugar and continue
beating to stiff peak stage. Display.
(d) Beat 1 egg white in a small bowl to foamy stage. Add 15 mL cream of tartar and beat to stiff peak stage.
Display.
(e) Beat 1 egg white in a small bowl to foamy stage. Add 15 mL egg yolk and beat to the stiff peak stage.
Display.
Record your observation on your record sheet.
EGG EXPERIMENT 4
Poach 3 eggs in the following manner:
(a) Break one egg into a pan of simmering water. Cook for 3 minutes. Remove from water with a slotted
spoon and place on a small plate for display.
(b) Break one egg into a pan of boiling water. Cook for 3 minutes. Remove from water with a slotted spoon
and place on a small plate for display.
(c) Break one egg into a pan of simmering water which has had 15 mL vinegar added. Cook for 3 minutes.
Remove from water with a slotted spoon and place on a small plate for display.
Record your observation on your record sheet.
EGG EXPERIMENT 5
Distinguish between raw and cooked eggs.
You will need two eggs.
(a) Set one egg aside. Place the other one in a saucepan, cover with water and bring to a boil. Turn heat off
and let sit 20 minutes. Cool by immersing in cold water. Remove from water and dry.
(b) Place the cooked egg on the table and spin it.
(c) Place the uncooked egg on the table and spin it.
Record your observation on your record sheet.
EGG EXPERIMENT 6
Exploring the insulating power of egg white foam.
You will need:
3 egg whites
125 mL sugar
graham wafers
250 mL ice cream
baking sheet
aluminum foil
Heat oven to 500 ‘F.
Cover baking sheet with aluminum foil.
Beat egg whites until they form soft peaks.
Add sugar to beaten egg whites, 15 mL at a time, beating egg whites after each addition.
Continue beating the egg whites and sugar until the mixture is thick and glossy looking (meringue)
Put the graham wafer on the baking sheet. Place some frozen ice cream on the top of the wafer, so that
it fits without hanging over the edge of the water.
(g) Spread meringue thickly all over the ice cream like icing on a cake, covering it completely. Make sure
there are no exposed spots.
(h) Bake on the lowest rack of the oven for 3 to 5 minutes or until the meringue is light brown.
(i) Take out of the oven and cut in half for display.
(a)
(b)
(c)
(d)
(e)
(f)
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Food Studies 12
EGG EXPERIMENTS – SUTDENT RECORD SHEET
1. Coagulated vs. over coagulated protein
Record your observations of the two samples of scrambled eggs on the following chart:
Appearance including
presence of water
Texture Tenderness/
toughness
Flavour
Coagulated protein
Overcoagulated protein
Conclusions:
How does the amount of heat affect the quality of cooked protein products?
Give a general rule that could be used for protein cookery.
2. Hard cooked vs. hard boiled eggs
Colour of yolk
Hard cooked egg
Hard boiled egg
Conclusion:
Texture of yolk
Texture of white
17
What is the difference between a hard-boiled and a hard-cooked egg?
Explain the effect of heat on proteins.
3. Volume and stability of beaten egg whites
Stability
Volume
Egg white
Egg white + water
Egg white + sugar
Egg white + cream of tartar
Egg white + yolk
Conclusion:
Which substances stabilize an egg white foam?
Why?
Which substance prevents egg whites from foaming?
Why?
4. Poaching Methods:
Appearance and spread of white
Simmered
Texture of egg
18
Boiled
Simmered with vinegar
Which of the three methods produces the better product?
Why?
What is the effect of vinegar on poached eggs?
5. Distinguishing fresh from hard-cooked eggs
Describe the spin of the raw egg:
Describe the spin of the cooked egg:
Conclusion:
A hard cooked egg is
and spins as a
.
Therefore it spins
.
A raw egg, the shell has to start to move the
inside. This uses more
so the egg spins slowly.
6. The insulating power of egg white foam
Did the ice cream melt in the 500 ‘F oven?
Conclusion:
Beating the egg traps many small
spaces in the meringue. These act as
so that the heat can’t get in during the short time it is the oven.
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Name:_________________________
Block:________ Date:__________________
Experiment: Visible Fats
source: unknown
Ingredients/Supplies
Chocolate chips (semi-sweet)
Sunflower seeds
Potato chips
Microwave
Paper towels
Foil
Rolling pin
Scale
Procedure
Part 1 – Chocolate Chips
1.
2.
3.
4.
Measure out 2 grams of chocolate chips and place on a paper towel.
Microwave for 40 seconds on high
Fold the paper towel over the chocolate chips and gently press the chocolate chips flat with your fingers.
Allow it to sit for 5 minutes. Open up the paper towel. Record your results.
Part 2 – Potato Chips
1. Measure out 2 grams of potato chips and place on a paper towel.
2. Microwave for 25 seconds on high
3. Fold the paper towel over the potato chips and crush the chips with a rolling pin. Use equal, constant
pressure.
4. Allow it to sit for 5 minutes. Open up the paper towel. Record your results.
Part 3 – Sunflower Seeds
1. Measure out 2 grams of sunflower seeds and place on a paper towel.
2. Microwave for 25 seconds on high
3. Fold the paper towel over the sunflower seeds and crush the seeds with a rolling pin. Use equal,
constant pressure.
4. Allow it to sit for 5 minutes. Open up the paper towel. Record your results.
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Scientific Principle
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Conclusions
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Name:_________________________
Block:________ Date:__________________
Experiment: Visible Fats
Food Item
Chocolate chips
Potato chips
Roasted sunflower seeds
Observation Chart
Before heating
Immediately after heating
5 minutes after heating
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Experiment: Visible Fats
TEACHER NOTES
Background information :
Equipment- review how to use the micro-wave
- review or demonstrate how to use the scale (weighing food)
Appropriate food to use :
- dry, moisture free foods
- variations of “chips” and “seeds” (different types of potato & chocolate chips)
- various methods of processing (baked, fried etc.)
Observation descriptors
- concentration - lightly, moderately, heavily soaked
- size of stain
Questions :
1. What foods contain fat?
2. How can you determine if there is fat in a food?
Discussion :
Observing fat and moisture in various food they have eaten or been served(i.e. chocolate chip cookies, fish &
chips etc.
Heat releases fat in food yet in some cases heat puts fat into the food. (i.e. in deep frying fat replaces the
moisture)
Observation Chart
Food Item
Before heating
Immediately after heating
5 minutes after heating
and pounding
Chocolate chips
-no stain
-small, moist stain
Potato chips
-no stain
-very small
Roasted sunflower seeds
-no stain
-very small
-stain was larger and dark
brown
-the size did not increase
after 5 minutes
-approx. 6 cm
-largest of the 3 food
items
-clear
-approx. 10 cm
-the size increased after
the 5 minutes was up
-approx. 8 cm
-the size did not increase
after 5 minutes
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Name:_________________________
Block:________ Date:__________________
Experiment: Invisible Fats
Equipment/Supplies
4 - 8 foods
Paper (e.g. paper towel, brown bag, writing paper)
Procedure
1. Cut 2-inch squares from a brown paper grocery bag, paper towel or writing paper.
2. Add a drop of cooking oil to the centre of one square and rub the oil in with your finger. Allow to dry.
3. Add a drop of water to the centre of another square and rub it in with your finger. Allow to dry.
4. Hold each square to a light source. Observe which square is translucent (allows some light to pass
through) and which square is opaque (does not allow light to pass through).
5. Repeat the test using available food samples (salad dressing, mayonnaise, ketchup, mustard, honey,
peanut butter, cheese, etc.)
6. Let the paper dry for about a half hour then make your observations
Scientific Principle
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Conclusions
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Invisible Fats Observation Chart
Food item
Oil
Water
Black licorice
Peanut butter
Mustard
Ketchup
Mayonnaise
Parmesan cheese
Avocado
Marble cheese
Cracker
Cookie
Ice cream
Nesquick
Translucent
Opaque
Pre-observation
guess: fat or no fat?
Observation
fat or no fat
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Invisible Fats Observation Chart
Background information:
TEACHER NOTES
-Knowledge about oils and water; solubility on various surfaces/materials
-Labelling information; terminology i.e. “partially-hydrogenated”
-Tran fats/ saturated/ polyunsaturated fatty acids (PUFA) types use in prolonging shelf life.
Questions:
1. How many of you have had a croissant or potato chips that have left a stain
on a napkin &/or your clothes? What part of the food left a stain?
2. What foods here might leave a stain?
3. What foods here might contain fats?
4. Which products did not leave a stain on the paper bag or paper towel?
5. What conclusions can be drawn from the products that left or did not leave a mark?
6. What does this exercise tell you about the fat content of food products?
7. What is another way of finding out the fat content of a particular food?
8. Are all fats equal? How are they hidden in food?
Food item
Translucent
Oil
Water
Black licorice
Peanut butter
Mustard
Ketchup
Mayonnaise
Parmesan cheese
Avocado
Marble cheese
Cracker
Cookie
Ice cream
Nesquick
yes
Opaque
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
reference: http://agexted.cas.psu.edu/FCS/4hfl/Fat.html
Pre-observation
guess: fat or no fat?
Observation
fat or no fat
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Name:_________________________
Block:________ Date:__________________
source: unknown
Experiment: Meat packaging
Equipment/Supplies
1 tightly packed package of fresh ground beef
cutting board
knife
white plate
Saran® wrap and Handiwrap® plastic wrap
refrigerator
optional – rubber/latex gloves for handling meat
Procedure
Place the ground beef on a cutting board and slice across the length in the centre of the package.
Make another cut about 1 inch (2.5 cm.) from the first to form a hamburger patty.
Place the patty on a white plate and observe the colour near the edge of the patty and near the centre.
Cut off two more 1-inch thick patties. Wrap one patty using Saran® wrap which is oxygen impermeable.
Use oxygen permeable Handiwrap® to wrap the second patty. Place each of the patties on a white plate.
Refrigerate the patties and observe colour changes over the next 1 to 2 hours.
Scientific Principle
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Conclusions
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Name:_________________________
Block:________ Date:__________________
Experiment: Packaging
Type of
packaging
Saran®
wrap (or
other
oxygen
impermeabl
e)
Handiwrap®
(or other
oxygen
permeable)
Observation Chart
Patty before
wrapping
Patty after
wrapping
Patty after
1 hour
Patty after 2
hours
28
Experiment: Meat packaging
TEACHER NOTES
Observation Chart
Type of
packaging
Saran®
wrap (or
other
oxygen
impermeabl
e)
Handiwrap®
(or other
oxygen
permeable)
Patty before
wrapping
Patty after
wrapping
Patty after
1 hour
Patty after 2
hours
Bright red
Bright red
Bright red
Bright red,
but goes
brown with
more time
Bright red
Purple
“Yucky”
greyish
brown
Brown
Teacher information
Background Information:
1. muscle meat (i.e. ground beef) myoglobin – when exposed to oxygen it goes brownmeta. myoglobin
2. plastic wrap
-oxygen permeable (Handiwrap® )
-allows oxygen in
-stays red for a time
-oxygen non-permeable (Saran® wrap)
-keeps oxygen away
-colour stays brown
3. cooking temperature:
If you start with red meat it goes RED to PINK to BROWN as liquid and gat are removed.
If you start with brown meat it looks done at 131 F. so you have to cook it well – (firm and elastic,
liquid and fat removed)
29
References:
Kitchen Science by Howard Hillman 1989
http://www.fsis.usda.gov/oa/pubs/colortech.htm
Related information on packaging and bone colour in meat:
www.oznet.ksu.edu/news/sty/2004/beef_products121504
.
Name:_________________________
Block:________ Date:__________________
Experiment: McMush
Materials/Supplies
1 quarter pound hamburger meal (with medium fries
1 blender
1 hot plate
1 - 500 ml beaker
1 - 200 ml graduated cylinder
100 ml of water
2 oven mitts
1 wooden spoon
1 refrigerator to cool McMush mixture
Procedure Overview
1. The complete meal will be blended.
2. A large sample of the meal will be heated.
3. From the heated sample, 100 ml will be taken to be cooled .
4. Results from the 100 ml sample are representational of the complete meal.
Procedure
1. Preheat the hot plate.
2. Break up meal into small pieces and blend.
3. Pour part of the blended McMush into a 500 ml beaker.
4. Add 100 ml of water to the McMush and stir well.
5. Boil McMush mixture gently for 15 minutes.
6. Use oven mitts to protect your hands and pour the hot McMush mixture into a graduated cylinder.
Then cool in the refrigerator for 5 minutes.
7. Remove McMush from the refrigerator and measure the amount of accumulated fat at the top of the
graduated cylinder.
8. Record results.
9. Clean glassware with warm soapy water.
30
Retrieved August 16, 2005 from http://student.biology.arizona.edu/sciconn/mcmush.html
Scientific Principle
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Conclusions
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Experiment: McMush
Concept:
TEACHER NOTES
Fat is less dense than other components of food. After homogenizing a food (i.e.,
blending it up to make a uniform "mush") and letting it separate out, the fat, being less dense,
will rise to the top. When you do this in a graduated cylinder, you can determine how much
fat was in the food.
Notes:

The fat, being less dense, forms a layer at the top and will solidify as it cools.

You can calculate the percent fat in the meal by dividing the total mL of fat by the total
mL of your sample. For example, if you find 40 mL of fat in a 100 mL sample, this would indicate
that the total meal contained 40% fat.

It is important to note that this is 40% volume/volume, not 40% of the total calories in
the meal

Nutrition recommendations for the macronutrients (fat, carbohydrates, protein) are often
given as a recommendation for the % of total calories that should come from each
macronutrient -- e.g., the current Acceptable Macronutrient Distribution Range (AMDR) (which
31
is the recommendation from the Dietary Reference Intake, the official nutrient
recommendations for Canada and the US) for fat is that between 20-35% of energy intake.
Saying that the meal is 40% volume/volume is not the same thing as 40% of energy intake

To calculate the % of total energy coming from fat, you would need to know:
o
the total energy intake (try using our Measuring Calories activity!) and
o
you would need to convert the volume of fat (in mL) to calories:

fat contains 9 Calories per gram

students could weigh a sample of the fat to figure out the density (in
order to convert mL to grams)
Extension:

Have several different foods available and get the students to compare the amount of
fat in the different foods.

Have students develop a hypothesis about which food will have the most fat and which
will have the least before they start. Review the hypothesis at the end of the experiment -- was
the hypothesis correct?
* Note: When blending the meal together, be sure not to blend too much or a smooth emulsion results
and the fat does not rise to the top.
Name:_________________________
Block:________ Date:__________________
source: unknown
Experiment: Enzyme Break-Down of Protein
Equipment/Supplies
1 package of light coloured gelatin dessert powder (e.g.Jello®)
10 ml each of fresh pineapple and kiwi juice
3 dark coloured marbles
3 - 100 mL graduated cylinders
Procedure
1. Prepare the gelatin dessert according to the package directions and fill 3 100 mL cylinders to the 90 mL
level
2. Place in a refrigerator. After the gel is formed, add 10 mL of fresh pineapple, to one cylinder and 10 ml
and 10 ml kiwi juice to another cylinder. Label each cylinder.
3. Place a marble on the gelatin in each cylinder and observe over time.
32
4. Read the preparation instructions for a package of gelatin desert. Comment on the precaution statement:
To add fruit or vegetables:
Refrigerate gelatin 1 ½ hours or until thickened. Stir 1 ½ to 3 cups chopped fruit or vegetables (well-drained, if
using canned). Refrigerate 4 hours or until firm.
Note: DO Not use fresh or frozen pineapple, kiwi, gingerroot, papaya, figs or guava. Gelatin will not set.
Scientific Principle
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Conclusions
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_______________________________________________________________________________
_______________________________________________________________________________
_____________________
Observation Chart
Drop in mm
Time
30 seconds
1 minute
1 ½ minutes
2 minutes
2 ½ minutes
Control
Kiwi
Pineapple
33
 etc.
Experiment: Enzyme Break-Down of Protein
TEACHER NOTES
Scientific Principle
Enzymes Breaking Down Protein
Background information:
- gelatin – composed of protein (isolecine, threonine and methionine)
- animal proteins – a variety of methods are used for tenderizing:
- aging
-pounding
- enzymes - proteolytic i.e. pineapple – bromelio, figs – ficin, papaya – papain)
-tenderizing helps denature the elastin connective tissue in meat
Questions:
1. What happened to the gelatin in the 3 cylinders?
2. Why did the gelatin in some cylinders breakdown?
3. What is in the fruit juices that cause this reaction to occur?
4. What are the roles of enzymes in food and during cooking?
5. How does this information relate to cooking?
34
Conclusions
Pineapple and kiwi juice cause the gelatin to break down and the solid changes back to a liquid.
Observation Chart
TEACHER NOTES
Drop in mm
Time
Control
Kiwi
Pineapple
30 seconds
The marble took the
longest to get to the
bottom of the cylinder.*
The marble took less
time to get to the
bottom of the cylinder.*
The marble took less
time to get to the
bottom of the cylinder.*
1 minute
1 ½ minutes
2 minutes
2 ½ minutes
 etc.
* At the Summer Institute we did not have enough time to let the gelatin set. Be sure to set the gelatin well in
advance when conducting this experiment.
Name:________________________
Block:________ Date:__________________
source:unknown
Experiment: Chameleon in the Kitchen
Equipment/Supplies
Shake #1
125 mL frozen blueberries
125 mL orange juice
10 mL honey (optional)
5 mL lemon juice
In blender, combine blueberries, orange juice, honey and lemon juice; blend at high speeduntil smooth. Makes
250 mL.
Shake #2
125 mL frozen blueberries
50 mL club soda
1 large scoop vanilla ice cream (or substitute yogurt)
10 mL granulated sugar
35
2 mL vanilla
In blender, combine blueberries, club soda, ice cream or yogurt, sugar and vanilla; blend at high speed until
smooth. Makes 250 mL.
Scientific Principle
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Conclusions
_______________________________________________________________________________
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_____________________
Experiment: Chameleon in the Kitchen
TEACHER NOTES
Background information:
- what effect does an acid/base have on the colour of an ingredient?
- what are anthocyanins? A purple pigment found in foods like red cabbage/berries/plums. It is an
“indicator” (colour changes when in the presence of an acid or base)
Questions
Predict what colour change will occur when an acid/base is added to an anthocyanin ?
Note: This experiment did not perform as well as expected. The suggestion was made that
the red cabbage and acid combination would work better.
related experiment: http://agexted.cas.psu.edu/FCS/4hfl/Color.html
36
technical background: http://lpi.oregonstate.edu/ssO1/anthocyanin.html
37
Name_______________________________
Block:________ Date:__________________
Experiment: How to Get Iron Out of Breakfast Cereal
Equipment/Supplies
2-3 cups fortified cereal
Magnet
Bowl
Spoon or other utensil
Water
Blender (optional)
Napkin
Procedure
1. Pour the cereal into the bowl or blender.
2. Add sufficient water to completely cover the cereal. (It’s not an exact measurement – you can add as much
as you want as iron doesn’t dissolve in water)
3. Mash the cereal with a spoon or mix it with the water using a blender. The more finely ground the cereal is,
the easier it will be to get the iron.
4. Stir the magnet through the crushed cereal. Iron is heavy and will sink, so be sure to pay attention to the
bottom of the bowl. If you used a blender, make sure you can get to the particles at the bottom of the jar.
5. Look for the black “fuzz” or iron on the magnet. It’s easiest to see the iron if you wipe the iron on a white
napkin or paper towel.
Scientific Principle
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Conclusions
_______________________________________________________________________________
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_____________________
38
Experiment: How to Get Iron Out of Breakfast Cereal
TEACHER NOTES
Background Information:
Cereals are traditionally fortified with iron.
Iron is found in the Bran of the cereal kernel.
Parts of a cereal kernel.
Knowledge about the processing involved in fortify a cereal.
Read cereal packages for iron content
Show how to use a magnet
Questions:
1. Do cereals contain iron?
2. Where does the iron come from in cereals?
3. Why is iron important for the human body?
4. Is there away of “seeing” the iron in a cereal besides reading the label?
Follow-up experiment
Have students compare a) a heated solution b) a cold solution c) a soaked solution with a variety of cereals
(both whole grain and fortified) to see which is a better source of iron.
Can a person increase the absorption level of the iron in a cereal?
Note: research shows that in a heated solution the iron adheres better. (see cited website)
Reference: http://chemistry.about.com/cs/howtos/ht/ironfromcereal.htm
39
Source: Eda Favaro
Name: ______________________
Block: ____ Date: ____________
Experiment: Yeast
Ingredients/Supplies
3 pyrex custard cups
1 candy thermometer
15 mL yeast
water
1 cake pan
1 mL salt
8 mL sugar
Procedure (pre-heat oven)
1.
2.
3.
4.
5.
6.
Label each cup with masking tape #1, #2, & #3.
Measure 5 mL of yeast into each custard cup.
Add 3 mL sugar to each of the 3 custard cups.
To custard cup #1 add 1 mL salt
To custard cup #1 and #2 – add 50 mL water (45-50 degrees) to each
To custard cup #3 add 125 mL boiling water . Place this custard cup in the cake pan and pour boiling
water into the pan. Place the pan and contents into the oven at 350 degrees for 10 minutes.
7. Record observations
Scientific Principle
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Conclusion
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40
________________________________________________________________________
__________________________________________________________________________
__
Name: ______________________
Block: ____ Date: ____________
Experiment: Yeast
Observations
Custard cup #1
Custard cup #2
Custard cup #3
Questions
1. How does heat affect yeast? _____________________________________________
2. How does salt affect yeast? ______________________________________________
3. How does sugar affect yeast? _____________________________________________
4. Explain the chemical reaction that takes place when yeast ferments._______________
________________________________________________________________________
5. Explain how yeast acts as a leavener. _________________________________________
__________________________________________________________________________
41
Experiment: Yeast
TEACHER NOTES
Observations
Custard cup #1
-little or no action as salt retards yeast growth
Custard cup #2
-bubbles and puffs up nicely because it has food for growth and the required
warm temperature
Custard cup #3
-does not react because the high temperature has killed the yeast
References:
Management and Foods p. 296
genome~www.stanford.edu/VL-yeast.html
www.Fleischmann's.yeast
Related experiment "Yeast Breath" at www.kidwizard.com/Spells/Yeast
42
Source: Eda Favaro
Name: ______________________________
Block: _________ Date: _______________
Experiment: Gluten
Ingredients/Supplies
125 mL flour
30 mL water
Procedure
1. Place 125 mL of flour into a small bowl.
2. Slowly add approximately 30 mL of water, stirring with a fork until a stiff, but sticky dough is formed.
3. Knead dough for 5 minutes.
4. Note the stiffness and elastic qualities of the dough.
5. Place dough in a sieve in a bowl of cold water and allow to sit for 10-20 minutes.
6. Wash away the starch from the dough by kneading it in a sink under cold water. Work it until the water runs
clear.
7. Squeeze the water out of the wet GLUTEN. Shape it into a ball. Place the ball in the appropriate space on the
supply table. Note the relative sizes of the gluten balls.
Scientific Principle
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Conclusion
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43
_______________________________________________________________________________________
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_________________________________________________________________________________________
__
Observations
Flour
Appearance of
dry flour
Relative size of
wet gluten
Relative size of
baked gluten
Colour & structure
of gluten
44
Experiment: Gluten
TEACHER NOTES
Why is gluten so important? Without it, there would be nothing to hold the gas that makes bread
rise.
Think of gluten as the rubber of a balloon: The stronger it is, the more gas it can hold.
But stronger isn’t always better. For many baked goods, like pastries and pie crusts, it’s
important to avoid gluten development.
That’s why different flours contain different amounts of protein, depending on how they are
meant to be used. A high-protein flour will make a dough with strong gluten, good for hearty
yeast breads. Pastry chefs, on the other hand, prefer low-protein flours that yield delicate, tender
doughs.
The gluten experiment outlined on the previous page is explained, with accompanying pictures, at
www.exploratorium.edu/cookingbread/activity-gluten.htm/
Another gluten-related experiment:
The reason why bread bakes up so airy is because the bread dough captures and holds the carbon dioxide
that the yeast produces. It does this because flour contains a protein called gluten. To see gluten in action,
try this experiment:
1.
2.
3.
4.
Mix 1/2 cup water and 1/2 cup flour in a bowl.
Stir the mixture with a fork to wet the flour. What you will have initially is a lumpy, grainy mass.
Lift the fork out of this mass. You will find that the mass is quite watery.
Now keep stirring for about five minutes (set a timer for five minutes -- it is a long time when you
are stirring!). Over time, the batter will smooth out.
5. Keep stirring, and a funny thing will happen when you lift the fork slowly from the bowl: The batter
will have become quite elastic! Not elastic like a rubber band, but elastic enough that you'll be able
to pull away up to a 1-inch-long thread of batter with the fork. This mixture is now extremely smooth
and not watery at all.
45
That elasticity is caused by the gluten in the flour. Gluten is a protein that forms thread-like chains. By
stirring (or more commonly, kneading) the dough, the gluten develops into long, interlaced chains.
Kneading is better for developing these chains because kneading is gentle -- it does not cut the chains up.
When you knead bread dough, you are creating gluten chains. If you were to skip the kneading part, your
bread would not rise very well -- all the carbon dioxide in the yeast would bubble up to the top and escape,
rather than being captured inside the elastic dough.
Source: http://science.howstuffworks.com/bread4.htm
Name:_________________________
Block:________ Date:__________________
source: unknown
Experiment: Baking is a Gas!
Equipment/Supplies
small and liquid measures
funnel
baking soda
baking powder
lemon juice
balloon
plastic bottle
cool and warm water
custard cups or glasses
Procedure
Baking soda:
1. Mix 10 mL baking soda with 125 mL water. Watch carefully.
2. Now add 15 mL lemon juice.
Baking powder:
1. Mix 15 mL baking powder with 125 mL cool water and listen.
2. Using a funnel, put 25 mL baking powder into a balloon.
3. Then put 250 mL warm water into a pop bottle.
4. Fit the balloon over the neck of the bottle and let the baking powder fall into the water. Shake the bottle
and watch the balloon grow.
Scientific Principle
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46
_______________________________________________________________________________________
_________________________________________________________________________________________
__
Conclusions
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________
Name:_________________________
Block:________ Date:__________________
Experiment: Baking is a Gas!
Ingredient
Baking soda and water
Lemon juice added to baking
soda and water
Baking powder and cool water
Baking powder and warm water
Observation chart
Results
47
Experiment: Baking is a Gas!
TEACHER NOTES
Scientific Principle
Background Information
Baking powder: mixture of baking soda and acids or acid salts that are separated by an inert filler.
Inert filler: usually cornstarch or powdered calcium carbonate acts as a buffer between active ingredients and
prevents their going into action when exposed to moisture.
Baking soda: one of the earliest chemical leavening agents used was sodium bicarbonate.
Leaveners make a product rise. (air,steam etc.)
NaHCO3
+
Baking soda
HKC4H4O6
→
Cream of tartar
2NaSO4Al2(SO4)3
NaKC4H4O6
+
Potassium acid
tartrate
+
6H2O
H2O + CO2
water
→
NA2SO4
carbon dioxide
+
2Al(OH)3
+
H2SO4
heat
Sodium aluminium
Sulfate
water
sodium sulfate
Observation chart
Ingredient
Baking soda and water
Lemon juice added to baking
soda and water
Results
-some dissolved
-a bit floated on top
-overall nothing
-bubbled up
aluminium
hydroxide
sulphuric acid
48
Baking powder and cool water
-bubbled and dissolved
-made popping sounds
Baking powder and warm water
-balloon slowly expands
-if you keep shaking it keeps expanding
Background Information
Baking powder: mixture of baking soda and acids or acid salts that are separated by an inert filler.
Inert filler: usually cornstarch or powdered calcium carbonate acts as a buffer between active ingredients and
prevents their going into action when exposed to moisture.
Baking soda: one of the earliest chemical leavening agents used was sodium bicarbonate.
Leaveners make a product rise. (air,steam etc.)
Questions:
1. What is baking powder and baking soda?
2. What are leaveners and what do they do ina recipe?
3. What chemical reaction is occurring?
4. What was the gas released?
5. Why did it bubble?
6. What about the lemon juice caused it to bubble?
7. What will this do in a recipe?
8. Can you interchange baking soda and baking powder in a recipe?
Source: C. Thomson
Name: ____________________
Block: ____ Date: ___________
Experiment: Mixing Methods
Introduction This experiment is intended as a review of the mixing methods for muffins, biscuits and cakes.
Students work in groups of four to prepare a product from the list of given ingredients. They must figure out the
mixing method from the ingredients and prepare the product. The questions should be answered first before
they proceed with preparation. The final products are evaluated.
Ingredients/Supplies
Station 1
Station 2
Station 3
Station 4
Station 5
250 mL flour
7 mL baking
powder
1 mL salt
(optional)
45 mL cocoa
60 mL
margarine(room
temp.)
125 mL sugar
1 egg
7 mL vanilla
80 mL milk
250 mL flour
7 mL baking
powder
2 mL salt
(optional)
60 mL margarine
(cold)
50 mL raisins
90 mL milk
250 mL flour
10 mL baking
powder
50 mL sugar
1 small egg
(beaten)
125 mL milk
30 mL oil
125 mL grated
cheese
250 mL flour
7 mL baking
powder
60 mL margarine
(room temp.)
125 mL sugar
1 egg
7 mL vanilla
80 mL milk
25 mL raisins
25 mL walnuts
250 mL flour
10 mL baking
powder
50 mL sugar
1 egg beaten
125 mL milk
30 mL oil
125 mL
chocolate chips
Procedure
1. Divide unit into four tasks:
* head chef
* food supervisor (assists chef)
49
* food manager(consults with the rest of the group about lab sheet & assists recorder)
* recorder (records units answers on the lab sheet & hands in completed lab sheet)
2. Groups read through the ingredients and answer the questions.
3. Groups prepare the flour mixture.
4. Clean up while product is baking.
5. Set out product for evaluation and hand in lab sheet.
Scientific Principle
How different forms of fat and different ingredients are best mixed and prepared in a certain way for best results.
Questions
1. What type of fat is used in this recipe? How is it added?
2. Is there an egg in this recipe?
3. Does this recipe follow the cake method, muffin method or biscuit method when mixing the ingredients?
4. Explain the steps you will use to mix your product?
5. What equipment is used to mix?
6. What exactly is your finished product?
7. Do you use a greased or ungreased pan ?
Rate your unit on the success of your product from 1 bad/ 2 O.K/ 3 good/ 4 very good/ 5 excellent
Names: ____________________________
____________________________
Block: ______ Date: _________________
Experiment: Flour Mixtures
Ingredients/Supplies
Station 1
250 mL flour
7 mL baking powder
1 mL salt (optional)
45 mL cocoa
60 mL margarine(room temp.)
125 mL sugar
1 egg
7 mL vanilla
80 mL milk
Procedure
1. Divide unit into four tasks:
* head chef
* food supervisor (assists chef)
* food manager(consults with the rest of the group about lab sheet & assists recorder)
* recorder (records units answers on the lab sheet & hands in completed lab sheet)
2. Groups read through the ingredients and answer the questions.
3. Groups prepare the flour mixture.
4. Clean up while product is baking.
5. Set out product for evaluation and hand in lab sheet.
Questions
50
1. What type of fat is used in this recipe? How is it added?_________________________________________________________________________________________
_________________________________________________________________
2. Is there an egg in this recipe?_____________________
3. Does this recipe follow the cake method, muffin method or biscuit method when mixing the
ingredients?________________________________________________________
4. Explain the steps you will use to mix your product?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________
5. What equipment is used to mix?__________________________________________________
6. What exactly is your finished product?_____________________________________________
7. Do you use a greased or ungreased pan ?_________________________________________
Rate your unit on the success of your product from 1 bad/ 2 O.K/ 3 good/ 4 very good/ 5 excellent
_________________________________________________________________________________________
_________________________________________________________________
Conclusion
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Names: ____________________________
____________________________
Block: ______ Date: _________________
Experiment: Flour Mixtures
Ingredients/Supplies
Station 2
250 mL flour
7 mL baking powder
2 mL salt (optional)
60 mL margarine
(cold)
50 mL raisins
90 mL milk
Procedure
1. Divide unit into four tasks:
* head chef
* food supervisor (assists chef)
* food manager(consults with the rest of the group about lab sheet & assists recorder)
* recorder (records units answers on the lab sheet & hands in completed lab sheet)
2. Groups read through the ingredients and answer the questions.
3. Groups prepare the flour mixture.
4. Clean up while product is baking.
5. Set out product for evaluation and hand in lab sheet.
Questions
51
1. What type of fat is used in this recipe? How is it added?_________________________________________________________________________________________
_________________________________________________________________
2. Is there an egg in this recipe?_____________________
3. Does this recipe follow the cake method, muffin method or biscuit method when mixing the
ingredients?________________________________________________________
4. Explain the steps you will use to mix your product?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________
5. What equipment is used to mix?__________________________________________________
6. What exactly is your finished product?_____________________________________________
7. Do you use a greased or ungreased pan ?_________________________________________
Rate your unit on the success of your product from 1 bad/ 2 O.K/ 3 good/ 4 very good/ 5 excellent
_________________________________________________________________________________________
_________________________________________________________________
Conclusion
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Names: ____________________________
____________________________
Block: ______ Date: _________________
Experiment: Flour Mixtures
Ingredients/Supplies
Station 3
250 mL flour
10 mL baking powder
50 mL sugar
1 small egg (beaten)
125 mL milk
30 mL oil
125 mL grated cheese
Procedure
1. Divide unit into four tasks:
* head chef
* food supervisor (assists chef)
* food manager(consults with the rest of the group about lab sheet & assists recorder)
* recorder (records units answers on the lab sheet & hands in completed lab sheet)
2. Groups read through the ingredients and answer the questions.
3. Groups prepare the flour mixture.
4. Clean up while product is baking.
5. Set out product for evaluation and hand in lab sheet.
52
Questions
1. What type of fat is used in this recipe? How is it added?_________________________________________________________________________________________
_________________________________________________________________
2. Is there an egg in this recipe?_____________________
3. Does this recipe follow the cake method, muffin method or biscuit method when mixing the
ingredients?________________________________________________________
4. Explain the steps you will use to mix your product?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________
5. What equipment is used to mix?__________________________________________________
6. What exactly is your finished product?_____________________________________________
7. Do you use a greased or ungreased pan ?_________________________________________
Rate your unit on the success of your product from 1 bad/ 2 O.K/ 3 good/ 4 very good/ 5 excellent
_________________________________________________________________________________________
_________________________________________________________________
Conclusion
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Names: ____________________________
____________________________
Block: ______ Date: _________________
Experiment: Flour Mixtures
Ingredients/Supplies
Station 4
250 mL flour
7 mL baking powder
60 mL margarine
(room temp.)
125 mL sugar
1 egg
7 mL vanilla
80 mL milk
25 mL raisins
25 mL walnuts
Procedure
1. Divide unit into four tasks:
* head chef
* food supervisor (assists chef)
* food manager(consults with the rest of the group about lab sheet & assists recorder)
* recorder (records units answers on the lab sheet & hands in completed lab sheet)
53
2. Groups read through the ingredients and answer the questions.
3. Groups prepare the flour mixture.
4. Clean up while product is baking.
5. Set out product for evaluation and hand in lab sheet.
Questions
1. What type of fat is used in this recipe? How is it added?_________________________________________________________________________________________
_________________________________________________________________
2. Is there an egg in this recipe?_____________________
3. Does this recipe follow the cake method, muffin method or biscuit method when mixing the
ingredients?________________________________________________________
4. Explain the steps you will use to mix your product?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________
5. What equipment is used to mix?__________________________________________________
6. What exactly is your finished product?_____________________________________________
7. Do you use a greased or ungreased pan ?_________________________________________
Rate your unit on the success of your product from 1 bad/ 2 O.K/ 3 good/ 4 very good/ 5 excellent
_________________________________________________________________________________________
_________________________________________________________________
Conclusion
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Names: ____________________________
____________________________
Block: ______ Date: _________________
Experiment: Flour Mixtures
Ingredients/Supplies
Station 5
250 mL flour
10 mL baking powder
50 mL sugar
1 egg beaten
125 mL milk
30 mL oil
125 mL chocolate chips
Procedure
1. Divide unit into four tasks:
* head chef
* food supervisor (assists chef)
* food manager(consults with the rest of the group about lab sheet & assists recorder)
* recorder (records units answers on the lab sheet & hands in completed lab sheet)
2. Groups read through the ingredients and answer the questions.
54
3. Groups prepare the flour mixture.
4. Clean up while product is baking.
5. Set out product for evaluation and hand in lab sheet.
Questions
1. What type of fat is used in this recipe? How is it added?_________________________________________________________________________________________
_________________________________________________________________
2. Is there an egg in this recipe?_____________________
3. Does this recipe follow the cake method, muffin method or biscuit method when mixing the
ingredients?________________________________________________________
4. Explain the steps you will use to mix your product?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________
5. What equipment is used to mix?__________________________________________________
6. What exactly is your finished product?_____________________________________________
7. Do you use a greased or ungreased pan ?_________________________________________
Rate your unit on the success of your product from 1 bad/ 2 O.K/ 3 good/ 4 very good/ 5 excellent
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Conclusion
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Food and Nutrition 9/10
Experiment: Cooking and Storing Properties of Cheese
Source: C. Thomson
Procedure:
This is an experimental lesson which encourages inductive reasoning. Students present findings and
conclusions to rest of class.
Group students into six groups, each group taking one of the following guide sheets for their
experiment. Prepare cheese and supplies for students in advance. Experiments take approximately 10 minutes.
Students can work in pairs and more than one group can do each experiment. This would allow for comparison
of findings and conclusions.
Conclude lesson with worksheet or oral questions following “Properties of (some) Cheeses.” Have
students complete worksheet or summarize findings and conclusions in their notebook.
55
Food and Nutrition 9/10
Names
___________
Group #1
Cheddar cheese vs. processed cheese (melting properties)
Follow the directions below and report your findings to the class.
You have received two types of cheese. One type is processed cheese and the other one is cheddar
cheese. Your mission is to determine what happens to each when they melt.
Direction:
You have two portions of each type of cheese. Use only one portion of cheddar cheese and one portion
of processed cheese to carry out your experiment to determine what will happen. You will do this experiment
only once so be accurate. The remaining two portions you will use to conduct a class demonstration with and
teach the class what you discovered about your cheese.
56
Choose only two people from your group to do the class demonstration, making sure you explain the
properties of your discovery.
Procedure:
Place one piece cheddar cheese in the microwave for 10 sec. Then place the processed cheese in the
microwave for 10 sec.
Questions to explain during your presentation:
What happens to the processed cheese when it melts?
What happens to the cheddar cheese when it melts?
Do either of these cheeses separate into a liquid and solid mass?
Food and Nutrition 9/10
Names
Group #2
Refrigerated Cheddar cheese vs. previously frozen cheddar cheese (storage properties)
Follow the directions below and report your findings to the class.
You have received two types of cheese. One has been stored in the refrigerator and the other has
been stored in the freezer. Your mission is to determine what happens to each when you try to slice these two
products.
57
Direction:
You have two portions of each type of cheese. Use only one slice of refrigerated cheddar cheese and
one slice of preciously frozen cheddar cheese to carry out your experiment to determine what will happen. You
will do this experiment only once so be accurate. The remaining two slices you will use to conduct a class
demonstration with and teach the class what you discovered about your cheese.
Choose only tow people from your group to do the class demonstration, making sure you explain the
properties of your discovery.
Procedure:
Slice one piece of cheddar cheese off the refrigerated block and then one slice off the previously frozen block.
Questions to explain during your presentation:
What happens when slicing cheddar cheese that has been stored in the refrigerator and slicing cheddar cheese
that has been previously frozen?
Food and Nutrition 9/10
Names
Group #3
Cheddar cheese vs. Cheddar cheese (cooking properties)
Follow the directions below and report your findings to the class.
You have received two types of cheese. One piece is to be just melted and the other is to be cooked
longer. Your mission is to determine what happens to each when they are cooked for different lengths of time.
Directions:
58
You have two portions of cheese. Use only two portions of cheddar cheese to carry out your
experiment to determine what will happen. You will do this experiment only once so be accurate. The remaining
two portions you will use to conduct a class demonstration with and teach the class what you discovered about
your cheese.
Choose only tow people from your group to do the class demonstration, making sure you explain the
properties of your discovery.
Procedure:
Place one piece cheddar cheese in the microwave for 10 sec. Then place the other piece of cheese in the
microwave for 15 sec.
Questions to explain during your presentation:
Using a toothpick, what is the consistency of each?
If cheese is considered cooked when it is just melted, what happens to it when it is cooked too long?
Food and Nutrition 9/10
Names
Group #4
Cheddar cheese vs. Mozzarella cheese (melting properties)
Follow the directions below and report your findings to the class.
You have received two types of cheese. One piece is mozzarella cheese and the other one is cheddar
cheese. Your mission is to determine what happens to each when they melt.
59
Directions:
You have two portions of each type of cheese. Use only one portion of cheddar cheese and one portion
of mozzarella cheese to carry out your experiment to determine what will happen. You will do this experiment
only once so be accurate. The remaining two portions you will use to conduct a class demonstration with and
teach the class what you discovered about your cheese.
Choose only two people from your group to do the class demonstration, making sure you explain the
properties of your discovery.
Procedure:
Place one piece cheddar cheese in the microwave for 10 sec. Then place the mozzarella cheese in the
microwave for 10 sec.
Questions to explain during your presentation:
What are the two properties of the melted mozzarella cheese that are different from the melted cheddar
cheese?
Food and Nutrition 9/10
Names
Group #5
Cheddar cheese vs. Parmesan cheese (melting properties)
Follow the directions below and report your findings to the class.
You have received two types of cheese. One type is parmesan cheese and the other one is cheddar
cheese. Your mission is to determine what happens to each when they melt.
60
Directions:
You have two portions of each type of cheese. Use only one portion of cheddar cheese and one portion
of parmesan cheese to carry out your experiment to determine what will happen. You will do this experiment
only once so be accurate. The remaining two portions you will use to conduct a class demonstration with and
teach the class what you discovered about your cheese.
Choose only two people from your group to do the class demonstration, making sure you explain the
properties of your discovery.
Procedure:
Place one piece cheddar cheese in the microwave for 10 sec. Then place the parmesan cheese in the
microwave for 10 sec, then 10 more sec. and for 10 more sec.
Questions to explain during your presentation:
What happens to the parmesan cheese when you try to melt it like cheddar cheese? Does it melt in this way?
Why or why not? From this experiment, would you conclude that this is a soft cheese or a hard cheese?
Food and Nutrition 9/10
Names
Group #6
Cottage cheese vs. previously frozen cottage cheese (storing properties)
Follow the directions below and report your findings to the class.
You have received two types of cheese. One type is cottage cheese and the other one is previously
61
frozen cottage cheese. Your mission is to determine what happens to cottage cheese when it is been frozen.
Directions:
You have two portions of each type of cheese. Use only one portion of cottage cheese and one portion
of previously frozen cottage cheese to carry out your experiment to determine what will happen. You will do this
experiment only once so be accurate. The remaining two portions you will use to conduct a class demonstration
with and teach the class what you discovered about your cheese.
Choose only two people from your group to do the class demonstration, making sure you explain the
properties of your discovery.
Procedure:
Compare your two examples of cottage cheese by both sight and taste test.
Questions to explain during your presentation:
Does the one previously frozen have more liquid then regular refrigerated cottage cheese?
By tasting, is the texture the same for each or is one more granular then the other?
Food and Nutrition 9/10
Name
Properties of (some) Cheeses
1. What happens to cheddar cheese and processed cheese when each is melted?
62
2. What happens to previously frozen cheddar cheese when you try to slice it?
3. If cheese is considered cooked when it is just melted, what happens to cheddar cheese if it is cooked
too long?
4. What are the two melted properties of mozzarella cheese that are different from cheddar cheese?
5. Why does parmesan cheese not melt like cheddar cheese? (two points)
6. Can you store cottage cheese in the freezer and end up with a product that is equally acceptable as
the product stored in the refrigerator?
Resources
Books
1. Glencoe/McGraw-Hill
Food for Today – Food Science Resources
ISBN 0-07-820700-2
This resource booklet, which accompanies the Food for Today textbook, has 25 food science
experiments. There is an excellent introduction that covers objectives of food science,
essential skills, overcoming science phobias, scientific method and safety.
2. McGraw Hill Ryerson. Food and Nutrition Sciences Lab Manual
ISBN 0-07-095238-8
This manual is similar to the one above and is intended for use with the Food Today textbook
63
Don’t be put off by the fact that these are textbook companions. They are great standalone resources.
3. Wolke, R. (2002). What Einstein Told His Cook: Kitchen Science Explained. New York:
W.W. Nortan & Co.
Internet
Note: Most of the information listed here was compiled by Dr. Luke LaBorde from the
Department of Food Science at Penn State University. We have added some other sites and
given some explanations where they were not provided. The URL is:
www.foodscience.psu.edu/outreach/fun_food_science.html
Suggested search methods Instead of general browsing with words like "food experiments"
or "food science experiments" we found that by going into a search engine such as Google or
Askjeeves and putting in very specific requests such as "gluten balls" or "cooking egg
experiments", we often had very good success.
Experiments with Food Additives
http://www.saskschools.ca/curr_content/science10/unitc/expemul.html
There is a lot of good information here. The science unit on additives has experiments on
emulsifiers and oxidation of fruits. Look in Unit C: Food Additives and Nutrition. Lesson 4:
Experiments with Food Additives
Disease transmission
http://scienceforfamilies.allinfo-about.com/features/feelingrotten.html
This is a very simple apple experiment to show how microorganisms are transmitted between
foods or people.
Testing for vitamin C
http://www.agriscience.ca/pages/e_s_exper.html
Students are taught how to make a simple indicator solution and then how to test various
juices to check the vitamin C content.
Food & Cooking Chemistry
http://chemistry.about.com/od/foodcookingchemistry/
Learn about the chemistry of foods and cooking. Get information about vitamins, minerals,
processes, herbs, ingredients, and other kitchen chemistry. This site gives lots of background
information that is useful to explain food processes.
Science Fair Food Experiments
64
http://chemistry.about.com/cs/sciencefairideas/a/aa041503a.htm
Lots of ideas are suggested for science fair projects using food. Instructions are not given,
but the ideas could be turned into classroom experiments.
Testing for hidden sugar
http://www.healthyteeth.org/experiments/hiddenSugar.html
A very simple process is outlined for students to test foods for sugar. The idea is to choose
some foods they may not think about that contain sugar.
Food preservatives
http://www.discoverykids.ca/gross/experiments/experimentsDetail.asp?id=67
A very simple experiment with bread to show the effectiveness of calcium propionate as a
preservative.
What is Food Science and Technology?
http://www.foodscience.psu.edu/Explore/explore.html
Learn about the science of food at Penn State University
Academic curricula and learning sets
Introduction To The Food Industry
http://www.ift.org/cms/?pid=1000411
A self-study learning tool designed to assist high school students in their exploration into the
food industry and its career opportunities. Institute of Food Technologists
Food Safety Lessons for Middle School Students
http://foodsafety.cas.psu.edu/nie/nie.html
These lessons were designed to complement the Newspapers in Education (NIE)
Supplement called Food Safety: From Farm to Table. The supplement is available as a PDF
on this website in two alternative formats for your use. The centerpiece of the supplement is
also here as a single PDF for your use.
Bring Food Science into Your Middle and High School Classrooms
http://www.nsta.org/288/
A curriculum used to engage students in inquiry-based science – The Food and Drug
Administration (FDA) in collaboration with the National Science Teachers Association (NSTA)
Fun Food Stuff
http://www.biotech.wisc.edu/Education/FunFoodStuff/default.htm
Science projects teachers can do with their students, at minimal cost, to illustrate some of the
principles of biotechnology and of science experimentation in general.
65
Food and Science
http://www.uen.org/utahlink/lp_res/nutri375.html
Volume IV in a series of Food Nutrition and Science Curriculum projects developed for the
Utah State Board of Education.
School Sciences and Food
http://www.ifst.org/school.htm
Experiments and projects to assist teachers in developing their own programs for secondary
school children. Institute of Food Science and Technology.
FDA Food Safety Resources for Kids, Teens, & Educators
http://www.cfsan.fda.gov/~dms/educate.html
Games coloring books, songs, quizzes, puzzles and more that teach principles of safe
handling of foods.
Food Science Lesson Plans for K-12 students
http://www.umaine.edu/NSFGK-12/lessons.html
National Science Foundation GK-12 Fellows Program, University of Maine.
Resources for teachers
Marketplace for the Mind
http://www.marketplaceforthemind.state.pa.us/
As you explore this site you will find the Agricultural Resource Library full of information on
quality, non-biased references, books, lesson plans and teaching tools that are aligned to
Pennsylvania's Science & Technology and Environment & Ecology teaching standards. The
library can be searched in a multitude of convenient ways.
4-H Leaders' and Teachers' Guides Food and Nutrition
http://www.nal.usda.gov/Kids/4hfood.htm
P rogram and curricula guides developed by the USDA's Cooperative Extension Service to
support youth education and programs.
National Chemistry Week 2000: Journal of Chemical Education Resources in Food
Chemistry, J. Chem. Educ. 2000, 77, 1256.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=food&-find=&format=detail. html&-skip=2&-max=1&-token.2=2&-token.3=25
Food chemistry information and activities at the college, high school, and elementary school
levels (many of these are listed below).
Chocolate: A Marvelous Natural Product of Chemistry
http://www.jce.divched.org/Journal/Issues/2004/Aug/abs1131.html
Chocolate is a natural product as ubiquitous as television. Of course, it is eaten, but it is also
found in air fresheners, marking pens, flavoring in a multitude of products including soda pop,
and as an aroma in "chocolate-dyed" T-shirts.
Journal of Chemical Education August 2004 Vol. 81 No. 8 p. 1131
66
Artificial Sweeteners - No-calorie sugar substitutes provide options for enjoying the sweet
life
http://pubs.acs.org/cen/whatstuff/stuff/8225sweeteners.html
"Most days my coffee is accompanied by packets of artificial sweetener instead of spoonfuls
of sucrose--the compound we call sugar. But what exactly are the no-calorie sugar
substitutes that help me keep my figure while satisfying my sweet tooth?..."
Foods under the Microscope
http://www.magma.ca/~scimat/
A collection of sub-microscopic images of common foods that visually illustrates why some
foods have properties such as elasticity, firmness, and grittiness.
The Accidental Scientist – Science of Cooking
http://www.exploratorium.com/cooking/
Learn about the science behind candy, bread, eggs, pickles, meat and seasonings from the
Exploratorium Science Museum in San Francisco.
Where Candy Comes From - Resource guide
http://www.agintheclassroom.org/candy/where%20candy%20booklet%20form.pdf
Illinois Farm Bureau - Ag in the Classroom
Simple experiments and activities young kids can do for school or science fair
projects
Fruit Juice Mystery
http://www.sciencenter.org/chemistry/documents/fruitjuicemystery1a_000.pdfttp://www.exploratorium.com/cooki
ng/ Challenge: Can you discover which juice is a fake made from food coloring, water, and
sugar?
National Science Teachers Association
Testing Foods for Glucose and Starch
http://school.discovery.com/curriculumcenter/chemistry/activity2.html
Students practice safe laboratory methods while learning how to interpret results of chemical
tests. They determine the foods to test and interpret and record their results. Based on the
amount of glucose or starch present in the food, both tests will provide varying results. This
gives students the chance to make decisions about results and helps them understand that
scientists must repeat tests to confirm results.
Countertop Chemistry
http://www2.ncsu.edu/ncsu/pams/science_house/learn/CountertopChem/index.html
Chemistry Activities that use chemicals you can find at the grocery or the hardware store.
NC State University.
Edible/Inedible Experiments Archive
http://www.madsci.org/experiments
Science should be fun….and science should be edible! Food batteries, cabbage juice pH
indicator, generating light by chewing, and more!
How Stuff Works – Foods
67
http://www.howstuffworks.com/category.htm?cat=Food
Beer, coffee, antioxidants, food preservation, etc.
Food Chemistry Experiments
http://www.gomilpitas.com/homeschooling/explore/chemistryfood.htm
A to Z Home's Cool Homeschooling Web Site
Plastic Bag Ice Cream I
http://www.sme.org/memb/neweek/actice.htm
Students learn how to lower the freezing point of water and how ice cream forms as a
solution freezes.
Plastic Bag Ice Cream II
http://www.agintheclassroom.org/resources/agziploc.pdf
Illinois Farm Bureau - Ag ZipLocks & You - 10 plastic bag activities for kids
Plastic Bag Ice Cream III
http://www.agintheclassroom.org/resources/agziploc.pdf
Wisconsin Ag in the Classroom
Kitchen Chemistry
http://www.discoveryeurope2.com/kitchen/index.php
The Discovery Channel
Lab Dad
http://www.geocities.com/CapeCanaveral/Hall/1410/index.html
Laboratory experiments for young people to do at home, as well as a reference for science
teachers. Most of the labs are intended for grades 7-12, but many can easily be done by
younger scientists.
Introductory Electrochemistry for Kids - Food for Thought, and Human Potential. J. Chem. Educ.
1998, 75, 178.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex.fp5&-lay=wwwform&title=food&token.2=11&-token.3 =25&-find=&-format=detail.html&-skip=15&-max=1&-token.2=15&-token.3=25 &-skip=11&max=1&-token.2=11&-token.3=25
A simple, inexpensive experiment using fruit, a voltmeter, and wires made of various metals
allows children to discover many electrochemical principles including: circuits, series
connections, the chemical nature of batteries, electrodes, and potential/voltage
Microwave Ovens What is the science behind microwave cooking?
http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/newton/micrwave.html
Newtons Apple
Making Ginger Ale at Home
http://biology.clc.uc.edu/fankhauser/Cheese/Ginger_Ale_Ag0.htm
Making Root Beer at Home
http://biology.clc.uc.edu/fankhauser/Cheese/ROOTBEER_Jn0.htm
David B. Fankhauser, Ph.D. Professor of Biology and Chemistry U.C. Clermont College
Batavia OH 45103
Food Preservation
http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=8&DocID=396
Grade 3-5 lessons to help students understand how various food preservation techniques
help to slow down the spoiling of food by microscopic organisms
68
Food safety
http://www.enc.org/resources/records/0,1240,025548,00.shtm
Science in a technical world. Grades: 9 10 11 12
Food chemistry
http://www.enc.org/resources/records/0,1240,001491,00.shtm
Science and Technology for Children (STC). Grades: 4
Classroom experiments, demonstrations, and resources for beginning food scientists
Student experiments with food
www.micrecolde/food.html
A short description and conclusion for each experiment. Shows photos of results for a variety
of experiments, but no detailed explanations.
Food Science experiments for K-12 students.
http://www.clemson.edu/foodscience/teachers.htm
Hydrogen bond formation, pH and titratable acidity, rancidity of foods, enzymatic denaturation
of proteins, color changes in chlorophyll, etc.
Finding Science in Ice Cream - An Experiment for Secondary School Classrooms
http://www.foodsci.uoguelph.ca/dairyedu/findsci.html
As the hot weather approaches and students minds begin to drift from the rigors of the school
classroom or laboratory, a fun afternoon might be spent making ice cream and in so doing,
introducing several aspects of the science and technology "behind the scenes". This web site
is a classroom experiment for school teachers on ice cream making.
Anthocyanins: A Colorful Class of Compounds. J. Chem. Educ. 1997, 74, 1176A.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=anthocyanins&find=&-format=detail.html &-skip=0&-max=1&-token.2=0&-token.3=25
The red colors of leaves in the fall, and the colors of radish skins, and some cabbages result
from pigments known as anthocyanins. This activity makes use of the fact that these
substances are also acid-base indicators.
Tick Tock, a Vitamin C Clock J. Chem. Educ. 2002, 79, 40A.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=tock&-find=&format=detail.html&- skip=0&-max=1&-token.2=0&-token.3=25
This Activity can be used to explore reaction kinetics, and in particular the effect of reactant
concentrations on the apparent rate of a reaction. It can also be used in a discussion of redox
chemistry, the descriptive chemistry of iodine, and the chemistry of vitamin C.
Fizzy Drinks: Stoichiometry You Can Taste. J. Chem. Educ. 2000, 77, 1608A.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=taste&-find=&format=detail.html&-skip=0&-max=1&-token.2=0&-token.3=25
Students create their own Fizzie-style carbonated beverage. They find that using too much
baking soda or too much citric acid ruins the taste. In the final steps, they use stoichiometry
to calculate the correct mix of these two ingredients.
Cabbage Patch Chemistry. J. Chem. Educ. 2000, 77, 1432A.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=cabbage&-find=&-
69
format=detail.htm l&-skip=0&-max=1&-token.2=0&-token.3=25
Students make sauerkraut and also investigate the effect of changing one variable in the
sauerkraut-making process.
Put an Enzyme to Work.
http://gslc.genetics.utah.edu/units/activities/proteins/
This is a simple experiment using pineapple and gelatin to show how enzymes work.
Soup or Salad - Investigating the Action of Enzymes in Fruit on Gelatin. J. Chem. Educ. 1999, 76,
624A.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=gelatin&-find=&format=detail.html &-skip=0&-max=1&-token.2=0&-token.3=25
Students observe gelatin samples treated with substances that may or may not have an
enzymatic effect on the protein in the gelatin. Substances used are fresh pineapple, canned
pineapple, fresh pineapple that has been frozen and microwaved, and meat tenderizer.
Apple Fool! An Introduction to Artificial Flavors. J. Chem. Educ. 2003, 80, 408A.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=apple fool&-find=&format=detail.html &-skip=0&-max=1&-token.2=0&-token.3=25
Students investigate flavorings by making artificial “cooked apples” from a mixture of
crackers, sugar, cream of tartar, and water, as is done for the filling in recipes for Mock Apple
Pie.
Flat As a Pancake? Exploring Rising in Baked Goods. J. Chem. Educ. 2000, 77, 1264A.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=Pancake&-find=&format=detail.html &-skip=0&-max=1&-token.2=0&-token.3=25
Baked goods have a wide range of characteristics. The ingredients and the relative amounts
of each along with mixing and baking techniques determine the properties (appearance,
texture, taste, and nutritive value) of the product. This activity investigates the action of
baking powder.
The Alginate Demonstration: Polymers, Food Science, and Ion Exchange . J. Chem. Educ. 1998,
75, 1430.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=alginate&-find=&format=detail.htm l&-skip=0&-max=1&-token.2=0&-token.3=25
A polymer demonstration involving the calcium crosslinking of Sodium alginate.
Detection of Catalysis by Taste. J. Chem. Educ. 1998, 75, 315.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=taste&-find=&format=detail.html&-skip=1&-max=1&-token.2=1&-token.3=25 Sensory demonstration of the action
of
the enzyme b-galactosidase (or lactase) which catalyzes the hydrolysis of lactose into Dglucose and D-galactose.
The Heat Content of Nuts and Snack Foods.
http://www.woodrow.org/teachers/chemistry/institutes/1988/foodheat.html
In this experiment, several types of nuts and snack foods are burned in order to determine
their heat content per gram.
More advanced experiments and demonstrations in food science
70
Chromatography of Food Dyes:
http://www.ift.org/publications/jfse/jfsev1n1p0018-0022ms20010622.pdf
A Simple Demonstration for Actively Engaging High School Students in the Chemistry of
Foods. Journal of Food Science Education.
Bioanalytical Experiments for the Undergraduate Laboratory - Monitoring Glucose in Sports
Drinks. J. Chem. Educ. 2001, 78, 788. http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?db=jceindex.fp5&-lay =wwwform&title=bioanalytical&-token.2=0&-token.3=25&-find=&-format=detail.html&-skip
=1&-max=1&-token.2=1&-token.3=255
A solution-based enzyme assay for the analysis of glucose concentrations in sports drinks
and fabrication of an enzyme electrode.
Hot Chili Peppers: Extraction, Cleanup, and Measurement of Capsaicin. J. Chem. Educ. 2000,
77, 1630.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=chili&-find=&format=detail.html &-skip=0&-max=1&-token.2=0&-token.3=25
Determination of the Scoville Heat Value for Hot Sauces and Chilies: An HPLC Experiment. J.
Chem. Educ. 2000, 77, 266.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=chili&-find=&format=detail.html &-skip=1&-max=1&-token.2=1&-token.3=25
Pungency Quantitation of Hot Pepper Sauces Using HPLC. J. Chem. Educ. 1999, 76, 240.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=pepper&-find=&format=detail.html &-skip=1&-max=1&-token.2=1&-token.3=25
Laboratory activities to acquaint students with the active ingredients of hot chili pepper
(capsaicin and dihydrocapsaicin) and the extraction, cleanup, and HPLC determination of
Scoville heat value (SHV).
Pungency Assessment in Onions.
http://www.zoo.utoronto.ca/able/volumes/vol-19/11-randle/11-randle.htm
A common assessment of pungency is made by measuring pyruvate, which is formed as a
stable primary compound from the enzymatic decomposition of each of the flavor precursors.
Pyruvate is produced in a mole for mole relationship with the flavor precursors
Chemical residues in food
http://terrificscience.org/freeresources/lessonpdfs/What_You_Eat.pdf
Simulated chemical residues experiment and follow-up discussion ideas on consumer
decisions regarding risks of food
Integrating Introductory Biology and Chemistry Laboratories: Human Metabolism of Vitamin C
and Fruit Juice Analysis—an Example
http://www.zoo.utoronto.ca/able/volumes/vol-18/11-godrick.pdf
Three and a half week module called the Examination of Vitamin C (ascorbic acid), its
Sources, Properties, and Metabolism. Boston University
Enzymatic Spectrophotometric Reaction Rate Determination of Glucose in Fruit Drinks and
Carbonated Beverages. J. Chem. Educ. 2000, 77, 1327.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=carbonated &find=&-format=detail.html &-skip=1&-max=1&-token.2=1&-token.3=25
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This paper describes an undergraduate analytical chemistry laboratory for the kinetic
determination of glucose in fruit drinks and carbonated beverages using glucose oxidase
(GOX) and horseradish peroxidase (HRP).
Determination of Aspartame and Caffeine in Carbonated Beverages Utilizing Electrospray
Ionization-Mass Spectrometry. J. Chem. Educ. 2000, 77, 1325.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=carbonated&-find=&format=detail.html &-skip=0&-max=1&- token.2=0&-token.3=25
Procedures can be used to quantify the content of caffeine and aspartame in beverages or to
understand the capabilities of electrospray ionization.
Enzyme Kinetics
http://www.zoo.utoronto.ca/able/volumes/vol-19/6-stiefbold.pdf
A laboratory exercise for assaying b-galactosidase enzyme activity - part of a sophomore
level core curriculum course required of University of Oregon biology majors.
The Other Double Helix—The Fascinating Chemistry of Starch. J. Chem. Educ. 2000, 77, 988.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=helix&-find=&format=detail.html&-skip=0&-max=1&-token.2=0&-token.3=25 The chemistry of starch; the most
abundant biomolecule on earth after cellulose and a major part of the diet of all human
beings.
The Arrhenius Law and Storage of Food in a Freezer. J. Chem. Educ. 1999, 76, 504.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title =freezer&-find=&format=detail.html &-skip=0&-max=1&-token.2=0&-token.3=25
Application of the Arrhenius law for temperature dependency of chemical reactions
Showing Properties of Food Foams with Common Dairy Foods. J. Chem. Educ. 1997, 74, 1133.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title =foams&-find=&format=detail.html &-skip=0&-max=1&-token.2=0&-token.3=25
Demonstration of how food properties can be visualized with the aid of simple and
inexpensive experiments using dairy products that can be found in any kitchen
Demonstration of the exponential decay law using beer froth
http://ej.iop.org/links/q91/qM08CBJiaBJEiYuaZh2NIg/ej2104.pdf
The volume of beer froth decays exponentially with time. This property is used to
demonstrate the exponential decay law in the classroom. The decay constant depends on the
type of beer and can be used to differentiate between different beers. Eur. J. Phys. 23 (2002)
21–26
A Simple Laboratory Exercise in Food Structure/Texture Relationships Using a Flatbed
Scanner. J. Chem. Educ. 2000, 77, 368.
http://jchemed4.chem.wisc.edu:8081/JCEIndex/FMPro?-db=jceindex&-lay=wwwform&title=flatbed&-find=&format=detail.html &-skip=0&-max=1&-token.2=0&-token.3=25
A demonstration a simple laboratory exercise designed to demonstrate structure/texture
relationships in a common food product using a common flatbed scanner..
Characterization of Organic Illumination Systems. A study on the science of Lifesavers that
shoot sparks when you chew them and the glowing pickle phenomenon *
http://www.research.compaq.com/wrl/techreports/abstracts/TN-13.html
*really!
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Sauerkraut Fermentation.
http://www.splammo.net/foodapplmicro/applkraut.html
Bacteriology/Food Science 324 at the University of Wisconsin – Madison.
For more experiments visit the Journal of Food Science Education
(http://www.ift.org/publications/jfse/) and the Journal of Chemical Education
(http://jchemed.chem.wisc.edu/index.html)