NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Home Economics
Technology in the Kitchen
[ACCESS 3]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for Home Economics.
© Learning and Teaching Scotland 2010
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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Contents
Teacher’s notes
5
Course assessment
7
Introduction to food technology
9
Introduction to food storage
11
Keep it cool
The germ thermometer
The refrigerator
12
13
15
Keep it clean
16
Keep it covered
Food storage
Store it correctly
18
18
20
Packaging materials
Food packaging
Labelling
21
22
23
Best-before/use-by date
25
Food preservation
What is food technology?
Methods of preservation
Discussion group
26
28
29
30
Kitchen equipment
Food processor
Microwave oven
Bread maker
Electric hob
31
31
34
36
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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CONTENTS
Electric hand mixer
Gas hob/electric hob/blender
40
41
Preparing tomato soup
42
My dinner menu
Food order
45
46
Food safety quiz
Food safety definitions
48
49
Practical lesson log sheet
51
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
© Learning and Teaching Scotland 2010
TEACHER’S NOTES
Teacher’s notes
By completion of this unit learners will have the opportunity to develop
as:
 successful learners, with enthusiasm and motivation for learning,
who are able to learn independently and as part of a group
 confident individuals who are able to relate to others and manage
themselves, pursue a healthy lifestyle and achieve success in
different areas of activity
 responsible citizens who are able to make informed choices and
decisions and
 effective contributors who are able to work in partnership and in
teams to create and develop healthy food products and solve
problems.
This unit introduces learners to a range of storage facilities and
technological kitchen equipment with a focus on practical applications.
Outcomes
 Investigate the storage facilities required to maintain the quality of a
range of foods.
 Explain the use of a range of technological kitchen equipment
required to carry out a range of food preparation and cooking
activities.
 Use technological kitchen equipment to carry out food preparation
and cooking activities in a safe and hygienic way.
For full details please refer to the SQA National Course Specification.
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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TEACHER’S NOTES
The assessment sheet in the Student Workbook outlines the learning
intentions within each outcome. Learners can be encouraged to engage
in self-evaluation using this sheet to record how well they feel they
have performed. Although a traffic light method of evaluation is
suggested, this can be adapted to suit the learner. The evaluation sheets
used after trialling and investigating each piece of technological
equipment can also be used as an assessment tool. This will give an
indication as to how well the learner has covered and understood the
learning outcomes.
It is envisaged that the activities contained within the Student
Workbook will be undertaken following practical work involving real
food products. Whether this will be in the usual learning environment
such as a classroom or elsewhere in a professional kitchen or
supermarket will vary depending on the resources available to different
establishments.
This support resource is designed to supplement and consolidate hands on experiences in the home economics classroom. It does not attempt to
include the full range of technological kitchen equipment. This is
because it is envisaged that many pieces of equipment will be
introduced to learners in practical tasks. Equally, each learning
environment will have a different combination of technologi cal kitchen
equipment available. The equipment the client group are familiar with
outside the school setting will also influence the choice of
technological equipment used.
Examples of popular pieces of technological equipment have been
chosen. This introduces students to the real world as well as supplying
up-to-date resources and information. Recipes have been included, but
there is flexibility for each establishment to use their own recipes
suitable for each piece of technological equipment.
It is hoped that this unit of work will provide a basis of information that
will encourage students to further investigate aspects of technology
whilst endeavouring to widen their learning experience.
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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COURSE ASSESSMENT
Course assessment
Outcome 1 – In this unit I will learn to
Identify a range of food storage facilities
Identify the appropriate storage facility for a range of foods
Identify the safe storage time for a range of foods
Keep the food storage facilities and their contents safe and
hygienic
Outcome 2 – In this unit I will learn to
Identify a range of technological kitchen equipment
Explain the main use of each piece of equipment
Outcome 3 – In this unit I will learn to
Select the best equipment for an activity
Correctly use the technological equipment
Correctly maintain and store the equipment
Be safe and hygienic at all times
When you have covered each learning intention, show how well you
think you have learned using red, amber and green colours in the
box beside it.
What did I learn in this unit?
__________________________________________________________
__________________________________________________________
__________________________________________________________
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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COURSE ASSESSMENT
How can I use the knowledge I gained from this unit in the future?
__________________________________________________________
__________________________________________________________
__________________________________________________________
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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INTRODUCTION TO FOOD TECHNOLOGY
Introduction to food technology
How did present-day food technology come about? To find the answer
to this we must go back to our ancestors. They tried different ways of
storing food but discovered that, as hard as they tried, food
deteriorated. Eventually, it was discovered that there was one offender
responsible for this; microbes.
Microbes need a number of things to continue to grow: warmth,
moisture, time, the correct pH and food. To preserve our food we need
to stop the growth of microbes by removing one or more of these
conditions. We do this by the following means:
1.
warmth – by cooling or freezing food
2.
moisture – by drying food or by storing food in dry conditions
3.
time – by using sell-by and use-by dates
4.
correct pH – by ensuring the correct acid/alkaline levels
5.
food – by ensuring hygienic conditions and that food is properly
covered.
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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INTRODUCTION TO FOOD TECHNOLOGY
Use the internet or a dictionary to give a definition for the following
terms:
best-before date
________________________________________
cross-contamination
________________________________________
food hygiene
________________________________________
perishable food
________________________________________
food poisoning
________________________________________
pH level
________________________________________
danger zone
________________________________________
use-by date
________________________________________
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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INTRODUCTION TO FOOD STORAGE
Introduction to food storage
The three Cs
Why is correct food storage so important? If we do not store food
properly it will deteriorate very quickly. This can cause food poisoning
and it is also a waste of resources.
Remember the three Cs
Keep it c _ _ _
Keep it c _ _ _ _
Keep it c _ _ _ _ _ _
Now draw a picture in each box which will remind you of the three Cs.
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KEEP IT COOL
Keep it cool
Food deteriorates in certain conditions.
Microbes need w___________ to grow, therefore if food is kept cold
the growth of microbes will be slowed down. This is the basic principal
of chilling and freezing food.
How did the Eskimos preserve food? They knew that if they put their
catch of fish out into the intense cold it would freeze very quickly.
Then, when they went to use the fish, it still had a fresh flavour. This
meant that they could have a fresh supply of food whenever they
wanted. This is the same principle that we use on a worldwide scale
today.
Now give examples in the table below of foods that can be listed under
each of the headings.
Frozen
fruit
12
Frozen
vegetables
Meats
Fish
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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Poultry
Ready
meals
KEEP IT COOL
The germ thermometer
The diagram below shows what happens to germs at different
temperatures.
At 100°C all bacteria are dead
100°C
Above 63°C the spread of bacteria begins to
slow down as conditions get hotter
Between 4°C and 63°C bacteria begin to slow
down as conditions get hotter.
63°C
Bacteria are at their most comfortable at the
ideal temperature of 37°C. This is the same
temperature as our own bodies.
Our stomachs make an excellent home for
bacteria. The stomach is like an incubator
which keeps a newborn baby’s temperature at
the correct level.
37°C
4°C
A refrigerator works at 4°C keeping food
chilled but not frozen.
Bacteria do not react to the chilly
temperatures and remain inactive.
0°C
Below 0°C bacteria become dormant.
–18°C
At an even lower temperature of –18°C the
deep freeze preserves food safely as the
bacteria are inactive due to the extreme cold.
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KEEP IT COOL
From the information given on the previous page, write down what will
be happening to bacteria at the following temperatures.
Temperature
What is happening to the bacteria?
–21°C
5°C
40°C
80°C
100°C
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KEEP IT COOL
Now draw your own germ thermometer in the space below. Remember
to colour code the thermometer to illustrate the various temperatures ,
showing what happens to food at each of these temperatures.
The refrigerator
Where to keep it cool
Consider each item from the shopping list below. Work in groups
around a fridge to decide where is the correct position in the fridge to
store each item. Explain your decisions to another group and see if you
agree.









2 litres semi-skimmed milk
250 g red cheddar
1 jar mayonnaise
1 packet smoked bacon
500 g chicken fillets
250 g green peas
250 g butter
6 eggs
250 ml whipping cream
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KEEP IT CLEAN
Keep it clean
Food not only needs to be kept at the right temperature, it also needs to
be kept clean.
1.
What are the sources of food contamination?
B__________________ contamination.
Ph_________________ contamination.
Ch________________ contamination.
2.
Give two examples of each of the sources mentioned above.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KEEP IT CLEAN
3.
Discussion group. As a group, discuss what is meant by the term
‘cross-contamination’. List the main points from your discussion
in the box below. The reporter will then report back to the class.
4.
List six hygiene rules that prevent the cross-contamination of
food.
(a)
(b)
(c)
(d)
(e)
(f)
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KEEP IT COVERED
Keep it covered
Food storage
There are three main rules for safe food storage:
 store foods in the correct place
 store foods at the correct temperature
 store foods for the correct length of time.
We talk about perishable foods. In the box below, write a definition of
what we mean by ‘perishable foods’ and give six examples of
perishable foods.
2.
There are three groups of society at particular risk from food
poisoning. List the groups in the table below and explain why they
are particularly vulnerable.
Group
18
Explanation
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KEEP IT COVERED
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KEEP IT COVERED
3.
Explain what we mean by cross-contamination.
______________________________________________________
______________________________________________________
______________________________________________________
4.
Draw a diagram of the food poisoning chain below, labelling the
conditions required for bacterial growth on each link of the chain.
5.
Explain what we mean by stock rotation.
______________________________________________________
______________________________________________________
______________________________________________________
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KEEP IT COVERED
Store it correctly
Working with a partner, study the list of foods given below.
Discuss with your partner where each of the following foods should be
stored and why, and then write them in the appropriate box. Note that
some foods may be stored in more than one place.
milk
cheese
mince
marmalade
frozen peas
tinned beans
castor sugar
jam
bread
tea
dried parsley
breakfast cereal
fresh tomatoes
garlic bread
ice-cream
spaghetti in tomato sauce
raw chicken
spaghetti
stock cubes
curry powder
lettuce
chips
ice-cubes
fish
scampi
sausages
Freezer
potatoes
butter
pâté
cooking oil
crisps
yogurt
eggs
mince pie
long grain rice
fruit juice
ground coffee
bacon
ice-lolly
Store cupboard
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
© Learning and Teaching Scotland 2010
Fridge
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PACKAGING MATERIALS
Packaging materials
Packaging materials should have the following properties:









greaseproof
moisture proof
waterproof
odourless and odour proof
strong and durable
economical of storage and space
able to withstand low temperatures
easy to use
recyclable.
You are now going to evaluate the properties of different types of
packaging. The first example has been completed for you.
Packaging materials
Properties
Type of food suitable for
Paper
Odourless
Loose vegetables
Rigid plastic
Glass
Metal
Cardboard
Polystyrene
Explain why we are trying to use less packaging now than we used to.
__________________________________________________________
__________________________________________________________
__________________________________________________________
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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PACKAGING MATERIALS
Food packaging
1.
In each of the boxes below, list a reason why food packaging is
necessary for the sale of foods.
In the box below give six examples of materials used for packaging and
match each one with an example of an appropriate food.






TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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PACKAGING MATERIALS
Labelling
Certain information must be included on a food packaging label by law.
List six pieces of information that should be included on a food label by
law.
1.
______________________________________________________
2.
______________________________________________________
3.
______________________________________________________
4.
______________________________________________________
5.
______________________________________________________
6.
______________________________________________________
You are now going to choose a food product for which you are going to
design a label.
Remember to give all the information that has to be included by law.
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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PACKAGING MATERIALS
Front of label
Back of label
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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BEST BEFORE/USE BY DATE
Best-before/use-by date
Best-before:
This date indicates the period of time during which a
food can reasonably be expected to retain its optimum
condition, ie it is still fresh.
Use-by:
This date is required for perishable food. This means
food that has a short shelf-life. Consumption of this food
after the use-by date could present a risk of food
poisoning.
Underneath is a list of 13 foods. Place each one under the correct
heading.
cheese
coffee
meat
bacon
fish
Best-before
26
tinned tuna
bread
lasagne
carrots
tomatoes
flour
biscuits
sultanas
Use-by
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
© Learning and Teaching Scotland 2010
FOOD PRESERVATION
Food preservation
Q1
A1
A2
A3
Why do we preserve food?
We preserve food to prevent it going bad or spoiling.
We preserve food to keep its flavour and colour.
We preserve food so that plenty is available for us to use
throughout the year as we require.
Q2
A1
A2
A3
How do we preserve food?
We preserve food by removing the moisture content.
We preserve food by reducing the temperature.
We preserve food in some cases by increasing the temperature.
Q3
A1
A2
A3
Where do we preserve food?
We preserve food in a fridge
We preserve food in a freezer.
We preserve food in a larder/store cupboard.
Answer the following questions in sentences in the spaces provided.
What is food preservation?
__________________________________________________________
__________________________________________________________
__________________________________________________________
Why are foods preserved?
__________________________________________________________
__________________________________________________________
__________________________________________________________
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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FOOD PRESERVATION
What causes food spoilage?
__________________________________________________________
__________________________________________________________
__________________________________________________________
Name six foods which can be frozen.
1.
2.
3.
4.
5.
6.
List four other methods of preserving food.
1.
2.
3.
4.
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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FOOD PRESERVATION
What is food technology?
What do we mean by food technology?
Food technology is all about changing food from its raw state to suit
our needs as individuals and families. If we want to have a variety of
foods available to us throughout the year we need to preserve foods to
make the most of them when they are in season.
As we have noted already food deteriorates very quickly unless it is
preserved and stored in the correct way. We have already seen that
bacteria need certain conditions to grow and multiply. Can you list
below what these conditions are?
1.
2.
3.
4.
5.
Food preservation techniques have changed a lot over the years and
methods of food preservation have become more sophisticated. Through
history people have tried out many methods of food preservation in
order to survive. Can you list what some of these methods of food
preservation were?
1.
2.
3.
4.
5.
6.
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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FOOD PRESERVATION
Give three examples of very early methods of food preservation. For
each of these, give an explanation as to why the food did not deteriorate
and people were able to utilise food that was plentiful at certain times
of the year.
1.
2.
3.
Your teacher has a display of foods that have been preserved. We refer
to these foods as convenience foods because they have been produced
and packaged so as to extend their shelf life, and because they are quick
and easy to use.
Identify each method of preservation and give an example of each in the
table below.
Methods of preservation
1.
2.
3.
Compare your list with those of the rest of the class.
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4.
FOOD PRESERVATION
Make a chart to calculate the number of foods preserved by each
method. This can then be illustrated in a bar chart.
Collect squared paper from your teacher to illustrate your findings or
use a computer to generate a graph to display your findings.
Discussion group
Divide into groups of three or four.
Group rules
Everyone must contribute to the discussion.
Everyone must take notes.
The reporter must report back to the rest of the class.
Each group must contribute to the whole-class discussion.
Discuss food preservation. Why do we need it? How has it changed
over the years?
At the end of the discussion session, the reporter tells the rest of the
class what your group discussed.
Refer to the Assessment sheet at the beginning of the
Student Workbook. Discuss with your teacher if you
have completed Outcome 1. Complete the relevant
areas to show how well you think you have learned.
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KITCHEN EQUIPMENT
Kitchen equipment
Food processor
Every food processor comes with a variety of attachments. Each
attachment has its own use, for example one piece may be used to
whisk, while another will be used to blend. Some attachments will mix
and grate.
Name the attachments shown below and give an example of what each
is used for.
Name: ___________________________________
Use:
___________________________________
___________________________________
___________________________________
Name: ___________________________________
Use:
___________________________________
___________________________________
___________________________________
Name: ___________________________________
Use:
___________________________________
___________________________________
___________________________________
Name: ___________________________________
Use:
___________________________________
___________________________________
___________________________________
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KITCHEN EQUIPMENT
Food processors save time. A food processor can be used
to prepare different foods, for example a fruit smoothie,
or to prepare vegetables to make into coleslaw or soup, or
to make pastry.
Complete the following tasks.
Task 1
Make a fruit smoothie.
1.
2.
3.
Peel and chop a banana.
Wash and hull two strawberries.
Put the fruit, a small fruit yoghurt and 150 ml of milk in the food
processor and blend until smooth.
Task 2
Make coleslaw.
1.
2.
3.
4.
5.
6.
7.
8.
Take a piece of cabbage, a piece of carrot and a piece of peeled
onion.
Place the grating disc in the food processor.
Wash the vegetables and peel the carrot.
Using the grating disc grate the carrot and cabbage.
Remove the prepared vegetables from the bowl.
Place the metal blade in the clean bowl.
Finely chop the piece of onion and add this to the carrot and
cabbage.
Add mayonnaise and mix.
Now use the evaluation sheet to evaluate both tasks.
Be safe!!
 Make sure the cable is not near water.
 Make sure your hands are dry before
use.
 Follow instructions carefully.
 Turn power off after use.
 Take care with sharp instruments.
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KITCHEN EQUIPMENT
Evaluation
1.
Was this piece of equipment easy to assemble?
Yes/No
2.
Were the instructions for use easy to follow?
Yes/No
3.
Was the machine easy to use?
Yes/No
4.
How long did it take you to complete your task?
________________ minutes
5.
Was the piece of equipment easy to clean?
Yes/No
6.
Does the piece of equipment take up a lot of storage
space?
Yes/No
7.
Taking account of all the factors above, what overall rating w ould
you give the machine on a scale of 1–10?
1
34
2
3
4
5
6
7
(circle your answer)
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
© Learning and Teaching Scotland 2010
8
9
10
KITCHEN EQUIPMENT
Microwave oven
Microwave ovens are popular because they save time by cooking food
quickly, reheating food and defrosting food.
Microwaves are available in two types:
A.
B.
microwaves with dials.
digital microwaves
Task 1
Make a cup of hot chocolate.
1.
2.
3.
4.
Put 2 teaspoons of drinking chocolate into a cup.
Fill the cup with milk and stir well.
Microwave on high for 2 minutes.
Enjoy!
Task 2
Make a white sauce.
1.
2.
3.
4.
Melt margarine in jug.
Add flour, stir.
Gradually add milk.
Return to microwave. Cook on full power for 1 minute. Remove
and stir.
Continue repeating this process until the sauce coats the back of a
wooden spoon.
Now evaluate both tasks.
Be safe!!
 Make sure the cable is not near water.
 Make sure your hands are dry before
use.
 Follow instructions carefully.
 Turn power off after use.
 Take care with sharp instruments.
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KITCHEN EQUIPMENT
Evaluation
1.
Were the dials/buttons on the microwave easy to follow? Yes/No
2.
Was the machine easy to use?
3.
Does the microwave have a lot of useful features such as
auto-defrost?
Yes/No
4.
How long did it take you to complete your task?
Yes/No
________________ minutes
5.
Was the machine easy to clean?
Yes/No
6.
Does the microwave take up a lot of space?
Yes/No
7.
Taking account of all the factors above, what overall rating would
you give the machine on a scale of 1–10?
1
36
2
3
4
5
6
7
(circle your answer)
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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9
10
KITCHEN EQUIPMENT
Bread maker
Bread making can be a bit messy. It can take a long
time, and the results can be unpredictable. The problem
is that there are too many things that can go wrong.
There is the mixing, kneading and resting the bread,
knocking back, and timing. Then you have to repeat
these stages all over again.
However, with a bread maker these stages are done for
you. This piece of technology saves a lot of time, producing accurate
results every time. Bread can be made relatively quickly and easily.
Look at the bread maker on display on your teacher’s table. Discuss the
function of the different parts.
Your teacher has already made a loaf for you to taste. Use the
evaluation sheet to record your results.
Task 1
Working in a group of four, you are going to prepare a pizza.
Allocate a task to each member of the group. For example




one
one
one
one
can
can
can
can
weigh the ingredients for the base
finely chop the onion
grate the cheese
assemble the pizza.
Using the evaluation sheet on the next page, evaluate this piece of
kitchen technology.
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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KITCHEN EQUIPMENT
Evaluation
1.
Were the instructions for use easy to follow?
Yes/No
2.
Was the list of ingredients easy to understand?
Yes/No
3.
Was the machine itself easy to use?
Yes/No
4.
How long did it take you to complete your task?
________________ minutes
5.
Was the piece of equipment easy to clean?
Yes/No
6.
Does the piece of equipment take up a lot of storage
space?
Yes/No
7.
Taking account of all the factors above, what overall rating would
you give the machine on a scale of 1–10?
1
38
2
3
4
5
6
7
(circle your answer)
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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9
10
KITCHEN EQUIPMENT
Electric hob
Cooking food involves applying heat to it.
Heat is transferred to food to cook it by using one of the fol lowing
methods:
CONDUCTION
CONVECTION
RADIATION
Conduction is the method of heat transfer used when we cook food on
an electric hob.
The heat is transferred from the burner to the pan to the liquid in the
pan to the food being cooked.
1.
Give four examples of food that can be cooked by this method.
(a)
(b)
(c)
(d)
Metals are good conductors of heat. This is why we use metals to make
pans, as the heat can then travel through the metal in the pan to cook
the food.
2.
List two reasons why we cook food.
(a)
(b)
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
© Learning and Teaching Scotland 2010
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KITCHEN EQUIPMENT
Draw a diagram in the box below to illustrate conduction as a method
of heat transfer.
List four safety rules to consider when using an electric hob.
1.
2.
3.
4.
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KITCHEN EQUIPMENT
Electric hand mixer
Whisking is a cookery process that can be done
manually or by using some kitchen technology.
Whisking is a process where you are blending
ingredients together to get a smooth consistency or
where you are incorporating air to increase the
volume of the product.
In the space below draw a mind map illustrating the different recipes in
which we would either whisk or blend using an electric hand mixer.
____________________
____________________
____________________
____________________
Whisking
Blending
____________________
____________________
____________________
List four types of whisk, including manual and electric.
1.
2.
3.
4.
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KITCHEN EQUIPMENT
Gas hob/electric hob/blender
Using the gas or electric hob you are going to prepare tomato soup. The
recipe is set out on the next page.
You must follow these rules carefully whilst preparing the soup:
 Work on the front burner or ring of your cooker to avoid stretching
to the back of the cooker.
 Familiarise yourself with the settings on the cooker. Think about
where the high/medium/low setting is so that you can have good
control of the cooking process.
 Always keep pan handles to the back to avoid burns.
 Never leave your wooden spoon sitting in the pan.
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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PREPARING TOMATO SOUP
Preparing tomato soup
Ingredients
1 small onion
1 small carrot
200 g chopped canned tomatoes
15 ml dried thyme
1 clove garlic crushed
15 ml lemon juice
15 ml plain flour
Seasoning
15 ml tomato puree
15 ml oil
300 ml water
1 pinch sugar
Vegetable stock cube
Method
Measure 300 ml of cold water into measuring jug.
Add vegetable stock cube.
Put oil in large pan.
Put pan on front burner
Finely chop onion.
Dice carrot.
Crush clove of garlic.
Heat oil. Test for correct temperature.
Add finely chopped onion. Sauté for 5 minutes.
Add diced carrot.
Add all other ingredients, including stock.
Simmer for 25 minutes.
Blend using hand-held blender until smooth.
Pour back into jug.
Check seasoning
Pour into soup container.
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PREPARING TOMATO SOUP
Evaluation
For the evaluation of this task write a paragraph for the two points
below:
1.
Control of cookery processes – Were you able to control and
monitor the cookery process involved in making the tomato soup ,
for example was the soup simmering and not boiling and were you
able to control the temperature of the ring/burner? How difficult
was this?
2.
Observing safety – Did you think you were safe when using the
blender and the electric/gas hob? Did you turn off the hob when
you were finished? Did you wash the electric blender carefully
and safely?
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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PREPARING TOMATO SOUP
Give your assessment of how the equipment is designed. Try to think
about this as you begin to use it, for example can you think of ways that
the equipment could be improved?
Tick the appropriate box depending on your assessment.
Yes
No
Does the equipment look good?
Does the equipment look robust?
Are the controls and dials easy to use?
Are the attachments easy to assemble?
Do they take long to assemble?
Is the equipment quiet when working?
Can the equipment be washed in a dishwasher?
Can the equipment be easily stored?
Are the attachments easy to store?
Give an overall star rating on a scale of 1–5 for this equipment, 1 being
the poorest and 5 being the best.
Refer to the Assessment sheet at the beginning of the
Workbook. Discuss with your teacher if you have
completed Outcome 2. Complete the relevant areas to
show how well you think you have learned.
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MY DINNER MENU
My dinner menu
You have a friend from abroad coming to visit you.
You want to prepare a meal based on a Scottish
theme.
The criteria which must be met are:
 The meal must use foods that have been frozen, canned and dried.
 You have a limited budget for this event.
 You must be able to plan and prepare this meal yourself.
 You will prepare a food order.
 You will cook the two-course meal.
You will complete an evaluation exercise.
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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MY DINNER MENU
Food order
Name:
Class:
Teacher:
Date of practical lesson:
Menu chosen:
Frozen
Dried
Canned
Fresh
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Chilled
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MY DINNER MENU
Evaluation
Did my friend enjoy the meal?
__________________________________________________________
Did you enjoy making the meal?
__________________________________________________________
How many types of convenience food did I use?
__________________________________________________________
Did this save me a lot of time?
__________________________________________________________
How long did it take to make my meal?
__________________________________________________________
What star rating would I give the meal I made on a scale of 1–5, 1
being the poorest and 5 being the best?
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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FOOD SAFETY QUIZ
Food safety quiz
1.
Your friend has arranged a party. She has asked you to provide
some food. You have brought along a cream sponge. Where should
you store it until you are ready to eat?
______________________________________________________
2.
What should you do with leftover cooked food?
______________________________________________________
3.
Where should raw meat be kept in the fridge?
______________________________________________________
______________________________________________________
4.
How can the food poisoning chain be broken?
______________________________________________________
______________________________________________________
5.
How can we use temperature as a way to prevent food poisoning?
______________________________________________________
______________________________________________________
6.
What term do we use for foods that deteriorate quickly?
______________________________________________________
______________________________________________________
7.
Where are food poisoning bacteria found?
______________________________________________________
TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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FOOD SAFETY QUIZ
Food safety definitions
Look at the terms on the following chart. Link them with the definitions
listed below by placing the correct number in the arrow next to each
term.
Symptoms
Best-before date
Food hygiene
Clean as
you go
Use-by date
Perishable food
Food poisoning
Danger zone
1.
Foods that spoil quickly if they are not stored properly.
2.
The outward sign of an illness, eg a high temperature.
3.
The temperatures between which most bacteria multiply rapidly.
4.
The routine of tidying up as you work in order to avoid
disorganisation.
5.
The date up to and including which food can be reasonably be
expected to be at its best quality.
6.
Illness caused by eating food contaminated with harmful bacteria.
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TECHNOLOGY IN THE KITCHEN (ACCESS 3, HOME ECONOMICS)
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FOOD SAFETY QUIZ
7.
The good practice which leads to clean and safe food preparation.
8.
The date up to and including which food may be used safely if it
has been properly stored.
Refer to the Assessment sheet at the beginning of the
Workbook. Discuss with your teacher if you have
completed Outcome 3. Complete the relevant areas to
show how well you think you have learned.
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PRACTICAL LESSON LOG SHEET
Practical lesson log sheet
Date
52
Recipe completed
Equipment used
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Signature