role of chemistry in kitchen

Topics: Chemistry, Density, Mass Pages: 120 (18968 words) Published: December 22, 2013
Chemistry
in the
kitchen
Teacher’s guidelines
Lorena Payà Vayà
Llicència C
Curs 2007/2008

Index
Unit 1. Can we do chemistry in the kitchen?
1.1. Strawberry smoothie.
1.2. Laboratory vs. Kitchen.
1.3. Safety in lab and in the kitchen.
1.4. Cutting onions or a scientific investigation.

3

Unit 2. How do we measure in the kitchen?
2.1. How do we measure the quantity of each ingredient in our cooking?
2.2. An Old Scottish Recipe or how to convert units.
2.3. Does one kilo of sugar weight the same as one of rice? or an introduction to the density.
2.4. Fresh or old eggs or the relation between density and
floatability.

15

Unit 3. Let’s go to investigate about solids, liquids and gases. 3.1. Cheese is a solid, milk a liquid an steam a gas or states of matter in the kitchen.
3.2. Why gases have this behaviour? Or introduction to the
particle theory.
3.3. Boiling water for the tea or state changes in the kitchen. 3.4. How does the pressure cooker and the coffeemaker work?
Or explaining the state changes with the particle theory.
3.5. Making ice-cream or how can we change the melting
point.

30

Unit 4. Let’s go to mix up the ingredients!
4.1. Breakfast with mixtures or classifying the mixtures.
4.2. Rock candy or how to crystallise a pure substance.
4.3. Vegetable soup or how to separate by filtration.
4.4. Salad dressing and mayonnaise or emulsions in the
kitchen.

57

Lorena Payà

2

Unit 1. Can we do chemistry
in the kitchen?
1.1. Strawberry smoothie.
1.2. Laboratory vs. Kitchen.
1.3. Safety in lab and in the kitchen.
1.4. Cutting onions or a scientific
investigation.

Lorena Payà

3

Chemistry in the Kitchen

Teacher Notes

Unit 1

1.1. Strawberry smoothie
Aim: To encourage the students to learn the content of this subject in English. Teaching objectives:
Content



Processes in the kitchen.
Equipment in the kitchen.

Communication




Explaining the equipment you need for a special process.
Completing a recipe.
Making questions.

Cognition




Relation between the quantities and the ingredients of the recipe.. Relation between the equipment and their function.
Using the correct action to describe a step of the recipe.

Outcomes:
At the end of the lesson, students will be able to:


Think that the English is not going to be a problem in this subject.

Development of the activities
A1. The teacher will show a PowerPoint with the Strawberry Smoothie recipe and will explain it. She will ask the pupils to take notes. When finished, she will make oral questions in Catalan to the whole group in order to check if they have understood.

a) Quins són els ingredients?
b) Quin equipament de cuina necessitem per preparar aquesta recepta? c) Cóm es prepara?
A2. Here the students have to match the quantities for each ingredient. They have to recognise the type of substance and how we can measure it. To prepare a Strawberry Smoothie, we need 6 large strawberries, 300 ml milk and 1 small pot of fruit yoghurt.

Then, there is a revision activity of the fruits vocabulary. In the box, there are names of different fruits in English with scrambled letters, they have to reorganise them and match with the picture. The fruits are: banana, pineapple, grapes, pear, apple, peach, grapes and kiwi.

Lorena Payà

4

Chemistry in the Kitchen

Teacher Notes

Unit 1

A3. Students have to name the equipment they need to prepare the smoothie. Each small group of three will have a set of flash cards with the kitchen equipment.
A4. Now, the pupils have to write down the recipe. They have to write down the name of the recipe, the ingredients and equipment. They have worked with this vocabulary before and they shouldn’t have any problem. For the procedure, they just have to complete the sentences with the verbs they learnt in A1. In case they need a little more help, the words could be written on the board.

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