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Integrating STEM in Middle & High School Level Food Science

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Integrating STEM in Middle & High School Level Food Science. Peggy Templeton M.Ed Central Kitsap School District. Contact Information. Peggy Templeton [email protected] http://moodle.cksd.wednet.edu/ View Secondary Schools, to CKJH and click on Templeton - PowerPoint PPT Presentation
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Integrating STEM in Middle & High School Level Food Science Peggy Templeton M.Ed Central Kitsap School District
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Page 1: Integrating STEM in Middle & High School Level Food Science

Integrating STEM in Middle & High School Level Food

SciencePeggy Templeton M.Ed

Central Kitsap School District

Page 2: Integrating STEM in Middle & High School Level Food Science

Contact Information

Peggy Templeton [email protected] http://moodle.cksd.wednet.edu/ View

Secondary Schools, to CKJH and click on Templeton

Central Kitsap Junior High School

PO Box 8

Silverdale, WA 98383

Page 3: Integrating STEM in Middle & High School Level Food Science

To the teacher!

I am a very visual learner and instructor as most students.

I have created this Power Point to show you what I do in the classroom, much different than the curriculum framework model.

I have divided these lessons in folders to share units I do as a short and simple introduction into food science and lab activities. These are mini lessons

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To the teacher part 2

They are meant to include science, math and the use of technology and some engineering as a small part of the FACS instruction. They are not meant as the full focus of the lesson.

Students come some prior knowledge but learn STEM in a fun and hands on environment.

Page 5: Integrating STEM in Middle & High School Level Food Science

Food Science philosophy

“The only difference between science classes and food science is we get to eat our experiments when we are done in the lab.” JH students

Page 6: Integrating STEM in Middle & High School Level Food Science

Food Chemistry Challenge

Solo, what do you think is the correct answer? Write it on your card. Pair, find just one other person at your table and share answers. Explain your choice.

Page 7: Integrating STEM in Middle & High School Level Food Science

What Alcohol is the found in fermentation of grapes from Eastern Washington?

Isopropyl Alcohol

Ethyl Alcohol

Methyl Alcohol

Propel Alcohol

Page 8: Integrating STEM in Middle & High School Level Food Science

C2H5OH

C2H5OHRed: oxygenBlack: carbonWhite: hydrogen

Page 9: Integrating STEM in Middle & High School Level Food Science

Correct Answer

Ethyl Alcohol C2H5OH

Ethanol has been used by humans since prehistory as the intoxicating ingredient of alcoholic beverages. Dried residues on 9,000-year-old pottery found in China imply that alcoholic beverages were used even among Neolithic people.

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What is sodium bicarbonate?

Baking Powder

Alum

Baking Soda

Cream of tarter

Page 11: Integrating STEM in Middle & High School Level Food Science

(Na3HCO3CO3·2H2O),

Page 12: Integrating STEM in Middle & High School Level Food Science

Correct Answer

Baking Soda In 1791, a French chemist,

Nicolas Leblanc, produced sodium bicarbonate as we know it today. In 1846 two New York bakers, John Dwight and Austin Church, established the first factory to develop baking soda from sodium carbonate and carbon dioxide.

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Why know this?

Sodium bicarbonate will be used in our food labs to make: Biscuits Muffins Cookies Clean out the drains every Friday.

Page 14: Integrating STEM in Middle & High School Level Food Science

What leavening agent contains 2 compounds?

These chemical ingredients combine together make a fast rising baked good when liquid is added; Baking Soda Cream of Tarter

NaHCO3 + H+ → Na+ + CO2 + H2O

Page 15: Integrating STEM in Middle & High School Level Food Science

Baking Powder

Baking powder is a dry chemical leavening agent, a mixture of a weak alkali and a weak acid, and is used for increasing the volume and lightening the texture of baked goods. Baking powder works by releasing carbon dioxide gas into a batter or dough through an acid-base reaction, causing bubbles in the wet mixture to expand and thus leavening the mixture.

Page 16: Integrating STEM in Middle & High School Level Food Science

What gives tomatoes the red color?

Beta Carotene

Fructose

Lycopene

Limonene

Page 17: Integrating STEM in Middle & High School Level Food Science

Correct Answer

LycopeneLycopene's eleven conjugated double bonds give it its deep red color and are responsible for its antioxidant activity. Although lycopene is chemically a carotene, it has no vitamin A activity.

Page 18: Integrating STEM in Middle & High School Level Food Science

What makes bubbles in champagne?

Carbon Dioxide

Hydrogen

Nitrogen

Oxygen

Page 19: Integrating STEM in Middle & High School Level Food Science

2 O + C in a double bond

Page 20: Integrating STEM in Middle & High School Level Food Science

Carbon dioxide

It is a gas at standard temperature and pressure and exists in Earth's atmosphere in this state

Carbon dioxide was one of the first gases to be described as a substance distinct from air. In the seventeenth century, the Flemish chemist Jan Baptist van Helmont observed that when he burned charcoal in a closed vessel

Page 21: Integrating STEM in Middle & High School Level Food Science

Hot peppers get their heat from?

Acetic acid

Capsaicin

Lycopene

Sulfuric Acid

Page 22: Integrating STEM in Middle & High School Level Food Science
Page 23: Integrating STEM in Middle & High School Level Food Science

Capsaicin

In 1878, the Hungarian doctor Endre Hőgyes[6] (calling it capsicol) isolated it and proved that it not only caused the burning feeling when in contact with mucous membranes but also increased secretion of gastric juices.

Page 24: Integrating STEM in Middle & High School Level Food Science

How do you measure heat in peppers?

The Scoville scale is the measurement of the pungency (spicy heat) of chili peppers.

The number of Scoville heat units (SHU)[1] indicates the amount of capsaicin present. Capsaicin is a chemical compound that stimulates chemoreceptor nerve endings in the skin, especially the mucous membranes.

Page 25: Integrating STEM in Middle & High School Level Food Science

Scoville Heat Units

The scale is named after its creator, American pharmacist Wilbur Scoville, 1912

Scoville heat units Examples 16,000,000,000 Resiniferatoxin 5,300,000,000 Tinyatoxin 16,000,000 Capsaicin 15,000,000 Dihydrocapsaicin 9,200,000 Nonivamide 9,100,000 Nordihydrocapsaicin 8,600,000 Homocapsaicin, homodihydrocapsaicin 160,000 Shogaol 100,000 Piperine 60,000 Gingerol 16,000 Capsiate

Page 26: Integrating STEM in Middle & High School Level Food Science

What chemical is found in onions causing you to cry?

Acetic Acid

Hydrochloric Acid

Nitric Acid

Sulfuric Acid

Page 27: Integrating STEM in Middle & High School Level Food Science

Sulfuric Acid

Page 28: Integrating STEM in Middle & High School Level Food Science

Sulfuric Acid

When you cut an onion, you break cells, releasing their contents. Amino acid sulfoxides form sulfuric acids. This gas reacts with the water in your tears to form sulfuric acid. The sulfuric acid burns, stimulating your eyes to release more tears to wash the irritant away.

Page 29: Integrating STEM in Middle & High School Level Food Science

What gives leafy greens their color?

Carotene

Chlorophyll

Mitochondria

Xanthophylls

Page 30: Integrating STEM in Middle & High School Level Food Science

Chlorophyll

Page 31: Integrating STEM in Middle & High School Level Food Science

Chlorophyll is a green pigment found in most plants, algae, and cyanobacteria. Its name is derived from the Greek χλωρός (chloros "green") and φύλλον (phyllon "leaf").

Page 32: Integrating STEM in Middle & High School Level Food Science

Table sugar is

Fructose

Monosaccharide

Sucrose

Maltose

Page 33: Integrating STEM in Middle & High School Level Food Science

Sucrose

Page 34: Integrating STEM in Middle & High School Level Food Science

Biochemists regard sugars as relatively simple carbohydrates. Sugars include monosaccharides, disaccharides, trisaccharides and the oligosaccharides - containing 1, 2, 3, and 4 or more monosaccharide units respectively.

Page 35: Integrating STEM in Middle & High School Level Food Science

Fast Food Visuals

As a class, students select a meal from a favorite fast food restaurant using technology. With science scales and metric measurement students create a visual and share with class.

Page 36: Integrating STEM in Middle & High School Level Food Science

Burger King Triple Whooper

1160 calories1158.11 76g fat76.32000000000001 27g saturated fat 3g trans fat 205mg cholesterol 51g carbs 11g sugar 68g protein 1170mg sodium

Page 37: Integrating STEM in Middle & High School Level Food Science

BK French Fries large size

580 calories576.96 28g fat28.4 6g saturated fat6.09 0g trans fat0.25 0mg cholesterol0.19 74g carbs73.91 0g sugar0.19 6g protein6.42 990mg sodium990

Page 38: Integrating STEM in Middle & High School Level Food Science

BK Large cola drink

390 calories388.64 0g fat0 0g saturated fat0 0g trans fat0 0mg cholesterol0 104g carbs104.27 104g sugar104.27 0g protein0 10mg sodium9.48

Page 39: Integrating STEM in Middle & High School Level Food Science

Experimenting with Leavening Agents:

Baking Soda = Sodium Bicarbonate

Baking Powder = Sodium Bicarbonate, Sodium Aluminum Sulfate. Mono-calcium Phosphate

Yeast= Saccharomyces cerevisiae

Page 40: Integrating STEM in Middle & High School Level Food Science

Set up Experiment

Page 41: Integrating STEM in Middle & High School Level Food Science

5 minutes

Page 42: Integrating STEM in Middle & High School Level Food Science

10 minutes gases cause balloon to fly off flask

Page 43: Integrating STEM in Middle & High School Level Food Science

After 60 minutes, gases still present

Page 44: Integrating STEM in Middle & High School Level Food Science

24 Hours Later

Page 45: Integrating STEM in Middle & High School Level Food Science

YEAST (fungi kingdom)

200 ML H2O+ 1 TABLESPOON YEAST

200 ML H2O+ 1 TEASPOON SUGAR+ YEAST

200 ML H20+ 1 TEASPOON SUGAR= ½ TEASPOON SALT

Page 46: Integrating STEM in Middle & High School Level Food Science

Set up

Page 47: Integrating STEM in Middle & High School Level Food Science

20 minutes

Page 48: Integrating STEM in Middle & High School Level Food Science

45 minutes

Page 49: Integrating STEM in Middle & High School Level Food Science

1 hour

Page 50: Integrating STEM in Middle & High School Level Food Science

2 hours

Page 51: Integrating STEM in Middle & High School Level Food Science

3 hours

Page 52: Integrating STEM in Middle & High School Level Food Science

6 hours

Page 53: Integrating STEM in Middle & High School Level Food Science

24 Hours

Page 54: Integrating STEM in Middle & High School Level Food Science

What will the yeast look like in 48 hours

Hypothesize at your table group.

Write it down on the note card provided.

Be ready to share with the class.

Page 55: Integrating STEM in Middle & High School Level Food Science

Are you surprised?

What do you think happens in your stomach when you mix several chemicals that are present in artificial food?

For example: diet sodas contain all chemicals with no nutritive such as aspartame, artificial color and flavors.

Chemicals in candy to provide flavor, color and stabilize shape.

Page 56: Integrating STEM in Middle & High School Level Food Science

Food chemical reaction

Home Made Geyser

What You Need: roll of Mentos candies 2-liter bottle of diet soda index card

Page 57: Integrating STEM in Middle & High School Level Food Science

Outside the classroom

Remove lid from diet soda. Place index card on top. Place candy in a roll of paper so the candy

will drop all at once. Remove the index card to drop candy into

artificial soda Run fast.

Page 58: Integrating STEM in Middle & High School Level Food Science

http://www.stevespanglerscience.com/experiment/00000109

Page 59: Integrating STEM in Middle & High School Level Food Science

Physics & Chemical reactions!

Sodas contain compressed carbon dioxide. It's the gradual expansion and release of this pressurized gas in the form of bubbles that gives carbonated drinks their characteristic fizz. It's the surface tension of the liquid -- the strong attraction that bonds its water molecules together -- that prevents the gas from escaping all at once

Page 60: Integrating STEM in Middle & High School Level Food Science

When Mentos are added, that surface tension is disrupted by additives in the candy -- gelatin and gum arabic, to name two likely culprits -- and the outside surfaces of the Mentos provide "nucleation sites" that encourage the rapid formation of bubbles. When you drop Mentos into a carbonated beverage, then, you cause the sudden release of pressurized gas for which the only exit is up and out through the narrow neck of the soda bottle -- hence the spectacular fountain effect

Page 61: Integrating STEM in Middle & High School Level Food Science

Hypothesize:

What do you think the chemical reaction is in your stomach?

Page 62: Integrating STEM in Middle & High School Level Food Science

Hard Cooked VS Hard Boiled

Hard Cooked Place eggs in sauce

pan. Cover with cool

water Bring to boil. Place on lid. Turn off and let sit

20 minutes

Hard Boiled Place eggs in sauce

pan. Cover with cool

water. Bring to boil. Place on lid and boil

for 20 minutes.

Page 63: Integrating STEM in Middle & High School Level Food Science

Results: Sulfur Ring

Hard Cooked Hard Boiled

Page 64: Integrating STEM in Middle & High School Level Food Science

pH Acids and Bases

What are the characteristics of Acids? Think of foods that are acidic & taste:

Lemons and other citric fruit Vinegars

What are the characteristics of Bases? Baking soda

What is the reaction when you mix them?

Page 65: Integrating STEM in Middle & High School Level Food Science

pH scale

Page 66: Integrating STEM in Middle & High School Level Food Science

History

For thousands of years people have known that vinegar, lemon juice and many other foods taste sour. However, it was not until a few hundred years ago that it was discovered why these things taste sour - because they are all acids. The term acid, in fact, comes from the Latin term acere, which means "sour".

Bases taste bitter.

Page 67: Integrating STEM in Middle & High School Level Food Science

[H+] pH Example  

Acids

1 X 100 0 HCl

1 x 10-1 1 Stomach acid

1 x 10-2 2 Lemon juice

1 x 10-3 3 Vinegar

1 x 10-4 4 Soda

1 x 10-5 5 Rainwater

1 x 10-6 6 Milk

Neutral 1 x 10-7 7 Pure water

Bases

1 x 10-8 8 Egg whites

1 x 10-9 9 Baking soda

1 x 10-10 10 Tums® antacid

1 x 10-11 11 Ammonia

1 x 10-12 12 Mineral lime - Ca(OH)2

1 x 10-13 13 Drano®

1 x 10-14 14 NaOH

Page 68: Integrating STEM in Middle & High School Level Food Science

NAMES TO KNOW

Here are a couple of definitions you should know:Acid: A solution that has an excess of H+ ions. It comes from the Latin word acidus that means "sharp" or "sour". Base: A solution that has an excess of OH- ions. Another word for base is alkali.Aqueous: A solution that is mainly water. Think about the word aquarium. AQUA means water.

Page 69: Integrating STEM in Middle & High School Level Food Science

http://chemistry.about.com/

Page 70: Integrating STEM in Middle & High School Level Food Science

Acid and Bases

Effect of Acids and Bases on the Browning of Apples - Chemistry Experiments

By Anne Marie Helmenstine, Ph.D., About.com

Page 71: Integrating STEM in Middle & High School Level Food Science

Supplies for the experiment

Five slices of apple (or pear, banana, potato, or peach)

Five plastic cups or other clear containers Vinegar (or dilute acetic acid) Lemon juice Solution of baking soda Solution of milk of magnesia and water Water Graduated cylinder or measuring cups

Page 72: Integrating STEM in Middle & High School Level Food Science

Day 1

Label the cups: Vinegar Lemon Juice Baking Soda Solution Milk of Magnesia Solution Water

Add a slice of apple to each cup. Pour 50 ml or 1/4 cup of a substance over the apple in its labeled cup.

You may want to swirl the liquid around the cup to make sure the apple slice is completely coated.

Make note of the appearance of the apple slices immediately following treatment.

Set aside the apple slices for a day.

Page 73: Integrating STEM in Middle & High School Level Food Science

Day 2

Observe the apple slices and record your observations. It may be helpful to make a table listing the apple slice treatment in one column and the appearance of the apples in the other column. Record whatever you observe, such as extent of browning (e.g., white, lightly brown, very brown, pink), texture of the apple (dry? slimy?), and any other characteristics (smooth, wrinkled, odor, etc.)

If you can, you may want to take a photograph of your apple slices to support your observations and for future reference.

You may dispose of your apples and cups once you have recorded the data.

Page 74: Integrating STEM in Middle & High School Level Food Science

Results

What does your data mean? Do all of your apple slices look the same? Are some different from others? If the slices look the same, this would indicate that the acidity of the treatment had no effect on the enzymatic browning reaction in the apples. On the other hand, if the apple slices look different from each other, this would indicate something in the coatings affected the reaction. First determine whether or not the chemicals in the coatings were capable of affecting the browning reaction.

Page 75: Integrating STEM in Middle & High School Level Food Science

Sharing results

If an effect was observed (results), draw a conclusion about the type of chemical (acid? base?) capable of inactivating the enzymatic reaction.

Page 76: Integrating STEM in Middle & High School Level Food Science

Rubber Eggs??

Effect of acid on calcium carbonate? Hard cook an egg. Place egg in a jar of vinegar. Lids help keep

the room less odiferous. Observe what reaction happens when the

egg is placed in the vinegar. Leave the egg for 3 days. Remove the egg and rinse. Results? Hypothesize what happened.

Page 77: Integrating STEM in Middle & High School Level Food Science

Hard cooked egg in vinegar


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