Friday July 10th, 2015

Friday July 10th, 2015

Review 

• Starch and Glucose Experiment
• Fat in Chips Experiment
• Part 1 of Calories in Food Experiment 
• Discussed part 2 of Calories in Food Experiment 
• Discussed what are plan is for our last day of class! 

Sugar Geodes Experiment

• Second experiment of crystallization!
• Our class will construct this experiment at the beginning of class, and allow it to dry for exhibit at the end of class (fondant shell) 
• There is a short video class will watch. 
• 3 cups of sugar to 1 cup of water and cook until clear smooth liquid, add color

Calories (Energy) in Foods Experiment

• Demonstrates foods with high and low energy (calories). 
• Our last two experiments discussed the amounts of the most common chemicals found in foods: starch, fat, and sugar. We now experiment to find how much energy (calories) each of our foods contain. We'll use some of our previously experimented foods, and add some additional foods to test and compare energy content. 
• We additionally discussed recommended calorie intake for students (1600 - 2000), and how exercise and eating right are also important while looking at calorie intake. 
• Students handed prediction and experiment worksheets to complete their observations.
• Predictions made about what foods may be high or low calorie (energy), and if calories were good or bad. 
• Students learned that a calorie is a unit of energy; it's the amount of energy (heat) taken to raise the current temperature of 1 gram of water, to 1 degree Celsius (1.8 degrees Fahrenheit) higher. 
• Students hypothesized how many calories where in each food item, and discussed as a class the amounts: carbohydrate (starches) and protein both contain 4 calories, both sugar and fat contain 9 calories. 
• Students used a calorimeter to determine which foods were high/low calorie.
• We filled a small can of water, took a temperature reading, ignited food in the calorimeter, took a second reading of the temperature, and calculated the calorie content using the change in temperature. 
• Students concluded that the number of calories in a food is a measure of how much potential energy that food has.
• Steps student took:
• Weighing the food items we are to sample
• Reading the temperature of the water
• Recording the data
• Assembling the calorimeter system 
• Filling the water into the calorimeter
• Selecting a sample from our food items 
• Heating the food in the calorimeter
• Reading the temperature of the water 
• Recording the data
• Calculation

Review of Class Lessons

• Reviewed which foods had more calories, whether calories are good for us, how calorie content is measured by temperature, and how calorie content tie around our lessons to fat, starch, and glucose. 
• Checked on sugar crystals from Monday's experiment.
• Checked on Geodes made at beginning of class.
• Displayed experiments and Geodes to family! 

Thursday July 9th, 2015

Thursday July 9th, 2015


Review 

• Rules and expectations
• Discussed our Pineapple Enzyme, Jello Laser, and Attractive Properties Experiments and what our results were. 
• Discussed what we will do in our last two classes! 

Testing for Glucose and Starch

• Demonstrates the amount of starch and glucose in foods. 
• All foods contain chemicals. Some of the most common ones are the nutrients glucose (a sugar), fat, and starch. It's not difficult to detect these nutrient chemicals in food. In this activity, you'll use simple tests to determine their presence in everyday foods.
• The experiment was explained and students gave hypothesis about the results of each tested food sample. Students handed experiment worksheet and glucose and sugar worksheet. 
• We used iodine, litmus paper, and brown paper squares to test the starch and glucose content of each of our foods.
• Our classes tested peanut butter, crackers, applesauce, pretzels, potato chips, chocolate sauce, sriracha sauce, pineapple, and watermelon. 
• We took 3 samples from each food item and placed one sample in a small cup with litmus paper, rubbed one sample of each on brown paper squares, and the third sample in a cup with iodine. 
• Students recorded their results on both worksheets as the class discussed the outcome of each item in each sample.
• Class discussed and documented our conclusion that foods are composed of various chemicals, the most common being sugar, starch, and fat, and calories. Although these chemicals are the most common in foods, it is important that we eat them in moderation as eating an excess of these chemicals may lead to health issues such as diabetes, obesity, and heart disease.

Fat Content in Chips Experiment

• Demonstrates levels of fat contained in a variety of foods. 
• Our last experiment tested the amount of starch and glucose in common foods. We now learn about fat content in food, which will tie into our next experiment; Energy in Foods. 
• We discussed earlier that too much of certain chemicals in foods can lead to health issues. Class discussed how too much fat cause what health issues and discussed the FDA's role in accurately labeling the fat content of each food product. 
• We used graph paper, a variety of chips, wax paper, and a rolling pit to help determine the fat content of each food item.
• Students completed an experiment worksheet and graph. Class discussed what their hypothesis were and documented what they thought. 
• Students crushed the chips on paper and let it sit to see how much oil absorbed into the paper. They placed the oil stained paper on top of the graph paper and recorded their results. 
• Students discussed what they though was happening and devised their conclusion. Students concluded that some brands of chips have a great amount of fat in each serving, and some chips do not. The chips with a great amount of fat should be a "sometimes" snack, and the snacks with the least amount of fat can be eaten more moderately. Fats 

Calories (Energy) in Foods Experiment

• Demonstrates foods with high and low energy (calorie). 
• Our last two experiments discussed the amounts of the most common chemicals found in foods: starch, fat, and sugar. We now experiment to find how much energy (calories) each of our foods contain. We'll use some of our previously experimented foods, and add some additional foods to test and compare energy content. The experiment is two parts, one of which we will begin in our last class tomorrow and will finish it in time to exhibit our results to our families at the end of class! 
• Students handed prediction and experiment worksheets to complete their observations.
• Predictions made about what foods may be high or low calorie (energy), and if calories were good or bad. 
• Students made their best guess on what 200 calories of each food item looked like, and used the nutritional labels to determine the calorie content of each food. 
• Students learned that a calorie is a unit of energy; it's the amount of energy (heat) taken to raise the current temperature of 1 gram of water, to 1 degree Celsius (1.8 degrees Fahrenheit) higher. 
• Each of our previously discussed chemicals contain a certain amount of calories. Students hypothesized how many calories where in each chemical, and discussed as a class the amounts: carbohydrate (starches) and protein both contain 4 calories, both sugar and fat contain 9 calories. 
• Students concluded that the number of calories in a food is a measure of how much potential energy that food has.

In part two, we'll use a calorimeter to further test the calorie content and energy in foods by igniting a food sample in the homemade calorimeter. The calorimeter traps the heat of the burning food, and cause the temperature of the water in the calorimeter to increase. By measuring the change in temperature of a known volume of water, students will be able to calculate the amount of energy in the food tested because the heat gained by the water will equal the heat lost by the food item. We'll multiply the number of grams of fat by the number of calories in a gram of that food component to get our calories per gram (serving of . For example, a serving of bananas has an estimated amount of .4 grams of fat, where 3.6 calories are from fat.

We asked earlier if calories were bad or good for us. The recommended range for most school-age kids is 1,600 to 2,500 per day. If you eat more calories than your body needs, the leftover calories are converted to fat. (Remember our lesson from Tuesday when we talked about fat clogging arteries). Your body needs some calories just to operate - to keep your heart beating and your lungs breathing, to grow and develop. be active for at least 1 hour and up to several hours a day. Try to limit watching TV, being on the computer, etc. activities to 1 to 2 hours per day. A person burns only about 1 calorie per minute while watching TV, about the same as sleeping!


Review of Class Lessons

• Discussed the fat, starch and glucose contents of foods; which had the most/ least, which were "sometimes" foods and which foods could be eaten more regularly. 
• Discussed our results of each experiment.

Looking Ahead to Tomorrow's Lesson
We'll complete part two of our calorie experiment and use a calorimeter! Discussed how a calorimeter works and how part 2 will play out: 

1. Weighing the food items we are to sample
2. Reading the temperature of the water
3. Recording the data
4. Assembling the calorimeter system 
5. Filling the water into the calorimeter
6. Selecting a sample from our food items 
7. Heating the food in the calorimeter
8. Reading the temperature of the water 
9. Recording the data
10. Calculation

But before we finalize our calorie experiment, we'll have one more experiment to complete: Sugar Geodes!  

Wednesday July 8th, 2015

Wednesday July 8th, 2015

Review

• Refresher on rules and expectations
• Review of Tuesday's experiments

Icebreaker

Pineapple Enzymes Experiment

• Demonstrates how the protein in gelatin and bromelane enzymes in pineapples don't mix. 
• Originally scheduled to complete this experiment yesterday, our class had a few jello-setting set-backs that pushed completing the experiment today. 
• Two mixes made and set yesterday in the refridge over night; one mix was plain gelatin, the other was plain gelatin with pineapple chunks added to it. 
• The plain mix almost set completely, so the students were able to hypothesize what would happen with the pineapple mix overnight. 
• Student compared mixtures side by side and reviewed their predictions worksheet completed yesterday. 
• We discussed the results. Students learned that the pineapple contains protein eating in enzymes called bromelane gelatin and that gelatin is a completed protein made of collagen. Collagen is derived from animals, specifically from the joint lining. The sample of gelatin with the pineapple will not set completely as the protein eating enzymes will not allow the protein to coagulate. 
• Students marked their results down on their prediction worksheets, and even dropped a quarter in each bowl to see what happened; the quarter in the pineapple sample sank to the bottom while the quarter in the plain mix stuck up top.

Laser Jello Experiment

• Demonstrates how light passes through different materials.
• Originally scheduled to complete this experiment yesterday, our class had a few jello-setting set-backs that pushed completing the experiment today. 
• Mix made yesterday and set in the fridge over night.
• Pulled set jello out of fridge and cut into squares.
• Students began a predictions worksheet as well as an experiment worksheet.
• Tested laser on its own and made notations. 
• Placed graph paper down with laser initially at 45 degrees and set jello slice down. 
• Class documented results on worksheet and discussed the results. 
• Did the laser beam do what you expected it to?
• What effect did the shape of the Jell-O have on how the laser beam traveled?
• Which Jell-O shape represented a concave lens, convex lens, and a prism?
• In what applications do you see lenses being used for and why?
• Several additional shapes were cut out, tested, documented, and discussed. 
• The jello acts as a lens. We use the jello lens to see how it effects the path of light. Light paths change from one material to another. 
• If the materials have the same index of refraction (speed of light in vacuum divided by the speed of light in the medium), light does not change path and the second material seems to disappear. 
• A light beam can only be seen when it reflects off of something like chalk dust in a room or pollen in the air. However, Jello has tiny particles in it that reflect the laser beam as it travels which allows us to see what path the beam is taking. Because red light reflects off of red surfaces but is absorbed by other colors this experiment only works if the laser is the same color as the Jello.

Starch's Attraction to Water Experiment

• We tested the attraction reaction between starch and water; mixing the proper water to starch ratio creates a liquidy-solid mixture. 
• Made notations on our prediction worksheets; what we mixed together, what we thought would happen, what happened, and why we thought it happened. 
• Students noted the varied forces of attraction between the starch molecules and the water as they applied pressure. Student were asked when the attractive forces are strongest and weakest, then documented their results on their predictions worksheet. 
• Students begin to think about starch and how it applies to our lesson tomorrow. 

Experiment Recap

Reviewed what we learned about the protein eating enzyme bromelane, how light reacts through different lenses, and the strong and weak attractions created by pressure in our starch/water mixture. 

Looking Ahead to Tomorrow

Testing for Glucose and Starch Experiment

• Demonstrates the amount of starch and glucose in foods.
• We saw how starch and water mixed today. Tomorrow we'll see how starch is in many everyday foods! 

Tuesday July 7th, 2015

Tuesday July 7th, 2015

Second day of camp: we had to review a few of our basic class behavior and kitchen safety rules with the class today, which took away some of our experiment time. Fortunately we had some set backs that gave us more time; the Taste Test experiment took a bit longer than anticipated, and the red jello mix for the laser experiment did not set in time. 

We improvised our lesson plan and will complete both the Pineapple Enzyme and Jello Laser experiments Wednesday July 8th, 2015. We'll go over our basic class rules and kitchen safety rules again on Wednesday. 

Review

• Refresher on rules and expectations 
• Review of safety items 
• Review of Monday's experiments 
• Today's experiments 

Icebreaker

Taste Test Experiment

• Challenges students senses and gets their gears churning for science!
• Students were blind folded to heighten their sense of taste. The students blindly tasted ten different test samples including: mushrooms, red bell pepper, yellow squash, Fuji apple, green bell pepper, walnuts, avocado, silken tofu, banana, and dark chocolate chips! 
• Students documented their results and we reviewed the results after class. 
• Conclusion: our students have GREAT taste buds! 

Pineapple Enzymes Experiment

• Demonstrates how the protein in gelatin and bromelane enzymes in pineapples don't mix. 
• Mixed the gelatin packet, with 2/3 boiling water and 1/3 cool water, until all the powder dissolved. Divided mixture into two different bowls; one regular mix, one mix with pineapple chunks. Set both mixes in the freezer to try and decrease setting time. 
• Plain mix almost 100% set but not enough to stick to the bowl. We'll let the mix set over night and review the final results tomorrow in class. 
• Started our predictions worksheet and discussed student's hypothesis. 

Laser Jello:

• Demonstrates how light passes through different materials.
• Mixed the gelatin packet, with 2/3 boiling water and 1/3 cool water, until all the powder dissolved. Set mix in the freezer to try and decrease setting time. 
• Mix did not set; class discussed their hypothesis on why the plain gelatin set faster than the red). We'll let the mix set over night and complete the laser experiment in class tomorrow.

Review of class lessons 

Discussed the Taste Test experiment and spoke with Mrs. Iris about our favorite samples.

Looking ahead to tomorrow's lesson

We discussed how our jello experiments will be completed tomorrow and that we should have time to start our original Wednesday experiment dealing with starch!

Monday July 6th, 2015

Introduction

Welcome to the first day of camp! Our purpose is to learn a variety of scientific properties, surrounding food, using tools and materials found in the kitchen! 

• Class structure and expectations 
• Discussion of how each class during camp will go, what the instructor expects out of the students, and what the students are to expect from the instructor. 
• Students must bring required material and follow all instructions. 
• Student Survey
• Quick student survey that goes over students food and science interest and experience.
• Begin making sugar crystals; experiment takes 2 - 4 days to set; class to see final outcome at show-and-tell on Friday!
• Materials used: 1 teaspoon sugar, 3 Tablespoons water, food coloring, small bowls

Kitchen Safety 

• Safety instructions and review that include preparation, hygiene and bacteria prevention, proper tool handling and storage. Students to sign safety contract for class and test their food safety knowledge! 

Class Experiment 

• We discussed how our class focuses our experiments on purpose, questions, research, experiment, tools, data, and conclusions.
• Scientific data worksheet provided to students to use during our experimentation. Includes review of scientific method and how our class will approach each experiment.
• Students will need a binder with folders or sheet protectors to keep class materials in. 
• Red Cabbage PH Experiment
• Experiment demonstrates pH levels and how acids and bases change pH levels.
• Materials used: red cabbage leaves, large bowl, pot of boiling water, several small bowls, colander, cutting board, knife, lemon juice, pickle juice, vinegar, baking soda, oil, soy milk, veggie juice, sugar, salt, and flour. 
• Raisin Floatation Demonstration (if time in class)
• Short experiment demonstrating the property of flotation 
• Materials used: raisins, 2 clear glasses, carbonated water, and regular tap water.

Food Science Camp Overview

Food Science Camp Overview

Objective

Ever wonder what food is made up of? How does one get energy from eating? Beyond cooking meals, it's important to know what is in the food we eat and how science defines its nutritious benefits. Students will do fun food experiments, discover health-promoting natural food compounds, and even create their own signature flavors and design food related products.

Class Structure

• Icebreaker (10 minutes) 
• Review (30 minutes) 
• Lesson Introduction (10 minutes) 
• Lesson (60 minutes) 
• Lesson Results - Discussion and Review (30 minutes) 
• Looking Ahead- Tomorrow's Experiment and Lesson (30 minutes) 

Class Outline

Monday

• Introduction 
• Discuss class structure and expectations 
• Student Survey 
• Kitchen Safety (includes prep, hygiene, proper tool handling and storage) 
• Complete safety contract
• Sugar Crystal Experiment
• Cabbage pH Indicator Experiment
• Raisin Flotation Experiment
• What to expect in tomorrow's experiments 

Tuesday

• Review of Monday's class structure, expectations, and safety rules 
• Review of Monday's hypothesis and results 
• Today's hypothesis and experiments
• Food Taste Test Experiment 
• Pineapple Enzymes Experiment
• Jello Laser Experiment 
• Results discussion and inference 
• What to expect in tomorrow's experiments 

Wednesday

• Review of Monday's class structure, expectations, and safety rules 
• Review of Monday's hypothesis and results 
• Today's hypothesis and experiments:
• Edible Goo Experiment
• Testing for Glucose and Starch in Food Experiment
• Results discussion and inference 
• What to expect in tomorrow's experiments 

Thursday

• Review of Monday's class structure, expectations, and safety rules 
• Review of Monday's hypothesis and results 
• Today's hypothesis and experiments:
• Making Sugar Geodes Experiment
• Colored Candy and Micro Waves Experiment
• Results discussion and inference 
• What to expect in tomorrow's experiments 

Friday

• Review of Monday's class structure, expectations, and safety rules 
• Review of Monday's hypothesis and results 
• Today's hypothesis and experiments:
• Energy in Foods Experiment
•  Fat Content in Chips Experiment
• Results discussion and inference 
• Show-and-Tell:
• Reveal of sugar crystals from Monday 
• Show all of research complied in class. 

Class Materials

• Notebook (Composition or Spiral, with perforated pages) for notes and experiments 
• 3 Ringed Binder to keep all class items 
• Folders with holes to place in binder 
• Sheet protectors 
• Pencils and pens