Decarbonation of Soda Water

My Year 12 Chemistry class were working on this *exciting* prac this afternoon, as part of developing their understanding of the equilibrium that occurs in the dissolution of carbon dioxide in water.

In the past, I have done this experiment as you might expect – take a small can of soft drink, crack the lid and let it sit for a few days alongside a control containing the same mass of water. You measure the mass of the cans before and after and calculate the mass lost due to CO2 loss. The control can helps to account for any evaporation, which tends to be most of the loss anyway. Not very exciting and not a lot of CO2 lost.

This time around I tried the salting out method, where you add 1-2 g of salt for every 50 mL of soda water. This causes the CO2 to effervesce immediately, leading to a totally flat bottle in about 10 minutes instead of days. Here are some sample photos:

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20140522-165027-60627749.jpgAs you can see, some groups added some universal indicator to see if there was any colour change. The fizz at the top was distinctly yellow-orange, but interestingly the rest of the bottle stayed the same colour. A far more effective method – definitely a keeper!

Engaging the Whole Class with Large SOLO Hexagons

Yesterday my Year 9 class were finishing up our Ecosystems unit in anticipation of quickly moving onto our next unit, Splitting the Atom. We have our half yearly exam coming up very soon so I wanted us to do a revision activity but without spending a whole slab of precious class time on it. Enter the SOLO hexagons!

Now I’ve talked before about using the SOLO hexagon activity in class, with some examples of how I’ve used them. But when I’ve done these activities, I’ve used the small hexagon template and had the students write on the hexagons and cut them out with scissors. The good and bad thing about this, though, is that it can be time consuming to get the students to build solid connections between ideas.

So what I’ve done this time around (with the gracious help of our lab assistant) is to use the large hexagon template (which has 2 per page), cut them out and laminated them. I also had a brainwave and stuck some magnetic tape on the back. The lamination means that you can write on them with whiteboard markers and erase them. The magnetic tape allows you to stick them up onto the whiteboard and make a whole-class tessellation!

I asked the students to write one idea, word, concept relating to our Ecosystems unit and then take turns to put them up on the board, connecting their idea to the ideas already up there. Here’s a photo of their efforts:

20140522-071838-26318864.jpgAt the end we had a few clusters of ideas that I wanted us to recognise, so I wrote those subheadings based on the students’ suggestions.

All up, this activity took 10 minutes tops! Now admittedly we have done the hexagon activity a few times now, so they have some experience and know the format by now, but it was a productive and efficient way to summarise our ideas. There were a lot of ideas not represented (can you tell that we’ve covered the water cycle most recently?) but it was a helpful way to cap things off.

A word to the wise, though – it can be a lot harder to clean marker off laminate than an actual whiteboard!

Too Much Teacher Talk

20140520-071354-26034470.jpgThere’s too much teacher talk in my classroom! I’m feeling frustrated at how much time I spend talking during any given lesson, especially since the talking doesn’t seem to add to the students’ learning at all. I see the glazed looks and distracted chatting and I know I’ve lost them. Sigh.

I know that I’ve mused on this before and I knew it wouldn’t go away completely, but I just reached a point after my lessons yesterday seeing how ineffective it was. But what can I do instead? I already incorporate a lot of student-centred activities and I’ve deliberately structured my room to foster more collaboration, rather than purely facing the front bench. But how do you get students to get information at times when there’s just stuff they need to write down and hear?

Copying some notes off the board and then elaborating on them verbally seems to serve a role here, and I’m proud to say that I’ve done less and less of it this year than in the past. But the glazed looks aren’t exactly comforting or reassuring. What can I do instead?

Chemistry Revision Session

I had a revision session with some of my Year 12 students after school today, working through the gravimetric analysis of sulfate in fertiliser. Below is a whiteboard of the solution I wrote.

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Fun with the Van de Graaff!

My Year 8 class were enjoying the Van de Graaff generator this morning!

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Acidity of everyday substances

20140515-072513.jpgAs part of our acids and bases module, one activity that the students need to do is to use a range of indicators to qualitatively compare the acidity of different household substances. My Year 12s looked at the following:
Baking soda
Cream of tartar
Shampoo
Hand soap
Vinegar
V energy drink
Bleach
Kitchen spray cleaner
Alka-seltzer
Salt

They used phenolphthalein, methyl orange and bromothymol blue. Here’s their results:

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SOLO Learning Intentions and Success Criteria

Today I moved to the next level in my implementation of SOLO (see what I did there?). In my Year 9 class we were revising the concept of food chains and webs, which they covered in Year 8 but now with the Australian Curriculum has become a topic for Stage 5.

We’ve recently introduced SOLO, developing a familiarity with the five levels and completed a survey on attitudes to learning and intelligence and the growth mindset. It was now time to start to introduce the concepts of learning intentions and success criteria.

Learning intentions are a way of articulating to students the purpose and goals of the lesson. I realise that having goals for a lesson isn’t a new concept, but it is an important part of using SOLO in the classroom. They allow students a clear point of comparison at the end of the lesson when they reflect on their learning. If the students know at the start what they are setting out to accomplish, then they can more effectively gauge where their understanding is at at the end.

Success criteria are a way of outlining to the students what success looks like at each of the levels of SOLO, i.e. what does a relational understanding of a particular learning intention look like? Alice puts it really well when she describes them as follows:

…success criteria are what students have to do to be successful in that lesson. The success criteria are classified by the SOLO taxonomy, which lets both the student and the teacher know how the student is progressing and adjust the teaching and learning process accordingly.

Here are my success criteria for this lesson:

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The students really seemed to respond to the clearly articulated learning intentions and success criteria. They had a clearer idea of what was expected and what level of understanding they were working at. They were still a bit unsure of what to do – it’s all still very new and there were a number of new factors today – but overall it was very positive.

I definitely need to improve on articulating the strategies that the students can use to achieve success and I think I assumed that they had too much knowledge already. Many of the questions and problems that arose related to knowledge that I had assumed the students had and so I had to backpedal a few times to address this. Nevertheless, the students had a much clearer idea of how to improve and make progress and we’re definitely making positive moves towards adopting the growth mindset. Here’s a sample of one group’s effort that is working at the relational level for this lesson:

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Definitely lots to celebrate here!

Introducing SOLO and the Growth Mindset

The new school term started back today, and so I’ve decided to start implementing SOLO into my everyday practice. At the moment I feel rather unprepared for it all, so I suspect that I’ll just have to feel my way through for a time.

Over the next few days I will be introducing SOLO to my students in a more explicit sense, discussing the levels in the taxonomy and what each one represents with some scientific examples. I have an introductory PowerPoint based on one that Alice posted that I showed to my Year 10 class today and will roll out to the others over the next little while (I’ll endeavour to put it up if I get the chance).

Tomorrow I’m also going to start giving my students a survey to find out their attitudes about intelligence, effort and scientific ability. I plan on using this as a way to introduce the concept of the growth mindset, which I see is crucial to success using SOLO.

Watch this space!

Paging Dr You – Help with Haemochromatosis PBL task

 

For the past two years, when Year 10 has been studying an evolution and genetics unit, I’ve included a PBL-style mini-project/case study/medical mystery to learn more about genetic diseases and heredity. I also incorporated a QR code scavenger hunt for the students to gather clues! However, I want to implement it differently this year differently and would love some feedback on both the task itself and how I can do it as a deeper, more engaging PBL task.

It was inspired by a post from Terie Engelbrecht, which she wrote as a way to try and clue us into her way of writing a PBL activity. In the example she was describing, she used a case study from the National Center for Case Study Teaching in Science about maple syrup urine disease to try and get her students to be the doctor. I loved how she deliberately made it a messy and complicated exercise for her students to untangle, and I wanted (in my ambitious, first year teacher way) to create the same sort of challenge for my students.

However, given that maple syrup urine disease is much more uncommon in Australia, I decided to do it about haemochromatosis, the most common recessive genetic disease in Australia and one that runs in my family. Incidentally, I created this mini-project right around the time that my son was born (clever, huh?) when I apparently had some time on my hands! So I’ll outline how the task has gone in the past.

So I start out with an introductory video, a “Skype call” from the patient’s mother (actually my mum!), explaining some of the symptoms. We then move onto:

Each clue is collected as a QR code in a scavenger hunt (clues are here), which involves a whole heap of fun of them racing around the school collecting this information using an iPad. The first year I did it, it was tricky for the students to do with their school laptops. They had to try and take screenshots using their webcams and so on – lots of tricky logistical issues that led many to throw their hands up at one point or another. Last year, at school we had gotten a class set of iPads that the students could use which made it much easier. They could scan the QR codes, access the files and record their video response all on the one device. I look forward to doing the same again when I run it this year.

Some good points about this activity:

  • They were really engaged and enthused, especially by the scavenger hunt aspect (who wouldn’t love that?) and the use of the iPads was novel for them as well.
  • They enjoyed solving the mystery, trying to work out the clues for themselves and sorting the relevant from the irrelevant just like a real doctor would do.
  • It was also great to develop their literacy skills, encountering scientific and medical language they hadn’t seen before and had to decode to understand the symptoms.

However, there were a number of drawbacks:

  • The students who just like to be told the answer were frustrated by my refusal to just tell them what it was. I’m not suggesting to change this aspect at all – I like making them think for themselves and make the decisions for a change. They’re just going to have to get used to it!
  • Some students were inclined to give up when it became challenging, especially as I had them working in groups and so it became easier for some to just coast and let their group mates do the work for them. Not much that can be helped here, but perhaps I will enforce smaller groups this time around.
  • Because of the timing of this 10 week topic (coming after the assessment task 5 or 6 weeks in), it’s been difficult in the past to give this mini project the time that it needs. I’ve typically done it for about 1 or 2 weeks if I’m lucky, often at the end of the term when the students are over it anyway. It’s also tended to come AFTER a lot of the content that they might need and yet they haven’t really learnt a lot of science through the project. The scientific content is definitely the part that has been done the poorest, due to time constraints. Naturally this needs addressing!

What I really want to do is to turn this 1 or 2 week mini-project into a more substantial 4 or 5 week PBL task, where the task DRIVES the learning about genetics and heredity instead of capping it off. I want the solving of the mystery and formulation of a response to create a need for their learning in manageable chunks – what are genes, how are traits inherited, how do faulty genes pass from parents to children? The timing of the assessment task may mean that this doesn’t work, but I really want this task to give the students an authentic REASON to find out the content.

How can I do this? How can I restructure this task to drive the learning, rather than follow it? I really don’t know what I should do to change it and would love some feedback and advice.

Getting into the SOLO way of thinking

20140413-224143.jpgI know it’s probably getting a bit repetitive all of these posts on about SOLO, but I’ve really been impacted by a lot of the ideas from that workshop and it’s really gotten me thinking.

I’ve wanted to find out more about how to develop a growth mindset in my students, as this is something I see to be a key idea to help make SOLO work. I found some great resources that I want to take the time to explore.

Alongside these thoughts, I’ve also been developing a new skill of my own – riding a motorcycle. Or a scooter, to be more precise. I’ve been wanting to take up the hobby for some time now and I finally acted on it a few weeks ago, booking into the pre-learners riding course that the Roads and Maritime Services (RMS – the new RTA) makes novice riders complete before they can get their L’s. I’ve been completing this course yesterday and today, and it’s been a whole lot of fun, as well as a steep-ish learning curve.

Interestingly, I’ve found that my developing ideas around SOLO helped me a lot in my attitude to learning this skill. In the past, when learning new things I’ve tended to have very high expectations of myself and assume that I should be awesome at it from minute one. Clearly these expectations are unrealistic (duh!) but I’ve always found that I put that sort of pressure on myself, even if it’s subconscious.

But I found myself using the levels of SOLO when analysing my own developing skills.

  • At the start of yesterday, I knew nothing about riding a bike beyond what I’d seen in movies and watching others ride (prestructural).
  • After learning some fundamentals (how to mount and dismount, learning the controls etc) I knew how to do some things but only with specific guidance and instruction one-on-one (unistructural).
  • As I practiced manoeuvres over and over again, I found myself getting it right more often than I got it wrong, but I still made mistakes. I was improving but still with a way to go yet (multistructural).

Now I certainly haven’t reached anywhere near relational or extended abstract (not without a whole lot more practice and experience), but using these SOLO concepts and terms I could definitely see how my skills were progressing. Most interestingly, I found that my attitude towards my rough skills was far more positive than I might have felt in the past. I was able to give myself permission to be rubbish at it much more easily than I would have. I saw where my skill was at, and rather than feeling frustrated at not being an expert from the start, I felt more satisfaction at my progress from one level to the next. I could also see strategies that were helping me to move up through the levels – repetition, visualisation, modelling the expert (I.e. the instructor), positive self-talk, and so on.

I really feel like I myself moved more towards a growth mindset in this totally un-school related activity, and I was really happy with that. I felt excited, positive and could readily accept that I’m still a novice, knowing that I’m simply not there yet.

Using the SOLO Hexagons – Some Classroom Examples

Today was the last day of our first term, so for some strange reason I decided today would be the day that I would road-test the use of the SOLO hexagons that I learnt about the other day.

Despite the admittedly tricky timing, I wanted to use them today as a way for my Year 10 students to finish off their unit on Chemical Reactions. I had hoped that they would use the exercise to build connections between ideas that we had met and refresh their memories.

Unfortunately, the reality was a fair bit more lacklustre than that. I had pre-prepared the hexagons for them but i wasn’t around for the start of the lesson, so they were rather lost. They were clearly also in last day mode, but some of them got something useful out of it. Here’s some samples:

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As a spur of the moment thing, I also decided to do it with my Year 9 class. With them I just got them to write ideas down on blank hexagons and then piece them together – much like we did when at the workshop. This class seemed to get into the activity a bit more, and with some direct guidance came up with some useful connections. Here are some more examples:

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20140412-170738.jpgLots of quality work here, with great potential for using it in future. I think that I need to work on how much explanation and elaboration I do to help them understand how the activity works. Hopefully this will save some of the blank looks in future!

SOLO Hexagons

One of the fantastic activities we learnt about (and modelled) at the SOLO workshop yesterday was the SOLO hexagons. Alice blogs about them here.

At the workshop we were introduced to this activity by brainstorming about the topic of morning tea. We had a blank hexagon template and had to fill in as many of the hexagons as possible with words, phrases and images that related to the concept of morning tea. We then cut them out and combined our hexagons with the others at our table, lining up and tessellating our hexagons to highlight connections between related ideas and words.

Here is a snapshot of our work:

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Every connected edge and vertex between hexagons is another connection to articulate and explain. It’s a beautiful activity because no two groups will make identical connections for identical reasons; there’s no right or wrong answer or “right way” to do it. If the students can thoughtfully make connections, they can succeed at this activity.

Pam Hook also has a free hexagon template generator that you can use to make your own labelled hexagons for a more guided approach.

Exploring the SOLO Taxonomy

Today I had the fantastic opportunity to explore the use of the SOLO taxonomy with Pam Hook. This is something I’ve been really interested in learning more about, ever since seeing it on Alice Leung’s blog.

For those (like me) who haven’t had much experience with SOLO, it stands for Structure of Observed Learning Outcomes. I would sum it up as a way of looking at student learning that is accounting for where their understanding at in terms of connecting ideas.

In a superficially similar way to Bloom’s taxonomy, SOLO is a sequence of five levels:

Prestructural – I don’t know anything about (X).
Unistructural – I have one idea about (X).
Multistructural – I have many ideas about (X) but they are unconnected.
Relational – I have many ideas about (X) and can make the connections between them.
Extended Abstract – I have many ideas about (X), can make detailed connections between them and extend it somewhere new or apply it to novel situations.

(I say superficially because there are fundamental differences between the underlying ideas behind and application of these two approaches, something which became increasingly apparent throughout the day.)

We can also think about it in terms of functioning knowledge (about how to do something), in which case it looks slightly different:

Prestructural – I need help to (X).
Unistructural – I can do (X) if I have lots of guidance and specific help.
Multistructural – I can do (X) by myself, but I don’t know the reasons why and I do make mistakes.
Relational – I can do (X) very well. I know the why and when of the steps. I can analyse the reason for my mistakes and self correct.
Extended Abstract – I can do (X) really, really well. I can take it in new directions. I seek critique and feedback to improve. Others can learn from me and I can teach others how to do it (act as a role model).

The idea behind this taxonomy is that you see the student’s work and rather than assessing it purely for correctness, you see how well the student can state and connect ideas about a topic. Can they only mention one thing about the topic? Can they state multiple facts but without understanding the links between them? Or do they have a deep, conceptual understanding of the topic, to the point of being able to effectively teach someone else? SOLO can help identify these levels.

Here are some of the things that really excite me about SOLO:

  • It’s a system that students can (and should) own. It doesn’t have to be purely a teacher-driven lens to examine students’ work. It will have its greatest power as an assessment-as-learning tool to help students identify a) where their learning is at and b) how to move their understanding to the next level.
  • It assesses where their understanding is at on that particular topic, rather than of the subject or semester as a whole. I see a lot of potential for it to help the students identify their specific strengths and weaknesses, allowing them (especially seniors) to target their revision and practice accordingly.
  • Everyone is prestructural about something at some point- regardless of our life experience or expertise. I may have two university degrees under my belt and have achieved the University Medal, but I’m certainly prestructural about how to hang a door! Everyone has to start out there, but the only way is up!

One fantastic SOLO strategy that I’m itching to try is the SOLO hexagons. A great way for students to bring in ideas about a topic, make connections and then explicitly articulate those connections.

So, I realise this is a lot of detail but I’m so glad to have had the opportunity to learn directly from someone who is apparently quite the guru – especially in a regional area. I really look forward to implementing some of these in my classroom and faculty.

Happy Thanksgiving!

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It isn’t really something we celebrate in Australia (unless we have an American connection of some sort), but happy Thanksgiving for all my US friends and readers! My sister-in-law is from Phoenix and so in honour of her I made the pecan pie you can see above. Now admittedly my calendar has a mistake and so I baked it for *last* Thursday but never mind that!

Chemistry meets Cuisine: Molten Chocolate Cake and Heat Transfer

This past week in Science and Cooking has been about studying heat transfer. Why is it so difficult to cook a steak to the correct temperature? Why do you preheat the oven to 180C when the centre of the roast is only supposed to get to 65C?

We visited (as I found out afterwards) Newton’s Law of Cooling and used the concept of the random walk learnt in the Diffusion topic to describe how heat energy moves through food.

But the best part is that the lab for this week was to make molten chocolate cake! Now, of course we were *supposed* to be scientific about it, taking temperature and ‘done ness’ measurements and so on. Except, it’s late and I feel like dessert and oh well, I guess I better get onto the lab! So, onto the process.

The recipe is as follows.

Ingredients:

120g dark chocolate chips
~8 Tbsp oil or butter (107g) (NB – this is the US tbsp measurement, not the Aus one! Go by mass)
120g sugar
5 large eggs (275g)
60g flour
0.5g salt (pinch)

Materials:
1 pot + metal bowl or 1 microwave safe bowl
1 medium bowl (wet ingredients)
1 small bowl (dry ingredients)
1 scale
1 fork or whisk

Method – Batter

Melt chocolate chips and oil/butter.
Microwave method: measure out chocolate chips and oil/butter into microwave safe bowl. Microwave on high 1min, mix the chocolate and oil until uniform, and then set aside to cool a bit.

20131126-215201.jpgStove method #1: place chocolate and oil/butter in a small pot and heat on low, while stirring, until it melts.
Stove method #2: fill another pot with some water and bring to a boil, then place chocolate and oil/butter in a metal bowl over the pot. Stir chocolate as it melts.
Mix sugar and eggs together well in medium bowl, then slowly add in chocolate mixture.

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Weigh out flour and salt into small bowl, then mix it into the wet ingredients.

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20131126-215845.jpgCooking the cakes

Materials:
1 baking dish
6 mugs OR aluminum foil & bottle ~2” (5cm) across
1 cutting board
1 ruler
1 knife
1 oven mitt or tongs
1 thermometer

If using foil cups: Make 6 foil cups for cakes by taking 2 layers of aluminum foil and molding it around the bottom of a bottle with straight sides. Coat the cups or mugs with some oil to prevent sticking.
Preheat oven to 350F (177C).
Place 6 foil cups or mugs in a baking dish and pour batter about 1” high in each cup. If it’s hard to pour from the large bowl, pour into a thin-lipped cup (measuring cup, drinking cup, etc) first, then transfer to foil ones.
Prepare the water bath by pouring boiling water around the cups until about 1/2″ deep, being careful not to splash any into the cups.

20131126-220530.jpgCook for 18-21 mins (NB – as part of the lab, we were to take one out at particular time intervals and cut them open to check them and carry out measurements. This is the ideal timing for a nice molten centre)

Here was the first sample/puddle/delicious first try:

20131126-220716.jpgHere it is still in the ramekin:

20131126-220934.jpgAnd here’s the glorious final result. Yum!

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Can Student-Centred Learning and the HSC co-exist?

One of the mild frustrations that I’ve been feeling lately is the disparity between the way I *want* to teach and the way that the HSC and its timeline dictate. For those who may be from overseas, the Higher School Certificate (HSC) is the exams that students in NSW need to complete to finish their final year of high school. It isn’t mandatory for students to do it (they can leave school at 17 if they so choose) but if they want to complete Year 12 they have to do them. The lion’s share of students decide to push through it and graduate, going on to their life post-school, whether it involves university, TAFE or something else.

Now the problem I have is that I have been trained in (and have experienced the value of) a more student-centred teaching approach. I’ve been dipping the toe with the principles of Modeling Chemistry for the last few months and firmly believe that this sort of approach has massive value in developing students’ thinking.

However, the sheer amount of chemistry content in the HSC and the tight timeframe in which to teach it have made me resort to a far more teacher-centred teaching style than I would like. My Year 12 classroom at the moment feels very chalk-and-talk, and while it feels like it’s working to some degree, at the back of my mind I can’t shake the feeling that it’s pseudoteaching. Am I actually *teaching* anything? Are my notes from the board (which seem to be far too many) actually achieving anything? To further exacerbate this, a lot of the content that we cover goes well beyond the scope of the Modeling Chemistry course, so I don’t even really have a solid resource to fall back on for advice and strategies.

I want to go back to student-centred learning, but within the context of the HSC I just don’t know how. Am I doing the right thing by my students if I do? Or am I just making it worse? I realise that my title is rather facetious, as I’m sure they can and do – but I just don’t know what *I* should do. Any and all advice appreciated!

Tackling the Big Issues

In Year 9, we are studying a unit on Cells and Life – all about reproduction, the nervous and endocrine systems and disease. As part of this unit, we’ve been looking into some of the big issues of reproduction, including IVF, “designer babies” and sperm donation.

One of the issues we wanted to focus on was about IVF. Here was some of the background information to help the students understand more about what it is.

20131120-093359.jpgThe students then had to wrestle with a big moral issue around IVF: what do we do with the unused embryos? Should we destroy them, keep them “on ice” indefinitely, donate them to another family or donate them to research? The students debated and discussed these issues and had to support and defend their positions. Here is a collection of their ideas:

20131120-093331.jpgIt’s so important that students get the time and space to discuss and consider these ethical issues, especially as these are things that they will undoubtedly encounter in their lives and may have even experienced themselves.

Making Scale Models of the Solar System

I know it’s been awhile between posts, but I can assure you that there’s been plenty of good stuff going on. Here’s just one example.

My Year 8 class have been looking into understanding the solar system, starting off by collecting a whole set of data on the 8 planets (neglecting poor little Pluto of course). They then used that data to create a scale model of the size of the planets, using Earth as a circle of 1 cm radius and creating the other planets relative to this. Here’s one group’s awesome effort:

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Chemistry meets Cuisine: Making Ricotta

As part of my Science & Cooking course, one of the labs (yes, there actually are labs to do at home!) is to make ricotta cheese. But first a bit of explanation.
As part of a week introducing us to the role of energy, heat and temperature in cooking. Part of this was exploring how proteins can be changed at different temperatures, specifically looking at cooking eggs at very exact temperatures in order to get particular textures.

Other aspects included measuring and quantifying the amount of heat needed to change the temperature of a food, including its specific heat.

To develop these skills further, one of the possible labs was to make ricotta cheese from ordinary milk. The milk is heated to 92C (thanks to our lab assistant for the loan of the thermometer!):

20131022-225739.jpgVinegar is then added and the mixture is left to cool down undisturbed. As it cools, the proteins in the milk clump together to form curds. Once it reaches 36C, you put the mixture of solid curds and liquid whey into a strainer so the whey drains through. Here it is partway through:

20131022-225754.jpgHere is the mixture after straining in the fridge overnight:

20131023-065141.jpgAnd here is the finished product!

20131023-064922.jpgDelicious!

Chemistry meets Cuisine: Studying the Science of Cooking

Because I *clearly* don’t have enough to do, I’ve decided to sign up to a MOOC (massively open online course) from edX called Science & Cooking: From Haute Cuisine to Soft Matter Science. It’s looking at understanding the science behind cooking, from baking to chocolate and foams, gels and spherification. Here’s the link to the video introducing the course:

It only started the other day, so there’s still plenty of time to get in on it if you’re interested – and it’s free, which is a big plus. So far it’s been really interesting and looks promising. I know that my family are going to enjoy the labs, especially the molten chocolate cake! Still not quite sure where I’m going to find the time though…!