What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to create a presentation that shows your understanding of the chemical reaction types that occur in the kitchen.
Your kaiako will provide you with a resource sheet that contains equations about the different types of chemical reactions. You will use the resource sheet to identify and match chemical reactions that take place in the kitchen, with the appropriate chemical reaction type.
You will use recorded observations and identified predictable patterns of the chemical reactions in the kitchen and compare these with information on the resource sheet. Your kaiako will help you to match each of these to chemical reactions in the laboratory. You will then use predictable reaction types and equations to show your understanding of conservation of mass.
For at least three reaction types observed in the kitchen:
- record observations and identify predictable patterns of chemical reactions
- explain why you chose the chemical reaction type by linking observations and predictable patterns to reactants and products. This may include referring to chemical identification tests.
- explain your understanding of conservation of mass using the balanced chemical equation provided for the chemical reactions in the laboratory. When explaining the relationship between reactants and products, you could refer to:
- the type of atoms or ions
- the number of atoms or ions of each type (this can be shown numerically or by using a diagram)
- what happens to the atoms or ions during the reaction
- discuss the implications of conservation of mass for each reaction in context. These implications could be for products or reactants, based on physical or chemical properties, or factors such as state, quantity, or location.
You are going to create a presentation that shows your understanding of the chemical reaction types that occur in the kitchen.
Your kaiako will provide you with a resource sheet that contains equations about the different types of chemical reactions. You will use the resource sheet to identify and match chemical reactions that take place in the kitchen, with the appropriate chemical reaction type.
You will use recorded observations and identified predictable patterns of the chemical reactions in the kitchen and compare these with information on the resource sheet. Your kaiako will help you to match each of these to chemical reactions in the laboratory. You will then use predictable reaction types and equations to show your understanding of conservation of mass.
For at least three reaction types observed in the kitchen:
- record observations and identify predictable patterns of chemical reactions
- explain why you chose the chemical reaction type by linking observations and predictable patterns to reactants and products. This may include referring to chemical identification tests.
- explain your understanding of conservation of mass using the balanced chemical equation provided for the chemical reactions in the laboratory. When explaining the relationship between reactants and products, you could refer to:
- the type of atoms or ions
- the number of atoms or ions of each type (this can be shown numerically or by using a diagram)
- what happens to the atoms or ions during the reaction
- discuss the implications of conservation of mass for each reaction in context. These implications could be for products or reactants, based on physical or chemical properties, or factors such as state, quantity, or location.
How to present your learning
Your findings could be presented in a variety of ways such as:
- a structured response, which may consist of a table of written comments (up to 750-800 words), with diagrams or pictures
- a slideshow (eight to ten slides) that will include text, detailed annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster, that will include detailed annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group, but the analysis and interpretation of observations and the final presentation must be completed individually.
Your findings could be presented in a variety of ways such as:
- a structured response, which may consist of a table of written comments (up to 750-800 words), with diagrams or pictures
- a slideshow (eight to ten slides) that will include text, detailed annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster, that will include detailed annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group, but the analysis and interpretation of observations and the final presentation must be completed individually.
Timeframe
You will have approximately four hours of class time to complete this Assessment Activity.
Checkpoints will occur at several stages for your kaiako to check your progress on:
- selecting relevant information recorded as observations
- developing your presentation.
You will have approximately four hours of class time to complete this Assessment Activity.
Checkpoints will occur at several stages for your kaiako to check your progress on:
- selecting relevant information recorded as observations
- developing your presentation.
Getting started
Before you get started, explore different types of chemical reactions that occur in the kitchen or are associated with food production or preservation. Examples include the chemistry of lemon juice reacting with fish, the chemistry of baking powder used in making cakes, or the chemistry of making cheese.
Learning to recognise the patterns associated with different reaction types will allow a greater understanding of how things “work” in the kitchen, as well as any consequences of the chemical reactions and how they can impact on the environment. You could:
- brainstorm chemical reactions that happen in the kitchen
- listen to guest speakers talk about how they use chemistry in the workplace in food preparation, food preservation, cooking, or in the care of cooking utensils
- research the chemical formulae of food that you eat, or read ingredient lists on food packaging and work out what group of chemical compounds each ingredient belongs to.
Before you get started, explore different types of chemical reactions that occur in the kitchen or are associated with food production or preservation. Examples include the chemistry of lemon juice reacting with fish, the chemistry of baking powder used in making cakes, or the chemistry of making cheese.
Learning to recognise the patterns associated with different reaction types will allow a greater understanding of how things “work” in the kitchen, as well as any consequences of the chemical reactions and how they can impact on the environment. You could:
- brainstorm chemical reactions that happen in the kitchen
- listen to guest speakers talk about how they use chemistry in the workplace in food preparation, food preservation, cooking, or in the care of cooking utensils
- research the chemical formulae of food that you eat, or read ingredient lists on food packaging and work out what group of chemical compounds each ingredient belongs to.
Student resources
Suggested starting resources for learning about chemical reactions:
- Learn about the chemistry of food by looking at the following clips: The science of spiciness (Rose Eveleth, TED-Ed) or The chemistry of cookies (Stephanie Warren, TED-Ed).
- Learn about the chemistry of lemon squeezed over fish by looking at Acids and bases — introduction (Science Learning Hub) and Fruit enzymes tenderise meat (Science Learning Hub).
- Learn about the chemistry of rusting utensils by looking at Why your cutlery is rusty and how to restore it (tomsguide.com).
- Learn about the chemistry of making cheese by looking at The science of cheese (Science Learning Hub) and Separating curds and whey (Science Learning Hub).
- Learn about the process of cheese making by looking at Making cheese, first steps (Science Learning Hub), followed by Making cheese, the final steps (Science Learning Hub).
- Learn about the chemistry of smoke seen when toast is burnt by looking at What is smoke? (Science Learning Hub).
- Learn about the chemistry of using baking soda to make a cake rise by looking at Effervescent canister rockets (Science Learning Hub).
Suggested starting resources for learning about chemical reactions:
- Learn about the chemistry of food by looking at the following clips: The science of spiciness (Rose Eveleth, TED-Ed) or The chemistry of cookies (Stephanie Warren, TED-Ed).
- Learn about the chemistry of lemon squeezed over fish by looking at Acids and bases — introduction (Science Learning Hub) and Fruit enzymes tenderise meat (Science Learning Hub).
- Learn about the chemistry of rusting utensils by looking at Why your cutlery is rusty and how to restore it (tomsguide.com).
- Learn about the chemistry of making cheese by looking at The science of cheese (Science Learning Hub) and Separating curds and whey (Science Learning Hub).
- Learn about the process of cheese making by looking at Making cheese, first steps (Science Learning Hub), followed by Making cheese, the final steps (Science Learning Hub).
- Learn about the chemistry of smoke seen when toast is burnt by looking at What is smoke? (Science Learning Hub).
- Learn about the chemistry of using baking soda to make a cake rise by looking at Effervescent canister rockets (Science Learning Hub).
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to create a presentation that shows your understanding of the chemical reaction types that occur in the kitchen.
Your kaiako will provide you with a resource sheet that contains equations about the different types of chemical reactions. You will use the resource sheet to identify and match chemical reactions that take place in the kitchen, with the appropriate chemical reaction type.
You will use recorded observations and identified predictable patterns of the chemical reactions in the kitchen and compare these with information on the resource sheet. Your kaiako will help you to match each of these to chemical reactions in the laboratory. You will then use predictable reaction types and equations to show your understanding of conservation of mass.
For at least three reaction types observed in the kitchen:
- record observations and identify predictable patterns of chemical reactions
- explain why you chose the chemical reaction type by linking observations and predictable patterns to reactants and products. This may include referring to chemical identification tests.
- explain your understanding of conservation of mass using the balanced chemical equation provided for the chemical reactions in the laboratory. When explaining the relationship between reactants and products, you could refer to:
- the type of atoms or ions
- the number of atoms or ions of each type (this can be shown numerically or by using a diagram)
- what happens to the atoms or ions during the reaction
- discuss the implications of conservation of mass for each reaction in context. These implications could be for products or reactants, based on physical or chemical properties, or factors such as state, quantity, or location.
You are going to create a presentation that shows your understanding of the chemical reaction types that occur in the kitchen.
Your kaiako will provide you with a resource sheet that contains equations about the different types of chemical reactions. You will use the resource sheet to identify and match chemical reactions that take place in the kitchen, with the appropriate chemical reaction type.
You will use recorded observations and identified predictable patterns of the chemical reactions in the kitchen and compare these with information on the resource sheet. Your kaiako will help you to match each of these to chemical reactions in the laboratory. You will then use predictable reaction types and equations to show your understanding of conservation of mass.
For at least three reaction types observed in the kitchen:
- record observations and identify predictable patterns of chemical reactions
- explain why you chose the chemical reaction type by linking observations and predictable patterns to reactants and products. This may include referring to chemical identification tests.
- explain your understanding of conservation of mass using the balanced chemical equation provided for the chemical reactions in the laboratory. When explaining the relationship between reactants and products, you could refer to:
- the type of atoms or ions
- the number of atoms or ions of each type (this can be shown numerically or by using a diagram)
- what happens to the atoms or ions during the reaction
- discuss the implications of conservation of mass for each reaction in context. These implications could be for products or reactants, based on physical or chemical properties, or factors such as state, quantity, or location.
How to present your learning
Your findings could be presented in a variety of ways such as:
- a structured response, which may consist of a table of written comments (up to 750-800 words), with diagrams or pictures
- a slideshow (eight to ten slides) that will include text, detailed annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster, that will include detailed annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group, but the analysis and interpretation of observations and the final presentation must be completed individually.
Your findings could be presented in a variety of ways such as:
- a structured response, which may consist of a table of written comments (up to 750-800 words), with diagrams or pictures
- a slideshow (eight to ten slides) that will include text, detailed annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster, that will include detailed annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group, but the analysis and interpretation of observations and the final presentation must be completed individually.
Timeframe
You will have approximately four hours of class time to complete this Assessment Activity.
Checkpoints will occur at several stages for your kaiako to check your progress on:
- selecting relevant information recorded as observations
- developing your presentation.
You will have approximately four hours of class time to complete this Assessment Activity.
Checkpoints will occur at several stages for your kaiako to check your progress on:
- selecting relevant information recorded as observations
- developing your presentation.
Getting started
Before you get started, explore different types of chemical reactions that occur in the kitchen or are associated with food production or preservation. Examples include the chemistry of lemon juice reacting with fish, the chemistry of baking powder used in making cakes, or the chemistry of making cheese.
Learning to recognise the patterns associated with different reaction types will allow a greater understanding of how things “work” in the kitchen, as well as any consequences of the chemical reactions and how they can impact on the environment. You could:
- brainstorm chemical reactions that happen in the kitchen
- listen to guest speakers talk about how they use chemistry in the workplace in food preparation, food preservation, cooking, or in the care of cooking utensils
- research the chemical formulae of food that you eat, or read ingredient lists on food packaging and work out what group of chemical compounds each ingredient belongs to.
Before you get started, explore different types of chemical reactions that occur in the kitchen or are associated with food production or preservation. Examples include the chemistry of lemon juice reacting with fish, the chemistry of baking powder used in making cakes, or the chemistry of making cheese.
Learning to recognise the patterns associated with different reaction types will allow a greater understanding of how things “work” in the kitchen, as well as any consequences of the chemical reactions and how they can impact on the environment. You could:
- brainstorm chemical reactions that happen in the kitchen
- listen to guest speakers talk about how they use chemistry in the workplace in food preparation, food preservation, cooking, or in the care of cooking utensils
- research the chemical formulae of food that you eat, or read ingredient lists on food packaging and work out what group of chemical compounds each ingredient belongs to.
Student resources
Suggested starting resources for learning about chemical reactions:
- Learn about the chemistry of food by looking at the following clips: The science of spiciness (Rose Eveleth, TED-Ed) or The chemistry of cookies (Stephanie Warren, TED-Ed).
- Learn about the chemistry of lemon squeezed over fish by looking at Acids and bases — introduction (Science Learning Hub) and Fruit enzymes tenderise meat (Science Learning Hub).
- Learn about the chemistry of rusting utensils by looking at Why your cutlery is rusty and how to restore it (tomsguide.com).
- Learn about the chemistry of making cheese by looking at The science of cheese (Science Learning Hub) and Separating curds and whey (Science Learning Hub).
- Learn about the process of cheese making by looking at Making cheese, first steps (Science Learning Hub), followed by Making cheese, the final steps (Science Learning Hub).
- Learn about the chemistry of smoke seen when toast is burnt by looking at What is smoke? (Science Learning Hub).
- Learn about the chemistry of using baking soda to make a cake rise by looking at Effervescent canister rockets (Science Learning Hub).
Suggested starting resources for learning about chemical reactions:
- Learn about the chemistry of food by looking at the following clips: The science of spiciness (Rose Eveleth, TED-Ed) or The chemistry of cookies (Stephanie Warren, TED-Ed).
- Learn about the chemistry of lemon squeezed over fish by looking at Acids and bases — introduction (Science Learning Hub) and Fruit enzymes tenderise meat (Science Learning Hub).
- Learn about the chemistry of rusting utensils by looking at Why your cutlery is rusty and how to restore it (tomsguide.com).
- Learn about the chemistry of making cheese by looking at The science of cheese (Science Learning Hub) and Separating curds and whey (Science Learning Hub).
- Learn about the process of cheese making by looking at Making cheese, first steps (Science Learning Hub), followed by Making cheese, the final steps (Science Learning Hub).
- Learn about the chemistry of smoke seen when toast is burnt by looking at What is smoke? (Science Learning Hub).
- Learn about the chemistry of using baking soda to make a cake rise by looking at Effervescent canister rockets (Science Learning Hub).