BCBT 100: Science of Cooking

Individual Experimental Lab Unit 5

Overview of project:

You will need to design one experiment to explore a question you have
related to the course material for the fruits, vegetables and storage unit.
Several ideas to get you started are listed at the end of this document, or
you can try something completely different. You will need to design and
carry out the experiment based on the scientific method (see:
https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-
the-scientific-method ) following good techniques for a food-based
science experiment (see the posted ‘Keys to Good Kitchen Science’
reading).

All experiments must be designed scientifically, involve making

measurements, and be hypothesis driven. If you choose to do a tasting
based experiment, you will need to ask a specific question about the types
of foods you are testing. For example, you may hypothesize that an aged
cheddar cheese will be more crumbly, harder, denser, and have a more
pungent flavor than cheddar cheese curds that have not been aged. You
would then need to design an experiment to test this (see the posted ‘Keys
to Good Kitchen Science’ reading).

If you choose a more activity based experiment, you will likely choose a
hypothesis regarding the outcome of the food you are making or activity
you are doing. For example, you may hypothesize that the volume of your
meringue will triple compared to the original volume of the eggs, or that
the homemade yogurt will be identical in taste and texture to the initial
yogurt carton used.

There are many things you can measure to gain evidence that either
supports or disproves your hypothesis. You can make a ranking sheet of
particular tastes/textures/characteristics and do a blind taste test with
friends. You can measure a variety of physical properties using your scale,
thermometer, or other household gadgets (ruler, measuring cups, cell
phone timer, etc) to monitor things like mass, density, time, and
temperature. You could even measure water content by weighing
something before and after a drying (or wetting) process, such as baking
or cooking noodles, to see how much mass was lost as it dried out or
gained as it absorbed water.

In addition to hand in your report through the assignment folder in

D2L, you will share your experiment report and images with the rest
of the class through the D2L ‘Experiment Presentation Unit 5’
discussion board. A combination of your report and comments on other
experiments will be what is graded for the lab based on the rubric below.
At least one image of your experiment with a name card and spoon must
be included for full credit. If you do not eat fruits or vegetables, you can
either choose or design a non-tasting activity or find a friend to taste and
describe the samples for you.

Instructions for Lab Report:

Your report should consist of each of the following headings with text,
images, and/or data tables that address the content required for each
section.

1. Introduction and hypothesis with rationale (5pts):

Write a few sentences introducing the basics of your experiment with
a focus on why you are doing it, what you expect to see as you carry
out the experiment, and your rationale for why you think you will
obtain those results. In particular, you will need to let us know what
question you are hoping to answer in doing your experiment. Your
best guess of the answer to this question is known as the hypothesis
of your experiment. A hypothesis is a statement of what you think
will happen in an experiment. It should be specific, testable, and
backed up by what you have learned. This is your educated guess of
what you think the experiment or activity will produce or show. For
example, your hypothesis might state what the difference will be
between two types of cheese based on your readings, or how you
expect your homemade yogurt to taste/feel/look like. Remember that
this is scientific, so should be focused on measurable things that you
can test in the experiment. Things like “I think sweet cream butter
will taste better than margarine” or “People will like the red ones
better because of their flavor/texture” are opinions, and not
repeatable or scientific so will receive minimal points. Something
like “I think sweat cream butter will be more solid and less
spreadable than margarine” or “I think sweet cream butter will melt
faster than margarine” or “The harder the water used in pizza dough
the chewier the dough will be” are all more scientific and testable.

2. Experimental design and methods (10pts):

Design your experiment and write a paragraph or two detailing
specifically what you tested or carried out and why you chose your
specific measurements to test your hypothesis. Specifically identify
your variables, or what is changing or being measured over the
course of the experiment. You will need to explain what you did to
try to control the variables (isolate and change only one aspect of
the experiment at a time) so that if you notice differences or
changes you can determine what caused them. Remember that
your experimental design should be repeatable, so you must include
specifics on the choices you made for tastings and rankings, details
on exactly what you were evaluating/measuring, the procedure you
used for collecting the data, or the specifics on the procedure for the
activity you carried out (what did you do and why). You should make
sure someone else could replicate your experiment exactly by
including things like brand names, amounts, rating scales, and types
of equipment or tools used.

3. Results (10pts):
Present your findings. Show us what you observed/measured/etc in
order to test your hypothesis or answer your experimental question.
All of the data you collected for your experiment should be presented
here. Data tables are a very useful way to organize your data and
observations. A table of rankings or measurements or observations
over time is expected. Organizing your results into a graph may be
useful. You may need to do some calculations to determine the
average (and error) of your measurements. Images are always helpful
and useful in supporting your observations.
You will need to include at least one picture of your set-up and/or
results. Make sure one included picture of your set up or results
has your name card and a spoon in it! If you do not include any
pictures you will automatically lose half the credit for the
assignment.

4. Analysis and Discussion (6 pts):

Summarize your results and tell us what you think they mean. What
conclusions can we draw from your experiment? Discuss in a
paragraph or two how what you saw relates to what you have learned
in class and explain the science behind what you observed in your
results. Did your results support your hypothesis? Suggest a scientific
reason why your results may or may not have supported your initial
predictions. Explain why there were differences between your
samples or what scientific principles were responsible for the
observations you made as you completed the activity. Discuss what
you could do in the future to add to your results and gain additional
information.

5. Comment on two other student’s posts (4pts):

You will need to comment on at least two posts of other students for
this unit. Your comments should have substance and show your
understanding of the course material to receive full points. Please
keep all comments respectful and constructive. Disrespectful or
degrading comments will be removed and will receive no points.
Please be part of the discussion by responding to posts on your own
experiment.
Examples of substantive contributions may include (but are not
limited to):
• You could compare the poster’s experiment to your own results
and suggest reasons for similarities/differences.
• You could suggest further experiments or tests that could be done
and discuss what additional insights they might provide.
• You could add thoughtful commentary or additional insights to
the poster’s analysis.

Rubric:

**Reminder: If you do not include a picture of your set up with a

name card and spoon in the frame you will automatically lose half the
credit for the assignment.**

Introduction and hypothesis (5pts)

Score Criteria
4-5 Goal or purpose of the experiment is clear and articulate.
Hypothesis is scientific and testable.
Scientific rationale is appropriate and thoughtful.
2-3 Goal or purpose of the experiment is reasonably stated.
Hypothesis is scientific and testable.
Rationale may be vague or not supported by course materials.
0-1 Experimental goal and/or hypothesis are vague or not scientific in nature.

Experimental design and methods (10 pts)

Score Criteria
8-10 Experiment is logically designed and a great deal of effort was taken to control
variables. Logical independent and dependent variables are identified.
Appropriate methods for answering hypothesis or question were used and the
rationale for why those measurements were chosen is clear.
Experiment is documented well enough that another student in the class could
repeat it given the information provided.
Details on methods for measurement/ranking/etc are clear
5-7 Experiment is reasonably designed and some effort was made to minimize
variables.
Method choices are acceptable and related to hypothesis/experimental question,
some limited rational is provided
It is clear from the given information what was tested and how, though enough data
to faithfully replicate may not be provided.
0-4 Experiment includes too many variables to produce interpretable results.
Experiment is poorly designed and does not appropriately assess hypothesis
Method is unclear and could not be replicated from the information provided

Results (10 pts)

Score Criteria
8-10 Results are detailed and well documented.
Sufficient observations, pictures, and/or data points are included to appropriately
interpret results.
Data is displayed in a clear and concise manner, such as a data table.
Data is displayed and presented in a way that makes trends clear.
Data takes variability/error of results into account if appropriate.
5-7 Results are sufficient to be able to interpret, but may be lacking in quantity or
quality.
Data is included and displayed in a reasonable manner.
Data may not be displayed in a way that makes trends and error/variability clear.
0-4 Results are limited, incomplete and/or are not of sufficient quantity or quality to be
able to obtain information.

Analysis and Discussion (6 pts)

Score Criteria
5-6 Thorough, well-researched and articulate science-based explanations are suggested
for the results of the experiment.
Discussion shows evidence of mastery of course content.
Thoughtful future directions extending from the current experiment are proposed.

3-4 Scientifically reasonable explanations are suggested for some of the results.
Discussion shows evidence of some understanding of course content.
Some aspects of the discussion may be superficial or do not address scientific
principles related to the experiment.

0-2 Discussion is superficial or shows limited use or understanding of course content to

interpret results.

Comment on two other student’s posts (4pts)

Score (per post) Criteria
2 Post is substantive and contributes to continuation of a scientific dialog

1 Post is thoughtful but may be somewhat superficial or does not show evidence of
engagement with the scientific principles of the experiment.
0 Post does not contribute to discussion in any substantive way (i.e. “I like what
you did” or “cool”) or no post was submitted.

Example Experimental Ideas (or Create Your Own!):

1. Use several different techniques to store and preserve fruits or

vegetables for 1 week.
• Observe and weigh samples before and after storage techniques
• Options could include salt, salt water, acid, sugar, sugar water,
alcohol, honey, etc
2. Test different fruits or vegetables for enzymatic browning (or
substances to prevent browning)
• Good options to consider including are: apple, banana,
mushroom, potato, avocado
• See pages 269-270
3. Boil, steam, and/or slowly microwave vegetables of different colors
until thoroughly cooked. Observe the changes in color and
consistency as they are heated.
• See pages 278-288
4. Determine the effects of acids or bases on cooking a vegetable.
• See pages 278-283
5. Determine the effects of water type (hard, soft, distilled) on cooking
vegetables.
• See pages 278-283
6. Use acid/base to test for the presence of anthocyanins in a variety of
fruits.
• See page 281
7. Determine if precooking influences the texture of a vegetable.
• See page 283
8. Test the effect of cooking time on pectin gelling.
• See pages 296-298 and posted article
9. Compare the physical properties and taste of different types or
preparations of fruits
• See pages 247-248 and 270-273. Also see pages 328-339 and
350-378 for more about individual fruits
10. Compare the physical properties and taste of vegetables that come
from the same plant part (i.e. root/tuber, stem, leaf, flower)
• See pages 263-264 and 270-273. Also see pages 301-328 for
more about individual vegetables grouped by plant part.