Probing Pancakes

A lab activity by:Idil AbdulkadirSarah DelucaKathleen LacelleKamila ShakarchiScott Webb

Background Information

• Grade: 10• Course: SNC2D

Academic Science• Unit: Chemical Reactions

• Timing: 30 min(5min setup, 5min prep, 10min cook time, 5min observations, 5min cleanup)

Learning Objectives

• Prior knowledge• Physical and chemical changes• Properties of acids and bases• Proper method of writing chemical

formulae

Requirements of Learners

• Setup equipment.• Mix batter.• Cook pancakes.• Clean up work area.• Observe “fluffiness” of pancakes.• Observe “taste” of pancakes.• Understand chemical reaction.• Explain observations.

Safety Issues

• Working with food.• Sanitary conditions are necessary.• Participants should wash their hands.• Chemical free environment is best.• Use school kitchen if possible.

• Working with high temperatures.• Procedures for the safe use of hot plates

must be explained.• First aid kit with burn treatments should

be available.

Other Management Concerns

• Students should ensure that the work area remains clean and tidy.

• If groups are too large, the activity may lead to disruptions.

• Timing and management of transitions is essential.

Equipment

• 1 Hot plate / station• 1 Frying pan (non-stick) / station• 1 Flipper (spatula) / station• 1 Brush / station• 1 Whisk / station• 1 Mixing bowl / station• 2 Paper plates / station• Plastic wrap• Plastic utensils• Measuring spoons

Materials• Cooking oil to apply to the frying pan• Dry pancake ingredients

o 120 mL flouro 2.5 mL salto 15 mL sugar

• x ml baking soda (x = 0, 2.5, 5, 7.5 mL)• Wet pancake ingredients

o 1/2 eggo 150 mL buttermilko 30 mL cooking oil

Demonstration and Procedure

• Use of hot plate.• Safety concerns.• Mixing the batter.• Overview how to tell “doneness”.

• Procedure shown on handout.

General Observations

• Procedure• Share pancakes between groups

• Expectations• Pancakes will have varying degrees

of “fluffiness”.• Some pancakes may taste bitter.• Some pancakes may taste sour.

Accommodations for ESL and Special Ed. Learners

• Large, clear labels on measuring cups and spoons.

• Images to accompany measurements on procedure sheet.

• Grouping ESL and Special Ed. Learners with stronger students.

Student Handouts

• Available as a separate document.

Evaluation

• Rubric provided with the handout.

Follow-up to cement learning

• Take up the pre-lab and analysis questions.

• Discuss the effects of CO2 gas.• Discuss alternate recipes and their

chemical reactions:• Baking powder versus baking soda.• Buttermilk versus regular milk.