Chapter 6 Summary

Ions: Charged Particles in Solutions

The first is Acids: are substances that create a surplus of hydrogen ions or hydronium ions.

There positive charge and they're protein donors.

The second is salt: Salt is a compound of both Acid and base.

The third are bases: The bases are substances that produce a surplus of hydroxide ions, and they also have a negative charge and there proton acceptors.

Neutral: They have an equal number of positive charge and negative charge.

Identifying Acids and Bases: The first way to ID acids or bases is by using sensory ID is taste testing or touching. When you taste something acids taste sour and bases taste bitter. The second way is by using organic dyes such as litmus plant paper strips. If you dip the strips into acid it will turn red. If you dip the strips into the base it will turn blue. Ph paper can also be used to ID weather if something is an acid or base. Acids have a PH of 1.0 to 6.9 and bases have a PH of 7.1 to 14.0. If it's 7.0 that equals Neutral.

Three New Kitchen Tools

#1= I found the universal grill and the universal grill can grill anything like some types of fruits, vegetables, meat, and even fruit kabobs.
#2= The second thing that i found was a mortar pestle basically what that does it can just grind, crush, and mix solid substances. Some of the mortar pestles are made of volcanic rock. A lot of people i think still use mortal pestles.
#3= The last thing that i found was a popover pans and a popover pan is basically a muffin pan that you can make muffins in that are airy and crisp instead of moist and dense.

Ice Cream in a Bag

Purpose of this lab: it's so that we can have ice cream!!!!!! and also to learn how salt plays a role in moving ice cream

Procedure- what did you do today? We measured half and half, whipping cream, sugar, vanilla, and egg substitute, and a dash of salt. Then we massed 230 grams of ice for one of the ice creams we had to measure out 90 grams of rock salt and the other ice cream we measured out 45 grams of rock salt. Then we put the sandwich bag into a 1 gallon bag with the ice and the rock salt then we wrapped the gallon bag into a towel and gently knead the bag for 10 minutes. Both of the mixtures turned into ice cream and Sarah's was more hard because she had less rock salt in her gallon bag. Taryn's ice cream was more softer because it had more rock salt in it so it made the ice melt faster.

Lab Data: Sarah's Data with 45 grams of rock salt=
1= Starting cream temp.= 9 degree's Celsius
2= Temp of ice in bag= 0 degree's Celsius
3= Final Temp of ice and rock salt= -6 degree's Celsius

Taryn's Data with 90 grams of rock salt=
1= Starting cream temp= 9 degree's Celcius
2=Temp of ice in bag= 1 degree Celcius
3= Final temp of ice and rock salt= -3 degree's Celcius

What difference did the amount of salt make to the ice cream? More salt made the ice melt faster causing the ice cream to be softened. Less salt didn't melt the ice as fast causing the ice cream to be harder.

Which variation gave the best quality ice cream product? Why?
Sarah= Harder, less salt
Taryn= softer, more salt
How can you apply this to other food situations? Meat freezing will be faster with less salt or if you use more salt it will freeze at a slower rate.

Potato Lab

Purpose of lab? To see how heat/energy moves from water through food during cooking.

The procedure you followed- describe what you did today. For the procedure we washed the potato, massed the potato, we measured the length and the width of the potato, we measured 350 ml of water and put the water into the pot to get the temperature of the potato at different depths. For the 3 thermometers we put 1 thermometer threw the whole potato, the 2nd thermometer we put it in halfway threw the potato, the 3rd thermometer was in the pot for the boiling water.

Initial mass of potato: 226g
Final mass of potato: 224g
Difference in mass:2g (lost)
Length of potato: 105mm
Width of potato: 50mm
Depth of potato: 120mm

1. Did that mass of potato change during cooking? Why? Yes, because water from the potato was lost during the cooking process.

2. Is there a relationship between the depth of the potato and the cooking time? Yes because some of the water in the potato came out and lost 2grams.

3. Insert a picture of your temp. readings line graph from class:

4. Compare the graphed data and explain the differences. Temp C heated alot faster because it was in the water and not in the potato. B was halfway down in the potato and C heated alot slower because they were in the potato and not completely in the water. A temp was closer to the top of the potato.

5. Why did the temp. of the boiling water go down when the potato was first added? Yes because the temps A and B were both in the potato and the temps for A and B are higher than the depth of the potato at 120mm.

6. What happened to the appearance of the water? The water got cloudy.

7. Where did the bubbles for when the potato was cooked? They were on top of the water, and on the sides.

Chapter 5- Energy

We learned that energy is simply defined as: The abilty to do work.

There are __5_____ types of energy: Mechical, chemical, Electrical, Nuclear, Radiant,

Potential energy is: Stored work.

Kinetic energy is: In motion.

We use energy every day to (four examples):  Starting your car, Digesting food, Petting a dog, Walking