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In this STEM lesson, students explore connections between science, design and technologies through the lens of food innovation. Students experiment with molecular gastronomy techniques and design innovative food solutions.

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Poster showing the different basic culinary knife cuts.
The original is painted in watercolor.
Each copy is hand-signed.
(poster only, frame not included)

13" x 19"
Soft white, 100% cotton, acid-free archival paper
60lb. cardstock

Ships in square kraft mailing tube.

Learn more about this item

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Knife Cuts / Poster / Food / Food & Cooking / Culinary / Illustrations / Art Print / Home Decor - Etsy Australia

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This Digital Prints item by YeesanLoh has 370 favorites from Etsy shoppers. Ships from United States. Listed on 01 Mar, 2024

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Eva Maria Hanson - Digital Food Safety Specialist

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Meat Cooking Chart | Download Free Poster

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A meat cooking temperature chart contains information about the correct internal temperature ranges to cook a type of meat at a certain level of doneness.

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The Australian Curriculum, Version 9.0 sets the expectations for what all young Australians should be taught, regardless of their background or where they live.

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Digital literacy encompasses the knowledge and skills students need to create, manage, communicate and investigate data, information and ideas, and solve problems. It assists students to work collaboratively at school and in their lives beyond school.

Digital literacy involves students critically identifying and appropriately selecting and using digital devices or systems, and learning to make the most of the technologies available to them. Students adapt to new ways of doing things as technologies evolve, and protect the safety of themselves and others in digital environments.

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Digital Literacy | V9 Australian Curriculum

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This page describes the structure of the Digital Literacy general capability and describes the connections between the capability and specific learning areas.

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This element is organised into 2 sub-elements:

Develop questions - students narrow or expand the focus of their thinking and explore ideas and concepts critically and creatively. When they develop different kinds of questions, students can further their inquiry. They can find more information about a topic and form a better understanding of how something works or why something is the way it is.

Identify, process and evaluate information - students seek information from a range of sources, make decisions about expert or personal opinion and understand which sources are trustworthy, relevant and useful.

Generating
This element is organised into 3 sub-elements:

Create possibilities - students explore and combine ideas to create innovative solutions, and adapt and present ideas in new ways, as they engage with learning area content.

Consider alternatives - students examine different and creative ways to approach tasks, and make recommendations on preferred options and actions.

Put ideas into action - students experiment with ideas, modify and adapt approaches, and evaluate options and actions in a range of situations.

Analysing
This element is organised into 3 sub-elements:

Interpret concepts and problems - students interpret concepts, ideas, theories and problems, and deconstruct them into their component parts, to gain a deeper understanding of the context or situation.

Draw conclusions and provide reasons - students reach a conclusion or make a choice for action by connecting to learning area knowledge and understanding. The act of justifying a conclusion also requires the provision of a reason or the development of an argument in support of the conclusion or action.

Evaluate actions and outcomes - students consider the choices made when they solve problems or attempt learning area tasks, and evaluate solutions and outcomes to help plan for future action.

Reflecting
This element is organised into 2 sub-elements:

Think about thinking (metacognition) - students identify, describe and evaluate the thinking and learning strategies that they use to complete activities. They reflect on the ways that their thinking, and the approaches they take, may be influenced by external contributions or viewpoints.

Transfer knowledge - students make connections between their current knowledge and skills, and new contexts where they can adapt and use what they already know and can do. Both critical and creative thinking are involved, and new contexts can include other learning areas of the curriculum.

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Critical and Creative Thinking | V9 Australian Curriculum

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This page describes the structure of the Critical and Creative Thinking general capability and describes the connections between the capability and specific learning areas.

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Understanding DT

Engage with the Digital Technologies curriculum to plan, implement and assess effective lessons.

Plan and prepare

Guidance and support to develop and implement a whole-school plan.

Teach and assess

Students can learn to code and create using digital technologies, and find out about relevant careers.

For families

Find out about Digital Technologies to support your child to learn skills, create digital solutions and find a related career.

Programming

This series of three infographics provide an explanation of 'Programming' with relevant examples for each Year band and 'I can' statements

Algorithms

This series of three infographics provide an explanation of 'Algorithms' with relevant examples for each Year band and 'I can' statements.

Data representation

This series of three infographics provide an explanation of 'Data representation' with relevant examples for each Year band and 'I can' statements.

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Support for the Australian Curriculum: Digital Technologies with lesson plans, case studies, advice for school leaders, activities for students and for families. See links to the digital technologies industry events and programs. Get support with the development of computational thinking and coding skills in Australian students.

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Skip to main content

Whether you are an experienced maths or computer science teacher or not, we all need to look at our own practice critically to ensure that we have the technological (T), pedagogical (P) and content knowledge (CK) necessary to design great learning for our learners' needs. The TPACK model is a simple way to think about this.

As teachers, it is important to be able to reflect on our own practice as learners. The greatest gift we can give the learners in our classes is the understanding that learning is a continual process and to model what it means to be a great learner. Throughout the Hub, you will find examples of pedagogical practice, Digital Technologies curriculum content knowledge and references to the use of technology. While it is natural to be stronger in one area than another, we are aiming to move to a level of practice where our pedagogy is varied and purposeful, our content knowledge is strong enough to give us confidence to find out what we don't know, and where we have a varied toolbox of technologies to choose from. As with any form of assessment, it may be useful to look at your own capacities against a self-assessment grid like the one below.

Quantity of knowledge

Quality of understanding

Criteria

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

Technology: personal and class use

I use no technology in my teaching and learning.

I rely heavily on one type of technology in my teaching and learning.

I use multiple types of technology in my teaching and learning.

I have a wide variety of technologies in my toolbox and am able to select when to use them judiciously.

I have a rich technology toolbox and am able to identify, source and use new technologies as required by my pedagogy.

Pedagogy: deliberate and varied approaches to learner centred design

I cannot identify any purposeful pedagogies I use.

I have a predominant approach to learning design which is didactic in nature.

I have several different pedagogies which I can switch to as a dominant style of teaching and learning.

I have a wide variety of pedagogical approaches and blend several approaches in every learning sequence.

I have internalised my pedagogical approaches so that I can react in an agile manner to learner needs, let go of control when necessary and experiment with new pedagogies confidently.

Content knowledge: Digital Technologies

I have very little knowledge of the Digital Technologies curriculum.

I understand the reasons why we have a Digital Technologies curriculum.

I know several aspects of the Digital Technologies curriculum, such as hardware, software and algorithm.

I understand how the different aspects of the Digital Technologies curriculum interrelate but am more confident in some than others.

I can confidently explain, in depth, each aspect of the Digital Technologies curriculum and how they interrelate.

Once you have completed this self-assessment, you can approach improving your TPaCK level by exploring some of the exemplars to see technology, pedagogy and content knowledge in situ. If you want some specific help with pedagogy, read the Pedagogical practices section in detail. If you need support on the content knowledge, have a look at some of the explanations in the Teacher content knowledge resources for our exemplar lesson.

You may have very strong skills in designing learning (P) but no expertise in algorithmic thinking (CK) or using Beebots (T). This site is here to help you fill in the gaps so that you can design great learning for every learner in your care. In this section, you will find an example of a lesson focusing on Year 2 level learners in Digital Technologies, English and Mathematics. We have designed a lesson to tackle these, using Beebots. If you don't have access to real Beebots, you could use an online Beebot simulator. We have provided an example lesson plan and, importantly, some links to resources that will help you to develop your TPACK understanding for this particular example.

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Skip to main content Whether you are an experienced maths or computer science teacher or not, we all need to look at our own practice critically to ensure that we have the technological (T), pedagogical (P) and content knowledge (CK) necessary to design great learning for our learners' needs.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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F-10 Curriculum | V9 Australian Curriculum

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ACARA acknowledges the Traditional Owners and Custodians of Country and Place throughout Australia and their continuing connection to land, waters, sky and community.

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Make Popping Boba Balls Out of Your Drinks

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Make Popping Boba Balls Out of Your Drinks

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In this STEM lesson, students explore connections between science, design and technologies through the lens of food innovation. Students experiment with molecular gastronomy techniques and design innovative food solutions.

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Molecular Gastronomy - Fruit Spaghetti Recipe

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Molecular Gastronomy - Fruit Spaghetti Recipe

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Re-inventing Moroccan Cuisine: Meet Najat Kaanache

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Re-inventing Moroccan Cuisine: Meet Najat Kaanache

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Re-inventing Moroccan Cuisine: Meet Najat Kaanache

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Hydrogels in the Kitchen? Hydrogels in the Body? | K-12 Engineering

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Believe it or not, we use a lot of chemistry to make the food we love to eat. For example, polysaccharides are naturally occurring polymers found in al…

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Interested in a HEIA Event? Register for events here and keep up to date by checking our HEIA Newsroom or visiting the HEIAInc facebook page and the pages of Divisions. Event NameDate and TimeRegistrationWebinar - School Lunch Programs In-person -…

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TRAIN TO WORK. TRAIN TO GROW.

Whats Cooking With Quality Training

25 YEARS

OF QUALITY TRAINING

Quality Training and Hospitality College is celebrating over 25 years of providing excellence in training for the hospitality industry. With campuses in Sydney, Adelaide and Brisbane we are a national training college with a difference.

We not only train for the industry, but we are also part of the industry and are therefore skilled and experienced in delivering training that is outcome based. Our dedicated staff and Student Placement Consulatnts ensure that student learning is to the highest standard and that our students have access to boundless career opportunities upon completion of their studies.

TESTIMONIALS

"A huge thanks to Michael Rossis and the team at Quality Training & Hospitality College. Completing hospitality qualifications has broadened our understanding on how to operate our business. This has been a great success with our customers and we are continuing to improve every week. We have broken numerous financial records and have reached number one within our national franchise. We are no longer the store chasing others, alternatively being a benchmark for other stores to aspire to. All this has been achieved with the professional assistance shown throughout our course, and we will be eternally thankful for the success it will bring in the future."

Dave & Alinta Fasta Pasta Gawler

"Since the SSP Skill Set hospitality and management training in 2013 there has been a vast improvement in our customer service which the patrons noticed and have pointed out to me.
I am really happy with the results and can say this improvement was due to the fantastic hospitality qualifications from Quality Training and Hospitality College."

Ross Parr - General ManagerKaruah & District RSL

"I would like to express my sincere gratitude to Daisy Rajan who was my mentor in my Advanced Diploma of Hospitality qualifications through Quality Training. Daisy took over as my mentor beginning midway 2012. Through her efforts Daisy got me back on track to complete my course which at the time seemed unlikely. I commend Daisy for her professionalism and knowledge and recommend her highly."

Andrew De Martin - General ManagerWoollahra Golf Club

"I have been working within hospitality for over twelve years in senior management roles. I have gained my experience by working under and alongside many celebrity chefs and many general managers in Hotels and Resorts. To refresh and advance my career I enrolled myself with Quality Training through their hospitality qualifications. I was amazed by the way I was coached and trained at my own pace in spite of my tight schedule and family life with two children.
To complete the Advance Diploma I studied online as well as through one on one coaching in a very unpressurized and simple method. The trainers were very helpful and guided me all the way through and motivated me when I did slack a bit.
I would recommend that any one within the hospitality either in senior or at any level, who would like to advance their career, would benefit from enrolling at Quality Training. Thanks to all the staff at Quality Training specially to Erin Ryan and Steven Ferry for helping me achieve my Advanced Diploma.
"You are never too old to learn and never too late to learn"

Samson JudgeAki's Woolloomooloo

"I am writing to you to firstly to thank you for the opportunity to take part and receive my Diploma of Hospitality during the course of 2011. I have worked in the Hospitality industry for the past 15 years and have acquired most certification available to me. If the government grant for this particular course was not offered I would have been unable to financially secure this important qualification. As I have made hospitality my chosen career, these government grants remain crucial to my continuous advancement through the Industry. I hope that this will be considered again when I apply to continue with my studies taking part in the Advanced Diploma course as without the opportunity for further grants it will make it difficult for me to continue participation. This particular course is imperative to Industry growth and this particular group of trainers excel in helping us all achieve our goals."

Susan Hulton - Duty ManagerWhite Cockatoo Hotel, Petersham

"In 1999 we developed a relationship with Quality Training and Hospitality College to assist with our staff training.
We have used their expertise for a variety of training including specific in house workshops, apprenticeships, traineeships and hospitality qualifications.
Over this time we have put more than 180 of our staff through a variety of their training programs from all departments of the Hotel, with a large portion of them being on the frontline.
We have found all the training to be well structured, relevant and informative and due to the nature of our business and staff availability, Quality Training and Hospitality College are always flexible and accommodating to the Hotel with coordinating 'in house' sessions to suit us, due to the nature of our industry this was very helpful, particularly for our Apprentice Chefs.
Last year we offered the Diploma of Management to all staff that were suited to this qualification, the outcome of those who participated has been exceptional, which I strongly believe this is due to the motivation and mentoring support provided by the facilitator Michael Rossis whose many years of experience in the Hospitality Industry along with his Training Industry career have proved to be invaluable.
We will continue our business relationship with Quality Training and Hospitality College and highly recommend their services."

Glenn Scroop - Human Resources ManagerThe Playford Hotel

"안녕하세요
전 2013 년도 Quality Training Hospitality Cookery Course 를 졸업한 민부선이라고 합니다. 제가 처음 호주에 왔을때는 모든 것들이 낯설기만 했는데 이제 조금씩 적응이 되어가고 있습니다. 버스 티켓을 사는곳도, 버스 요금이 얼마인지, 어디가 어디인지 모르고 지낸 시절이 생각나네요. 그러던중 우리 학교를 지인의 소개로 알게 되었고 학교에 지원하여 2년간 공부하게 되었습니다. 처음에 시작할때는 서양 요리에 대해 전혀 아는것이 없었습니다. 새로운 많은 것들을 배우고 서양 요리도 이젠 잘 할수 있습니다. 저희 학교에서 공부하게 된것이 제 삷의 큰 전환점이 된것 같아요.
전 치위생사로 오랬동안 한국에서 근무했습니다. 지금은 요리사로서 Adelaide Zoo 에서 근무하고 있습니다. 15년 가까이 치위생사로, 다시 제 인생이 요리사로 삶을 시작하고 있습니다. 흥미롭고 또 재미있습니다. 저희 학교가 있는 Adelaide 는 아주 좋은 자연환경을 가지고 있습니다. 조그마한 소도시이지만 무척 아릅답고 사계절 내내 예쁜 꽃들도 볼수 있답니다. 그런곳에 있는 우리 학교는 요리사로 꿈을 꾸는 후배들에게 많은 도움이 되리라 생각되어 집니다.
학기 중에는 Adelaide Zoo 에서 실습하는 기회도 가지며 좀더 요리를 넓게 이해할수도 있습니다."

International Commercial Cookery Student

our corporate partners

We work with a number of respected partners around Australia and boast clients in the Hospitality, Business, Tourism, Management and Retail industries.

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Home - Quality Training & Hospitality College

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TRAIN TO WORK. TRAIN TO GROW. Whats Cooking With Quality Training Quality Training and Hospitality College is celebrating over 25 years of providing excellence in training for the hospitality industry. With campuses in Sydney, Adelaide and Brisbane we are a national training college with a difference.

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Molecular gastronomy in the chemistry classroom

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Molecular gastronomy in the chemistry classroom

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Author(s): Johanna Dittmar, Christian Zowada, Shuichi Yamashita, Ingo Eilks

Alginate bubbles are useful in chemistry lessons as well as in molecular gastronomy.
Molecular gastronomy is a new trend in haute cuisine, with chefs providing their guests with novel and strange culinary experiences using liquid nitrogen, gels and foams. One of the techniques that is becoming more well known is the use of alginate spheres containing different fruit juices or flavours. Even if you don't frequent Michelin-starred restaurants, you may have come across these spheres in bubble tea.

Bubble tea, originally invented in Taiwan in the 1980s, spilled over from Eastern Asia to Western countries some years ago. It consists of a tea-based drink that also contains fruit jellies, tapioca or alginate spheres, filled with fruit juice or syrup.

Making and examining the behaviour of alginate bubbles can be fascinating and can be used in inquiry-based learning in the sciences.

In this article, we suggest how alginate bubbles can be used to teach various scientific concepts, presenting scientific phenomena in an aesthetic fashion. We introduce how to make alginate bubbles and present three example experiments, each of which can be performed in a one-hour lesson: an acid-base reaction, chemo-luminescence with redox chemistry, and thermal convection with a thermochromic effect.

Forming alginate bubbles

Figure 1: Alginate polymer in
NaCl solution (no
crosslinking)
Image courtesy of Nicola Graf

Alginate bubbles are formed when an aqueous alginate solution (figure 1) comes into contact with a solution containing calcium ions, creating a membrane of calcium alginate where the two solutions meet (figure 2). Alginate is a long polysaccharide that becomes cross-linked in the presence of a divalent cation, such as calcium, to make a water-insoluble gel.

Materials

100 ml distilled water

10 ml 0.5% calcium chloride (CaCl₂) or 1% calcium lactate solution (Ca(C₃H₅O₃)₂

Two 250 ml beakers

Dropper pipette or spoon

Glass rod or other stirrer

Sieve or spoon

Procedure

Figure 2: Alginate polymer in
CaCl₂ (crosslinking)
Image courtesy of Nicola Graf

1. Mix the alginate and water in one of the beakers.

2. Wait at least 15 minutes until all the alginate has dissolved.

3. Pour the calcium ion solution into the other beaker.

4. Add drops of the alginate solution to the calcium ion solution with a pipette or a spoon. Stir the calcium solution as you do this to prevent the alginate spheres sticking together.

5. The bubbles are stable and can be removed from the calcium ion solution with a spoon or sieve.

When the liquids come into contact, gelatinous calcium alginate is formed, encapsulating the alginate solution in spheres. If other compounds are also added to the alginate solution, such as flavours, colouring agents, or indicators, they are also encapsulated.

Acid-base bubbles

Materials

2 g sodium alginate

500 ml distilled water

10 ml 0.5% calcium chloride or 1% calcium lactate solution

Three 250 ml beakers

Dropper pipette or spoon

Glass rod or other stirrer

Sieve (optional)

Indicator solution

Assorted acids and bases

Procedure

1. Follow the procedure above for forming alginate bubbles but add an acid-base indicator to the alginate solution just before adding the alginate to the calcium solution.

2. Remove the bubbles and place them in a beaker containing the rest of the distilled water.

3. Note the colour of the spheres.

4. Systematically add different acids and bases to the water and note how the colour of the bubbles changes.

Although the indicator solution is inside the bubbles, the alginate membrane can exchange hydroxide or hydronium ions (hydrated protons) between the bubbles' contents and the surrounding liquid. Changing the pH value of the surrounding liquid by adding an acid or a base will therefore change the pH of the liquid inside the spheres, and so the indicator will change colour.

While technical indicators can be used in the classroom, pH-sensitive extracts of red cabbage or garden radish peel could be used at home.

Luminescent bubbles

Alginate bubbles can be used to illustrate the phenomenon of luminescence by simply adding a luminescent compound to the alginate solution before the bubbles are formed. One easy way to do this is to use riboflavin (vitamin B2), which fluoresces under UV light. Although you can use pure riboflavin, you can also extract it from a food such as an instant custard powder that contains it.

Materials

Extracting riboflavin (optional):

One pack instant custard powder containing riboflavin (also known as E101)

200 ml distilled water

Beaker

Stirrer

Funnel with filter paper

Making luminescent bubbles:

Two spatula tips of riboflavin powder (C₁₇H₂₀NaO₆)

2 g sodium alginate

100 ml water

10 ml 0.5% calcium chloride or 1% calcium lactate solution

Two 250 ml beakers

Dropper pipette or spoon

Glass rod or other stirrer

Sieve (optional)

UV source

15-20 ml saturated sodium dithionite solution (Na₂S₂O₄)

15-20 ml hydrogen peroxide (20%-35%)

Procedure

1. To extract the riboflavin from the instant custard powder, place about 8 g of powder in 200 ml water. Stir well for about 10 minutes and filter.

2. Follow the procedure for making alginate bubbles, but add the riboflavin to the alginate solution just before spherification.

3. Shine UV light on the bubbles that are formed. They should fluoresce, emitting a yellow-green light.

4. Turn the UV light off and the bubbles will stop fluorescing.

5. Turn the light back on.

6. Add the sodium dithionite to the beaker containing the alginate bubbles. You should notice that the luminescence is turned off, because the sodium dithionate crosses the membrane around the alginate bubbles and reduces the riboflavin inside.

7. Add hydrogen peroxide to oxidise the riboflavin, turning the luminescence on again.

Thermo bubbles

Adding a thermochromic ink to the alginate solution can help to illustrate the phenomenon of convection. In Japan, a special thermo ink based on a lactone of crystal violet (and not to be confused with the thermo inks used in thermo printers) is sold to illustrate heat-related phenomena in physics.

Materials

2 g sodium alginate

100 ml distilled water

10 ml 0.5% calcium chloride or 1% calcium lactate solution

Two 250 ml beakers

Dropper pipette or spoon

Glass rod or other stirrer

Sieve

3-5 ml thermochromic ink

Heatproof beaker filled with water

Heat source

Procedure

1. Make the bubbles as described above, but add the ink to the alginate solution just before spherification.

2. Place the resulting bubbles in a heatproof beaker of water.

3. Heat the beaker until the bubbles start to rise.

The alginate bubbles will move to show convection: rising as they become less dense when heated, and then cooling and sinking back down as they become more dense again. At the same time, the alginate bubbles will change colour, showing that convection is associated with a change in temperature.

Acknowledgements

Part of this work was funded by the Teaching Enquiry with Mysteries Incorporated (TEMI) project ( Peleg et al., 2015), supported by the European Union under the 7th Framework Programme for Research Funding "Science in Society" under Grant Agreement No. 321403.

References

Resources

License

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Molecular gastronomy in the chemistry classroom - Science in School

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Alginate bubbles are useful in chemistry lessons as well as in molecular gastronomy.