SCIENTIFIC CUISINE, A DIDACTIC RESOURCE TO FACILITATE CHEMISTRY LEARNING

Using chemical processes learned in the laboratory to yield tangible applications may help chemistry students to relate practical matters with science [1]. Scientific cuisine may be used to illustrate basic concepts such as chemical mixtures, gel and emulsion formation [2]. We have used it to help our Chemistry, Pharmacy and Biology (QFB) students to understand how a chemical process is applied to achieve a practical purpose. We conducted a thorough literature search on the subject and then, implemented scientific cuisine techniques that produce, through spherification [3], edible beads which are popularly known as caviar, since they have comparable size and look as fish eggs. The real caviar (unfertilized fish eggs) is widely known as prized, exclusive and delectable food. Therefore, to be able to produce “caviar” through simple chemical processes has become a very funny practical process that is extremely appealing for our QFB students to perform in the middle of their curricula. Before the practical work, we discussed the mentioned chemicals concepts in class and studied videos showing how artificial beads are elaborated through spherification, by using sodium alginate, calcium chloride and fruit juice. By doing simple chemical experiments that yield appealing results, students may link their laboratory work with the pharmaceutical industry, adding useful knowledge to their scientific interest.
Supported by DGAPA PAPIME PE206913

References:
[1] Oñorbe Ana, Ciencia y cocina. Alambique. Didáctica de las Ciencias Experimentales. No. 65, pp. 5-8. Julio-septiembre (2010).
[2] De la Torre, Daniel. La suculenta química de la cocina. Conversus No. 92, pp. 18-21. (2011).
[3] Claudi Mans y Castells Pere. La nueva cocina científica. Investigación y Ciencia. No. 421, pp. 56-63. Octubre (2011).