Tell them to listen to the sound and write down their prediction. Next, have students share their predictions with someone, this could be another classmate or someone else in the household. Some kids may think the sound is running water and others may say it is something cooking. As students share their ideas, prompt them to include why they made the prediction they did. What was it about the sound that led them to make the prediction they did?
When students finish sharing, play the video again and this time let them watch. When the video is over have students share what they noticed. If students are older, you can have them record their observations. Additional Guidance: Not all students eat meat. Consider using this video of potatoes being cooked in a pan from - instead. Please note the chef speaks throughout the video, so remind students to focus on the sound they here coming from the pan. Have students make an initial model about what they think is going on with the food they observed.
Tell each student to make a Before, During, and After chart on a sheet of paper. Have students draw a model to explain what they think is going on in each of the cooking stages. Next, ask them to share their model with another student, a small group, or someone else in the home. Have students notice similarities and differences between the models. Prompt students to explain their models by asking them about specific interactions such as:.
Next, have a discussion about what was common in the models. Commonalities between students' models could include:. Guidance: If you are working with younger children, you might want them to draw their model and then explain what they think is going on through discussion. Encourage your students to explain what they know or think they know about why food makes a sizzling sound when you cook it in a pan or on the grill.
Rather, we want to foster discussion about how or why these things happen. Students may call on knowledge from previous grade levels during this part of the discussion. All of these connections to ideas and learning opportunities at previous grade levels should be encouraged by asking follow up questions such as:. Tell students to think about the video and the initial models they developed.
Ask them to share any questions they have about what is happening when food cooks. Explain that not all cooking has the same effect on food. Cooking meat in a frying pan is different than cooking meat slowly, like in a crockpot, to make stew. You have to have high heat to get the meat to make a sizzling noise and turn brown. When foods are cooked this way, a chemical reaction occurs.
Scientists call this specific chemical reaction, the Maillard reaction. The Maillard reaction is actually very complicated and can result in many different chemical reactions between the different food molecules. To help explain what is happening, have students watch the following videos. These videos contain some complicated science; consider discussing the video with younger students to have them put what they understand into their own words.
For very young students, consider only showing them the second video from Scientific American. What other questions do you have about the Maillard reaction or why foods sizzle when they are fried, grilled, or roasted? Additional Guidance: For elementary students, it would be enough for you to talk to them about the differences between some basic food science words and do a little kitchen experimenting.
For example, you could make some observations of a slice of bread at room temperature and then place it in the freezer overnight. Record observations of that same slice of bread the next day while it is frozen and again after it has thawed and is at room temperature again.
Next, toast the bread in a toaster or with some butter in a frying pan this will get the sizzle sound and make observations. Last, ask students what they think would happen to bread if they let it cool down to room temp. Will it change back to what it looked like before it was cooked? At this age, it is not necessary to get into chemical changes but you can start to introduce terms like warming versus cooking, freezing, thawing, and cooling. Consider engaging kids in some of the other investigations described below.
These investigations can be done before or after the article is read. Now that we understand more about the sizzle sound food makes when you cook it, it makes us wonder about other sounds we have heard while cooking. If you and your students would like to pursue another activity connected to this Dinner Table Discussion, check out Why does some corn pop? Daily Do. NSTA has created a Why does it sizzle? Daily Do Why Does it Sizzle? Welcome to NSTA's Daily Do Teachers and families across the country are facing a new reality of providing opportunities for students to do science through distance and home learning.
What is sensemaking? This sensemaking discussion has four parts: Families raise the question Why does it sizzle? Students and their families observe the sounds of cooking food - why do some foods make sizzle noises when you cooked in certain way? Families ask students to explain what they currently understand about what happens to food when it "cooks". Families prompt students to generate questions about what they observe when a food, like meat, cooks.
Food cooked on a stove top makes a different sound than the same food cooked in a microwave. For example, one method causes the food to sizzle and the other does not. Tell me what you know What questions do you have? Pursuing Common Questions Our goal here is not to develop a robust and complete scientific understanding of a particular phenomenon. Prompt students to explain their models by asking them about specific interactions such as: Do you think anything happens when the food hits the hot pan?
What do you think happens to the air around the pan? Is there anything on the stove when you are frying food? If you put food into a hot pan, where do you think the liquid in the pan comes from? Accessing Prior Knowledge Students may call on knowledge from previous grade levels during this part of the discussion. Early elementary students grades K-2 may mention that they know when things "cook" they can change.
They might also talk about how the appearance of food changes when it is cooked versus food that warms on a counter after being taken out of the refrigerator or freezer. The best answers are voted up and rise to the top. Stack Overflow for Teams — Collaborate and share knowledge with a private group. Create a free Team What is Teams? Learn more. Ask Question. Asked 9 years, 1 month ago. Active 11 months ago. Viewed 6k times. Improve this question.
AccidentalFourierTransform Atif Imran Atif Imran 2 2 silver badges 6 6 bronze badges. If you try by yourself it works great with hotplate as those used for camping you will see that by dropping a very small quantity of water it will turn into a little sphere and bounce around producing an hiss sound.
So maybe it's not just sudden evaporation the reason. I have tried to heat up my stove and drop varying amounts of water on the stove at different temperatures - the hissing sound seems to continuously change into the little "clicks" of single bubbles for a cooler stoves and larger amounts of water. The hypothesis is the following, the hiss is just a superposition of a larger number of "clicks" and this could be seen by observing a similar structure in the frequency spectrum.
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