Investigating Bread

So, food is not considered to fit within D&T very well.  But the technology (or science) means it can be approached in relation to “materials” with properties and “processes” that are used in manufacture.  There can be controlled investigations in the classroom, for instance comparing breads made with different ingredients using a bread machine could be said to involve CAD/CAM.

We had a look at Barbara Monks's article “A Quartet of Questions to Guide Food Science Lesson Planning”:  Is it done?  Is it thick?  Will it work?  And is it safe?  It is clear that getting theoretical knowledge into practical lessons is key.  And being able to apply the theory as the practical continues, when modifying or adapting recipes.

We have to look at food like the other D&T areas, in terms of context, brief and specification.  For example:

Context - the people it is meant for, the place it will be consumed (restaurant, home, school, etc.), specific dietary requirements.

Brief - “bread rolls”, “bread centrepiece” etc.

Specification - to feed a certain number, to reflect a theme or convey an idea, to include particular ingredients, to explore cultural differences etc.

We did a comparison of salts, which has converted me to Maldon salt.

Go to food page for our investigations into the role of gluten, yeast, fermentation, soya, and salt.