chapter 44 chapter 44 chapter overview cakes, cookies ...chapter 44 cakes, cookies, & candies...

680

680 Unit 9 The Art of Baking

CHAPTER

Writing Activity

44Cakes, Cookies, & Candies

Celebratory Foods Some foods, including cakes, cookies, and candies, are associated with celebra-

tions, gatherings, and holidays. Take 20 minutes to compose a one-page essay on the topic of celebratory foods. Why are specific foods eaten during certain occa-sions? What are some examples of foods and occasions? Which is your favorite and why?

Writing Tips Follow these steps to complete a timed writing:

Plan your essay’s organization before you begin writ-ing by creating an outline.Take a few minutes to jot down notes and ideas in your outline.Focus more on the quality of content than the quantity.

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Timed Writing

Activate Prior KnowledgeTreats Cakes, cookies, and candies often look as good as they taste. What are some ways to make cakes and cookies look special?

CHAPTER 44

CLASSROOM Solutions

Writing Activity

Activate Prior

Knowledge

Student Edition Teacher Wraparound Edition Student Activity Workbook Student Activity Workbook Teacher

Annotated Edition

Presentation Plus! provides visual teaching aids for every section.

Online Learning Center includes resources and activities for students and teachers.

TeacherWorks Plus is an electronic lesson planner

that provides instant access to complete teacher resources in one convenient package.

Print Resources Technology Resources

Chapter OverviewIntroduce the ChapterIn this chapter, students learn about different fl avorful treats, including cakes, cookies, and candies. Students examine the two basic cake types, explore how to prepare, bake, and store a variety of cookies, and learn about the principles of candy making.

Build BackgroundAsk students: Do you like cakes, cookies, and candy? Draw conclusions about whether people like cook-ies, cakes, and candies for the same reasons. Then, ask students: Why might it be important to eat these foods in moderation?

Caption Answer Answers will vary but may include using cookie cutters or decorative pans; spreading frosting, sprin-kles, and; chopped nuts and presenting the food on a spe-cial platter or serving dish.Discussion Ask students: What is your favorite cake, cookie, or candy? Why is it your favorite? (Answers will vary.)

Explorethe Photo

Timed Writing

Essays will vary but should be one page long and deal with the topic of celebratory foods. A sample thesis reads, “Foods like cake, cookies, and candy play a role in life’s happiest occasions, and everyone has a favorite.” Body paragraphs may give examples of occa-sions and foods, and discuss a favorite celebratory food.

http://www.glencoe.com

681

Chapter 44 Cakes, Cookies, & Candies 681

Reading Guide

Academic Standards

Graphic Organizer Go to this book’s Online Learning Center at glencoe.com to print out this graphic organizer.

Before You ReadPreview Examine the photos and read their captions. Think about meth-ods you may have used to prepare cakes, cookies, or candy.

English Language Arts

NCTE 8 Use information resources to gather informa-tion and create and communi-cate knowledge.

MathematicsNCTM Geometry Use visual-ization, spatial reasoning, and geometric modeling to solve problems.

ScienceNSES B Develop an under-standing of chemical reactions.NSES B Develop an under-standing of the interactions of energy and matter.

NCTE National Council of Teachers of English

NCTM National Council of Teachers of Mathematics

NSES National Science Education Standards

NCSS National Council for the Social Studies

Read to LearnKey Concepts

Describe methods for making and decorating cakes. List and describe the six types of cookies.Explain the impact of temperature and crystallization in candy making.

Main IdeaCakes, cookies, and candies are flavorful and appealing treats that can be made by carefully and precisely following recipes.

Content VocabularyYou will find definitions for these words in the glossary at the back of this book.■■ shortened cake ■■ molded cookie■■ conventional method ■■ refrigerator cookie■■ one-bowl method ■■ pressed cookie■■ foam cake ■■ cold water test■■ bar cookie ■■ crystallization■■ drop cookie ■■ interfering agent■■ rolled cookie

Academic VocabularyYou will find these words in your reading and on your tests. Use the glossary to look up their definitions, if necessary.● precision● induce

Graphic OrganizerUse a graphic organizer like the one below to take notes about the six types of cookies.

TYPE DESCRIPTION

bar cookie

drop cookie

rolled cookie

molded cookie

refrigerator cookie

pressed cookie

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NCLB

CHAPTER 44

Reading Guide

Bell Ringer Activity

Sweet MemoriesWrite the word cookie on the board. Ask students to name the types of cookies that come to mind. Then, do the same with the words cake and candy. Ask students: What do you think infl uences your associations? A special memory of cookies your grandmother bakes? A mem-orable birthday cake you made or received? Explain.

PreteachingVocabularyHave students write a fi ll-in-the-blank question for each of the vocabulary words. Sentences should properly use each word.

Graphic Organizer The graphic organizer is

also on the TeacherWorks CD.(Descriptions for each cookie should include the following information: bar cookie, baked in a shallow pan and cut into a bar or square; drop cookie, made from soft dough and dropped onto a cookie sheet; rolled cookie, made from a stiff dough, rolled out and cut into shapes with cookie cutters; molded cookie, shaped by hand and rolled in chopped nuts or other coat-ings; refrigerator cookie, start with dough formed into long, even rolls about 1½ to 2 inches in diameter; pressed cookie, dough is forced through a cookie press and directly onto a baking sheet.)

NCLB

NCLB connects academic correlations to book content.

FOCUSFOCUS

Before You ReadPoint out that learning the basic techniques behind cakes, cookies, and candies is impor-tant, but following a recipe for these fl avorful treats carefully and precisely is even more important.

D Develop ConceptsMain Idea Discuss the main idea with stu-dents. Ask: Why do you think it is unwise to rely solely on baking times listed in recipes? (Conditions like weather, altitude and oven type can affect the amount of time a baked good needs in the oven. Times listed on recipes are a good guideline.)

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Making CakesTo make a cake successfully, it is impor-

tant to follow a recipe very carefully. Ingredient amounts, mixing techniques, and baking times are developed to work together with scientific precision, or exactness. Always check a reliable guide before making ingredient substitutions. Remember that mixing directions are calculated to incorporate the right amount of air to give a cake batter the best volume and texture.

Ingredients should usually be at room tem-perature before you begin to make a cake batter. Using ingredients at room temperature makes fat easier to mix and prevents eggs from curdling.

Shortened CakesThe two basic types of cakes are shortened

cakes and foam cakes. A shortened cake con-tains a solid fat such as butter, margarine, or shortening, as well as flour, salt, sugar, eggs, and liquid. The main leavening agent is baking powder or baking soda. Shortened cakes are sometimes called butter cakes.

A quality shortened cake has good volume and a moist, tender texture. It has been mixed thoroughly, yet quickly, to control the amount of gluten and air. The result is grain that is fine and even, without tunnels. Shortened cake usually requires what is known as the conven-tional mixing method, but some recipes call for the faster, one-bowl method.

Conventional MethodIn the conventional method for making

shortened cakes, fat and sugar are creamed together. Sugar crystals grate against the fat, creating holes that fill with air. This builds vol-ume into the batter.

Follow these steps to make a shortened cake with the conventional method:

1. Sift the dry ingredients. All of the dry ingre-dients should be sifted together.

2. Cream the fat and sugar. The solid fat and the sugar mixture should be combined until it has a light and fluffy consistency resembling whipped cream.

3. Beat the eggs. If eggs are to be beaten into the creamed mixture, pour them into the mix-ture according to the recipe. Recipes usually call for the eggs to be added one at a time.

4. Mix the liquid ingredients. The liquid ingre-dients should be combined in a separate bowl.

5. Blend dry and moist ingredients. Add one-fourth of the dry ingredients to the creamed mixture. Then add one-third of the liquids. Repeat, ending with the dry ingredients. This method helps keep the fat from separating, which could allow air to escape. Beat just enough to mix the ingredients after each addi-tion. The batter should be thick and smooth. Overbeating causes a coarse texture and smaller volume.

Different cakes have different textures. A foam cake, like this angel food cake, is leavened by air trapped in beaten egg whites. A shortened cake is higher in fat with a more tender texture. What is the purpose of creaming fat and sugar when making a shortened cake using the conventional method?

Foam Cake

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Explore the Photo

Caption Answer Creaming fat and sugar causes sugar crystals to grate against the fat, creating holes that fi ll with air. This builds volume into the batter.Discussion Ask students: How does mixing contrib-ute to the appearance of a shortened cake? (Answers will vary, but may include: Blending ingredients quickly and thoroughly controls the gluten and air, which helps the texture.)

CHAPTER 44

Discussion StarterHealthful Treats Ask students: Do you consider all cakes, cook-ies, and candies to be bad for you? Can these fl avorful treats be healthful? What types of cakes do you think are more healthful? How can you make cakes more healthful? (Answers will vary. Most cookies, candies, and cakes should be eaten in moderation because they are rich with fat and sweetened with sugars. However, some may be more healthful than others, but it depends on their preparation and their particu-lar ingredients. For example, an angel food cake is a type of foam cake that is fat-free because it contains no shorten-ing. Students may also say that there are some ingredients, such as applesauce, that can be substituted for oil in order to lower the fat in a recipe.)

TEACHTEACH

C Critical ThinkingCreaming the Fat Read students the following scenario: Teresa is preparing to bake a shortened cake for a friend’s housewarming party. After sift-ing the dry ingredients for the recipe, she realizes she forgot to take the butter out of the refrigera-tor so that it will be at room temperature. She melts the butter in the microwave and adds it to the sugar she has measured out. She then grabs a hot mixing bowl from the dishwasher so that she can beat the eggs for the mixture. Ask students to explain what might happen to Teresa’s cake.

What can Teresa do to keep this from happening in the future? (Answers will vary. Sudents should show an understanding of the importance of having ingredients at room temperature, and of properly creaming fat and sugar to incorporate the right amount of air to give a cake batter the best volume and texture. In the future, Teresa should make sure she has all the ingredients ready before starting to prepare the cake, or she should use the microwave at a lower level to soften, not melt the butter. She should also ensure that the mixing bowl is not hot because it could start to cook the eggs.)

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One-Bowl MethodThe one-bowl method is a quick way to

mix ingredients for a shortened cake. In this method, combine dry ingredients first and then add moist ingredients. Some cakes made with the one-bowl method use oil instead of solid fat. Use the quick method only when a recipe calls for it. Cakes made using this method gen-erally have a coarser texture. If you prefer a light and airy cake, do not use this method.

Follow these steps to make a shortened cake with the one-bowl method:

1. Mix the dry ingredients. Combine the dry ingredients in a large mixing bowl.

2. Add fat and liquid. Add to the dry ingredi-ent mixture the fat, flavoring, and part of the liquid. Mix to make batter.

3. Add eggs and liquid. Add the unbeaten eggs and the remaining liquid and beat until thick and smooth. This can be done by hand or with an electric mixer. Scrape down the sides of the bowl several times to catch traces of unmixed ingredients.

Baking Shortened CakesShortened cakes can be baked in a variety

of pans, including muffin pans, sheet pans, and bundt pans in all types of shapes. Use the pan size specified in the recipe. If this is not possible, choose a pan in which the batter fills no more than about one half. Adjust the bak-ing time accordingly. Figure 44.1 shows what size pan to use for various amounts of batter.

Cakes continue to bake even after they have risen to full size. When a cake is done, it has a thin, shiny crust, is nicely browned, and slightly rounded. The sides start to pull away from the pan and the top feels firm but springy. To test for doneness, insert a wooden toothpick in the center. If it comes out free of moist batter, the cake is done.

Figure 44.1 Baking Pan Equivalents

Pan Sizes Using the right size pan gives a cake that is tender, not over-cooked or undercooked. Leave room for cakes to rise by filling the pan only about half full with batter. About how much cake batter does it take to fill a single muffin cup?

Batter Amounts Pan Sizes to Use

4 cups of batter 8 × 1½ inch round cake or pie pan; 12-cup muffi n pan

6 cups of batter 8 × 2 inch round cake pan; 9 × 1½ inch round cake pan; 8 × 8 inch square cake pan; 7½-inch Bundt pan

8 cups of batter 9 × 2 inch round cake or pie pan; 8 × 8 inch square cake pan; 5 × 3 inch loaf pan; 9-inch Bundt pan

Novelty Baking Pans

At a garage sale, Kevin picks out a triangular bak-ing pan, thinking that it will be fun to bake trian-gular cakes. Unfortunately, when he gets home, he realizes that he has no idea how much the pan holds. If the pan is 9 in. wide, 9 in. tall, and 3 in. deep, how many cups of batter will it hold?

Volume of a Prism A prism is a solid that has two parallel, equal-sized, polygonal bases. To calculate volume, find the area of one of the bases, and multiply by the height of the prism.

Starting Hint Think of the pan as a prism with a triangular base. You will need to calculate the area of the triangle by multiplying ½ × base × height (½ in. × 9 in. × 9 in.). Then multiply by the depth of the pan to find the total volume in cubic inches. Divide by 14.4 to convert to cups, and round to the nearest cup.

Appendix For math help, go to the Math Appendix at the back of the book.

Math ConceptMath ConceptMath ConceptMath Concept

NCTM Geometry Use visualization, spatial reasoning, and geometric modeling to solve problems.NCTM Geometry Use visualization, spatial reasoning, and geometric modeling to solve problems.

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NCLB

CHAPTER 44

W Writing SupportTimed WritingCake Mixology Tell students: Mixing directions are calcu-lated to incorporate the right amount of air to give a cake batter the best volume and tex-ture. Take 10 minutes to com-pose a paragraph on the topic of mixing ingredients using the one-bowl method. Why are dry ingredients mixed together before adding liquids? What might happen if the eggs or liquid ingredients for your cake are too cold? (For tips on timed writings, see page 680. Paragraphs will vary but should deal with the topic of mixing ingredients using the one-bowl method.)

U Universal AccessAuditory LearnersUnderstand the One-Bowl Method Write the three steps to making a shortened cake with the one-bowl method. Have students repeat the steps of the methods aloud. Call on individual students to recite the rules. ELL

NCLB

Activity correlated toMathematics standards.

TEACHTEACH cont.

Mini ClipMath: Connecting Plane and Solid Geometry

A teacher leads the class in a review of a formula for area of plane fi gures and begins a discussion of volume using real life objects.

Caption Answer About 1/3 cup. (Four cups of batter divided by 12 equals 4/12, or 1/3).Discussion Ask students: How much batter would you need if you volunteered to make 48 cupcakes for a bake sale at school? (You would need 16 cups of batter.)

Figure 44.1 Baking Pan Equivalents

Answer The pan will hold a little over 8 cups. The area of the base of the pan equals

½ × 9 in. x 9 in. = 40.5 sq. in. Thus, the volume of the pan is 40.5 sq. in. × 3 in. = 121.5 cu. in. In cups, that amounts to 121.5 ÷ 14.4 = 8.4375 cups.

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Foam CakesA foam cake is leavened by air trapped

in a protein foam of stiffly beaten egg whites. Foam cakes have a light, spongy texture and high volume. They come in three types: angel food, sponge, and chiffon.

Angel Food Cakes Containing no fat, angel-food cakes are made by beating egg whites with sugar until the mixture is stiff and glossy. Flour is sifted and gently folded in.

Sponge Cakes Named for their springy con-sistency, sponge cakes include egg yolks that are beaten until pale and thick, then mixed with the liquid ingredients. Flour is sifted and folded into the beaten egg whites, and the two mixtures are folded together.

Chiffon Cakes It takes four mixing steps to create a chiffon cake. First, flour, sugar, and baking powder are sifted together. Second, egg yolks are beaten with oil and liquids. Third, the liquid ingredients are stirred into the dry ingredients. Fourth, beaten egg whites are gradually folded into the batter.

Baking Foam CakesA tube pan is traditional for foam cakes

because it gives the airy batter plenty of sup-port to rise. Two-piece tube pans have a sepa-rate bottom for removing the cake more easily. A one-piece pan can be lined with parchment paper to help prevent sticking.

To test for doneness, touch the top lightly. It should spring back. Cool the cake upside down in the pan to keep its fragile structure from col-lapsing. Some pans have legs on the rim for this purpose. You may also invert the cake on an empty glass bottle with a slender neck or on a large funnel turned upside down.

When the cake is cool, gently loosen it from the sides of the pan with a spatula. If the pan has a removable bottom, push it upward and use the spatula to free the cake. Invert the pan and the cake onto a serving plate.

Decorating CakesFrostings can be cooked or uncooked.

Cooked frosting is heated to a certain tem-perature that is measured with a candy ther-mometer. The frosting is then cooled slightly and beaten until creamy. Frosting can also be cooked in a double boiler while being beaten with a mixer until it stands in soft peaks.

Uncooked frosting is easier to make. Cream confectioners’ sugar with butter, margarine, or cream cheese. Blend in milk to make it easier to spread. Extracts, such as chocolate or vanilla, can be added to add flavor. Thin glazes are made the same way.

When making frosting, cover the container as you work to keep the mixture from drying out and forming a crust. Dry frosting is difficult to use, and flakes of crust are unattractive.

Frosting is high in fat, sugar, and calories. One alternative is a drizzling of glaze made with confectioners’ sugar and fruit juice. Another option is to stencil a decorative design onto the cake using confectioners’ sugar or another powder such as cocoa.

Explain How can you prevent a foam cake from sticking to a one-piece pan?

Frosting holds layer cakes together. To frost a layer cake, first brush off crumbs carefully. Frost the tops of the lower layers, but not their sides. Stack the layers and put the top layer in place. Frost the sides and top of the cake. How is uncooked frosting made?

Frosting a Layer Cake

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CHAPTER 44

S1 Skill Practice Guided Practice List Ask students to list three types of foam cakes and describe why foam cakes are more healthful than shortened cakes. (Responses will vary, but students may include: angel food cake, sponge cake, and chiffon cake. Foam cakes are more healthful than short-ened cakes because they con-tain little or no fats.) L1

Create Ask students to create a graphic organizer to illus-trate the three different types of foam cakes and how they differ in their use of eggs. (Graphic organizers will vary in form but the content should include the information presented in the text.) L2 ELL

Apply Have students write a one-page report in which they describe how to prepare and bake a foam cake. (Paragraphs will vary, but should describe how to prepare and bake a foam cake.) L3

Explain Line a one-piece pan with parchment paper to prevent a foam cake from sticking to it.

TEACHTEACH

Explore the Photo

Caption Answer Uncooked frosting is made by creaming confectioners’ sugar with butter, margarine, or cream cheese. Milk is sometimes blended in to make it easier to spread.Discussion Ask students: Why is it important to prevent frosting from drying out? (Dry frost-ing is more diffi cult to spread and may harden into unpleasant crispy bits.)

R Reading StrategyDecorate a Cake Ask students to list the steps in making cooked frosting, then brainstorm how they would decorate a birthday cake for someone they know. (Answers will vary, but may include: Cooked frosting is heated to a certain temperature that is measured with a candy ther-mometer. The fosting is then cooled slightly and beaten until creamy. Frosting can also be cooked in a double boiler while being beaten with a mixer until it stands in soft peaks. Have students share their decoration ideas with the class.)

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Making CookiesCakes and cookies are made with similar

ingredients. The main difference is that cook-ies have relatively little liquid, which gives them a thicker texture.

Cookies come in countless varieties, from crunchy butter wafers to soft, jam-filled rings. There are six basic types of cookies, based on how they are formed. These are bar cookies, drop cookies, rolled cookies, molded cookies, refrigerator cookies, and pressed cookies.

Bar CookiesBaked in a shallow pan and then cut into a

bar or square, a bar cookie can be soft, firm or layered with different bases, fillings, and toppings. Brownies are a popular type of bar cookie.

Bar cookies are usually cut when cool. Use a sharp, thin-bladed knife to make clean, even cuts. Removing a corner piece first makes oth-ers easier to lift out.

Drop CookiesA drop cookie is made from soft dough

dropped onto a cookie sheet. Chocolate chip cookies are popular drop cookies.

A small cookie scoop is handy for forming drop cookies. You can also scoop a rounded portion of the dough on a teaspoon and then push it onto the sheet with a rubber scraper or another teaspoon. Allow at least 2 inches between cookies on the sheet, since they spread and flatten during baking.

Rolled CookiesMade from stiff dough, a rolled cookie has

been cut into different shapes with cookie cut-ters before baking. Chill rolled cookie dough to make it easier to handle. Work with a small amount of dough at a time, leaving the rest in the refrigerator. On a lightly floured surface, roll the dough to about 1⁄8 inch in thickness. Use as little flour as possible to avoid drying out the cookies.

Before cutting rolled cookies, dip the cookie cutter in flour and shake off the excess. Work efficiently by positioning cutters to minimize excess scraps of dough. These can be rolled and cut again, but they get a little tougher in texture each time. Use a spatula to place the cookies on a baking sheet about 1 inch apart.

Molded CookiesShaped by hand, a molded cookie can

be rolled in chopped nuts or other coatings before baking. Some are flattened with the bottom of a glass. Others are patterned with cookie stamps or tiles. Peanut butter cookies are pressed with a fork, creating their charac-teristic ridges. You can also make crescents, pretzels, logs, or twists.

Chill molded cookie dough to make it eas-ier to shape. Pinch off walnut-size pieces of dough and form them quickly. Overworking makes cookies tough. Press the dough together so the cookies hold their shape.

Place molded cookies about 1 inch apart on a cookie sheet, or 3 inches apart if you are going to flatten them. If using a glass or fork for pressing, dip it in flour or granulated sugar to keep it from sticking to the dough. If using cookie stamps, oil them lightly before use and flour them between cookies.

To stencil a cake, place a stencil or doily on top and sprinkle with confectioners’ sugar, cocoa, ground cinnamon, grated chocolate, or finely ground nuts. Remove the stencil carefully. What is the nutritional benefit of using this decorative method?

Finishing Touches

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CHAPTER 44

S2 Skill PracticeGuided Practice Identify Ask students to iden-tify the six basic types of cook-ies and explain the factor that is the basis for dividing cookies into different types. (Answers will vary, but may include: There are six basic types of cookies based on how they are formed: bar cookies, drop cookies, rolled cookies, molded cookies, refrigerator cookies, and pressed cookies.) L1

Explain Ask students to write a paragraph explaining how and when they should cut bar cookies. (A sample paragraph may say: Bar cookies should be allowed to cool before they are cut into bars. If you cut them too soon, the edges will continue to settle and the cuts won’t look as crisp. When cutting bar cookies, use a thin knife with a sharp edge. Removing a corner piece fi rst can be a help in making even, clean cuts.) L2

Apply Ask students to write a paragraph in which they describe the difference between bar cookies and drop cookies. (Paragraphs will vary, but should include information on the differences between bar and drop cookies.) L3

C Critical ThinkingProper Placement Read stu-dents the following scenario: Janette is making a batch of oatmeal cookies. When she takes the fi rst pan out of the oven, she fi nds that the cook-ies have run together. Ask students: What should she do differently with the next batch? (Janette should place the cookies further apart. She should allow at least 2 inches between cookies on the sheet, since they spread and fl atten during baking.)

TEACHTEACH cont.

Explore the Photo

Caption Answer A dusting of sugar adds less fat and sugar and fewer calories than frosting.Discussion Ask students: What is another method for cutting fat, sugar, and calories when decorating a cake? (Drizzle on a glaze of confectioners’ sugar or fruit juice.)

Mini ClipReading: English Language Success

Ruben Zepeda, EdD, discusses the role of classroom management in the success of English learners.

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! Safety Matters


Refrigerator CookiesA refrigerator cookie starts with dough

formed into long, even rolls about 1½ to 2 inches in diameter. Wrap the rolls well in wax paper, foil, or plastic wrap, and chill them as the recipe directs. The dough can be prepared several days in advance.

To cut, slice the roll by encircling it with heavy thread and pulling the ends. Place slices about 1 inch apart on the cookie sheet.

Pressed CookiesDough can be forced through a cookie press

and directly onto a baking sheet. The result is a pressed cookie. Spritz cookies, made with a basic butter dough, are a popular type of pressed cookie. Cookie presses include disks for making an array of shapes, from clovers to camels.

The pressed cookie dough must be soft enough to press but firm enough to hold its shape. Work quickly for best results. Pressed cookies have a stiff dough that spreads very little, so you need only about ½ inch between cookies on the sheet.

Baking and Storing CookiesCookies bake more evenly when they are of

uniform size. Let cookie sheets cool between batches. Dough softens and loses its shape on a hot baking sheet.

Cookies are delicately browned when done. To test drop and bar cookies, lightly press one with your finger. You should see a slight imprint. Remove cookies from the sheet as soon as they are done unless the recipe states otherwise.

Store cookies in a container after cooling. Store crisp and soft cookies separately. Cover crisp cookies with a loose-fitting lid. Cover soft cookies with a tight-fitting lid. You can also freeze cookies for longer storage.

Convenience Cakes and Cookies

Cake and cookie mixes are prepared mixes that you combine with water, oil, and eggs. Some mixes rival homemade recipes in taste and quality. Many boxes list recipe variations. Frostings are also sold in mixes and ready-to-use forms.

You can make cookies from cake mix by reducing the amount of liquid in the recipe. You can also find ready-to-use cookie dough in the store’s refrigerator case.

Describe How can you tell when cookies are done baking?

Making CandiesCandies are sweet, chewy, or crunchy

desserts made from sugar, liquid, flavorings, and sometimes other ingredients such as egg whites, fat, and cream. Candy making is an even more exact art and science than baking. You cannot substitute ingredients in a candy recipe as you might in a cookie.

You must also pay attention to temperature and time. Thirty seconds can mean the differ-ence between success and failure.

Increasing or decreasing the yields in candy recipes is tricky. If the yield of a recipe is too small, make additional batches rather than doubling the recipe.

Raw Cookie DoughMany people love to eat raw cookie dough, which has all the sweetness and flavor of a cookie, but with an appealing, soft, and gooey texture. For safety reasons, however, you should resist the temptation to nibble on even small amouts of raw, homemade cookie dough while baking. It nearly always contains raw eggs, which can carry a dangerous bacterium called Salmonella, one of the leading causes of food-borne illness-related deaths in the United States. Are you wondering about your favorite flavor of ice cream? Cookie dough ice cream contains specially made and pasteurized cookie dough, so it is safe to eat.

! What Would You Do? Kenny loves to eat cookie dough, but knows it is unsafe. Instead, he undercooks his cookies by about 10 minutes so they will have a soft and gooey texture. Would you eat Kenny’s cookies?

S1

Answer You should not eat Kenny’s cookies. Cookie dough contains raw eggs, which can carry Salmonella.

CHAPTER 44

S1 Skill Practice Guided Practice Identify Ask students to iden-tify two tips for baking cook-ies. (Answers will vary, but may include: Cookies bake more evenly when they are of uni-form size; let cookie sheets cool between batches because dough softens and loses its shape on a hot baking sheet.) L1

Explain Ask students to explain why they might use a small ice cream scoop to mea-sure out drop cookies before putting them on a sheet. (Answers should indicate that a scoop will help make drop cookies uniform in size, which will allow them to bake more evenly.) L2

Apply Ask students to write one or two paragraphs in which they describe how to bake and store cookies. Ask students: How can you tell when cookies are done baking? Should you store crisp and soft separately? (Paragraphs will vary, but may include any of the above information, as well as the following: store cookies in a container after cooling. Store crisp and soft cookies separately. Cover crisp cookies with a loose-fi tting lid. Cover soft cookies with a tight-fi tting lid. You can also freeze cookies for longer storage.) L3

Describe Cookies are delicately browned when done. To test drop and bar cookies for doneness, lightly press them with a fi nger and look for a slight imprint.

TEACHTEACH cont.

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Types of CandiesLike cakes and cookies, candy comes in

many forms, including:

Nougat Chewy or crunchy, nougat is made by beating hot sugar syrup into beaten egg whites.

Fondant Smooth and pliable, fondant is usu-ally a base for other candies, including mint patties and chocolate-covered cherries. Fon-dant is extremely sweet because it is made by cooking large amounts of sugar into water. Cooking the sugar allows it to form tiny crystals that come out smooth. Fondant is so smooth in texture that it is used for attractive cakes, including wedding cakes.

Divinity The soft, sweet, and puffy qualities of divinity come from its stiffly beaten egg whites, sugar, corn syrup, and flavoring.

Taffy Pulled and twisted into long strands to incorporate air, taffy is a soft, chewy candy that is made in many colors.

Caramel Rich and chewy, caramel is formed by cooking butter, milk or cream, and sugar.

If you are new to making candy, it is a good idea to build your skills by starting with easy-to-prepare candies that need little or no cooking.

Principles of Candy MakingIn candy making, chemical processes trans-

form the ingredients from liquid to solid. To master the art, you need to understand its two most important aspects: temperature and crystallization.

The Role of TemperatureWhy do candy recipes call for such unusual

temperatures, such as 248°F? As you cook a candy mixture, the mixture starts to boil. As liquid evaporates, the mixture thickens and its boiling point rises. The boiling point continues to rise as more liquid escapes. Therefore, the longer candy boils and the drier it becomes, the hotter it gets. Temperature is a measure of how much liquid is left in the mixture.

To monitor the temperature of candy-in-progress, place a candy thermometer in the pan so it can be read at any time. Make sure the bulb of the thermometer does not touch the bottom of the pan.

If you do not have a thermometer, you can use the cold water test, a way to esti-mate syrup temperature based on how it acts in cold water. This test is less reliable than a thermometer, but it is still effective.

Different candies have different textures. Creamy, semisoft fudge (left) is made with sugar, corn syrup, butter, and cream. Crunchy brittle (center) is made with caramelized sugar and nuts. Rich, creamy truffles (right) are made with chocolate, sugar, butter or cream, and flavorings. They are rolled into balls and coated with chocolate. What are the ingredients in caramel?

Chewy, Crunchy, Creamy

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CHAPTER 44

S2 Skill PracticeGuided Practice Identify Ask students to identify the role of chemical processes in candy making. (Answers will vary, but may include: In candy making, chemical processes transform the ingredients from liquid to solid. To master the art, you need to understand its two most important aspects: temperature and crystallization.) L1

Describe Ask students to describe the role of tem-perature in candy making. (Answers will vary, but may include: As a candy mixture starts to boil, the liquid evapo-rates, the mixture thickens, and its boiling point rises. The boiling point continues to rise as more liquid escapes. Therefore, the longer candy boils and the drier it becomes, the hotter it gets. Temperature is a measure of how much liq-uid is left in the mixture.) L2

Apply Ask students to write a paragraph in which they describe how to monitor the temperature of candy and explain why the cold water test is less desirable than using a candy thermometer. (Paragraphs will vary, but may include: To monitor the temperature of candy-in-prog-ress, place a candy thermom-eter in the pan so it can be read at any time. Make sure the bulb of the thermometer does not touch the bottom of the pan. If you do not have a thermometer, you can use the cold water test, a way to estimate syrup temperature based on how it acts in cold water. This test is less desir-able because it is less reliable than a thermometer.) L3

TEACHTEACH cont.

Explore the Photo

Caption Answer The ingredients in caramel are butter, milk or cream, and sugar. Discussion Ask students: Why should you not change or make revisions to candy recipes? (Because the precise cooking times and tem-peratures in candy recipes are important to create chemical processes that transform ingre-dients from liquid to solid.)

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To perform the cold water test, follow these steps:

1. Drop syrup into water. With a clean wooden spoon, drop about ½ teaspoon of the hot syrup into a cup of cold, not icy, water.

2. Form the syrup into a ball. Use your finger-tips to form the drops of syrup into a ball in the water.

3. Test for firmness. Remove the ball from the water and note its firmness. Hotter syrups form harder balls. If the syrup does not behave as the recipe directs, it has not reached the proper tem-perature. Cook it a few minutes longer and test again. Figure 44.2 shows how to estimate the temperature of syrup based on its cosistency.

CrystallizationCrystallization is the formation of sugar

crystals in syrup. It happens when molecules of glucose and fructose that are dissolved in syrup reunite and turn back into granulated sugar. Crystallization can happen as a mixture boils, when less water is available to keep the molecules dissolved. Sometimes a solid sugar crystal or bit of lint falls into the mixture, start-ing a chain reaction of crystallization. Crystal-lization can also occur as candy cools and is less able to hold dissolved sugar.

Small crystals create the smooth, silky tex-ture that marks a superior candy. Large crys-tals, however, feel gritty on the tongue. That is why controlling crystallization is the key to candy making.

The Role of Humidity in Candy Making

Humidity in the air impacts candy making. Why? Sugar attracts moisture. On hot and humid days, candy absorbs water vapor from the air and stays softer than desired. That is why many people make candy only in dry weather. At higher altitudes, mix-tures boil at lower temperatures, which can also affect the candy making process.

Procedure High altitudes are usually less humid than lower ones. So why and how do you think candy is affected if syrup mixtures boil at lower temperatures in high altitudes? Use the Internet to research what can be done to ensure a good out-come when making candy at high altitudes.

Analysis Write a list of suggestions you have found for making candy at high altitudes.

NSES B Develop an understanding of the interactions of energy and matter.NSES B Develop an understanding of the interactions of energy and matter.

Figure 44.2 Estimating Candy Temperature

Cold Water Test The cold water test is a way to estimate a candy’s tem-perature based on its consistency. As candy cooks, it passes through the stages shown in this chart, from loose and sticky to brittle. If a recipe calls for candy to reach 245°F, how should it behave during the cold water test?

Stage Temperature Consistency

Thread stage 230–233°F Forms a loose, sticky thread that will not form into a ball.

Soft-ball stage 234–240°F Forms a soft ball that fl attens.

Firm-ball stage 244–248°F Forms a ball that holds its shape, is pliable, and does not fl atten.

Hard-ball stage 250–266°F Forms a hard, compact ball that holds its shape but fl attens when pressed between the fi ngers.

Soft-crack stage 270–290°F Forms fi rm threads that are pliable when removed from water.

Hard-crack stage 300–310°F Forms brittle threads that break or snap easily when removed from water.

Caramel stage 320–338°F Forms brittle threads, and liquid turns brown.

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CHAPTER 44

QuizAsk students to answer the fol-lowing questions: 1. Defi ne shortened cake.

(A shortened cake is a cake that contains a solid fat such as butter, margarine, or shortening, as well as fl our, salt, sugar, eggs, and liquid.)

2. What is the one-bowl method, and why should you only use it when a recipe calls for it? (The one-bowl method is a quick way to mix ingredients for a shortened cake in which you combine dry ingre-dients fi rst and then add moist ingredients. Use this method only if a recipe calls for it because it could affect the fi nal outcome and tex-ture of the cake.)

3. With which type of cookie is the dough cut into differ-ent shapes with cookie cut-ters before baking? (rolled cookies)

NCLB

Activity correlated to Science standards.

TEACHTEACHASSESSASSESS

Answer High altitudes, while usually less humid than lower ones, aff ect

candy because if mixtures boil at lower tem-peratures, less liquid is boiled off . This com-promises the candy’s ability to become drier or harder. Suggestions for making candy at high altitudes may include: use specially developed recipes formulated especially for making candy at high altitudes; or cook the syrup two degrees higher than the recipe states to boil off more liquid.

Caption Answer It should form a ball that holds its shape, is pliable, and does not fl atten. This is the fi rm-ball stage.Discussion Ask students: At what temperature do you think a hard rock candy mixture is done? (between 250–266º)

Figure 44.2 Estimating Candy Temperature

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To keep sugar crystals small, recipes often include ingredients called interfering agents. An interfering agent is an ingredient that breaks down sugar crystals or keeps them from forming. Cream of tartar is an acid that breaks down sugar crystals. Fat gets between sugar molecules and keeps them apart. Corn syrup adds extra glucose to the syrup, which helps to block excessive crystallization.

You can also manage crystals by mixing. You can induce, or bring about, crystalliza-tion by starting to beat the mixture when it has cooled. Continue to beat the mixture to produce more small crystals. If you keep beat-ing until crystallization stops, you will create a creamy, velvety texture. Some candies, such as toffee and caramel, should not have any crys-tals at all. These candies have a large amount of butter and are cooled without stirring.

Preventing Unwanted Crystallization The following guidelines can help you prevent unwanted crystallization:

Have all ingredients at room temperature.Use only clean pans, spoons, and ther-mometers. Wash and dry equipment before reusing it. Dip cold utensils in warm water to warm them.Rub the sides of the pan with butter to prevent sugar from sticking.Put sugar in the pan first. Wash the sides with the liquid used in the recipe.Dissolve crystals on pan sides with a pas-try brush dipped in hot water while cook-ing. Watch for crystals that start to slide into the syrup.Work quickly when pouring out the mix-ture. Be careful not to scrape the sides or the bottom of the pan.Save syrup that starts to crystallize by add-ing a small amount of water. You will have to cook the mixture again.

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Steps in Candy MakingMost candy is made by heating ingredients

in a pan, stirring and beating the mixture, and then molding or cutting it to shape. Candy mak-ing requires exact timing, so pre- preparation is essential.

Preparing to Cook CandyRead the entire candy recipe before begin-

ning to cook. Measure and arrange all ingre-dients so they will be at hand when needed. Assemble the equipment you will need, such as a baking sheet and cooling racks. Some candies, such as nougat and divinity, require a sturdy, free-standing electric mixer. Portable mixers do not have enough power. Some can-dies also require specialized equipment, such as candy molds and dipping forks.

For most candy recipes you will need:A candy thermometer.A heavy, deep pan with straight sides. Choose a pan that holds about three times the volume of the ingredients. If the pan is too small, the syrup can foam up and boil over, making a mess and possibly causing burns. If the pan is too large, the mixture may not be deep enough to cover the bulb of the thermometer.A wooden or silicone spoon with a long handle. Sugar syrups reach very high tem-peratures. Metal spoons get too hot to hold, and plastic spoons may melt.

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You can pour many types of candies into molds. The candy cools in the mold, taking on a decorative shape. What kind of pan should you use for making candy? Why?

Molding Candy

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CHAPTER 44

C Critical ThinkingAssess Interference Ask stu-dents: What is the value of an interfering agent? What are the advantages of using an interfering agent when making candy? How is an interfering agent in candy making dif-ferent than an emusifi er in a hollandaise sauce? (Answers will vary, but may include: To control crystallization, you need to keep sugar crystals small. Candy recipes often include an ingredient called an interfering agent that breaks down sugar crystals or keeps them from forming. Examples: Cream of tartar is an acid that breaks down sugar crystals; fat gets between sugar molecules and keeps them apart; and corn syrup adds extra glucose to the syrup, which helps to block excessive crystallization. Interfering agents are differ-ent than emulsifi ers because emulsifi ers bring, or hold ingredients together, whereas an interfering agent breaks ingredients apart.)

RETEACHRETEACH

Caption Answer A heavy, deep pan with straight sides that holds about three times the volume of the ingredients. This pan size is small enough to hold a candy thermometer properly and large enough to prevent the syrup from boiling over.

Discussion Ask students: Why is it best to use a wooden or silicone spoon when making candy? (The syrup becomes so hot that metal gets too hot to hold, and plastic may even melt.)

Explore the Photo

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Cooking CandyDifferent candies are made using different

methods. Most candies require quick action, so read recipes through before beginning. One process found in many recipes involves these steps:

1. Attach the thermometer. Clip the candy thermometer to the side of the pan.

2. Add ingredients to the pan. Add the basic ingredients, such as sugars, liquids, and butter.

3. Heat and stir. Place the pan over low heat and stir until the sugar is completely dis-solved. Stir constantly but carefully to mini-mize splashing. Avoid scraping the sides, which could trigger crystallization.

4. Boil. Add other ingredients as called for in the recipe, and bring the mixture to the correct temperature. Stir as the recipe instructs. You may need to stir the boiling mixture occasion-ally or stop stirring once the sugar dissolves.

5. Remove from heat. After moving the pan away from the heat, stir in extracts, nuts, or other flavorings, as directed.

6. Let cool. Let the mixture cool undisturbed to the temperature indicated. Some recipes advise placing the pan in water to speed cool-ing and encourage fine crystals to grow.

7. Beat. Beat the mixture according to the recipe. Pour or drop the candy onto baking sheets or pans, which are usually prepared by buttering or lining with wax paper.

Storing CandiesAllow candies to cool completely before

storing them. Keep them in a cool place in a tightly covered container, layered between sheets of wax paper, plastic, or foil. You can also wrap them individually. Most candies can keep this way for up to three weeks. Many candies can be frozen for up to one year.

Orange-Almond Biscotti

Yield 16 servings

Nutrition Analysis per

Serving

Calories 100Total fat 4 g

Saturated fat 1 gCholesterol 30 mg

Sodium 83 mgCarbohydrate 14 g

Dietary fiber 0 gSugars 5 g

Protein 2 g

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Ingredients 1½ cup Flour ½ cup Sugar 1 tsp. Orange zest ¼ tsp. Salt

2 Eggs ¼ cup Olive oil 1 tsp. Vanilla extract

Directions1. Preheat oven to 450°F.

2. In a large mixing bowl, combine the flour, sugar, orange zest, and salt. Mix well. In a separate bowl, beat the eggs and add the olive oil and vanilla extract.

3. Mix the dry ingredients with the wet ingredients.

4. Pour the batter onto a baking sheet lined with parchment. Pour in a straight line across the middle of the baking sheet so that the center is higher then the edges.

5. Bake for 25 minutes.

6. Remove from the oven and let cool.

7. Slice lengthwise into 1-inch pieces and lay the pieces on their sides on a baking sheet. Bake again for 20 minutes.

This biscotti recipe

is a low-sugar,

low-fat treat.

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CHAPTER 44

U Universal AccessInterpersonal LearnersMake Your Own Candy Have students get in groups and brainstorm and list their favor-ite types of candies available in stores. Then, have students choose one type of candy and conduct research to fi nd a rec-ipe that is similar to the candy they chose. If, for example, a student selected Reese’s pea-nut butter cups, they should locate a recipe for homemade chocolate peanut butter cups. Ask students to create and give a presentation on how they can make their favorite candy at home. Ask students: Did the recipe use any techniques that were discussed in this chapter? Explain. (Answers will vary, but students should identify the candy they chose and explain how to make a similar version of the candy at home.) ELL

Study ToolsHave students go to the Online Learning Center at glencoe.com:

Take the Practice Test.DownloadStudy-to-Gocontent.

Use the Student Activity Workbook for additional practice.

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Chapter 1 Student Activity Workbook1

Name _________________________________________ Date ____________ Class _______________

Chapter 1 The Amazing World of Food

Chapter1

Note Taking

Directions As you read, write notes, facts, and main ideas in the Note Taking column.

Write key words and short phrases in the Cues column. Then summarize the section in the

Summary box.

Cues

• nutrients are chemical

substances

• science in the kitchen

• connecting through food

• skill-building and

self-esteem

Note Taking

THE POWER OF FOOD

• Food is essential to survival and helps physical, mental and

emotional health.

THE ROLE OF SCIENCE IN FOOD

• Science helps in understanding the body’s use of food.

THE PLEASURES OF FOOD

• Food provides time for family and friends to strengthen bonds.

SKILLS YOU WILL BUILD WHILE LEARNING ABOUT FOOD

• Improving food preparation skills and building teams may

help self-esteem.

Summary

Food holds a great deal of power in its ability to sustain a healthy life though its chemical

properties and nutrition.

• nutrition is the study of

nutrients

• wellness, good health and

positive well-being

• science’s influence on

agriculture, food processing

and food safety

• comfort food

• stress hormones that are

released in the body

• food as fun

• testing the palate

• critical thinking

• verbal and nonverbal

communication

• leadership in the field of

nutrition

• handling resources wisely

• Food is made of life-sustaining nutrients.

• Good nutrition happens when food choices include nutrients

necessary for good health.

• Science provides proof to support making healthy food choices

and ensures the health of our food supply.

• Food provides comfort and makes people feel good.

• Food enhances social experiences.

• Food supplies adventure through experimenting with different

tastes and cultures.

• Food preparation can help you express creativity.

• Food provides careers for people in science, art, and agriculture.

• Building critical thinking skills will help you resist negative food

choices.

• Working in food labs builds communication skills.

• Learning about nutrition may improve leadership skills.

• Studying food helps build skills such as time management,

budgeting, meal planning, and organization.

It also provides pleasure and improves life skills. Science plays an

important role in helping us understand all of food’s properties.

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/Volumes/114/GC00084/Food_For_T

/Volumes/114/GC00084/Food_Fo _

Cooking Course Have students imagine they are a teacher and need to prepare a handout for an inexperienced cooking class. Ask students to choose one type of cake or cookie and cre-ate a handout that describes the equipment and ingredients needed, techniques used, and the methods for cooking and checking for done-ness. ELL

CLOSECLOSERecipe Prep Tip This recipe will work with virtually any diff erent seasonings and dried fruits. You also can use chocolate chips or can-died ginger. Avoid wet ingredients, which will aff ect the consistency of the biscotti.


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Chapter 44 Review & Applications 691

CHAPTER Review & Applications

After You ReadChapter Summary

Cakes, cookies, and candies are flavorful treats. The two basic types of cakes are shortened cakes and foam cakes, which are made using different methods. Cakes can be decorated using frosting, icing, or other toppings. Cookies have a thicker texture than cakes, but are made using similar ingredients. There are several types of cookies, each with its own taste, texture, appearance, and prepa-ration method. Cookies must be baked and stored properly. Cakes, cookies, and frostings are available in convenience forms. Candies also come in many forms, and are made through a chemical process. They should be stored properly to retain their flavor and freshness.

Content and Academic Vocabulary Review 1. Use each of these content and academic vocabulary words in a sentence.

Content Vocabulary■■ shortened cake (p. 682)■■ conventional method (p. 682)■■ one-bowl method (p. 683)■■ foam cake (p. 684)■■ bar cookie (p. 685)■■ drop cookie (p. 685)

■■ rolled cookie (p. 685)■■ molded cookie (p. 685)■■ refrigerator cookie (p. 686)■■ pressed cookie (p. 686)■■ cold water test (p. 687) ■■ crystallization (p. 688)

■■ interfering agent (p. 689)

Academic Vocabulary● precision (p. 682)● induce (p. 689)

Review Key Concepts 2. Describe methods for making and decorating cakes. 3. List and describe the six types of cookies. 4. Explain the impact of temperature and crystallization in candy making.

Critical Thinking 5. Evaluate whether you should bake a cake without a recipe, even if you

remember most of the ingredients. 6. Predict the consequences if Jorge uses the one-bowl method to prepare a

cake recipe that calls for the conventional method. 7. Compare and contrast cakes and cookies. How are they similar? How are

they different? 8. Explain two reasons why candy might come out softer than desired, even

if you carefully follow the recipe instructions. 9. Evaluate whether a bit of lint that fell from Elsa’s sweater into her candy

mixture started a chain reaction of crystallization. 10. Infer why there is no category for cakes and cookies in MyPyramid.

44 CHAPTER 44Content and Academic Vocabulary Review 1. Students should write com-

plete sentences using each vocabulary word correctly.

Review Key Concepts 2. The two methods for mak-

ing shortened cakes are the conventional method and the one-bowl method. In the conventional method, fat and sugar are creamed together before being combined with other ingredients. In the one-bowl method, dry ingre-dients are combined, and moist ingredients are added to them. Shortened cakes are baked in a variety of pans. Foam cakes are all made by incorporating stiffl y beaten egg whites, which leaven the cakes and give them a light, spongy texture. They are traditionally baked in a tube pan. Cakes can be decorated by applying frosting, icing, or other toppings, such as a sugar and fruit juice glaze or a stenciled sprinkling of confec-tioners’ sugar.

3. Bar cookies can be soft, fi rm, or layered with diff erent bases, fi llings, and toppings, and are baked in a shal-low pan and cut into bars or squares. Drop cookies, such as chocolate chip cookies, are made from soft dough dropped onto a cookie sheet. Rolled cookies are made from stiff dough that has been rolled out and cut into dif-ferent shapes before baking. Molded cookies are shaped by hand and may be rolled in

chopped nuts before baking. Refrigerator cookies are made by forming dough into long, even rolls about 11/2 to 2 inches in diameter, wrapping them in protective covering, and refrigerating them, then slicing the roll with heavy thread. Pressed cookies are made by forcing dough through a cookie press directly onto a baking sheet.

4. Temperature is a measure of how much liq-uid is left in a mixture of candy ingredients. As a candy mixture is cooked, it starts to

boil. It thickens as moisture evaporates. The longer candy boils, the drier it becomes and the hotter it gets. Crystallization is the forma-tion of sugar crystals in syrup. Crystallization that results in small crystals creates the smooth, silky texture of good candy.

Critical Thinking 5. To estimate the proper amount for even

one ingredient would be a mistake, because exact measurements and pre-cision are required to prepare a cake successfully.

6. Jorge’s cake might lack volume. His recipe may have called for the conventional method because the process of grating sugar crystals against fat while cream-ing them together creates holes that fi ll with air. Without this process, the specifi c ingredients used in the recipe may create a dense and heavy cake.

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Real-World Skills

11. Reduced-Fat

Brownies Special low-fat recipes can make treats like brownies more healthful. How does the reduction of fat content affect taste?

Procedure Prepare the full-fat or a reduced-fat brownie recipe assigned by your teacher. Serve samples of your recipe for a class taste test. Label your samples with a code, such as Team A.

Analysis Taste all samples, including your own. List them by to their code names in order of preference. Which sample had the most appealing taste and appearance? The least?

12. Low-Fat Decorating Daphne is baking and decorating a cake for her friend’s birthday party. The cake is made with a large quan-tity of butter, and has a high fat content. Daphne wants to decorate the cake, but is hesitant to add more fat. She does not want the cake to be left plain. What method of decorating can she choose?

13. Cake Decorating Slideshow Under your teacher’s supervision, use the Internet to find at least five creative ideas for cake decorating. They may involve unique ingre-dients, methods of application, or handy tools. Use slide show software to translate these ideas into an informative presentation for your classmates, so that they can try them in the future. If possible, add pictures to illustrate the decorating ideas.

14. Broken Thermometer Enrique was in the middle of making a batch of candy. He was using a thermometer to monitor the temperature of his candy as it cooked, until the thermometer broke. Can Enrique still monitor the temperature of his candy mixture? If so, by what method?

15. Cookie Sale Follow your teacher’s instructions to form groups. Then participate in a teacher-led, classwide discussion to plan a cookie sale. Decide on a worthy cause for which you would like to earn funds, and determine what type of cookies each group will prepare. Work with your group to find a recipe for the cookies you will make and sell.

16. Cookie Sale Costs Work with the same group as in the interpersonal and collaborative activity above. Determine the cost of making 36 cookies using the recipe your group has chosen for the cookie sale. If you want to make a 75 percent profit, how much will you charge for each cookie?

Problem-Solving Skills

Problem-Solving Skills

Interpersonal and Collaborative Skills

Interpersonal and Collaborative Skills

Financial Literacy Skills

Financial Literacy Skills

44CHAPTER 44CHAPTER 44 7. Cakes and cookies are made

with similar ingredients. The main difference is that cookies have relatively little liquid, which gives them a thicker texture.

8. Candy may come out softer than desired if you prepare it on a humid day, or at a high eleva-tion. Humidity might cause the candy to absorb water vapor from the air and stay soft. A high elevation might have caused the mixture to boil at a lower temperature, becoming insuffi ciently cooked.

9. Answers should demonstrate critical thinking and an ability to formulate an explanation based on the information that is in the text. For example, the small bit of lint interrupted the liquid smoothness of the syrup mixture and provided a small solid to which mol-ecules of glucose and fructose could attach, causing them to cluster together and turn back into granulated sugar.

10. MyPyramid is comprised of food groups that should be consumed every day because they provide valuable nutrients. Cakes, cookies, and sweets are usually high in calories, sugar, fat, and cholesterol, and do not provide many nutrients.

11. Preferences will vary. After each team reveals whether their sample was full- or low-fat, students should assess how fat content may have infl uenced their preferences. For example, some students may note that their favorite samples were all full-fat recipes, showing that fat provided a fl avor and appear-ance they liked.

12. Daphne can embellish the cake by drizzling on a glaze made of confectioners’ sugar and fruit juice. She can also use a stencil to dust a design onto the cake with confec-tioner’s sugar.

13. Slide shows will vary, but should express fi ve distinct ideas for creative cake decorating. For example, one idea may be to use edible fl owers.

Real-World SkillsProblem-Solving Skills 14. Enrique can still monitor the temperature of his

candy mixture using the cold water test, which allows cooks to estimate syrup temperature based on how it acts in cold water.

Interpersonal and Collaborative Skills 15. Each group should participate in the class dis-

cussion to plan the cookie sale. Groups may brainstorm worthy causes for which they would like to raise funds, and discuss which types of cookies would be good sellers. They should also be able to determine which groups will prepare which types of cookies.

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STANDARDIZED TEST PRACTICE

Chapter 44 Review & Applications 693


Academic Skills

Food ScienceLeavening Actions Baking soda and baking powder are two leavening agents frequently used in cakes and cookies.

Procedure Pour ½ cup of cold water into each of two bowls. Dissolve ½ teaspoon of baking soda into one bowl and ½ teaspoon of baking powder into the other. Observe and record the results. Add a teaspoon of vinegar to each bowl and observe and record the results.

Analysis Write a paragraph explaining what you have learned about baking soda and baking powder from this experiment.

NSES B Develop an understanding of chemical reactions.NSES B Develop an understanding of chemical reactions.

Mathematics18. Frosting a Layer Cake Marie is making

a circular, three-layer yellow cake. Each layer of cake is 2 inches tall and 8 inches in diameter. She would like to put a layer of chocolate frosting on top of each layer of cake, and would also like to cover the sides in the same chocolate frosting. If the frost-ing will be ½-inch thick in each location, what is the total surface area to be frosted?

Area and Circumference of

Circles Calculate circumference (C) as C = πd, where d = the circle’s diameter and π = 3.14. Calculate the area (A) of a circle as A = πr2, where the radius r = (½)d.

Starting Hint Calculate the area on the top of one circular layer of cake. Then multiply by 3 (since there are three layers). Find the area of the sides of the cake by multiplying the circumference of the cake by the total height (3 cake layers + 3 frosting layers) of the cake.

Math ConceptMath ConceptMath ConceptMath Concept

NCTM Geometry Use visualization, spatial reasoning, and geometric modeling to solve problems.NCTM Geometry Use visualization, spatial reasoning, and geometric modeling to solve problems.

English Language Arts19. History of Famous Cakes Research the

history of cakes, learning about different famous types, such as Lady Baltimore cake, which is thought to have originated in the late 19th century, or Red Velvet cake, the deep red color of which camouflages the mild chocolate flavor it contains. Write a one-page report explaining the history or origins of one type of famous cake, as well as its ingredients, flavor, and appearance.

NCTE 8 Use information resources to gather information and create and communicate knowledge. NCTE 8 Use information resources to gather information and create and communicate knowledge.

44

Test-Taking Tip When answering a fill-in-the-blank question, silently read the sentence with each of the possible answers in the blank space. This will help you eliminate wrong answers. The best word results in a sentence that is both fac-tual and grammatically correct.

FILL IN THE BLANKRead the sentence and choose the best phrase to fi ll in the blank.

20. A[n] __________ breaks down sugar crystals or keeps them from forming.a. high elevationb. humid environmentc. bit of lintd. interfering agent

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CHAPTER 44CHAPTER 44

STANDARDIZED TEST PRACTICETECHNOLOGY Solutions

ExamView Assessment Suite CD allows you to create and

print out customized tests or ready-made unit and chapter tests, complete with answer keys.

Online Learning Center includes resources and activities for students

and teachers.

TeacherWorks Plus is an electronic lesson planner

that provides instant access to complete teacher resources in one convenient package.

Use these technology solutions to streamline chapter assessment!

Financial Literacy Skills 16. Answers will vary depending

on the ingredients required in recipes. For example, if it costs $7 to buy the ingredients to make 36 oatmeal raisin cook-ies, a group should charge 35 cents per cookie to make a 75 percent profi t.

Academic Skills

Food Science 17. Students should conclude that

baking soda reacts to liquid acids and the baking powder reacts to dry acids.

Mathematics 18. 339.12 sq. in. of surface will be

covered in frosting. Each circu-lar layer has a top surface area of (3.14)(4 in.)(4 in.) = 50.24 sq. in. The total height of the cake equals the height of each of the three cake layers plus the height of each of the three frosting layers, or 2 in. + 0.5 in. + 2 in. + 0.5 in. + 2 in. + 0.5 in. = 7.5 in. The circumference of the cake equals (3.14)(8 in.) = 25.12 in., so the surface area of the side of the cake equals (25.12 in.)(7.5 in.) = 188.4 sq. in. Thus, the total surface area to be covered with frosting equals 50.24 + 50.24 + 50.24 + 188.4 = 339.12 sq. in.

English Language Arts 19. Answers will vary depend-

ing on the cake researched but should provide details on the cake, its creator and appearance.

NCLB

NCLB connects academic correlations to book content.

Answer20. d. interfering agent


chapter 44 chapter 44 chapter overview cakes, cookies ...chapter 44 cakes, cookies, & candies...

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