Lets Cut the Cheese

Lesson Plan for Grade 10-11, Chemistry and Biology Integrated Classroom
Prepared by Janelle Burgos and Bailey Caruso

Standards - NGSS and Common Core

(HS-PS1-11) Plan and conduct an investigation to compare properties and behaviors of

acids and bases.

(HS-LS1-6) Construct and revise an explanation based on evidence for how carbon,
hydrogen, and oxygen from sugar molecules may combine with other elements to form
amino acids and/or other large carbon-based molecules.

Essential Questions

What are proteins and what affects their stability and function?

What chemical changes need to occur in milk in order to form cheese?

What is the importance of enzymes in the body?

What enzymes in the body breakdown cheese and what occurs when those enzymes
arent present?

Objectives

See Lesson Body

Formative Assessment

The students will be assessed as to their prior knowledge from previous lectures using a
5-10 minute non-graded assignment that will also alert the teachers to any questions
before beginning the lab. (See Pre-lab Paragraph)

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Summative Assessment

Post-Lab Questions - Due in one week with full write up. See Evaluate for
questions.
Due for next class as a lead in to Formative Assessment Discussion:
What is vegan cheese composed of?
How do lactose pills work and allow those who are lactose intolerant to eat
cheese and other dairy products?

Lets Cut It!

Instructional Resources, Materials and Technology:
https://www.youtube.com/watch?v=uz52zQJnOyY, Cheese, Lab Materials (See Lab), pH
Testing Kit

Engage - Feeling Cheesy

Objectives:
The students should understand the principle mechanisms that are involved in
cheese-making
Fermentation
Protein denaturation
The students should know the function of the biological compounds found in milk
that play a role in the chemical reactions
Lactose
Casein
Proteases: Rennin
Curdling solutions
Lactic Acid

1. Students will be given a pre-lab that includes a reading about proteins, enzymes, and
the cheese-making process with fill in the blanks with key terms given in a word bank.

2. The class will form groups to fill in the blanks and after 5-10 minutes the class will re-
group and exchange answers.

3. The teachers will review the general outline of the lab procedure and safety guidelines
with students.

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Pre-Lab:

The cheese-making industry is huge and has a great number and variety of
products. Cheese-making is a good example of how ___________________ has improved
an industrial process. In the past, people made cheese simply by letting the
naturally occurring bacteria in milk turn the milk sour. In that process, the
bacteria use milk sugar (__________) as an energy source and product____________, a
waste product. This process is known as __________________. Lactic acid also causes the
mixture of have a mild to slightly bitter taste. Along with other flavorful
compounds, the lactic acid gives the cheese a characteristic flavor.

The milk bacteria produce special ____________ (protein that speed reactions) that
convert the lactose to lactic acid. Lactic acid has a low pH (the hydrogen ion
concentration or a measure of the acidity) and causes the milk protein_________, to
__________(unwind) and fall out of solution. Other enzymes, called _________, may also
act on casein. Proteases cleave (cut) proteins, such as casein, into smaller
fragments that will also fall out of solution. The lumps of denatured casein are
called________. Curds are pressed together to form cheese. The liquid remaining
after curdling is called________. (You may have learned the nursery rhyme: "Little
Miss Muffett sat on a tuffet eating her curds and whey. Along came a spider and sat
down beside her and frightened Miss Muffett away.")

Using early methods, cheesemakers started new batches with a small amount of
cheese (containing the enzyme-producing bacteria) they had saved from a batch of
curdled milk that produced a good cheese. Although some cheese is still produced
in this fashion, today, most commercially made cheese is produced in one of the
four ways listed below. In each method, sterilized milk is used as a starting reagent.

The Leave-it-to-chance Method: The milk may simply be left to age, exposed to air
and naturally occurring _____________.

The Bacterial-culture Method: New batches of cheese are started with specific
cultures of selected bacteria. These "known" bacteria also make the enzymes that
curdle milk. Buttermilk has a good culture of ____________ bacteria and can be used
as a "starter".

The We-need-a-cow-stomach-for-this Method: New cultures may be started by the

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addition of purified enzymes, such as __________, which is retrieved from the cells
lining the stomachs of calves. Rennin is a type of protease, and like other proteases,
it cleaves the casein into small fragments that settle out as curds. When calves
nurse (yes, baby cows drink their mother's milk), their stomach cells produce
rennin to digest the milk protein. To retrieve the calves' enzyme for commercial
use, companies grind up the calf stomachs and purify the rennin enzyme from all
the other compounds made by the cells (why is this process disadvantageous?). For
this reason, some vegetarians and vegans do not eat rennin cheeses. There are
many rennin cheeses, including Asiago, most brie, most cheddar, and Roquefort.

The Genetically-trick-fungus-into-making-cow-enzyme Method: New cultures may

be started by adding purified enzymes produced by _____________. Scientists found
the DNA code for the cheese-making enzymes produced by calves in regular cow
cells. They cut out the cow's rennin cheesemaking code (gene) and inserted it into
fungus cells. Fungus cells then read the cow DNA and synthesized (made) the
rennin enzyme, which scientists called "chymosin". Then, cheese makers used the
genetically engineered enzymes to speed curdling. Now, fungal cultures (growing
fungus cells) produce the curdling enzymes in a faster, cheaper manner, and in
larger amounts than can be produced inside multicellular organisms, such as cows.
Chymosin cheeses include Jack, mozzarella, most Swiss cheeses, plus many others.

Scientists work to create new and improved versions of cheese-curdling enzymes,

as well as to improve the yields and qualities of cheeses. Modern-day cheese makers
want to produce large amounts of high-quality cheese in the most economical way.

Word Bank: denature, fermentation, biotechnology, rennin, curds, proteases,

enzymes, whey, lactic acid, casein, lactose, genetic engineering, bacteria,
Lactobacillus

Explore - Find the Cheese

Objectives:
Students will use inquiry and creativity skills to develop and implement a
hypothesis to test the effects of variable curdling agents on the cheesemaking
process
Students will collect data and observations from their curdling results and record
them on the classroom data table.

1. Each lab group will be designated a certain curdling solution and follow a lab manual

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that will guide them through the cheese-making process. The manual will be adjustable
for each groups curdling solution concentration and will include tables for observations
and comments.

2. After completing the lab, the groups will transfer their data and observations to the
classroom data set.

Cheese - Making Lab

Procedure: (Record your data in the space provided)

You must wear goggles in this lab.

1. Measure the pH of cold milk

pH of milk when cold: ________________

2. Slowly heat up your milk (300ml) on a hot plate stirring with a stirring rod
until condensed water vapor comes off the surface of the milk. Take the
temperature and pH of the milk and when the temperature is around 70C,
remove the beaker from the hot plate and place on the tabletop. (The top of
the beaker should not be hot, but you may use beaker tongs if you desire.)

pH of milk when heated: ___________________

3. Add citric acid solution (one teaspoon in quarter cup of water), measure the
pH of the milk

pH of milk with citric acid: ___________________

4. Heat milk to 31 degrees C on hot plate and then remove the beaker
5. Slowly add your pre-calculated curdling agent solution to your beaker
stirring constantly with your stirring rod. As soon as the mixture starts to
curdle, stop adding your solution and continue to stir.
6. Heat the milk to 40 degrees C.
7. Test the pH of the solution with pH paper and record the pH in the space
provided.

pH of the mixture when it begins to curdle:_______________

8. Filter the mixture using the provided cheesecloth. Collect the remaining
whey in a large beaker.
9. Heat curds for about twenty seconds. Then knead excess whey out of the
curds, adding a pinch of salt.
10. Continue to heat until cheese has reached temperature of 54 degrees C and is
stretchy and smooth.
11. Record all observations including final volume of whey and curds

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Table 1.2 The Effects of Cheese-Curdling Agents on Curdling Time and Volume
Curdling Agent Time to AVERAGE Time Volume of Volume of
Curdling (min) to Curdling Whey (mL) Curds (mL)
(min)

lemon juice

rennin

magnesium
chloride

fungal rennet

GMO rennet

Explain - Whats in that Cheese?

Objectives:
Students will develop explanations that will either support or oppose their
hypothesis using key biochemistry terms.
Students will compare and contrast their groups data with the data of the other
groups in the class.

1. Each lab group will analyze their data and determine if it supports the hypothesis.
They will be asked to elaborate on their findings using the correct corresponding
biochemistry terms.

2. Students will have to compare and contrast to each group that used a different
curdling solution than their group. Students are expected to make some sort of diagram
to show the findings.

Elaborate - Cheese, tell me more?

Objectives:
The student will understand the cause and effect of lactose intolerance
The students will propose ways so that someone with lactose intolerance can eat

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 dairy using an argumentation model

1. Students will enjoy some cheese (not the cheese that was just made)! Whats a cheese
making lab without being able to enjoy some cheese? Provide cheese samples to students
to connect lab to real life by asking why some people may not be able to eat cheese.

2. In groups, students will use an argumentation activity to propose a method to help

someone with lactose intolerance eat dairy. The groups will then present their claim,
evidence, and justification to the class.

Evaluate - Hows that Cheese?

Objectives:
Students will apply what they learned throughout the lesson to Post-Lab Questions
Students will create a formal lab write-up following a grading rubric and
guidelines

1. Students will be given post-lab questions after the lab is complete to answer and hand
in with the full lab write-up.

2. Students will be expected to write a complete formal lab write-up and hand in it one
week after the completion of the lab. See later pages for guidelines for write-up.

Post-Lab Questions:
Imagine you are an employee at a cheese company. Make a recommendation to
your company supervisor about which curdling agent should be used for
production of cheese or the target of continued testing. Make sure to explain.
Where there any differences between what you expected to see and what you
observed?
What curdling argent produced the most cheese? Why do you think this is?
Can you find other foods that are produced using fermentation? Compare and
contrast the fermentation processes of your findings with that of cheese?

Guidelines for Lab Writeup:

FORMAL LABORATORY REPORT

Pre-Lab: Before coming to the lab each student must be prepared. It is expected that

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each student has completed all pre-lab activities such as reading the lab handout and/or
relevant material in the textbook or answering assigned questions.

Title Page: The title page should include the following items: a title centered 1/3 from the
top of the page; an identification containing the student's name, lab partners name,
course number, due date, and teacher's name located at the bottom right hand corner of
the page.

Abstract: The abstract is a concise 3-5 sentence paragraph outlining the purpose, results,
and conclusion of the experiment in an engaging format.

Introduction:

Step 1: Begin the Introduction with 1 or 2 sentences clearly stating what scientific
concept the lab is about. Then finish the paragraph by writing down details about this
concept relevant to the lab that you can find in the lab manual, textbook, class notes,
handouts, etc . . . Revise your answer so that it includes only the information that relates
specifically to this lab. If you have a lot of information, make two paragraphs. Note any
citations you use here for including in the References section of your report.

Step 2: Write the main objectives of the lab--the specific actions you took in the lab, such
as measure, analyze, test--in sentence form. Then complete the paragraph by describing
how the achievement of these objectives helped you learn about the scientific concept of
the lab.

Step 3: State your hypothesis, what you thought the outcome of the experiment would be
before you did it. This will be the first sentence of the hypothesis paragraph. To write a
scientific hypothesis, you first need to identify the independent and dependent variables
in the experiment. Write or sketch your hypothesis, describing the relationship among
the variables you listed.

Step 4: Continue the paragraph you began with a hypothesis by explaining how you used
your understanding of the scientific concept of the lab to arrive at your hypothesis.

Materials and Methods: The materials section is a list of all equipment, reagents
(chemicals), and computer programs that were used to complete the experiment. Using
your lab manual, handouts, and notes taken during the lab as a guide, describe in
paragraph form the experimental procedure you followed. Be sure to include enough
detail about the materials and methods you used so that someone else could repeat your
procedure. Safety precautions which were followed should be stated. The procedure
must be written in the impersonal (3rd person) past tense: e.g. We are taking the
temperature every 2 minutes. V The temperature was taken every 2 minutes. U

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Results: Step 1: If you haven't already done so, put your lab data in visual form by
creating appropriate tables, graphs, and other figures. Representing your data in a visual
format will allow you to identify trends and relationships among variables more easily.

Step 2: Once you have generated visual representations of your data, decide the order in
which your tables, graphs, or other figures should be presented in the Results section.

Step 3: Review all the data from your experiment. In a sentence or two, summarize the
main finding of this lab. This is the opening sentence(s) of the Results section.

Step 4: In separate paragraphs, summarize the finding in each of your visuals--tables,

graphs, or other figures. First state the overall relationship or interaction among
variables that each visual represents. Then include any specific details from the visual
that are important for understanding the results. Refer to your tables, graphs, or other
figures as figure or table 1, 2, 3, etc.

Step 5: Complete the Results by placing all the elements you've written in the proper
order: (1) the sentence summarizing the overall data for the lab; (2) the paragraphs of
word descriptions for each visual arranged in the order the visuals are presented.

Graphs and Tables: When graphs are required, special attention should be paid to the
following items: the type of graph expected (straight line or curve), utilizing the entire
graph paper, plotted point size, title of the graph, and axis labels. When numerous
measurements have occurred, data is to be placed in a data table whenever possible.
Figure headings are placed below the figure and should give a short description of the
figure. The figure number should be in bold print. Table headings are found above the
table and should also have a brief description. The table number is also in bold print.

Conclusion:

Step 1: Write a sentence or two stating whether or not the results from the lab procedure
fully support your hypothesis, do not support the hypothesis, or support the hypothesis
but with certain exceptions.

Step 2: In a paragraph, identify specific data from your lab that led you to either support
or reject your hypothesis. Refer to the visual representations of your data as evidence to
back up your judgment about the hypothesis.

Step 3: In a paragraph, use your understanding of the scientific concept of this lab to
explain why the results did or did not support your hypothesis. If the hypothesis from
the Introduction was not fully supported, show how your understanding of the scientific
concept has changed. Note any citations you use here for including in the Reference

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section of your report.

Step 4: Discuss other items as appropriate, such as (1) any problems that occurred or
sources of uncertainty in your lab procedure that may account for any unexpected
results; (2) how your findings compare to the findings of other students in the lab and an
explanation for any differences; (3) suggestions for improving the lab.

Important Reminders for a Lab Report:

1) Spelling

2) Significant figures and units regarding measurements and calculations

3) Avoid personal pronouns

4) Headings should stand out and each section should be separated by 1 line

5) Neatness counts -> use rulers when needed (especially when using tables and graphs),
type if possible

Do not copy verbatim (word for word) from the lab handout or any other source.
This is plagiarism and would result in a zero mark and possible further
consequences.

Differentiated Learning

http://www.foodnetwork.com/videos/cheesemaking-101-91836- Video on cheese

making
https://highered.mheducation.com/sites/9834092339/student_view0/chapter3/prote
in_denaturation.html- Protein Denaturing videos and short quizzes

These videos will review the material discussed in the pre-lab while simulating the lab
experiment and provide students who cannot participate an opportunity to experience
the material. The videos can also be accompanied by a guided worksheet to track the
learning progress.

Analysis of Student Learning

Using the pre- and post-lab questions as methods to determine student recall and
learning
These methods will help examine if students are comprehending the material as

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 well as connecting the knowledge to practical application

Analysis of Teaching

Reflection on student comprehension, questions, activity time management in

order to determine if activity needs restructuring.
Reflect on mannerisms of students to develop future methods of classroom
organization and management to prevent distraction or disruption from the
learning environment.
Utilize probing questions to gauge student understanding and determine if
learning outcomes and objectives are being met.

Resources

http://www.edu.pe.ca/threeoaks/departments/science/resources/Formal_Lab_Report_Gui
delines.pdf

http://static.nsta.org/connections/highschool/201201LabReportRubric.pdf

https://labwrite.ncsu.edu/po/po-results.htm

Percent Casein Protein in Cow Milk - MW Document

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