Grade 9

Grade 9
Note for the teachers

How to conduct the activities
The lesson plan booklet provides you with the detailed information of how to conduct the
different test on food adulteration. These tests are mapped across the curriculum of the
particular grade.
These lesson plans are effective way to enhance the students learning. The teacher will conduct
a short activity session during the class to make students aware about the food adulteration and its
harmful effects.
The lesson plan is divided into five sections: Engagement, Exploration, Explanation, Elaboration,
and Evaluation.
In this first section- Engagement of the cycle, the teacher aims to assess students’ prior
knowledge and to make them attentive for the upcoming session.
The next section- Exploration is of active learning where teacher will encourage students to apply
process skills, such as observing, questioning, and investigating.
The Explanation section enables students to know the science behind the test. This will give
all the answers to their questions of why, what, and how?
The activities in the section- Exploration will encourage students to apply their new
understanding of concepts, while reinforcing new skills/learning. Students are encouraged
to check for understanding with their peers, or to design new experiments or models based
on the new skills or concepts they have acquired. The goal of this phase is to help develop
deeper and broader understandings of the concepts.
The last section- Evaluation gives teacher an idea about how much students have understood the
concept and acquired knowledge of adulteration during the whole activity session.
Apart from this the students will have a better understanding and spread awareness about food
adulteration among the parents and in their locality.
Note: It is advisable to ‘Avoid tasting of food products in class’. The description of the difference
in the taste in adulterated and non-adulterated product could be explained to the child so that
they can guide their parents at home.
FOOD ADULTERATION
Food adulteration refers to the process by which the quality or nature of a given food is altered
through either the addition of adulterants and/or through removal of a vital substance from the
food. Food adulterants refer to the foreign, usually inferior substances added to the food which
may cause harm to the consumer or introduce unknown hazards in the food. Basically,
during food adulteration, small quantities of non-nutritious substances are added
intentionally to improve the appearance, texture or storage properties of the food.
The main type of adulteration is Economically Motivated Adulteration (EMA) which is targeted
towards financial advantages. This is also known as 'Food Fraud'. The various forms of
adulteration or food fraud with a potential to hamper food quality and safety could include the
following:
• Dilution of food
• Substitution (whole or in part) of food with inferior or cheaper quality
substances/ingredients
• Addition of unapproved or illegal ingredients/substances
• Over use in excess of legally prescribed limits) of certain ingredients, additives etc. to
improve appearance, texture or shelf life of foods
• Mislabeling of food with an intent to mislead consumers
• Tampering
• Counterfeiting etc.
Types of Food Adulteration
• Intentional adulteration: The adulterants are added as a deliberate act with intention to
increase profit. For e.g. sand, marble chips, stones, chalk powder, etc.
• Incidental/ Unintentional Adulteration: Adulterants are found in food due to negligence,
ignorance or lack of proper facilities. E.g., pesticide residues as a result of poor agricultural
practices, insect larvae or bird droppings due to poor hygienic practices at processing
level.
General Lab Safety Rules
Everyone should follow the general lab safety rules while working in the laboratory:
1) Be sure to read all fire alarm and safety signs and follow the instructions in the event of
an accident or emergency.
2) Make sure you know where your lab's safety equipment—including first aid kit(s), fire
extinguishers, eye wash stations, and safety showers—is located and how to properly use it.
3) Lab areas containing carcinogens, radioisotopes, biohazards, and lasers should be
properly marked with the appropriate warning signs.
4) Open flames should never be used in the laboratory unless you have permission
from a qualified supervisor.
5) Make sure you are aware of where your lab's exits and fire alarms are located.
6) Always work in properly-ventilated areas.
7) Do not chew gum, drink, or eat while working in the lab.
8) Laboratory glassware should never be utilized as food or beverage containers.
9) Each time you use glassware, be sure to check it for chips and cracks. Notify your lab
supervisor of any damaged glassware so it can be properly disposed of.
10) Never use lab equipment that you are not approved or trained by your supervisor to
operate.
11) If an instrument or piece of equipment fails during use, or isn't operating properly,
report the issue to a technician right away. Never try to repair an equipment problem
on your own.
12) If you are the last person to leave the lab, make sure to lock all the doors and turn off all
ignition sources.
13) Do not work alone in the lab.
14) Never leave an ongoing experiment unattended.
15) Never lift any glassware, solutions, or other types of apparatus above eye level.
16) Never smell or taste chemicals.
17) Do not pipette by mouth.
18) Make sure you always follow the proper procedures for disposing lab waste.
19) Report all injuries, accidents, and broken equipment or glass right away, even if
the incident seems small or unimportant.
20) If you have been injured, yell out immediately and as loud as you can to ensure you
get help.
21) In the event of a chemical splashing into your eye(s) or on your skin, immediately
flush the affected area(s) with running water for at least 20 minutes.
22) If you notice any unsafe conditions in the lab, let your teacher or lab supervisor know as
soon as possible.
Lesson Plan Index- Grade 9
S.No Test No.in Test Name Page
Food Safety No.
Magic Box
Booklet
1 1 Detection of adulteration of pure milk with synthetic milk 01
2 9 Detection of adulteration with artificial sweetener in sweat meats 04
3 11 Check the quality of fish 06
4 12 a) Check the quality of egg (Float test) 09

b) Check the quality of egg
5 13 a) Detection of adulteration with water 15

b) Detection of adulteration using Lactometer
6 23 Detection of abnormal milk such as colostrum or mastitis milk 21
7 30 Detection of adulteration with skimmed milk 24
8 34 Detection of adulteration with coal tar dyes in ghee, butter, khoa, 27

cheese and milk powder
9 35 Detection of adulteration with Vanaspati/hydrogenated edible fat in 30

sweet curd
10 36 Detection of adulteration with Vanaspati/hydrogenated edible fat in 33

in ghee, butter, khoa, cheese and milk powder
11 38 Detection of adulteration with Metanil yellow in ice-cream/ milk-based 36

sweets
12 90 Detection of adulteration with colored dried tendrils of maize cob in 39

Saffron
Detection of adulteration with colored dried tendrils of maize cob in
Saffron
13 93 Detection of adulteration with chalk powder in turmeric powder 42
14 94 Detection of adulteration with Aniline dyes in Turmeric powder 45

15 95 Detection of adulteration with lead chromate in Turmeric powder 48
Test No: 01 Teacher: Grade: 9 Date:
Test: Detection of adulteration of pure milk with synthetic milk.

Lesson objective: Students will be
1. Aware of the adulterations in the milk.
2. Able to differentiate between the adulterated and pure milk through simple tests.
3. Able to help their parents in identifying the pure and adulterated milk.
Engagement
Time Required: 5 min
Objective: To quickly get the feedback from the students before

the session. To get insight on the understanding and curiosity of
the youth.
Show them some pictures of different milk brands. Ask them the
following questions:
1) What brands milk do they use at their home? Do you
have any idea about the adulteration in food? If yes, can
you give me an example?
2) Why do you think we adulterate food?
(Try to engage them in these questions in order to stimulate their thinking and help them get prior knowledge on this
topic. Tell them in brief what we are going to do today in order to create excitement among the students for the
activity)
Exploration
Perform the activity with the students
This activity is based on the sensory evaluation. Students will use their senses to detect the adulteration in the
sample.
Material required: Milk sample
Steps to be followed are:
1) Ask the students to check the milk sample for altered taste by drinking a little amount of milk.
2) Ask the students to check for texture. Ask them to drop some milk between their fingers and note
the observation.
Discuss with the students what have they observe? Why do they think this happened? What could be the
possible reason behind the observed results?
(Give Students some time to explore their ideas around their observation, singly or in groups)
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Explanation
Possible observation will be:
1) They will find no difference in the taste and the texture.

2) Students can observe the bitterness in the aftertaste.
3) The sample might give a soapy feeling on rubbing between the fingers.
Explain the students about the observation they got after performing the activity.
Synthetic milk is not milk but an artificial imitation of natural milk with a high degree of adulteration to increase the
volume of milk and thereby the profit. Main components of synthetic milk are water, pulverized detergent or
soap, sodium hydroxide, vegetable oil, salt and urea. Most of these components such as urea, neutralizers and
detergents are very harmful to human health. Presently the preparation of synthetic milk is practiced at village level
but it is steadily spreading to urban areas in various Indian states.
When synthetic milk is made by mixing chemicals and things like soap in
natural milk it can be easily identified by bad taste. It also feels soapy when
rubbed and turns yellowish when heated.
Elaboration
Time required: 5min
Ask the students to collect the samples of the milk from their nearby dairy shops and perform the same steps.
This will help students to extend their understanding of the concept into the real world. In this way they will apply
learnings to their everyday lives.
Evaluation
Time required: 20 min
Give students some task which demonstrates that they have achieved the lesson objective. Discuss related
questions with them. Assess student progress through observations.
Method 1: Assessment questions:
1) What is synthetic milk?

2) Why is adulteration in milk performed?
3) What is the importance of milk for a healthy body?
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Method 2: Students can compare two milk sample one from any major brands in the market and the other
from local dairy shop. They can check for the difference between the two.
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Test No - 09 Teacher: Grade: 9 Date:
Test: Detection of adulteration with artificial sweetener in sweetmeats.

Lesson objective: This will help them to have a better understanding about the adulteration in sweat meats and
their harmful effects.
Engagement
Objective: To quickly engage and attract the students before the session. To get insight on the understanding
and curiosity of the youth.
For engaging students try the technique of “Who else got this answer”?
Ask the student “Do you know anything about sweetmeats or ever heard about it?”
When one student shares a response, don’t necessarily let that be the end of it. Follow up to the class with “Who
else got this answer?” Then students raise their hands if they did. Usually not everyone raises their hand, so then
you can continue by asking a student who didn’t raise their hand, “What answer did you get?” This could turn what
would be a quick answer into a more thoughtful discussion about their thinking processes.
(The idea is to engage the students in these questions in order to stimulate their thinking and help them get prior
knowledge on this topic. Tell them in brief what we are going to do today in order to create excitement among the
students for the activity)
Exploration
Perform the activity with the students.
Note: This method is applicable if artificial sweetener is used in addition to sugar.
This activity is based on the sensory evaluation. Students will use their sense of taste to evaluate the general
taste of the product.
Material Required: Sweetmeats
sample Steps to be followed are:
Taste the small quantity of the sample.
Discuss with the students what have they tasted?
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Explanation
1) Sweet taste and no bitter after taste confirms the absence of artificial sweetener.
2) Sweet taste for a short time followed by a bitter after taste. It confirms the presence of artificial sweetener
If students observed sweet taste with no bitter taste at the end this confirms the absence of artificial sweetener. If
there is an adulteration with the artificial sweetener, it will leaves a lingering sweetness on tongue for a
considerable time and leaves a bitter after taste.
This will confirm the presence of artificial sweetener.
Elaboration
Ask the students to find more about sweetmeats. Where it is used and for what purpose. They can document
all their research about sweetmeats.
Evaluation
Method 1: Ask the following questions to the students:
1) What is sweetmeats?
2) Why we do adulteration in sweetmeats?
3) Is adulteration in sweetmeats harmful for our health? If yes, how?
Method 2:
Conduct a survey on where did you or buy the sweetmeats in your locality. Is there any other options available
which can replace sweetmeats.
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Test No - 11 Teacher: Grade: 9 Date:
Test: Check the quality of Fish.

Lesson objective: Through this test students will learn about the characteristics of fresh and rotten fish.
Note: This test can be performed voluntarily by the students.
Engagement
For engaging students try the playing a game with them. “I don’t know the answer!”
Ask the student a question “Did you ever watched your parents while they are buying fish from the fish market.
What all did they ask the shopkeeper?”
Tell students it’s OK to say, “I don’t know the answer,” as long as they do one of the following:
• Ask a follow up or clarifying question.

• Listen to a classmate’s answer and repeat it.
• Look up information that could lead them to the answer.
• Think about the question and then answer it later in the class.
Exploration
This activity is based on the sensory evaluation. Students will use their sense of sight, smell and touch to evaluate the
quality of the product.
Material required: Fish Sample
Steps to be followed are: Take a fish sample. Examine the sample for look, smell and touch.
Discuss with the students what have they have observed?
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Explanation
1) Look: Shiny skin, intact scales, bright eyes, red gills, and neatly displayed
2) Smell: No fishy smell.
3) Touch: Slippery and wet. Firm and rubbery to touch.
Fish can be easily transformed into so many dishes. There are some thumb rules that you need to follow while
buying fish and making sure that it is fresh.
1. Look for firm, shiny flesh: The flesh of the fish should
bounce back on touching it. The skin has a natural
metallic glow and should not look dull. The surface of the
skin must be tight and the scales might be tightly
attached. Cracked skin or loose scales could be signs of
rotting fish.
2. Sniff the fish: Fresh fish should not smell but should
have a mild scent. It is best to avoid fish that has a
strong, fishy odor or a sour smell.
3. See the eyes: The eyes should be bulging, shiny and
clear. They should be no cloudiness present. Even if
the eyes are sunken into the head it could suggest that
the fish is old.
4. Check the gills: If it is a whole fish, the gills should be
bright pink or reddish in colour. They should also be slightly wet and not slimy or dry.
5. Other signs: Check for any kind of discoloration of skin, brown or yellow sliminess around the edges, or a
spongy texture, these are all signs of old fish.
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Elaboration
Time required: 5min
Ask the students to make a list of fresh water fish and sea water fish found in their locality.
Evaluation
Method 1:Give students the below questions as homework and ask them to write their Reponses in their
notebook :
1) What is the characteristics of fresh fish?

2) Which state in India is largest producer of fish?
3) What are the health benefits of eating fish?
4) What is the harmful effects of consuming rotten fish?
Method 2: Ask the students to find out thr methods to check the quality of other meats available in the market.
For eg, chicken and mutton etc.
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Test No – 12a Teacher: Grade: 9 Date:
Test: Check the quality of egg (Float test).

Lesson Objective: Through this test students will learn about how to check the quality of the egg.
Engagement
Play an activity with the kids. Ask one or two students to bring one boil egg and one raw egg from home.
Now, play a game with the students and ask them to identify which is the raw egg and which one in boiled egg.
At the end, you swing both the eggs. Hard-boiled eggs are easy to start spinning and easy to stop spinning. Raw
eggs are harder to start spinning and keep turning a little bit when you try to stop them. Hard-boiled eggs are solid
inside. In the raw egg, the liquid inside the egg slides about and stops the egg from spinning as fast. When you
stop the hard-boiled egg, it stops quickly. When you stop the raw egg, it keeps turning a little bit. You have only
stopped the shell, not the liquid inside. The liquid is still moving, which causes the shell to keep turning. Hard-
boiled eggs will spin on their end if you spin them fast enough. The egg saves energy by spinning on its end and
making a smaller circle.
(The idea is to engage the students in these questions in order to stimulate their thinking and help them
get prior knowledge on this topic. Tell them in brief what we are going to do today in order to create
excitement among the students for the activity)
Exploration
This activity is based on the float test.
Material required: Eggs and water container Steps
to be followed are:
Immerse the egg in glass container filled with water. Observe the position of egg.
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Explanation
1) Egg at the bottom width wise: This indicate that egg is fresh.
2) Egg at the bottom on one end: This indicate that egg is slightly older.
3) Egg float on the surface: Indicate that the egg is rotten.
The reason behind this method works is that the eggshells are porous, which means they allow some air to get
through. Fresh eggs have less air in them, so they sink to the bottom. But older eggs have had more time for the
air to penetrate the shells, so they're more buoyant and will float.
Elaboration
Ask students to keep eggs for different time spans at their home and then do this test on their own. They can
also find other methods by which they can check the quality of eggs.
Evaluation
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notebook :
1) What is the health benefits of having egg regularly?

2) What may happen if you consume rotten egg?
3) Name the other kinds of bird’s egg that we can eat? Find the way to test their quality.
Method 2: Draw an egg and label all the components inside it.
Method 3: Ask students if they can do the same test with other than hen eggs and share their observations with
the class.
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Test No – 12b Teacher: Grade: 9 Date:
Test: Check the quality of egg.

Lesson Objective: Through this test students will learn about how to check the quality of the egg.
Engagement
Play an activity with the kids. Ask one or two students to bring one boil egg and one raw egg from home.
Now, play a game with the students and ask them to identify which is the raw egg and which one in boiled egg.
At the end, you swing both the eggs. Hard-boiled eggs are easy to start spinning and easy to stop spinning. Raw
eggs are harder to start spinning and keep turning a little bit when you try to stop them. Hard-boiled eggs are solid
inside. In the raw egg, the liquid inside the egg slides about and stops the egg from spinning as fast. When you
stop the hard-boiled egg, it stops quickly. When you stop the raw egg, it keeps turning a little bit. You have only
stopped the shell, not the liquid inside. The liquid is still moving, which causes the shell to keep turning. Hard-
boiled eggs will spin on their end if you spin them fast enough. The egg saves energy by spinning on its end and
making a smaller circle.
Exploration
Material required: Eggs
Break the egg on a flat surface. Observe the broken egg.
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Explanation
1) The yolk rounded, small and stands high in a thick or gel-like egg white. The gel like mass of egg will not
spread over a wide area.
2) The egg white thinner, runny and egg yolk and white dissolve into each other.
We can crack the egg onto a plate or other flat surface to test how fresh it is. If it's fresh, the yolk should be bright yellow or
orange, and the white shouldn't spread much.
The yolk will be flatter and the white will be much runnier in an older egg.
Elaboration
Ask students to keep eggs for different time spans at their home and then do this test on their own. They can
also find other methods by which they can check the quality of eggs.
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Evaluation
notebook :
1) What is the health benefits of having egg regularly?

2) What may happen if you consume rotten egg?
Method 2: Draw an egg and label all the components inside it.
Method 3: Ask students if they can do the same test with other than hen eggs and share their observations with
the class.
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Test No. 13a Teacher: Grade: 9 Date:
Test: Detection of adulteration in milk with water (Method 1)

Lesson objective: Students will be:
1) Able to differentiate between the adulterated and pure milk through simple tests.
2) Aware of the adulterations in the milk.
3) Able to help their parents in identifying the pure and adulterated milk.
Engagement
Objective: To increase students’ participation by creating interest and curiosity.
Ask them the following questions:
1) What is pasteurization?
2) Milk is a rich source of ........... ?
3) What is the difference between whole milk and skimmed milk?
4) Name few milk products.
(Try to engage them in these questions in order to stimulate their thinking and help them get prior knowledge on
this topic. Tell them in brief what we are going to do today in order to create excitement among the students for
the activity)
Exploration
Material needed: Milk and glass slide
1) Take a clean glass slide
2) Slowly pour 1-2ml of the milk sample vertically on the syrface of the glass plate/slide
3) Observe the sample how it moves
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Explanation
1) Drop moves slowly leaving a white trail behind or
2) Drop flows down rapidly without any trail
Milk is a very useful ingredient. Its consumption is for people of all age groups, the consumption of milk plays an
important role for development of even children from a very young age. It is rich in proteins, calcium, and in other
nutrients.
Adulteration of milk with water reduces the viscosity of the milk. According to the laws of viscosity, lower the viscosity,
faster is the flow of fluid on solid surfaces because of the lower cohesion forces between the fluid molecules. In
comparison, pure milk sample has higher viscosity because of the right proportion of constituents like milk fats,
proteins etc.
Elaboration
Time required: 5min
Ask students to conduct the same test in their home in front of their parents and share their response/feedback
with the class.
Evaluation
1) Name few milk products which students feel that there is possibility of adulteration.
2) Is adulteration of milk with water harmful to us? If yes, then how?
3) What is FSSAI and what does they do?
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Method 2:
Ask students to prepare a list of milk product and write the process of making a product which they like
most.
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Test No. 13b Teacher: Grade: 9 Date:
Test: Detection of adulteration in milk with water (Method 2- Lactometer procedure)

1. Able to differentiate between the adulterated and pure milk through simple tests.
2. Aware of the adulterations in the milk.
3. Able to help their parents in identifying the pure and adulterated milk.
Engagement
Objective: To increase students’ participation by creating interest and curiosity. Ask
them the following questions:
1) What is pasteurization?
2) Milk is a rich source of ........... ?
3) What is the difference between whole milk and skimmed milk?
4) Name few milk products.
(Try to engage them in these questions in order to stimulate their thinking and help them get prior knowledge
on this topic. Tell them in brief what we are going to do today in order to create excitement among the students
for the activity)
Exploration
Material needed: Milk, measuring cylinder and lactometer
1) Pour the evenly mixed milk sample into a clean and dry measuring cylinder (250 – 500ml) along the sides
at room temperature
2) Clean the lactometer with waterand wipe dry. Lower the lactometer gently into the milk holding it by the
stem with the bulb going first
3) Release the lactometer when it is approximately in its position of equilibrium
4) Add aditional milk (if required) up to the brim of cylinder
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5) As soon as the lactometer is at rest, read and record reading on the scale corresponding to the top of the
meniscus (top surface) of the milk
6) Repeat the readingafter depressing the lactometer about 3 mm and allowing it to come to rest
7) Observe the lactometer scale reading
Explanation
1) Lactometer reading is less than 20 or
2) Its reading is between 28 – 30 or
3) Its reading is between 30 – 32 or
4) Its reading is between 35 – 37
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important role for development of even children from a very young age. It is rich in proteins, calcium, and in other
nutrients.
Adulteration in milk using different components, even water. Additionally, the density level of different types of
milk differs. Adulteration with water reduces the nutritional value of milk and decreases the purity level.
A lactometer works on the Archimedes’ principle. Archimedes' principle states that the upward buoyant force that is
exerted on a body immersed in a fluid, whether fully or partially submerged, is equal to the weight of the fluid that
the body displaces. If the density of the milk is lesser, more the lactometer will easily sink. Pure milk would imply
that the lactometer would float on top, if it is adulterated or impure, it will easily sink lower.
Elaboration
Time required: 5min
Ask students to bring milk sample from their home and test it. Ask them to share their findings with the class.
Evaluation
1) How does the lactometer function?
2) What is the primary reason for the lactometer floating?
3) Why milk is adulterated with water?
Method 2:
Ask students to test the milk of different animals following the lactometer procedure.
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Test No – 23 Teacher: Grade: 9 Date:
Test: Detection of abnormal milk as colostrum or mastitis milk. (Alcohol test)

Lesson objective: The objective of this test is to make students aware about the difference in pure and adulterated
milk.
Engagement
Divide the students in group. Give one questions to each group and ask them to discuss it among their groups.
After the discussion they will chose one person from their group who will speak answer the question in front of the
whole class.
Questions:
1) What is meant by colostrum?

2) Do you know anything about mastitis milk?
3) Why is milk important from a healthy body?
4) What are the constituents of milk?
Exploration
This method is known as Alcohol test.
Material required: Milk, test tube, 68% Ethyl alcohol Steps
to be followed are:
1) Take 5ml of milk in test tube.

2) Add 5ml of 68% Ethyl alcohol.
3) Mix the contents of the test tube by inverting several times.
4) Examine the tube and note any coagulation.
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Explanation
1) No change indicate that the milk is pure.

2) Fine particles of curd will be visible on the inside surface, presence of flake or curd denotes positive alcohol
test. This indicates that the milk sample is adulterated with hypochlorite.
Explain what was observed after performing the activity to the students
Colostrum is the first form of milk produced by the mammary glands of mammals (including many humans)
immediately following delivery of the newborn.
Mastitis is the inflammation of the mammary gland and udder tissue. It is a major endemic disease of dairy
cattle. Mastitis can cause a decline in potassium and an increase in lactoferrin. It also results in decreased casein,
the major protein in milk. As most calcium in milk is associated with casein, the disruption of
casein synthesis contributes to lowered calcium in milk. The milk protein continues to undergo further
deterioration during processing and storage. Milk from cows with mastitis also has a higher somatic cell count. The
higher the somatic cell count, the lower the milk quality.
The alcohol test is used for rapid assessment of stability of milk for processing particularly for condensing and
sterilization. The alcohol test is useful as an indication of the mineral balance of milk and not as an index of
developed acidity. The test aids in detection abnormal milk such as colostrum’s, milk from animals in late lactation,
milk from animals suffering from mastitis and milk in which mineral balance has been disturbed.
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Elaboration
Ask the students to find out the stability of milk for processing at their homes.
Evaluation
Method 1: Ask the students to use any online search platform and make a document on why it is harmful for us
if we consume mastitis milk.
Ask them to note down all the possible reason and submit it as an assignment.
Method 2: Give students a task to collect different milk samples from different sourecs and perform the same
test with all the samples and then note down all the results. This will help them to understand the quality of milk
obtained from different sources.
Method 3: Ask students the following questions:
1) What is colostrum’s or mastitis milk?

2) What is the importance of using Ethyl alcohol in this test?
3) What are the components of milk?
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Test No. 30 Teacher: Grade: 9 Date:
Test: Detection of adulteration of whole milk with skimmed milk

1. Able to differentiate between the adulterated and pure milk through this simple test.
2. Aware of the kinds of adulteration in the milk.
3. Able to help their parents and friends in identifying the pure and adulterated milk.
Engagement
Time Required: 5-10 minutes
Objective: To familiarize them with the various forms of adulterants used in milk.
Ask them about their favorite milkshake flavors, and if they are aware what skimmed milk is used for?
Milk is a common component used for a variety of food items. Its adulteration can cause a large no. of problems if
gone unnoticed.
1. Can we differentiate between adulterated and pure milk by appearance?

2. What all delicacies involve the use of milk?
3. What is skimmed milk?
Show 2 samples in class of milk and skimmed milk, and ask the students if they can identify which is which?
the activity)
Exploration
Material required:
Milk, Test tube, Nitric acid, Pipette/eye dropper
1. Take 5ml milk in a test tube

2. Add concentrated Nitric acid drop by drop using the eye dropper
3. Observe the experiment
NOTE-The teacher must look over the use of harsh chemicals and ensure caution with their use.
Ask students what have they observed? Why do they think this happened? What could be the possible reason
behind the observed results?
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Explanation
Possible observations will be:
1) A color change would be observed to a yellow color when there is no adulteration

2) A change of color to an orange would be observed in case there is adulteration
important role for development of children from a very young age. It is rich in proteins, calcium, and in other
nutrients.
However, it is often adulterated with the use of skimmed milk. Skimmed milk is the milk from which fat is
removed. It contains only up to around 0.1% fat. It is considered unhealthy for younger children as fat is an
important nutrient for growing children. Such adulteration, if gone unnoticed can be harmful to the health of small
children.
We can check the adulteration in milk with skimmed milk by performing the Xanthoprotein test. This test
checks for the presence of proteins in the milk sample. When Nitric acid is added to the milk, it reacts with the
phenyl rings which are present in proteins to give a yellow-orange color. In case there is skimmed milk, it
comprises of 39% of the protein as compare to the pure unadulterated milk. This results in a more intense color of
orange when there is adulteration with skimmed milk than the yellow color in case of no adulteration.
Elaboration
Time required: 5min
Ask the students to go back home, take a sample of the above given ingredients and perform the same
experiment under the guidance of an adult.
25
Evaluation
1. What is the Xanthoprotein test?

2. Why does there appear a change in color?
3. Why is there a yellow color when no adulteration?
4. Why are fats important for children?
Method 2: Divide the students into smaller groups of 3-4 and ask them to present the adulteration with added
skimmed milk. Discuss the importance of milk and skimmed milk and mark their differences.
Method 3: Ask every student to conduct a survey in their respective localities to figure out how many people are
aware of such forms of adulteration and if they know how to test it, if not, to offer assistance.
26
Test No: 34 Teacher: Grade: 9 Date:
Test: Detection of adulteration with coal tar dyes in ghee, butter, khoa, cheese,
condensed milk, and milk powder.
1. Able to differentiate between the adulterated and pure milk products through simple tests.
2. Aware of the kinds of adulteration in the milk products.
3. Able to help their parents in identifying the pure and adulterated milk products.
Engagement
Time Required: 5 minutes
Objective: To familiarize them with the adulterants found in commonly consumed dairy products
Ask the following questions:
1) Have you eaten cookies or a cake? If yes, then could you

recognize what ingredients are used in them?
2) Butter, ghee, etc. are key components of a kitchen and are
used to cook and make a variety of items. Ask the students
to list out some of their favorite food items involving these
ingredients.
3) What is adulteration according to the students?
4) Show the students coal tar dye, and make them guess what
it is used for. Coal tar dyes
this topic. Tell them in brief what we are going to do today in order to create excitement among the students for the
activity)
Exploration
Material required:
Ghee/Butter/Khoa/Cheese/Condensed milk/Milk powder, Test tube, Hydrochloric acid.
1) Take a teaspoon of the melted sample in a test tube

2) Add 5ml of concentrated Hydrochloric acid to the test tube
3) Mix the contents by shaking the test tube
4) Allow the mixture to settle and observe
NOTE-The teacher must supervise the use of harsh chemicals and ensure caution with their use.
27
Explanation
1) No color change would be observed in the mixture in case of no adulteration

2) A color change will be observed to a reddish color, in case of adulteration
Ingredients such as ghee, khoa, butter, cheese etc. are commonly used in cooking. They are rich in fats and
form a significant part of one’s diet.
Coal tar dyes are artificial coloring agents, and a by-product of the production of coke and coal gas from coal.
It has medicinal and industrial uses. It is considered to be an aromatic hydrocarbon. However, the use
of it as an adulterant can have a harmful effect on people. Their consumption can cause brain damage and
accelerate diseases such as Alzheimer’s.
When used as an adulterant, and on testing for it, the aromatic hydrocarbons react with the hydrochloric acid,
which leads to a reddish color of the mixture. In case of no adulteration, no such color change occurs.
Elaboration
Time required: 5min
Ask the students to go back home, take a sample of the above mentioned ingredients, and conduct the test for
adulteration on them, under the guidance of an adult.
Evaluation
28
1) What does coal tar dye look like? What is it primarily used for?
2) What causes the change in color when testing for adulteration?
3) What harmful effects does use of coal tar dye as an adulterant have?
4) Why do these changes occur?
Method 2: Ask the students to conduct a survey in their respective localities whether the people are aware of such
adulteration
Method 3: Ask the students to form groups of 3-4 students each and present to the class a brief presentation on the
experiment and also the structure of coal tar dye, and why it is called an aromatic hydrocarbon.
29
Test: Detection of adulteration with Vanaspati/hydrogenated edible fat in sweet curd

Lesson objective: Through this test students will be:
1) Able to differentiate between the adulterated and pure sweet curd.

2) Aware of the types of adulteration in the sweet curd.
3) Able to help their parents and friends in identifying the pure and adulterated milk.
Engagement
Objective: To familiarize them with the adulteration of dairy products such as sweet curd.
As curd is considered to be a healthy product and is recommended for consumption, ask students if they are aware
of how curd is made, and what the various uses of it are.
1) Can we differ between adulterated curd and plain curd by

appearance?
2) What use is of Vanaspati oil?
3) Do they have any idea about adulteration in foods?
Ask the students to get milk samples and to observe the conversion
of milk to curd in class.
(Try to engage them in these questions in order to stimulate their

thinking and help them get prior knowledge on this topic. Tell them in brief what we are going to do today in order
to create excitement among the students for the activity)
Exploration
Material required: Sweet curd, Hydrochloric acid, and test tube
1) Take 5g of sweet curd in a test tube

2) Add 10ml of concentrated Hydrochloric acid to the sweet curd
3) Mix the contents by shaking the test tube gently
4) 5 minutes later, examine the mixture
30
Explanation
1) No color change would be observed in the mixture in case of no adulteration.

2) A color change will be observed to a reddish color in the acid layer, in case of adulteration.
Sweet curd is a common dairy product made by mixing sugar in curd. Curd is full of calcium, vitamin D, protein and
healthy gut bacteria. It offers a variety of health benefits. Vanaspati is a vegetable ghee that has been
hydrogenated and hardened. It is much cheaper than ghee prepared from milk butter.
Vanaspati/hydrogenated edible fat is used as a common adulterant in curd especially sweet curd. To check for
adulteration, we use Hydrochloric acid. When we mix the two components in the mixture, the acid leads to the
breakdown of the sugar molecules into glucose and fructose. Once dehydrated, as in allowed to dry and settle, the
glucose and fructose produce furfurals. These furfurals react with components known as phenols in the mixture.
The phenols are present in Vanaspati oil. Due to this reaction, there is a change in color to a red or pink color.
Therefore, when there is adulteration, there is a change in color, and in case of no adulteration, there is no color
change.
Elaboration
Time required: 5min
Ask the students to go back home, make a sweet curd mixture and conduct the same experiment
under the guidance and watch of an adult.
31
Evaluation
1) Is adulteration with Vanaspati/hydrogenated edible fat in sweet curd easily noticeable?

2) What causes the change in color in sweet curd when testing for adulteration?
3) What observations and changes can be recorded in case of adulteration?
Method 2: Ask the students to conduct a survey in their respective localities whether the people are aware of such
adulteration or not.
Method 3: Ask the students to form groups of 3-4 students each and present to the class a brief presentation on
the experiment and also the various uses of curd.
32
Test: Detection of adulteration with Vanaspati/ hydrogenated edible fat in ghee

(Baudouin test), butter, khoa, cheese and condensed milk.
1. Able to differentiate between the adulterated and pure milk products through simple tests.
2. Aware of the kinds of adulterants in milk and milk products.
3. Able to help their parents in identifying the pure and adulterated milk products.
Engagement
Objective: To familiarize them with the adulteration in the consumption of commonly available dairy products
Ask them about how often they use dairy based products like butter, ghee, cheese, etc.
1. How important are dairy products and their use in

the kitchen of a house and how would their
adulteration affect us?
2. Are they familiar with the use of added flavors,
preservatives, and food colorings used in food items,
did they ever read through the contents part on the
packaging?
3. Can we differentiate between adulterated dairy
products and pure dairy products by appearance?
4. What is Vanaspati and for what purposes is it used?
the activity)
Exploration
Material required: Test tube, Ghee, sugar, Hydrochloric acid
1) Take 1ml of melted ghee in a test tube

2) Add 1ml of concentrated Hydrochloric acid
3) Add half a tablespoon of sugar to the test tube
4) Put on a stopper and shake the mixture vigorously for 2 minutes and allow the mixture to separate.
33
Explanation
1) No color change would be observed in the sample in case of no adulteration

2) A color change will be observed in the acid layer to a red or pink color, in case of adulteration
Vanaspati oil is often used as an adulterant additive in ghee, butter, etc. as it gives the dairy products a better
consistency to spread, and a more solid texture. It is also a cheap substitute for milk fat. Butter, ghee, etc. are
frequently used and help in the cooking of a variety of dishes across different cuisines.
When we add sugar to the existing mixture containing Hydrochloric acid with ghee or butter, the sugar breaks
down into glucose and fructose because of the acid. On dehydration or drying up, the components called glucose
and fructose produce furfurals. The furfurals react with a component of Vanaspati oil called phenols, which leads to the
change in color to pink or red in the acid layer.
Therefore, in case of adulteration the color changes to pink due to reaction of furfurals with the particles present in
Vanaspati oil. No change occurs in case there is no adulteration with Vanaspati.
Elaboration
Time required: 5min
Ask the students to go back home, and test the cheese, ghee, butter present in their house, under the
guidance of an adult and with proper care and caution, note the observations and discuss them in class.
Evaluation
34
1) Is adulteration with Vanaspati oil easily noticeable?
35
2) How do we test for adulteration with Vanaspati oil?
Method 2: Ask the students to form groups of 2-3 children in each and discuss and present types of products that could
be adulterated in such a manner, the harms caused due to this, and how to spread awareness on taking
precautions against adulteration.
the experiment and the various delicacies that can be adulterated by this way.
36
Test: Detection of adulteration in Ice Cream/milk-based sweets with Metanil yellow

1. Able to differentiate between the adulterated and pure ice cream/milk-based sweets through simple
tests.
2. Aware of the adulterations in ice cream/milk-based sweets.
3. Able to help their parents in identifying the pure and adulterated ice cream/milk-based sweets products.
Engagement
Objective: To familiarize them with the adulteration in

the consumption of even their favorite eateries
Ask them about their favorite ice cream flavors, or their

favorite milk-based sweets, and if they know of any means to
check for adulteration
1. Ice creams are a popular food item among children especially; do you think that there are additives added
to them?
2. Are they familiar with the use of added flavors, preservatives, and food colorings used in food items, did
they ever read through the contents part on the packaging?
3. Can we differ between adulterated Ice cream and plain Ice cream by appearance?
4. What is Metanil yellow?
the activity)
Exploration
Material required: Ice cream, Hydrochloric acid, Test tube
1) Take a small amount of ice cream or the milk based sweet in a test tube
2) Add water to make it a solution
3) Shake the contents well to form a mixture
4) Add 0.5ml of Hydrochloric Acid to the mixture
5) Observe the sample
NOTE-The teacher must look over the use of harsh chemicals and ensure caution with their use.
37
Explanation
1) No color change would be observed in the Ice cream in case of no adulteration.

2) A color change will be observed to a pink color, in case of adulteration
Metanil Yellow is a substance used as a pH level indicator, and has properties for detecting acids and bases. On
interacting with acids, it changes into a pinkish shade. However, it affects the health of an individual negatively on
ingestion. It may even lead to the swelling of certain cells in an individual, and other ill effects. It is recorded to be a
primary non-permitted food coloring used in India, and that is why it is necessary to ensure that the items we
are consuming are safe and hazard free.
To test for adulteration, when we add Hydrochloric acid to the mixture of Ice cream and water, the Metanil Yellow
present in the mixture reacts to the Hydrochloric acid and turns pink in color, showing adulteration. This happens
due to the additive being a pH level indicator and its characteristics. In case there is no adulteration, there would
be no change in the color of the solution as there would be no indicator to distinguish the presence of Hydrochloric
acid.
Elaboration
Time required: 5min
Ask the students to go back home, buy an ice cream on the way back, go back home and perform the same
experiment in the presence of some elders, and proper care and caution. You can use vinegar in place of HCl.
Evaluation
1) Is adulteration with Metanil Yellow easily noticeable?

2) How do we test for adulteration with Metanil yellow?
38
Method 2: Ask the students to highlight the various hazards of using non-permitted items as adulterants in various food
items and prepare a report.
the experiment and the various delicacies that can be adulterated by this way.
39
Test: Detection of adulteration with colored dried tendrils of maize cob in saffron
1) Able to differentiate between the adulterated and pure saffron through simple tests.
2) Aware of the adulterations in the saffron.
3) Able to help their parents in identifying the pure and adulterated saffron.
Engagement
Objective: To get feedback from students and judge their knowledge on said subject and gauge curiosity in
conducting said test.
Ask the Students the Following questions:
1) What are saffron?

2) What is the taste saffron adds to food?
3) What is maize cob?
4) Give 2 foods made using maize.
(Try to engage them through this activity to test their prior knowledge and create excitement for the activity to be
conducted. Follow this up with a brief overview of the activity to be conducted today.)
Exploration
Material required: Saffron sample, glass, hot water (70-80o C)
1) Take a few strands of saffron in a glass

2) Add the hot water to it
3) Observe the diffusion of colour.
Ask students what observation they make they make in the glass. What do they feel is the reason for the
same?
(Give Students some time to explore their ideas around their observation. Observations can be made in groups or
individually.)
40
Explanation
1. Sample slowly releases typical saffron colour into the water

2. Sample immediately releases colour into water
Saffron is a spice derived from the flower of Crocus sativus, commonly known as the "saffron crocus". The vivid
crimson stigma and styles, called threads, are collected and dried to be used mainly as a seasoning and coloring
agent in food. Saffron has long been the world's most costly spice by weight. Saffron is used
for asthma, cough, whooping cough (pertussis), and to loosen phlegm (as an expectorant). It is also used for sleep
problems (insomnia), cancer, “hardening of the arteries” (atherosclerosis), intestinal gas
(flatulence), depression, Alzheimer's disease, fright, shock, spitting up blood (hemoptysis), pain, heartburn,
and dry skin.
Maize cobs are a highly fibrous product with many agricultural and industrial applications. In agriculture, they are used
for fuel, litter for poultry, soil conditioner, and as fodder for ruminants despite their low nutritive value. Artificial
saffron (i.e., the dried tendrils) are prepared by soaking the maize cob in sugar and coloring it with artificial coal
tar dyes (artificial coloring agents made by combining various aromatic hydrocarbons like toluene, xylene, benzene,
which are obtained from the distillation of bituminous coal. Coal tars are also made from petroleum distillates.
Coal tar is a brown or black liquid of extremely high viscosity) and hence gives out intense colour (reddish-orange)
of the added material and goes back to the original maize cob colour very fast.
Elaboration
Time required: 5min
A similar test with whole turmeric and lead chromate in water should be conducted. Pure whole turmeric does
not give an intense yellow colour whereas the lead chromate adulterated turmeric leaves the water in an intense
blue colour.
41
Evaluation
1. How do the dried tendrils affect the taste of the saffron?

2. Why is saffron adulterated with dried tendrils of maize cob?
3. What is the role of the hot water in the given test?
4. Give 2 uses of saffron.
Method 2: Online cum Practical Exercise
With the use of the internet, ask the students in the 4-5 groups to look up the various method or items which are
added to saffron to adulterate them and create a table of the same along with the probable reasons for doing the
same.
42
Test: Detection of adulteration with chalk powder in turmeric powder.

1. Able to differentiate between the adulterated and pure turmeric powder through simple tests.
2. Aware of the adulterations in the turmeric powder.
3. Able to help their parents in identifying the pure and adulterated turmeric powder.
Engagement
Objective: To get feedback from students and judge their knowledge on said subject and gauge curiosity in
conducting said test.
1) What is turmeric powder?

2) What is chalk powder? What is its major constituent?
3) What is the taste turmeric powder adds to foods?
Exploration
Material required:
Turmeric powder sample, water, concentrated Hydrochloric acid (HCl), and Test tube
1) Take 1gm of turmeric powder in a test tube containing 2-3ml of water

2) Add 0.5ml of concentrated HCl
3) Observe for any changes
Ask students what observation they make they make in the Test tube. What do they feel is the reason for the
same?
individually.)
Explanation
1. No bubbles observed
43
2. Bubbles observed in the test tube
Turmeric is a flowering plant, Curcuma longa of the ginger family, Zingiberaceae, the roots of which are used in
cooking.
Raw turmeric is packed with anti-inflammatory properties, which helps relieving symptoms associated with both
Rheumatoid arthritis and osteoarthritis. Further, it can also be used to treat inflammation caused due to eye
infections.
Chalk is a soft, white, porous, sedimentary carbonate rock, a form of limestone composed of the mineral calcite.
Calcite is an ionic salt called calcium carbonate or CaCO3.
In agriculture, chalk is used for raising pH in soils with high acidity. Additionally, the small particles of chalk make it a
substance ideal for cleaning and polishing.
As seen above, chalk is made out of calcium carbonate which reacts with the conc. HCl to give out carbon dioxide.
This process is called effervescence in which bubbles are formed due to the presence of the carbon dioxide.
Thus, in the adulterated mixture, bubbles will form due to effervescence indicating the presence of the
adulterant whereas in the pure powder no bubbles are formed.
Elaboration
Time required: 5min
The given test deals with adulteration of turmeric powder. A test of turmeric powder adulterated with lead
chromate in water can be carried out and the difference in the observations can be catalogued.
Evaluation
44
1. How does chalk powder affect the taste of turmeric powder?

2. Why is turmeric powder adulterated with chalk powder?
3. Give two uses of turmeric powder.
4. What is the role of Conc. HCl in the given test?
Method 2: Practical Exercise
Divide students into groups and ask each group to conduct the given test on turmeric powder in their own houses
under the supervision of the teacher. The results of the same should be analysed and the members of the
family should also be made aware of the problems faced due to adulteration of the turmeric powder.
Method 3: Experiment cum online exercise
Dividing the students in 4-5 groups ask each student to obtain for educational purposes the various elements with
which turmeric is adulterated and detection of the same.
45
Test: Detection of adulteration with Aniline dyes in Turmeric Powder

1) Able to differentiate between the adulterated and pure turmeric powder through simple tests.
2) Aware of the adulterations in the turmeric powder.
3) Able to help their parents in identifying the pure and adulterated turmeric powder.
Engagement
Objective: To get feedback from students and judge their

knowledge on said subject and gauge curiosity in conducting said
test.
1. What is turmeric powder?

2. What are aniline dyes? What is its odor?
3. What is the taste turmeric powder adds to foods?
Exploration
Material required: Turmeric powder sample, water, Ethyl Alcohol, test tube
1) Take 1gm of turmeric powder in a test tube

2) Add water to make a suspension
3) Add 1-2ml of Ethyl Alcohol
4) Observe for any changes
same?
individually.)
Explanation
1. No colour change observed
46
2. Immediate suspension of yellow colour in the ethyl alcohol
cooking.
Raw turmeric is packed with anti-inflammatory properties, which helps relieving symptoms associated with
both Rheumatoid arthritis and osteoarthritis. Further, it can also be used to treat inflammation caused due to
eye infections.
Aniline is an organic compound with the formula C₆H₅NH₂. Its main use is in the manufacture of precursors
to polyurethane and other industrial chemicals. Like most volatile amines, it has the odour of rotten fish.
The principal use of aniline in the dye industry is as a precursor to indigo, the blue of blue jeans.
Aniline dyes are miscible in Ethyl Alcohol, i.e., it forms a homogenous liquid once ethyl alcohol is added to it.
The miscibility results in an intense yellow colour upon reaction. The presence of this yellow colour indicates
the presence of the aniline adulterant in the powder whereas if no colour is formed, the same is indicative of
purity of the powder.
Elaboration
Time required: 5min
The given test deals with adulteration of turmeric powder. A test of turmeric powder adulterated with artificial colour
in water can be carried out and the difference in the observations can be catalogued.
47
Evaluation
1. How do aniline dyes affect the taste of turmeric powder?

2. Why is turmeric powder adulterated with aniline dyes?
3. Give 2 uses of turmeric powder.
4. What is the role of ethyl alcohol in the given test?
which turmeric is adulterated and detection of the same along with the reason for the said adulteration.
48
Test: Detection of adulteration with lead chromate in Turmeric Powder

1) Able to differentiate between the adulterated and pure turmeric powder through simple tests.
2) Aware of the adulterations in the turmeric powder.
3) Able to help their parents in identifying the pure and adulterated turmeric powder.
Engagement
Objective: To get feedback from students and judge their

knowledge on said subject and gauge curiosity in conducting said test.
1. What is turmeric powder?

2. What is the meaning of chromate?
3. What are some of the uses of lead?
4. What is the taste turmeric powder adds to foods?
Exploration
Material required: Turmeric powder sample, water, concentrated HCl, Test tube
1) Take 1gm of turmeric powder in a test tube

2) Add 1ml of Conc. HCl
3) Observe for any change in colour
same?
individually.)
49
Explanation
1) No colour change observed.

2) Colour changes to a deep red.
cooking.
Raw turmeric is packed with anti-inflammatory properties, which helps relieving symptoms associated with
both Rheumatoid arthritis and osteoarthritis. Further, it can also be used to treat inflammation caused due to
eye infections.
Lead chromate is a chemical compound, a chromate of lead. It has a vivid yellow colour and is soluble in water,
and as a result, is used in paints under the name chrome yellow. Further, lead chromate also gives out red colour
under acidic conditions.
Due to the nature of lead chromate, it becomes red when an acid is added to it. Thus, when conc. HCl is added to
the mixture, the red colour is indicative of an adulterant whereas the yellow colour is indicative of the pure
turmeric powder.
Elaboration
The given test deals with adulteration of turmeric powder. A test of chilli powder adulterated with oil soluble colour in
HCl and ether can be carried out and the difference in the observations can be catalogued.
50
Evaluation
1. How does lead chromate affect the taste of turmeric powder?

2. Why is turmeric powder adulterated with lead chromate?
3. Give two uses of turmeric powder.
4. What is the role of Conc. HCl in the given test?
which turmeric is adulterated and detection of the same.
Method 4: Experiment Exercise
Lead chromate is a common element in most paints. Ask students to each go to their homes and ask their
parents whether the paint in their house is lead-free or not. Ask them to list the probable issues that they may
face should the paint not be lead free and thereafter create a list of benefits of using lead-free paint for not only
the environment but also human beings.
51

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Note for the teachers

Types of Food Adulteration

3) Lab areas containing carcinogens, radioisotopes, biohazards, and lasers should be

properly marked with the appropriate warning signs.

from a qualified supervisor.

6) Always work in properly-ventilated areas.

7) Do not chew gum, drink, or eat while working in the lab.

8) Laboratory glassware should never be utilized as food or beverage containers.

supervisor of any damaged glassware so it can be properly disposed of.

13) Do not work alone in the lab.

14) Never leave an ongoing experiment unattended.

the incident seems small or unimportant.

2 9 Detection of adulteration with artificial sweetener in sweat meats 04

3 11 Check the quality of fish 06

4 12 a) Check the quality of egg (Float test) 09

5 13 a) Detection of adulteration with water 15

6 23 Detection of abnormal milk such as colostrum or mastitis milk 21

7 30 Detection of adulteration with skimmed milk 24

8 34 Detection of adulteration with coal tar dyes in ghee, butter, khoa, 27

9 35 Detection of adulteration with Vanaspati/hydrogenated edible fat in 30

10 36 Detection of adulteration with Vanaspati/hydrogenated edible fat in 33

11 38 Detection of adulteration with Metanil yellow in ice-cream/ milk-based 36

12 90 Detection of adulteration with colored dried tendrils of maize cob in 39

14 94 Detection of adulteration with Aniline dyes in Turmeric powder 45

Test: Detection of adulteration of pure milk with synthetic milk.

Objective: To quickly get the feedback from the students before

Perform the activity with the students

Material required: Milk sample

Steps to be followed are:

Possible observation will be:

1) They will find no difference in the taste and the texture.

Method 1: Assessment questions:

1) What is synthetic milk?

Test: Detection of adulteration with artificial sweetener in sweetmeats.

Perform the activity with the students.

Note: This method is applicable if artificial sweetener is used in addition to sugar.

Material Required: Sweetmeats

sample Steps to be followed are:

Taste the small quantity of the sample.

Discuss with the students what have they tasted?

Possible observation will be:

Method 1: Ask the following questions to the students:

Test: Check the quality of Fish.

Note: This test can be performed voluntarily by the students.

• Ask a follow up or clarifying question.

Perform the activity with the students.

Material required: Fish Sample

Discuss with the students what have they have observed?

Possible observation will be:

1) What is the characteristics of fresh fish?

Test: Check the quality of egg (Float test).

Perform the activity with the students.

This activity is based on the float test.

Material required: Eggs and water container Steps

Discuss with the students what have they have observed?

Possible observation will be: