Bread making

    OCR
    GCSE

    The study of bread making in GCSE Food Preparation and Nutrition requires a deep understanding of the functional properties of ingredients and the scientific principles underlying structural formation. Candidates must analyse the biological action of yeast (fermentation), the physical manipulation of protein complexes (gluten formation), and the chemical changes during baking (dextrinisation, gelatinisation). Mastery involves not just execution, but the ability to explain the 'why' behind ingredient ratios, kneading techniques, and temperature control, linking these directly to the sensory characteristics of the final product.

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    Objectives
    4
    Exam Tips
    4
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • Credit responses that explicitly link kneading to the hydration and unfolding of gliadin and glutenin proteins.
    • Award marks for identifying yeast as a biological raising agent requiring warmth, moisture, and food (starch/sugar).
    • Candidates must explain that salt is essential not just for flavour, but for controlling yeast action and strengthening the gluten structure.
    • High-level responses must describe 'oven spring' as the rapid expansion of trapped CO2 before the crust sets.

    Marking Points

    Key points examiners look for in your answers

    • Credit responses that explicitly link kneading to the hydration and unfolding of gliadin and glutenin proteins.
    • Award marks for identifying yeast as a biological raising agent requiring warmth, moisture, and food (starch/sugar).
    • Candidates must explain that salt is essential not just for flavour, but for controlling yeast action and strengthening the gluten structure.
    • High-level responses must describe 'oven spring' as the rapid expansion of trapped CO2 before the crust sets.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡When defining flour types, specify 'high protein content' (12-14%) rather than just saying 'strong flour'.
    • 💡In 'Explain' questions, use the causal chain: Ingredient -> Process -> Chemical Change -> Sensory Outcome.
    • 💡Allocate 1 minute per mark; for the 8-mark extended response, spend 2 minutes planning the scientific sequence.
    • 💡Use precise terminology: replace 'browning' with 'dextrinisation' and 'setting' with 'coagulation'.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Identifying yeast as a chemical raising agent rather than a biological one.
    • Confusing dextrinisation (dry heat acting on starch) with caramelisation (heat acting on sugars).
    • Failing to explain that hot water (above 50°C) kills yeast enzymes, while cold water retards fermentation.
    • Describing the result (bread rises) without explaining the mechanism (CO2 generation trapped in gluten mesh).

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    State
    Explain
    Discuss
    Evaluate
    Justify
    Analyse

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