This disclosure relates to a wheeled kitchen apparatus useful in teaching food preparation and nutrition to children, among other purposes.
Studies from the Centers for Disease Control and Prevention (CDC) have reviewed the impact of cooking classes on food-related preferences, attitudes, and behaviors of school-aged children. See Hersch D, Perdue L, Ambroz T, Boucher JL. The Impact of Cooking Classes on Food-Related Preferences, Attitudes, and Behaviors of School-Aged Children: A Systematic Review of the Evidence, 2003-2014. Prev Chronic Dis 2014; 11:140267. The studies' findings suggest that cooking programs may positively influence children's food-related preferences, attitudes, and behaviors.
Delivering cooking classes to children, however, is difficult in most educational facilities. Schools often have kitchens, but these are suited to large scale food preparation by trained adults and are unsafe environments for children. Few schools have dedicated classroom facilities that permit delivery of hands-on cooking classes.
An object of the discussion below is to disclose an apparatus suitable for providing hands-on food preparation classes to school-age children.
One example includes an apparatus having a wheeled cabinet with a cabinet top and four cabinet sides. The apparatus also includes the cabinet top having a surface with an opening accommodating a basin, and having a heating unit. The apparatus also includes four extensions disposed at the four cabinet sides, configurable in a first position to extend laterally away from the four cabinet sides, in a plane of the surface of the cabinet top.
In another example, the four extensions are further configurable to a second position, to extend in a direction perpendicular to the plane of the surface of the cabinet top.
In another example, the heating unit is fixed to the surface of the cabinet top.
In another example, the four extensions each have a respective proximal edge adjacent the cabinet top and one or more distal edges not, in the first position, adjacent the four cabinet sides. For improved safety, the four extensions have a particular shape that separates students from the heating unit by at least a minimum predetermined distance.
In another example, the wheeled cabinet has a base bottom with an exterior face exposed to the outside of the wheeled cabinet and an interior face opposite the exterior face, and an oven disposed between the cabinet top and the interior face of the base bottom.
In another example, the apparatus has an electrical power inlet receptacle mounted at least in part on an outer surface of the wheeled cabinet, and electrically connected with the oven.
In another example, the apparatus includes a first container within the wheeled cabinet, a first communication path communicating between the first container and a first orifice disposed above the cabinet top, and a flow control device controlling the communication to the first orifice.
In another example, the apparatus further includes: a second container within the wheeled cabinet, a second communication path communicating between the second container and a second orifice, and the second orifice disposed between the cabinet top and the interior face of the base bottom.
In an example, the apparatus has a pump operable in the first communication path to urge fluid toward the first orifice.
In another example, the apparatus has an electrical power inlet receptacle mounted at least in part on an outer surface of the wheeled cabinet, and electrically connected with the pump.
In another example, the apparatus includes a heater operable to heat fluid from the first container.
The subject matter below herein taught by way of various specific examples explained in detail, and illustrated in the enclosed drawing figures.
The drawing figures depict, in highly simplified schematic form, examples reflecting the principles of the apparatus suitable for teaching school-age children to prepare food. Many items and details that will be readily understood by one familiar with this field have been omitted to avoid obscuring the key concepts. In the drawings:
The inventive concept will now be taught using various exemplary examples. Although the examples are described in detail, it will be appreciated that the inventive concept is not limited to just these examples, but has a scope that is significantly broader.
Turning to
Focusing on the leftmost of the four extensions 170, the edge nearest the wheeled cabinet 110 is a proximal edge 220. Proximal edge 220 is also illustrated in
Note that the four extensions 170 serve to move the students away from the surface 140 so that no student can come closer than a predetermined distance 240 from the heating unit 160.
The water dispensing fixture shown in
Turning to
In
The hardware that supports the four extensions 170 when in the first position 180 is reconfigurable extension support hardware 175. The reconfigurable extension support hardware 175 is, in an example, the model S-151/12E folding shelf brackets available from SELBY FURNITURE HARDWARE COMPANY, or similar. Numerous alternative implementations of reconfigurable extension support hardware 175 are available and within the scope and spirit of the appended claims.
When the four extensions 170 are in the second position 200, the apparatus 100 can be wheeled through classroom doorways. Once inside the classroom, the apparatus 100 can be reconfigured so that the four extensions 170 are in the first position 180, thereby providing an excellent hands-on food preparation surface which separates the school-age students from the potential dangers of the heating unit 160 or other cooking implements that are present upon surface 140 from time to time such as knives, blenders, and the like. The school-age students are separated from the heating unit by at least a predetermined distance by virtue of the configuration of the four extensions 170 in the first position 180.
The electrical power inlet receptacle 290 is electrically connected to various internal wiring and circuitry (not illustrated) and provides power to one or more electrical outlets mounted on the outer surface 310 of the wheeled cabinet 110 (see, e.g., the electrical outlet 295). The number and location of the one or more electrical outlets vary in other examples of the apparatus, within the scope and spirit of the appended claims. Furthermore, in examples, one or more electrical outlets are provided in the interior of the wheeled cabinet 110 so as to provide convenient electrical power to internal equipment such as heating unit 160, oven 280 (shown in
In an example, more than one electrical power inlet receptacle 290 is provided so that power can be obtained, in the classroom or other facility, from different electrical circuits of the school/building. In an example, certain of the internal equipment is powered from power supplied through a first electrical power inlet receptacle 290, and other internal equipment is powered from power supplied through a second electrical power inlet receptacle 290. In an example, an electrical power inlet receptacle 290 is provided on each of the four cabinet sides 130 so that connection to a source of electricity can be accomplished without requiring the extension cord to be routed around the wheeled cabinet 110. The routing of an extension cord around the wheeled cabinet 110 is to be avoided because of the potential for the cord to cause school-age students to experience discomfort or even trip.
In
In
In an example, a different type of fixture is used, such as a flexible hose or the like, in which case the first orifice 340 is the opening of the hose. Therefore, the first communication path 330 communicates fluid 400 between the first container 320 and the first orifice 340. In an example, the first container 320 is not removably connectable to the first communication path 330, but has an opening through which fluid 400 is introduced.
In an example, one or more faucet handles are provided as a flow control device 350. The flow control device 350 controls the communication of the fluid 400 to the first orifice 340.
In an example, a pump 390 urges the fluid 400 toward the first orifice 340. In an example, the pump 390 is electrically connected with the electrical power inlet receptacle 290. In an example, the pump 390 is a hand pump. One example of a suitable pump 390 is a SHURFLO Revolution Series water pump model 4008-171-E65 or the like.
In an example, the first communication path 330 includes a tee connection so that some of the fluid 400 communicates through a heater 410. One example of a heater 410 suitable for use is a CHRONOMITE SR 15-L SR series instant flow water heater or the like. In other words, the heater 410 is operable to heat fluid 400 from the first container 320. In examples, the location and type of heater 410 is varied. For example, in an example, first container 320 is divided into two subcompartments, and heater 410 is located inside one of the two subcompartments. Other arrangements are possible and within the scope and spirit of the appended claims.
In
In an example, the apparatus 100 including wheeled cabinet 110 is part of a kit that includes materials useful in delivering food preparation instructions. In an example, the kit also includes: 10 each of cutting boards, safety knives, peelers, whisks & small bowls; 2 mixing bowls; 2 mixing spoons; 2 Spatulas; 2 baking pans; 2 muffin tins; 2 hot pads; 1 large sauté pan; 1 large & small pot/lid; 1 ladle; 1 tongs; 1 drum grater; 1 set of measuring cups; 1 set of measuring spoons; 1 liquid measure; 1 Thermometer; 1 Can Opener; 1 pitcher; 1 Colander; 1 Storage bin; 1 fire extinguisher; 2 extension cords; a blender; and educational curriculum materials.
Many variations to the above-identified examples are possible without departing from the scope and spirit of the invention. Possible variations have been presented throughout the foregoing discussion.
Although the examples of the apparatus described above are useful in delivering food preparation instruction to school-aged children, the examples of the apparatus are also useful in other contexts such as in hospitals, universities, community centers or the like. Such an apparatus is also useful in an outdoor context for teaching camp cooking, as an example, or teaching the preparation of food gathered directly from nature. In such an outdoor context, the power is advantageously provided by sources other than an electrical extension cord. Modifying the examples herein to accept power from batteries, generators, liquid propane gas, etc., is well within the skill of those familiar with this field.
Combinations and subcombinations of the various examples described above will occur to those familiar with this field, without departing from the scope and spirit of the inventive concept.
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Number | Date | Country | |
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20180332961 A1 | Nov 2018 | US |