Course title
ChemistryPre-requisite
Culinary Arts 1-2Course description
FOOD CHEMISTRY COURSE DESCRIPTION
Food Chemistry is the study of the nature of foods; the causes of deterioration; the principles underlying food processing and the improvement of foods for the consuming public. Food Chemistry is designed to give students an understanding of the chemical aspects of food composition; giving emphasis to the functional properties and chemical reactions of the major components of foods: carbohydrates; lipids; proteins; and water. The course also provides an integrated picture of the field of food microbiology; which encompasses issues of food safety; food preservation; and food production. In Food Chemistry; students conduct laboratory and field investigations; use scientific methods during investigations; and make informed decisions using critical thinking and scientific problem solving. Food scientific inquiry is the planned and deliberate investigation of the natural world. Students will learn to distinguish between scientific decision making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information). Students will analyze a system in terms of its components and how these components relate to each other; to the whole; and to the external environment. Students will use the scientific method to explore the chemical makeup of food and the biology of human nutrition. Laboratory experiences will comprise a minimum of 40% of the class. Students receive one high school credit for science or one high school credit for CTE. A pre-requisite is required.
FOOD CHEMISTRY COURSE OUTLINE
TEXTBOOK: Principles of Food Science by Janet D. Ward; Goodheart-Wilcox; 2013
Lab Manual/Workbook for Principles of Food Science; 2013
PERFORMANCE OBJECTIVES: Reading; Writing; Math and Student Speaking:
At the end of the course; students will:
*Understand the energy needs and energy output of the body and the relationship of energy to diet and
exercise.
*Understand the functions of the substances in food (macro-nutrients) that fuel the body.
*Perform tests to discover the presence of proteins and other nutrients.
*Recognize; define; and use in writing the terms used in the scientific discussion of food and nutrition.
*Become aware of the field of food science and the career opportunities in the field.
*Use the scientific method to solve problems and show solutions in visual and oral presentations.
*Read food science publications and evaluate them for logic and correct information.
*Develop an appreciation for the complexity of the relationship of diet to health and disease.
*Explore some of the latest concepts and ideas in food science and discuss these in class.
*Become competent in the laboratory situations and properly use all equipment. This will include
accurate measurement in the metric system; and the use of digital balances; sentron scales;
dehydrators; microscopes; microwaves; computers; stoves; and both conventional and convection
ovens.
*Work with others to plan experiments and solve problems in the area of food production and
preservation or other food science-related projects.
*Communicate observations to others through class discussions and in written laboratory reports.
STUDENT READING COMPONENT:
Students will:
*Read food science publications; textbooks; and internet articles and evaluate them for logic and correct information.
*Critically evaluate a modern diet book or article; utilizing formal classroom training; discussion; and text.
STUDENT WRITING COMPONENT:
Students will:
*Write daily in their laboratory journal explaining outcomes and responses of various experiments; class discussions; guest speaker information; and overall observation; including bell work.
*Write thorough and organized laboratory reports following laboratory experiments.
*Correctly use science; food science; and nutrition terminology in writing.
STUDENT SPEAKING/LISTENING COMPONENTS:
Students will:
*Develop oral repots; based on information generated through lab experiments and class discussions.
*Correctly use science; food science; and nutrition terminology in discussions.
STUDENT MATH COMPONENT:
Students will:
*Generate an understanding of and proper usage of the metric system; weights and measurements;
volumes; mass; fractions; and periodic table mass units; weights and compound generation.
*Formulate food science problems and seek experimental ways to solve problems.
DETAILED UNITS OF INSTRUCTION:
As a study of the nature of foods; the causes of deterioration; the principles underlying food processing; food science benefits consumers every day with healthier diets; better tasting affordable foods; and increased food safety. Food science is an exciting area that applies a blend of basic sciences such as biology; chemistry and physics with microbiology; biochemistry; mathematics and engineering to improve the taste; nutrition and value of the world's food supply. The Food Chemistry curriculum includes hands-on; laboratory and field investigation experiences that supports classroom instruction with practical applications and creative opportunities for product development.
UNITS SHOULD BE TAUGHT SEQUENTIALLY.
I. Exploring the Science of Food and the Food Chemistry Laboratory
• The history of nutrition and food science; science for food scientists; measurement; the scientific method; using laboratory equipment; laboratory safety and safe food handling; reporting laboratory results and setting up experiments; the sensory evaluation of food
• Vocabulary includes: food science; nutrition; food processing; adulteration; organic; farm-to-table; hydrophonic; food analogs; cryogenic; food defense; food security; mass; grams; meniscus; beaker; liter; data; meta-analysis; aroma; texture; volatile; astringency
• Assessments/Projects: journal writing; laboratory experiments; lab reports; guest speakers; article analysis; class discussion and demonstrations; assignments; quizzes; technology research; films and visual materials.
• CTE content standards: 1.0; 2.0; 3.0; 4.0; 5.0; 5.0; 7.0
• AZ Science Standards: Strand 1; Strand 2; Strand 5
• CCSS: WHST. 11-12.1-11-12.2
• CCSS: HSN-Quantities; Creating Equations; Reasoning with Equations and Inequalities
II. Basic and Organic Food Chemistry
• Chemical makeup of food (nutrients); proteins (amino acids and cookery of proteins); carbohydrates (sugar; starch; and fiber); water (dehydration and preservation); lipids (saturated and unsaturated); vitamins and minerals; enzymes; acids and bases; leavening agents; fermentation of food; biochemistry of milk; food additives; energy: matter in motion; solutions and colloidal dispersions; elements; compounds; and mixtures; chemical reactions and physical changes
• Vocabulary includes: matter; atom; subatomic particle; element; electron; orbital; atomic number; atomic weight; nucleus; atomic mass; molecule; chemical formula; covalent bond; shell; ion; valence electron; pure substance; organic compound; solution; solute; solvent; product; law of conservation of matter.
• Assessments/projects: journal writing; laboratory experiments; lab reports; guest speakers; article analysis; class discussion and demonstrations; assignments; quizzes; technology research; films and visual materials.
• CTE content standards: 2.0; 3.0; 6.0; 7.0; 10.0
• AZ Science Standard: Strand 1; Strand 2; Strand 4; Strand 5
• CCSS: WHST. 11-12.1-11-12.2
• CCSS: HSN-Quantities; Creating Equations; Reasoning with Equations and Inequalities
III. Microbiology and the Biology of Food Metabolism (human nutrition)
• The micronutrients; phytochemicals; food analogs; additives; food microbiology; fermentation; food safety; nutrition basics; food energy and how it is measured; digestion and metabolism; individual metabolic rate calculation; basal metabolism and energy use; analyzing food needs through the human life cycles
• Vocabulary includes: vitamins; fat-soluble vitamins; retinol; precursors; major minerals; trace minerals; enrichment; fortification; forticant; food vehicle; bioavailability; phytochemical; allyl sulfides; carcinogen; carotenoids; flavones; indoles; phenols; terpenes; isomer; polyols; olestra; microbiology; fungi; bacteria; aerobic; hyphae; yeast; mold; starter; genus; brine; fermentation;
• Assessments/projects: journal writing; laboratory experiments; lab reports; guest speakers; article analysis; class discussion and demonstrations; assignments; quizzes; technology research; films and visual materials.
• CTE content standards: 1.0; 2.0; 3.0; 4.0; 6.0; 7.0; 10.0
• AZ Science Standards: Strand 1; Strand 2; Strand 5
• CCSS WHST. 11-12.1-11-12.2
• CCSS: HSN-Quantities; Creating Equations; Reasoning with Equations and Inequalities
IV. Food Preservation and Packaging
• Food preservation methods and technology; thermal preservation; dehydration; trends in food preservation
• Vocabulary includes: shelf life; cold point; thermal death curve; retort; headspace; hydrostatic cooker and cooler; aseptic; cold pack method; hot-pack method; water bath processing; ph levels; oxidizing; kilogy; hermetic; permeable; laminate; nanotechnology; biotechnology; ionomers; irradiation
• Assessments/projects: journal writing; laboratory experiments; lab reports; guest speakers; article analysis; class discussion and demonstrations; assignments; quizzes; technology research; films and visual materials.
• CTE content standards: 1.0; 2.0; 3.0; 4.0; 6.0;7.0; 10.0; 12.0
• AZ State Standards: Strand 1; Strand 2; Strand 5
• CCSS: WHST. 11-12.1-11-12.2
• CCSS: HSN-Quantities; Creating Equations; Reasoning with Equations and Inequalities
V. Scientific Approach to Food Evaluation
Appearance; odor; flavor; texture; aesthetics and nutrition; cultural and other influences on
food; relationship of diet to disease; generational diets; food additives; genetically-altered food
VI. The Food Environment and Industry
Researching careers in the food science industry
FOOD CHEMISTRY LABORATORY EXPERIMENTS OUTLINE
I. Exploring the Science of Food and the Food Chemistry Laboratory
Lab 1: Developing Data Tables; Using Data for Calculations; Using Data to Create Graphs
Lab 2: Metric Units; Converting Recipes; Balancing Chewing Gum
Lab 3: Measuring Accurately; Measuring Volumes of Irregularly Shaped Objects
Lab 4: Odor Recognition
Lab 5: Taste Test Panel
Lab 6: Imitation Apple Pie
II. Basic and Organic Food Chemistry
Lab 1: Balancing Equations; Physical Qualities of Food
Lab 2: Chemical Changes; The Chemical Detective
Lab 3: Energy: Matter In Motion
Lab 4: The Boiling Point of Various Mixtures
Lab 5: Heat Transfer in Potatoes
Lab 6: Freezing Cream
Lab 7: Ions: Charged Particles in Solution
Lab 8: Calculating Molarity
Lab 9: Molarity of Sweetened Tea
Lab 10: Red Cabbage as an Acid-Base Indicator
Lab 11: pH and Chemical Leavening in Muffins
Lab 12: Water: The Universal Solvent; Understanding Water
Lab 13: Thermometer Calibration
Lab 14: Water in Hot Dogs
Lab 15: Water Purity
Lab 16: Sugar: The Simplest of Carbohydrates
Lab 17: Testing for Simple Sugars
Lab 18: Forming Sugar Crystals
Lab 19: Interfering with Crystal Formation
Lab 20: The Complex Carbohydrates: Starches; Cellulose; Gums; and Pectins; Carbohydrates
as Ingredients
Lab 21: Characteristics of Starch
Lab 22: Which Fruits Contain Pectin?
Lab 23: Comparing Thickeners in Fruit Sauce
Lab 24: Lipids: Nature's Flavor Enhancers; Fat Labels
Lab 25: Testing Vegetable Oils for Frying
Lab 26: Fat in Ground Meat Products
Lab 27: Fats in Dropped Cookies
Lab 28: Proteins: Amino Acids and Peptides
Lab 29: Working with Egg White Foams
Lab 30: Making Gluten Balls
Lab 31: Proteins; pH; and Coagulation
Lab 32: Enzymes: The Protein Catalyst; Identifying Enzyme and Protein Qualities
Lab 33: Catalase in Potatoes
Lab 34: Enzymatic Browning
Lab 35: Proteolytic Enzymes in Fruit
Lab 36: Mixtures: solutions; Colloidal Dispersions; and Suspensions
Lab 37: Calculating Mass Percent
Lab 38: Creating a Water-in-Oil Emulsion
Lab 39: Measuring Calories in a Complex Mixture
Lab 40: Foam Variations
Lab 41: Separation Techniques: Mechanical and Chemical Methods; Separating Mixtures
Lab 42: Filtration
Lab 43: Extracting Gelatin and Fat
Lab 44: Osmosis and Egg Membranes
III. Microbiology and the Biology of Food Metabolism (human nutrition)
Lab 1: The Micronutrients: Vitamins and Minerals
Lab 2: Minerals in Milk
Lab 3: Effects of Calcium on Coagulation
Lab 4: Determining Vitamin C Content
Lab 5: Phytochemicals: The Other Food Components; Tossing up a "Phyto" Soup
Lab 6: Effect of pH Changes on Chlorophyll
Lab 7: Effect of pH Changes on Flavonoids
Lab 8: Effect of Blanching on Chlorophyll
Lab 9: Food Analogs: Substitute Ingredients; Bread on the Side Substitutions
Lab 10: Sugar Substitutes
Lab 11: Low-Fat Ice Cream
Lab 12: Fat Replacers in Muffins
Lab 13: Fermentation: Desirable Effects of Microbes; Comparing & Contrasting Microbes
Lab 14: Factors Affecting Yeast Growth
Lab 15: Making Sourdough Starter
Lab 16: Extension: Comparing Traditional Pancakes to Sourdough Pancakes
Lab 17: Lactic Acid Bacteria and Yogurt
Lab 18: Sources of Contamination
Lab 19: Mold Growth in Foods
Lab 20: Growing Bacterial Cultures
Lab 21: The Gram's Stain Test for Bacteria
IV. Food Preservation and Packaging
Lab 1: Thermal Preservation: Hot and Cold Processing
Lab 2: Food Preservation Options
Lab 3: Comparing Canned and Frozen Foods
Lab 4: Canning Food and pH Levels
Lab 5: Blanching Vegetables
Lab 6: Dehydration and Concentration: Controlling Water Activity
Lab 7: Dehydration and Concentration Methods
Lab 8: Dehydrating Meat
Lab 9: Concentrating Soup Stock
Lab 10: Backpacker's Dehydrated Soup
Lab 11: Current Trends in Food Preservation: Irradiation; Packaging; and Biotechnology
Lab 12: Simulating Irradiation
Lab 13: Packaging to Prevent Oxidative Rancidity
Lab 14: The Permeability of Plastic
V. Scientific Approach to Food Evaluation
Lab 1: Additives: Producing Desired Characteristics in Foods
Lab 2: What Additives Are You Drinking?
Lab 3: Pectin as a Texturizer
Lab 4: Emulsifiers in Processed Cheese
Lab 5: Preservatives in Cured Meat
Lab 6: Research: Developing New Food Products
Lab 7: Developing a Food Science Experiment
Lab 8: Analyzing a Complex Food System
Lab 9: Developing a New Food Product
VI. The Food Environment and Industry
Lab 1: Food Science Related Careers: A World of Opportunities
Lab 2: Comparing Food Science Careers
Lab 3: Researching a Food Science Career
Lab 3: Developing Career Goals
Lab 3: Developing a Resume
Lab 4: Preparing for a Job Interview
FOOD CHEMISTRY LABORATORY EXPERIMENT SAMPLE
Unit II: Basic and Organic Food Chemistry
Lab Experiment # 21: Characteristics of Starch
Teacher Notes
Time: Day 1: 45-50 minutes; Day 2: 5-10 minutes
Purpose: Starches found in grocery and health food stores include wheat flour; arrowroot
powder; cornstarch; potato starch; rice flour; and tapioca starch. Understanding
physical and chemical characteristics of each starch will help cooks know which
starches can be substituted in a recipe and which thickener is best for a particular
type of food.
Objectives: While completing this experiment; students will
‚û¢ compare the physical characteristics of various starches.
‚û¢ compare the gelling ability of various starches.
‚û¢ compare the stability of various chilled and thawed starch mixtures.
Equipment: Each lab group will need: mortar and pestle
2 slides
microscope
electronic balance
100-mL graduated cylinder
400-mL beaker
glass rod
glass pie plate
viscosity ring
beaker tongs
rubber scraper
thermomether
Supplies: Each lab group will need: 11 g starch for the assigned variation:
Variation 1: arrowroot powder
Variation 2: cornstarch
Variation 3: potato starch
Variation 4: rice flour
Variation 5: tapioca
Variation 6: all-purpose wheat flour
250 mL water plus 1 or 2 drops
line-spread sheet
2 foil muffin papers
Before lab:
‚û¢ Examine starch samples under a microscope and record comparative descriptions of color; shape; size; and opacity of particles. This will help determine whether students have made accurate observations because the fineness of starch products can vary with brand and type of starch.
‚û¢ Demonstrate how to grind the flours with a mortar and pestle and how to conduct a viscosity test.
Expected outcome: When students examine the physical characteristics of the dry starches under a microscope; they should notice that the finer the texture of the starch is; the smaller the particles will be. When students examine samples of starch in water; they should note that arrowroot powder; cornstarch; and tapioca are more translucent than rice flour or wheat flour. Potato starch falls between the two groups in terms of opacity versus translucency. Students should also notice that particles in water are larger due to swelling as they absorb water.
When measuring the viscosity of hot starch mixtures; students should note that arrowroot powder; potato starch; and tapioca have the lowest readings; showing they are thicker; or less viscous. Cornstarch; rice flour; and wheat flour will have higher viscosity readings because they are thinner and spread farther on the line-spread sheet. The thickness of a mixture made with rice flour will depend on whether white rice flour; brown rice flour; or sweet or pastry rice flour is used.
Arrowroot powder; cornstarch; potato starch; and tapioca all produce translucent gels. Rice flour forms an opaque; thickened solution; but not a firm gel. Wheat flour produces an opaque gel.
All the starch pastes; except the one prepared from rice flour; exhibit retrogradation after refrigeration. The mixture prepared with cornstarch will retrograde; or thicken as it cools; to a greater extent than the other mixtures. The pastes prepared from rice flour and wheat flour exhibit some syneresis after refrigeration. All the starch pastes are likely to have some syneresis after freezing. The starch mixtures prepared with rice flour and all-purpose flour usually have the most leakage. The mixture prepared with arrowroot powder will maintain its gel best through a wide temperature range.
Day 2:
‚û¢ Discuss the advantages and disadvantages of each type of starch.
‚û¢ Identify foods that may have viscosity tests run by food technicians to monitor quality control.
‚û¢ Have students examine the starch mixtures toward the end of the class period after the mixtures have returned to room temperatures.
Student Instructions
Safety:
‚û¢ Wear safety glasses when heating glass.
‚û¢ Do not taste food samples.
‚û¢ Use hot pads or beaker tongs to move hot glass beakers.
Procedure: Part I
1. Crush the assigned starch with a pestle in a mortar until very fine.
Variation 1: arrowroot powder
Variation 2: cornstarch
Variation 3: potato starch
Variation 4: rice flour
Variation 5: tapioca
Variation 6: all-purpose wheat flour
2. Place a small amount of starch on a slide and examine under the
microscope. Record the physical characters you observe.
3. Add a drop of water to starch on a second slide and examine under the
microscope. Record your observations in a data table.
Part II
1. Mass 10 g of the assigned starch.
2. Combine the starch and 50 mL of water in a 400-mL beaker.
3. Add 200 mL more water and stir with a glass rod.
4. Heat on a range over moderate heat until the mixture comes to a boil that
cannot be stirred down.
5. Place a glass pie plate over a line-spread sheet. Place a viscosity ring in
the center of the pie plate. Use beaker tongs to remove the beaker from
the range and fill the ring with the hot starch mixture.
6. Lift the ring; allowing the starch mixture to flow for 1 minute.
7. Record the number of circles covered by the mixture at each of four
points on the sheet. Average the four readings. Record the average in
the data table.
8. Scrape the starch mixture back into the beaker. Insert a thermometer
into the mixture and allow it to cool to 25 degrees C.
9. While the starch mixture is cooling; note the appearance of the gel and
record a description in the data table.
10. View the other groups' dry and wet starches from Part I under the
microscope. Record the physical characteristics of each in the data table.
11. Wash the pie plate. Then repeat the viscosity test with the cooled starch
mixture.
12. Label two foil muffin papers with the name of your assigned starch.
Fill each of the muffin papers with half of the cooled starch mixture.
Refrigerate one and freeze the other overnight.
Day 2: Thaw the frozen sample. Examine the thawed and refrigerated samples for
retrogradation and syneresis. Record your observations in the data table.
Student work:
Pre-Lab
Purpose:
Procedure summary:
Lab
Data:
Part I
Variation 1 Variation 2 Variation 3 Variation 4 Variation 5 Variation 6
Physical
characteristics
Physical
characteristics
in water
Part II
Variation 1 Variation 2 Variation 3 Variation 4 Variation 5 Variation 6
Average viscosity reading--hot
Average viscosity reading--room temperature
Appearance
Retrogradation and syneresis--refrigerated
Retrogradation and syneresis--frozen and thawed
Class data:
Record your data on a class data chart. Copy the data from the
other lab groups into your data table for Part II.
Post-lab
Questions:
1. Which starch has the smallest particles?
2. Which starch has the greatest thickening power in a hot
liquid?
3. Which starch has the greatest thickening power at room
temperature?
4. Which starches produce a translucent gel?
5. Which starches maintain a gel after refrigeration?
6. Which starches maintain a gel after freezing and thawing?
7. Which starches experienced syneresis after refrigeration?
8. Which starches experienced syneresis after freezing and
thawing?
9. Give an example of a food that could be thickened effectively
with each type of starch tested.
Lab Extension
Repeat steps 1 through 12 in Part II with 20 g of starch. Complete a related
data sheet and post-lab questions.
School country
United StatesSchool state
ArizonaSchool city
PhoenixSchool / district Address
15002 N 32nd Street Phoenix, AZSchool zip code
85032Date submitted
Approved
YesApproved competency code
- LCHM
- Chemistry