Table Of ContentUsing Food To Stimulate Interest
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In Using Food To Stimulate Interest in the Chemistry Classroom; Symcox, K.;
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In Using Food To Stimulate Interest in the Chemistry Classroom; Symcox, K.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
1130
ACS SYMPOSIUM SERIES
Using Food To Stimulate Interest
in the Chemistry Classroom
Keith Symcox, Editor
University of Tulsa
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AmericanChemicalSociety,Washington,DC
DistributedinprintbyOxfordUniversityPress
In Using Food To Stimulate Interest in the Chemistry Classroom; Symcox, K.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
LibraryofCongressCataloging-in-PublicationData
1 Usingfoodtostimulateinterestinthechemistryclassroom/KeithSymcox,editor,
0
0 UniversityofTulsa,Tulsa,Oklahoma.
w
0.f pagescm-- (ACSsymposiumseries;1130)
13 Includesbibliographicalreferencesandindex.
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3- ISBN978-0-8412-2818-4(alk.paper)
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0 1. Chemistry--Studyandteaching.2. Food--Analysis--Studyandteaching.
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k- 3. Food--Composition--Studyandteaching. I.Symcox,Keith.
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1/ QD40.U852013
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0 540.71--dc23
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19, 201Web): ANSIZ39.48n1984.
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In Using Food To Stimulate Interest in the Chemistry Classroom; Symcox, K.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
Foreword
The ACS Symposium Series was first published in 1974 to provide a
mechanism for publishing symposia quickly in book form. The purpose of
the series is to publish timely, comprehensive books developed from the ACS
sponsoredsymposiabasedoncurrentscientificresearch. Occasionally,booksare
developed from symposia sponsored by other organizations when the topic is of
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p://pubs.acs.org 7, 2013 | doi: 10. aiannrecdlunmAdoaetsndaauciscncreurptilhtpeeet,dsv.oaonrleluymproeerspi.gariVnedaelribnraectsiamemarercerhap-rrpoeadapudecyrtsifoonarnsmdoafto.prirgeivniaolusrepvuiebwlishpeadpepraspaerres
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In Using Food To Stimulate Interest in the Chemistry Classroom; Symcox, K.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
Preface
Oursurvivalasaspeciesdependsuponourabilitytodiscriminatebetween
things that are nutritious and those that are poisonous. As omnivores, we must
makemanymorefooddecisionsthaneitheranherbivoreoracarnivore. Ourbrains
are configured so that the pleasure centers are activated when we eat foods that
willprovidesafecalories,andsothattheflightreflexesaretriggeredwhenweeat
1
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0 foods that are poisonous (1). But how do our bodies recognize which chemical
pr
0. entitiesarenutritiousandwhichshouldbeavoided? Howdohumansmakethese
3
11 foodchoices? Thesearequestionsthatarefundamentaltotheideaoflife,andso
3-
1 relevanttoanystudent,nomatterwhattheirmajorincollege. Asanyonewhohas
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k- taughtaclassknows,showingstudentstherelevanceofthematerialyouaretrying
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1/ toteachisacrucialsteptostudentlearning.
bs.acs.org doi: 10.102 qsmuietelTl,choteanrsseteear,rvaeantmdivaeenviyennftahyceotiourrrfsoptoahdsattcaghsoosioicncetisoa;ttiahonendsawcwceiettphetnathdnectoefooroefjdae.cfPtofeooodop:dliestsathcreao,tlodinro,ngte’etxnmteureraeelt,,
2013 | http://puMay 17, 2013 | uoaabrnueocrsoupaltrofeterhceteoodnee(cxwaeptph,etibritiuoem)tnewsmneaatbrrageoajcuerotciunftopeth.oleedBmoooftrbhyeaetcrhaaeerusacsnaeagttusohunepweirxaitcpnhoedlcpottuherrsdepdmlcoeoanclroagortatsrfiouirtnpoe,teuotxarrtspuotrerueerjcu(ors2ent)ac.ficentpTieothinaoinnntkdos
19, b): ofwhatbutterandcatsupoughttolooklike. Onceagain,thesetexturesandcolors
ay We areadirectresultofthechemistrytakingplaceinthefoodwarringwithourcultural
NIV on Mon Date ( ecxhpemecitcaatilorneassoofnswwhahtynauftoriotdiohuassftohoedcoshloorualdndloteoxktuarnedthfaeteiltldikoee.s,Wthehialsesothceiaretioanres
Uati ofrejectionoracceptancearemostlyamatterforthepsychologist. Thefinaltwo
ON blic factorsinvolvedinfoodacceptance,tasteandsmell,aredirectlytiedtohowour
AS Pu sensesreacttothechemistryintheenvironmentaroundus.
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Thisisjustonefacetofthefascinatingchemistryoffoodsystems. Whilethey
areusuallycomplexandoftennotwellunderstood,theyareimmediatelyrelevant
andalmostuniversallyinterestingtothestudents. Becauseofthecomplexityof
thesystems,theopportunitiestoprovideinsightintootherdisciplinesareavailable
to the instructors of these courses. This volume comes about as a result of the
efforts of the authors to enhance student interest in chemistry based upon their
presentations at the 22nd Biennial Conference on Chemical Education, held at
PennsylvaniaStateUniversityfromJuly29toAugust2,2012.
Thisvolumeisdividedintotwosections. Inthefirstsection,wedescribethe
effortsbytheauthorstodesignentirecoursesaroundtheconceptoffoodchemistry.
These courses range from short courses for non-majors, to specialty courses on
specialtytopicssuchasbeerproduction,toseniorlevelcapstonecoursesformajors
thatseektotietogethertheundergraduatecurriculum. Theyrangefromcourses
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In Using Food To Stimulate Interest in the Chemistry Classroom; Symcox, K.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
thatfocuscompletelyonthechemistryofthesystem,tothosewhichexplorethe
cultural,psychological,sociological,orpoliticalfacetsoffoodchemistryandthe
foodsystemsthatsupportourcivilization. Thecommonalityofthesecoursesisthe
observationbytheinstructorsthatstudentinterestandlearningisenhanced. Even
when presenting material that in other contexts would be considered difficult or
“dry,”thestudentinterestandenthusiasmisunabated.
In the second section, we deal with authors who have used food chemistry
to enhance specific activities that will make a course more interesting. Whether
thesearenovelexperiments, newactivities, oropportunitiesforenhancementof
theeducationoftheinstructor,theseauthorsshowushowtoimplementtheideas
behind food chemistry in a way that will make any course better and enhance
studentinterestinchemistry.
Wehopethatyouenjoythisbookandcanfindmaterialherethatwillmake
01 whatevercoursethatyouteachabetterexperienceforbothyouandyourstudents.
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g 02 1. Yarmolinsky,D.A.;Zuker,C.S.;Ryba,N.J.P.Cell2009,139,234.
bs.acs.ordoi: 10.1 2. Patrick,H.;Nicklas,T.A.J.Am. Coll. Nutr. 2005,24,83.
2013 | http://puMay 17, 2013 | KDUenepiitvahertrDmsi.teynStoyofmfTcCuolhxseamistryandBiochemistry
19, b): 800S.TuckerDrive
ay We Tulsa, OK74104
NIV on Mon Date ( [email protected](e-mail)
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In Using Food To Stimulate Interest in the Chemistry Classroom; Symcox, K.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
Chapter 1
The Chemistry of Food: A First-Year
Three-Week Seminar Course
January D. Haile*
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s.or001 CentreCollege,600W.WalnutStreet,Danville,Kentucky40422
013 | http://pubs.ac1/bk-2013-1130.ch At a small l*iEb-emraalila:rtjsaninusatrityu.thioanil,[email protected] continually
9, 2102 seeking methods to excite students about chemistry. Students
y 110. need to understand that chemistry is an essential aspect in
Maoi: their everyday life. What could be more relevant than food
N on 13 | d consumption and production? Moreover, why do certain food
O0 tastegoodwhileothersarerepugnant? TheChemistryofFood
MT7, 2 first-year seminar course is designed to engage students in the
GHAMay 1 basicconceptsofchemistrywhileexploringavarietyoftopics
BINb): relatedtofood. Thecoursealsofosterseducationalskillssuch
Y We as logical thinking and effective communication. The 16-day
UNe ( coursewastaughtforthreehoursadayduringJanuaryterm.
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wnloPubli
Do In a first-year seminar course without any prerequisite courses, students
explored several questions. Why are some foods better than others? How do
individualfoodcomponentscontributetothequalityofthefood? Whatchemical
changestakeplacewhenafoodistreatedwithanacidorheat? Thecoursewas
divided into three themes: the biochemistry of food, flavor, and food ethics.
All first-year students enroll in first-year seminar courses during the January
term of their first-year. Therefore, the course described here is designed for a
three-weekterm. Thestudentsmetintheclassroomforthreehoursadayfor16
days. In addition, the first-year seminar courses is part of our general education
requirement; so, the course goals align with the first-year seminar goals of the
college:
©2013AmericanChemicalSociety
In Using Food To Stimulate Interest in the Chemistry Classroom; Symcox, K.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
1. Toprovideasmall-grouplearningsituationthatwillengagestudentsand
facultyinanintensiveintellectualexperience
2. To introduce students in an innovative fashion to a discipline’s basic
concepts,modesofthought,orprocedures
3. Tofosterbasiceducationalskills--howtoreadcritically,thinklogically,
andcommunicateeffectively(1).
By the end of the course, students will describe how chemistry plays a role
in food and cooking and intelligently communicate their knowledge with their
peersaboutchemistry,food,andcooking. Moreover,studentswillhavedeveloped
theirskillswiththescientificmethod. Afinalgoalofthecourseistoconsiderthe
ethicalissuessurroundingfoodproduction. Onthefirstdayofclass,thegoalswere
g outlined,andstudentswereinformedthatthisisascienceclassnotacookingclass.
s.or001 Tofosterthecollegeandcoursegoals,studentsreadTheInquisitiveCookby
013 | http://pubs.ac1/bk-2013-1130.ch roaiAnenbnadttdnahiemenbGeoucdoolatkruiedmrnwisnoeerdeu.irtigtaWhe(2nmb)h.faaiolctTeerkhrgitiethareoldtseuonxnewotdsnew-nrtsoeaocstitpehogrneuootrvimsiimntda;teatoieditnr.tieharxeelTpsbhdoloeeeufrproeIctdnrheeq;mtuchhiolaosastiwsttsioevotvdehfeiestrCrhc,eouateosdtxskoditpiostiiniscdossona.n,adlSissettacuuarudtdsisyeecsnnleetttdosss
9, 2102 also presented their experimental results to the class several times. To help
y 110. facilitate recreating a course on Chemistry and Food this chapter discusses the
Maoi: topics discussed during the term. In addition, the experiments and presentation
N on 13 | d assignments are also described. The final project was a video showcasing both
O0 cookingandchemistry.
MT7, 2 As a logistical note, students had access to kitchens in their living spaces;
GHAMay 1 however,wedidnothaveaccesstoakitchenasaclass. Allcookingexperiments
BINb): performed as a class were done in a standard classroom. Therefore, the
Y We experiments described here do not cover all the topics we discussed in class.
UNe ( Studentsdidaddressadditionaltopicsinthevideosproduced.
Sat
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wnloPubli
Do TheBiochemistryofFood
To start the class, the students read a handout discussing basic physical
and chemical principles. Next, the students were introduced to the major
macromolecules in food. A lot of chemistry regarding why food looks the way
it does was discussed during this segment of the course. For example, student
investigated why some fats are solid while others are liquids. Students focused
on four groups of food all outlined in The Inquisitive Cook: dairy, eggs, meat,
and fruits and roots. Students learned about the composition of milk and how
cheeseismanufactured. TheclassexaminedtheMaillardreactionandtheeffects
temperaturehasonmeat.
Foreachsection,readingswereassigned. Studentscompletedareadingquiz
prior to class. Often times a case study was used to illustrate the biochemical
concepts. Studentswereassignedareasoffoodwheretheyweretheexpertsonthat
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In Using Food To Stimulate Interest in the Chemistry Classroom; Symcox, K.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
