Course Materials

Science and Culture of Coffee

GEMS 295

Syllabus – spring 2017

Classes T/TH 9:30-10:50 (second half of the semester)

Date Topic Reading, etc.

March 2 Introduction (lab 1)

Using grinders

Using Mr. Coffee Brewer

Process Flow Diagram, Flavor Wheel

Digital Timeline project assigned% Moodle, etc.

March 7 Biological Effects of Caffeine online VIDEO (lab 2) Video

Worksheet

Roasting Coffee - the basics Moodle%%

The first roast

March 9 Where does the water go? ^ (lab 3) handout

Brewing A’ at different water:bean ratios Video

March 14 Scientific Method – online VIDEO (lab 4)

Worksheet

Chemical and Physical changes during roast

Roasting – the next level handout

March 16 Quiz

Tasting/cupping (lab 5) Moodle

March 21&23 Spring Break

March 28 Making a less acidic cup of coffee^ (lab 6) handout

Brewing with aeropress B1’, B2’

March 30 History of coffee - digital project presentations (lab 7)

Brewing B2’ for refreshment

April 4 Biology of Coffea - online VIDEO (lab 8) Video, readings

Three Roasts (Time, Temp, Sight, Sound, Smell) handout

April 6 Field Trip: Madcap roastery** - business of coffee

April 11 Producing coffee – online VIDEO (lab 9) Video, readings

Grinding and Brewing – Evaluating C1’

Discuss Sale## - plan

April 13 Brewing (Aeropress) C2’ (lab 10)

Innovation & Coffee Start-up ^^

Roast D1 D2

April 18 Effect of grind size^ C3’ (lab 11)

April 20 Challenges of making a living growing coffee (lab 12)

Roast for contest E

April 21 Friday: Sale by each team (2 tables combined) D1’, D2’

April 25 Tasting Contest E’ (lab 13)

April 27 Cleanup

May 1 Exam (12:30-1:30) turn lab notebooks in

% - Digital Project: construct a Timeline. Each table group works on any of the following within their time period (20yr intervals): a) Human rights, b) Global Trade, c) Governmental Policy, d) Business, e) Technology/Innovation, f) Influences of coffee on culture. Resources available: Uncommon Grounds, Coffee Time on Reserve in Library; Links on Moodle; Timeline JS software

%% - https://www.sweetmarias.com/air-popper-method; https://legacy.sweetmarias.com/library/content/using-sight-determine- degree-roast

@ - letters refer to individual roasts, letters with primes refer to brews from that roast (CP – Colombia Planadas Beans; RW- Rwandan Beans)

^-lab report/paper from this exercise

^^ - short written assignment on ideas for Coffee Sale showing application of Innovation themes.

** - will return by 11:50am

Evaluation

1) Lab Notebook (individual, 100 pts), 2) Clean-up (25 pts), 3) lab Reports (3 @ 50 pts), 4) Worksheets (4 @ 20 pts), 5) Innovation in Business (group, 25 pts), 6) Oral Presentation of Timeline (group, 50 pts), 7) Coffee Sale (50 pts), 8) Quiz (20 pts), 9) Exam (100 pts). 600 pts total.

Lab Reports

Reporting results of experiments is as important in the scientific community as doing the experiments. The same is true for GEMS 295. You will be submitting three group laboratory reports as part of this course.

Lab reports will be evaluated on the basis of data, completeness, accuracy, organization, clarity, utilization of appropriate references, depth of discussion and adherence to standard formats. Each will have a grading rubric available prior to due date. Conclusions should match the data (do not overstate your results or discard your data in favor of what you think should have happened, but you should explain why the results do not match your expectations if this occurs). Reports should be written in the active voice with a clear, direct and succinct style.

Group Work

Lab reports, worksheets, business plan and timeline assignments are designed to be completed collectively by members of the table group. Each group member should sign their name to the assignment. Groups will need to meet outside of class to complete these assignments.

Oral and PowerPoint Reports

In addition to laboratory notebooks, lab reports and business plan, evaluation of your work in GEMS 295 will include one group oral report of your historical timeline project. These are intended to be 8-10 minutes in which group members report on their contributions to a class historical timeline on coffee. Each member of the group must participate in giving the presentation.

Laboratory Notebooks

In addition to laboratory reports, your work in the lab will be evaluated based on your laboratory notebook. Your instructor will provide you with specific information about what to record in your laboratory notebook for each experiment. You will be required to turn in your notebook two times during the semester. GEMS 295 is your chance to act like a scientist and part of that is taking careful notes on your work. The lab notebook will be critical for writing up your lab reports.

The process of science is highly dependent on the information that is available regarding the purposes, results, and meaning of experiments. Thus the quality of science is dependent on the quality of that information. If there is a full and accurate record of experiments, then science can progress whereas an incomplete or inaccurate record may mean science regresses. For many fields of science, the basic source for this information is the laboratory (or field) notebook. If a scientist records all of her observations accurately in a notebook, then we can be more confident in the validity of those observations. In addition, scientists will find it easier to report on their work at a meeting or in a paper if they have kept a good notebook. Thus an important component of GEMS 295 will be the keeping of and the evaluation of your laboratory notebook.

The basic rule is that everything regarding an experiment should be recorded in your notebook as it occurs. Human memory is faulty in many ways, so scientists cannot trust that they will remember the details of an experiment. You can never write down too many details but it is very easy to not write down enough details. Many experiments have had to be repeated because there were not enough details in the laboratory notebook and some experiments could not be repeated for the same reason. Your notebook should be complete enough and accurate enough that another person could exactly duplicate your experiment. Another way of thinking about this is that when working on your laboratory notebook you should ask the question: Could a scientist with no prior knowledge of the experiment, write a good scientific paper based on what she or he found in my laboratory notebook? If the answer is yes, then your notebook is probably being maintained correctly. If the answer is no, you need to improve your record keeping.

The following instructions relate to keeping a laboratory notebook for GEMS 295.

1. Use the first page of your notebook for a Table of Contents that can be added to during the semester.

2. The remainder of the instructions relate to each day you use your lab notebook.

3. Always use non-erasable, non-water soluble ink. You never erase anything from your lab notebook nor overwrite anything. If you make an error, you draw a single line through the error (or an X) and explain and initial it.

4. Fill in the top of each page.

5. Print/write neatly and neatly organize your notebook. The information in your lab notebook must be easily read by others or it is of little value. Be sure to print/write large enough and do not crowd the information together.

6. Use plain/uncomplicated language.

7. Record the general purpose of the experiment.

8. Record the specific hypothesis to be tested.

9. Record a flow chart of the procedure and a brief description of the experimental design including the type of analytical statistical tests you will perform on the data. Note any special safety precautions.

10. Define any non-standard abbreviations the first time used. You may wish to set aside pages at the back of your notebook as a place to list the definitions of abbreviations.

11. Record any questions or concerns that may relate to the results. For example, if the room temperature is cooler than it is normally, you would need to note that.

12. Provide an outline of the general methods to be used with a citation of where more specific information can be found if that information has been published. It is often useful to record a flow chart of the experiment.

13. Provide a drawing or diagram showing the set-up of any equipment being used if a non-standard set-up is used.

NOTE: #1-#13 should be completed prior to arriving at lab for days that we are doing an experiment.

14. Record information regarding any environmental variables that might affect the results of the experiment such as temperature, pressure, illumination level, noise level, etc. You should include the building and room number(s) or field site where the experiment was carried out.

15. Record information regarding the “subjects” of the experiment. If people, you should record the population from which they were selected (i.e. Hope College students enrolled in GEMS 295), the gender, age, and any health issues which may relate to the experiment. If animals or plants, you should record the scientific or common name. If you are using standard laboratory animals or plants the common name is appropriate whereas if you are using some other type of animal or plant, the scientific name is appropriate.

16. Record the specific information about how you actually carry out the experiment and the specific data you obtain. Note that you should record this information as you go along. Never wait until the end of the experiment or lab session to record information as you will not remember it accurately.

a. You should note any changes from the experimental design.

b. You should include all data you obtain (with the appropriate units) and with an explanation of under what conditions the data were obtained. Your data may include written comments such as “Subject 1 moved to the bottom of the tank following 3 minutes at the top of the tank” and numerical data. Often, tables are used to record numerical data. There should be something that identifies the source of each datum.

c. You should give the formula for any calculations you make and show the calculations/results of the calculations.

d. If the raw data are being kept as a data file on a computer, you should record the name of the file, the name of the folder, and the location of the data (which drive for example). You should also record the type of file based on the program used to record the data.

e. You should tape (completely on all four sides) in your lab book the output from various recording devices as needed with an explanation.

f. If your observations are primarily visual in nature, make a clear line drawings of what you are observing when appropriate

17. You should leave space after the raw data to include the results of data analysis, including printouts of descriptive statistics and analytical statistics, printouts of graphs or hand drawn graphs (which are sometimes faster to do and give you a better intuitive feel for the data) which you should tape (completely on all four sides) to the pages. You should include an explanation of these printouts.

18. A summary or list of conclusions you make based on the experiment. What did you learn from this experiment? How will what you learned be of use as you design/carry out the next similar experiment?

19. You should use your lab notebook not only to record activities for in-class experiments, but also taking notes on lectures/talks and even perhaps for taking notes on outside readings.

20. Sign and date each page at the bottom before going on to the next page. Your instructor will inform you if and when you should have a lab partner or a TA sign and date pages as well.

21. Fill in the table of contents with the information about the day’s laboratory work.

Grading Rubric for your Lab Notebook.

1. Make sure to read over the laboratory Notebooks document on Moodle (week 1).

2. There should be a Table of Contents started on P. 1.

3. It should be neat and legible.

4. Make sure your name is on the notebook!

5. For lab 1

a) notes on the Digital Timeline assignment.

What time period will your group do?

What software do you use?

Where are the resources for timeline data?

How many entries?

b) How did you grind your beans – manual or electric?

c) What mass of beans did you use?

d) How much water?

e) What beans were used?

f) How were coffee grounds brewed?

g) What did you feel the coffee tasted like? - refer to the flavor wheel*.

h) Any other observations you made.

6. For lab 2 – the first roast (A)

a) Notes from the mini lecture viewing prior to lab

b) Need to document the roast

1) pictures of early, mid and post roast

2) mass of green beans and their identity (where they were from)

3) log sheet giving timing of first crack (1C), color, smell.

4) what roast level (City, City+, etc) did you feel this was?

5) volumes of beans before and after roast (we will only collect volume for this roast, not subsequent ones)

6) mass of the roasted beans

7) Mass of the chaff

8) Fill-in data into class data table (handed out) (p. 26)

9) any other observations you made.

7. For lab 3 – brewing the first roast

a) Overview of the experiment (mass balance you will be completing today).

b) Your Process Flow diagram (or reference to it if on a different page)

c) What is the hypothesis for this experiment?

d) Mass of coffee grounds and water used in each of the 2 brews.

e) Equation (4) and (5) from handout.

f) Calculations to get M_brew for your two brews.

g) Data that gets entered into tables provided (on pp. 24-25) for each of the brews.

h) copy of the Rabs graph for class data set

8. For lab 4 - pH with varying roast level I

a) Notes from mini-lecture on Sci Method & data analysis prior to lab

b) Notes on Chemistry of the Roast lecture in lab.

c) What is the hypothesis you are testing with these two roasts?

d) Document the two roasts your group did. (B1, B2)

1) pictures (2) of early and post roast

2) mass of green beans and their identity (where they were from)

3) log sheet giving timing of first crack (1C), color, smell and temperature.

4) what roast levels (City, City+, etc) did you feel these were?

5) the roast profile graph (via the excel template on moodle)

6) mass of the roasted beans

7) any other observations you made.

9. Lab 5 – cupping

a) notes on the pre-class video and documentation

b) notes from your evaluation of the coffees in the cupping exercise.

NOTE: lab notebooks will be turned in at the end of this lab.

10. Lab 6 - pH with varying roast level II: brewing

a) notes on aeropress method from video prior to lab

b) description of what you generally did – brewed what and how? How did you measure pH?

a) Data entered into tables provided ( pp. 34-35).

11. Lab 7

a) notes on the coffee from brew B2’. Does it taste the same as it did last lab?

b) notes on history presentations

12. Lab 8 - modulating the roast

a) notes on on-line mini-lecture on Biology of Coffea prior to class

b) general description of what you did – roasts of what? What one variable did you manipulate and how?

c) roast logs for all 3 roasts (C1, C2, C3)

d) roast profiles for all 3 roasts – need to use excel file on moodle

e) pictures of post roast of beans for each roast

f) mass of green beans and their identity (where they were from)

g) log sheets giving timing of first crack (1C), color, smell and temperature.

h) what roast levels (City, City+, etc) did you feel these were?

i) the roast profile graph (via the excel template on moodle)

j) mass of the roasted beans

13. Field Trip

a) notes on interaction with Madcap staff if you went

14. Lab 9

a) notes on on-line mini-lecture on producing coffee prior to class

b) brew recipe for C1’

c) notes on taste of C1’

d) notes on plans for class sale

11. Lab 10 – Brewing (C2’)

a) brew recipe for C2’

b) notes on taste of C2’

c) notes on Innovation reading/discussion/plan

d) full documentation of roasts D1 and D2

11. Lab 11 – Mass Transfer and Flux I

a) general description of what you did – brewed: how, what, brew ratio?

b) what grind size did you use and how was it defined?

c) what was the brew recipe?

d) calculations of PE for both brews. Provide M_dry, Brix reading, TDS, and M_brew. Make this plain and easy to follow!

e) data from 2 brews that go into tables provided ( on p. 55)

f) taste notes on both brews

g) Class data

1) data table of class data (12 brews total)

2) histogram graph of PE vs Grind Size with 95% Confidence Intervals

3) plot of where class means fell on TDS vs. Extraction Strength

12. Lab 12

a) Challenges of making a living growing coffee

b) document roast for contest (E)

- the normal things: roast logs, roast profiles, etc.

13. Lab 13 – tasting contest

a) notes on grinding and brewing methods

*- you can opt out of tasting coffee if you like, but you will miss out on that aspect of the experiments.