What is the science behind food?
What are the scientific techniques used in food science labs?
Why do people evaluate products differently?
How is chemistry used in food production?
How is energy used and the affect on food production?
How and why is pH used in food preparation?
How are the microbes - bacteria, mold and yeasts- used in a positive way?
How are the microbes of bacteria, mold and yeast used in a negative way?
Standard A: Science connections: ideas include: vision for the future, conflicting ideas lead to opinion and decisions, models help us understand, evaluate evidence, course work can lead to careers.
Standard B: Nature of Science: ideas include: contributions to science, periods of discover, how we understand the world, principles of research, description of the natural world.
Standard C: Science Inquiry: ideas include: use scientific method, investigate questions, collect data, use models, present findings, evaluate investigations.
Stand D: Physical Science: ideas include: atomic structure and properties, energy, forces, patterns of properties, analyze changes, heat,
Standard E: Earth and Space: ideas include: external energies (sun), movement of matter, analyze past and present practices affect on the earth.
Standard F: Life and Environmental Sciences: ideas include: cells, genetics, biological classification, changes in species and diversification, cooperation and competing in an ecosystem, environmental conditions, chemicals, air and water quality, digestions, sustaining life, sensory system.
Standard G: Science Applications: ideas include: personal interest and career options, science technology innovations, how science relates to personal situations, use science to solve a problem in society.
Standard H: Social and Personal Perspectives: Ideas include: costs, risks and benefits in resource management, social values vs ethics and beliefs, impact on environments, and making decision based on science.
HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms
HS-PS1-2 Construct an explanation for the outcome of simple chemical reactions
HS-PS1-4 Develop a model to illustrate the release or absorption of energy. . .
HS-PS3-4 Plan and conduct and investigation . . . thermal energy (two or more items of different temperatures) are combined
HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon based molecules.
HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.
HS-LS2-7 Design, evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS2-8 Evaluate evidence for the role of group behavior on individual species' chances to survive and reproduce.
HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
14.3.4 Evaluate policies and practices that impact food security, sustainability, food integrity, and nutrition and wellness of individuals and families.
14.4.5 Analyze foodborne illness factors, including causes, potentially hazardous foods, and methods of prevention.
Examples of discoveries, government regulation and how they affect the food industry
Determine volume, mass & density using laboratory tools and SI
The physical, psychological, cultural and environmental influences on food likes. Creating a taste panel/sensory evaluation (sight, smell, taste, mouth feel, and sound)
Draw the structure of atoms
Tell about the periodic table
Identify how food items bond, and which are substances and mixtures
Identify physical and chemical reactions
Balance simple chemical reactions
Explain the effect of substances on the boiling point of water
Observe the transfer of heat energy through food and explain an endothermic and exothermic reaction
Experiment on the ionization of water
Differentiate between acids and bases, and tell the pH in common items, and affect of pH on foods
Identity common microbes in foods and the food supply,
Determine which foods that are the result of fermentation and conduct experiments
Prevent food contaminants, food-borne illnesses, and explain how pathogens enter the food supply, determine ways to prevent illness-causing microbes
Explore careers in food science
Chapter 1: Students will create a slide showing one of the Pioneers of Food Science.
Chapter 2: There will be four labs in this unit, topics include: using science tools to measure accurately, create data tables, and use the scientific method.
Chapter 3: Students will conduct subjective evaluations and have labs on supertasters, sensory factors like color and aroma, odor identification and food analogs.
Chapter 4: Draw and label the basic structure of atoms, research and share an element that is essential for human consumption, assemble simple compounds in food, classify matter of a variety of foods, labs will include: physical qualities of food, changes that occur and chemical changes in food reactions, and finally students will be a detective to determine what reactions are happening with food items.
Chapter 5: Energy in Motion: Demonstrate kinetic and potential energy, experiment with endothermic and exothermic reactions, how to be safe with radiant heat, write a personal reaction to using nuclear energy in the food supply, determine the calories needed a day and the amount that are in foods, determine the heat transfer that is used in food preparation.
Chapter 6: Ions: Work with vocab words hydroxide and hydronium, use acids, bases and salts in food production, use titration, measure molarity of a product, pH and chemical leavening/cooking and the affect of pH on food products.
Chapter 17: Fermentation: How are microbes used for the power of "good" in food production (bacteria, molds and yeast), determine what affects their growth and complete labs to demonstrate, determine how cheese is made.
Chapter 18: Food Safety: How microbes are dangerous. Students will become food forensics determining what causes outbreaks, students will determine how food contamination occurs/spreads.
Final project: Researching a career in food science.