# Food & Science - class closed 5/9/2012 OLD

### 04.01 Elements, Compounds, Solutions, Mixtures links (FoodSci)

 Periodic tablehttp://periodic.lanl.gov/default.htm

### 04.01.01 Lab: Mayonnaise (FoodSci)

 teacher-scored 20 points possible 60 minutes

Unit 4-Assignment 1: Elements, Compounds, Mixtures, Solutions

Click on the "Mayonnaise" link in the URL's and follow the directions for making mayonnaise.

* Read the recipe very close as you make it.
* Notice it says to have your equipment at room temperature before you start.
* You can use a high-speed blender instead of a food processor.
* Use very FRESH eggs for your experiment.
* You can reduce the recipe for a smaller recipe if you choose.

Once you have completed the experiment, complete the information asked for then submit this along with a picture of your mayonnaise. You can send this picture as a digital picture or a photograph that is sent through the postal service.

INSTRUCTIONS: Fill out this form once you have completed the experiment and submit it to me.

1. Type a name and number of a person that will verify that you made the mayonaise.

Parent/Guardian Name:_______________________________

Phone #: ____________________

2. What type of a mixture is mayonaise?

3. What is a colloid?

4. How does emulsifying occur?

5. What does the egg do for the mayonaise?

6. What role does lecithin play?

**REMEMBER to send a picture of the mayonaise you have made to receive full credit.**

### 04.02.01 Lab: Making Cottage Cheese (FoodSci)

 teacher-scored 20 points possible 90 minutes

Unit 4-Assignment 2: Enzymes

INSTRUCTIONS: Click on the "Cottage Cheese" link in the URL's and follow the directions for making cottage cheese.

Write a person's name and number to verify that you did make the cottage cheese and then answer the questions below.

You can reduce the recipe if you prefer.

Parent/Guardian Signature: ____________________

Phone # ___________

1. What are five foods that are made using enzymes?

2. What is the role of enzymes in digestion?

3. Where does the enzyme come from when making cottage cheese?

4. What can affect enzyme activity?

5. What is the relationship between an enzyme and a substrate?

**REMEMBER to send a picture of the cottage cheese you have made to receive full credit.**

### 04.03.01 List of Fermented Products (FoodSci)

 teacher-scored 20 points possible 60 minutes

Unit 4-Assignment 3: Fermentation

DIRECTIONS: Visit your nearest grocery store and identify ten different food products that use fermentation in their production. For example, pickles are one food type. Do not list ten varieties of pickles. They are only one type.

Grocery store visited: ________________________________

Date visited: ______________________

List 10 types of food products that use fermentation in their production and give at least one example of each.

TYPES OF PRODUCTS

EXAMPLES

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Fill in the answers to the following questions in the blanks provided.

1. What discovery came from the milk that was in the dried stomach of a sheep skin pouch? _________________

2. What method is used when packing vegetables in a salt brine?_____________

________________________________

3. What two things do yeast produce?

________________________________

________________________________

4. What are three things predicted to happen in the future from fermentation?

______________________________________________________________

______________________________________________________________

______________________________________________________________

### 04.04 Leavening Agents links (FoodSci)

 teacher-scored 20 points possible 120 minutes

Unit 4-Assignment 4: Leavening Agent

and

Go to the following experiments and perform them:

Experiment 1

Experiment 2

Experiment 3

INSTRUCTIONS: Include a name and phone number of an adult that will verify that you did the experiments.

What happened in Experiment #1: ______________________

_________________________________________________

_________________________________________________

What happened in Experiment #2: ______________________

_________________________________________________

_________________________________________________

What happened in Experiment #3: ______________________

_________________________________________________

_________________________________________________

### 04.04.02 extra credit Lab: Bread (FoodSci)

 teacher-scored 20 points possible 120 minutes

If you would like to earn some extra credit, go to Let's Bake on the bread web site and make the bread.

Unit 4-Assignment 4: Extra Credit

Name:
Class Name & quarter:
Assignment name:

INSTRUCTIONS: Include a name and phone number of an adult that will verify that you made the bread for extra credit. Answer the rest of the questions.

_________________________________________________

_________________________________________________

Write three descriptive words for the following test tastes on your bread:

Taste: _____________, ______________, ______________

Smell: _____________, ______________, ______________

Touch: _____________, ______________, ______________

Feel: _____________, ______________, ______________

Sound: _____________, ______________, ______________

### 04.05.01 Lab: Natural vs Artificial Food Coloring (FoodSci)

 teacher-scored 20 points possible 60 minutes

DIRECTIONS: Find at least 10 items that are colored. Possible samples are listed under materials and equipment. Follow the insturctions and put your results on the next page provided in this slide show.

MATERIALS AND EQUIPMENT:

1. Samples of colored juices and waters;

e.g., beet juice, tomato juice, sodas, teas, maraschino cherries, grenadine, fruit syrups, jellies, water from canned and cooked vegetables, powders like paprika, saffron, or tumeric mixed into 1/2 cup water, and anything else you can think of.

2. 2-cup saucepan (not aluminum)

3. Vinegar

4. White wool yarn (be sure it is not acrylic)

5. Scissors

PROCEDURE:

1. Put a sample of a colored liquid in a saucepan with a few drops of vinegar and a 3" piece of white wool yam.

2. Heat to boiling.

3. Lift out the yarn and rinse under cold water. If the wool retains the color of the liquid, the substance contains artificial coloring made from coal tar.

4. Repeat as often as desired using a different colored liquid each time.

5. Record your observations on next page of this slide show.

OBSERVATIONS:

The protein in wool reacts with the coal tar dyes in an acid environment so that chemical bonding occurs. The molecules interlock, forming a new stable substance. Natural dyes do not form this bond with wool, so the yarn will become white again when washed.

This is good consumer knowledge. Check your results against labels. You should get positive results when the use of FDA-certified color is indicated on labels.

Name:
Class Name & quarter:
Assignment name:

INSTRUCTIONS: Find at least 10 items that are colored. Possible samples are listed under materials and equipment. Follow the instructions and fill in the type of sample you used and mark whether you found it be a natural or artificial coloring.

Name of Sample / Natural / Artificial

1. ____________________ _____ _____

2. ____________________ _____ _____

3. ____________________ _____ _____

4. ____________________ _____ _____

5. ____________________ _____ _____

6. ____________________ _____ _____

7. ____________________ _____ _____

8. ____________________ _____ _____

9. ____________________ _____ _____

10. ____________________ _____ _____

### 04.05.02 Unit 4 Exam (FoodSci)

 computer-scored 60 points possible 90 minutes

Take the Unit 4 Test: Food Chemistry.
This test will cover all the information from Unit 4.

### 05.00 Unit Five: Nutrition(FoodSci)

 This unit will explore human physiology, cellular biology, molecular structures, and metabolism.

### 05.01 Human Physiology(FoodSci)

5.1: Human Physiology

In integral part of science is how the food that is developed, discovered, and improved is used by the human body. With this in mind, we need to take a look at the human digestive track and review how food is used by the human body.

 Digestive Processhttp://www.kidshealth.org/misc/movie/bodybasics/digestive_sy...Digestive Systemhttp://www.kidshealth.org/parent/food/general/digestive.html

### 05.01.01 Human Physiology(FoodSci)

 teacher-scored 25 points possible 60 minutes

Go to section 3 "Assignments, Quizzes, Tests" of the homepage of the class and click on "A5.1Physio Assignment" to submit the assignment.

INSTRUCTIONS: Answer the following questions. Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment.

Using the website on digestion, fill out this study guide. This will be a great resource to you when you take the test for this section. So, as always, keep a copy for yourself.

1. The digestive process happens when you _________________.

2. The body has about ____________ pints of blood.

3. In the digestion process, blood is used to _________________

______________________________________________________

4. What do the walls of the stomach, intestines, and other digestive organs do to food as it moves along the digestive tract?_________________________________

_________________________________________________________________

5. What are 10 parts of the human digestive system?

________________________ ___________________________

________________________ ___________________________

________________________ ___________________________

________________________ ___________________________

________________________ ___________________________

6. What does food provide for the body?_______________________________

__________________________________________________________________

7. What happens to proteins in the digestive track so that the body can use them?_____________________________________________________________

8. What other three factors are mentioned in the reading, besides food, impact how we feel? __________________, ____________________, ___________________

9. What is the term that doctors often use when referring to the digestive track? ______________________________ __________________________

10. Where is amylase found and what is its purpose in the chemical digestive process? __________________________________________________________

__________________________________________________________________

11. An adult stomach will hold ____________ cup of food empty and up to _________ cups when full.

12. What are the three parts of the intestines and where are they found?

Intestinal Part Where found in intestinal track

a. ___________________ ___________________________________________

b. ___________________ ___________________________________________

c. ___________________ ___________________________________________

13. What do villi do in the intestinal wall? ________________________________

__________________________________________________________________

14. What is the role of the gall bladder and pancreas in the digestive track?______

__________________________________________________________________

15. What is the muscular valve at the end of the esophagus called and what does it do?______________________________________________________________________

16. What kind of acid is present in the stomach to break down foods? ___________________________________________________________________

17. What is chyme? ________________________________________________

18. What enzyme from the pancreas breaks down fatty acids? _______________

19. What is absorption? ____________________________________________

20. Where are salt removed from waste in the body? ________________________

21. Diarrhea can lead to ________________________ in the body?

22. What are three symptoms of appendicitis? ___________________________, _____________________________, __________________________________

23. What is the condition when the contents of the intestines do not move along fast enough? _______________________________________

24. Cystic Fybrous is an inherited disease affecting what two organs?

_______________________________, __________________________________

25. Hepatitis is caused by a ____________________ ______________________

### 05.02 Cellular Biology(FoodSci)

Unit 5.2: Plant and Animal Cells

Cells differentiate in both plants and animals. Although the groups of cells that form muscle tissue are different from the groups that form bone or blood, and cells that form roots of plants are different from those that form leaves.

The protoplasm for all living cells in the human body comes from the foods people eat. How well cells work, how much energy a person has, and how an individual grows all depend on how food is selected, prepared, ingested, and digested.

All plants and animals grow by reproducing cells. In large organisms such as people, the billions of cells perform many different roles. The cells combine to form body tissue and several different tissues also combine to form organs and to function as various parts of the body, from the brain to the big toe.

Other forms of life such as microorganisms are made up of a very few cells or even one single cell and are also capable of carrying on all of life's processes. A basic understanding of cell structure and function is important to understanding how food functions in and for the human body. It is also essential to understanding the actions of bacteria, yeasts, and molds.

Since the cell is the basic unit of all living things, you might think it is a simple structure. Nothing could be farther from the truth. The cell is complex in its makeup and its function. Many scientists have spent their lives studying it. Even with all of our advanced knowledge scientists are not yet able to explain how cells differentiate to become skin, muscle, nerves,etc.

The main parts of any cell are the nucleus, cytoplasm, and cell wall. In plants, the cell walls are thick and rigid. Animal cell walls are thinner and more pliable.

(Select the link "Plant and Animal Cells")

The nucleus of the cell is the control center. It directs cell division or the formation of new cells. The cytoplasm contains the parts which convert food material into energy and new cell material. The cell wall or membrane holds everything together and controls the passage of material into and out of the cell.

Cells are remarkably diverse. Cells are never formed by nonliving things. They are found in nonliving matter (such as wood) only if it were once alive.

WHY ARE CELLS SO SMALL?

Every bit of food and information (stimuli) needed by a cell must enter through the cell membrane. When cells are small, no part of their complex machinery lies too far from the area outside the cell. If a cell were larger, fewer of its interior structures could be near the cell membrane. Cells perform better if supply lines are short and cannot be cut off. Multicellular organisms, like humans, grow as their cells grow and divide. When cells reach a certain size, they stop growing or they divide to keep all parts of a cell very close together.

As it grows, a cell's volume increases faster than its surface area . As it takes in more nutrients, the cell grows, and it creates more wastes. The membrane has to accommodate the cells needs, but the membranes also limits cell growth because the surface of the cell is less than the volume. The volume cannot grow faster than the surface area of the membrane, because the surface area of the membrane allows food in and eliminates wastes.

Click on the words "surface area" above to view an illustration of the ratio of surface area to volume in cells.

CELLS AND CHEMICAL REACTIONS

We are familiar with chemical reactions in test tubes, but chemical reactions associated with life processes, also take place in living cells. A chemical reaction is a process making or breaking chemical bonds. In plant cells, for example, light energy forms chemical bonds of molecules in large chains of glucose (sugar).

Substances with more than one kind of atom are called compounds. Atoms in compounds are always in definite ratios. For example, oxygen is a substance that is classified as an element. Hydrogen is also an element because its atoms are of one kind. Water, however, is a compound because it contains hydrogen atoms and oxygen atoms, and they are always in the definite ratio of 2 hydrogens to one oxygen.

Because atoms in compounds occur in definite ratios, scientists can write chemical formulas for substances, such as 1120 for water. Chemists can also classify substances into two broad groups: organic and inorganic.

With few exceptions, organic substances contain the element carbon. Inorganic substances are elements other than carbon and compounds are elements with carbon. The categories are for convenience. Foods contain carbon, so does the human body. So, the study of foods and nutrition is considered to be based, among other things, upon organic chemistry.

Substances undergo changes when their conditions are changed. A change in condition could be an increase in temperature, a mechanical deformation, exposure to another substance, or any number of other alterations. NOTE: If the same substance remains after the change, a physical change has taken plain. If popping of popcorn is reviewed, students can see it was a physical change.

Whenever matter undergoes a change and a new substance with new characteristics is formed, a chemical change has taken place. Chemical changes often form compounds. For example, sodium is a soft, silvery metal that reacts with water. Chlorine is a yellow-green, corrosive, poisonous gas. If the two are brought together they will form a white crystalline solid that does not chemically react with water and is not poisonous. It is called sodium chloride. We know it as table salt.

Chemical properties of a substance describe and are concerned with how a material will react with another material. Decomposing compounds into elements involves chemical properties. Burning, digesting, and fermenting are examples of chemical changes that decompose elements into compounds.

Enzymes start many chemical reactions. Enzymes are made in living cells, and they start reactions but are not used up in the reaction. It is sort of like a spark plug causing a gasoline engine to ignite.

Enzymes are also responsible for some extremely undesirable changes in food. Enzymes can cause both positive and negative reactions. They often cause fruits and vegetables to turn brown or gray. To inactivate enzymes, food can be briefly immersed in boiling water and then dried or frozen. Enzymes in food are also inactivated when oxygen is excluded, sulfur dioxide is used, or the pH is lowered.

Enzymes are catalysts in the chemical process. Different kinds of enzymes are and can be produced in cells found in any living entity. They are proteinaceous substances produced by living cells.

Catalysts make a reaction go faster. A common example of a catalyst is an enzyme in cells of an avocado speeding up the rate at which oxygen can combine with smashed avocado cells and turn guacamole brown.

Enzymes, like microorganisms, can help or hinder food preparation and use of food in the body. Sometimes enzymes are beneficial; sometimes they are not. You will remember browning can be a problem in food preservation. Most browning in fruits and vegetables is caused by enzymes. On the other hand, enzymes made in the cells of the human body are essential to human health and well-being.

Fruit ranks high as one of the most abundant, attractive, and appealing foods. Most of the fruit consumed in the U.S. is eaten in the fresh form. Because of improved methods of refrigeration in storage and transportation, most of the fruits can be purchased in all sections of the country some time during the year. All fruits provide enjoyment in eating, stimulate the appetite, and contribute importantly to the food value of the diet.

The flesh of certain fresh fruits darkens on exposure to air. Bananas, apples, peaches, and pears are familiar examples. A phenolic compound called substrate must be present for browning to occur. The browning occurs when oxygen comes in contact with the substrate. An enzyme catalyzes, or speeds up, the reaction. To avoid browning, the enzyme can be denatured.

Browning is slowed by preventing oxygen from coming in contact with the substrate. Fruits which brown easily should be prepared immediately before serving to prevent darkening. Putting pealed fruit in water causes the loss of water-soluble vitamins, minerals, and natural sugars. However if they must be held, a little lemon juice or other acid fruit juice sprinkled over them helps to keep their original color.

Chilling helps in preventing the darkening of fruit. Cooking also will keep pared fruit from darkening. For example, slicing apples for a pie need not be treated if the pie is to refrigerated or cooked immediately. All fresh fruits are perishable, and it is therefore particularly necessary to be able to recognize the signs of good quality. In general, good quality fruits look fresh and bright in color and are free from blemishes-not underripe; no signs of overripeness, such as softness, mold, or decay.

Fruits, because of their flavor, texture, aroma, and color stimulate the appetite. Fresh and frozen fruits should have stimulating flavor and color. The firmness and freedom from decay help the purchaser to judge quality.

SUMMARY of BROWNING

1. High-acid fruits do not brown when exposed to air. When air comes in contact with a fruit which is low in Vitamin C (ascorbic acid), the air oxidizes or browns the surface of the fruit.

2. Browning results from the fresh fruit being exposed to air and being affected by the oxygen in the air. This browning takes place immediately after the cut fruit is exposed to air and is a process called oxidation or enzymatic browning. The discoloration is the work of an enzyme known as polyphenoloxidase which oxidizes phenolic compounds in the tissue of the fruit and causes them to condense into brown or gray polymers. This same kind of action takes place in humans during browning of the skin.

3. Browning is not a reversible process. Fruit which has browned cannot be restored to its original color by placing it into a solution.

4. Bananas deteriorate in texture the longer they sit in a liquid solution.

5. Because oxidation (or browning) takes place during the first few minutes that the fruit is exposed to air, it is important that we cover fruit as soon as it is peeled.

6. Enzymatic browning can be discouraged by several means. a. Chilling the food below about 40 F (4 C) will slow the enzyme down.

b. Boiling temperatures will destroy the enzyme. Boiling also means cooking and cooking means altering the flavor and texture of the fruit or vegetable.

c. Chloride ions (salt) inhibit the enzyme so that salt solutions will retard discoloration but at the cost of flavor.

d. Immersing the cuts in cold water limits the enzyme's access to oxygen and slows browning somewhat.

e. Various sulfur compounds combine with the phenolic substances and block their reaction with the enzyme; they are often applied commercially to dried fruits.

f. The enzyme works very slowly in highly acidic conditions. Ascorbic acid inhibits enzymatic browning.

To prevent browning (or oxidation), cover the fruit immediately after peeling it with a juice containing a high Vitamin C content, water, or salad dressing.

The importance of remembering that the cell is the basic structure of all living things helps one understand what causes a number of problems and poses solutions in food preparation and utilization. Many chemical changes take place within the cells of living things.

 Plant and Animal Cellshttp://www.cellsalive.com/cells/3dcell.htm

### 05.02.01 Cellular Biology(FoodSci)

 teacher-scored 20 points possible 60 minutes

Go to section 3 "Assignments, Quizzes, Tests" of the homepage of the class and click on "A5.2CellBio Assignment " to do this assignment.

INSTRUCTIONS: Perform the following experiments and submit your responses in the submission area for this class. Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment.

CUT OR TORN LETTUCE FOR A SALAD EXPERIMENT

EXPERIMENT: Make a decision on whether it is better to cut or tear lettuce for a salad.

1. Prepare a head of iceberg lettuce by removing the center core. Cut the lettuce head in half.

2. Chop the lettuce with a knife and place in a zipbag.

3. Tear the lettuce with your hands and place in a zipbag.

4. Place the zipbags in the refrigerator for a few days and then determine which method is best by observing, tasting, evaluating and recording the results on your worksheet.

PREVENTING GUACAMOLE FROM BROWNING EXPERIMENT

EXPERIMENT: Can you bring yourself to eat black avocado guacamole?

1. Peel and mash a ripe avocado. Divide into three separate small bowls.

2. In one bowl add a small amount of an acid such as lemon, lime, orange juice, or a commercial preparation (Fruit Fresh).

3. Wrap the second bowl tightly with an impermeable plastic film such as Saran Wrap and press it onto the surface of the mashed avocado.

4. Leave the third bowl exposed to the air.

5. Refrigerate all three bowls overnight.

INSTRUCTIONS: After performing the two experiments above, answer the questions below and submit them in the submission area of this class.

1. What did you observe with the lettuce?

a. Chopped lettuce?

b. Torn lettuce?

2. Why do you think this happened?

3. Which method would you prefer to use to have the freshest salad?

4. What did you observe in the three bowls of avocado guacamole?

b. Guacamole wrapped in plastic:

c. Guacamole left out in the air:

5. Why do you think this happened?

6. Which method would you use in making avacado guacamole?

### 05.03 Metabolism(FoodSci)

Unit 5.3: Metabolism

Metabolism occurs when cells use nutrients in chemical reactions which provide energy for basic activities and processes in the body.

(Select the link "Metabolism, Anabolism, Catabolism")

Basal metabolism is the energy used by the body for basic life supporting functions when the body is at rest. The basal metabolic rate is the amout of heat or kcalories needed for basic bodily functions disregarding any kcalories needed for extra physical activity.

Search the Internet for a website with a "Basal Metabolism Calculator" to learn more about basal metabolism and you can even find out what your basal metabolism is by filling out the information requested.

When you did the basal metablic calculator, you received a printout that indicated the caloric intake for basal metabolic function and also the caloric intake when activity is introduced into the scenario. Any activity is going to increase the body's need for more calories. The converse is also true. If the caloric is higher than the need present for basal metabolism and activity then those extra calories will be turned into fat in the body.

It is important for a person to find out what their caloric intake should be to maintain the best bodily function and performance. It is very important that any person that determines they need to lose weight, should contact their health care professional to insure that it is done safely. Crash diets aren't effective and lead to malnutrition and stress the body.

Physical Activity

Extreme dieting slows metabolism where exercise increases metabolism. When muscle cells are used, they use the energy avaialbe by catabolizing the simple sugars in the blood and then use their glycogen stores.

With exercise, muscles become toned and the cells are more active which means they need more kcalories to function. Therefore, active, muscular people need more calories than less muscularly developed people.

During exercise, have you ever felt your muscles become tired, or even had a burning sensation. This is caused by a buildup of lactic acid in the muscles. Metabolism has to have oxygen to occur. Lactic acis is a waste product that forms when carbohydrated are not completely metabolized. This can occur when cells don't have enough oxygen to break down the carbohydrates. Thus, when a person slows down and gets enough oxygen, this helps with the lactic acid buildup.

 Metabolism, Anabolism, Catabolismhttp://www.biocab.org/Metabolism.html

### 05.03.01 Metabolism(FoodSci)

 teacher-scored 20 points possible 60 minutes

Go to section 3 "Assignments, Quizzes, Tests" of the homepage of the class and click on "A5.3Metab" to do this assignment.

INSTRUCTIONS: Go to a website with a basal matabolic calculator and put in the ifnormation for the following scenarios. For the last response, use your ow ninformation to find your basal metabolic rate. Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment.

Metabolic Rate

1. A 16 year old 5'4" female that weighs 126 pounds. ________calories

2. A 17 year old 5'11" male that weighs 164 pounds. ________calories

3. A 32 year old 5'5" nursing mother that weighs 135 pounds. ________calories

4. A 71 year old 6'0" male that weighs 181 pounds. ________calories

5. A 24 year old 5'6" female athlete that weighs 131 pounds. ________calories

6. A 44 year old 6'4" male that weighs 269 pounds. ________calories

7. A 5 year old 38" female that weighs 45 pounds. ________calories

8. A 22 year old 6'2" athlete that weighs 180 pounds. ________calories

9. A 19 year old 5'6" pregnant female that weighs 129 pounds. ________calories

10. A 12 year old 5' male that weighs 100 pounds. ________calories

### 05.04 Good Nutrition(FoodSci)

Unit 5.4: Good Nutrition

In the past the United States has used the BASIC FOUR as one food guide that divides food into groups according to their common characteristics:

Bread and Cereals - 4 servings a day
Fruits and Vegetables - 4 servings a day
Milk and Milk Products - 4 servings a day
Meats, Poultry, Fish, Eggs, Nuts, and Beans - 2 servings a day

The RDA (Recommended Daily Allowances) is another guide to good eating. It, along with the basic four, was meat to assure good nutrition. Currently being used is the United States Department of Agricultures's FOOD PYRAMID. It is designed to focus attention on the fact that most people in the United States eat too much fat and sugar. It was developed to help consumers better understand the relationship of food intake to health. (Background information and resources are available from the USDA.)

The U.S.D.A. reviews recommendations every decade. Many designs were considered (squares, circle, bowl, triangle, etc.) to be used for presentation of the recommended food guidelines. The triangle was chosen over the others because it could indicate which group was needed in the greatest or least amount.

The pyramid is a guide to daily food choices because it prescribes the number of servings of each food category that we should eat to provide us with all the vitamins, minerals, carbohydrates, fats, and proteins (the five classes of essential nutrients) we needed for optimum health. The food groups that should be ingested in the largest quantity form the base of the pyramid. If we use the pyramid as a guide and drink eight glasses of water a day, we will provide our bodies with all the food basis that are necessary for a healthy life.

There is no one perfect food although milk comes close and so does liver. It is the combinations and varieties of foods, however, that give good nutrition. Perhaps more than any single substance, food in some way effects almost everything we do - how we look, feel, act, and grow. It even affects our abilities - how well we function mentally, physically, socially, and emotionally. Six out of 10 leading causes of death in the United States are linked directly to diet e.g. heart disease, high blood pressure, obesity (overweight) and some cancers (80% of cancer can be prevented by proper nutrition). One might assume that we would know or want to know as much as possible about something as important as proper nutrition. If good food choices aid appearance, health and performance, then it seems reasonable that what we eat is important to us.

1. Food is what people eat.
2. Nutrition is how the body uses food.
3. The two most important times effecting growth are the pre-school and teen years.
4. What age level grows at a faster rate than infancy? Teenagers
5. At what time in their lives do teenagers have the ability to determine the body size they will have for life. The teen years - 12 to 17 years of age.
6. The period of growth and change for teenagers is from 12 to 17 years of age.
7. What will influence the way teenagers grow? What they eat.
8. If teenagers do not eat properly now, will their bodies be able to make up for it in later years. No.
9. Why do teenage boys be less likely to have malnutrition than teenage girls? Because, as a rule, boys eats more and diet less than girls.
10. The three major nutritional problems affecting teenagers are? Being too heavy, too thin and having a deficiency of a mineral - iron.
11. At what time in his life is a boy's nutritional requirements the most important? During the time he is becoming a man are higher than any other time in his life.
12. Nutritional requirements for a teenage girl are exceeded by what two events in her life? Only during pregnancy and the period following child birth.
13. What a teenage girl eats will effect the kind of pregnancy she will have years later. True.
14. What teenage girls and boys eat will effect the health of children born to them even though reproduction occurs years later. True.
15. How much will a teenage boy grow in one year? A teenage boy will grow as much as four inches in height and gain as mush as 15 pounds in one year.
16. What does growth involve? Growth involves more than increases in height and weight: body fat is lost while bones increase in density and muscles develop in size and strength.
17. List 5 ways that malnutrition is likely to occur in teenagers. Malnutrition is likely to occur in teenager due:

a. to poor food habits
b. extreme dieting
c. lack of knowledge about nutrition
d. limited food selection
e. limited funds or lack of emphasis on good foods.

18. What a teenager eats will effect the skin, hair, weight, vitality and outlook on life. True.
19. If a teenager doesn't look or feel well what suffers? The quality of life will suffer.
20. Teenagers with poor eating habits tend to pay less attention to what they are doing and los interest easily.
21. The endocrine glands that manufacture or secrete hormones during adolescence are growing and developing as part of the growth of the entire body. True.
22. Good nutrition is essential for the growth hormones to develop properly. True.
23. The teen years are a period and mental stress; good nutrition reduces the stress level in teens.
24. What influences teenage eating habits the most? They are influenced by friends more than by parents.
25. Teenagers have a great need for what nutrients? Protein, vitamins, especially B and C. and minerals, especially iron.
26. During the growth spurt, ample supplies of all nutrient are need for muscle, bones and blood.

(Select the link "Food Guide Pyramid")

 Dietary Guidelineshttp://www.health.gov/dietaryguidelines/dga2005/document/htm...Food Guide Pyramidhttp://www.mypyramid.gov/

### 05.04.01 Good Nutrition(FoodSci)

 teacher-scored 20 points possible 60 minutes

Go to section 3 "Assignments, Quizzes, Tests" of the homepage of the class and click on "A5.4GoodNut" to submit this assignment.

INSTRUCTIONS: Answer the following questions and then fill in the food guide pyramid with each of the categories represented and the recommended servings for a day in each category. Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment.

1. List ten things outlined in the dietary guidelines:

1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
4. _____________________________________________
5. _____________________________________________
6. _____________________________________________
7. _____________________________________________
8. _____________________________________________
9. _____________________________________________
10. _____________________________________________

2. Write a 100 word essay telling how can you use the information from the MyPyramid web site in your life. (What benefits will you have if you follow the food pyramid?) _____________________ _____________________________________________________

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### 05.05 Unit 5 Test(FoodSci)

 teacher-scored 70 points possible 60 minutes

Go to section 3 "Assignments, Quizzes, Tests" of the homepage of the class and click on "Unit5 Test Quiz" to do this assignment. Follow the instructions there.

### 06.00 Unit Six: Nutrients (FoodSci)

 Unit 6: Nutrients This unit will teach you about recommended daily allowances, carbohydrates, fats & lipids, Proteins & amino acids, vitamins & minerals, and water.

### 06.01 Carbohydrates (FoodSci)

 Importance of Carbohydrateshttp://fnicsearch.nal.usda.gov/fnicsearch/result-list/fullRe...

### 06.01.01 Basic Nutrients Worksheet (FoodSci)

 teacher-scored 20 points possible 45 minutes

INSTRUCTIONS: There are three parts to this assignment. Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment.

Part I. Create a chart or table about the basic nutrients. Include the following information in the sheet: The names of all 6 basic nutrients, what each of the nutrients do for the body and where we can get each of the nutrients.

Part II. CALORIES IN CARBOHYDRATES DIRECTIONS: Knowing that sugars and starches are both carbohydrates and that one gram of carbohydrates provides 4 calories, peruse four food labels and figure the calories from the carbohydrates found in any food product. List the food product and calculate the calories from carbohydrates.

Part III. Summarize your findings in two paragraph about how this information impacts what you might eat and also the difference between simple and complex carbohydrates.

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### 06.03.01 Lab: Egg Experiments (FoodSci)

 teacher-scored 20 points possible 30 minutes

Unit 6-Assignment 3: Proteins

INSTRUCTIONS: Complete the following experiments with eggs and submit your findings in the submission area of this class. Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment.

FRIED EGG EXPERIMENT
Preheat two fry pans over medium-low heat on the stove. Add 1 tsp. butter or margarine to each fry pan. Crack a fresh egg into one pan and an aged egg (leave out of the refrigerator for two or three days) into the other. Notice the difference in how much each of the eggs spread when put in the pan and how tall the yolk stand in the center of the fried egg.

POACHED EGG EXPERIMENT
Put 2 cups water in a saucepan and place over high heat until the water boils. Reduce the heat so the water is simmering. Break one fresh egg into a small bowl and carefully slip it into the simmering water. Cover and cook 3-5 minutes. Remove egg from water with a slotted spoon. Follow the same procedure with an aged egg.

HARD-COOKED EGGS EXPERIMENT
Use a crayon to mark two fresh eggs and two aged eggs. Place one fresh egg and one aged egg into a saucepan with 2 cups of water. Place one fresh egg and one aged egg into another saucepan with 2 cups water. Put each pan on a burner and bring the water to a boil. Reduce the heat, cover, and simmer the eggs for 15 minutes. Immediately place one pan of eggs under cold running water. Allow the other pan to sit to cool. Peel the eggs and cut them in half lengthwise.

SCRAMBLED EGGS EXPERIMENT
Prepare scrambled eggs in two ways and compare the difference.

Directions for CORRECTLY prepared scrambled eggs.

Beat 2 eggs with a wire whisk until blended. Pour eggs into a lightly greased skillet over low heat. Stir occasionally until a fluffy, soft, smooth mass forms. Note: If you stir the eggs too much, tiny pieces will result. Label Scrambled Correctly'

Directions for INCORRECTLY prepared scrambled eggs.

Beat 2 eggs plus 1/3 c. milk with a wire whisk until blended. Pour eggs into a lightly greased skillet over high heat. Stir constantly. Label Scrambled Incorrectly.

PART 1:

INSTRUCTIONS: Fill in the answers to the questions regarding the egg experiments.

FRIED EGG

1. Compare how much the fresh egg spread to how much the aged egg spread in the fry pan.

2. Which took longer to coagulate, the fresh egg or the aged egg? Why?

3. When the fresh egg was cooking, which part of the egg coagulated first; which part coagulated last? Why?

POACHED EGG EXPERIMENT

4. What is a desirable appearance for a poached egg?

5. How do low-quality eggs look when poached in rapidly boiling water?

6. What happened to the amount of thin egg white as the egg aged?

7. Compare how much the fresh egg spread during cooking to how much the aged egg spread during cooking.

HARD-COOKED EGGS EXPERIMENT

8. Compare the position of the yolk between the fresh eggs and the aged eggs. What causes the difference?

9. Compare the color of the outside of the yolk of the fresh, cooled egg to the aged, cooled egg.

10. Compare the color of the outside of the yolk of the fresh, uncooled egg to the aged, uncooled egg.

11. Which hard-cooked egg had the darkest ring around the yolk? What would account for this?

12. What two things cause a gray-green ring to develop around the yolk of hard-cooked eggs?

SCRAMBLED EGGS EXPERIMENT

13. Compare the two products. How do they look?

14. What causes the difference?

15. What effect has temperature on eggs (protein)?

PART 2:

16. Explain what happens during the denaturization of protein?

17. How does denaturization of proteins occur?

18. What factors affect the stability of an egg foam?

19. What are the functions of protein in the body?

20. Compare and contrast complete and incomplete proteins.

### 06.04 Vitamins and Minerals (FoodSci)

 Unit 6.4: Vitamins & Minerals Vitamins and Minerals play an important role in bodily functions. Deficiencies in them can result in deficiency diseases in which a lack of a specific nutrient has occurred. Beriberi is a disease in which the nervous system becomes stressed and can cause partial paralysis, mental problems, physical weakness, and even death. Scurvy is another deficiency disease caused by the lack of Vitamin C. It was determined by a Dutch army doctor that rice with hulls helped prevent the disease. The amount needed was first thought to be an amine, and it was thought it was necessary for life, so it was called a vitamine which vita comes from the Latin term "life." Vitamins are organic substances needed for life. Vitamins don't actually provide energy, they help the body function. Vitamins are often a critical part in bodily functions or in the enzymes that are part of a reaction in the body. Most vitamin molecules have attached hydrogen atoms and hydrocarbons and a six sided ring that includes carbon and nitrogen atoms or carbon. Minerals are inorganic elements the body needs. Minerals often work in conjunction with specific vitamins. Such is the case with iron absorption increasing when vitamin C is present. (Select the link "Vitamin") Fat soluble vitamins -- Vitamin A, Vitamin D, Vitamin E, Vitamin K. Water soluble -- Vitamin C, Thiamin B1, Riboflavin B2, Niacin, Pyridoxine B6, Folate, Cobalamin B12, Pantothenic acid, Biotin. (Select the link "Mineral") Major Minerals -- Calcium, Phosphorus, Magnesium, Sodium, Chloride, Potassium, Sulfur Trace Minerals -- Iodine, Iron, Zinc, Copper, Fluoride, Selenium, Chromium, Molybdenum, Manganese, Cobalt Now that you have read the information, you are ready for Unit 6-Assignment 4.

### 06.04.01 Vitamin/Mineral Comparison (FoodSci)

 teacher-scored 20 points possible 60 minutes

Unit 6-Assignment 4: Vitamins & Minerals

INSTRUCTIONS: Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment.

For this assignment, you are a nutrient scientist and the project manager you work under is going to a food conference put on by the U.S. government that will determine whether the company you work for will continue to receive funding. This could mean your job will continue or the project is stopped. Your project manager has asked you to create a chart of some kind using paper and pencil or a computer that compares and contrasts vitamins and minerals. Make sure you do a good job using proper grammar and writing skills and present it in a way that is appealing. Include the following items in your chart:

Name of vitamins/minerals
Function of vitamins/minerals
Whether fat-soluble, water-soluble, major mineral, or trace mineral
Food sources
Deficiency Diseases
Amount recommended daily

### 06.05 Water (FoodSci)

 Domestic Water Use: WORLDMAPPERhttp://www.worldmapper.org/display.php?selected=324

Open PDF Poster and discover the High and Low Domestic Water Use rankings for the countries listed.

### 06.05.01 Lab: Potatoes and Water (FoodSci)

 teacher-scored 20 points possible 60 minutes

Unit 6-Assignment 5: Water

INSTRUCTIONS: Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment.
There are two parts to this assignment. Complete the experiment and then document your findings and submit them in the submission area of this class.

PART I: Follow the directions below.
1. Take two potatoes and cut them into about 1/4" slices.
2. Split the potatoes into two equal piles. and place each pile in a bowl big enough that the potatoes are completely in the bowl.
3. Label the bowls "plain water" and "salt water."
4. Fill both of the dishes with water.
5. In one of the bowls add about two tablespoons of salt and mix until the salt dissolves.
6. Place one pile of potatoes in a the salt water bowl and one pile of potatoes in the plain water bowl.
7. Let the potatoes sit for 30 minutes.
8. A bowl big enough that the potatoes are completely in the bowl.
9. Compare the differences between the potatoes in each bowl.

INSTRUCTIONS: Read the following summary and then answer the questions on PART 2 below.

SUMMARY OF BEN GOING WITHOUT WATER IN DEATHWATCH

(Source: Deathwatch, Robb White, Dell Publishing Co., 1972, pp.44-106.)

DEATHWATCH is a novel about a young man named Ben who struggles to stay alive against great opposition. "Medec was not the kind of man Ben would ordinarily have chosen as a companion for a quiet hunting trip. The only time Madec ever laughed was when he told some story about how smart he was. He was a cold man who liked to hurt things, and he was dangerous with a gun, but Ben needed money to pay for another semester of college, so when Medec offered to hire him as a guide to hunt bighorn sheep in the desert mountains, he agreed. It was a mistake that very nearly cost Ben his life.

Medec shot two holes in the prospector's body with Ben's gun and told him he was going to make it seem like he had killed the old man. He made Ben strip down to his shorts and turned him loose in the desert. Madec then began to hunt Ben instead of bighorn sheep.

With no water, Ben's body could stand this beat for only two days; probably less than that since he had no clothing to protect him and contain his sweat. If he could find a catch basin somewhere in these hills and could squeeze as much as a quart of water out of the sand, it would do him no good at all. A quart of water would not add even an hour to the forty-eight hours he could hope to live. To survive here for as long as two and a half days would require that he find a full gallon of water. To make it for three days, he would have to have more than two gallons of water. Four days-five gallons. And he didn't even have two full days. He had already used up eight of his forty-eight hours, for he had not had a drink of water since before they started stalking bighorn.

Ben found the prospector's camp but Madec had found it first. The next day, he saw a small water basin off the side of a cliff. He jumped up and ran to get there but Mad Man Madec started shooting at him. One bullet cut open the side of his eye. Finally giving up he rolled over on his back and sat up, waving his arms around. Then he pushed himself up to his feet. Ben made a helpless gesture with his arms and turned away from the basin.

Two days had passed and Ben was close to death. In his mouth and throat he could feel death as a strange, unwettable dryness which his saliva could not diminish. He could feel it in the swelling of his tongue which had started back in his throat and seemed about to choke him with its dry mass. Twenty more hours? or was it nineteen now? As Ben walked, he began to recognize he was approaching the last stages of thirst; he was weak from it and spells of dizziness were coming faster. The flesh of his tongue was peeling off and, of all the pains of his body, he was most aware of the aching of his lips.

The first symptoms of severe thirst had come during the time he was running. He had felt then that sudden loss of strength, a lassitude that made him think that he could not possibly raise his foot and swing it forward and put it down again. Even running, and knowing that his life depended on his running, he had felt a desire to sleep-to sleep as he ran, to sleep anywhere, anyhow.

Ben knew what the next symptoms would be. Toward the end after the lassitude and sleepiness and odd lack of hunger, a man dying of thirst begins to get dizzy. He vomits and his head aches. He aches all over. Finally the intolerable itching begins, an itching which affects every inch of his skin and does not stop until he dies. During this time, a man is tortured with hallucinations; he sees water within reach and knows that it is there and he will, as many men have, scoop up dry sand with his hand and try to drink it.

Ben hoped he could endure the physical symptoms, but he was afraid of the hallucinations; afraid that he would not recognize them when they came, afraid that there was no way he could stop them. He was a pitiful sight as he worked his way up the side of the mountain.

It was pure, raw rage that at last swept him upward, rolling, sobbing, grabbing with knees and legs and skin and toes. If he did not go, Madec could sit in the Jeep cracking walnuts on the steering-wheel spokes and watch him die.

A curious thing has been noticed about people who are dying of thirst. The dehydration of their bodies is so extreme and the loss of salt so serious that the consistency of their blood changes radically. Sweating eventually ceases and the mucous membranes, usually moist and full of fluid, dry up and peel off. There is no saliva in their mouths or throats, and even the corners of their eyes, always flowing with moisture in normal time, become so dry that any speck of dust in their eyes causes excruciating pain. And yet, if these people are rescued before they die, even people in the last moments of life and completely dehydrated, they almost always cry.

Ben worked his body upward, and at last rolled over into the darkness of the narrow corridor. Ben crawled on toward where light showed a slight bend in the tunnel. The floor began to slope downward and was very smooth, the stones almost gleaming in the subdued light coming from the far end.

He got around the bend slowly. And there lay the lake. A lake of dark, sparkling clear water, held there by the stones.

Lying on his stomach, Ben had drunk as much as he could. It was as though he had actually felt this water flowing straight though the walls of his intestines and being taken up by his blood and distributed through his body. He had drunk once more and was asleep almost before he rolled away from the puddle.

When Ben awoke, his tongue had shrunk to its normal size, his throat, though raw, felt good. His eyes were wet again and he felt strength in his body. He was hungry. Since the first night on the low range of mountains, he had not felt particularly hungry and, in the last hours, had felt no hunger at all. But now his stomach was gnawing at him.

He started to look around and for the first time in hours Ben thought of his enemy. Madec was still waiting out there somewhere...

PART 1:

INSTRUCTIONS: After completing the experiment, answer the following questions.

1. What are the characteristics of the "salt water" potatoes? ______________________________________________________

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2. What are the characteristics of the "plain water" potatoes?

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3. What scientific process involving water occurred to create the differences in the potatoes?

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PART 2:

INSTRUCTIONS: After reading the summary from Death Watch, answer the following questions.

1. What are the roles of water in the maintenance of body functions? (Describe as many as you can).
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2. What changes occurred in Ben's body when his body became dehydrated? (List as many as you can).

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### 07.00 Basic Food Science Principles (FoodSci)

 This unit will discover the role of acids and bases and explain processes associated with milk protein and cheese.

### 07.01 pH - Acids and Bases (FoodSci)

 Unit 7.1: pH-Acids and Bases The pH scale is a numerical scale between 0 to 14 in which acidity is expressed and is determined by the concentration of hydrogen ions in a solution. The word acid comes from the the Latin term which means sour. What do you think of when you hear lemon, pickles, or vinegar? These are all acids. Acids can change the color of some foods or flowers. When eaten, bases taste bitter or salty. Some cleaning agents are bases such as a bar of soap and another example is table salt. Physically, a base is slippery. A strong acid has many hydrogen ions present. To make the acid weaker, hydroxide ions are added. As the number hydroxid ions and hydrogen ions equalize neutralization occurs in which the acid has reacted to the hydroxide ions from the base and water is produced. This is a neutral situation. If something has a value of 7.0 on the pH scale, this indicates it is a neutral solution like water. The pH of a soluction can be measured in different ways. There are special meters used and also dip papers which are dipped into the solution and thenwhen the paper dries, the color is compared to a scale to determine the pH value. The papers aren't as exact as meters. Scientist measure the concentration, the amount of a substance in a specific amount of volume, using moles. This is the easiest means for expressing the concentration of a solution. The amount of molarity or number of moles of solute per liter of solution is often used by scientist or chemists to state the concentration of a solution. Molarity is determined by the number of moles of solute divided by the volume of a solution. Titration is often used to determine the concentration of an acid or base in a solution. To accomplish this, an indicator is added to the solution to determine the pH. A measured amount of a basic solution of a predetermined concentration is added. The indicator will change colors when the two solutions mix and neutralize each other. By determining the point at which neutrilzation occurs, scientists and chemists can calculate the acidic concentration of the solution. (Select the link "pH in Foods") Facts about pH 1. Pure water is a poor conductor of electricity which proves it has few ions (free electrons). An ion is an atom or a group of atoms that carries a positive or a negative charge as a result of having lost or gained one or more electrons. A free electron or other subatomic-charged particle is also referred to as an ion. 2. Pure water can be used to measure the ions or pH of a substance dissolved in the water. Please note that some substances do not dissolve completely, others do. 3. An acid can be defined as any water-soluble and sour compound capable of reacting with a base to form salts that are hydrogen-containing molecules that will give up a proton to the base and accept an unshared pair of electrons from that base. 4. A base is fundamentals foundation or a main ingredient. It is the starting place and acts upon the acid. A base is the compound that reacts with the acid to form a salt because the molecules (ions) are able to take a proton from the acid and share a pair of electrons with the acid. (A salt consists of positive ions from a base and negative ions from an acid.) 5. The pH scale can be used to measure acidity or basicity of any water solution by measuring the ion concentration which is expressed as the concentration of H3O+ (hydronium ions) in powers of 10, from 10-14 to 10. (Hydronium is a hydrated hydrogen ion. A regular hydrogen ion in water is expressed as 1420.) 6. For example, a substance can measure 10-9, which is expressed as -9. By eliminating the because the scale is logarithmic, we say the pH of the substance is 9. 7. The pH scale is shown graphically as: acid ------- neutral ------ base 0 ----------- 7 --------- 14 8. Pure water has a pH of 7. It is neutral. 9. As the hydronium ion increases as a neutral solution, it is more acidic. The pH goes from 7 toward 0. 10. If the pH solution falls between 7 and 14, the solution is basic. 11. A small strip of pH paper (litmus paper) dipped in a solution will test (through the visible change of color) the pH of most substances. NOTE: In foods, acids and bases give distinctive tastes. Acids are sour (lemon juice, vinegar). Bases are salt (sodium chloride or table salt). Now that you have read the information, you are ready for Unit 7-Assignment 1.

### 07.01 pH - Acids and Bases links (FoodSci)

 pH in Foodshttp://www.howstuffworks.com/question439.htm

### 07.01.01 Lab: Changing ph (FoodSci)

 teacher-scored 20 points possible 60 minutes

Unit 7-Assignment 1: pH-Acids and Bases

INSTRUCTIONS: Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment. There are two parts to this assignment.

Take 9 cups and label them 1-9. In each of the cups pour the following:

1. Pour 1 Tbs. of lemon juice in a paper cup.
2. Pour 1 Tbs. of Gatorade in a paper cup.
3. Pour 1 Tbs. of water in a paper cup.
4. Pour 1 Tbs. of water with 1 tsp. of baking soda added and stirred in a paper cup.
5. Pour 1 Tbs. of window cleaner in a paper cup.
6. Pour 1 Tbs. of vinegar in a paper cup.
7. Pour 1 Tbs. of grapejuice in a paper cup.
8. Pour 1 Tbs. of water with 1 tsp. of table salt added and stirred in a paper cup.
9. Pour 1 Tbs. of grape juice in a cup
Take some concord grape juice and add 1 tsp. to each of the cups. Document your findings on the following page and explain at the bottom what is happening. The 9th cup will be your indicator to make your comparisons to the other samples.

PART 1:

INSTRUCTIONS: Perform the experiment from above and document your findings.

Sample Description
Color of Liquid

Mark what the sample is after the test:
ACID
NEUTRAL
BASE

Sample #1:
Lemon Juice

Sample #2:

Sample #3:
Water

Sample #4:
Baking Soda/Water

Sample #5:
Window Cleaner

Sample #6:
Vinegar

Sample #7:
Grape Juice

Sample #8:
Salt Water

PART 2:

After completing the experiment, explain in a paragraph or two what happened and why.
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### 07.02.01 Lab: Making Yogurt (FoodSci)

 teacher-scored 20 points possible 90 minutes

Unit 7-Assignment 2: Coagulation and Coalescence

INSTRUCTIONS: Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment. There are two parts to this assignment.

Part I: Make and analyze yogurt.

HOW BACTERIA PRODUCE LACTIC ACID - BACKGROUND INFORMATION
Bacteria must get food from their surroundings. They can use many substances as food. In yogurt, the bacteria use lactose (the sugar found in milk) as food. They feed on lactose and give off lactic acid as waste product. This gives the yogurt its characteristic sour taste and helps to thicken the product. Yogurt is simple to make. Variation can be made by omitting the non-fat dry milk or by trying the recipe with whole milk or low-fat (2%) milk.

Make the following yogurt recipe and complete the questions on PART 1 regarding the recipe. This recipe is different from the one made with Rennin.

BASIC YOGURT RECIPE
Ingredients needed:
1 quart skim milk
1/2 c. nonfat dry milk
1/4 c. commercial plain yogurt

Equipment needed:
Medium saucepan
Set of measuring cups
Candy thermometer
Glass container to hold one quart liquid
Small bowl
Wooden spoon

Stir together skim milk and nonfat dry milk in a saucepan until dissolved. Cook over medium heat, stirring constantly, until milk reaches 165 F to 170 F on the thermometer. Heating the milk will kill any potentially harmful bacteria. Cool the milk to 110 F.

Pour about 1/4 cup warm milk into a small bowl and stir in the commercially prepared plain yogurt (which acts as a culture starter) until well-blended. Add this mixture to the warm milk in the saucepan and stir until blended. Pour into the clean glass container and cover. This mixture must be kept warm (90 F to 120 F).

Choose one of the following ways to accomplish this:
-Use a commercial machine specially designed for yogurt-making. This is probably the most reliable way because it will keep the mixture in the correct temperature range. This eliminates the hassle of constantly checking the temperature.
-Wrap the container of yogurt mixture in a towel and set it in front of a heat duct or radiator.
-Place the container in an oven with a pilot light or in a warm oven kept at 100 F.
-Place the container of yogurt mixture into a large bowl of warm water (about 115 F). Check the temperature of the water often, and add hot water as needed.

Let the yogurt culture stand undisturbed for 6 to 12 hours. The yogurt is ready if it moves away from the side of the container in one piece when you tilt it. Refrigerate the finished yogurt to stop the growth of the bacteria; let it chill several hours before eating.

Serve the yogurt plain or mixed with fruit, honey, sugar, or thawed, undiluted orange juice concentrate. But, before adding any flavoring, be sure to reserve 1/4 cup of plain yogurt to start the next batch.

Part II: Make and analyze different whipped milk products.
INSTRUCTIONS:
Whip 1/2 cup of each of the milk products listed. Whip the milk product until it reaches its maximum volume and stiffness. Compare the results in the worksheet below and answer the questions regarding the experiment.

Cold, heavy whipping cream
Light cream
While milk
Heavy whipping cream at room temperature
Cold, heavy whipping cream plus 1/4 c. sugar

PART I ANALYSIS

INSTRUCTIONS: After completing the yogurt recipe. Have two other people and yourself do sensory tests on the yogurt and then answer the questions.

1. Sensory Tester's Name: __________________________________

Sensory Tester's Phone Number: __________________________

Taste: _______________________________________________

Smell: _______________________________________________

Feel: ________________________________________________

Look: ________________________________________________

Sound: _______________________________________________

2. Sensory Tester's Name: __________________________________

Sensory Tester's Phone Number: __________________________

Taste: _______________________________________________

Smell: _______________________________________________

Feel: ________________________________________________

Look: ________________________________________________

Sound: _______________________________________________

Taste: _______________________________________________

Smell: _______________________________________________

Feel: ________________________________________________

Look: ________________________________________________

Sound: _______________________________________________

1. What gives yogurt it's characteristic sour taste? ______________

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2. Why is the yogurt kept warm for the 6-12 hours? _____________

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3. What does refrigeration do to the yogurt after the 6-12 hour waiting period?
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PART II ANALYSIS - WHIPPED MILK PRODUCTS

INSTRUCTIONS: After completing the milk foam experiment, fill in the information below and answer the questions. 1-low 5=high

Type of milk product

Increase in Volume

Rate Stability

1. Which milk product produced the most stable foam? ______________________________________________________

2. Which milk product increased in volume the most? ___________

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3. Explain the differences in volume and stability between the cold, heavy whipping cream and the room temperature whipping cream.

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4. Explain the differences in volume and stability between the cold, heavy whipping cream and the cold, heavy whipping cream which had the sugar added.

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### 07.03.01 Research Project (FoodSci)

 teacher-scored 60 points possible 180 minutes

Unit 7-Asisgnment 3: Research Project

INSTRUCTIONS: Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment.

This assignment might need to be submitted differently than the rest of the assignments you have sent in this far depending on what you chose to do at the beginning of the class. If your research project is not conducive to sending it through the submission tool in the class, then send it the most efficient way you can find.

You were prompted in Unit 1 of this class about this project and were to choose a research project topic. Hopefully you have been considering some ideas and possibly working on your project as you have gone through the rest of the units. If not, it's time to get started. This project needs to be considered very seriously because it is worth more than the other assignments. I realize that you will take a lot of time and effort in making your project. There are lots of web sites on the Internet that have to do with science projects that you might want to search and explore. I'm going to allow you to determine how you want to submit your project to me depending on how you choose to present your project. If you submit by postal mail, realize that you won't get it back.

At the beginning of this assignment, you need to include the following information:

Introduction to the project
How you used the "scientific method" on your project
What you learned from the project

There are also many options you could use to present your project:
poster
paper
computer created paper with digital photos
PowerPoint slide show
Video

These are just a few and you could do one or a combination of these options or another method you feel would cover the material and be appealing. Be creative and thorough. Make sure you use the scientific method for your project. Good luck.

### 07.04 Food Science Careers (FoodSci)

 Unit 7.4: Food Science Careers There are hundreds and hundreds of careers that relate to food science. We all need food and eat food. This creates lots of jobs. In this lesson you will have the chance to explore lots of careers and determine one that you might have an interest. Anything that deals with production, processing, preparation, and evaluation of food. It's a part of every day life and so we are all exposed to these careers. Now that you have read the information, you are ready for Unit 7-Assignment 4.

### 07.04.01 Career Research (FoodSci)

 teacher-scored 20 points possible 60 minutes

Unit 7-Assignment 4: Food Science Career

INSTRUCTIONS: Feel free to copy and paste the information into the word processor (Microsoft Word or WordPerfect) and fill in the answers then copy and paste it back into the submission area for this assignment.

You've learned about lots of different topics in food science as you have gone through the units in this class. All of these concepts relate to different careers in food science. Your last assignment has 3 parts. First to explore 10 different careers. Second is to choose one to focus on and submit it to me as a resume. Third, to do a Geospatial activity about culinary arts programs.

Submit it along with a list of the 10 careers you explored and your geospatial activity.

Part 1: List 10 food science careers you explored and circle the one you chose to write your resume about. Attach your resume to the list and get them both to me.

REMEMBER to complete the unit 8 assignment when you have completed all the assignments so that I can post your grade and credit.

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10. ________________________________________________

Part 2: Resume about a Foods Career
In the resume you are to pose as a person that has worked in that food science career for 10 years. You will create a resume giving me background information for a person in that field and you may want to include things such as education needed for this career, possible work experience a person would have in this career, special skills, abilities, hobbies, etc. that a person might have for this career.

Treat this as though you were going for a new position in which you would get a substantial raise if you get the job. Your resume is going to be the first impression that the potential employer is going to have of you. Make it professional, concise, and eye-catching.

Part 3: Geospatial Activity about 2 Culinary Arts Programs

In the search box of Google Earth type in Culinary Arts Programs
Click on the magnifying glass to start the search.
Click on the links for the culinary arts program you are interested in which then Google Earth will fly you to that program's location.
A pop-up placemark will appear.