Article pubs.acs.org/jchemeduc
Design of a Food Chemistry-Themed Course for Nonscience Majors Patrice Bell* School of Science and Technology, Georgia Gwinnett College, Lawrenceville, Georgia 30043, United States S Supporting Information *
ABSTRACT: The physical science curriculum design at Georgia Gwinnett College requires a theme-based course (lecture and group work, and laboratory) for nonscience majors. Increased student engagement is anticipated when science topics are taught in the context of a topic of which students can select during course registration. This paper presents the course curriculum design, highlights laboratory experiments (designed and adapted) and field trips for a one-semester food chemistry course for nonscience majors. Student feedback on select assignments and laboratory activities is also presented.
KEYWORDS: First-Year Undergraduate/General, Curriculum, Laboratory Science, Food Science, Nonmajor Courses ost students do not realize that their very first laboratory is the kitchen. The various food items are their reagents and various kitchen utensils, oven, and other kitchen appliances play the role of the laboratory equipment. There is a variety of laboratory experiments that students implement on a daily basis and do not consider the actual chemistry concepts that are taking place. Studies have looked at the age-old question: What chemistry should we teach in the arts, humanities, and social sciences?1 Recent publications2 have emphasized the role and the science of cooking in everyday society. Food chemistry is “the composition of foods and the chemical and physical characteristics they undergo during processing, storage, and handling”.3 It has been shown4 that food chemistry is such a topic that requires its own unique laboratory experiments5 to be generated. Standard, introductory chemistry courses usually have a battery of laboratory activities that align with chemical concepts and may not have a relatable context. Substitution of standard chemicals for food reagents is necessary for these unique laboratory experiments. Georgia Gwinnett College is a four-year liberal arts institution that fosters innovative, active learning styles coupled with 21st century technology in order to educate citizens of the world. One of the initiatives within the School of Science and Technology is to create a more conducive and approachable course with themed physical science courses for nonscience majors. Chemistry faculty members have discussed that the challenges of engaging nonscience majors are perceived as a difficult task. Previous work6 has shown that theme-based courses promote student engagement and thus successful completion of the course. It is required for nonscience majors to take a one-year science sequenceeither physical or biological sciences. Other themes that the school offers include:
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© XXXX American Chemical Society and Division of Chemical Education, Inc.
chemistry of art, nanotechnology, energy in society, science of superheroes, and physics of politics. Despite current studies6 of food chemistry themed courses for nonscience major students, there is always a need for more suitable laboratory activities to accompany such a course. This paper presents the design and student feedback of a food chemistry themed course curriculum with laboratory activities for nonscience majors.
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COURSE DESCRIPTION AND RATIONALE The goal of this one-semester course is to provide a thematic option for nonscience major students to complete their science distribution requirement in which they explore selected chemical concepts associated with food and food preparation. Several laboratory assignments are present with the general topic curriculum to align a practical experience with learning a scientific concept. Within chemistry, this course spans organic, physical, solid state, materials, and industrial chemistry; topics include the scientific method, unit conversion, solution chemistry, crystallization, saturation, radiation and structure of water, lipids, and proteins. Also, the course includes in the laboratory three field trips: (i) Coca-Cola bottling plant in College Park, GA; (ii) grocery store scavenger hunt at a local Asian supermarket in Duluth, GA; and (iii) Gwinnett Environmental Heritage CenterWater Treatment and Biodiesel Project in Buford, GA. Students individually complete a term project presentation on a topic that is not covered in depth during the course. This project includes an extension of a recipe using the chemical concepts.7 The course outcome goals are to
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Table 1. Lesson Modules Presented with Correlated Concepts and Experiments Lesson Module
Text Chapter Title
Chemistry Concepts
Correlated Laboratory Activity
1
Introduction
Scientific Method, Kitchen Units, Unit Conversions
2
Sensory Quality
Senses, Tastes, Texture, and Chemical Detection Methods
3
4
Sweet Talk
5
The Salt of the Earth The Fat of the Land Chemicals in the Kitchen Turf and Surf Fire and Ice
Nutrition, Food Labels, Government Regulation (USDA, FDA), and Food Safety Bonding and Chemical Structure of Carbohydrates, From Sugar Cane Stalk to Refined Granulated Sugar Colligative PropertyBoiling Point, Solutions, Saturation, and Supersaturation Phase Transitions, Types of Fats, Basic Organic Chemistry, Colloidal Systems Field Trip 1: Coca-Cola Bottling Company, College Park, GA Filters, Vinegar, Baking Powder
6 7 8 9 10 11
13
Liquid Refreshment Those Mysterious Microwaves
14
15
Tools and Technology
12
Chemical Structure of Proteins Units of Energy; Temperature and Food Water in Foods, Water Quality, Chemical and Physical Properties of Water Electromagnetic Radiation Field Trip 2: Gwinnett Environmental Heritage Center Waste Water Treatment Facility Field Trip 3: Grocery Store Scavenger Hunt at Local Asian Supermarket Cooking Utensils, Food Irradiation, Biodiesel Fuel Alternative
Kitchen unit conversionsComparing volume and weight measurements of liquids Sensory qualityIdentification of primary tastes, sensory evaluation testing, effect of aroma on flavor and spatial sensitivity of the tongue Nutrition and dietCompare a food journal for a week with a suggested FDA food plan for your health10 Achieving hard crack temperature with a sugar solutionMaking lollipops Can you change the boiling point of water by adding salt to it? Observations of boiling point elevation with a sodium chloride solution Peanut oil saturation of a potatoPan-frying potato chips Alternate assignment: Introduction to food processing Using the property of adsorption of a food dye to a column of activated charcoalMaking a water filter Coagulation of egg proteinsMaking an omelet Endothermic and exothermic reactions: Basic study of energy with common chemical reactions Brewing teas: Hot water extraction of plant material and comparison of tea-making methods
Alternate assignment: Introduction to water treatment Alternate assignment: Grocery store scavenger hunt at home
general education core curriculum of their liberal arts undergraduate education.
1. Clearly communicate the role of science and the scientific method in written and oral form. 2. Demonstrate a conceptual understanding of the foundations of chemical structure, properties, and reactions, and demonstrate a conceptual understanding of food chemistry. 3. Demonstrate critical thinking skills and scientific creativity. 4. Apply scientific concepts covered in the course to global issues and perspectives, including newsworthy scientific stories. 5. Appreciate the role of science in the development of technology and science. 6. Understand and effectively apply data acquisition technology and computer analysis for measurement and data analysis in the laboratory. The course is taught in approximately 30 class periods, each 75 min long, as well as a laboratory session once a week for 105 min. Class size is limited to 24 students because of lab resources and Georgia fire codes; four sections of 24 are taught with the initial launch of this themed course. The primary teaching methods are lecture, discussion, and group work. In terms of the context of the classes, most students are within their first or second year of their undergraduate studies. Student majors include business (finance, international business, marketing, accounting), education (early childhood education, special education), criminal justice, psychology, humanities (political science, English, history), and some undeclared. The course is the second of a two-course science requirement. Once students complete both of these courses, they will have fulfilled their science requirement within the
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COURSE CONTENT Development of this curriculum began with the selection of a textbook for the course. The selected textbook is not a traditional textbook but more of a general, conversational book on fundamental chemistry topics and basics of cooking; the text was What Einstein Told His Cook: Kitchen Science Explained by Robert L. Wolke.8 Table 1 presents the topics covered in the course that are correlated with chapters of the textbook. An additional text9 was referenced for a few experiments when developing experiments. As shown in previous studies,11 a lab component with food chemistry may include a mixture of food-related labs and traditional chemistry labs. Hence, the traditional thermochemistry reaction associated with the Fire and Ice Module. PowerPoint slides outlining the course content are available for each of the modules in the Supporting Information. Introduction
Students are given a basic introduction to the organization of the course. Current events are an integral part of the course; students led discussions of pertinent topics in Fall 2010, including the Gulf of Mexico oil spill and how it affected the seafood industry, and the recall of half a billion eggs in Galt, IA, and what was significant about the pasteurization process. Science concepts include scientific method; practice with unit conversions that include teaspoon, tablespoon, milliliter, pint, liter, quart, and gallon; and laboratory skills, that include appropriate measure of liquid volumes. In addition to unit conversions, students compare the percentage error of measuring a liquid in a kitchen measure cup to graduated cylinders for various volumes. B
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Sensory Quality
The Fat of the Land
Lessons on sensory quality include discussions of the primary chemical detection devicesuse of smell and taste, as well as a basic knowledge of the remote and contact senses, and the primary tastes (bitter, sour, salty, sweet, and savory). Science concepts include states of matter, basic organic chemistry (alkanes, alkenes, alkynes) and laboratory skills, including recognizing basic tastes in five solutions, scaling a beverage recipe based on a total volume, and using a variety sensory evaluation testing on package-prepared and homemade lemonade. The laboratory for this lesson module was adapted from actual food science experiments in the food chemistry major program at Purdue University.12 Students actually taste solutions that reflect the primary tastes, design a triangle sensory taste test, and compare preferred tastes with their preparation of fresh lemonade and lemonade drink-mix solutions. Three class demonstrations include: (i) viewing chemical structures of dill seed and spearmint and using senses (of smell and sight) to distinguish the two substances; (ii) investigating the effect of aroma on flavor with a blind taste test with gourmet jelly beans; and (iii) recognizing which senses are stimulated when consuming sour, fruit-flavored candies with fizzing powder coating, including a discussion of how one relies on one’s senses to select a consumer product.
Students learn basic structural information on fatty acids, types of fats (saturated, monounsaturated, polyunsaturated), discuss fat content with various cooking oils and monounsaturated foods, and fat-soluble vitamins. The laboratory activity is frying potato chips in peanut oil; the objectives are to understand concepts associated with basic organic chemistry, distinguish among the different types of fats, and interpret nutritional information about fats (as well as other areas as carbohydrates, cholesterol, protein, and vitamins) from food nutrition labels. Students also compare the mass of raw potato slides to the mass of cooked potato slices, discuss this difference in mass, and discuss expectations if the chips are left cooking in oil for an extended period. Chemicals in the Kitchen
Students study various types of chemical reactions, water filters, adsorption versus absorption, hardness of water, and acids and bases in the kitchen. A class demonstration is performed by reacting baking soda and vinegar in a sealed plastic bagone trial that perfectly inflated the bag and another trial that exploded the bag. In the laboratory activity, students build an activated charcoal water filter with objectives to differentiate among several types of chemical reactions (ion exchange, specifically acid−base; decomposition; synthesis; combustion), to interpret information from a balanced chemical equation, and to implement construction of an activated charcoal filter and cheesecloth to display the process of adsorption. Students separate store-bought food coloring from water using the water filter.
Nutrition, Food Labels, and Government Regulations
This lesson module gives a general overview of the nutritional topics investigated in subsequent modules, in accordance with items on a nutrition label: carbohydrates; lipids and fats; sodium; vitamins and minerals; and proteins. Students are assigned homework of maintaining an Excel sheet log of their diet; this spreadsheet served as data for the nutrition lab. The laboratory activity for this module is a comparison of their actual diet log with a suggested plan as presented by MyPyramid.gov10 by quantifying and subtracting serving sizes. This exercise shows, for some students, an excess of food in particular areas. The government daily food guidelines have now changed to the plate model, called ChooseMyPlate.gov. The MyPyramid.gov feature is no longer available. The new Web site for ChooseMyPlate.gov does have a daily food plan worksheet that would substitute for the former feature used.
Turf and Surf
This module investigates chemistry topics that include the structure of proteins, heme, and nonheme food sources, preservation techniques (osmosis, smoking, drying), types of seafood, and the nutrient content of an egg. In lab, students make a French omelet: the objectives are to compare phase changes that occur between water and eggs, to observe and describe the effect of temperature and dilution on coagulation of egg proteins, and to observe denaturation and coagulation of egg proteins. Fire and Ice
Sweet Talk
Students explore units of energy, measuring temperature, heat flow within a chemical reaction, and heat capacity. For this topic, students perform a traditional chemistry laboratory that investigates endothermic and exothermic reactions in which the objectives are relating the release of absorption of energy within a chemical reaction to its transfer of thermal energy (temperature), and differentiating endothermic and exothermic reactions. The endothermic reaction is the reaction of citric acid with sodium bicarbonate, and the exothermic reaction is sodium hydroxide with hydrochloric acid.
Discussions of sugars include the chemical structures of various saccharides, historical sources of natural sweeteners (assortment of fruits and vegetables), the sugar refinery process, phase diagrams, candy preparation and temperatures, and the chemical structures of artificial sweeteners. In the laboratory, students make lollipops with objectives of understanding a phase diagram for a pure substance and solutions, and distinguishing among different sugar molecules and sugar substitutes. Students access temperatures as high as 143 °C or 289 °F, select their own combination of food coloring and flavoring, and discuss caramelization.
Liquid Refreshment
This module includes topics on the states of matter, colloidal dispersions, pH, caffeine, and gases in beverages. The laboratory activity demonstrates different methods to make tea and testing of the resulting pH levels; objectives of this activity are to prepare a hot-water extraction of a plant material (making tea), to measure the pH of water and the final product of black tea, and to taste the difference in bitterness and flavor of black tea (orange pekoe) owing to brewing temperature and leaf processing. The laboratory for this lesson module was
The Salt of the Earth
Students have their first formal introduction to the periodic table, investigate the origins and chemical definition of the term “salt” and named ionic compounds (using monatomic and polyatomic ions), recognize acid−base neutralization reactions, and study boiling point elevation as a colligative property. The laboratory activity investigates how different amounts of sodium chloride affect the boiling point of water. C
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adapted from actual food science experiments in the food chemistry major program at Purdue University.12
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LABORATORY CONSIDERATIONS
The most hazardous aspect of the laboratory design is that several laboratory experiments are performed using an aluminum saucepan on a tripod over a Bunsen burner in a well-ventilated laboratory. The cover image of the Wolke8 text (skillet over a Bunsen burner) was the inspiration for the
Those Mysterious Microwaves
Students study concepts of electromagnetic radiation, wave properties of light, microwave radiation, history and mechanics of a microwave oven, metal objects in the microwave, and superheated water. No laboratory activities are developed for this topic. Tools and Technology
Topics studied include types of plastics, recycling plastics, solid mixtures (alloys used with cooking tools), instant-read thermometers, and food irradiation and the U.S. Department of Agriculture. No laboratory activities are developed for this topic. Laboratory documents are available for each of the aforementioned experiments in the Supporting Information. Future Module
There are plans to develop a Food Additives13 module that investigates dyes,14 pigments, colorants,15 and preservatives.
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Figure 1. Example photographs of the experiments.
FIELD TRIPS
experimental setup. Figure 1 exemplifies some experimental conditions: • Figure 1A shows the experimental setup with an aluminum saucepan placed on a tripod above a Bunsen burner. Typical utensils in the saucepan include a highheat nylon stirring spoon and candy thermometer. • Figure 1B shows the laboratory setup from Lesson Module 4: Achieving Hard Crack Temperature with a Sugar SolutionMaking Lollipops. The students select their food coloring and flavoring for their sugar solution and pour lollipops on aluminum foil. • Figure 1C shows the laboratory experiment from Lesson Module 6: Peanut Oil Saturation of a PotatoPanFrying Potato Chips. A student monitors the frying process. • Figure 1D shows the laboratory experiment from Lesson Module 9: Coagulation of Egg ProteinsMaking an Omelet. Students have the option of bringing a precooked filling for their omelet; a student folds an omelet filled with precooked ham. During the implementation of this course, the laboratory room was a room dedicated to dry, multipurpose labs for majors and nonmajors. With permission from the administration, students were allowed to eat their edible products in the dry, multipurpose laboratory. Temperatures accessed by the experimental setup had a range of 80−175 °C (176−347 °F). Gloves and goggles were worn at all times. The labs were taught in a space designed to accommodate all the physical science themes. In good laboratory and kitchen practices, students decontaminated their working lab bench surface with antibacterial cleaner prior to beginning and after finishing an experiment, and used a sheet of aluminum foil as a working surface to provide an extra layer of protection.
The Coca-Cola Refreshments Bottling Company plant field trip (in College Park, GA) exemplifies a real-world application of several concepts about water treatment, concentrated sugar solutions, solubility of gases in solution, and taste test evaluation. Students take a guided tour and witness the start of the bottling process with water treatment up to the final step of shrink-wrapping palettes of Coca-Cola products. According to Occupational Safety and Health Act requirements, students were outfitted with a hair net and for some, a beard net, for beverage safety concerns, as well as earplugs to reduce machinery noise level. Students also participate in a grocery store scavenger hunt that was held at a local Asian supermarket (Great Wall, in Duluth, GA). This particular field trip is a general excursion that any class (with the agreement of store management) may perform. This activity introduces some students to a new culture and lifestyle associated with how food selections are made. Two versions of a scavenger hunt that incorporates topics throughout the physical science course were developed. Example tasks include estimation of the length (with an appropriate unit) of a cow tongue, comparison and explanation of the eye color of several fish (live and dead), and identification of the preservatives for a Japanese crispy radish. Students who do not attend the field trip complete an alternate activity in which they investigate items that they consume at home by reviewing nutrient content, as well as how food companies use media to market their products. The F. Wayne Hill Water Resources Center Wastewater Plant tour (facilitated by the Gwinnett Environmental Heritage Center, in Buford, GA) provides students an up-close and personal tour of wastewater and allows them to follow the steps of wastewater treatment and learn how reclaimed water is used around the county. This tour shows students an appreciation for filtration processesphysical, chemical, and biological processes. It is possible for all teaching communities to arrange a trip to tour the local wastewater facility, or even the local potable (drinking) water facility.
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STUDENT ASSESSMENT Student assessments include three, 1 h exams (30%), one comprehensive final exam (20%), quizzes (10%), project presentation (10%), class participation (5%), and laboratory D
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Table 2. Percentage Student Achievement of Course Outcome Goals Course Outcome Goal 1. Clearly communicate the role of science and the scientific method in written and oral form. 2. Demonstrate a conceptual understanding of the foundations of chemical structure, properties and reactions and demonstrate a conceptual understanding. 3. Demonstrate critical thinking skills and scientific creativity. 4. Apply scientific concepts covered in the course to global issues and perspectives including newsworthy scientific stories. 5. Appreciate the role of science in the development of technology and society. 6. Understand and effectively apply data acquisition technology and computer analysis for measurement and data analysis in the laboratory. a
Students Who Correctly Answered Relevant Measure, %a
Student Achievement, SD
51 73
1.0 0.7
95 75
8.9 1.4
65 89
0.8 9.8
N = 91.
lollipops, and construction of water filters. All students commented on never forgetting the tastes of solutions associated with the five primary tastes: bitter (caffeine); sour (citric acid); salty (sodium chloride); sweet (sucrose); and particularly, savory (monosodium glutamate). Their lab with lollipops was so popular among their classmates that our classes were requested to make and to demonstrate techniques during a science exposition at our institution. Of all 13 laboratory experiences, students were amazed at how activated charcoal separated food coloring from water. One student commented: “It’s like magic.” The most engaging field trip experience was the visit to the F. Wayne Hill Water Resources Center Wastewater Plant in Buford, GA. Students had not really digested the idea that they were going to see and smell the beginning process of solid waste removal from wastewater for their local county. Students remarked at how very few chemicals were used to clean with water due to the mostly physical and biological processes that were implemented. Many students were appreciative of the entire tour and were happy knowing that the final, reclaimed water was placed back into local rivers and lakescleaner than it originally was. One of the highlights of the fall course was an assignment to text message (using their smartphone) a picture to the instructor of their round one Thanksgiving platetheir first plate of food, results of which were placed in a PowerPoint presentation and a discussion of balanced meals was conducted. Some students’ responses included “I did not realize that I ate that many carbohydrates at Thanksgiving” and “I go for a palette of color on my plate”. General comments on the themed course about what students found most valuable about the course included: • I enjoyed cooking in the labs. • I loved learning about the make-up of foods that we eat on a daily basis. • That it [the course] involved science and it was fun and interactive. • It didn’t feel like a drag, it was actually fun. • Not being a science major, I will still be able to use the skills I have learned in this class in my everyday life.
exercises (25%), which included prelab homework assignments, laboratory reports, and field trips (or alternate assignments). Course content was assessed with the 1 h exams and a comprehensive final exam. Lab reports were instructor directed (fill in the blank or short answer). Students had to complete their prelab homework prior to the beginning of the laboratory activity for points and then implement the provided procedure and complete the data and follow-up questions of the report. Details of these assignments are available in the Supporting Information for this paper. Students had a choice of three different formats for their project presentation (completed in pairs): (i) cooking demonstration with handout; (ii) lecture presentation with PowerPoint on a food chemistry topic; or (iii) video that the group creates, each of which must span 20 min or points are deducted. At mid-semester, students present their topics and formats to the instructor. Stringent guidelines as well as grading rubrics are provided for each format. A 5 min question and answer session follows each presentation. The project presentation guidelines are available in the Supporting Information.
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COURSE ASSESSMENT AND STUDENT EVALUATION OF THE COURSE Table 2 shows course assessment data from the course. The measures for the course outcome goals include select final exam multiple-choice questions, final project presentation, and performance on laboratory assignments. Course outcome goals 1, 2, 4, and 5 are based on select, multiple-choice questions that were given on the final exam. Students were assessed on percentage achievement for these select questions. It was noted that improvements are needed with communicating the role of science and the scientific method and appreciating the role of science in the development of technology and science. Students had an average performance with chemistry concepts and application of those concepts to global issues and perspectives. Course outcome goal 6 is based on select laboratory assignments that incorporate technology; for the most part, students performed well with implementation of technology and computer analysis for measurement and data analysis in the laboratory. Students had the most success with their final project presentation (mostly cooking demonstrations with a handout), which is associated with course outcome goal 3; example student handouts are available in the Supporting Information. Student evaluations of the course were insightful and positive. They commented that the labs were the best part of the course. In particular, there are three laboratory experiments with which students were most excited: sensory quality, making
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EXTENSION OF THE COURSE This curriculum design is now being used as a course template for future variations of food chemistry-themed courses at Georgia Gwinnett College. It is anticipated that another evaluation of the course will be made with updated laboratory experiments and field trip experiences. Potentially, the delivery of the laboratory instructional content may be Web-based. E
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Recent advances in technology16 have shown a Web-based food chemistry laboratory manual to be a helpful addition in the laboratory.
(12) Jamesen, K. Food Science: Laboratory Manual; Pearson Education: Upper Saddle River, NJ, 1998. (13) Pauli, G. H. Chemistry of Food Additives: Direct and Indirect Effects. J. Chem. Educ. 1984, 61, 332−334. (14) (a) Sigmann, S. B.; Wheeler, D. E. A Qualitative Determination of Food Dyes in Powdered Drink Mixes. A High School or General Science Experiment. J. Chem. Educ. 2004, 81, 1475−1478. (b) Thomasson, K.; Loftus-Merschman, S.; Humbert, M.; Kuloevsky, N. Applying Statistics in the Undergraduate Chemistry Laboratory: Experiments with Food Dyes. J. Chem. Educ. 1998, 75, 231−233. (15) Sharma, V.; McKone, H. T.; Markow, P. G. A Global Perspective on the History, Use, and Identification of Synthetic Food Dyes. J. Chem. Educ. 2011, 88 (1), 24−28. (16) van der Kolk, K.; Beldman, G.; Hartog, R.; Gruppen, H. Students Using a Novel Web-Based Laboratory Class Support System: A Case Study in Food Chemistry Education. J. Chem. Educ. 2012, 89, 103−108.
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CONCLUSION The goal of this course is to develop a laboratory-based food chemistry-themed physical science course for nonscience majors. The 15 course learning modules correlate with chemistry concepts of the selected Wolke8 text; 13 laboratory experiences align with most of the learning modules. Course assessment reveals that the final project and laboratory activities are the most successful assignments. Student evaluation of the course shows evidence that a food chemistry-themed physical science course for nonscience majors can be engaging. The food chemistry-themed course provides a real-world application of science in students’ daily lives.
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ASSOCIATED CONTENT
S Supporting Information *
More information on lecture slides associated with each lesson module; details for laboratory experiments. This material is available via the Internet at http://pubs.acs.org.
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AUTHOR INFORMATION
Corresponding Author
*E-mail:
[email protected]. Notes
The authors declare no competing financial interest.
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ACKNOWLEDGMENTS This paper would not be possible without the encouraging support of David P. Pursell and Deborah G. Sauder. REFERENCES
(1) Simek, J. W.; Pruitt, B. A. Food Chemistry for non-science majors. J. Chem. Educ. 1979, 56, 230. (2) (a) McGee, H. On Food and Cooking; Scribner: New York, 2004. (b) McGee, H. On Food and Cooking: The Science and Lore of the Kitchen. J. Chem. Educ. 2003, 80, 880. (3) deMan, J. M. Principles of Food Chemistry, 3rd ed.; Springer: New York, 1999. (4) Hardcastle, J. E. A One-Semester Food Chemistry Laboratory Program. J. Chem. Educ. 1973, 50, 504−505. (5) (a) Chambers, E.; Setser, C. S. Illustrating Chemical Concepts through Food Systems: Introducing Chemistry Experiments. J. Chem. Educ. 1980, 57, 312−313. (b) Jacobsen, E. K. National Chemistry Week 2000: JCE Resources in Food Chemistry. J. Chem. Educ. 2000, 77, 1256−1267. (6) (a) Logan, J. L.; Rumbagh, C. E. The Chemistry of Perfume: A Laboratory Course for Nonscience Majors. J. Chem. Educ. 2012, 89, 613−619. (b) Miles, D. T.; Bachman, J. K. Science of Food and Cooking: A Non-Science Majors Course. J. Chem. Educ. 2009, 86, 311−315. (7) Jacobsen, E. K. Kitchen Chemistry. J. Chem. Educ. 2011, 88, 1018−1019. (8) Wolke, R. L. What Einstein Told His Cook: Kitchen Science Explained; W. W. Norton & Company: New York, 2002; pp 3−350. (9) Bennion, M.; Scheule, B. Introductory Foods, 13th ed.; Prentice Hall: Upper Saddle River, NJ, 2010. (10) ChooseMyPlate.gov. http://www.choosemyplate.gov/ (accessed Apr 2014). (11) Cardulla, F. Experimental Food Chemistry. J. Chem. Educ. 1983, 60, 909. F
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