Saint leo chalk and wire

ST. LEO UNIVERSITY

Newport News Center

SCI 125: The Science of Cooking

Summer II 2020

Instructor: Laura Stepp

Course Number: SCI-125 (three credits)

Prerequisites: None

Classroom: Newport News Center (Online)

Class Hours: MW – Zoom platform

8:00 – 9:00 pm

E-mail: laura.stepp@saintleo.edu

Phone: 757-528-9329

Location: Newport News, VA

· Instructor’s Note: During this challenging time and in response to COVID-19, on ground classes have switched to online modality. I will be using the Zoom platform to conduct the live portion of the class. Zoom sessions will be on Monday and Wednesday nights, from 8:00 pm – 9:00 pm. My intent is to get as close to being in class as possible.

I. Required Text

Provost, J.J., Colabroy, K.L., Kelly, B.S., and Wallert, M.A. The Science of Cooking: Understanding the Biology and Chemistry Behind Food and Cooking, 1st edition. Hoboken, New Jersey: John Wiley and Songs, Inc., 2016.

ISBN: 978-1-118-67420-8

II. COURSE DESCRIPTION

This course aims to introduce students to topics in biology and chemistry through an examination of the many facets of the science of cooking. Students will learn and use methods of scientific discovery / inquiry, as well as disciplinary methods of chemistry, biology, and physics, to better understand the molecular basis of and importance of science in food, nutrition and cooking.

III. LEARNING OUTCOMES:

By the end of this course, students will be able to:

1. Apply basic scientific principles and processes in the context of learning biological and chemical content on guided inquiry activities, lab reports and exams.

2. Develop knowledge and practice in how science is conducted on guided inquiry activities and lab reports.

3. Support decisions using rigorous arguments based on criteria and evidence using science-related concepts and their applications on guided inquiry activities and lab reports. CT 3

4. Interpret data presented in tables or graphs to arrive at evidence‐based conclusions on guided activities assignments, lab reports and exams. QS 2

5. Analyze biological systems and their interrelationships using scientific theory and experimental results on guided activities assignments, lab reports and exams. SC 1

6. Evaluate scientific theories using scientific principles on guided activities assignments, lab reports and exams. SC 3

7. Demonstrate the Saint Leo core values of Community and Respect while working with classmates to share data, communicate scientific findings and provide constructive feedback to peers on guided inquiry activities and lab reports. Community and Respect

IV. METHOD OF ASSESSMENT

A. Four Quizzes @ 5% each: 20%

B. Three Lab Reports @ 10 % each: 30%

C. Midterm Exam: 25%

D. Final Exam: 25%

The following distribution will be used in assigning grades (decimal points will be rounded to the nearest whole number at semester’s end):

Grade Percentage

A Exceptional 94% to 100%

A- Superior 90% to 93%

B+ Excellent 87% to 89%

B Very Good 84% to 86%

B- Good 80% to 83%

C+ Above Average 77% to 79%

C Average 74% to 76%

C- Below Average 70% to 73%

D+ Marginal 67% to 69%

D Poor 60% to 66%

F Failure Below 60%

Laboratory Reports – During the term there will be 3 “experiments” conducted in either the classroom or home kitchens. While not a true “laboratory,” the expectation is that students will apply critical thinking and data analysis skills as though they were working in a true laboratory setting. Results will be reported in laboratory reports upon completion of data collection. Please see the Laboratory Report Instructions/Rubric at the end of this document for more details. Learning Outcomes 1-7.

**UE Key Assignment will be Lab Report 3 **

You must submit your Lab Report 3 to Chalk and Wire. The Chalk & Wire link is located in the Key Assignment Module. Students who do not submit the assignment to Chalk & Wire will receive a zero. This is a key assignment assessment; the results are used to ensure students are meeting University Exploration program goals. Video and PDF instructions can be found on the course home page. PDF instructions are also located in the Start Here folder.

Lab Report Instructions:

A. Title of exercise

Describe in a single sentence the experiment that you carried out; making sure that the title is fully descriptive of the exercise you carried out.

B. Aim/Objectives/Hypothesis

Provide sufficient background information to orient your reader to the laboratory that you performed. Then, describe in a couple of sentences the aim(s) of the experiment. Please don’t restate what you did; however, mention WHY you did it. For example, “This lab was performed to assess the effect of sunlight exposure on tomato plants.” Your hypothesis should be an if/then statement. “If tomato plants are given unlimited sunlight, then we would expect them to grow to taller compared to plants that are only exposed to 12 hours of sunlight per day.”

C. Methods

Describe how you conducted your experiment. The methods section should be a detailed description of the methods you used for investigating your hypothesis. It should include a description of any equipment used, the timing of your experiments, the protocol for your experiments, etc. You want to include enough detail that another scientist could replicate your experiments following the information you provide.

D. Results

The results section will include any observations made, data collected, etc. You should both describe the observations, data, etc. in words, and include graphs, photographs, and/or figures to enhance your results section. The narrative part of this section should be brief. Concisely state what you did, how you did it, and the experimental results you obtained. Do not restate the methods used. Start with an overview statement of the general trend in your data and then go into more detail about individual data points, averages, etc. that will present a full picture of your results. You should use the text to describe the patterns, trends, etc. that you observe in your visuals (graphs, figures, etc.) and draw the reader's attention to these trends. It is helpful to clue the reader into the fact that you're discussing one of your figures by using notations such as "As illustrated in Figure 2…." You should NOT discuss whether or not your results support your hypothesis or not in the results section; save this assessment for the discussion section of your report. Here you would report a trend in the growth of tomato plants, but not what those results Contact: Cheryl Kozina at Cheryl.Kozina@saintleo.edu or 352-588-8343, Last Updated: 10/15/2018 Page 4

mean in terms of your hypothesis (sunlight did or did not help the tomato plants grow taller).

E. Discussion

Critically evaluate the results & discuss their significance. The discussion section should begin with a discussion of how/if your results support or reject your hypothesis. Following this sentence, you should discuss the major results of the experiment/investigation and go into more detail about how these results support, reject, or modify your original hypothesis. Present a rational analysis of your results. The idea is not to summarize your results (you should have already done that in the previous results section), but instead consider reasons underlying your results. What do your results tell you? Did the experiment work as planned? If not, explain why not? Pay particular attention to any positive or negative controls that were used! Were the values observed higher or lower than expected? Did any errors occur, or were there inherent problems in the experimental procedure? Discuss the significance of the experiment. Finish this section with conclusions that “wrap up” your report. Are there any remaining questions? Were there new questions raised by your investigation? What might you have done differently if you had the chance to do the experiment again?

Lab Report Rubric: Little/No Evidence

Partial Evidence

Solid Evidence

Background

Information on aims/objective,

hypothesis

formation SC3

Failure to clearly

and/or accurately

define the aims/objectives AND hypothesis(es) are not contextual, evidence‐based, clear/concise, and appropriate in scope.

Failure to clearly

and/or accurately

define the aims/objectives OR hypothesis(es) are not contextual, evidence‐based, clear/concise, and appropriate in scope.

Accurately identifies the aims/objectives AND hypothesis(es) are contextual, evidence‐based, clear/concise, and appropriate in scope.

Experimental

procedure, identification

and/or application of methods SC1

Misidentification or

incomplete/unclear

description of the

methods; failure to list important aspects of the experimentation.

Somewhat incomplete

description of methods. Provides an account of the experimental procedures but some key elements are unclear or missing.

Methods properly

identified, described, and/or applied. Details are provided in a sequential manner and include a complete account of materials used and analyses performed.

Results of

Methods QS2

Provides an inaccurate or inadequate identification of data/results.

Missing few details of the results, lacks creativity in presentation of data/analysis(es).

Thorough account of results (e.g., inclusion of tables/figures), excellent and accurate presentation of data/analysis(es).

Conclusions,

implications, and

consequences CT3

Does not thoroughly

explain, provides some misinformation, or only provides a list of ideas or limits evaluation to discussion of one area.

Accurately identifies

and/or develops

conclusions with a brief evaluative summary; distinguishes between

fact and opinion but is

somewhat lacking in

reflection and creativity.

Accurately identifies and/or develops evidence‐based conclusions with a well developed

explanation. Provides objective reflection of own assertions and a

creative assessment.

Exams – There will be four exams during the term covering the previous two modules’ material. Exams include multiple choice short answer questions.

IX. CORE VALUES

This class will focus on the core values of respect and community. Students will explore the core value of community and how this core value applies to the sharing of scientific data, communication of that data with others and the respect required when working with fellow scientists. These values foster an understanding of the natural world around us as well as the scientific community that studies the natural world.

VI. SCHEDULE

Module

Topic and Assignment

Module 1 – The Science of Food and Cooking: Macromolecules and Molecules of Life (M Jun 29 W Jul 1)

Read Chapter 1

Quiz One: Due Jul 6 (Submit via dropbox)

Module 2 – Milk and Ice Cream: Carbohydrates and Fat (M Jul 6 and W Jul 8)

Read Chapter 3

Lab: Ice Cream (Data Collection)

Quiz Two Due July 13 (Submit via dropbox)

Module 3 – Eggs, Custards, and Foams: Protein Structure, Protein Denaturation, Fats, Pasteruization (M July 13 and W July 15)

Read Chapter 9

Lab Report One (Ice Cream) Due July 18 (Submit via dropbox)

Module 4 – Browning: Enzyme/Chemical Reactions (M July 20 and W July 22)

Read Chapter 6

Lab: Fruit Browning (data collection)

Midterm Exam: Due July 27

Module 5 – Meats and Fish: Muscle Fibers, Protein Denaturation (Monday July 27 and W July 29)

Read Chapter 8

Lab Report Two (Browning) Due – August 1(Submit via dropbox)

Quiz Three: Due August 3 (Submit via dropbox)

Module 6 – Bread, Cake, and Pastry: Protein Structure, Fermentation, Gas Laws, Leavening Agents (Monday August 3 and W August 5)

Read Chapter 10

Quiz Four: Due August 10 (Submit via dropbox)

Module 7 – Sweets, Chocolates, and Candies: Carbohydrates, Candy Making, Temperatures (M August 10 and W August 12)

Read Chapter 13

Lab: Cookies (data collection)

Module 8 – Metabolism of Food and Foodborne Illness M August 17 and W August 19)

Read Chapter 4

Lab Report 3 (Cookies) (UE Key Assignment) Due August 21(Submit via dropbox0

Final Exam Due August 22 (Submit via dropbox)

VII. Students With Disabilities

Students with disabilities who may need academic accommodation(s) should contact their academic advisor for information.

VIII. ACADEMIC HONESTY POLICY

The Academic Honor Code is published in it entirely in the Saint Leo University Catalog.

The first paragraph is:

“As members of an academic community that places a high value on truth and the pursuit of knowledge, Saint Leo University students are expected to be honest in every phase of their academic life and to present as their own work only that which is genuinely theirs. Unless otherwise specified by the professor, students must complete homework assignments by themselves (or if on a team assignment, with only their team members). If they receive outside assistance of any kind, they are expected to cite the source and indicate the extent of the assistance. Each student has the responsibility to maintain the highest standards of academic integrity and to refrain from cheating, plagiarism, or any other form of academic dishonesty.”

IX. Attendance Policy

Students are expected to attend each class meeting. Attendance will be taken. All absences will be coded as “excused” or “unexcused.” Since all students are adults, a verbal reason will be accepted for absence. Prior notification of a projected absence is appreciated. Missed graded work will be made up.

X. Late Work/Make Up Policy

A grade penalty of 2% will be assessed for each day an assignment is late. (For example, if a paper is submitted five days after the due date, a maximum of 10 points will be deducted).

Any missed quizzes or exams must be taken within seven days.

XI. Classroom Environment

Classes will consist of lecture and discussion. Each class session will begin with a brief review of the previous week’s material.

XII. Library Resources

Saint Leo University students in Virginia have a wealth of library resources available for research purposes. The University provides a librarian for reference assistance; online databases with full-text journal articles and e-books; a print collection of books & journals housed in Bateman Memorial Library at Langley Air Force Base; & additional library services provided by Cannon Memorial Library at the University Campus. Many local public, academic, & government libraries are open to students as well. Saint Leo University is committed to providing readily available, quality materials to all its students. This information should facilitate your research.