Course Syllabus CMCT 1450 Science Connection I.

Course Code: CMCT 1450 Number of Credits: 3 credits Instructors Name: Chef Jim Birmingham I. Course Description and Rationale Course Title: Science Connection

Instructors E-Mail jim.birmingham@neci.edu

The field of culinary arts has a strong emphasis on the sciences. The students ability to make the necessary connections between theoretical principals and the applications of such scientific concepts will heighten their ability to understand more complex culinary principals. The application of science falls under the headings of sanitation, nutrition, taste and flavor, food science and math concepts and applications. Through practice and application, the student will begin to develop an understanding of the scientific concepts relating to the food and beverage industry. In Science Connection students will explore the scientific principles that guide fundamental cooking techniques. Through a series of lessons and labs students will use the fundamental concepts of chemistry, biology and ecology to make connections to all aspects of the food continuum. Student evidence will consist of professionalism observations, daily lab observations and lab journals
III. Course Evidence: Associated Standards

Evidence Descriptions Daily Professionalism Observation: Students will be observed on a daily basis on their professional behavior. Elements of evidence include brigade, attendance/punctuality, communication, daily preparedness, and class participation. Daily Lab Observations: Students will be observed on a daily basis in classroom labs. Elements of evidence include teamwork, sanitation, flexibility, responsibility and conceptual understanding. Lab Journals: Student will submit standardized journals on their lab activities. These journals will be commonly formatted. Sections of the lab journals include Abstract, Introduction, Procedure, Results, Conclusions and Appendices. Lab journals will be evaluated based on timeliness, clarity and accuracy.

CCTW 1 CCT 2,3 AS 1,2 3,4,7,8,9,11,18 SU 1,2,3 PS 1-8

IV.

Course Standards

CCT Writing The student writes to demonstrate his/her understanding of the components of good writing in a variety of styles. Through the active process of writing and revising, the student establishes his/her point of view in a disciplined and sophisticated manner. The standard is met when the student: 1. Demonstrates an ability to draft, revise and finalize written work at a professional level by clearly articulating main ideas, providing appropriate supporting information, following an organized structure, using the appropriate tone and maintaining correct sentence-level grammar. CCT Research Methods The student uses a variety of research methods to investigate topics and to extract pertinent information to support or dispute ideas. The student uses this information to support written work at a professional level. The standard is met when the student: 2. Compare and evaluate quantitative, qualitative, ethnography, scholarly personal narrative and anecdotal information within different contexts CCT Critical Thinking, Analytic Reasoning and Problem Solving The student will be able to use observation, research, experience and creativity to develop a critical and careful response to a written work or an observed situation. The standard is met when the student, through his/her writing and discussions: 3. Uses observation, research, experience, and creativity to develop and present a critical and careful solution to a stated issue or an observed situation AS Culinary Math Concepts and Applications: Knowledge of culinary math principals enables the student to calculate basic math formulas to assist in the production of foods. The standard is met when the student: 1. Uses standard weight, volume and fluid measurements and their equivalencies 2. Converts fractions, decimals, and percents AS Nutrition The student identifies the principals of basic nutrition in order to evaluate recipes and menu choices in addition to supporting customer requests concerning dietary restrictions. The standard is met when the student: 9. Identifies multiple sources of carbohydrates, proteins and lipids within the food supply 18. Identify methods for sustainable farming by discussing farming practices such as crop rotation, pest management, genetically resistant crop usage, free range feeding and composting AS Food Science Without a basic knowledge of food science, a chef would be unable to successfully control the process and final results of food preparation. The student demonstrates and applies basic food theory while practicing the fundamental techniques of cooking. The standard is met when the student: 3. Identifies the four basic food molecules and relates the importance of the basic structures to cooking applications 5. Describes starch gelatinization and identifies both root and grain-based starches and their gelling qualities 7. Identifies differences between simple and complex carbohydrates and relates the breakdown of complex carbohydrates to the thickening process 8. Describes the process of emulsification and demonstrates the associated techniques required to create warm and cold emulsified sauces 11. Explains the basic color pigments in plants and cooking procedures used to control color, texture and flavor

AS Physiology and Perception: Students will be introduced to possible genetic, personal history, and cultural bases for bias in observations that may affect objectivity. 1. Explain how processes at the cellular level affect the functions and characteristics of an organism. AS Scientific Method: The process of the scientific method is carried out by gathering measurable (i.e. empirical) observations, and using these observations to form a hypothesis as an explanation of how the phenomenon works. The validity of the hypothesis is tested by conducting an experimental study. Designing appropriate experiments that will give credible empirical data should include comparison of results to an experimental control, and consider principles of objectivity, cultural and personal bias. Scientific knowledge depends on reproducibility, i.e. the outcome is repeatable in similar conditions. 1. Students will use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation). 2. Students will explain the importance of reproducibility and reduction of bias in scientific methods. 3. Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories. 4. Explain how ethical considerations shape scientific endeavors. SU Sustainability NECI defines the concept of food sustainability as good, clean, and fair. Students understand that they are contributors to broader ecological, economical, and social systems and demonstrate awareness of how their personal and collective actions affect sustainability at both a local and global level. The standard is met when the student 1. Defines the environmental and social criteria considered in determining sustainability 2. Defines and applies common terminology used to describe sustainability in the food service industry 3. Recognizes the moral, ethical, social, and ecological factors that influence the making of sustainable business decisions PS Physical and Life Sciences All living and non-living things are composed of matter having characteristic properties that distinguish one substance from the other. Students will learn to recognize these distinguishing characteristics in order to develop an understanding of the scientific principles that guide our methods. 1. Students distinguish one substance from another through an examination of physical properties such as density, melting point, boiling point. 2. Students distinguish one substance from another through an examination of chemical properties such as pH 3. Students understand the major components of all atoms and the role these components play in chemical reactions. 4. Students understand the components of cells their functions and relationships.. 5. Students investigate interactions between atoms or molecules within a system (e.g. maillard reaction, caramelizing, emulsions) 6. Students will experiment, graph and explain the effects on heat energy on the phase changes of a substance from solid, to a liquid and a gaseous state. 7. Students will understand the role of cycles and webs within an ecosystem (e.g food webs, energy cycle, water cycle) 8. Students understand the components of common plants and their functions.

V.

Course Rubrics

Personal & Professional Rubric for Production Setting

Element of Evidence

Missing Evidence

Sanitation Habits

Below Standard (I) Has very little understanding of proper sanitation habits Must be prompted to improve personal hygiene 1 Does not regularly incorporate rules for safe food handling in daily tasks Frequently needs prompting about uniform or attire. Has been asked to correct poorly laundered uniform or polished shoes

Meets Standard (MS)

Exceeds Standard (ES)

Has responsible Has model hygiene habits and can be personal hygiene habits relied on to demonstrate and explain 1 rules for sanitation to others. 2 Regularly 1 incorporates rules for safe food handling in daily tasks. 3 Is regularly in uniform at the beginning of class. Wears only welllaundered and pressed uniforms and polished shoes Maintains overall appearance throughout the day Personal grooming is always neat and professional Wears only well laundered and pressed uniforms showing minimal signs of wear

Appearance and Grooming Does not maintain a clean apron, jacket or uniform throughout the day 1 Personal grooming such as hair needs addressing

Acts or speaks inappropriately at times Language and Decorum Needs prompting to respect people and situations

Good self-awareness; works to maintain composure Uses appropriate tone and language Acts or speaks respectfully and matches behavior to setting Verbal and written communication is clear

Act as an example to others 1

Communication

Has difficulty expressing ideas verbally or written

Anticipates outcomes and can clearly articulate verbally and written

Does not follow established

Attends class regularly

Perfect class attendance. Is never late

Attendance and Punctuality

protocols for reporting absences Has a habit for being tardy Communicates lack of concern for collecting missed assignments or rescheduling class time Poor attendance and behavior interferes with education Shows difficulty understanding those responsibilities that affect his/her ability to organize effectively; Needs constant coaching on organizational skills Does not review course materials Assignments are regularly turned in late or incomplete Waits to be called on before participating; Limited involvement in group work Struggles with change.

and is punctual If absent or tardy, follows established protocol for reporting Actively works to collect missed assignments and reschedule class time 1 Comes to class with a good understanding of responsibilities Needs infrequent coaching on organizational skills Receives and acts on feedback positively Assignments are submitted on time and of good quality 1 Participates regularly in class discussions and group work; Asks questions, and maintains discussion relevant to the topic. Can be approached with changes. Responds positively to new requests or changing information. Works to find solutions.

for class and often arrives early 1

Responsibility, Organization and daily preparedness

Comes to class with complete understanding of responsibilities Uses his/her understanding to organize tasks without assistance Needs minimal to no coaching on organizational skills Uses course materials to prepare ahead Assignments are turned in on time or ahead of time and are complete and of professional quality Is actively engaged; makes thoughtful and intelligent connections between topics; Initiates discussions relevant to topic Anticipates change, can identify need for change or flexibility. Works to find solutions and can act independently to make changes.

Participation in Class Discussions & Activities

Flexibility adapting to change

Works competently on tasks but can be sidetracked with new or changing information. May need prompting to act positively. With assistance can redirect efforts to incorporate changes. Does not revise work

Continuous Efforts for Improvement - Response to Instruction

Relies on instructors to suggest ways to improve Lacks critical review skills

Uses instructor feedback to revise work Works to meet standards Has good critical review skills

Demonstrates frequent self-reflection and strives for continual improvement Engages instructor and suggests ways to improve his/her work

Places individual goals before class goals; Teamwork & Success of Others Limited involvement in class work; Has difficulty developing working relationships with team members. May not always respond positively to request for help Rarely is a respectful audience for peers

Actively participates in class activities; Shows awareness of group dynamics; Makes good effort to help class accomplish tasks and function well as a team. Is approachable by others and is willing to assist and support the group Is a respectful audience for peers Demonstrates engagement with the material and an understanding of key ideas Correctly answers most questions Demonstrates ability to apply some of the key points in discussion and /or production settings

Works effectively with all class members; 1 Supports peers to create a positive team environment. Actively involves him/herself in assisting and supporting others 2

Conceptual Understanding

Appears disinterested in grasping the key points covered in class. Unable to answer questions. Unable to take lecture material and apply it in practical situation.

Demonstrates strong understanding of materials Provides highly perceptive answers to almost all questions (either written or orally). Takes responsibility for their education by further exploring key concepts Frequently relates material to relevant discussions or production setting

Daily Lab Observations

Element of Evidence

Missing

Below

Meets Standard

Exceeds Standard

Evidence

Standard (I) Lab Journals are missing or submitted late. Lab Journals are incomplete Lab Journals not revised.

(MS) Lab Journals are submitted on time. Lab Journals contain all required elements. Lab results are confirmed by appropriate supporting information Lab journals are revised according to instructor feedback. Research methods are mostly accurate and appropriate. Research methods use qualitative and quantitative information to support hypothesis. With guidance can explain the importance of reproducibility and reduction of bias in scientific methods With assistance uses standard weight, volume and fluid measurements and their equivalencies With assistance, converts fractions, decimals, and percents

(ES) All Lab Journals are submitted on time. Lab journals contain all required elements. Lab journals are written professionally, presenting a critical and careful solution backed up by supporting information. Lab journals reflect further investigation of lab questions. Research methods are accurate and thoughtfully conceived.. Research methods use multiple elements to support hypothesis. Independently recognizes and explains the importance of reproducibility and reduction of bias in scientific methods

Lab Journals

Research Methods

Research methods are inaccurate and poorly conceived. Research methods do not use qualitative or quantitative information to support hypothesis. Cannot explain the importance of reproducibility and reduction of bias in scientific methods Struggles to use standard weight, volume and fluid measurements and their equivalencies Struggles to converts fractions, decimals, and percents

Math

Accurately uses standard weight, volume and fluid measurements and their equivalencies Accurately converts fractions, decimals, and percents

Chemistry

Cannot distinguish between substances based on physical and chemical properties. Cannot distinguish the components of atoms and

Can distinguish substances based on their physical and chemical properties Distinguishes the components of atoms

Predicts distinctions between substances based on physical and chemical properties. Distinguishes the components of atoms and predicts their roles in chemical reactions.

their roles in chemical reactions. Cannot explain components of cells their functions and relationships Physical and Life Sciences Cannot explain the effects on heat energy on the phase changes of a substance from solid, to a liquid and a gaseous state. Cannot recognize the components of common plants and their functions.

and explains their roles in chemical reactions. Understands the components of cells, their functions and relationships Understands the effects on heat energy on the phase changes of a substance from solid, to a liquid and a gaseous state. Understands the components of common plants and their functions. Understands the role of cycles and webs within an ecosystem . Defines the environmental criteria considered in determining sustainability using common terminology.

Makes connections to other topics Has a thorough understanding of the components of cells, making connections between their functions and relationships. Explains and predicts the effects on heat energy on the phase changes of a substance from solid, to a liquid and a gaseous state. Has a thorough understanding of the components of common plants and their functions. Makes connections to other topics.

Cannot explain the role of cycles and webs within an ecosystem . Ecology Cannot define the environmental criteria considered in determining sustainability using common terminology

Has a thorough understanding of the role of cycles and webs within an ecosystem Can predict results of interrupting these cycles. Defines the environmental criteria considered in determining sustainability using common terminology. Recognizes sustainable practices independently. Suggests ways to improve sustainability.

VI. Rituals and Routines Attendance: Attendance at classroom lessons and labs is critical to your success in class and therefore mandatory. Students who miss more than one lab or any combination of three classes meetings will be at risk of being marked as retake. If for any reason you will be late or unable to attend class, it is imperative that you talk to

the Chef. You must speak with a chef to avoid being marked as NCNS for the day. The telephone number for the kitchen is: Brigade: All students must be in brigade for classroom lessons. Before starting work in the laboratory the Chef will check to see that you are properly outfitted to begin class with the brigade review. All NECI brigade standards will be enforced. Students who are not in full, proper brigade will not be allowed to take part in class. Assignments: Student evidence includes lab journals. Journals must be submitted, using the proper lab report format, before your sections next lab. Students who have not submitted assignments will not be allowed to participate in class activities. VII. Course Schedule The course will be delivered in five units, each unit building on the learning from the previous unit.
1.

2. 3. 4. 5.

Physical Science--In this unit we will explore the nature of atoms and molecules, their different properties and the influence these properties have on their interactions. We will also explore solutions and the different properties of matter. Single Cell Organisms-In this unit we will explore single cell organisms through an examination of bacteria, yeast and fermentation. Plants-In this unit we will examine the structure and life cycle of plants and fungi. Animals-In this unit we will examine animals and the process and effects of cooking a variety of meat proteins. Ecology-In the unit we will discuss ecology and the way that the food continuum effects our world.

VIII.

Lesson Topics

Unit 1-Physical Science Week 1

Lecture-Course Introduction Introduction to the Scientific Method/Lab Reports Lab-Solutions-Salt, Sugar, Rock Candy Lecture-Atoms/Molecules/Chemicals/Solutions Week 2 Lecture-Energy, Properties of Matter-phase changes Lab-Emulsion Lecture-Food Molecules lipid, protein, starch, sugar Unit 2-Single Cell Organisms Week 3 Lecture-Cells Lab-Sourdough starter, yeast Lecture- Fermentation Week 4 Lecture-Bacteria Lab-Bacteria Culture, sauerkraut, kim chee Lecture-Field Trip VB&C Unit 3-Plants Week 5 Lecture-AFD no lecture Video Homework Lab-Plant anatomy observations-root, stem, bark, leaf, fruit, seed, Lecture-Intro to plants Week 6 Lecture-Fungi Lab-seed spice solubility-water, oil, egg yolk Lecture-Ripening Unit 4-Animals Week 7 Lecture-Animals Lab-Protein Coagulation lab Lecture-Eggs Week 8 Lecture-Denature/coagulation Lab-Heat effect, cooking to a degree Lecture-Browning reactions Unit 5-Ecology Week 9 Lecture- Grass fed Lab-Tasting natural vs. industrial-Pork, Beef, Eggs, Plants Lecture- Sustainable agriculture methods Week 10 Lecture-GMO Lab-Chemical Banquet-assigned recipes Lecture- Sustainability debate Week 11 Lecture-Guest speaker panel Lab- Field Trip-Grow Compost Lecture-Closure/Connection