Course:FNH200/2011w2/Lecture Notes

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This is the space where I will post highlights from my lecture.

Wednesday, January 4


1. We went over the syllabus today.
2. Near the end, each student filled out an index card with the following information:

  • Name (first and last name)
  • Academic Standing (eg. Third Year in FNH)
  • Favourite Foods (eg. Chocolate)
  • Favourite Brands (eg. Coca-Cola)
  • Something about you that you like me to know
  • Questions about the course

If you didn't attend class on Jan 4, please fill out an index card. I like to know who you are, though I will not have time to add your contribution to the word clouds below. Thanks.

Here is a graphic representation of the academic background of students in FNH 200 this term:

Who we are

Students in FNH 200 like these foods:

Foods we like

And they like these brands:

Brands we like

Questions from Students

Many worried about the science component in this course

This is a Land and Food course that offers science credit. There will be some science (chemistry, biology, microbiology, engineering, etc) in this course.

Some asked about the Team Project

I will post more information later. I believe that the most challenging and rewarding component in this project is TEAM
Judy's Kids :)

One student liked to know more about the effects of diet beverages on pregnant women and infants

I think my '4-can-of-diet-pop-a-day-diet' during my pregnancies didn't have much effect, so I hope :)

Friday, January 6

Class Activities:

1. Work in groups of 3 or 4

Figure out approximately how much each of you (or your family) spend on foods in a regular week
Figure out approximately how much you spend on meat, veggies, junk, dairy, etc
How does your figure compare to the overall Canadian food industry

2. Questions on Controlled Atmosphere Storage Students wanting to know more about controlled atmosphere storage of fruits and vegetables may find these two webpages useful:

Fruits and Vegetables - Optimal Storage Conditions
Recommended Storage Temperature and Relative Humidity Compatibility Groups, Ohio State University. (PDF File)


You should know the Stats Canada Food Consumption stats in 2008.

Monday, January 9

Some of us ate some apple leather.

We used milk and dairy products to describe emulsion, gel, foam and solid foam.

Wednesday, January 11

Marshmallow, tofu and jello were distributed in class to further enhance our understanding of food colloidials

We watched Egg White Foaming:
We watched Hard Candy Making:

Friday, January 13


The class drank two types of milk; one is sweeter than the other.
I distributed some seaweed.


A note on required readings:
I am not able to distribute the required readings to the class until I clear the copyright status with the publisher of Food Technology. In the meantime, I would like to you refer to the following on-line materials. They serve as a good starting point for your understanding in fat chemistry and allow you to find answers to questions posted in Lesson 02.


The introductory paragraphs provide the basic chemistry (glycerol, ester bonds, fatty acids, etc) of fat in foods.

Fatty Acids

The illustrations of the chemical structure of different fatty acids are very useful.

Hydrogenation in Foods

Short introduction to the making of trans fat

Trans Fat

Introduction to Trans Fat

Fats and Oils in Food

Fats and Oils in Food

Function of Fats in Foods

Think about croissant and french fries

Monday and Wednesday, January 16 and 18

I talked a lot; I talked about protein, water, a couple minor components in Lesson 02.

I went over the assignment and introduce the team project.

Friday, Jan 20

Review of Lessons 01 and 02, particularly water activity, hydrogenation, and gelatinization and retrogradation.

I gave out some gum and asked students to take a good look at the pink, yellow, and blue packages of sweeteners at Starbucks (or other coffee shops.)

Monday, Jan 23

  • Review of Quiz 01.
  • Start Lesson 03

There was a question on the nutrition (energy) content of gum. Here is the specific wording on energy content as stated by CFIA:

The energy value of food means the amount of energy made available to a person's body when the constituents of the food, including protein, fat, carbohydrate and alcohol, are metabolized following ingestion of the food [B.01.001].

Check out Section 6.4 in the following link:

Wednesday, Jan 25

What is mouthfeel? We tried regular and low-fat muffins in class as an attempt to feel the difference.

Friday, Jan 27

Reminder: Important dates:

  • Friday, February 3, Team/TA Meeting Day
  • Friday, February 3, Quiz #2
  • Thursday, February 9, Assignment Due Date
  • Wednesday, February 15, Mid-Term

Food Science Career

Thinking about Becoming a Food Scientist? BC Food Technologists (BCFT) is hosting a Suppliers' Night on February 29, 2012. Good for students to check what people in the industry do and what they talk about. BCFT is a very student-friendly organization. They always welcome student participants and volunteers. See details of the Suppliers' Night here:

Food Safety - Role of a Food Inspector:

Midterm Questions

Midterm Questions: I invite you to contribute to the creation of the midterm this year. Please contribute here:

Egg Grading

Egg Grading:
Egg Cracking:

Beef Grading

Canadian Beef Grading Agency
Info provided by a Canadian beef campany

Monday, Jan 30

Peach Grading

FDA Canada Canned Peach Grading

According to the Food and Drug Regulations, there are five permitted health claims.

Accepted claims by Health Canada:

Oat Fibre?

Wednesday, Feb 1

Finished Lesson 04; introduced Lesson 05.

Friday, Feb 3

TEAM and TA Meeting Day This is a day set aside for your team to make face-to-face contact. Your TAs will also be available to answer questions you may have.

Topic Selection Suggestions

  1. Choose something most members like
  2. Do a preliminary exploration on the topics before you commit to it
  3. Depth is better then breath; focus on an aspect of a particular topic rather than 'everything' on a topic
  4. Processing or making topics can easily become very shallow, as a recipe/cookbook with step 1, step 2, step 3 type procedures. Teams wanting to work on processing should remember to include some scientific explorations in your project

Once your team has come to a topic that is of interest to most member, remember to post on here:

A suggested seating plan for the day is posted below (and removed after the meeting day). Once you find all your teammates, you may leave the lecture hall and you don't need to come back. Please remember to do your quiz this week.

Monday, Feb 6

Quiz Review:

This term describes the textural parameter that is being evaluated when we press our fingers on a loaf of bread as an index of its freshness:

  • Not squeezing

The Canadian government agency responsible for the Food and Drugs Act is: ???

The Health Products and Food Branch of Health Canada is responsible for

  1. public health inspection of restaurants and retail stores
  2. weights and measures regulations
  3. grade standards for agricultural produce, meats, fruits etc
  4. food additive regulations
  5. all of the above

The following statement: "Roasted Coffee or Coffee shall be roasted green coffee, and shall contain not less than 10 per cent fat, and may contain not more than six per cent total ash":

  • identity???
  • composition???

According to the Food Additive Dictionary, ascorbic acid, is ???

Labeling regulation applies to all pre-packaged food ????? in Canada

Health claims: all five are permitted

The probable daily intake (PDI) and the acceptable daily intake (ADI) of a food additive where the PDI is ????? than the ADI.

Wednesday, Feb 8

Covering Lesson 06

Friday, Feb 10

Sample mid-term questions; midterm is covering Lessons 01 to 06

Covering Lesson 06

Monday, Feb 13

Review Lessons 01 to 06

Starting Lesson 07

Wednesday, Feb 15

Mid-term, in class, 12:05 to 12:50 pm

Covering Lessons 01 to 06

Friday, Feb 17

Watch this video and try to answer these questions:

Pay special attention to:

  • The freezing technique
  • The freezant
  • Pasteurizing condition of the 'filling'
  • Definition of homogenization of the ‘filling’
  • Shelf Life and storage Instruction of the final product

This is simply fun to watch!

Reading Break: Judy's Reading

Improving Classroom Performance by Challenging Student Misconceptions About Learning

  • Professor Stephen L. Chew, a cognitive psychologist at Samford University, Association for Psychological Science April 2010 (V. 23, No. 4, item 14)
  • Which of the following is the MOST important ingredient for successful learning?
      1. The intention and desire to learn
      2. Paying close attention to the material as you study
      3. Learning in a way that matches your personal learning style
      4. The time you spend studying
      5. What you think about while studying
    • Do you know the answer? Come talk to me after class :)

Student-Generated Exam Questions

7 + 3 Principles of Good Teaching

Friday, Feb 17, Teaching Evaluation Summary and Reflection

Thank you very much for providing me with constructive feedback on my teaching. You are so supportive. Here is a summary of what you like about my teaching, your suggestions to help me reinforce my teaching practices.

What do you like about my teaching?

  • Use of video was engaging (x20)
  • Food samples (x15)
  • Jeopardy review was helpful (x13)
  • Clear and organized notes (x8)
  • Relevant examples (x6)
  • Fun (x6), interesting
  • Personal stories (x5)
  • Wiki (x4); lecture notes on wiki
  • Memory aids at midterm (x4)
  • Pointing out what will not be on the exam (x3)
  • Positive attitude (x3)
  • Well paced (x2)
  • Enjoyed the lack of powerpoint (x2)
  • Highlighting and circling on iPad (x2)
  • On-line quizzes (x2)
  • Drawing on the blackboard (x2)
  • Visual aids (x2)
  • Thumb-up/thumb-down exercise and expecting responses from everyone is useful
  • Applicable
  • Always ask if clarification is needed
  • Hilarious
  • Wonderful
  • Upbeat
  • Respectful
  • Patient; very nice
  • Enthusiasm; care

Ways to improve my teaching to help you learn

Your Suggestions My Reflections
  • Take more time to go over certain concepts
  • Word choice can be confusing
  • Different terminologies used; confusing
Please ask me for clarification in class, after class, or on Vista. I will be happy to explain in further details.
  • More emphasis on key points
  • Be more specific on details we need to know
  • Slow down on difficult concepts
I'm not sure if you like to know this for the exams
Highlight/circle keypoints on wiki I'll practice the use of the iPad more
Provide an overview for each lesson I'll try
More on food borne bacteria No problem - Lesson 12
Don't like wiki Point taken, but this is not constructive
Don't like wiki; prefer everything on Vista Yes, this is constructive. I tried linking everything back to Vista.
Don't like wiki; printing was messy Let me show you a trick; the Print This Page button on the left panel is amazing.
Don't like wiki; linking/navigation This is a intended design of wiki; it helps users remember their navigation history and paths.
Don't like wiki; prefer powerpoint and bullet points I can't do this for you. Most written communication in the 'real world' is in paragraph font.
Bigger font on wiki I've found out how now; please remind me to change the font size before or during class.
Would like direct links on government website Sorry, I can't do this because all Canadian government websites are hard to navigate and they often change their urls. They did that just nights before the mid-term on a major piece of information in Lesson 01.
About the wiki project:
  • Don't like group work (hard to organize strangers, x2)
  • Don't like posting to wiki
Top employable skills:
  • Team work
  • Organization
  • Communication (including digital communication)
Provide practice questions on scientific area (eg Low-fat mayonnaise) I plan to provide more sample exam questions near the end of the course
Use a mic I used mic in previous years, but the mics were always out of battery. I tried bringing my own battery this year, but the mic didn't work during the first week of class. I gave up on the mic :(. Please ask me to speak up when necessary.
Which link is tested? I will try to be clearer, but please ask.
Improve accent and/or pronunciation I can't change my accent, but I can practice my pronunciation
More class time on group work I will try. I need to balance 'covering the content' and time for your group work.
Past project examples Just ask! No reasonable request rejected:
Randomly pick students to answer questions to keep everyone engaged Well. I have heard of pedagogical pros and cons of this technique.
More questions, in-class quizzes, problems since materials have been covered on wiki This is my ultimate teaching goal and I will keep working on this.
Provide practice questions on scientific area (eg Low-fat mayonnaise) I plan to provide more sample exam questions near the end of the course
Is the final cumulative? Yes
More foods! Point taken :)
Nothing (x6) Really? :)

Feedback from one student:

I found that your teaching is very general, many of the specifics are to be self-taught. If you can be more specific on the materials when you are teaching it, I think it will make many concepts more clear and easier to understand. I'm very unclear on how much or how in-depth I need to know about the materials. This is partly due to inadequate emphasizing the over-generalizing of the material and expecting us to discover the detail vaguely on our own.

Judy's response:

Please come and tell me know how I can help you.

Monday, February 27

  • Midterm mark and review
  • New office hour: Friday afternoon from 1:30 to 3:30 pm
  • Team project topics selection
  • Friday, March 2:
    • Team Meeting
    • Wiki expert will be here
  • Team midterm peer evaluation:

Ice crystal forming:

Freezing water:

Monday, March 5

Lesson 9 - Biotechnology

Videos to watch:

Soy sauce production in small scale

Soy sauce production in LARGE scale

Wednesday, March 7

Video to watch

Cheese Production Easy to follow, a bit funny and has all necessary science content needed for FNH 200

Friday, March 9

In-class, team-based Quiz #3

Monday, March 12

Covered Lesson 10, Food Irradiation

Wednesday, March 14

Wrapped-up Food Irradiation

Starting Lesson 12, news to watch:

Listeria outbreak in 2008

Listeria outbreak cases in 2008

Other foodborned diseases related 'news':

Sugar should be regulated as a toxin?

Pink burgers?

Listeria found in ready-to-eat fish products sold in Vancouver

March 26 to 30, 2012

Team Oral Presentations:

What a pleasure to learn from all of the students!


Reminder: Mandatory peer evaluation

April 2, 2012

Complete Lesson 13

Review Quiz #4

Changes that can occur in foods as a result of irradiation include

a. induction of radioactivity
b. emission of fluorescence
c. increase in temperature
d. formation of free radicals
e. all of the above

This food processing technique is also known as 'cold sterilization':

a. Freezing
b. Refrigeration
c. Irradition
d. Ionization

Irradiation is currently approved to reduce the microbial load of the following food/ingredient(s) in Canada:

a. ground beef
b. onions
c. spices and dried seasonings
d. strawberries
e. sliced mangoes

In making decisions about the safety and wholesomeness of irradiated foods, the principle of radiological safety refers to the determination of

a. whether radioactivity will be induced in the food
b. whether radioactivity is emitted from the source of ionizing energy
c. the safety of personnel in the irradiation facilities
d. all of the above
e. none of the above

This is known as a unique radiolytic product:

a. Alkylcyclobutanone
b. Aspartame
c. Benzene
d. Phenylalanine

April 4, 2012


Final Exam, Apirl 17