Hi FNH 200 102 Class, This is the space where I will post highlights from each lecture. Judy
- 1 Friday, January 3, Pre-Class Survey
- 2 Monday, January 6, Syllabus & Lesson 1
- 3 Wednesday, Jan 8: Lesson 01
- 4 Friday, Jan 10: Lessons 01 and 02
- 5 Monday, Jan 13, Lesson 02
- 6 Wednesday, Jan 15, Cooked and Dried Pasta, CROISSANT
- 7 Friday, January 17: FAT
- 8 Monday, Jan 20: Rest of Lesson 2
- 9 Wednesday, Jan 22: Lesson 03
- 10 Friday, January 22: Team Meeting Day
- 11 Monday, Jan 27
- 12 Wednesday, January 29
- 13 Thursday, Jan 30, BCFT Speakers Night
- 14 Friday, January 31
- 15 Monday, February 3
- 16 Wednesday, February 5
- 17 Friday, February 7
- 18 Wednesday, February 12
- 19 Friday, February 14, Mid-term Teaching Feedback
- 20 Monday, February 24: Lesson 7
- 21 Wednesday, February 26: Lesson 8
- 22 Friday, February 28: Lesson 8
- 23 Monday, March 3: Lesson 9
- 24 Wednesday, March 5: Soy Sauce and Cheese Making
- 25 Friday, March 7: Tips for your midterm
- 26 Monday, March 10: Midterm Review
- 27 Wednesday, March 12: Midterm
- 28 Friday, March 14: Team Day
- 29 March 17 and 19: Lesson 10
- 30 March 21: Lesson 11
- 31 March 24 and 26: Lesson 12; March 28: Team Day
- 32 March 31 and April 2: Lesson 12
- 33 Friday, April 4
- 34 Monday, April 7: Final Review
Friday, January 3, Pre-Class Survey
Before you come to class on Monday, I would like to invite you all to complete three tasks:
- Complete this quick pre-class survey: http://goo.gl/JRrdNu
- Review the course syllabus, which you may access via: http://wiki.ubc.ca/Course:FNH200
- a link near the bottom of your first screen
- or a link in the Infobox on the right panel
- Browse through the first lesson:
See you on Monday!
Monday, January 6, Syllabus & Lesson 1
On Monday, please bring a non-refundable $4 fee for food samples provided during the term.
Results of Pre-Class Survey
Why takes FNH200?
Ways to Gather Anonymous Feedback?
What Do You Want to Get Out from FNH 200?
Most responded with Nutrition; other includes:
What Do You Want to LEARN from FNH 200?
- How each country were able to create their own unique food.
- The not so healthy foods that are believed to be
- Benefits of food
- Which type of food can be cooked together and the outcome dish benefits your body, and which food can not be cooked/put together due to chemical reactions, poison being produced or harming your body.
- The harm of preservatives
- Is organic food really that good? Is GM food that bad?
- I want to learn how the government regulates food.
- How it is processed, what companies/monopolies are involved, whether or not the processing methods are harmful, or have been tested and how to improve the system.
- What learning in Food Science can lead to career wise.
- What is more important: the meal or the food? (does that make sense?)
- I want to know the facts about food industry as much as possible. It seems that people are fooled (more or less) by sellers or even government. Sometimes, their food safety cannot be guaranteed.
- I want to understand how food science works since I'm still deciding whether I want to take food science or nutritional science as my major.
- Local and organic food, nutrition related controversies
- what are some common myths or truths with certain foods and diets.
- The different preservation techniques on food products and the effect of additives.
- Various ways of food processing
- How food is regulated and produced in Canada
- After reading an article about molecular gastronomy, I want to learn about the biochemical aspects of food preparation. I've always known that cooking wasn't as simple as mixing ingredients together and hoping for the best, but now I'm really curious about all these complex reactions and processes that happen on a molecular level and how they can be exploited to improve the quality of food.
- I would like to learn different cultural alternatives to foods in order to cater more towards a Chinese diet. For example, ways in incorporate more calcium. I would also like to learn the connection between food and microorganism (how they can be helpful or harmful!).
- processing of food from harvest to being in grocery store
- Basic food science things that I can use in everyday life and have conversations with my friends about
- Chemical and physical properties of foods.
- How various components of food affect human health, hopefully including the scientific background
- I can't think of just one thing!
- Detailed analysis of the cause, effects/results of food borne illness.
- Issues in canada
- How nutritional policies are developed and passed through the government, whether these policies are legitimate to our actually needs
How many other courses are you taking?
Time Management Skills:
How important is FNH 200?
All of you said this course is very important :), but for different reasons:
|Want to Explore Food||30|
|Need High Grade||11|
|Need to Graduate||8|
|Future Food Scientists||2|
What else do you want to know about the course? me?
|Your Questions||My Responses|
|Would this course be as fun as I heard?||What have you heard? :)|
|Are you a hard marker?||I don't think I am.|
|Do students tend to do well?||The class average last year was 74%.|
|Are you going to post lecture slides before each lecture so we can take notes on them while you lecture?||In a way, yes I am.|
|Learning strategies||Think about food. Read about food. At breakfast, lunch, dinner and in between meals.|
|Doing well on exam strategies||Study all lesson content|
|Are there group work?||Yes, I will probably say there is more group work than an average 200-level course.|
|Career?||BC Food Technologist Night on campus, Jan 31|
|How you became so interested in Food?||Let's have coffee at AGORA. :)|
Syllabus and Lesson 01
Wednesday, Jan 8: Lesson 01
If you prefer writing notes by hand (instead of typing), please print out a copy of lesson 01 and bring it to class.
To print a nice PDF file:
- Login using your CWL
- Click on DOWNLOAD AS PDF on the left panel
- Wait, a nice PDF version should be ready in a couple minutes
These are your favourite foods:
Friday, Jan 10: Lessons 01 and 02
We will wrap up lesson 01, thinking about how our food consumption pattern change.
Lesson 02, we will introduce food colloids.
- When you consume coffee, candy, bread, or any food, think about the roles of sugars in our food systems.
- How does the physical appearance of an egg change when it is cooked? What chemical is responsible for the change?
- If possible, enjoy a croissant this weekend, preferably a high quality, freshly baked chocolate croissant (pain au chocolat). Also preferably, along with a cup of latte.
Monday, Jan 13, Lesson 02
We spent the whole class on sweets; we first discussed sweetness index, then high fructose corn syrup, and finished the lesson with this video:
We ate caramel and lemon drops.
Wednesday, Jan 15, Cooked and Dried Pasta, CROISSANT
1. Assignment #1 is due on Wednesday Jan 22 at 5:00 pm.
For more information about the assignment and to submit your assignment, please visit:
2. CORRECTION: Assignment #2 will due on February 12 and 14. I apologize for the mistake on the syllabus. SORRY!!!!
3. If you had recently enjoyed a chocolate croissant or if you could image that you'd enjoyed one, please share your experience here:
Friday, January 17: FAT
We discussed the required reading on FAT and explored the importance of water in foods.
Suggested weekend eating activities: Chew some gum and read their associated labels.
Monday, Jan 20: Rest of Lesson 2
We will likely finish rest of lesson 2.
Wednesday, Jan 22: Lesson 03
Team will be formed by 12 noon.
Friday, January 22: Team Meeting Day
Today, you may want to:
1. Introduce yourself to each other; share your favourite foods
2. Author PeerWise questions together
To access PeerWise for the first time as a team, you will need to do the following:
- Go to http://peerwise.cs.auckland.ac.nz/at/?ubc_ca
- Click Register, on the right bottom corner
- Pick a username, pick a team name; A team name like TEAM123 is practical, but you may also want to pick something creative and fun :)
- Pick a password, please pick a password that's easy enough that everyone on the team can remember
- Enter your PeerWise Course ID = 8501
- Enter your team identifier, as posted on your Connect Grade Centre (5 digit; the last two digits show your team number)
You may now author questions together. As a team, you need to author at least three questions before Monday and one of them should receive 'above average rating' to receive full mark.
To answer PeerWise questions individually, you will need to set up a personal account using the same steps above. You need your individual login/ID to answer questions
- Go to http://peerwise.cs.auckland.ac.nz/at/?ubc_ca
- Click Register, on the right bottom corner
- Pick a username, preferably a name not associated with your real name. For the purpose of this course, some suggestions include 'foodie', 'foodguard', 'madscientist', 'chocolatier', 'listeriosis', etc.
- Pick a password, any password that you normally use will do
- Enter your PeerWise Course ID = 8501
- Enter your individual identifier, as posted on your Connect Grade Centre (4 digit)
On your own, answer at least 6 questions and comments on two before 12 noon on January 29 to get full mark.
3. Brainstorm possible team project topics
I would like to encourage you to consider about traditional foods first, but if the team is passionate about a particular non-traditional food, let me know. It's not a requirement to work on a traditional food for this project.
Once you've come to some consensus on a topic (or a couple topics), you should claim it (them). No more than two teams are allowed to work on the same topic. Claim it here:
4. Think about Assignment #2
Assignment #02 guideline is posted in Connect under Assignment.
Monday, Jan 27
Reviewed Lessons 1 to 3
Wednesday, January 29
Thursday, Jan 30, BCFT Speakers Night
5:30 to 8:30 pm
UBC SUB 207/209
For details and to register: http://www.bcft.ca/upcoming_events.html
Friday, January 31
Started Lesson 4
Monday, February 3
Food Additives Dictionary
Fat Free and Light
Wednesday, February 5
We explored Lesson 5
Friday, February 7
We will watch these:
How It's Made Tetra Pak Containers
Tetra Pak® A6 - Meet the filling machine for Tetra Evero® Aseptic
Suggested weekend activities:
Watch these short video:
Logarithmic Graph: An Intro http://screencast.com/t/R7GNP2C4GK
Thermal Death Rate Curve - D value http://screencast.com/t/XeaptkN8z
Thermal Death Rate Curve - Different Microbs http://screencast.com/t/IeBP37JzH
Thermal Death Rate Curve - Different Temperatures http://screencast.com/t/sDY5fkQjSrT
Thermal Death Time Curve - Z-value http://screencast.com/t/rGa8T3Cv
Thermal Death Time Curve - Z-value Application (I made a mistake around 3:30. The Z-value is 40 oC, not 40 min.) http://screencast.com/t/I48gvPYa
Wednesday, February 12
Please provide constructive feedback to your fellow students using peer evaluation in Connect.
Continuing with Lesson 6
Beginning of Lesson 7
Friday, February 14, Mid-term Teaching Feedback
Thanks for your feedback. This is what you said and suggested:
What's working so far?
|What Works||My Responses|
|Easy to understand||Will keep making concepts easy to understand|
|Doing a good job so far||Thanks!|
|Like the iClicker questions (x3) and video (x2); they are helpful in understanding the lesson material.||Will make is a regular part of lecture.|
|Fun and entertaining (x7)||Just doing my little bit to make learning easier.|
|Food samples (x4) to show real world examples and applications||This is a food course after all. Hard not to not bring foods.|
|Good pace and explains thoroughly (x2)||Thanks!|
|Provide sample questions (x2)||Will provide more :)|
|Time for team to work during class||I value peer-based learning and wish my practice supports my teaching philosophy.|
|Open to questions||Please ask! Students' questions make the class more interesting!|
|Very accessible||I try hard to be available. I realize that there are times that it takes me longer than promised to respond to your e-mails. Please e-mail again when needed.|
|Engages with everyone; tries to learn everyone's name||I shall try harder.|
|The course materials are quite accessible.||Thanks for the technology infrastructure available on campus.|
|The team component for almost all aspects of the class (assignments, discussions, etc) is good and promote a very nice learning environment in the class, making the class more fun.||I try to.|
|Course notes setup; really enjoys using the wiki, it has made things fairly easy (x3)||:)|
|Not boring; present a lot more context to the material so they are not just plain text||:)|
|Go over problems in details and make sure everyone understands||Thanks!|
|Informative||Well, this is a course afterall :)|
|I like the atmosphere of this course. There's no pressure on classes. I have had a good time on your classes so far ^^
I like your accent. It's easier to understand for international students ~. I like your snack too ^^ . Thanks.
|Thanks for liking my accent. ^^ In fact, last year, a student thought my accent sounds like his mom and I took it as a compliment too. ~.|
|I like it when you are teaching and giving lecture.||Since I teach all the time and give lecture about half of the time, could you please give me more specific examples?|
|Organization online via Connect and wiki||I always like wiki; I'm glad you find it useful too.|
|I like that students can be self-regulated to preview and review lectures online, so everyone has the freedom to focus on the parts that they want to dig deeper into, though I find it challenging to self-control (studying notes at home.)||Self-motivation is hard to achieve. I'm glad that you are trying.|
|The group work is actually not that difficult so it's okay||Please let me know if you encounter difficulties.|
|Very friendly, always willing to help students||You are all good students. I am happy to help you have an easier time learning.|
|You ask for feedback which is important||Yes, I agree :)|
Changes to make and my responses
|Your Suggestions||My Responses|
|More slides or pictures, instead of just the blackboard, will make it easier to follow||Please ask me to slow down and/or repeat. I'm happy to go over the ideas in class one more time or meet you elsewhere|
|Speaks a little slower; too fast on some content||See above.|
|Instead of wiki, just user Powerpoint||I have abandoned Powerpoint a couple years ago after careful consideration. Students weren't sure what to study for the exams: the Powerpoint or the course notes. I've decided to stick with one way to show the content. If i miss any important point, please ask.|
|Wiki pages are hard to download (x2)||Sorry about this. The large pictures weren't a problem in the past. The UBC wikipedian is aware of the situation. I will consider other way to present the information.|
|Go over more specific things in class||Please be more specific :)|
|Go over what will be on the tests||I think that I'm being quite explicit already. Let me try harder, without telling you what exactly what will be on the tests.|
|More clear on the content that I don't mention or skip over in class||1. First of all. Everything on the lecture note CAN be on the exam. |
2. I can't go over everything in class. A lot of the content is quite straight forward and I don't want to waste valuable class time to discuss simple concepts. I wish you can read them on your own and ask me for clarifications for needed.
|More interactive approaches such as experiments and video||1. Video are easy to find, but I may not be able to use valuable class time to show video. |
2. Experiment... This is a hard request to meet. I can't think of any easy experiment to show in class yet. I will keep this idea in mind. By the way, I tried to bring dried rice and pasta to class, but it didn't go well :)
|FAST! Only went through Lesson 5 in half a class.||Good memory! But Lesson 5 was really a very easy lesson. If there is anything you don't understand, please ask and I can certainly spend more time on the lesson.|
|Sometimes I have difficulty understanding, but here is nothing I would recommend to change.||Let me know what you think of something to recommend.|
|Would like to see more integration of course content to daily life to make the material more relevant||Definitely!|
|Try to cover more of the lecture slide materials during lecture, or try to teach it.||I try to go over the KEY and most important points in class.|
|The midterm was difficult because each question required a lot of the application of knowledge but we were not give engouth time to think about ech of them.||I promise to have less questions in midterm #2.|
|Needs more food samples for everyone, instead of just people who answer questions||Answer questions then :)|
|The materials in class doesn't seem very related to how it comes up on the midterm||I really need to think about this comment; I don't understand this comment. Please talk to me and help me create better midterm.|
|Lectures didn't prepare us for the midterm||Okay, I understand this comment better than the one above. I will adjust how we spend our class time together.|
|If you want more class participation, I think you should just call on people, point to someone and force them to give an answer. Sounds a little harsh, but people will warm up to answering questions and maybe in time people will willingly answer questions.||I am afraid that I do not agree with this approach.|
|More practice questions like midterm questions; multiple choice practice (x2)||I will dedicate the lecture before the midterm and the last lecture for review.|
|Post lecture slides or material we actually need to know.||You are expected to know EVERYTHING on the lessons. This is a pre-requisite for many upper level food science course and some of you plan to become future food scientists, food researchers, safety inspectors, etc. I hope you understand how important it is for our future food scientists to know EVERYTHING in FNH 200.|
|She jumps from topic to topic, which can be difficult for note taking.||Quite often, I 'jump' with intention. Food is a very integrated topic. It's hard not to relate it to a previously learned materials. Please review your note before and after class. So, when I make connections (and jump), the connections will make more sense for you.|
|I think you may need to spend more time on the iClicker. It's not a big problem though.||This is my first year using iClicker. Thanks for the feedback. I am still figuring out how to better use this wonderful tool.|
|Less group work||Please tell me why you prefer less group work.|
|Make Clicker questions worth something so more people will participate||I have two reasons not grading the Clicker questions: (1) Many students do not have a Clicker and (2) it's up to them if they like to participate or not. If I 'force' them to participate, they may be upset and ultimately, not able to learn, why 'force' them?|
|The exam was so hard :(||An individual average of 62% showed me it was hard... because learning is not easy. However, the team average improved to 88%. That told me that learning is more efficient with buddies.|
|Can you talk slower please :)||Please let me know and stop me if I'm too fast. I will slow down.|
|More discussion in class||I thought I tried hard, but this class, as you all know, is so much quieter than the classes I had in previous years.|
|An outline of what we will cover each class; this may hep improve the organization.||I try to follow the lecture note and the calendar on the syllabus as much as possible.|
|Personally, I don't really find the iClicker questions very helpful. We can practice on PeerWise||Different students have different preferences. Thanks for letting me know that you prefer PeerWise.|
|No changes preferred (x2)||Ah! Shall I listen to these two students and dismiss all of the above :)|
Monday, February 24: Lesson 7
A video to show you that water EXPANDS during freezing. You may want to watch the first 90 minutes and fast forward to 4:30 min of this video:
Individually Quick Freeze of strawberries:
How to Make Frozen Treats:
Watch the video above and 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 also fun to watch! The first couple minutes are indeed packed with terminologies that we've explored in previous lessons. This is a good opportunity to review the many terms mentioned in the beginning of this clip.
Wednesday, February 26: Lesson 8
We will start Lesson 8 on Wednesday.
Friday, February 28: Lesson 8
We watched a few Youtube video on:
- Spray Drying
- Drum Drying
- Drying by Extrusion
Monday, March 3: Lesson 9
On required reading: http://www.hc-sc.gc.ca/fn-an/gmf-agm/fs-if/faq_1-eng.php#p3
You should know the regulation of novel foods.
You should know the microorganisms involved in the making of the following products for the midterm:
- Soy sauce
Wednesday, March 5: Soy Sauce and Cheese Making
Fermentation of soy sauce in two types of production facilities:
Small scale production
LARGE scale production
This is a pretty easy to follow clip, a bit funny and has all necessary science content needed for FNH 200
One student asked about casein micelle in class today. I started reviewing my protein chemistry and liked to share what I found with the class.
This article has a very detailed description of the changing structure of milk protein during processing:
Dalglesih, D. G., and Corredig, M. 2012. The Structure of the Casein Micelle of Milk and Its Changes During Processing. Annual Review of Food Science and Technology. 3: 449-467 [DOI: 10.1146/annurev-food-022811-101214]
This is a quick link to some casein micelle images:
Friday, March 7: Tips for your midterm
Writing Great Multiple-Choice Questions
My confession: this is where I learn about writing good multiple-choice questions. This may help you create good multiple-choice questions on PeerWise.
More importantly, this helps you understands how I think when I design questions.
Creating Useful Memory Aide
First of all, I hope that you recognize the use of a memory-aide (or commonly known as cheat sheets) is a way to practice your summarizing skills. Beyond lists and tables of facts,
- Are you able to identify the key information and concepts in the lessons?
- What information is needed to help you understand and integrate the concepts?
- How can you arrange your notes so that you can find what you need during the exam when you are under tremendous pressure?
I really like to the 5R method introduce in the last minute of this video: Record, Reduce, Recite, Reflect and Review.
Exam: 7 tips for making great study notes:
Visual learners often find it useful to connect concepts using concept maps:
Monday, March 10: Midterm Review
Wednesday, March 12: Midterm
30 minutes: individual component with 25 questions
3 minutes: change over
17 (+10 unofficial) minutes: team component. There will be an extra question on the team component.
Friday, March 14: Team Day
March 17 and 19: Lesson 10
We reviewed content in Lesson 10
March 21: Lesson 11
We highlighted the key message in Lesson 11 and reviewed the article together.
March 24 and 26: Lesson 12; March 28: Team Day
March 31 and April 2: Lesson 12
Friday, April 4
Due Date: Tuesday, April 22, 12:00 noon
This is a time to revisit what you wanted to learn and some questions you had about foods at the beginning of the course. Here is what I expect you to do as your last assignment for FNH 200.
- Revisit the questions you asked at the beginning of the course (in alphabetical order of your last name below)
- Are you able to answer them?
- If yes, please answer your own questions to your best ability. Please also provide the Lesson # that associates with your answer.
- If not, try to make connections with concepts you've learned. Educated guesses are welcome, but no wild guess please. You may want to speculate where you may be able to find the answer to your questions, such as academic/research literature, government websites, food associations sites, health organizations, etc. Answers such as 'I will google it later' is definitely not enough :) .
An example on instant noodle is provided below. I've tried to answer the questions as a 2nd year FNH 200 student :)
PeerWise, the 3rd set
Remember that as a team, you need to submit the 3rd set of 3 questions by April 7.
Also, as an individual, you need to answer 6 questions and provide comments on one question. You can work on it until 12 noon on April 29.
Monday, April 7: Final Review
Clicker questions for lessons 10 to 13
Team Project Exam Questions:
Exam questions created by these teams 'may' be on the final exam:
Please also review the suggested answers and explainations.
- Team 6 Sake
- Team 8 Tea
- Team 9 Potato Chip
- Team 10 Ketchup
- Team 15 Coffee
- Team 18 Maple Syrup
- Team 19 Milk