Hi FNH 200 102 Class, This is the space where I will post highlights from each lecture. Judy
Before you come to class on Monday, I would like to invite you all to complete three tasks:
See you on Monday!
On Monday, please bring a non-refundable $4 fee for food samples provided during the term.
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 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. :)|
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:
These are your favourite foods:
We will wrap up lesson 01, thinking about how our food consumption pattern change.
Lesson 02, we will introduce food colloids.
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.
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:
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.
We will likely finish rest of lesson 2.
Team will be formed by 12 noon.
The Complicated Truth behind Aspartment. Global and Mail, Dec 22, 2013.
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:
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
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.
Reviewed Lessons 1 to 3
5:30 to 8:30 pm
UBC SUB 207/209
For details and to register: http://www.bcft.ca/upcoming_events.html
Started Lesson 4
Egg Grading: http://youtu.be/20inTZvPZP4
Egg Cracking: http://youtu.be/Fv8Hc7EbY4A
Canadian Beef Grading Agency
Info provided by a Canadian beef campany
We explored Lesson 5
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
Please provide constructive feedback to your fellow students using peer evaluation in Connect.
Continuing with Lesson 6
Beginning of Lesson 7
Thanks for your feedback. This is what you said and suggested:
|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 :)|
|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 :)|
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:
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.
We will start Lesson 8 on Wednesday.
We watched a few Youtube video on:
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:
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:
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.
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,
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:
[Clicker Questions from Lessons 4 to 5]
[Clicker Questions from Lessons 6 to 9]
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.
We reviewed content in Lesson 10
We highlighted the key message in Lesson 11 and reviewed the article together.
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.
An example on instant noodle is provided below. I've tried to answer the questions as a 2nd year FNH 200 student :)
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.
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.