course syllabus cmct 1450

7/30/2019 Course Syllabus CMCT 1450

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Course Syllabus CMCT 1450 Science Connection

I.

3 credits

.

The field of culinary arts has a strong emphasis on the sciences. The students ability tomake 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 allaspects of the food continuum. Student evidence will consist of professionalism

observations, daily lab observations and lab journals

Students will be observed on a daily basis ontheir professional behavior. Elements of evidence include brigade,attendance/punctuality, communication, daily preparedness, and class participation.

Students will be observed on a daily basis in classroom labs.Elements of evidence include teamwork, sanitation, flexibility, responsibility andconceptual understanding.

Student will submit standardized journals on their lab activities. Thesejournals will be commonly formatted. Sections of the lab journals include Abstract,Introduction, Procedure, Results, Conclusions and Appendices. Lab journals will beevaluated based on timeliness, clarity and accuracy.

CCTW 1CCT 2,3

AS 1,2 3,4,7,8,9,11,18

SU 1,2,3

PS 1-8


2/10

CCT Writing

The student writes to demonstrate his/her understanding of the components of good writing in a variety ofstyles. 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 tosupport 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 informationwithin 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 NutritionThe 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

qualities7. 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 tocreate warm and cold emulsified sauces

11. Explains the basic color pigments in plants and cooking procedures used to control color, texture

and flavor


3/10

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 appropriateexperiments 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 anddemonstrate 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

industry3. 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 propertiessuch 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.


4/10

Element of Evidence Missing

Evidence

Below

Standard

(I)

Meets Standard

(MS)

Exceeds Standard

(ES)

Sanitation Habits

Has very littleunderstanding of proper

sanitation habits

Must be prompted to

improve personal hygiene

1

Does not regularly

incorporate rules for safefood handling in daily tasks

Has responsiblepersonal hygiene habits

1

2 Regularly

incorporates rules for

safe food handling in

daily tasks.

3

Has model hygiene habits and carelied on to demonstrate and exp

rules for sanitation to others.

1

Appearance and Grooming

Frequently needs prompting

about uniform or attire. Has

been asked to correct poorlylaundered uniform or

polished shoes

Does not maintain a clean

apron, jacket or uniform

throughout the day

1

Personal grooming such ashair needs addressing

Is regularly in uniform

at the beginning of

class.

Wears only well-

laundered and pressed

uniforms and polished

shoes

Maintains overall

appearance throughoutthe day

Personal grooming is

always neat and

professional

Wears only well laundered and

pressed uniforms showing minim

signs of wear

Language and Decorum

Acts or speaks

inappropriately at times

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

Act as an example to others

1

Communication

Has difficulty expressing

ideas verbally or written

Verbal and written

communication is clear

Anticipates outcomes and can cl

articulate verbally and written

Does not follow established Attends class regularly Perfect class attendance. Is neve


5/10

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 andbehavior interferes with

education

and is punctual

If absent or tardy,follows established

protocol for reporting

Actively works to

collect missed

assignments and

reschedule class time

1

for class and often arrives early

1

Responsibility, Organization

and daily preparedness

Shows difficulty

understanding thoseresponsibilities that affect

his/her ability to organize

effectively;

Needs constant coaching on

organizational skills

Does not review coursematerials

Assignments are regularly

turned in late or incomplete

Comes to class with a

good understanding ofresponsibilities

Needs infrequent

coaching on


Receives and acts onfeedback positively

Assignments are

submitted on time and

of good quality

1

Comes to class with complete

understanding of responsibilities

Uses his/her understanding to

organize tasks without assistance

Needs minimal to no coaching o


Uses course materials to prepareahead

Assignments are turned in on tim

ahead of time and are complete a

of professional quality

Participation in Class

Discussions & Activities

Waits to be called on before

participating;

Limited involvement in

group work

Participates regularly

in class discussions and

group work;

Asks questions, and

maintains discussionrelevant to the topic.

Is actively engaged; makes

thoughtful and intelligent

connections between topics;

Initiates discussions relevant to t

Flexibility adapting to

change

Struggles with 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.

Can be approachedwith changes.

Responds positively to

new requests or

changing information.

Works to find

solutions.

Anticipates change, can identifyneed for change or flexibility.

Works to find solutions and can

independently to make changes.

Continuous Efforts for

Improvement - Response to

Instruction

Does not revise work

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-refle

and strives for continual

improvement

Engages instructor and suggests

ways to improve his/her work


6/10

Teamwork & Success ofOthers

Places individual goals

before class goals;

Limited involvement inclass work;

Has difficulty developing

working relationships with

team members.

May not always respond

positively to request for help

Rarely is a respectfulaudience for peers

Actively participates in

class activities;

Shows awareness ofgroup 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 thegroup

Is a respectful audiencefor peers

Works effectively with all class

members;

1

Supports peers to create a positivteam environment.

Actively involves him/herself in

assisting and supporting others

2

Conceptual Understanding

Appears disinterested ingrasping the key points

covered in class.

Unable to answer questions.

Unable to take lecture

material and apply it in

practical situation.

Demonstratesengagement with the

material and anunderstanding of key

ideas

Correctly answers most

questions

Demonstrates ability to

apply some of the keypoints in discussion

and /or production

settings

Demonstrates strong understandiof materials

Provides highly perceptive answ

to almost all questions (either wr

or orally).

Takes responsibility for their

education by further exploring k

concepts

Frequently relates material to

relevant discussions or productio

setting

Element of Evidence Missing Below Meets Standard Exceeds Standard


7/10

Evidence Standard

(I)

(MS) (ES)

Lab Journals

Lab Journals are missing or

submitted late.

Lab Journals are incomplete

Lab Journals not revised.

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 instructorfeedback.

All Lab Journals are submitted o

time.

Lab journals contain all required

elements.

Lab journals are written

professionally, presenting a crit

and careful solution backed up b

supporting information.

Lab journals reflect further

investigation of lab questions.

Research MethodsResearch methods areinaccurate and poorly

conceived.

Research methods do not

use qualitative orquantitative information to

support hypothesis.

Cannot explain the

importance ofreproducibility and

reduction of bias in

scientific methods

Research methods aremostly accurate and

appropriate.

Research methods use

qualitative andquantitative information

to support hypothesis.

With guidance can

explain the importanceof reproducibility and

reduction of bias in

scientific methods

Research methods are accurate athoughtfully conceived..

Research methods use multiple

elements to support hypothesis.

Independently recognizes and

explains the importance of

reproducibility and reduction of

in scientific methods

Math

Struggles to use standard

weight, volume and fluid

measurements and their

equivalencies

Struggles to converts

fractions, decimals, andpercents

With assistance uses

standard weight,

volume and fluid

measurements and their

equivalencies

With assistance,converts fractions,

decimals, and percents

Accurately uses standard weigh

volume and fluid measurements

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 an

chemical properties.

Distinguishes the components o

atoms and predicts their roles in

chemical reactions.


8/10

their roles in chemical

reactions.

and explains their roles

in chemical reactions. Makes connections to other topi

Physical and Life Sciences

Cannot explain componentsof cells their functions and

relationships

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 thecomponents of common

plants and their functions.

Understands thecomponents of cells,

their functions andrelationships

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.

Has a thorough understanding othe components of cells, making

connections between their functand relationships.

Explains and predicts the effects

heat energy on the phase change

a substance from solid, to a liqu

and a gaseous state.

Has a thorough understanding othe components of common plan

and their functions.

Makes connections to other topi

Ecology

Cannot explain the role of

cycles and webs within an

ecosystem .

Cannot define theenvironmental criteria

considered in determining

sustainability using

common terminology

Understands the role of

cycles and webs within

an ecosystem .

Defines theenvironmental criteria

considered in

determining

sustainability using

common terminology.

Has a thorough understanding o

role of cycles and webs within a

ecosystem

Can predict results of interruptinthese cycles.

Defines the environmental crite

considered in determining

sustainability using common

terminology.

Recognizes sustainable practiceindependently.

Suggests ways to improve

sustainability.

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


9/10

the Chef. You must speak with a chef to avoid being marked as NCNS for the day. Thetelephone number for the kitchen is:

Brigade: All students must be in brigade for classroom lessons. Before starting work inthe 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.

The course will be delivered in five units, each unit building on the learning from the

previous unit.

1. Physical Science--In this unit we will explore the nature of atoms and molecules,

their different properties and the influence these properties have on theirinteractions. We will also explore solutions and the different properties of

matter.

2. Single Cell Organisms-In this unit we will explore single cell organisms throughan examination of bacteria, yeast and fermentation.

3. Plants-In this unit we will examine the structure and life cycle of plants and

fungi.

4. Animals-In this unit we will examine animals and the process and effects ofcooking a variety of meat proteins.

5. Ecology-In the unit we will discuss ecology and the way that the food continuum

effects our world.

Unit 1-Physical Science

Week 1


10/10

Lecture-Course IntroductionIntroduction to the Scientific Method/Lab Reports

Lab-Solutions-Salt, Sugar, Rock Candy

Lecture-Atoms/Molecules/Chemicals/SolutionsWeek 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- FermentationWeek 4

Lecture-Bacteria

Lab-Bacteria Culture, sauerkraut, kim chee

Lecture-Field Trip VB&CUnit 3-Plants

Week 5

Lecture-AFD no lecture Video Homework

Lab-Plant anatomy observations-root, stem, bark, leaf, fruit, seed,

Lecture-Intro to plantsWeek 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-EggsWeek 8

Lecture-Denature/coagulation

Lab-Heat effect, cooking to a degree

Lecture-Browning reactionsUnit 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 recipesLecture- Sustainability debate

Week 11

Lecture-Guest speaker panel

Lab- Field Trip-Grow Compost

Lecture-Closure/Connection

course syllabus cmct 1450

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