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FOOD CHEMISTRY 1
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FACULTY OF SCIENCE
SCHOOL OF CHEMISTRY
CHEM2921
FOOD CHEMISTRY 1
SESSION 2, 2008
Faculty of Science - Course Outline - 2008
1. Information about the Course 1
NB: Some of this information is available on the UNSW Virtual Handbook
Year of Delivery 2008
Course Code CHEM2921
Course Name FOOD CHEMISTRY 1
Academic Unit SCHOOL OF CHEMISTRY
nd
Level of Course 2
Units of Credit 6 UOC
Session(s) Offered S2
Prerequisite CHEM1011 and CHEM1021 or CHEM1031 and CHEM1041
Hours per Week 3 X LECTURE + 3 X LABORATORY
Number of Weeks 12
rd
Commencement Date 21 July 2008
Summary of Course Structure (for details see 'Course Schedule')
Component HPW Time Day Location
Lectures 3
Lecture 1 1 – 2 pm Tuesday CivEng 713
Lecture 2 11 – 12 pm Wednesday CivEng 713
Lecture 3 5 – 6 pm Thursday CLB 3
Lab – Option 1 3 11 – 2 pm Friday Chem Sci 262
Lab – Option 2 3 3 – 6 pm Friday Chem Sci 262
TOTAL 6
Special Details None
2. Staff Involved in the Course
Staff Role Name Contact Details Consultation
Times
Course Convener Dr N Kumar Room 224 Dalton Monday 2-4 pm
n.kumar@unsw.edu.au
x54698
Additional Teaching Staff Lecturers & Prof R Bishop Room 222 Dalton
Facilitators r.bishop@unsw.edu.au
x54656
Dr G Edwards Room 227 Dalton
g.edwards@unsw.edu.au
x54652
Dr N Kumar Room 224 Dalton
n.kumar@unsw.edu.au
x54698
Tutors & A/Prof P Southwell-
Demonstrators Keely
Mr T Ellis
Mr R Chen
Technical & Mrs T Nguyen Chem Sci 162
Laboratory Staff Mr B Ward
Other Support Staff
1
UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2007/index.html
3. Course Details
2
Course Description Description of the course from UNSW Handbook
(Handbook Entry) Introduction to food chemistry. Alcohol and carbonyl chemistry. Carbohydrates. Lipids, amino
acids and proteins. Enzyme reactions and applications in food chemistry. Vitamins, pigments,
flavours and food additives.
3
Course Aims This course is designed for students enrolled in food science programs. It aims to provide an
introduction to the chemistry of amino acids, proteins, enzymes, fats, carbohydrates and
vitamins. Laboratory work includes proximate analysis of the major food groups, together with
specialised analyses such as reducing-sugars, saponification value, iodine value, peroxide value,
acid value, polarimetry, GLC of fatty acid esters and HPLC of vitamin C.
Student Learning At the end of this course you should be able to describe the chemistry and reactions of the major
4
Outcomes food constituents such as the proteins, fats, carbohydrates and vitamins. You should also be able
to perform the analyses which are specific to these groups of compounds.
Graduate Attributes Developed in this Course
Science Graduate Select the level of Activities / Assessment
5 FOCUS
Attributes 0 = NO FOCUS
1 = MINIMAL
2 = MINOR
3 = MAJOR
1. Research, inquiry 3 Laboratory course. Assessment of practical reports. In-depth discussions on
and analytical food chemistry topics.
thinking abilities
2. Capability and 3 Lectures and food industry problems discussed in class. Exam.
motivation for
intellectual
development
3. Ethical, social and 2 Throughout course. Mid-term and final exam.
professional
understanding
4. Communication 2 Write up of practicals. Assessment of practical reports. Feedback from
laboratory reports.
5. Teamwork, 3 Laboratory course. Working in groups. Assessment of practical reports.
collaborative and
management skills
6. Information literacy 1 Feedback on reports and suggested corrections.
Other attributes None
Professional RACI – membership of professional body
accreditation attributes See http://www.raci.org.au/
2
UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2007/index.html
3
Learning and Teaching Unit: http://www.ltu.unsw.edu.au
4
Learning and Teaching Unit – Learning Outcomes: http://www.ltu.unsw.edu.au/ref4-2-1_outcomes.cfm
5
Faculty of Science – Science Graduate Attributes: http://www.science.unsw.edu.au/guide/slatig/sciga.html
Level of Material [ ] Introduction to material
Delivered [x] Emphasised and taught in depth
[ ] Reinforced and additional expertise
[ ] Competencies applied
Major Topics • Definition, history, approaches to food chemistry and the analysis of foods.
(Syllabus Outline) • Carboxylic acid derivatives, esterification and ester hydrolysis, amide formation,
hydrolysis; esters, lipids including polymorphism, autoxidation, antioxidants and thermal
decomposition; methods of fat analysis including fat extraction, iodine value,
saponification value, fatty acid composition by GLC, measurements of oxidation.
• Amino acids and peptide chemistry including stereochemistry and optical activity,
proteins, structure, stability, denaturation; methods of protein analysis including
Kjeldahl, UV, dye-binding, Biuret.
• Enzymes, nomenclature, occurrence, enzyme catalysed reactions (e.g serine
proteases, dehydrogenases, transaminases) and factors affecting them, coenzymes,
prosthetic groups, metal ions, enzyme inhibition, deactivation and control; food
modification by enzymes, immobilisation, solvent partition systems, use in waste
management and in food analysis; analysis of compounds using enzymes.
• Interconversion of alcohols, aldehydes /ketones and carboxylic acids; addition and
condensation reactions of aldehydes and ketones, acetal and ketal formation, reaction
mechanisms relating to oxidation of organic compounds.
• Introduction to carbohydrates; stereochemistry, mutarotation, reducing/non-reducing;
monosaccharides, oligosaccharides, polysaccharides; starch, vegetable gums, dietary
fibre.
• Specific mention of milk chemical composition, structural features of milk and
biosynthesis.
• Maillard and caramelisation reactions, participants and reaction products, relevance to
functionality; inhibition of non-enzymic browning; colour and flavour of foods; methods
of carbohydrate analysis including polarimetry, reducing sugar, and fibre.
• Aromatic chemistry, structure, general reactivity; introduction to heterocyclic chemistry.
Vitamins, fat soluble and water soluble vitamins, dietary recommendations,
bioavailability, process-induced changes to vitamins in food, vitamin-like compounds,
optimisation of vitamin retention and vitamin supplementation.
• Specific exclusion of nutritional value, biological structure, metabolism, storage and
handling of milk, edible muscle tissue, edible plant tissue and regulatory aspects of food
products, including shelf life.
Relationship to Other The course is a mainstream food chemistry course that integrates with other level two courses
Courses within the and provides a grounding for the level three food chemistry course.
Program
4. Rationale and Strategies Underpinning the Course
Rationale for learning and The integration of lectures and laboratories supports “Engaging”
6
teaching in this course ,
i.e., How this course is 1. Effective learning is supported when students are actively engaged in the learning process.
taught? 2. Effective learning is supported by a climate of inquiry where students feel appropriately
challenged and activities are linked to research and scholarship.
Teaching Strategies Examples from chemical practice allow “Contextualising”
3. Students become more engaged in the learning process if they can see the relevance of their
studies to professional, disciplinary and/or personal contexts.
We also have undertaken “Designing” to
4. Clearly articulated expectations, goals, learning outcomes, and course requirements increase
student motivation and improve learning.
5. Graduate attributes - the qualities and skills the university hopes its students will develop as a
result of their university studies — are most effectively acquired in a disciplinary context.
6
LTU – Teaching Philosophy: http://www.ltu.unsw.edu.au/ref3-3-5_teaching_portfolio.cfm#philosophy
“Teaching” in the use of laboratory groups supports
6. Learning cooperatively with peers — rather than in an individualistic or competitive way — may
help students to develop interpersonal, professional, and cognitive skills to a higher level.
How the assessment Timely feedback and marking of practical reports allows students to follow the thread of the
supports and assists the course. The mid-term and final examinations bring together the strands to complete the learning
learning experience.
5. Course Schedule
7 8
Some of this information is available on the Virtual Handbook and the UNSW Timetable .
Week Lectures (day), Practical (day), Assignment and Submission
Topics & Lecturers Topics & Lecturers dates (see also 'Assessment
Tasks & Feedback')
Week 1 Tuesday, Dr Kumar No laboratory experiment but
Wednesday, Prof Bishop introduction to laboratory,
Thursday, Prof Bishop safety and submission of
reports
Week 2 Tuesday, Dr Kumar See roster
Wednesday, Dr Edwards
Thursday, Dr Edwards
Week 3 Tuesday, Dr Kumar See roster Practical report due
Wednesday, Dr Edwards
Thursday, Prof Bishop
Week 4 Tuesday, Dr Kumar See roster Practical report due
Wednesday, Dr Edwards
Thursday, Prof Bishop
Week 5 Tuesday, Dr Kumar See roster Practical report due
Wednesday, Dr Edwards
Thursday, Prof Bishop
Week 6 Tuesday, Dr Kumar See roster Practical report due
Wednesday, Dr Edwards
Thursday, Prof Bishop
Week 7 Tuesday, Dr Kumar See roster Practical report due
Wednesday, Dr Edwards
Thursday, Prof Bishop
Week 8 Tuesday, Dr Kumar See roster Practical report due
Wednesday, Dr Edwards
Thursday, Prof Bishop
Week 9 Tuesday, Dr Kumar See roster Practical report due
Wednesday, Dr Edwards
Thursday, Prof Bishop
Week 10 Tuesday, Dr Kumar See roster Practical report due
Wednesday, Dr Edwards
Thursday, Dr Edwards
Week 11 Tuesday, Dr Kumar See roster Practical report due
Wednesday, Dr Edwards
Thursday, Dr Edwards
Week 12 Tuesday, Dr Kumar See roster Last date for practical
Wednesday, Dr Edwards submissions
Thursday, Dr Kumar
7
UNSW Virtual Handbook: http://www.handbook.unsw.edu.au/2007/index.html
8
UNSW Timetable: http://www.timetable.unsw.edu.au/
6. Assessment Tasks and Feedback
Task % of total Assessment Criteria Date of Feedback
mark Release Submission WHO WHEN HOW
Laboratory 30 ! marks for clarity of presentation Week Report Within 2 Annotated
! marks for results as presented following assessor weeks of report.
! marks for results and discussion experiment submission Completed
! marks for questions of report result sheet
Mid-term 10 Answers to multiple choice questions given
examination correctly.
Final 60 Answers to questions given correctly.
examination Discussion shows knowledge and
understanding of the course.
7. Additional Resources and Support
Text Books Food Chemistry by O.R. Fennema
rd
3 Edition, 1996
Course Manual The laboratory manual may be purchased from the School of Chemistry Store, lower ground
floor, Chemical Sciences Building F10
All material is on WebCT
Required Readings
Additional Readings Food, The Chemistry of its Components by T.P. Coultate
th
4 Edition, 2002
Analytical Chemistry of Foods by C.S. James
1st Edition, 1995
Others will be distributed by individual lecturers
Recommended Internet Course website, other recommended web resources
Sites
Societies Royal Australian Chemical Institute http://www.raci.org.au/
Students of Chemistry Society (UNSW) http://www.chem.unsw.edu.au/schoolinfo/socs.html
Computer Laboratories or Laboratory – Chemical Sciences Building 162
Study Spaces Gibson Computer laboratory – Ground floor, Dalton Building
8. Required Equipment, Training and Enabling Skills
Equipment Required Laboratory coat, safety spectacles (or prescription glasses of a sufficient size), closed shoes
Enabling Skills - training OH&S briefing
which maybe required to Awareness of School plagiarism guidelines
complete this course
9. Course Evaluation and Development
Student feedback is gathered periodically by various means. Such feedback is considered carefully with a view to acting on it
constructively wherever possible. This course outline conveys how feedback has helped to shape and develop this course.
Mechanisms of Last Review Comments or Changes Resulting from Reviews
Review Date
Major Course Course review
Review in 2008
9
CATEI
Student Focus None
Group
Other None CHEM2921 course has three lecturers each teaching a different stream. Student
feedback using a written survey indicated that students were having difficulty in
understanding one of the three topics. The survey also indicated that the students
particularly enjoyed the topics related to food industry and nutrition. A vast majority of the
students found the explanation of chemistry behind laboratory experiments most
satisfying. A tutorial class was introduced to help students with their understanding of
certain topics and to discuss any questions related to the course. These tutorials were
well attended and the feedback from the students was very positive. Increased effort
were made to incorporate examples of the chemical processes as used by the food
industry.
9
Science CATEI procedure: http://www.science.unsw.edu.au/guide/slatig/catei.html
10. Administration Matters
Expectations of Students Workload
Contact hours are 6 per week, in weeks 2 – 12 and 3 hours per week in week 1. The major out-
of-class workload is associated with independent study. Post-laboratory write-up is expected to
take 3-4 hours per week.
Assignment Submissions Laboratory reports should be submitted to the demonstrator. A cover sheet should be completed
and dated acknowledgement received.
See http://www.chem.unsw.edu.au/coursenotes/CHEM2921/ for downloadable cover sheets or
see the course coordinator
Occupational Health and Information on relevant Occupational Health and Safety policies and expectations at UNSW:
10
Safety www.riskman.unsw.edu.au/ohs/ohs.shtml
School of Chemistry OH&S policy and requirements see laboratory manual and WebCT.
To be admitted to a laboratory, you must wear safety glasses, or prescription glasses meeting
the minimum size requirements as posted outside all teaching laboratories, a lab coat and
covered shoes (no thongs, open sandals or clogs). You must also complete all safety pre-lab
work, risk assessment or other prescribed preparation relating to carrying out safe laboratory
work. Visitors are not allowed to undergraduate laboratories without the permission of the
lab supervisor.
Note a risk assessment must be completed before any laboratory work can be done.
Examination Procedures Candidates for CHEM2921 must demonstrate a satisfactory performance in both laboratory work
and the written examination. A mark of fifty percent is regarded as the minimum acceptable
performance in the laboratory. Students who do not attain this mark in their laboratory work may
not be awarded a pass in the subject irrespective of their performance in the examination.
Laboratory reports, laboratory notebooks and satisfactory completion of pre-laboratory
assignments all contribute to the final laboratory mark. Full details of expectations are given in
the introduction to the lab manual.
Equity and Diversity Those students who have a disability that requires some adjustment in their teaching or learning
environment are encouraged to discuss their study needs with the course convener prior to, or at
the commencement of, their course, or with the Equity Officer (Disability) in the Equity and
Diversity Unit (9385 4734 or www.equity.unsw.edu.au/disabil.html).
Issues to be discussed may include access to materials, signers or note-takers, the provision of
services and additional exam and assessment arrangements. Early notification is essential to
enable any necessary adjustments to be made. Information on designing courses and course
outlines that take into account the needs of students with disabilities can be found at:
www.secretariat.unsw.edu.au/acboardcom/minutes/coe/disabilityguidelines.pdf
11
Grievance Policy School Contact Faculty Contact University Contact
Dr Gavin Edwards Dr Noel Whitaker University Counselling
Director of Teaching Associate Dean (Education) Services
g.edwards@unsw.edu.au n.whitaker@unsw.edu.au Tel: 9385 5418
Tel: 9385 4652 Tel: 9385 7930
10
UNSW Occupational Health and Safety: www.riskman.unsw.edu.au/ohs/ohs.shtml
11
UNSW Grievance Policy: http://www.infonet.unsw.edu.au/poldoc/student_grievance_resolution.pdf
11. UNSW Academic Honesty and Plagiarism
What is Plagiarism?
Plagiarism is the presentation of the thoughts or work of another as one’s own.
*Examples include:
• direct duplication of the thoughts or work of another, including by copying material, ideas or concepts from a book, article,
report or other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry,
computer program or software, web site, Internet, other electronic resource, or another person’s assignment without
appropriate acknowledgement;
• paraphrasing another person’s work with very minor changes keeping the meaning, form and/or progression of ideas of
the original;
• piecing together sections of the work of others into a new whole;
• presenting an assessment item as independent work when it has been produced in whole or part in collusion with other
people, for example, another student or a tutor; and
• claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually
contributed.†
For the purposes of this policy, submitting an assessment item that has already been submitted for academic credit elsewhere
may be considered plagiarism.
Knowingly permitting your work to be copied by another student may also be considered to be plagiarism.
Note that an assessment item produced in oral, not written, form, or involving live presentation, may similarly contain
plagiarised material.
The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not amount to
plagiarism.
The Learning Centre website is main repository for resources for staff and students on plagiarism and academic honesty.
These resources can be located via:
www.lc.unsw.edu.au/plagiarism
The Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid students, for
example, in:
• correct referencing practices;
• paraphrasing, summarising, essay writing, and time management;
• appropriate use of, and attribution for, a range of materials including text, images, formulae and concepts.
Individual assistance is available on request from The Learning Centre.
Students are also reminded that careful time management is an important part of study and one of the identified causes of
plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing
of sources in preparing all assessment items.
* Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the University of
Newcastle
† Adapted with kind permission from the University of Melbourne.
The School has also produced a guide for students in chemistry courses, including examples of acceptable and unacceptable conduct,
guidelines on avoiding misconduct in laboratory contexts and examples of acceptable referencing procedures for essays and literature
reviews. This guide is available at
http://www.chem.unsw.edu.au/coursenotes/plagiarism/Plagpolicy.03.pdf and is reproduced where appropriate in course
manuals and on course websites.
