| (H) distinguish between scientific hypotheses, theories,
and laws.
(3) The student analyzes and interprets data to derive
meaning, identify features and patterns, and discover relationships
or correlations to develop evidence-based arguments or evaluate designs.
The student is expected to:
(A) identify advantages and limitations of models such
as their size, scale, properties, and materials;
(B) analyze data by identifying significant statistical
features, patterns, sources of error, and limitations;
(C) use mathematical calculations to assess quantitative
relationships in data; and
(D) evaluate experimental and engineering designs.
(4) The student develops evidence-based explanations
and communicates findings, conclusions, and proposed solutions. The
student is expected to:
(A) develop explanations and propose solutions supported
by data and models consistent with scientific ideas, principles, and
theories;
(B) communicate explanations and solutions individually
and collaboratively in a variety of settings and formats; and
(C) engage respectfully in scientific argumentation
using applied scientific explanations and empirical evidence.
(5) The student knows the contributions of scientists
and engineers and recognizes the importance of scientific research
and innovation on society. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations
and solutions by using empirical evidence, logical reasoning, and
experimental and observational testing so as to encourage critical
thinking by the student;
(B) relate the impact of past and current research
on scientific thought and society, including research methodology,
cost-benefit analysis, and contributions of diverse scientists and
engineers as related to the content; and
(C) research and explore resources such as museums,
libraries, professional organizations, private companies, online platforms,
and mentors employed in a science, technology, engineering, and mathematics
or food science field.
(6) The student analyzes household and commercial sustainability
and regulatory practices in food production. The student is expected
to:
(A) research and investigate resource use, sustainability,
and conservation in food production such as with water, land, and
oceans;
(B) analyze the effect of food on the decomposition
cycle, including composting, recycling, and disposal; and
(C) demonstrate appropriate methods for sorting and
disposing of food waste, including fats and oils, and packaging waste
from food production.
(7) The student analyzes the role of acids and bases
in food science. The student is expected to:
(A) evaluate physical and chemical properties of acids
and bases; and
(B) analyze the relationship of pH to the properties,
safety, and freshness of food.
(8) The student evaluates the principles of microbiology
and food safety practices. The student is expected to:
(A) investigate the properties of microorganisms that
cause food spoilage;
(B) compare food intoxication and food infection;
(C) examine methods to destroy or inactivate harmful
pathogens in foods;
(D) compare beneficial and harmful microorganisms,
including lactic acid bacteria, acetic acid bacteria, various baking
and brewing yeasts, E. coli, Staphylococcus, Clostridium botulinum,
Clostridium perfringens, Salmonella, Listeria, and Shigella;
(E) analyze sanitary food-handling practices such as
personal hygiene or equipment sanitation; and
(F) prepare for a state or national food manager sanitation
certification or alternative credential within the field of food science
technology.
(9) The student examines the chemical properties of
food. The student is expected to:
(A) describe acids, bases, salts, carbohydrates, lipids,
proteins and other elements, compounds, and mixtures related to food
science;
(B) compare heterogeneous and homogeneous mixtures;
(C) analyze chemical and physical changes in food;
and
(D) use chemical symbols, formulas, and equations in
food science such as oxidation of sugars in a cut apple or fermentation
in the production of yogurt.
(10) The student analyzes solutions, colloids, solids,
gels, foams, and emulsions in food science. The student is expected
to:
(A) identify the solvent and solute in various solutions
such as brines;
(B) compare unsaturated, saturated, and supersaturated
solutions, including their effects on boiling and freezing points
in food preparation such as when making candy or ice cream;
(C) calculate the concentration of a solution using
mass percent such as the concentration of sugar needed for crystallization;
(D) describe the properties of colloidal dispersions
such as gelatin, mayonnaise, or milk;
(E) differentiate between and give examples of temporary,
semi-permanent, and permanent emulsions;
(F) investigate the relationships between the three
parts of a permanent emulsion; and
(G) create temporary, semi-permanent, and permanent
food emulsions.
(11) The student analyzes the functions of enzymes
in food science. The student is expected to:
(A) describe the role of enzymes as catalysts in chemical
reactions of food, including cheese-making, the enzymatic tenderization
of meat, and oxidation of sugars in fruit;
(B) explain the relationship between an enzyme and
a substrate;
(C) analyze the functions of enzymes in digestion,
including the factors that influence enzyme activity, and relate enzymatic
activity in digestion to dietary restrictions; and
(D) analyze enzyme reactions in food preparation, including
cheese-making, the enzymatic tenderization of meat, and oxidation
of sugars in fruit.
(12) The student evaluates the role of fermentation
in food science. The student is expected to:
(A) analyze modern and historical reasons food is fermented;
(B) describe the conditions under which bacterial fermentation
of food occurs and use chemical equations to describe the products
of fermentation; and
(C) prepare various fermented food products.
(13) The student assesses the reaction of leavening
agents in baked products. The student is expected to:
(A) describe the physical and chemical changes that
occur in leavening;
(B) identify various leavening agents and describe
their functions in food production;
(C) use chemical equations to describe how acids act
as leavening agents;
(D) conduct laboratory experiments with various types
and amounts of leavening agents to compare the doughs and batters
produced; and
(E) create baked products using various leavening agents.
(14) The student explores the roles of food additives.
The student is expected to:
(A) evaluate the various types of food additives such
as incidental, intentional, natural, and artificial;
(B) investigate the various functions of food additives
such as preserving food, increasing nutritive value, and enhancing
sensory characteristics; and
(C) research local, state, national, and international
agencies involved in regulating food additives.
(15) The student analyzes the effects of heat energy
transfer in food production. The student is expected to:
(A) analyze the relationship between molecular motion
and temperature;
(B) compare heat transfer processes, including conduction,
convection, and radiation;
(C) investigate the role of phase changes in food production,
including crystallization, coagulation, and reduction; and
(D) demonstrate rates of reaction using various temperatures
and describe the effects of temperature on the characteristics of
food products.
(16) The student evaluates the properties of carbohydrates
in food and their effects on food production. The student is expected
to:
(A) identify the physical properties and chemical structures
of simple and complex carbohydrates;
(B) describe the functions of carbohydrates such as
caramelization, crystallization, and thickening agents in food production;
(C) describe the processes of gelatinization and retrogradation
in food production; and
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