(a) General requirements. This course is recommended
for students in Grades 11 and 12. Prerequisites: three units of science,
including chemistry and biology. Recommended prerequisite: Principles
of Hospitality and Tourism. Students must meet the 40% laboratory
and fieldwork requirement. This course satisfies a high school science
graduation requirement. Students shall be awarded one credit for successful
completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Hospitality and Tourism Career Cluster focuses
on the management, marketing, and operations of restaurants and other
food/beverage services, lodging, attractions, recreation events, and
travel-related services.
(3) In Food Science students conduct laboratory and
field investigations, use scientific methods during investigations,
and make informed decisions using critical thinking and scientific
problem solving. Food Science is the study of the nature of foods,
the causes of deterioration, the principles underlying food processing,
and the improvement of foods for the consuming public.
(4) Science, as defined by the National Academy of
Sciences, is the "use of evidence to construct testable explanations
and predictions of natural phenomena, as well as the knowledge generated
through this process." This vast body of changing and increasing knowledge
is described by physical, mathematical, and conceptual models. Students
should know that some questions are outside the realm of science because
they deal with phenomena that are not scientifically testable.
(5) Scientific inquiry is the planned and deliberate
investigation of the natural world. Scientific methods of investigation
are experimental, descriptive, or comparative. The method chosen should
be appropriate to the question being asked.
(6) Scientific decision making is a way of answering
questions about the natural world. Students should be able to distinguish
between scientific decision-making methods (scientific methods) and
ethical and social decisions that involve science (the application
of scientific information).
(7) A system is a collection of cycles, structures,
and processes that interact. All systems have basic properties that
can be described in space, time, energy, and matter. Change and constancy
occur in systems as patterns and can be observed, measured, and modeled.
These patterns help to make predictions that can be scientifically
tested. Students should analyze a system in terms of its components
and how these components relate to each other, to the whole, and to
the external environment.
(8) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(9) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) apply interpersonal communication skills in business
and industry settings;
(B) explain and recognize the value of collaboration
within the workplace;
(C) examine the importance of time management to succeed
in the workforce;
(D) identify work ethics/professionalism in a job setting;
and
(E) develop problem-solving and critical-thinking skills.
(2) The student, for at least 40% of instructional
time, conducts laboratory and field investigations using safe, environmentally
appropriate, and ethical practices. The student is expected to:
(A) demonstrate safe practices during laboratory and
field investigations; and
(B) demonstrate an understanding of the use and conservation
of resources and the proper disposal or recycling of materials.
(3) The student uses scientific methods and equipment
during laboratory and field investigations. The student is expected
to:
(A) know the definition of science and understand that
it has limitations, as specified in subsection (b)(4) of this section;
(B) know that hypotheses are tentative and testable
statements that must be capable of being supported or not supported
by observational evidence. Hypotheses of durable explanatory power
that have been tested over a wide variety of conditions are incorporated
into theories;
(C) know scientific theories are based on natural and
physical phenomena and are capable of being tested by multiple independent
researchers. Unlike hypotheses, scientific theories are well-established
and highly-reliable explanations, but they may be subject to change
as new areas of science and new technologies are developed;
(D) distinguish between scientific hypotheses and scientific
theories;
(E) plan and implement descriptive, comparative, and
experimental investigations, including asking questions, formulating
testable hypotheses, and selecting equipment and technology;
(F) collect and organize qualitative and quantitative
data and make measurements with accuracy and precision using tools
such as calculators, spreadsheet software, data-collecting probes,
computers, standard laboratory glassware, microscopes, various prepared
slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis
apparatuses, micropipettors, hand lenses, Celsius thermometers, hot
plates, lab notebooks or journals, timing devices, cameras, Petri
dishes, lab incubators, dissection equipment, meter sticks, and models,
diagrams, or samples of biological specimens or structures;
(G) analyze, evaluate, make inferences, and predict
trends from data; and
(H) communicate valid conclusions supported by the
data through methods such as lab reports, labeled drawings, graphic
organizers, journals, summaries, oral reports, and technology-based
reports.
(4) The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions within and
outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and
critique scientific explanations by using empirical evidence, logical
reasoning, and experimental and observational testing, including examining
all sides of scientific evidence of those scientific explanations,
so as to encourage critical thinking by the student;
(B) communicate and apply scientific information extracted
from various sources such as current events, news reports, published
journal articles, and marketing materials;
(C) draw inferences based on data related to promotional
materials for products and services;
(D) evaluate the impact of scientific research on society
and the environment;
(E) evaluate models according to their limitations
in representing biological objects or events; and
(F) research and describe the history of biology and
contributions of scientists.
(5) The student analyzes the role of acids and bases
in the food sciences. 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.
(6) 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;
(E) analyze sanitary food-handling practices; and
(F) prepare for a state or national food manager's
sanitation certification or alternative credential within the field
of food science technology.
(7) The student examines the chemical properties of
food. The student is expected to:
(A) describe elements, compounds, mixtures, and formulas
related to food science;
(B) compare heterogeneous and homogeneous mixtures;
(C) use chemical symbols, formulas, and equations in
food science; and
(D) analyze chemical and physical changes in food.
(8) 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 a given solution;
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