Bringing food chemistry to life






         A blog about food and its components – feel free to comment

Posts tagged with rheology

April 10, 2011

Food Science [sort of] in action

Filed under: food chemistry @ 12:38 pm
Tags: , ,

Once again food gums come to the rescue of our building project. This time – sodium alginate. Here an I applying a slurry of a 2% (w/w) alginate solution containing peat moss, compost, and grass seeds to a newly exposed cut at the back of our driveway. The alginate forms a gel slowly in-situ using [...]

May 18, 2010

A winter of food chemistry instruction

Can’t show the students for administrative reasons, but we had a good and educational time once again. Bringing you highlights from the second iteration of  ”BRINGING FOOD CHEMISTRY TO LIFE”. >>><<< DISPERSED SYSTEMS: Mayonnaise and egg white foams, and ways of messing them up that were instructive for the chemistry lesson. POLYMERS 101: Using the [...]

July 16, 2009

Science outreach summer

Filed under: Baking,food chemistry @ 4:19 pm
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So far this summer I have given two short workshops using wheat, flour, bread,  and baking as a way of bringing food chemistry to life. The First group was the Oregon Farm Bureau’s  Summer Agriculture Institute on the theme of Grain-Gluten-and Great bread. And started with the quote from Henri Fabre a 19th C French [...]

July 6, 2009

More silly putty science via Mike the Mad Biologist at ScienceBlogs

Filed under: Uncategorized @ 5:11 pm
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We use silly putty in class, both the Food Systems Chem and my graduate Food Polymer Science classes,  to get a handle [literally] on aspects of non-linear visco-elasticity of materials. Mike the Mad Biologist at ScienceBlogs linked to this video story at 30threads. It pays to know your raw materials Don’t mix up your mung [...]

March 15, 2009

Hopefully some food chemistry came to life…

There are many elements needed to create a good and compelling class – good material, a willing instructor, but the essential element is enthusiastic and dedicated students.  It is a circular argument: enthusiastic students generate enthusiasm in the instructor, which generates enthusiasm in the students, and around we go again. I was privileged to have [...]

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