Elementary Food Science (Food Science Text Series)

614 Pages·2022·17.976 MB·English

by  Richard Owusu-Apenten, Ernest R. Vieira

Food Science Text Series
Richard Owusu-Apenten
Ernest R. Vieira
Elementary
Food Science
Fifth Edition
Food Science Text Series
Series Editor
Dennis R.  Heldman, Professor, Department of Food, Agricultural, and
Biological Engineering, The Ohio State University
Editorial Board Members
John Coupland, Professor of Food Science, Department of Food Science,
Penn State University
Mario Ferruzzi, Professor of Food Science and Nutrition, Department of
Food Bioprocessing and Nutrition, North Carolina State
Richard W. Hartel, Professor of Food Engineering, Department of Food
Science, University of Wisconsin
Rubén Morawicki, Assistant Professor of Food Science, Department of Food
Science, Universisty of Arkansas
S. Suzanne Nielsen, Professor and Chair, Department of Food Science, Purdue
University
Juan L. Silva, Department of Food Science, Nutrition and Health Promotion,
Mississippi State University
The Food Science Text Series provides faculty with the leading teaching tools.
The Editorial Board has outlined the most appropriate and complete content
for each food science course in a typical food science program and has
identified textbooks of the highest quality, written by the leading food science
educators.
More information about this series at https://www.springer.com/series/5999

Richard Owusu-Apenten
Ernest R. Vieira
Elementary Food
Science
Fifth Edition
Richard Owusu-Apenten Ernest R. Vieira
School of Biomedical Sciences Georgetown, MA, USA
Faculty of Health and Life Sciences
University of Ulster
Coleraine, Londonderry, UK
ISSN 1572-0330 ISSN 2214-7799 (electronic)
Food Science Text Series
ISBN 978-3-030-65431-3 ISBN 978-3-030-65433-7 (eBook)
https://doi.org/10.1007/978-3-030-65433-7
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Foreword
In the spring of 1970, I was a senior at the University of Rhode Island looking
forward to graduation in a few months. My mentor at URI, Arthur Rand,
called me in and told me of an opening at an agriculture school in Massachusetts
for an instructor in food science. The school, The Essex Agricultural and
Technical Institute, did not have a program at the time, so the position
included setting up the new program which would offer an Associate of
Applied Science degree in food science.
At the interview, the first question from the director of the school’s college
division was “what is food science?” I paused and answered, “how much time
do you have?”
I would answer that question with the same response today, over 50 years
later. Food science includes such a wide variety of areas, all of which require
application of the basic sciences such as mathematics, biology, chemistry,
and physics. How we as food scientists use these tools to create and maintain
a food supply that is safe, nutritious, convenient, and affordable is surely a
formidable task that is as important to the world health as any. The diverse
positions my graduates have filled over the years clearly exemplifies this.
Some of these professions include food processing, food product develop-
ment, quality assurance, food safety, nutrition, public health, and education.
In the fifth edition of Elementary Food Science, Dr. Owusu-Apenten builds
upon the prior work done by Nickerson, Ronsivalli, and me, and included are
the many changes in food science and how they affect the world. As food
scientists, we must share this information with young people so that our pro-
fession, so critical to the future health of our planet, will attract talented,
enthusiastic, and creative students.
Since my retirement, I have volunteered at grammar and high schools and
have had so much fun watching young people marvel at the wonders of food
science. One of my grandsons put it best, “Grampi, food science is really
magical!”
I agree.
Professor Emeritus Ernest R. Vieira
North Shore Community College
Danvers, MA, USA
v
Preface to 5th Edition
The well-received book Elementary Food Science has been updated and
revised, retaining many attractive features from the 4th edition, in particular
the multipart structure.1 In addition, the emphasis on practical aspects of food
science and food handling remains evident in the 5th edition. However, the
pace of change in food science has been rapid over the past 15 years. The
“quantity” of food science has grown also as part of the wider information
and digital revolution. Interestingly, the quality of the internet and online
materials varies enormously, which can pose problems for the novice student
or general reader. The twenty-first century emphasizes on student-centered
instruction means that the student must demonstrate independent research
skills, knowledge, understanding, critical thinking, and reflective writing. In
view of such considerations, some notable changes in the book were:
1. Interrelated Food Science Topics (Part 1). This part has been shortened
from nine to six chapters with enzymes and chemical reactions sections
dispersed to other chapters. Two new expository chapters highlighting the
food industry (Chap. 2) and the challenging problem of low consumer
food literacy (Chap. 6) have been added to the 5th edition.
2. Food Safety and Sanitation (Part 2). Food safety is a new part, expanded
from two to four chapters due to the trend for compulsory food-safety
management.
3. Food Preservation and Processing (Part 3). This combines four chapters
from the previous edition with two new chapters dealing with basic con-
siderations in food processing (Chap. 11) and the quality of dried foods
(Chap. 15).
4. Handling and Processing Food (Part 4). The topics fats and oils are dis-
persed in the text while updating and retaining eight out of nine chapters
from the 4th edition.
5. Consumer expenditure for out of home eating now exceeds spending for
home eating. A new Chap. 25 dealing with the foodservice and catering
industries has been added, introducing this important topic for food sci-
ence students.
1 Vieira, E. R. (2013). Elementary Food Science (4th Edition), Springer Science & Business
Media, 423 pp. Other editions appeared in 1976 and 1980, 1995, & 2013 (4th Edition).
vii
viii Preface to 5th Edition
6. The North American Industry Classification System (NAICS) is intro-
duced throughout to emphasize strong links between science and the food
industry.
7. Material for experimental food science and culinary arts is moved to the
upcoming supplement.
Overall, employability and career paths in food science are more coherent
than ever, from high schools all the way to section managers, product devel-
opers, or research scientist. Ironically, industry demand is growing for cross-
expertise covering food science, human nutrition, culinary arts and
foodservices. The 5th edition speaks also to some controversial public health
issues, such as the suggested link between ultra-processed foods and chronic
illness.
The core readership for Elementary Food Science remains unchanged, that
is, those studying food science at secondary or post-secondary institutions
(colleges and universities). Advanced candidates from other fields with low
amounts of prior food science experience and those interested in the intersec-
tion of food science with the culinary arts, foodservices, nutrition, or public
health areas will find sections of the book useful.
Richard Owusu-Apenten
Coleraine, Londonderry, UK
Contents
Part I Interrelated Food Science Topics
1 Why Food Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.1 Food Technology and Food Science . . . . . . . . . . . . . . . . . . 3
1.2 Definitions for Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.3 H istory of Food Technology and Processing . . . . . . . . . . . 4
2 Origins of Food Science and Food Technology . . . . . . . . . . . . . . 5
2.1 S tarting with Eighteenth and Nineteenth Centuries . . . . . . 5
2.2 Food Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3 Food Microbiology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.4 Food Engineering and Processing . . . . . . . . . . . . . . . . . . . 7
2.5 Food Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3 Entering the Twentieth Century . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.1 The Interdisciplinary Years . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.2 A dvances in Technology and Quality from 1960s
to 1970s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.3 P rogress from 1980s to 2000s . . . . . . . . . . . . . . . . . . . . . . 11
3.4 Computerization and the Internet . . . . . . . . . . . . . . . . . . . . 11
3.5 F ood Consumer Trends for the Twenty-First Century . . . . 11
4 Food Technology and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4.1 T he Media and Food Literacy . . . . . . . . . . . . . . . . . . . . . . 12
4.2 Food Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4.3 Nutrition, Food and Well-being . . . . . . . . . . . . . . . . . . . . . 13
4.4 Food and Public Health . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4.5 Food Agro-business and Development . . . . . . . . . . . . . . . . 14
4.6 Food Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
5 Food Science Education Outcomes . . . . . . . . . . . . . . . . . . . . . . . 16
5.1 IFT Certified Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
5.2 C haracteristics of Food Science Programs . . . . . . . . . . . . . 17
5.3 Other Food Related Programs . . . . . . . . . . . . . . . . . . . . . . 18
5.4 Careers in Food Science . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
A 1a: Sources of Food Science and Nutrition Information . . . 19
A 1b: Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
A 2a: IFT Standards (Competencies) and Leaning Outcomes
for Food Science and Food Technology Programs . . . . 20
ix