Innovative Laboratory Exercises
Using Food Science Demonstrations to Engage Students of All Ages in Science, Technology, Engineering, and Mathematics (STEM)
Version of Record online: 6 APR 2012
© 2012 Institute of Food Technologists®
Journal of Food Science Education
Volume 11, Issue 2, pages 16–22, April 2012
How to Cite
Schmidt, S. J., Bohn, D. M., Rasmussen, A. J. and Sutherland, E. A. (2012), Using Food Science Demonstrations to Engage Students of All Ages in Science, Technology, Engineering, and Mathematics (STEM). Journal of Food Science Education, 11: 16–22. doi: 10.1111/j.1541-4329.2011.00138.x
- Issue online: 6 APR 2012
- Version of Record online: 6 APR 2012
- MS 20110970 Submitted 8/8/2011, Accepted 11/8/2011.
Abstract: The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we have assembled six food science demonstrations for use at all educational levels and have presented these lessons to students at the elementary through higher education levels. The focus of this article is to share these food science demonstrations and our experiences using them so that others can use them for engaging students in STEM disciplines, through food science, at any educational level. Featured demonstrations include: (1) liquid nitrogen ice cream: a matter of changing phases, (2) seeing our senses work together, (3) whipping up the cream, (4) milk versus dark: what is the difference?, (5) counting calories by burning them, and (6) culinary spherification: the wonders of cross-linking. Overall, our experience with using these demonstrations has been very positive. Students appear engaged in the learning process and love to consume the demonstration end products. Downloadable handouts containing demonstration details for each demonstration are available as supporting information.