Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 127 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
Subchapter J - HOSPITALITY AND TOURISM
Section 127.482 - Food Science (One Credit), Adopted 2021
Universal Citation: 19 TX Admin Code ยง 127.482
Current through Reg. 49, No. 38; September 20, 2024
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.
(1) No later than August 31,
2024, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials
that cover the essential knowledge and skills identified in this
section.
(2) If the commissioner
makes the determination that instructional materials funding has been made
available, this section shall be implemented beginning with the 2024-2025
school year and apply to the 2024-2025 and subsequent school years.
(3) If the commissioner does not make the
determination that instructional materials funding has been made available
under this subsection, the commissioner shall determine no later than August 31
of each subsequent school year whether instructional materials funding has been
made available. If the commissioner determines that instructional materials
funding has been made available, the commissioner shall notify the State Board
of Education and school districts that this section shall be implemented for
the following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: one credit in biology, one credit in chemistry, and at least one credit in a Level 2 or higher course from the hospitality and tourism career cluster. Recommended prerequisite: Principles of Hospitality and Tourism. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education
instruction provides content aligned with challenging academic standards,
industry-relevant technical knowledge, and college and career readiness skills
for students to further their education and succeed in current and 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 examine the
nature and properties of foods, food microbiology, and the principles of
science in food production, processing, preparation, and preservation; use
scientific methods to conduct laboratory and field investigations; and make
informed decisions using critical thinking and scientific problem solving. This
course provides students a foundation for further study that leads to
occupations in food and beverage services; the health sciences; agriculture,
food, and natural resources; and human services.
(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 currently scientifically testable.
(5) Scientific hypotheses and theories.
Students are expected to know that:
(A)
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; and
(B)
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.
(6)
Scientific inquiry is the planned and deliberate investigation of the natural
world using scientific and engineering practices. Scientific methods of
investigation are descriptive, comparative, or experimental. The method chosen
should be appropriate to the question being asked. Student learning for
different types of investigations include descriptive investigations, which
involve collecting data and recording observations without making comparisons;
comparative investigations, which involve collecting data with variables that
are manipulated to compare results; and experimental investigations, which
involve processes similar to comparative investigations but in which a control
is identified.
(A) Scientific practices.
Students should be able to ask questions, plan and conduct investigations to
answer questions, and explain phenomena using appropriate tools and
models.
(B) Engineering practices.
Students should be able to identify problems and design solutions using
appropriate tools and models.
(7) Scientific decision making is a way of
answering questions about the natural world involving its own set of ethical
standards about how the process of science should be carried out. 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).
(8) Science consists of recurring themes and
making connections between overarching concepts. Recurring themes include
systems, models, and patterns. 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, while models allow
for boundary specification and provide a tool for understanding the ideas
presented. 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.
(9) Students are
encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular
organizations.
(10) 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.
(d) Knowledge and skills.
(1) The student demonstrates
professional standards/employability skills as required by the food service
business and industry. The student is expected to:
(A) apply interpersonal communication skills
in the food service 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 and professionalism in a job setting;
(E) describe problem-solving and
critical-thinking skills used in the workplace; and
(F) explore careers and professions in food
science.
(2) The
student, for at least 40% of instructional time, asks questions, identifies
problems, and plans and safely conducts classroom, laboratory, and field
investigations to answer questions, explain phenomena, or design solutions
using appropriate tools and models. The student is expected to:
(A) ask questions and define problems based
on observations or information from text, phenomena, models, or
investigations;
(B) apply
scientific practices to plan and conduct descriptive, comparative, and
experimental investigations and use engineering practices to design solutions
to problems;
(C) use appropriate
safety equipment and practices during laboratory, classroom, and field
investigations as outlined in Texas Education Agency-approved safety
standards;
(D) use appropriate
tools such as calculators, spreadsheet software, data-collecting probes,
computers, standard laboratory glassware, microscopes, various prepared slides,
metric rulers, electronic balances, hand lenses, Celsius thermometers, hot
plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab
incubators, and models, diagrams, or samples of biological specimens or
structures, vacuum sealer, oven, cook top, cookware, bakeware, cutlery, and
measuring cups and spoons;
(E)
collect quantitative data using the International System of Units (SI) and
United States customary units and qualitative data as evidence;
(F) organize quantitative and qualitative
data using lab reports, labeled drawings, graphic organizers, journals,
summaries, oral reports, and technology-based reports;
(G) develop and use models to represent
phenomena, systems, processes, or solutions to engineering problems;
and
(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
(D) create food products using simple and
complex carbohydrates.
(17) The student evaluates the properties of
fats in food and their effects on food production. The student is expected to:
(A) identify the physical properties and
chemical structures of saturated and unsaturated fats;
(B) describe the functions of different types
of fats in food production;
(C)
demonstrate methods for controlling fat oxidation;
(D) analyze the effects of temperature on
fats in food preparation;
(E)
conduct laboratory experiments using the scientific processes to explore the
functions of fats in food production; and
(F) create food products using saturated and
unsaturated fats.
(18)
The student evaluates the properties of proteins and their effects on food
production. The student is expected to:
(A)
identify the physical properties and chemical structures of proteins;
(B) explain the processes of protein
denaturation, coagulation, and syneresis;
(C) describe the functions and uses of
proteins such as in emulsions, foams, and gluten formation;
(D) analyze the effects of moisture and
temperature on protein in food production such as moist and dry heat methods
for preparation; and
(E) create
food products using protein.
(19) The student evaluates the properties of
vitamins and minerals and their interrelationships in food production. The
student is expected to compare the effects of food production on water- and
fat-soluble vitamins and minerals.
(20) The student evaluates the properties of
water and their effects on food production. The student is expected to:
(A) identify the properties of water,
including as a solvent or medium, and its effects on food production;
and
(B) compare the effects of hard
and soft water on food production.
(21) The student explains nutritional aspects
of food production. The student is expected to:
(A) describe how variations in human
digestion and metabolism affect dietary modifications;
(B) identify common and special dietary
modifications such as for food allergies, intolerances, or medical
conditions;
(C) develop and modify
recipes for dietary differences such as allergies and intolerances or for
personal health preferences such as low-fat or sugar-free; and
(D) plan and create a dining experience using
the most recent USDA dietary guidelines.
(22) The student analyzes processes that
manage bacteria to safe levels during food production. The student is expected
to investigate processes that manage food bacteria such as dehydration,
pasteurization, and food irradiation.
(23) The student examines packaging and
labeling guidelines. The student is expected to:
(A) research and evaluate federal food
packaging regulations, including the information required on a food
label;
(B) compare global food
packaging regulations to those of the United States; and
(C) analyze the effectiveness of commercial
food packaging for specific foods.
(24) The student analyzes food preservation
processes. The student is expected to:
(A)
describe the benefits of food preservation;
(B) compare various methods of household and
commercial dehydration, canning, and freezing; and
(C) create a food product using a selected
preservation method.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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