1. PORTFOLIO
CLASS SKILLS INVENTORY
CORE COURSES
COURSE SKILL LEARNED DESCRIPTION OF SKILL USE TABBED SKILL
AREA
ARTIFACT
NUTR 1100 Introduction to food
systems
Understand all parts of a food system and the
impacts on nutritional well-being
Food and Nutrition Final paper + culinary activity (2)
NUTR 1000 3-day food log analysis How to analyze a standard 3-day food log and
macronutrient content
Food and Nutrition --
NUTR 2000 Menu planning for
specific age groups
Utilize standards to create a menu that fulfill
specific meal requirements
Food and Nutrition Menu planning worksheet (1)
NUTR 2200 Sensory Analysis How to apply and record sensory analysis data
of foods and beverages
Food and Nutrition --
NUTR 2220 Science of food How food science affects preparation and end
results of food
Food and Nutrition Lab report + Term Project (2)
NUTR 2990 Introduction to
portfolio development
How to begin building a professional portfolio Professional
Development
--
NUTR 3300 Purchase + Budget How to purchase, budget, and standardize
recipes for a commercial kitchen
Food and Nutrition --
NUTR 3350 Food safety and
sanitation
How to apply food safety and sanitation in a
commercial kitchen on a production line
Food and Nutrition --
NUTR 3000 Understanding macro
+ micro nutrients at
the cellular level
How the metabolism and digestion of macro +
micros can maintain health status and prevent
chronic diseases
Food and Nutrition BPA + Water presentation (1)
NUTR 3100 Nutrition analysis and
diagnosis
Utilize Nutritionist Pro for assessing diets to
create a nutrition diagnosis
Food and Nutrition ADI note form + Nutrient intake summary for
diabetes mellitus (2)
NUTR 3600 Cultural Counseling How culture may fit into counseling a client
with specific cultural nutrition concerns
Counseling and
Education
The Middle East presentation (1)
NUTR 4901 Portfolio Development Portfolio development to apply to post-
graduation
Professional
Development
Personal statement + resume (2)
NUTR 4100 N/A --
2. NUTR 4000 N/A --
NUTR 4200 N/A --
NUTR 4920 N/A --
SCIENCE/ANALYSIS COURSES
COURSE SKILL LEARNED DESCRIPTION OF SKILL USE TABBED SKILL
AREA
ARTIFACT
BIOS 1030 Basic principles of
Human Anatomy and
Physiology
How body systems work biochemically and
physically to diagnose and recognize medical
situations
Science --
BIOS 1300 --
BIOS 1310 --
BIOS 2210 Identification of Food
Microbiology
How microorganisms present in food spoil or
enhance the product
Science --
BIOS 2215 --
BIOS 2250 DNA Analysis How to read DNA results and match DNA Science --
CHEM 1200 Molecular Structure
Identification
How molecular structure affects reactions with
acids and bases to apply to future knowledge
Chemistry --
CHEM 1210 --
CHEM 3010 --
CHEM 4890 --
MATH 1200 SPSS Software How to formulate a hypothesis and calculate
statistical data for presentation
Math --
PSY 2110 --
BUSINESS COURSES
COURSE SKILL LEARNED DESCRIPTION OF SKILL USE TABBED SKILL
AREA
ARTIFIACT
ACCT 1010
ACCT 1020
Budget Analysis and
Managerial Accounting
Concepts and
Application
How to budget, compound interest, and assess
assets and liabilities
Business --
Management --
3. MGT 2000 Human Resource
Planning
HR planning along with training and
development and employment law practices
MGT 3300
HIPAA research paper
ECON 1030
Economic Analysis How the system determines production and
prices and for what markets
Business --
SOCIAL SCIENCE COURSES
COURSE SKILL LEARNED DESCRIPTION OF SKILL USE TABBED SKILL
AREA
ARTIFACT
PSY 1010
Human Development
and Behavior
How clinical psychology utilizes behavior and
development for research and application
General Education --
ANTH 1010
Cultural and Behavioral
Analysis
Understanding how globalization affects
perceptions of culture and how to analyze
cultural behaviors
--
FINE ARTS
Theater Critic Attended shows and by medium and artistic
concerns
General Education --
GENERAL EDUCATION COURSES
COURSE SKILL LEARNED DESCRIPTION OF SKILL USE TABBED SKILL
AREA
ARTIFACT
ENGL 1510
Rhetorical Analysis Analysis of complex relationships with natural
and artificial systems in the environment
General Education --
J COURSE
A story of community gardens Prezi sample
HLTH 2300
Medical Terminology Ability to use standard prefixes and suffixes to
identify medical terms
General Education --
MINOR/CERTIFICATE COURSES
COURSE SKILL LEARNED DESCRIPTION OF SKILL USE TABBED SKILL AREA ARTIFACT
NUTR 4320
Identify diabetes signs
and symptoms as well
Introduction to diabetes and how certain signs
and symptoms present itself with each section
Diabetes Certificate Interview with a Diabetes Patient + Type 1
Diabetes Case Study
4. as introduction to case
study
of the disease and how to diagnose Type 1 and
Type 2 diabetes
NUTR 4932 Independent study How to apply diabetes knowledge in a
prevention program
Diabetes Certificate --
EH 3100
Analysis and Risk
Assessment
Analyzing and assessing risks of pollution to
the environment of air and water
Environmental
Health Science
Minor
Air, Water, Wastes blog sample
EH 4700
Analysis and Risk
Assessment
Analyzing modern public health issues and
how to improve quality of life for the
community with solutions to these issues
Environmental
Health Science
Minor
History of Smallpox research paper +
Community Gardens PowerPoint + mental
health PowerPoint
EH 2000
Technical +
Administrative
procedures
Safety concepts, practices, and procedures
used to control the environment
Environmental
Health Science
Minor
Climate Change research paper
HLTH 2000 Identify basic public
health issues
How to view public health as a whole rather
than on an individual level
Environmental
Health Science
Minor
Case Study: Obamacare
5. TAB 1: Food and Nutrition
1. Industrial Shift- Nutrition 1100
2. Culinary Activity- Nutrition 1100
3. Menu Planning Activity Worksheet- Nutrition 2000
4. Starches Lab Report- Nutrition 2220
5. Term Project Literature Review- Nutrition 2200
6. Diabetes Interview- Nutrition 4920
7. Type 1 Diabetes Case Study- Nutrition 4929
8. BPA and Water Presentation- Nutrition 3000
9. Nutrient Intake Form DM- Nutrition 3100
10. ADI Note Form HTN- Nutrition 3100
13. Component Monday Tuesday Wednesday Thursday Friday
Meat/meat alternate:
8-10 ounce equivalent
weekly
1 ounce equivalent daily
2 oz. chicken, to-be-
broiled, breast, meat and
skin, raw
- 68 calories
- 26 mg sodium
- 1.48 g fat
- .319 g sat. fat
- 0 g fiber
- 3 g calcium
- .21 g iron
- .39 g zinc
- 1 vitamin D
- 13 vitamin A
- .32 vitamin E
2 oz. beef, ground, 97%
lean meat/ 3% fat,
crumbles, cooked, pan-
browned (in spaghetti
sauce)
- 94 calories
- 48 mg sodium
3.09 g fat
1.522 g sat. fat
0 g fiber
4 mg calcium
1.86 mg iron
4.05 mg zinc
2 ug vitamin A
1 IU vitamin D
.07 mg vitamin E
2 oz. turkey breast, low
salt, prepackaged or
deli, luncheon meat
- 66 calories
- 440 mg sodium
.72 g fat
.096 g sat. fat
0 g fiber
2 mg calcium
.1 mg iron
.24 mg salt
0 ug vitamin A
0 IU vitamin D
.02 mg vitamin E
1 oz. cheese, mozzarella,
lite shredded
- 75 calories
- 47.5 mg sodium
4.25 g fat
3 g sat. fat
0 g fiber
200 mg calcium
2.7 mg iron
200 IU vitamin A
.10 mg vitamin E
1 oz. pepperoni
- 138 calories
- 493 mg sodium
12.18 g fat
4.161 g sat. fat
0 g fiber
6 mg calcium
.45 mg iron
.70 mg zinc
0 ug vitamin A
3 IU vitamin D
0 mg vitamin E
2 oz. cheddar, yellow,
shredded
- 79 calories
- 203 mg sodium
10.24 g fat
6.58 g sat. fat
0 g fiber
506 mg calcium
.08 mg iron
234 IU vitamin A
.08 mg vitamin E
16. - .80 mg vitamin E
22 ug vitamin A
1.58 mg vitamin E
.40 mg vitamin E - 665 vitamin A
- .80 vitamin E
• Beans, Peas
(Legumes)
½ cup weekly
¼ c peas, green, cooked,
boiled, drained, without
salt
- 34 calories
- 1 mg sodium
.09 g fat
.016 g sat. fat
2.2 g fiber
11 mg calcium
.62 mg iron
.48 mg zinc
16 IU vitamin A
.06 mg vitamin E
¼ c peas, green, cooked,
boiled, drained, without
salt
- 34 calories
- 1 mg sodium
.09 g fat
.016 g sat. fat
2.2 g fiber
11 mg calcium
.62 mg iron
.48 mg zinc
16 IU vitamin A
.06 mg vitamin E
• Starchy
½ cup weekly
¼ c corn, sweet, yellow,
cooked, boiled, drained,
without salt
- 33 calories
- 0 mg sodium
.28 g fat
¼ c beans, black, mature
seeds, canned, low sodium
- 55 calories
- 83 mg sodium
.17 g fat
.045 g sat. fat
21. I. EFFECT OF STARCHES ON PUDDINGS AND
VISCOSITY OF PIE FILLINGS AND PASTES
Autumn Funderburg
Kitchen 4
Section 101
Wednesday 2-5 P.M.
T.A.: Amanda Culley
March 19, 2015
22. II. Purpose
Starch is a complex carbohydrate consisting of amylose and amylopectin molecules that are organized as granules (Brannan, 57). Amylose
is a linear chain of glucose molecules while amylopectin is a branched chain. Amylose forms the amorphous regions of the starch granule and
amylopectin forms the crystalline region of the starch granule. Amylopectin tends to be more abundant in starches compared to amylose and the
amount of amylose and amylopectin varies from starch to starch. Cereal starches, root starches, and tree starches are the classifications of food
starches. Starch is a thickening agent that is used in many products such as soups, sauces, gravies, salad dressings, and desserts (Brannan, 57). This
lab focuses on cornstarch, rice flour, tapioca, potato starch, and arrowroot. The experiment demonstrates the effect of various starches on different
variations of vanilla puddings and lemon pie fillings. Demonstrated also is the effect of various starches on viscosity of starch pastes as well as a
variation using sugar and acid.
III. Methodology
Procedure A demonstrated variations of vanilla cornstarch puddings. The first variation was homemade vanilla pudding. To start, 3 tablespoons of
cornstarch and 3/8 cup of granulated sugar were mixed in a saucepan. Blended into the mixture were 2 cups of whole milk and 1/8 teaspoon of
salt. The mixture was cooked over medium-low heat and stirred continuously to prevent scorching of the milk. The mixture was heated to a full
boiled and then boiled for 1 minute longer. Next, 1 teaspoon of vanilla extract was added. The pudding was poured into custard cups. One was
covered with aluminum foil and one was left uncovered and both were chilled. The appearance, flavor, and texture were evaluated. The second
23. variation was cooked vanilla pudding mix. The pudding was prepared as directed on the package and poured into custard cups. One was covered
with aluminum foil and one was left uncovered and both were chilled. The appearance, flavor, and texture were evaluated. The third variation was
instant vanilla pudding mix. One package of instant vanilla pudding was prepared as directed on the package and poured into custard cups. One
was covered with aluminum foil and one was left uncovered and both were chilled. The appearance, flavor, and texture were evaluated. The fourth
and last variation was canned vanilla pudding. One can of vanilla pudding was opened and poured into custard cups. One was covered with
aluminum foil and one was left uncovered and both were chilled. The appearance, flavor, and texture were evaluated.
Procedure B demonstrated the effect of various starches on lemon pie filling. Kitchen 4 used the rice flour starch variation. To start, 2 tablespoons
of rice flour, ½ cup granulated sugar, and a dash of salt were added to a saucepan. Blended in was ¼ cup of cold water. For 3 minutes, ¾ cup of
water was boiled in another saucepan and then added to the starch mixture. The mixture was cooked over medium heat until it was thick and
translucent. It was stirred constantly until it reached a full boil. It was then removed from heat. Some of the hot mixture was poured into a bowl
containing 1 beaten egg. The starch-egg mixture was added back to the remainder of the hot mixture and stirred well. The mixture was cooked
over medium heat and stirred constantly until thick. The mixture was removed from heat and 1 tablespoon of butter, 2 tablespoons of grated lemon
rind, and 2 ½ tablespoons of lemon juice were added and mixed well. The pie filling was poured into custard cups and cooled. The appearance,
flavor, and texture were evaluated.
Procedure C demonstrated the effect of various starches on the viscosity of starch pastes. Kitchen 4 used the rice flour starch variation. To start, 2
tablespoons of rice flour were blended with ¼ cup of cold water to form a smooth paste. After ¾ cup of water was boiled, it was added to the paste
mixture and stirred well. The paste was poured into a saucepan and cooked over medium heat and stirred continuously. The paste was heated until
24. it thickened and reached a full boil. The starch paste was set to cool to 50°C. A Brookfield test was performed. The paste was poured into a
custard cup.
Procedure D demonstrated the effect of acid and sugar on the viscosity of starch pastes. To start, 6 tablespoons of sugar and 2 tablespoons of
cornstarch were mixed. Next, 4 tablespoons of lemon juice were mixed with ¼ cup of cold water. After, the entire mixture was combined with ¾
cup boiling water. The pH of the paste was measured.
IV. Results
The homemade vanilla pudding, procedure A1, was off-white in color with a glossy sheen, had a vanilla flavor, and was a sticky, smooth texture
that was a gel. The cooked vanilla pudding, procedure A2, was light yellow in color with a glossy sheen, had very little vanilla flavor, and had a
smooth texture that was partial gel. The instant vanilla pudding, procedure A3, was light yellow in color, had a slight vanilla flavor, and had a
smooth texture that was a partial gel. The canned vanilla pudding was very light yellow in color, had a strong vanilla flavor, and had a smooth,
sticky texture that was gel.
Table 1
Procedure A
Pudding Variation Appearance Flavor Texture
Canned
Very light yellow,
glossy
Strong vanilla
flavor
Smooth, sticky, gel-like
Cook ‘N’ Serve Light yellow, glossy
Little vanilla flavor,
bland
Smooth, partial gel
Homemade Off-white, glossy Vanilla flavor Sticky, smooth gel
25. Instant Light yellow Slight vanilla flavor Smooth, partial gel
The lemon pie filling using the rice flour variation was light yellow in color with a glossy sheen, had a strong lemon flavor, and had a
smooth, sticky texture that was gel. The lemon pie filling using the cornstarch variation was yellow in color with a glossy sheen, had a lemon
flavor, and had a gritty, gel texture. The lemon pie filling using the tapioca variation was yellow in color with a glossy sheen, had a strong lemon
flavor, and had a gritty, gel texture. The lemon pie filling using the potato variation was yellow in color with a glossy sheen, had a light lemon
flavor, and had a smooth gel texture. The lemon pie filling using the arrowroot variation was dark yellow in color, had a lemon flavor, and a
sticky, gritty texture.
Table 2
Procedure B
Starch Variety Appearance Flavor Texture
Rice Flour
Light yellow, glossy Strong lemon flavor Smooth, sticky, gel-like
Corn Starch
Yellow, glossy Lemon flavor Gritty, gel-like
Tapioca
Yellow, glossy Strong lemon flavor Gritty, gel-like
Potato
Yellow, glossy Light lemon flavor Smooth, gel-like
Arrowroot Dark yellow Lemon flavor Sticky, gritty
Kitchen 1 used 2 tablespoons of cornstarch, ¼ cup of cold water, and ¾ cup of boiling water in the starch paste variation. The viscosity of
the paste at 50°C was determined to be 12.2 million cP and a gel. The viscosity of the paste at room temperature (23°C) was determined to be 9
million cP. Kitchen 2 used 2 tablespoons of potato starch, ¼ cup of cold water, and ¾ cup of boiling water in the starch paste variation. The
26. viscosity of the paste at 50°C was determined to be 48.2 million cP and a gel. The viscosity of the paste at room temperature (23°C) was
determined to be 94.6 million cP. Kitchen 3 used 2 tablespoons of tapioca, ¼ cup of cold water, and ¾ cup of boiling water in the starch paste
variation. The viscosity of the paste at 50°C was determined to be 10 million cP and a gel. The viscosity of the paste at room temperature (23°C)
was determined to be 25,000 cP. Kitchen 4 used 2 tablespoons of rice flour, ¼ cup of cold water, and ¾ cup of boiling water in the starch paste
variation. The viscosity of the paste at 50°C was not determined, but the paste did gel. The viscosity of the paste at room temperature (23°C) was
determined to be 8 million cP. Kitchen 5 used 2 tablespoons of arrowroot, ¼ cup of cold water, and ¾ cup of boiling water in the starch paste
variation. The viscosity of the paste at 50°C was not determined, but it did not form a gel. The viscosity of the paste at room temperature (23°C)
was determined to be 580 million cP. Kitchen 6 used 2 tablespoons of cornstarch, ¼ cup of cold water, and ¾ cup of boiling water in the starch
paste variation. The viscosity of the paste at 50°C was determined to be 25,000 cP and a gel. The viscosity of the paste at room temperature (23°C)
was determined to be 31,000 cP. Kitchen 7 used 2 tablespoons of potato starch, ¼ cup of cold water, and ¾ cup of boiling water in the starch paste
variation. The viscosity of the paste at 50°C was determined to be 48.2 million cP and a gel. The viscosity at room temperature (23°C) was
determined to be 94.6 million cP. Kitchen 8 used 2 tablespoons of tapioca, ¼ cup of cold water, and ¾ cup of boiling water in the starch paste
variation. The viscosity of the paste at 50°C was determined to be 10 million cP and a gel. The viscosity of the paste at room temperature (23°C)
was not determined.
27. Table 3
Procedure C
Starch Type Viscosity (50C) Gel?
Viscosity (Room
Temp)
Rice Flour
N/A Yes 8 million
Cornstarch
12.2 million Yes 9 million
Cornstarch
25,000 Yes 31,000
Tapioca
108 million Yes N/A
Tapioca
10 million Yes 25,000
Potato
48.2 million Yes 94.6 million
Arrowroot N/A No 580 million
Procedure D demonstrated the effects of acid and sugar on the viscosity of starch pastes. Kitchen 1 used 2 tablespoons of cornstarch, 6
tablespoons of sugar, and 1 cup of water in the starch paste variation. The viscosity of the paste was determined to be 4 million cP at 50°C with
little to no gelling. The viscosity at room temperature (23°C) was determined to be 3 million cP. Kitchen 2 used 2 tablespoons of cornstarch, and 1
cup of water in the starch paste variation. The viscosity of the paste was determined to be 25 million cP at 50°C with little to no gelling. At room
temperature (23°C), the viscosity was not determined. Kitchen 3 used 2 tablespoons of cornstarch, 4 tablespoons of lemon juice, and ¾ cup of
water in the starch paste variation. The viscosity of the paste was determined to be 35 million cP at 50°C with gelling. The viscosity of the paste at
room temperature (23°C) was determined to be 35 million cP. Kitchen 4 used 6 tablespoons of sugar, 2 tablespoons of cornstarch, 4 tablespoons of
lemon juice, and ¾ cup of water in the starch paste variation. The viscosity of the paste at 50°C was not determined, but there was partial gelling
28. of the paste. The viscosity of the paste at room temperature (23°C) was determined to be 13 million cP. Kitchen 5 used 2 tablespoons of
cornstarch, and 1 cup of water in the starch paste variation. The viscosity of the paste at 50°C was not determined, but there was gelling of the
paste. The viscosity of the paste at room temperature (23°C) was determined to be 18,600 cP. Kitchen 6 used 6 tablespoons of sugar, and
additional 2 tablespoons of cornstarch, and 1 cup of water in the starch paste variation. The viscosity of the paste at 50°C was determined to be 4
million cP with little to no gelling of the paste. The viscosity of the paste at room temperature (23°C) was determined to be 3 million cP. Kitchen 7
used 2 tablespoons of cornstarch, 4 tablespoons of lemon juice, and ¾ cup of water in the starch paste variation. The viscosity of the paste at 50°C
was determined to be 6 million cP with gelling of the paste. The viscosity of the paste at room temperature (23°C) was determined to be 20 million
cP. Kitchen 8 used 6 tablespoons of sugar, 2 tablespoons of cornstarch, 4 tablespoons of lemon juice, and ¾ cup of water in the starch paste
variation. The viscosity of the paste at 50°C was not determined but there was partial gelling of the paste. The viscosity of the paste at room
temperature (23°C) was 13 million cP.
Table 4
Procedure D
Variation Viscosity (50C) Gel?
Viscosity (Room
Temp)
A
25 million Little/none 18,600
B
4 million Little/none 3 million
C
35 million Yes 35 million
D N/A Partial 13 million
29. V. Discussion
The canned pudding took the least time to prepare of all the pudding variations. The homemade pudding variation took the most time to
prepare. The changes that took place in the pudding mixtures to indicate that gelatinization had occurred included swelling of water into the starch
granules and thickening of the puddings. The gels then had a glossy sheen and were firm.
Agitation was important for this pudding while heating to keep the milk from scorching. However, when cooling, it was important for the pudding
to be left without agitation so as to not disrupt the hydrogen bonds in the pudding (Starch PowerPoint, slide 26). The homemade pudding variation
was the only one to be more off-white in color. This can be attributed to the fact that there is no artificial dyes present as with instant, canned, and
cooked puddings. The process of heating and cooling this pudding was different as well, compared to canned, cooked, and instant puddings.
The starch ingredient present in the instant pudding, the cook‘n’serve pudding and the canned pudding was modified food starch. This starch is
pre-gelatinized and cooked with water to gelatinize. For instant and cooked puddings, the starch is then dehydrated after becoming swollen
resulting in a desirable thickness when water is added (Starch PowerPoint, slide 35). This would also be ideal for commercial canned puddings,
however the starch is rehydrated and then canned. Cornstarch forms a translucent, satisfactory gel and is ideal for instant puddings (McWilliams,
table 9.6). Modified cornstarch, in this case, is used to thicken the pudding much faster than a more conventional non-modified starch. This
30. includes a lower gelatinization temperature (Aini, 2010). This would explain why the pudding was able to partially gel so quickly for the instant
and cooked puddings. Oxidized cornstarch is used in the food industry for products that require low viscosity and neutral taste (Aini, 2010). The
instant pudding had a very faint vanilla flavor and was light yellow in color. The cook‘n’serve pudding had a very bland flavor and was light
yellow in color. The canned pudding had a light yellow color and a strong vanilla flavor. The stronger flavor in canned pudding can be attributed
to the fact that it has more time to react with the sugar and artificial flavors.
Retrogradation was enhanced in all pudding variations. Refrigerating the puddings speeds up the cooling process of the puddings and the
tightening of the starch network that forms during gelatinization is able to perform more quickly.
Procedure B determined the effect of starch variety on lemon pie filling. All of the variations were a glossy, yellow gel except for the
arrowroot variation. The arrowroot lemon pie filling variation was dark yellow in color and was not gelled. This may be a factor of egg yolk
protein coagulation. Egg yolk added to a gelatinized starch mixture needs to be heat sufficiently for proper coagulation or the cooled thickened
mixture does not gel (Starch PowerPoint, slide 27).
In the case of the pie fillings, the amylose molecules oriented themselves in crystalline regions in retrogradation (Starch PowerPoint, slide
29). All the lemon pie fillings experienced retrogradation except for the potato variation. It was the only filling that did not have a gritty texture
when sampled; it was a smooth gel. The rice flour variation, cornstarch variation, tapioca variation, and arrowroot variation all had texture that
was detected on the tongue.
Procedure C determined the effect of starch variations on starch pastes. Viscosity is the measure of a fluid or gel’s resistance to flow. To
determine a fluid’s viscosity, first find the spindle number used. In most cases in this experiment it was spindle number 7. There are then four
31. speeds (2, 4, 10, and 20) that help to determine a factor. In most cases in this experiment the speed that was used was 20. Each spindle number and
speed number determine different factors. The dial reading multiplied by the factor number equals the viscosity in centipoises (cps). Viscosity of
starch paste will increase during cooling when the re-association of amylose molecules develops new gel structure (Aini, 2010). Cold viscosity is
the viscosity that is maintained at 50°C for 15 minutes (Aini, 2010). Setback viscosity is the increase in viscosity when the starch paste is cooled
(Aini, 2010).
The viscosity of the starch paste that used the cornstarch variation when cooled to 50°C was determined to be 25,000 cP (.013 x 2M =
25,000) for one kitchen and 12.2 million cP (6.1 x 2M = 12.2M) for another kitchen. The viscosity of the starch paste that used the cornstarch
variation when cooled to room temperature (23°C) was determined to be 31,000 cP (.015 x 2M = 31,000) for one kitchen and 9 million cP (4.5 x
2M = 9M) for another kitchen For both variations the viscosity decreased. This determines that cornstarch pastes are thicker when hot and thinner
when cooled. The cold viscosity of the starch paste that used the rice flour variation when cooled to 50°C was not determined. This was an
experimenter error; the directions were misunderstood and the Brookfield Viscometer was having issues finding a reading. Although the viscosity
of the rice flour starch paste variation was not determined, the product still gelled and the setback viscosity when cooled to room temperature
(23°C) was determined to be 8 million cP (4 x 2M = 8M). The cold viscosity of the starch paste that used the potato starch variation when cooled
to 50°C was determined to be 48.2 million cP (24.1 x 2M = 48.2M). The setback viscosity when cooled to room temperature (23°C) was
determined to be 94.6 million cP (47.3 x 2M = 94.6M). The product gelled. The cold viscosity should be higher in this case because the hotter
potato starch is, the thinner it should be. As the starch paste cooled, the force decreased meaning that the cooler it got, the less viscous the product
became. The cold viscosity of the starch paste that used the tapioca starch variation when cooled to 50°C was determined to be 108 million cP (54
x 2M = 108M) for one kitchen and 10 million cP (5 x 2M = 10M) for another kitchen. The setback viscosity when cooled to room temperature
32. (23°C) was not determined for one kitchen and was 25,000 cP (.013 x 2M = 25,000) for another kitchen. One kitchen most likely misunderstood
directions and only did one viscometer reading for the starch paste. The second kitchen had a proper reading in which the tapioca starch paste
became more viscous as the product cooled to room temperature. The cold viscosity of the starch paste that used the arrowroot starch variation
when cooled to 50°C was not determined. The setback viscosity when cooled to room temperature (23°C) was determined to be 580 million cP
(290 x 2M = 580M). The product did not gel. This explains the very large viscosity reading meaning the product was not viscous.
As with procedure C, viscosity was measured when acid and sugar were added to the pastes. The same formula was used to determine
viscosity readings in both procedures C and D. To determine a fluid’s viscosity, first find the spindle number used. In most cases in this
experiment it was spindle number 7. There are then four speeds (2, 4, 10, and 20) that help to determine a factor. In most cases in this experiment
the speed that was used was 20. Each spindle number and speed number determine different factors. The dial reading multiplied by the factor
number equals the viscosity in centipoises (cps). Cold viscosity is the viscosity that is maintained at 50°C for 15 minutes (Aini, 2010). Setback
viscosity is the increase in viscosity when the starch paste is cooled (Aini, 2010). Pasting temperatures greatly increase at higher sugar
concentrations, however, the sugar added decreases the viscosity of the paste due to the sugar’s ability to tie up water (Brannan, 57). Acid added to
a starch paste decreases viscosity of the paste by hydrolyzing the starch to form smaller dextrin molecules (Brannan, 57).
The cold viscosity of variation A at 50°C was determined to be 25 million cP (12.5 x 2M = 25M). The setback viscosity of variation A at room
temperature (23°C) was determined to be 18, 600 cP (.009 x 2M = 18,600). There was little to no gelling in this variation. Variation A became
more viscous after the product had cooled to room temperature. The cold viscosity of variation B at 50°C was determined to be 4 million cP (2 x
2M = 4M). The setback viscosity at room temperature (23°C) was determined to be 3 million cP (1.5 x 2M = 3M). There was little to no gelling.
33. Viscosity should have decreased with the addition of 6 tablespoons of sugar in this variation, however, viscosity increased. Sugar decreases
viscosity because the sugar has the ability to tie up water.
The cold viscosity of variation C at 50°C was determined to be 35 million cP (17.5 x 2M = 35M). The setback viscosity at room temperature
(23°C) was determined to be 35 million cP (17.5 x 2M = 35M). The product gelled. The viscosity of this variation neither increased nor decreased.
With the addition of acid, 4 tablespoons of lemon juice, the viscosity should decrease because the starch is hydrolyzed to form smaller molecules.
The cold viscosity of variation D at 50°C was not determined. The setback viscosity at room temperature (23°C) was determined to be 13 million
cP (6.5 x 2M = 13M). There was partial gelling. If the cold viscosity had been determined, it should have been more viscous than the setback
viscosity. With the addition of 6 tablespoons of sugar and 4 tablespoons of lemon juice, the sugar would tie of the water and the acid would
hydrolyze the starch.
VI. Summary and Conclusions
To conclude, starches are an important component in foods. Both amylose and amylopectin molecules make up starch. The main cereals
that are used as sources of starch include corn, wheat, rice, oat, barley, and rye (McWilliams, 173). Starches are used as thickeners in soups,
sauces, gravies, salad dressings, and desserts (Brannan, 57). Unmodified starches, any grain, root, or tuber starch, are available for commercial
food products (McWilliams, 175). Modified starches are developed with unique characteristics that are useful in instant foods, such as instant
pudding, gravy, and cake mixes. Modified starch allows products to thicken faster and have a lower viscosity and a neutral taste. With many starch
options, the starch needs to be well suited to the specific requirements of the item being formulated in commercial foods (McWilliams, 181).
These requirements can include low-calorie options, mouthfeel, and freeze-thaw stability.
34. VII. References
Aini, N., & Purwiyatno, H. (2010). Gelatinization properties of white maize starch from
three varieties of corn subject to oxidized and acetylated-oxidized modification.
International Food Research Journal. 17(4). 961-968.
Brannan, Robert. Nutrition 2220 Lab Manual. 2014. Print.
McWilliams, Margaret. (2001). Foods: Experimental Perspectives (4th
ed.).
Upper Saddle River, NJ: Prentice Hall, Inc.
Sun, Q., Xing, Y., Qiu, C. & Xiong, L. (n.d). The Pasting and Gel Textural Properties of
Corn Starch in Glucose, Fructose and Maltose Syrup Plos One, 9(4).
35. EFFECT OF ARTIFICIAL SWEETENERS ON TEXTURE,
SWEETNESS, LIKEABILITY, AND PH VALUES IN BROWNIES
Autumn Funderburg
Nutrition 2220 Science of Food II
April 7, 2015
36. I. Introduction
Diabetes mellitus is a metabolic disorder involving chronic hyperglycemia with disturbances of carbohydrate, fat, and protein metabolism
resulting from defects in insulin secretion, insulin action, or both. The two main forms of diabetes include type-1 diabetes and type-2 diabetes.
There is a third form, gestational diabetes, which occurs during pregnancy. Hyperglycemia, an excess of glucose in the bloodstream, causes
symptoms of increased thirst (polydipsia), increased urination (polyuria), increased hunger (polyphagia), and weight loss. Long-term damage may
be done to the eyes, kidneys and nerves with an increased risk of heart disease, stroke, and amputation. (WHO, 2015) A selection of natural and
artificial sweeteners has been marketed toward persons with diabetes to maintain short- term and long-term blood glucose homeostasis.
Type-1 diabetes, formerly Insulin-Dependent Diabetes Mellitus (IDDM), is typically caused by autoimmune destruction of the beta cells
of the pancreas, with the presence of certain antibodies in blood. It is a complex disease that is caused by more than one factor; this can include
genes and environmental factors. Type-1 is identified by hyperglycemia due to an absolute deficiency of insulin, a hormone produced by the
pancreas. A patient diagnosed with type-1 diabetes will require life-long exogenous insulin injections. Type-1 presents itself during childhood or
adolescence more often than not. (WHO, 2015)
Type-2 diabetes, formerly Non-Insulin-Dependent Diabetes Mellitus (NIDDM), is associated with obesity, decreased physical activity,
and unhealthy diets. Type-2 is identified by hyperglycemia due to a defect in insulin secretion usually with a contribution from insulin resistance.
This type of diabetes does not always require insulin; blood glucose control is possible with diet and exercise in combination with oral
medications. Development of the disease is presented in adulthood but as become more prevalent in childhood and adolescence. Type-2 diabetes
37. occurs more frequently in individuals with hypertension, abnormal cholesterol profiles (dyslipidemia) and visceral obesity. Like type-1 it may be
influenced by environmental factors, but is often genetic. (WHO, 2015)
Gestational diabetes is identified by hyperglycemia diagnosed during pregnancy; it is typically resolved within 6 weeks of delivery. It is
caused by what is thought to be interference of pregnancy hormones with insulin action. All pregnant women are tested for diabetes during
pregnancy between 24-28 weeks gestation. Gestational diabetes contributes risks to pregnancy that can include congenital malformations,
increased birth weight, and perinatal mortality. There are also increased risks for the mother including the development of type-2 diabetes later in
life. (WHO, 2015)
When food is ingested into the body, the fats, the proteins, and the carbohydrates are broken down for energy. Carbohydrates are further
broken down into glucose, or blood sugar, and the glucose is then absorbed into the bloodstream. A normal-working pancreas will secrete insulin
in response to rising blood glucose levels; this insulin will act as a key and bind to insulin receptors on cells that will trigger a channel to open to
absorb the glucose from the bloodstream into the cell for energy. In the instance of a patient with type-1 diabetes, the pancreas produces little to no
insulin. After eating, blood glucose levels will rise, but have no insulin production to counteract the spike and attach to insulin receptors on cells
resulting in hyperglycemia. In the instance of a patient with type-2 diabetes, the pancreas produces insulin, but the cells are less receptive to the
insulin produced and resistance occurs. After eating, blood glucose levels will rise, but the insulin will attach to receptors that are less sensitive to
insulin. This makes it harder for the glucose channels to open and glucose is unable to enter the cell efficiently resulting in hyperglycemia.
(Clearly Health, 2008)
38. In regards to hyperglycemia and blood glucose levels, there are two types of sweeteners: natural sweeteners and artificial sweeteners.
Natural sweeteners are produced by nature without added chemicals. Maple syrup, honey, stevia, molasses, coconut sugar, date sugar, agave
nectar, and xylitol are examples of natural sweeteners existing in nature. (Neacsu, 2014)
Truvía is marketed as a natural sweetener derived from extract of the stevia plant. This sweetener is 300 times sweeter than sugar with no energy
value (Gasmalla, 2014). Although Truvía provides no caloric contributions, it does have 3 unusable carbohydrates deriving from erythritol (Truvía
Company, 2015). Erythritol is a zero calorie sugar alcohol produced by fermentation and is found naturally in some fruits such as grapes and pears
(Truvía Company, 2015). Because erythritol passes through the body without being broken down for calories, it has no effect on blood sugar or
insulin (Truvía Company, 2015). Truvía Baking Blend, however, contains 1 gram of sugar per ½ teaspoon of sweetener. One cup of sugar has
about 190 grams of usable carbohydrate compared to Truvía’s 47 grams of usable carbohydrate per ½ cup of sweetener making Truvía a viable
option for patients with diabetes (Truvía Company, 2015). With no unpleasant aftertaste, it is an ideal component for beverages and foods. It is
shelf stable and useful in cooking and baking (Canada Newswire, 2013).
Artificial sweeteners, also known as sugar substitutes, are derived from naturally occurring substances and used to replace sugar in foods
and beverages (Neacsu, 2014). Along with the many other types of food additives, artificial sweeteners improve food color, taste, texture,
appearance, and durability. There are two types of artificial sweetener: nutritive and non-nutritive. Nutritive sweeteners add some energy value to
food while non-nutritive sweeteners add no energy value to food (Neacsu, 2014). Along with adding virtually no calories to foods and beverages,
artificial sweeteners have a high intensity sweetness that requires a fraction of the amount compared to that of sugar (Neacsu, 2014). Artificial
sweeteners are compatible for patients with diabetes because they have not demonstrated alterations in long-term glucose homeostasis and no
effect on insulin production (Brown, 2011).
39. There are five types of artificial sweeteners that have been tested and approved by the U.S. Food and Drug Administration including
acesulfame potassium (acesulfame K), aspartame, saccharin, sucralose, and neotame. These products are used both commercially and as tabletop
sweeteners.
Aspartame provides energy value to foods at four calories per packet. Equal is a well-known aspartame-based sweetener. Saccharin
provides no energy value to foods and is much sweeter than table sugar. Although much sweeter than table sugar, it has a bitter aftertaste. Neotame
is between 7,000 and 13,000 times as sweet as table sugar. Neotame provides no energy value to foods and is popular in the commercial food
industry due to the high level of sweetness and the low quantities needed to achieve that sweetness.
Sucralose is the most similar to a carbohydrate in structure, being highly similar to sucrose with the exception of 3 chlorines substituted
for hydroxyl groups (Brown, 2011). It is 600 times as sweet as sucrose, twice as sweet as saccharin, and three times as sweet as aspartame. It is not
broken down by the body when ingested, attributing it as a non-caloric sweetener. Sucralose provides high stability under heat and over a broad
range of pH conditions making it useful in baking or in products that require a longer shelf life. Splenda is a well-known sucralose-based
sweetener. (Neacsu, 2014) Splenda is a viable option for patients with diabetes.
II. Purpose
The objective of this study was to determine the textural and taste differences in brownies when made with regular granulated sugar,
Splenda (sucralose), and Truvía (erythritol, stevia leaf extract, and sugar). The experimental plan was implemented with a penetrometer, a
colorimeter, pH meter, and affective test according to each variation. The penetrometer was used to determine texture and depth of penetration, the
40. colorimeter was used to determine the color of the brownies, the pH meter was used determine the acidity of the brownie batters, and the affective
test was used to determine which brownie is most liked to least liked in regards to sweetness and taste.
III. Materials and Methods
To begin, all measuring cups were tared on the scale and the ingredients were weighed in grams per each trial and variation. Variation 1 of
Grandma’s Homemade Brownie Recipe called for 2 cups of granulated sugar, ½ cup of cocoa powder, 4 eggs, 1 teaspoon of vanilla extract, 1-½
cups of flour, ½ teaspoon of salt, and 1 cup of butter. To start, the sugar, cocoa, eggs, and vanilla were combined in a large mixing bowl; the flour
and salt gradually added. It was then mixed with an electric mixer at medium speed. For trial 1, the butter was not melted before mixing occurred.
In trials 2 and 3, the butter was melted in the microwave for 25 seconds and blended into the mixture. Using a pH meter, the pH of the brownie
batter was sampled. The batter was then spread in an ungreased 9-inch by 13-inch pan and baked at 350 degrees Fahrenheit for 25 minutes. After
cooling, the brownies were cut into 32 squares. This included 4 rows of 8 brownies. 3 brownies from the middle of the sample were put on a plate
and the depth of penetration and the color were measured. The rest of the brownies were placed on a plate for ranking test samples. This was done
for trials 1, 2, and 3.
Variation 2 of Grandma’s Homemade Brownie Recipe used 2 cups of Splenda in place of the granulated sugar; all variation 1 procedures
were followed. For trial 1 variation 2, the butter was melted in the microwave for 20 seconds before mixing occurred. For trials 2 and 3, the butter
was melted in the microwave for 25 seconds and blended into the mixture.
Variation 3 of Grandma’s Homemade Brownie Recipe used 2 cups of Truvía in place of the granulated sugar; all variation 1 procedures
were followed. For trials 1, 2, and 3 variation 3, the butter was melted in the microwave for 25 seconds and blended into the mixture.
41. Table 1
Grandma’s
Homemade
Brownie Recipe
Ingredient Quantity
Weight
(T1V1)
Weight
(T2V2)
Weight
(T3V2)
Sugar 2 cups 1015 g 1015 g 1015 g
Splenda
2 cups
660 g 660 g 660 g
Truvía 2 cups 1013 g 1013 g 1013 g
Cocoa ½ cup 43 g 43 g 43 g
Eggs 4 236 g 236 g 236 g
Vanilla Extract 1 teaspoon 30 g 30 g 30 g
Flour ½ cup 498 g 498 g 498 g
Salt ½ teaspoon 14 g 14 g 14 g
Butter 1 cup 225 g 225 g 225 g
IV. Results
42. Shown in the Table 2, all of the pH reading averages for the brownie batters read below pH 7 and above pH 6 during trials 1, 2 and 3. The
two highest readings read with trial 1 and variation one using sugar and trial 2 and variation 3 using Truvía; both read near pH 7. No one variation
was much more or much less acidic than another.
Table 2
pH Meter
Brownie Sample Trial 1 Trial 2 Trial 3
Sugar 6.87 6.47 6.44
Splenda 6.47 6.33 6.52
Truvía 6.44 6.99 6.66
Shown in Table 3, brownies made with Truvía and Splenda tended to be softer than brownies made with sugar. In some instances,
brownies made with sugar allowed for greater depth of penetration compared to the other samples (see trial 1, sample 3 and trial 3, sample 1). Trial
3 and samples 1, 2 and 3 made with Splenda had the greatest depth of penetration compared to trials 1 and 2, with trial 1, sample 1; trial 2, sample
1; and trial 2, sample 2 having the least depth of penetration. Trials 1 and 3 of brownies made with Truvía had a much greater depth of penetration
compared to trial 2.
Table 3
Penetrometer
Brownie Sample Trial 1 Trial 2 Trial 3
4 mm 3.0 mm 10.6 mm
43. Sugar 1
2 5.2 mm 3.5 mm 5.0 mm
3 10.5 mm 4.0 mm 6.1 mm
Splenda 1 2.4 mm 6.0 mm 12.7 mm
2 9.1 mm 9.4 mm 11.8 mm
3 10.5 mm 6.1 mm 11.6 mm
Truvía 1 16.1 mm 4.5 mm 10.5 mm
2 14.4 mm 5.2 mm 12.0 mm
3 16.2 mm 4.9 mm 14.6 mm
Shown in Table 4 are the mean values for the colorimeter. No one variation was more of less different than another variation. On average,
L-values for brownie samples prepared with sugar and Truvía demonstrated that these samples tended to be lighter in color than brownie samples
prepared with Splenda. All samples maintained an a+ value between 10 and 14. All samples maintained a b+ value between 12 and 16. According
to an L*a*b* chromaticity diagram of lightness vs. saturation (Figure 1), when these a+ and b+ values are plotted on a point, it demonstrates all
brownie samples read as a dull color with a dark yellow and dark red hue; in other words: brown. Samples prepared with Splenda had a darker red
and yellow hue compared to brownies prepared with sugar and Truvía.
Table 4
Colorimeter
44. Brownie Sample Trial 1 Trial 2 Trial 3
Sugar
a+ 13.7
L 34.5
b+ 15.6
a+ 12.6
L 35.7
b+ 15.9
a+ 13.1
L 33.3
b+ 13.6
Splenda
a+ 12.1
L 32.5
b+ 15.2
a+ 11.9
L 28.3
b+ 12.2
a+ 10.2
L 27.8
b+ 12.0
Truvía
a+ 13.1
L 34.3
b+ 15.6
a+ 13.6
L 33.8
b+ 14.6
a+ 12.9
L 31.6
b+ 14.4
Figure 1
Colorimeter Values
Chormaticity Diagram
Hue and Saturation
Chromaticity Diagram
Lightness vs. Saturation
45. On a scale of 1 to 3 with 1 being the most sweet and 3 being the least sweet, variation 1 using sugar was found to be the most sweet. Variation 2
using Splenda (sucralose) was found to be the least sweet. This is shown in Table 5 below.
On a scale of 1 to 3 with 1 being the most liked and 3 being the least liked, variation 1 using sugar was found to be the most liked.
Variation 2 using Splenda (sucralose) was found to be the least liked. This is shown in Table 6 below.
Table 5
Sweetness
Trial Variation 1 Variation 2 Variation 3
1 0.8 2.7 2.2
2 1.1 2.6 2.3
3 1.6 2.7 2.0
Average 1.2 2.7 2.2
Table 6
Likeness
Trial Variation 1 Variation 2 Variation 3
1 1.3 2.9 1.8
2 1.4 2.4 2.2
3 1.7 2.5 1.8
Average 1.5 2.6 1.9
46. V. Discussion
Sugar contributes to the moistness of baked goods, limits the swelling of starch creating a finer texture. Nonacidic conditions contribute to
the browning of the crust. It plays an important role in delaying starch gelatinization and protein denaturation temperatures during cake baking so
that air bubbles can be properly expanded by carbon dioxide and water vapor before batter sets. (Martínez-Cervera, 2012) The variations using
sugar were consistently the densest variation in all three trials. Seven of the 9 samples had the lowest depths of penetration compared to the
variations prepared with Splenda and Truvía. The variations using sugar were consistently the sweetest in all three trials, scoring an average of 1.2
on the ranking scale.
Sucralose can provide the sweetness and crystallization properties of sucrose, however it cannot mimic the structural contribution of
sucrose. To provide this functionality, sucralose must be combined with other substances in baked goods (Martínez-Cervera, 2012). In the
variations using Splenda, alterations were not made to the experiment to maintain the same properties offered by sucrose. The brownie batter
became too thick during the mixing process. The end resulting brownie had little volume. Seven of the nine samples had high depths of
penetration. Although sucralose is 600 times sweeter than sugar, the Splenda variation scored as the least sweet of the three variations with an
average of 2.7.
When preparing the Truvía variation, the improper amounts of sugar were used. Only ¼ cup of Truvía Baking Blend equates to 1 cup of sugar. In
these trials, 2 cups of Truvía were used meaning an additional 1-½ cups of Truvía were added. This should have significantly increased the
sweetness of this variation, however, the variation using sugar was still consistently ranked the sweetest with an average score of 1.9. Stevia also
47. requires the addition of a bulking agent to fulfill the functionality of sucrose (Shah, 2010). Again, no variations were made to the original recipe to
maintain the same properties offered by sucrose. These brownies were the softest and fluffiest with the greatest depths of penetration of the three
variations; six of the nine were more than 10 mm.
VI. Conclusion
The use of non-caloric sweeteners, both natural and artificial, is on the rise with patients that have diabetes. With no effect on blood glucose levels
and insulin production, these types of sweeteners are ideal sugar substitutes that reduce instances of hyperglycemia. Truvía, a natural sweetener
derived from the stevia plant, is stable under heat conditions and upholds well to changes in pH. Splenda, an artificial sweetener also known as
sucralose, is the closest in structure to carbohydrates. It is stable under heat conditions and upholds well to changes in pH. Both of these products
are shelf stable and therefore viable options in baked goods. While sugar was the strongest candidate for this recipe, Truvía was the strongest
candidate when baking with artificial sweeteners. It resulted in a fluffier, sweeter, well-liked substitute maintaining much of the functionality of
sugar.
VII. References
1. Brown, A, Bohan Brown M, Onken K, Beitz D. Short-term consumption of sucralose,
a nonnutritive sweetener, is similar to water with regard to select markers of
48. hunger signaling and short-term glucose homeostasis in women. Nutrition
Research [serial online]. December 1, 2011:31:882-888. Available from:
ScienceDirect, Ipswich, MA. Accessed April 15, 2015.
2. Canada N. Truvía® sweetener offers a great-tasting new option to help maintain a
healthier lifestyle with calorie-free sweetness from the stevia leaf. Canada
Newswire [serial online]. June 10, 2013:Available from: Regional Business News,
Ipswich, MA. Accessed April 13, 2015.
3. ClearlyHealth-Patient Ed. What is Type 1 Diabetes? Youtube.
https://www.youtube.com/watch?v=_OOWhuC_9Lw May 2008. Accessed April
13, 2015.
49. 4. ClearlyHealth-Patient Ed. What is Type 2 Diabetes? Youtube.
https://www.youtube.com/watch?v=nBJN7DH83HA May 2008. Accessed April
13, 2015.
5. Gasmalla M, Yang R, Hua X. <Emphasis Type=’Italic’>Stevia
rebaudiana</Emphasis> Bertoni: An alternative Sugar Replacer and Its
Application in Food Industry. Food Engineering Reviews [serial online].
2014;(4):150. Available from: Academic OneFile, Ipswich, MA. Accessed April
13, 2015.
6. Grandma's Homemade Brownies. (2013, May 7). Retrieved April 11, 2015, from
50. http://www.cooks.com/recipe/ws9ao25e/grandmas-homemade-brownies.html
7. Konica Minolta. Precise Color Communication. Konica Minolta.
http://www.konicaminolta.com/instruments/knowledge/color/pdf/color_communication.pdf.
2007. 2015. Accessed April 14, 2015.
8. Martínez-Cervera S. Sanz T, Salvador A, Fiszman S. Rheological, textural and
sensorial properties of low-sucrose muffins reformulated with
sucralose/polydextrose. LWT- Food Science & Technology [serial online]. March
2012:45(2):213-220. Available from: Academic Search Complete, Ipswich, MA.
Accessed April 13, 2015.
9. NEACSU N. MADAR A. ARTIFICIAL SWEETENERS VERSUS NATURAL
51. SWEETENERS. Bulletin Of The Transilvania University Of Brasov. Series V:
Economica Sciences [serial online]. January 2014:7(1):59-64. Available from:
Business Source Complete, Ipswich, MA. Accessed April 13, 2015.
10. Shah A, Jones F, Vasiljevic T. Sucrose-free chocolate sweetened with Stevia
rebaudiana extract and containing different bulking agents – effects on
physiocochemical and sensory properties. International Journal Of Food Science
& Technology [serial online]. July 2010;45(7):1426-1435. Available from: Food
Science Source, Ipswich, MA. Accessed April 15, 2012
11. Truvía Company. Healthcare Professionals. Truvía.
53. Interview/Case Study Project
Value: 50 pts
Case Study Objective:
To appreciate the complexity of treating and managing diabetes via interviewing an individual with diabetes.
Procedure:
This assignment involves interviewing, at length, someone with diabetes (can be type 1, type 2, or gestational). It is estimated that the
interview will take about an hour. It is important that you first get permission from your subject to conduct this interview. Assure
them that they can remain anonymous and that the information they share will be kept confidential (that is, it will be used only for the
assignment, and their name will not be used in the document you write and submit). You must ensure that you keep this promise
and maintain confidentiality of your interviewee. If not, you will lose points. Also, please let your interviewee know that they can
choose not to answer all the questions if they feel uncomfortable. If the interviewee does not answer a particular question, you must
indicate that the subject declined to answer that question in your report. If they do not answer more than three questions, you will
have to either come up with three new questions to replace those not answered or interview another person.
Written Report:
All written materials should be typed using good writing mechanics, single spaced and submitted via blackboard. Your report will
include the questions and answers for questions 1-10.
Grading:
You will be graded on grammar (punctuation, spelling, and sentence structure) and completeness (thoroughly answering each
question). Note that the final summary is worth 10/50 points.
54. Interview Questions:
1. Disease History:
a. What form of diabetes do you have (type 1, type 2 or gestational)? (Note: some may not know)
“I have type 2 diabetes.” My interviewee is my mother, April.
b. How long have you had this form of diabetes and at what age were you diagnosed?
“I have had diabetes for 8 years. I was diagnosed in 2006 at the age of 34.”
c. How did you discover that you had diabetes?
“I noticed that I was tired often and had gained weight and couldn’t lose it. Thirst
was another symptom that I was experiencing and so I made the decision to visit a doctor.”
d. Do you have any other chronic disease or relevant condition?
“I have hypothyroidism.”
e. Does anyone else in your family have diabetes? If so, who and what form?
April’s grandfather, Jack, had type 2 diabetes and her uncle John was diagnosed with type 2 diabetes at the age of 32. Her
other uncle Dennis also had type 2 diabetes. Her aunt Cindy was diagnosed with type 1 in high school. Lastly, April’s
cousin Jesse has type 2 diabetes. Jack is the father of John, Dennis, and Cindy; Jesse is also on this same side of the family
that all has diabetes.
2. Basic Demographics - Include a brief demographic description of the person you select (May want to include more than
provided below):
a. Age/sex/race/ethnicity
42/ Female/ Caucasian
b. marital status
Married
55. c. local family support
N/A
d. living arrangements
April lives in a small city type neighborhood with her husband, three dogs, and two cats.
e. inquire whether they were born and how long they have lived in their current location
April was born in Springfield, Ohio and has lived in the general area for 42 years.
f. Do you have health insurance that covers the costs of your diabetes? Does it cover all or just part?
“I do have health insurance that covers part of the cost of my diabetes. The health insurance plan is through Aetna.”
3. Their understanding of diabetes (we want their perception of the following):
a. What is diabetes?
“Diabetes is a disease where your body doesn’t respond properly to insulin or produce it correctly. That’s about all I
know.”
b. What caused your diabetes?
“That I couldn’t tell you. It’s hereditary, genetics, I know that. And probably poor diet contributed to it. I mean it was
always there, obviously. I think stress contributed to it, also. I was overweight but not by much. Maybe 40 pounds, 50
pounds.”
c. How has diabetes changed your life?
“It sucks. I mean you just- it affects you health wise like when I am sick. Things are different. Stress adds to it. The
majority of the time you’re supposed to check your glucose levels to make sure they’re where they should be and food wise
you have to make different food choices. With mine it was a complete change in what I eat, what I can and can’t have. It’s
harder to lose weight and hard to maintain a weight. And it’s added other health issues like the high blood pressure, the
high cholesterol, the depression. It’s hard to accept.”
d. How has diabetes changed the life of those closest to you?
56. “I don’t do what I’m supposed to so it makes them angry that I don’t take care of myself.”
4. Complications:
a. Have you had any health complications (e.g. hypoglycemia , foot problems, kidney problems,
cardiovascular problems, eye problems) as a result of your diabetes?
“I have experienced problems with hypoglycemia. It doesn’t happen very often and I have learned not to let it get that far. I
get disoriented and zone out and I get a headache; I get tired and I get sick to my stomach.”
b. If yes to the above question, what type of health problems have you experienced as a result of diabetes
and what have you done to treat these conditions? If no, are you concerned about developing secondary
health problems and what do you do to prevent their onset?
“Usually when that happens I just eat or know that I need to eat.”
“Yes, I am concerned about developing secondary healthy problems but I don’t do much to prevent them, I guess. I mean
sometimes I try a little harder; I try to be a little more aware of what I am eating.”
5. Laboratory values/management:
a. Explain how you monitor your blood glucose. (e.g. How often do you check your blood glucose? When
do you check it? What type of equipment do you use to check it?)
“I’m supposed to check it twice a day but I usually only check it if I don’t feel good. But I go to the doctor every three
months for my A1c. I use a glucometer to check my blood sugar. You stick your finger and it has a strip that reads your
blood glucose levels.”
b. Do you know your HbA1c and what that means?
“My HbA1c right now is 7.91%. That means that it’s up extremely high, that it’s not good. I know it’s an average of my
blood sugars over the past three months.”
c. Do you do any other lab or checks to ensure that you are not experiencing problems due to your diabetes?
“My doctor does my bloodworm every three months and checks all my proteins and all of that. She also checks my thyroid.
He does a complete blood work for my diabetes to check my liver and all that and my kidneys.”
57. d. How often do you see your doctor? What kind of doctor do you see (e.g. family physician,
endocrinologist, diabetologist)?
“Family physician and a diabetologist.”
6. Medications or supplement use:
a. Are you currently taking medication for diabetes? If so, what, how often and how long and in what
manner (oral, injection) have they been on this medication.
“Both [oral and injection]. Metformin twice a day, or I am supposed to be. I always forget to take it. Lantis insulin
injections once a day. I’ve been on Metformin for 5 years and Lantis I was on for a year and then off it for a little over a
year and then I have been back on it for close to a year.”
b. Are you taking medications for a condition/s other than diabetes? If so, what medications, what are they
being taken for?
“I take Levistatin for cholesterol; I take ramopril for blood pressure; levathoroxin for my thyroid, and effexor for
depression.”
c. Do you take a vitamin/mineral or herbal supplement? Why do you take this?
“Vitamin D for my vitamin D deficiency.”
d. Do you experience any adverse effects from the medicines you take to manage your diabetes?
“The Metformin sometimes upsets my stomach and the blood pressure medication makes me a little sleepy.”
7. Exercise:
a. Do you exercise? If so, how often and what type? If not, why not?
“General. Yard work and house cleaning probably two or three times a week I guess. I never fit exercising into my
schedule. Laziness because I work all day and I don’t wanna come home and exercise. No motivation.”
b. What have been your biggest barriers for maintaining an exercise routine?
58. “My husband is an enabler to laziness. Not intentionally but he just does. He just gives in too easy to me.”
c. How do you think exercise influences your diabetes?
“It makes me feel 100% better. It brings my blood sugars down.”
d. Have you ever received instruction on how to exercise properly? If so, by who?
“Not really, no. I went to the gym and had a personal trainer when I was 33 or so, before I found out. I was going to the
gym but I wasn’t losing any weight. Which is one of the problems that I asked the doctor about.”
8. Diet:
a. Describe how you modify your diet and the tools you use to modify your diet to manage your diabetes.
(This may be a lengthy answer, but if they don’t provide a lot of detail probe and ask for more
information. For example, consider asking if they “watch their diet”. )
“I try and cut out where I can but I don’t cut out enough. I don’t drink regular pop. I drink water at work with my Crystal
Light drink mixes. And I drink about 1 Diet Pepsi a day. I sometimes eat breakfast which is normally a Toaster Strudel or a
bagel or a bagel sandwich with eggs. Something fast I can eat on the way to work. And sometimes it’s donuts and
sometimes it’s nothing. If my husband packs my lunch I usually have a sandwich of some type (pb&j, ham, bologna), chips,
sometimes canned fruit sometimes fresh fruit, a snack cake. A typical dinner consists of spaghetti or it may be a meat like a pork
chop or take out. Sometimes we eat take out 3-4-5 nights. A typical snack is a candy bar or a cookie. Anything that’s
sweet and not good for me. Whatever is easiest. I’d say four out of seven days I eat on a schedule. Usually when I am at
work or the days I work. The weekends are sporadic because sometimes I might get up in the morning and start doing yard
work and I may have a snack and I just get busy and I might not eat until five o’clock at night or when I realize that I
haven't eaten all day.”
b. Have you received any nutritional education related to diet and diabetes? If so, by who and did you find
the education helpful? If not, what sort of nutrition education would you like to receive?
“Yes, by a nutritionist that I saw that was set up through my doctor’s office. Yes, the information was helpful to an extent.
What she told me as far has portions helped me but I need to know what my choices are and it needs to be written down in
front of me. If I don’t have that I might eat a candy bar because I just don’t know. I wouldn’t have to try and decide on my
own if I had a list.”
59. c. How important do you think diet is for managing diabetes? Why?
“Extremely important because that’s what diabetes basically is. To me that’s the whole disease; it revolves around your
diet.”
d. What have been the biggest barriers for you in maintaining your diet?
“My schedule, preparing meals, and I guess basically just knowing what I can have and how big of a portion I can have of
something.”
9. Diabetes related services and support:
a. What professional medical services do you access to help manage your diabetes?
“Just my family doctor.”
b. What community services are available relevant to diabetes (support group, community center, etc.)?
“I’m sure that there are some out there, I know they do seminars and stuff on diabetes. It’s nothing I have ever looked up.”
c. Describe your friend or family support system for health management?
“Good, but the people who need to support me most are the worst about enabling like Anthony [husband] and grandma
and Angela [sister]. You’ll [Autumn] tell me that I shouldn’t have something. You don’t give in like everybody else. You’re
more strict.”
10. Ohio University has a certificate program in diabetes that strives to educate people about diabetes. As part of the
certificate, students can participate in community projects related to diabetes. What is one thing you would like to see
from these students? Or put in a different way, how could these students help you?
“I don’t know, I guess just more support like what you do for me like when I want a pop and you just say ‘No, you should have
a water instead.’ A ‘Big Brother Big Sister diabetes program.”
11. Write an additional question for your interview. This should be a question that is not in the given list of questions. Be
careful to ask a truly different question, not simply a rewording of a given question.
Q: Do you find it more or less stressful living in the know? As in do you find it easier to ignore the disease and live an
unhealthy lifestyle as opposed to maintaining a healthy state?
“Yes, I find it easier sometimes to ignore it because it’s difficult because I guess like some other diseases you know you can see
60. the affects and with diabetes you don’t realize it sometimes until it’s too late because it’s hard to accept something you don’t
understand so much. I mean I understand it somewhat, but it’s hard to think that what you eat can have so many effects and
when you really like food and when you like food that’s bad for you when that’s basically how you’ve eaten your whole life
and have to change it. That’s a complete change of how I eat and it’s hard to eat healthy and take care of yourself. And when
you’re used to taking care of everybody else it’s easier to ignore my own health.”
12. Write a 2 paragraph summary of this experience. In the first paragraph, include your overall impression of this person’s
health status and their understanding of their condition. In the second paragraph, provide your overview of this
experience. Tell me what you liked and didn’t like as well as how to modify the assignment in future years. (Note: this is
worth 10 out of the 50 points so be thorough and thoughtful).
Because the person I interviewed happened to be my mom, I know for a fact that her health status is not well and her
understanding of diabetes is very limited. I chose her to be my interviewee specifically because I wanted her to realize that she
needs to learn more about this chronic disease. I find it embarrassing that she neglects the effects of diabetes when so many do
make an effort to take care of themselves and maintain tight glycemic control. I want her to overcome the hump she has been
stuck in front of for 8 years and find the control she needs. I think it would help in other aspects of life as well. It is a big
challenge to conquer something as wild as a disease.
I enjoyed this experience despite why I was conducting the interview. I enjoyed getting insight on the disease one on one with
someone that had the disease. Knowing exactly how someone feels is important to me and especially as someone that is going
to be working with these types of patients in the future. I think for future assignments it would be nice to ask questions about
the psychological side of it as well. I know there were some questions thrown in there, but I would like to go deeper than just
the physical effects. That might be difficult for the interviewee and maybe the interviewer, but I think the deeper insight is
important and interesting. There is more than just the physical side of the disease.
62. Questions:
13. Based on only the above information, what do you think is going on with JS? Explain the physiology of why this is happening.
Hint: why was her blood glucose level so low? (4)
I think that JS is experiencing diabetic ketoacidosis (DKA). The pathophysiology is an increased catecholamine response without appropriate
insulin compensation. In this case, I think the psychological stress of diabetes and the missed insulin doses are contributing to the DKA.
14. Name 3 of the signs/symptoms that lead you to your answer for question number one. Explain the physiology of these 3
symptoms. (3)
Polyphagia, excessive hunger, is one noticeable symptom. This is associated with weight loss because the body is not properly absorbing
them because of the absolute deficiency of insulin which prevents the uptake of glucose into insulin dependent tissues. Dehydration and
weakness are two other symptoms.
15. What would you tell JS’ parents who think she can go off her insulin. Support your answer. In other words, is type 1 diabetes
treatable without meds? (3)
I would tell JS’s parents that it is not possible for her to go off insulin as a type 1 diabetic. Type 1 diabetes is the result of beta cell
destruction and means that the patient is insulin deficient. Exogenous forms of insulin must be distributed by the patient or by an insulin
pump for the body to be able to control blood glucose levels.
16. Pharmaceutical management:
a. What is Insulin Detemir and what does it do? (2)
Insulin Detemir, or brand name Levemir, is a type of insulin that lasts for up to 24 hours each period of use. It is considered a
long-acting insulin. Levemir is produced by a process that includes expression of recombinant DNA followed by chemical
modification. This insulin is used to help control the blood sugar levels.
b. Name 2 other typical medical interventions that could have been used to treat JS. (2)
Rapid acting analog insulin such as Lispro, Aspart, or Gluisine are one option. These require more daily injections because the
duration's only 2-4 hours compared to 24 hours, but there is immediate release if taken with meals. These are rapid acting because
63. they are onset in 15 minutes which is even faster than normal insulin. Another option would be neutral protamine hagedorn (NPH)
which has an onset of 2-4 hours. The duration is 6- 10 hours.
c. How are these drugs administered? How frequently are they administered? (1)
These drugs are administered through insulin injections. Many type 1 diabetics use an insulin pump that automatically injects the
insulin into the blood stream at certain times depending on the type of insulin. Many times it is administered before a meal.
d. What are 2-3 side effects of this drug? (2)
As with any RX drug, there are side effects. Side effects of Insulin Detemir
can include redness, swelling, or itching at the site of injection, weight gain, changes in the feel of the skin (fat buildup or fat
breakdown). Some serious side effects include wheezing, dizziness, shortness of breath, and or a rash/itching all over the whole
body and not just site of injection.
e. How do these drugs differ from those used to treat type 2 diabetes? (2)
Type 2 diabetics are still able to produce insulin although the body does not
respond well to it. Therefore, those with type 2 may only need to inject insulin at meal times to lower blood glucose levels after
eating as opposed to a basal insulin that works for 24 hours.
17. Based on the information given, what test(s) specifically for her diabetes do you think should have been ordered in the ER?
Give a brief rationale. (3)
Glucose should have been monitored hourly, vitals should have been monitored every 1-2 hours, BMPs should have been monitored ever
4 hours, and ketones should have been monitored every 8-12 hours. All this would ensure that the DKA was managed properly and that
the patient was back in a normal state.
18. Why do you think JS experiences these symptoms on a somewhat regular basis? Is this common? (2)
I think she experiences these on a somewhat regular basis because she doesn't seem to eat right most of the time and continues to strain her
body with high levels of physical activity for soccer. She isn’t managing her diabetes properly.
a. Why is she constantly hungry but losing weight? (2)
JS is experiences polyphagia which is excessive hunger. Her body is not able to absorb the nutrients because she is insulin
deficient as a type 1 diabetic. She is not able to uptake glucose into the insulin dependent tissues and is constantly eating to try and
counteract this.
b. Provide 2 pieces of valid evidence (not a website but actual evidence) to support your answer (1)
64. JS isn’t eating a proper diet to stay in control of her diabetes and she is working out on a moderate level which is not helping the
situation of polyphagia. Not only does she need to eat more food to counteract her physical activity, she is not getting the proper
nutrients to uptake glucose form the blood stream and deposit it in the proper tissues.
Upon retrieval of JS’s medical records from the ER, the doctor was able to find out that the following tests were ordered (with results listed):
CBC:
Hgb: 12.7g/dL
Hct: 37.2%;
WBC: 7,200 cmm
RBC: 6.2 million cells/cmm
Platelets: 387,450/cmm
BMP:
K: 3.8 mEq/L
Na: 137 mEq/L
Chloride: 102 mmol/L
Creatinine: 1.1 mg/dL
Calcium: 9.2 mg/dL
BUN: 14 mg/dL
Bicarbonate: 25 mmol/L
65. Glucose: 190mg/dL
O2 Sat: 99%
Chol: 130 mg/dL
Questions:
3. JS’ blood glucose levels went from 54 mg/dL (as measured at the game) to 190 mg/dL (documented in the ER).
a. Explain why her blood glucose levels changed so drastically. (1)
During the game when she was experiencing symptoms she was given a soda and a snickers bar. Both are sugary foods high in
carbohydrates leading to an increase in blood sugar.
b. Is this drastic change unhealthy/bad? Why or why not? (2)
This drastic change is both unhealthy and bad. The drastic change could have a negative effect on the body leading to shock.
c. What could have been done to prevent such a rapid change? (1)
The “15” rule could have been applied here. 15 grams of carbohydrates every 15 minutes until blood glucose levels have reached
a normal level.
4. Do you think the heat affected JS blood glucose level? What does research suggest? (3)
I think heat affected JS blood glucose level because that would mean more sweat and more loss of fluids. She was active and sweating
more than she would had she been not physically active. This cold promote polydypsia because of the loss of fluids.
5. Provide 2 lifestyle modifications you would recommend JS to make. Be specific. For example, don’t just say ‘eat better’.
Instead, describe what better foods she should eat and how frequently she should do that. (2)
Rather than grabbing a candy bar or any other junk food, JS could grab a healthy, low carb snack. Processed foods tend to be high in
carbohydrates and low in dietary fiber which could promote hyperglycemia more often. I think JS should also join a diabetes self-
management program that teaches her how to deal with her disease the consequences of not taking care of the body that is under the stress
of diabetes.
66. 6. Name and describe one biologically possible reason JS is consistently waking up in the middle of the night? Why does it
occur? (3)
JS may be consistently waking up in the middle of the night because she is often experiencing hypoglycemia, or low blood sugar.
Hypoglycemia can lead to nightmares and night sweats. Daily physical activity can increase insulin sensitivity which may also lead to
night time hypoglycemia.
Follow-up Appointment
6 months later, JS meets with her pediatrician again. Upon asking, she admits to not taking her medicine regularly. She says that sometimes she
thinks she doesn’t need it and other times she “just doesn’t want to rely on a medicine to make her body normal”. Her parents also add that she
was just recently diagnosed with depression, which really worries them. She says she feels like she doesn’t fit in and can’t always do what all of
her friends are doing. This is another reason, she says, that she isn’t compliant with her meds.
Questions:
e. How does JS’ depression impact her diabetes? How does her diabetes impact her depression? (2)
Depression can lead to lack of self-care because adjusting to the disease and dealing with the complications can be very stressful on a
diabetes patient. Lack of self-care can lead to serious health risks such as anxiety, depression, eating disorders and medication issues.
Antidepressants may increase the risk for diabetes by promoting weight gain, glucose intolerance, and insulin resistance. This can all lead
to hyperglycemia, vascular disease, hypoglycemic episodes, and insulin resistance.
f. How does JS’ diabetes impact her family? Elaborate on financial and social aspects. (2).
Parents often carry the blame when a child is diagnosed with type 1 diabetes. It is hard for the family to adjust to the diagnosis as well,
leading to potential sabotaged dieting efforts and affects how the siblings are treated. Financially it may be an issue because insurance may
not cover all the diabetes related supplies that are required. Eating a different diet from the rest of the family may also be a financial
adjustment. A diabetes diagnosis can lead to the patient feeling left out because they are treated differently and not allowed to eat
spontaneously if blood sugar levels are off.
g. Provide 3 ways in which her friends and family can show support for JS as she deals with diabetes and depression. (3)
Family and friends can eat a similar diet as JS to show that it can be done and show that she isn’t being left behind because of her dietary
and medical restrictions. The family could also learn her personal beliefs and how she feels about certain activities and dietary restrictions
67. and make an effort to find out what is important to JS. Her family might be a little more restrictive with her diet in this case to show that
they care about her health and well-being and to show that they are not trying to sabotage her efforts.
h. Provide 2 appropriate resources (could be websites, phone apps, books or other sources) JS could utilize to help better
understand the disease and its potential complications if not well managed. These resources should have information to help
convince JS of taking better care of herself and better manage her diabetes. (2)
The American Diabetes Association has a great website for learning to manage diabetes and explaining the disease in terms that make it
understandable. The website has online communities for those with diabetes or those that know someone with diabetes to help the
patient connect with others in the same position. There is also an application on the website that helps those with diabetes plan means
and log blood sugar levels to help keep track of daily readings and help your doctor track your progress. Another option is the phone app
Diabetes Buddy. Like the American Diabetes Association application, it helps to track blood glucose levels and insulin injections all on a
daily basis. The information can be easily shared with your doctor to keep track of medical progress and health records.
i. Put yourself in JS’ shoes. How do you think you would feel living with diabetes as a 12-year-old? What do you think would be
most challenging for you? (2)
I would feel very confused and agitated if I had diabetes as a 12-year-old, or at all. It is very frustrating to have to constantly monitor your
body and what you are eating and how you are feeling. I can’t imagine having to actually deal with this every day. I would say it would be
more stressful as a child because of things like the spontaneous eating of sweets and always having to be the friend checking blood sugar
before meals. I believe the diet part of the disease is one of the most challenging sides of diabetes.
References:
Mod 1, Lecture 1- Diabetes Classifications
http://www.rxlist.com/levemir-drug.htm
http://www.nlm.nih.gov/medlineplus/druginfo/meds/a606012.html#side -effects
http://www.diabetes.co.uk/nocturnal-hypoglycemia.html
