Group Discussion Continued

  1. Discuss artificial fats, Simplesse, Olestra.

    Current medical information linking heart disease to saturated fats has prompted chemical manufacturers to develop artificial fats. Both Procter and Gamble and the NutraSweet® Company have developed fat substitutes.

    Simplesse®, developed by chemists at NutraSweet®, is an all natural fat substitute made from milk protein. It contributes only 1-2 calories per gram versus 9 calories per gram for fat. Each Simplesse® particle consists of several million loosely packed protein molecules. Their round shape and uniform size allows the particles to roll easily over one another, creating the smoothness and richness normally associated with fat. Simplesse has found uses in ice cream, yogurt, salad dressings, and sour cream. However, since it is a protein, it cannot be used in baked or fried foods.

    Olestra®, developed by Procter and Gamble, is a fat replacement that can be used in frying, cooking, and baking, because it is made from fat. Conventional fats are esters of glycerol and three fatty acid chains. Olestra® is composed of sucrose with 6 to 8 fatty acid chains, usually produced from soybean or corn oil. Because Olestra® is a larger molecule than a fat molecule, it is not hydrolyzed by the body's digestive enzymes. Olestra® will be used to substitute 35% of the fat in oils and shortenings used in the home and up to 75% of the fats used in restaurants for deep frying and in the commercial production of fried snack foods. Olestra may also, someday, be found in ice cream, yogurt, and salad dressings. Both companies will make literature on their products available to schools.

  2. Discuss cholesterol and fats (saturated and unsaturated) and the relationships between these substances (see Organic Chemistry module).
  3. Read labels on vitamins and determine whether prices reflect differences in content. Compare standard brands with generic brands and with those called "natural." Rose hips can be used as an example.
  4. Using McDonald's publications, determine the contents of a fast food lunch (see Appendix).
  5. Analyzing Foodstuffs for Food Additives (or Is That Stuff Really in My Food?)
  6. Student Activity

    Students should collect food labels for one week prior to starting this activity. Teacher leads discussion of the 11 categories of food additives (see Appendix).

    1. Distribute the labels in plastic baskets among pairs of students.
    2. Each pair should look at the ingredient section on the labels and find two additives for each of the 11 categories on the chart (see Appendix).
    3. As each pair of students finishes looking through a basketful of labels, it is passed to an adjacent group, and they receive a different basket. This should take about 30 minutes.
    4. On the board, construct a table like the one in the student handout, and ask students to fill in with the additives they found.

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