Using Flavor Chemistry To Design and Synthesize Artificial Scents and Flavors

Epstein, Jessica; Castaldi, Michael J.; Patel, Grishma; Telidecki, Peter; Karakkatt, Kevin

doi:10.1021/ed500615a

Cited by 10 publications

(10 citation statements)

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“…Flavorists have high level of experiences in blending accords as well as in the perception of scents (Zhu & Xiao, 2017). The exact molecules and ratios in flavor recipe are usually trade secrets (Epstein et al, 2015). From the viewpoint of a creative flavorist, the books about flavor creation are very few (Wright, 2011).…”

Section: Introductionmentioning

confidence: 99%

A pineapple flavor imitation by the note method

Zhu

2020

Food Sci. Technol

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Section: Introductionmentioning

confidence: 99%

A pineapple flavor imitation by the note method

Zhu

2020

Food Sci. Technol

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“…The isolation of citrus oil (which often is simply referred to as limonene) from citrus peels is still a common student experiment in organic chemistry. Even in this Journal a range of experiments have been reported in the past decade. ,− As citrus production is so widespread and the isolation of essential oils and ( R )-(+)-limonene therefrom so common, it is surprising that many organic chemistry textbooks, including the one used in our institution, still credit ( S )-(−)-limonene for the smell of lemons and the ( R )-(+)-limonene for that of oranges. A consequence is that many chemists also believe this, including us before we embarked on a project on optical rotation, where essential oils were tested.…”

Section: Introductionmentioning

confidence: 99%

Limonene in Citrus: A String of Unchecked Literature Citings?

2021

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In organic chemistry textbooks (S)-(−)-limonene, (−)-limonene or Llimonene, is often given credit for the smell of lemons, while the R-analogue, (+)-limonene or D-limonene, is credited with that of oranges. Results from two odor tests revealed that few persons in the test associated (R)-(+)-limonene with oranges and (S)-(−)-limonene with lemons, when these compounds were of analytical grade. Quality and composition of standard compounds and mixtures used in these olfactory tests were corroborated by gas chromatographic analyses. The statement of (R)-(+)-limonene being responsible for orange odor and (S)-(−)-limonene for the lemon odor apparently stems from an often quoted article from 1971. This investigation was a lesson for both our students and us. Textbooks in organic chemistry that still promote (R)-(+)-and (S)-(−)-limonene as, respectively, the "orange" and "lemon" smell ingredient should be corrected.

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“…Esterification reactions catalyzed by lipase to synthesize isoamyl and geranyl ester derivatives in a solvent-free system were used as a model for the study. Generally, esterification is a vital experiment that science students are required to learn. , Therefore, there are many esterification laboratory experiments for undergraduate students, including both science and nonscience majors, to help them learn this concept, especially esterification to synthesize flavors and fragrances compounds. − Most experiments use an acid-catalyzed reaction, − ,− in which the catalyst is not typically recovered and reused. During recent years, some greener esterification experiments have been developed that use microwave-assisted esterification and reusable catalysis. , However, there is no chemistry education lesson using an enzyme as a green catalyst to catalyze esterification, and thus, we lack a good example of the use of enzyme-catalyzed esterification to introduce the concept of green chemistry.…”

Section: Introductionmentioning

confidence: 99%

Lipase-Catalyzed Esterification: An Inquiry-Based Laboratory Activity To Promote High School Students’ Understanding and Positive Perceptions of Green Chemistry

2019

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An inquiry-based laboratory learning unit was designed to enhance high school students' understanding of the application of lipase as a catalyst to synthesize isoamyl and geranyl ester derivatives as well as to promote their understanding and positive perceptions of green chemistry. The learning unit consisted of three laboratories and a final presentation. The first laboratory activity allowed students to learn how to adjust macroscale titration techniques to microscale titration techniques so that the method could be used for quantitative determination of ester products in the next two laboratory activities. The second laboratory activity introduced students to a greener way to synthesize ester compounds by replacing a harmful strong acid catalyst with a more environmentally friendly catalyst, an enzyme lipase. The third laboratory activity challenged students to design their own experiments to synthesize other esters using lipase-catalyzed esterification reactions. At the end of the learning unit, students in each group presented the results and conclusions of the third laboratory activity to the whole class and explained how the 12 principles of green chemistry were applied in the laboratory. The results from the Learning Unit Conceptual Test and Learning Unit Perceptions Questionnaire indicate that the learning units can promote students conceptual understanding. They also have positive perceptions toward green chemistry and learning units.

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Using Flavor Chemistry To Design and Synthesize Artificial Scents and Flavors

Cited by 10 publications

References 13 publications

A pineapple flavor imitation by the note method

A pineapple flavor imitation by the note method

Limonene in Citrus: A String of Unchecked Literature Citings?

Lipase-Catalyzed Esterification: An Inquiry-Based Laboratory Activity To Promote High School Students’ Understanding and Positive Perceptions of Green Chemistry

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