Fundamentals of Water Holding Capacity (WHC) of Meat

Table of Contents

1. Introduction
   1. Objectives
   2. Learning goals
   3. Teacher page
2. List of Abbreviations used in this Learning Resource
3. Section I: Introduction and Significance of WHC
   1. What is WHC?
   2. Overview of Proteins, Fat, pH and Water and WHC
   3. Compartments for Holding Water in Meat
   4. Activity - Section I
4. Section II: Major Factors Affecting WHC
   1. Role of Animal Genetics and WHC
   2. Role of Pre-harvest Handling of Pigs on WHC
   3. Conversion of Muscle-to-Meat Issues and WHC
   4. Muscle Extensibility and Rigor Mortis
   5. Activity - Section II
5. Section III: Mechanism for Holding of Water in Pork
   1. Concepts for holding of Water in Meat
   2. How is Water Held in Meat?
   3. Graphic Representation of WHC and Important Concepts
   4. Examples of Extrinsic Factors Affecting WHC of Processed Meats
   5. Activity - Section III
6. Section IV: Fundamental Science of Water Holding Capacity
   1. Expanding the Knowledge of WHC
   2. The Assignment
   3. Activity - Section IV
7. Section V: Methods for Determining WHC
   1. Complexity of Measuring WHC
   2. What Moisture Categories of Water need to be Measured?
   3. Video: Great Visualization of four WHC Methods
   4. Methods for Measuring WHC of Meat
   5. Activity - Section V
8. Section VI: Recent Advances in Measuring & Monitoring WHC
   1. Need for Fast, Real-time, Non-destructive WHC Methods
   2. Potential Fast and Non-destructive Methods
   3. Activity - Section VI
9. Selected References related to WHC
10. References: Q-Pork Chain & Other Instrumental Methodology for WHC
11. Completion
    1. Comments
    2. Self assessment
    3. Evaluation
12. Acknowledgement

Teacher page

Training employees in industry

• First ask the employees to find out the water content of pig meat products in the local supermarket and make a list.
• Give them time to work on the content of the learning resource as indicated. This may take one to two weeks and ask them to post their thoughts on the comments page.
• In the final discussion ask the employees to consider the novel technologies and whether these might be implemented within their own sector of the industry.

Teaching students in higher education

• First ask the students to find out as much information as possible on the water content of pig meat products in their locality by visiting the local supermarket, by using at-retail advertising and product names, visiting with a local meat manager at retail or meat store. Ask them to make a list.
• Ask students to visit a pig meat processing plant (if there are any in the local area) and observe and discuss how meat products are fabricated and/or processed into pork products (give special attention to processing protocol, timing of events, and use of WHC ingredients).
• Ask students to search for any official regulations about water usage or control in meat products.
• Give them time to work on the content of the learning resource as indicated. This may take one to three weeks. Ask them to post their thoughts on the comments page.
• Ask them to work in groups and discuss the study questions in each section.