Food Technology (Advanced)

Recipients of the Food Technology credential have demonstrated concept proficiency and completed  the following tasks:

Activity 1 – Product Preference Test
(a) Washed hands and put on disposable gloves.
(b) Got two plastic cups; used a black marker to put a “Y” on one cup and an “L” on the other cup.
(c) Opened one of the yogurt containers; used a clean spoon to mix the yogurt; poured the yogurt into the cup labeled “L”, filling the cup 2/3 full; marked the original yogurt container with the letter “L”.
(d) Opened the second yogurt container; used a clean spoon to mix the yogurt; poured the yogurt into the cup labeled “Y”; marked the original yogurt container with the letter “Y”.
(e) Attached six Tasty Buds Test Forms to a clipboard; put the paper towel on the tray, covering the entire tray; filled one plastic cup with water and put it on the tray; put two yogurt samples, 12 crackers, and two clean spoons on the tray.
(f) Asked a classmate if he or she would act as a volunteer; explained that you were testing two brands of flavored yogurt to find out which one consumers prefer; gave the volunteer a soda cracker to eat and asked him or her to take a drink of water.
(g) Conducted the first taste test; used a clean spoon to scoop a sample of yogurt “L” for volunteer to eat; threw away the dirty spoon; circled Group 1 on the Tasty Buds Test Form; asked the first two questions on the Tasty Buds Test Form and recorded the information; Gave your volunteer another cracker to eat followed by a drink of water; used a clean spoon to give the volunteer an equal-sized scoop of yogurt “Y” to taste; finished Tasty Buds Test Form and thanked the volunteer.
(h) Repeated the taste test with at least five more persons; set up the tasting tray between volunteers; tested an equal amount of males and females; gave one group sample “L” first; gave another group sample “Y” first.
(i) Used a red and blue pen to transfer the answers from the test forms onto Test Summary – Gender Bias Form.
(j) Compared the markings on the summary form to fill out the Evaluation portion of the form.
(k) Sorted Tasty Buds Test Forms again by group; used tally marks to transfer the taste tester’s preference onto the correct spaces on the Test Summary – First Sample Bias Form. Explained whether he or she saw first sample bias.
(l) Showed the work to the instructor.
(m) Put away all of your materials.
 
Activity 2 – Product Quality Control
(a) Washed hands and put on disposable gloves.
(b) Turned on the scale; put new batteries in if necessary.
(c) Found the “g” on the scale’s screen; placed the 100g weight on the scale.
(d) Removed the 100 gram weight and pressed the TARE button; put a clean baking cup on the scale.
(e) Pressed the TARE button again.
(f) Opened a package of the regular version of the sandwich cookie; filled out the brand and version of the cookie on the Product Report Form; removed one cookie from the package; put the cookie in the paper baking cup on the scale; weighed the cookie; noted the weight of the cookie on scratch paper.
(g) With one hand on the bottom cookie and the other hand on the top cookie, gently turned the cookies in opposite directions.
(h) Used the backside of the plastic knife to scrape the filling off of the cookie into the paper cup on the scale; scraped filling off both the top and bottom cookies; used a spatula to slide any remaining filling on the knife into the paper cup.
(i) Compared the total filling weight to the total cookie weight.
(j) Recorded the weight of the filling on the Product Report Form.
(k) Set aside the paper cup with the filling sample.
(l) Put a new paper baking cup on the scale and calibrated the scale.
(m) Used a new knife and repeated the steps with a new cookie from the package of regular-filled cookies.
(n) Repeated the steps with a third cookie for sample #3.
(o) Followed all of the same procedures for the double-filled cookies.
(p) Used a calculator to find the average weight of both cookie versions.
(q) Compared the two average weights to determine if the average weight of the filling in the double-filled cookie is more than, less than or equal to the average weight of the filling in the regular-filled cookie.
(r) Made a recommendation to GoodEatin about the filling.
(s) Showed your completed form to the instructor.
(t) Put away all of your materials.
 
Activity 3 – Experimenting In a Test Kitchen
(a) Washed hands and put on disposable gloves.
(b) Got the chocolate drink from the teacher; shook it up; used the beaker to measure 100 milliliters of the drink.
(c) Put the beaker with the chocolate drink to the side as the benchmark.
(d) Put three plastic cups, three spoons and three Recipe Memo forms in a row; put one Recipe form in front of each cup; wrote test numbers 1, 2 and 3 at the top of each Recipe Memo.
(e) Arranged all materials on the table.
(f) Filled a graduated cylinder with 100ml of room temperature water.
(g) Used a tablespoon and a plastic knife to level and measure the first ingredient for Sample 1 from the sample recipes into a plastic cup.
(h) Put the next two ingredients from the recipe into Sample 1; wrote the ingredients on the Recipe Form.
(i) Repeated the steps for Sample 2 and Sample 3.
(j) Poured the drink from the beaker to the large plastic cup; rinsed out the beaker with water; poured 30 milliliters of water from the graduated cylinder into the clean beaker.
(k) Poured the 30 milliliters of water into Sample 1. Wrote how much water has been added to the cup on the recipe Memo form for that sample. Stirred the sample with its spoon.
(l) Followed the same procedures for Samples 2 and 3, but added 40 milliliters of water to Sample 2, and 30 milliliters of water to Sample 3.
(m) Filled another clean cup 2/3 full with water. Took off the gloves.
(n) Filled in the “Benchmark”, “testing run” and “by” spaces on the Test Kitchen Evaluation Form.
(o) Sipped the benchmark product; tasted the drink; made notes about the benchmark’s taste and feel in the “Benchmark Comments”.
(p) Drank water to rinse out the mouth.
(q) Compared the color of Sample 1 to the Benchmark color; recorded impressions on the Evaluation Form.
(r) Sipped Sample 1; tasted the drink; made notes and rated the Sample’s “texture” and “flavor”.
(s) Added the points given to the product on all characteristics. Recorded the total in the space next to “Overall Acceptability.”
(t) Sipped water; sipped another small sip of the benchmark; sipped water.
(u) Followed the same procedure to evaluate Samples 2 and 3.
(v) Evaluated the comments for all three samples and benchmark.
(w) Showed the work to the instructor.
(x) Put away all materials.
 
Activity 4 – Transferring a Recipe to Production Scale
(a) Read Chili recipe and determined how to handle foods requiring special preparation.
(b) Followed the flow chart to determine the number of servings needed and number of batches needed of recipe.
(c) Completed Test Run Order Form recording each ingredient and the amount needed.
(d) Converted large amounts of ingredients to equivalencies and recorded on form.
(e) Determined number of batches of recipe needed for production scale.
(f) Determined amount needed of each ingredient for production scale and completed Production Run Order Form
 
Activity 5 – Food Preservation Experiment
(a) Washed hands; put on lab coat and safety glasses.
(b) Used peeler to peel the skin off of the potato; used the knife and cutting board to cut the potato into small pieces about the size of steak fries; left pieces on the cutting board.
(c) Filled the ceramic cup about 3/4 full of cold water; filled the saucepan about 1/2 full with water.
(d) Put all of your materials near the store. With teacher-led and supervised instruction, turned on the stove burner and set the temperature to high.
(e) Waited for the water to fully boil; set the timer for 30 seconds; dropped one of the sliced pieces of potato into the boiling water.
(f) Started the timer and let the potato slice cook for 30 seconds; shut off the stove burner.
(g) Put one potholder next to the materials; used the other pot holder to remove the saucepan from the hot burner and placed it on top of the first pot holder.
(h) Held the handle of the strainer and scooped the potato slice out of the hot water; placed the potato slice into cold water in the ceramic mug.
(i) Used the timer to wait one minute for the potato to cool; used the clamps to remove the potato slice and placed it on the cutting board; used knife to cut potato crosswise into thin slices; removed the cork stopper from the test tube; filled the tube with the cut-up potato slices until 3/4 full; used the clamps to hold the test tube.
(j) Used the eye dropper to transfer water from the ceramic cup into the test tube until the potato slices were covered.
(k) Put on safety gloves; used the dropper to add about 30 drops of hydrogen peroxide to the potato mixture.
(l) Sealed the test tube with the stopper; removed the test tube from the clamp. Shook the mixture.
(m) Looked for enzymes in the test tube. Showed work to your instructor.
(n) Ran cold water down the drain for about 10 seconds; poured the liquid from the test tube through the strainer so that the test tube was empty and the strainer caught the potato pieces.
(o) Ran water down drain for another 10 seconds to wash the solution through the drain.
(p) Threw away the potato slices in a waste basket; cleaned the test tube well using hot water and the test tube brush.
(q) Wrote if the experiment needed to be repeated, why and what needed to be changed.
(r) Repeated the blanching process with a boiling time of three minutes and cooled the potato in cold water for two minutes; recorded if there were enzymes.
(s) Showed the work to the instructor.
(t) Discarded the test tube contents; cleaned the test tube.
(u) Put away all of the materials.
 
Activity 6 – Defining Food Contents
(a) Used a device with internet access to curate a list of at least three websites that provided a good example of dietary guidelines.
(b) Created a document with a one sentence description of each website and a brief description of why the choice illustrated the proper guidelines.
(c) Looked at the labels on the three product cans.
(d) Created a 5 x 7 label in an electronic format.
(e) Found an electronic picture of pears; put it on the label.
(f) Typed in the brand name and product identification above the product picture.
(g) Typed in further description of the product.
(h) Typed in if the pears have a special claim.
(i) Typed in weight of product under the picture using both standard and metric terms.
(j) Typed in ingredients in decreasing order on the back of the label.
(k) Typed in name and address of food manufacturing company somewhere on back of label.
(l) Typed in nutrition information per serving on back of label below brand name and product identification.
(m) Completed serving size and servings per container information on label.
(n) Completed calorie content and caloric comparison information on label.
(o) Completed nutrient per serving information on label.
(p) Completed percentage of U.S. Recommended Dietary Allowances information on label.
(q) Compared the list of dietary guideline examples and food label with a classmate.
(r) Showed work to the teacher.
(s) Put away all of your materials.
 

For more information on digital badge credentialing, check out the Education Associates’ Quick-Start Guide.

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