TUTOR GUIDE
Course planning
Whilst this support pack has been designed for the purpose of unit
delivery, it is possible to integrate delivery of the three units: Food for
Health, Food Product Development and Food Technology as they are
designed to be offered as an integrated course or as discrete units.
Guidance on learning and teaching approaches for this course
This should be a practical based course where students learn through
practical activities. Theoretical aspects should be integrated into the
practical work.
The use of outside speakers, for example, Environmental Health officers
to talk about hygiene issues, a Food Technologist to discuss
technological innovations, or chefs to demonstrate practical skills, and a
visit to a food manufacturer’s premises should be encouraged whenever
possible.
Reference can be made to books, magazines, pamphlets, equipment
instruction manuals, videos or other departmental resource materials
and to the following websites:
www.nutrition.org.uk
www.foodag.com/en/additives.htm#q1
www.faia.org.uk/
www.halofoods.co.uk
www.topac.com/map.html
Food Technology gives candidates a knowledge of recent technological
developments in food production, their use and their effect on lifestyle.
Discussion could include the recent technological developments in food
production and their effects on the lives of the students and their family
members. Comparison of the dishes with those made using fresh
ingredients should help students to understand the contribution
technological developments in food production have made and the
advantages and disadvantages of their use.
Discussion and practical activities involving the use of recent
technological developments in food preparation should give students an
understanding of their effect on lifestyle.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
1
TUTOR GUIDE
The student helpsheets for Outcomes 1 and 3 should form part of the
resources available to students to allow them to complete their
investigative work. They are not intended as the sole source of
information.
Safe and hygienic practices should be demonstrated throughout the
practical work undertaken.
This pack should be used in conjunction with the National Assessment
Bank materials for the assessment of the outcomes of the units.
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
Outcome 1
Investigate recent technological developments in
food production.
Food
Technology
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
Practical exercise
Short/restricted
response
questions
Practical exercise
Investigations
Instruments of
assessment
Observational checklist
(NAB page 65)
Use of marking
instructions
(NAB pages 54–59)
Observational checklist
(NAB page 64)
Use of marking instructions
(NAB page 51)
Method of recording
evidence
Overall attainment to be recorded on checklist – Overall candidate achievement (NAB page 66)
Outcome 4
Produce a selection of dishes using recent
technological developments in food preparation
and cooking.
Outcome 3
Investigate the effects technological
developments in food preparation and cooking
have on lifestyle.
Outcome 2
Compare food products manufactured using
recent technological developments with those
made using fresh ingredients.
Outcomes
Unit
Observational checklists, student worksheets, sensory evaluation sheets, design activity sheets and marking instructions
mentioned in this pack can be found in the National Assessment Bank materials for the unit/course.
TUTOR GUIDE
3
4
Outcome 1 PC a
Outcome 2 PCs a–d
Outcome 2 PCs a–d
Outcome 2 PC a
Candidate to submit investigative work into four recent
technological developments in food production.
Students complete sheet IA1 (NAB pages 11–16) for each
development.
Students individually order and plan to make dishes
showing comparison between dishes made with chilled/
cook-chilled ingredients or chilled/cook-chilled
commercial dishes and dishes made using fresh
ingredients. Students complete sheet IA2
(NAB pages 17–34) to show dishes chosen.
Students individually complete practical work as planned
in previous lesson. Students complete sheet IA2
(NAB pages 17–34) to show comparison between dishes
using the given criteria. Tutor signs sheet IA2
(NAB pages 17–34) and adds any relevant comments.
Students individually order and plan to make dishes
showing comparison between dishes made with frozen
ingredients or frozen commercial dishes and dishes made
using fresh ingredients. Students complete sheet IA2
(NAB pages 17–34) to show dishes chosen.
5–6
7
8–9
10
Outcome 1 PC a
Research into recent technological developments in food
production.
1–4
Outcomes and PCs
linked to learning/
teaching activities
Suggested approaches to learning and teaching
Lesson
number
Food Technology Overview
Observational checklist
(NAB page 64)
Completed sheet IA2
(NAB pages 17–34) signed by
tutor with relevant comments
Investigative work/sheet IA1
(NAB pages 11–16)
Use of marking
instructions (NAB page 51)
Opportunities for gathering
evidence for assessment
TUTOR GUIDE
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
Outcomes and PCs
linked to learning/
teaching activities
Outcome 2 PCs a–d
Outcome 2 PCs a–d
Outcome 2 PCs a–d
Outcome 2 PCs a–d
Suggested approaches to learning and teaching
Students individually complete practical work as planned
in previous lesson. Students complete sheet IA2
(NAB pages 17–34) to show comparison between dishes
using the given criteria. Tutor signs sheet IA2
(NAB pages 17–34) and adds any relevant comments.
Students individually order and plan to make dishes
showing comparison between dishes made with dried
ingredients or dried commercial dishes and dishes made
using fresh ingredients. Students complete sheet IA2
(NAB pages 17–34) to show dishes chosen.
Students individually complete practical work as planned
in previous lesson. Students complete sheet IA2
(NAB pages 17–34) to show comparison between dishes
using the given criteria. Tutor signs sheet IA2
(NAB pages 17–34) and adds any relevant comments.
Students individually order and plan to make dishes
showing comparison between dishes made using food
additives and dishes made using fresh ingredients.
Students complete sheet IA2 (NAB pages 17–34) to show
dishes chosen.
Lesson
number
11–12
13
14–15
16
Observational checklist
(NAB page 64)
Completed sheet IA2
(NAB pages 17–34) signed by
tutor with relevant comments
Observational checklist
(NAB page 64)
Completed sheet IA2
(NAB pages 17–34) signed by
tutor with relevant comments
Opportunities for gathering
evidence for assessment
TUTOR GUIDE
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
5
6
Outcome 2 PCs a–d
Outcome 2 PCs a–d
Students individually complete practical work as planned
in previous lesson. Students complete sheet IA2
(NAB pages 17–34) to show comparison using the given
criteria. Tutor signs sheet IA2 (NAB pages 17–34)
and adds any relevant comments.
Students individually order and plan to make dishes
showing comparison between dishes made using smart
foods and dishes made using fresh ingredients.
Students complete sheet IA2 (NAB pages 17–34) to show
dishes chosen.
Students individually complete practical work as planned
in previous lesson.Students complete sheet IA2 (NAB
pages 17–34) to show comparison between dishes using
the given criteria. Tutor signs sheet IA2 (NAB
pages 17–34) and adds any relevant comments.
Students individually order and plan to make dishes
showing comparison between dishes/foods stored in
modified atmosphere packaging and dishes made using
fresh ingredients. Students complete sheet IA2
(NAB pages 17–34) to show dishes chosen.
17–18
19
20–21
22
Outcome 2 PCs a–d
Outcomes and PCs
linked to learning/
teaching activities
Suggested approaches to learning and teaching
Lesson
number
Observational checklist
(NAB page 64)
Completed sheet IA2
(NAB pages 17–34) signed by
tutor with relevant comments
Observational checklist
(NAB page 64)
Completed sheet IA2
(NAB pages 17–34) signed by
tutor with relevant comments
Opportunities for gathering
evidence for assessment
TUTOR GUIDE
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
Outcomes and PCs
linked to learning/
teaching activities
Outcome 2 PCs a–d
Outcome 3 PC a
Outcome 4 PC a
Outcome 4 PCs a–c
Suggested approaches to learning and teaching
Students individually complete practical work as planned
in previous lesson. Students complete sheet to show
comparison between dishes using the given criteria.
Tutor signs sheet IA2 (NAB pages 17–34) and
adds any relevant comments.
Investigative work/discussion of the effects on lifestyle of
recent developments in food preparation and cooking.
Students to complete short answer/restricted response
questions IA3 (NAB pages 35–43)
Students individually order and plan to make dishes
showing the use of one or more technological
development in food preparation and cooking.
Students complete sheet IA4 (NAB pages 44–47) to
show dishes chosen and the technological
developments to be demonstrated.
Students individually complete practical work as planned
in previous lesson. Tutor signs sheet IA4
(NAB pages 44–47) and adds any relevant comments.
Lesson
number
23–24
25–28
29
30–32
33–40
Observational checklist
(NAB page 65)
Sheet IA4 (NAB pages 44–47)
signed by tutor with relevant
comments
Short/restricted response
questions IA3 (NAB page 35–43)
Use of marking instructions
(NAB pages 54–59)
Observational checklist
(NAB page 64)
Completed sheet IA2
(NAB pages 17–34) signed by
tutor with relevant comments
Opportunities for gathering
evidence for assessment
TUTOR GUIDE
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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8
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
Performance criteria
a) Prepare or cook food products manufactured using
technological developments.
b) Produce a selection of dishes using fresh ingredients.
c) Compare the dishes in terms of time, cost and end result.
d) Safe and hygienic practices in food preparation are
demonstrated.
Outcome 2
Compare food products manufactured using recent
technological developments with those made using fresh
ingredients.
Performance criterion
a) Recent technological developments in food production
are described accurately.
Outcome 1
Investigate recent technological developments in food
production.
Outcomes/Performance Criteria
Food Technology
Evidence Gathering
Evidence for Assessment
Purposes
Practical activity using food
products manufactured using
recent technological developments.
Practical activity using fresh
ingredients. Comparison of dishes
under given criteria.
Student must wear appropriate
clothing, maintain a high standard
of personal hygiene, maintain a
clean and tidy work station and use
all equipment in a safe manner.
Sheets IA2
(NAB pages 17–34)
Use of marking instructions
(NAB page 52)
Observational checklist
(NAB page 64)
Investigative work on a given range Student worksheets IA1
of recent technological
(NAB pages 11–16)
developments in food production. Use of marking instructions
(NAB page 51)
Student Activity
TUTOR GUIDE
Performance criteria
a) The dishes are prepared using recent developments in
food preparation and cooking.
b) The dishes are prepared to an acceptable standard.
c) Safe and hygienic practices in food preparation are
demonstrated.
Outcome 4
Produce a selection of dishes using recent technological
developments in food preparation and cooking.
Performance criterion
a) The effects recent technological developments in food
preparation and cooking have on lifestyles are accurately
explained.
Outcome 3
Investigate the effects technological developments in food
preparation and cooking have on lifestyle.
Outcomes/Performance Criteria
Students select dishes which show
the use of at least four recent
technological developments in
food preparation or cooking.
The dishes meet the required
specification.
Student must wear appropriate
clothing, maintain a high standard
of personal hygiene, maintain a
clean and tidy work station and use
all equipment in a safe manner.
Discussion/investigative work into
the effects on lifestyle of recent
technological developments in
food preparation and cooking.
Student Activity
Sheet IA4
(NAB pages 44–47)
Observational checklist
(NAB page 65)
Student worksheets
Short/restricted answer
questions IA3
(NAB page 35–43)
Use of marking instructions
(NAB pages 54–59)
Evidence for Assessment
Purposes
TUTOR GUIDE
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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TUTOR GUIDE
Work Record Sheet
OUTCOME 1
Date assessed
Investigate recent technological developments in food
production.
Performance criterion
(a) Recent technological developments in food
production are described accurately.
OUTCOME 2
Compare food products manufactured using recent
technological developments with those made using
fresh ingredients.
Date assessed
Performance criteria
(a) Prepare or cook food products manufactured
using technological developments.
(b) Produce a selection of dishes using fresh
ingredients.
(c) Compare the dishes in terms of time, cost and
end result.
(d) Safe and hygienic practices in food preparation
are demonstrated.
OUTCOME 3
Investigate the effects technological developments in
food preparation and cooking have on lifestyle.
Date assessed
Performance criterion
(a) The effects recent technological developments in
food preparation and cooking have on lifestyles
are accurately explained.
OUTCOME 4
Produce a selection of dishes using recent
technological developments in food preparation and
cooking.
Performance criteria
(a) The dishes are prepared using recent
developments in food preparation and cooking.
(b) The dishes are prepared to an acceptable
standard.
(c) Safe and hygienic practices in food preparation
are demonstrated.
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
Date assessed
STUDENT HELPSHEETS
Student Helpsheet 1
Outcome 1 PC (a)
Investigate recent technological developments in food production.
You will be asked to explain the use of the technological developments
in the following list:
•
•
•
•
•
•
chilling and/or cook-chilling
freezing
drying
food additives
smart foods
modified atmosphere packaging
You should make use of all the resource materials provided to make
sure that your explanations are accurate.
When you have investigated each of the technological developments,
you should complete sheet (IA1) for each one.
The following pages give some basic information about each of the
technological developments in the list above, but your tutor may have
other materials available which will be of use to you in your
investigations.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
Chilling is keeping foods at a temperature of above 1°C and below 5°C
to prevent the growth of bacteria and to extend the time during which
they remain safe to eat. Chilled foods are not frozen and so should be
kept above 1°C. Foods are refrigerated to prevent deterioration and the
growth of micro-organisms. In this way their shelf-life is lengthened
without using additives or preservatives.
Chilled foods are prepared under very strict hygiene conditions, where
the temperature is carefully controlled to make sure it does not become
hot enough for bacteria to multiply.
The lorries which carry the foods to the shops are also refrigerated and
the chilled foods are displayed in a chilled cabinet, and the temperature
is always closely monitored.
Chilled foods include sandwiches, cream cakes. fresh pasta, fish, meat,
milk, yoghurts.
Most chilled foods use only the best raw materials and so, if nutrient
levels are high to begin with, these levels are maintained.
Because most processes are fast there is no time for the food to
deteriorate.
The texture and flavour of food is kept at its original level, so is more
like ‘home-made’ food than with some other methods of preservation.
Chilling is not as expensive as commercially freezing food, and this
lower cost can be passed on to the consumer – for example, sandwiches
can be made in bulk and distributed throughout the country at fairly low
cost.
Chilled foods, if stored correctly between 1°C and 5°C, should not cause
food poisoning.
One bacterium, however, listeria can grow at this temperature.
It grows slowly, but if the food is refrigerated first in the factory, then a
lorry, then a shop, then in the home, the storage time can be so long
that there are enough bacteria to make people ill.
The resulting illness is rare, but it can be very serious. Groups of people
most at risk include pregnant women, very young children and the
elderly.
Correct temperature storage is necessary at all stages of a cook/chill
product’s life. This includes the carrying home and storage of cook/chill
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
foods by consumers. It is important that chilled foods are carried home
as quickly as possible and stored in a fridge at the correct temperature
and the temperature must not be allowed to rise to a level that would
the growth of bacteria.
Cook-chilling is a commercial process where foods are cooked by the
manufacturer in a factory and then chilled quickly to remove the heat in
the food and prevent the growth of bacteria.
The cook/chill market is a rapidly expanding one at present and there is
a wide selection of ready-to-eat foods, such as roast chickens that are
designed to be eaten cold, or ready-to-heat dishes, such as lasagne and
pizzas, soups, sauces and ready-meals that only need re-heating. Many
large supermarkets now offer cook/chilled curries and Chinese meals
that can be put together at home and only need re-heating.
Chilled and cook/chilled foods are increasingly popular with consumers
because:
• Cook/chill products are cheaper to produce than frozen products and
these cost savings can be passed on to the consumer.
• They are often seen as being more like home-made foods and are
therefore popular with consumers.
• They look more attractive than frozen foods and can be packaged so
that consumers can see what they are buying, where frozen foods are
often covered by the packaging.
As with chilled foods it is the consumer’s responsibility to make sure
that cook/chill products are carried home quickly and put into the
refrigerator as soon as possible to limit the length of time they are out of
chilled conditions, and to avoid the growth of bacteria.
As long as the temperature is maintained at a low enough level, but not
low enough for the food to freeze, commercially produced cook/chill
foods should be safe to eat.
It is important that they are thoroughly re-heated to a temperature of
82°C to make sure that the centre of the food is hot enough to kill any
bacteria present. You can be sure of the temperature of the food by
using a food temperature probe.
Freezing is keeping foods at a temperature of below –1 C to prevent the
growth of micro-organisms and so to lengthen the time during which
they are safe to eat.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
Freezing controls the growth of micro-organisms in two ways:
• The growth rate is reduced because of the low temperature, so the
bacteria cannot multiply as quickly.
• Liquid is unavailable because it has turned to ice.
Commercially frozen products use only the best ingredients and so
often have a higher nutrient content than fresh foods. This is
particularly true of fruit and vegetables. Research has shown that
vegetables, which are frozen immediately after harvesting, can contain
higher levels of vitamin C than fresh vegetables which have been stored
at room temperature for several days. This is because the vitamin C in
fresh vegetables oxidises when they are stored. Fresh vegetables that are
stored for a number of days also lose much of their folic acid content
while frozen vegetables do not.
As with chilled and cook/chilled products there is a wide range of frozen
food on the market. These range from frozen vegetables to complete
frozen meals which only need re-heating, to ice-creams and frozen
desserts and cakes.
It is the consumer’s responsibility to make sure that the frozen food is
carried home before it has time to defrost and placed in the freezer as
soon as possible to maintain the low temperature and prevent the
growth of bacteria.
Drying removes moisture from food so that micro-organisms cannot
multiply and so lengthens the shelf life of the food.
Drying is the oldest method of preserving food. Dried foods keep well
because the moisture content is so low that bacteria cannot grow.
The main disadvantage of drying foods is that it changes the appearance
and taste of the food, and so, in some cases, makes it unacceptable to
the consumer.
The biggest advantage of dried foods is that they take up much less
space than fresh, canned or frozen foods and weigh much less, so they
are a good choice for a back-packing or camping holiday where weight is
important.
Drying can be very successfully carried out in the home, food can be
dried in the sun (sun-dried tomatoes) in hot climates, or in climates
such as in Britain, drying can be done in an oven or microwave.
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Dried fruits are a good source of energy because the fruit sugars are
concentrated. Many dried fruits are rich in iron. The drying process,
however, destroys some of the vitamins, especially vitamins A and C.
There is a wide range of dried foods available at present, for example,
apple rings, onions, tomatoes, milk, soups, instant desserts, and herbs
and spices such as curry and chilli powder.
Food additives are substances which are not normally or naturally
found in food but which provide a benefit to the consumer. They are
added to food to improve its characteristics, e.g. flavour enhancers,
colouring, sweeteners.
Additives can be grouped into several categories:
Preservatives
Functions
• to keep food longer by protecting it from micro-organisms (bacteria,
fungi and moulds)
• to increase possible transportation and storage times
• to increase the keeping qualities of seasonal crops, so that they can be
used all year long even though they are only harvested at a specific
time of year
• to extend the shelf life of products, so that they can be distributed
and sold to the consumer and used over a longer period.
Antioxidants
Functions
• to stop food decomposing and so extend its shelf life
• to stop fats going rancid and so increase a food’s shelf life
• to protect fat soluble vitamins from oxidisation
• to help prevent the browning of fruit and vegetables in air.
Emulsifiers and stabilisers
Functions
• to allow fats and oils to mix with water to make low fat spreads and
salad dressings
• to give food a smooth and creamy texture
• to help improve the shelf life of baked goods.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
Sweeteners
Functions
• to add flavour to low calorie/reduced sugar products, e.g. fizzy drinks
without the increased energy value that is associated with sugar.
Flavourings and flavour enhancers
Functions
• to restore flavours lost in processing
• to add flavour to foods such as ice cream.
Colourings
Functions
• to improve the appearance of food/make it look more attractive
• to replace colour lost in processing
• to produce a consistent colour from different batches of raw material.
Other types of additives
• Raising agents such as sodium bicarbonate are used to lighten baked
products.
• Thickening agents are used to form a gel to thicken sauces.
• Nutrients such as vitamins and minerals can be used to enrich certain
foods such as breakfast cereals.
Advantages of additives
• Flavourings and colourings replace what has been lost in the
processing and so may make the product look better or taste better.
• Nutrients may be added to give the food qualities it did not have
before.
• Many new lower fat products would not be available without the use
of additives.
• Foods are more consistent with additives, so that jam made in one
factory is similar to that in another factory – flavour, colour and
thickness will be carefully controlled with the use of additives.
• Keep foods at the correct pH.
• Additives allow foods to keep for longer.
• Additives allow for the use of cheaper ingredients although these
economies are not always passed on to the consumer.
Disadvantages of additives
• Some additives can cause side effects, e.g. tartrazine (E102), an
orange/yellow colour, has been linked to many food allergies such as
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
hyperactivity in children; some irritate sufferers from asthma and
eczema.
• The cost of producing a new food additive is expensive and this can
be passed on to the consumer.
• Many consumers do not like foods which contain a large number of
additives and so sales of that product may fall. Manufacturers often
use ‘No artificial additives’ as an advertising feature.
Smart foods are foods which have been developed through the
invention of new or improved processes to provide a function never
achieved by conventional foods.
Smart foods have been developed to
perform a particular function apart from providing nutritional value.
They offer some health benefits beyond simple nutrition, for example
‘sports drinks’ may claim to enhance sports performance.
What do smart foods do?
• New types of food which have been developed, such as fat replacers
and sweeteners, replace fat and sugar in food products while
reducing the energy value of the food product.
• Functional foods, e.g. cholesterol-lowering spreads such as Benecol™,
and probiotic yoghurts such as Actimel™ give other health benefits as
well as nutrition.
• Meat analogues, such as textured vegetable protein (TVP), mycoprotein (Quorn™) and tofu provide low fat alternatives to meat.
• Foods which are fortified with nutrients to improve their nutritional
value, such as orange juice fortified with calcium, allow consumers to
increase their intake of certain nutrients.
• Foods can appear to have a memory, for example, pizza toppings
where the topping thickens when heated in the oven in order not to
run off the pizza, but becomes runny on cooling and when ready for
eating make food products easier to cook or prepare.
Many more of these types of food are planned in the future. Most of
them will be targeted at specific groups of consumers. Some examples
are given below:
• foods which have an effect on the ageing process
• foods which suppress appetite for the diet/weight reducing market
• foods which might enhance sporting performance.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
Modified atmosphere packaging is food packaging where the oxygen
content of the air has been reduced (and the nitrogen and carbon
dioxide levels have been increased) to prevent the growth of microorganisms and extend the time during which the food is safe to eat.
In other words, it keeps foods in a modified atmosphere where the
normal composition of air is changed or ‘modified’ within a package to
prevent the growth of micro-organisms and extend the time during
which it is safe to eat.
Using modified atmosphere packaging means that food can be preserved
without the need for additives, and this makes it more acceptable to
many consumers.
Many consumers consider food that is packed in modified atmosphere
packaging to be fresh and they are more likely to buy it.
Modified atmosphere packaging preserves food without temperature
reduction and is cheaper for shops to display without the need to invest
in costly chilled cabinets or freezers. This cost saving may be passed on
to the consumer.
It does not alter the texture or taste of the food, unlike drying, which
makes it more acceptable to consumers.
Because modified atmosphere packaging uses clear plastic films, it
allows consumers to see the products, and so improves product
presentation for the shops in which it is displayed.
Examples of food products sold in modified atmosphere packaging
include:
•
•
•
•
•
beef, pork, poultry, fish
fruit and vegetables, ready-prepared salads
baked products – bread, cakes, fruit pies, sausage rolls
ready meals – quiches, pizzas, pastas
snack foods, e.g. potato crisps, nuts.
This list is constantly increasing as more and more foods are sold in
modified atmosphere packaging.
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Student Helpsheet 2: Practical Activities
Outcome 2 PCs (a)–(d)
Compare food products manufactured using recent technological
developments with those made using fresh ingredients.
You will be asked to prepare, make or re-heat a dish using the
technological developments in food production which you investigated
in Outcome 1.
You then have to make a similar dish using fresh ingredients, for
example, a frozen lasagne and a home-made lasagne.
You must fill in sheet (IA2) to show which dishes you have chosen.
You must compare the two dishes in terms of:
• cost
• preparation time
• cooking time
This information can usually be found on the packaging of the dish
made using the technological developments, but it is important that you
note these points when you are making the dish from fresh.
The following chart might be of help to you. How many of the rows you
fill will depend on how many ingredients are in your chosen dish. You
do not have to fill them all.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
Dish to be made:
Quantity
Ingredient
Cost
Total cost of dish:
Number of people it will serve
Cost per serving
Preparation time:
Cooking time:
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Put this information into the chart on sheet (IA2).
Remember you must order for your chosen dish and for the dish using
technological developments. You are now ready to make your dishes.
When you have made your dish from fresh ingredients and prepared
and/or cooked your dish made using technological developments you
have to evaluate them under the headings of Appearance, Texture and
Taste and award a star rating as shown below:
! ! !
***
* *
*
Very good
Good
Needs improvement
You will then be asked to explain why you awarded the stars.
Remember your explanations should agree with the star rating you have
given the dish. For example, if you have given the dish three stars
under Appearance, you must explain why you thought it had a very
good appearance.
The words shown in the chart on the next page might help you in your
explanation, but remember it is not enough to make a statement, for
example, ‘my dish was attractive’.
You must explain why you awarded the stars, ‘my dish was attractive
because of the brightly coloured vegetables’.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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STUDENT HELPSHEETS
Appearance
Texture
Taste
Attractive
Hard
Sweet
Unattractive
Soft
Sour
Pleasant
Crisp
Sharp
Acceptable
Crunchy
Tangy
Bright
Rubbery
Fruity
Colourful
Soggy
Mild
Dull
Dry
Bland
Creamy
Powdery
Creamy
Dry
Lumpy
Bitter
Golden
Smooth
Salty
Burnt
Juicy
Sugary
Dark
Chewy
Gritty
Pale
Sticky
Spicy
Lacks colour
Watery
Strong
Thick
Weak
Thin
Peppery
Crumbly
Herby
Greasy
Lacks flavour
Heavy
Light
Spongy
Firm
22
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Student Helpsheet 3
Outcome 3 PC (a)
Investigate the effects technological develoment in food preparation and
cooking have on lifestyle.
You will be asked to describe the effects on lifestyle of a number of
technological developments in food preparation and cooking.
The technological developments are as follows:
•
•
•
•
•
•
•
•
•
bread-maker
ice-cream maker
microwave oven
juicers/drink makers
food processor/food mixer
steamer
multi-cooker
health grill/toasted sandwich maker
hand-blender
For each of these technological developments you should know the
effects they have on lifestyle under at least three of the following
headings:
•
•
•
•
•
•
•
variety in the diet
time, energy, and/or labour saving
reduction in preparation and/or cooking skills
changes in shopping patterns
changes in cooking methods
increased variety of ingredients
increase in leisure time
You will be using some of these technological developments in your
practical activities and this will give you an idea of what they can do,
how easy they are to assemble and work with, and how easy they are to
clean. You can use this information in your answers.
The following sheets give some basic information about each of the
technological developments in the list above, but your tutor may have
other materials available which will be of use to you in your
investigations.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
23
STUDENT HELPSHEETS
Bread-maker
Variety in the diet
• Gives a greater choice of different types of
bread as ingredients can be added to suit
personal tastes
• More types of bread can be made which leads
to a greater variety in the diet.
Time, energy and/or labour saving
• Using a breadmaker is much quicker than making bread by hand and
it requires little or no effort
• Most breadmakers have a delay start which means that the appliance
can be used during the night when fuel is cheaper or at a time which
is convenient to the individual
• Most breadmakers have easy to clean, removable baking tins which
are dishwasher safe to save time and effort in cleaning
• Most baking tins have non-stick surfaces to make cleaning easier
which saves time and effort in cleaning.
Reduction in preparation and/or cooking skills
• The only preparation required is to put the ingredients in the breadmaker so the skills used are very basic
• Very limited skills are required because, if measuring is carefully
carried out and the bread-maker set correctly, the results will be
successful
• Some preparation of ingredients may be necessary for individualised
breads, e.g. chopping of fruit, but these are basic skills and are
optional
• The bread-maker cooks the bread automatically, so no cooking skills
are required.
Changes in shopping patterns
• Because home-made bread is available less ready-made bread may be
bought
• To make the bread, more individual ingredients such as flour and
yeast will need to be bought
• Different types of cereal products, for example, porridge oats may be
used and this may lead to an increase in the amount of these
ingredients being bought.
24
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Increased variety of ingredients used
• different ingredients may be added to suit personal tastes leading to
an increase in the variety of ingredients used
• recipe books are included with most bread-makers which may
introduce individuals to new ideas and allow them to try new and
different ingredients when making bread.
Ice-cream maker
Variety in the diet
• More types of ice-cream can be made which
leads to a greater variety in the diet
• Gives a greater choice of different types of icecream as ingredients can be added to suit
personal tastes
• Low-fat or low sugar varieties can be made to
suit individual tastes or to increase variety
• Low-fat yoghurts can be used instead of cream to make healthier
varieties of traditional ice-cream which may lead to a greater variety in
the diet.
Time, energy and/or labour saving
• Using an ice-cream maker is much quicker than making ice-cream by
hand and it requires little or no effort
• Modern ice-cream makers are easy to clean as most components are
dishwasher safe which saves time and effort in cleaning
• Most ice-cream makers have non-stick surfaces make cleaning easier,
saving time
Reduction in preparation and/or cooking skills
• The only preparation required is to put the ingredients into the icecream maker so the skills used are very basic
• Very limited skills are required because, if measuring is carefully
carried out and the ice-cream maker set correctly, the results will be
successful
• Some preparation of ingredients may be necessary for individualised
ice-creams, e.g. chopping of fruit, but these are basic skills and are
optional
• The ice-cream maker makes the ice-cream automatically, so no
cooking skills are required.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
25
STUDENT HELPSHEETS
Changes in shopping patterns
• As more home-made ice-cream is available, less ready-made ice-cream
may be bought
• More individual ingredients, such as cream or yoghurt, may have to
be bought
• More fresh fruit may be bought to add to basic ice-cream recipes.
Increased variety of ingredients used
• Different ingredients may be added to suit personal tastes leading to
an increase in the variety of ingredients used
• Recipe books are included with most ice-cream makers which may
introduce individuals to new ideas and allow them to try new and
different flavours when making ice-cream.
Microwave oven
Variety in the diet
• As some foods are not suitable for
microwave cookery this may lead to less
variety in the diet if only suitable foods are
bought
• May lead to a reliance on food which can be cooked in the microwave
and an avoidance of foods which cannot
• May lead to greater variety in the diet if ready-made meals are chosen
which are beyond the capabilities of the cook
• Grills and conventional ovens are incorporated in some microwave
ovens to improve performance, such as browning or crisping foods,
and so increase variety in the diet.
Time, energy and/or labour saving
• Much quicker than cooking by conventional methods and so will save
time
• Energy is saved because of the reduced cooking times
• Many foods can be cooked in one container and so saves effort when
washing up
• Food does not burn on to the inside of microwave cooker so it can be
wiped clean after use which saves time and effort when cleaning
• Can be pre-programmed to have meal cooked when family come
home and so can save time.
Reduction in preparation and/or cooking skills
• Less monitoring of cooking process is needed, therefore, fewer
cooking skills are required
26
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
• Reliance on convenience foods may mean traditional cooking skills
are lost
• Reliance on ready-meals may mean traditional preparation skills are
lost.
Changes in shopping patterns
• More convenience foods or ready-made meals which are suitable for
microwave cookery may be bought
• Fewer fresh ingredients may be bought
• Less frequent shopping trips will be required as most convenience or
microwave products are chilled or frozen
• Frozen or chilled ready-prepared vegetables may be bought instead of
fresh as these can be placed directly into the microwave with no
preparation needed.
Changes in cooking methods
• Less reliance on frying which cannot be carried out in a microwave
oven
• More reliance on this method of cooking which may mean cooking
skills needed for other methods are lost.
Increase in leisure time
• Less time spent cooking food may lead to an increase in leisure time
• Less time spent shopping for food may lead to an increase in leisure
time.
Juicers/drink makers
Variety in the diet
• Using a juicer or drinks maker may lead to an
increased consumption of fruit and/or
vegetables
• More exotic fruits and/or vegetables may be
used than normally eaten
• May be used as an alternative to fizzy drinks to
add variety in the diet
• May make fruits and vegetables more acceptable to children, and so
lead to a greater variety in their diet.
Time, energy and/or labour saving
• Quicker than making juice by conventional methods so saves time
• Easier than making juice by conventional methods so energy and
labour are saved
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
27
STUDENT HELPSHEETS
• Modern juicers are easy to clean so they save effort and time when
washing up
• It may be quicker to drink fruit juice than to eat the fruit so time may
be saved.
Changes in shopping patterns
• More exotic fruit and/or vegetables may be bought
• More fresh fruit and/or vegetables may be required leading to more
frequent shopping trips.
Increased variety of ingredients used
• More exotic fruits and/or vegetables may be used than normally eaten.
Food processor/food mixer
Variety in the diet
• Allows for the preparation of foods that may not otherwise be
possible due to lack of skill leading to greater choice and variety in
the diet
• May use more fresh ingredients in place of convenience products
leading to greater variety.
Time, energy and/or labour saving
• Quicker than preparing food by hand so time is saved
• Easier than preparing food by hand so saving on energy and/or labour
• Easy to clean, most components are dishwasher safe so save time and
labour in cleaning.
Reduction in preparation and/or cooking skills
• Less preparation required in, for example, making soups, as
vegetables can be roughly chopped and processed at a later stage
• Food processor can be used to chop or slice or grate vegetables so
less preparation skill is required.
Changes in shopping patterns
• More fresh ingredients may be bought in place of convenience foods.
Increased variety of ingredients used
• Allows for the preparation of foods that may not otherwise be
attempted due to lack of skill
• Gives a greater choice of different types of dishes as ingredients can
be added to suit personal tastes.
28
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Increase in leisure time
• Less time spent in food preparation may lead to an increase in leisure
time.
Steamer
Variety in the diet
• May use more fresh ingredients in place of
convenience products
• Gives an alternative method of cooking so may lead to
greater variety in the diet.
Time, energy and/or labour saving
• Modern steamers can be pre-programmed and so can
save time
• Complete meal can be cooked in steamer saving time, energy and
labour
• Easy to clean as most components are dishwasher safe to save time
and labour when cleaning.
Reduction in preparation and/or cooking skills
• Less monitoring of cooking process is required, therefore less
cooking skill is required.
Changes in cooking methods
• May lead to a reliance on this method of cooking which could mean
cooking skills needed for other methods of cooking are lost
• May be used as a healthier choice of cooking method in place of, for
example, frying.
Increased variety of ingredients used
• May lead to an increase in the amount of fresh ingredients or fresh
vegetables used.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
29
STUDENT HELPSHEETS
Multi-cooker
Variety in the diet
• Allows for the cooking of a wider variety of
dishes, so may increase variety in the diet.
Time, energy and/or labour saving
• Non stick surface means less time and labour is
required for cleaning
• Use of only one piece of equipment means less time and labour is
required for cleaning
• Uses less fuel than many conventional methods and so saves energy
• Complete meal can be cooked in multi-cooker so energy is saved.
Changes in cooking methods
• May encourage the use of different cooking methods, e.g. steaming,
stewing, baking.
Increased variety of ingredients used
• Increased use of cooking methods may encourage the use of different
recipes and/or ingredients.
Health grill/toasted sandwich maker
Variety in the diet
• Different ingredients can be used to suit
individual tastes
• Sandwich maker may lead to an increase in
bread consumption in the diet
• Use of different types of bread and fillings
would make for increased variety in the diet.
Time, energy and/or labour saving
• Non stick surface means less time and labour is required for cleaning
• Cooks both sides of the food at one time so quicker to use than a
conventional grill
• Easy to clean as most grill plates are removable and dishwasher safe to
save time and labour
• Uses less fuel than conventional cooking so saves energy.
Reduction in preparation and/or cooking skills
• Cooks both sides of the food at one time so less monitoring skill is
required.
30
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Changes in cooking methods
• May lead to a reliance on this method of cooking which could mean
cooking skills needed for other methods are lost.
Changes in shopping patterns
• May lead to different foods which are suitable for cooking by this
method being bought.
Increased variety of ingredients used
• Different ingredients can be used, e.g. as sandwich fillings to suit
individual tastes
• Different ingredients can be used as sandwich fillings which may lead
to an increased variety of ingredients used.
Hand-blender
Variety in the diet
• Allows for the preparation of foods that may
not otherwise be possible due to lack of
ability/skill leading to greater choice
• May use more fresh ingredients in place of
convenience products, e.g. baby foods.
Time, energy and/or labour saving
• Quicker than preparing foods by hand so time is saved
• Easier than preparing foods by hand so saving on energy and labour
• Hand-blenders are cleaned by rinsing under the tap so they are easy
to clean and this saves time and labour
• Food does not have to be transferred to another container for
liquidising so saving time.
Reduction in preparation and/or cooking skills
• Less preparation required in, for example soups, as vegetables can be
roughly chopped and blended at a later stage
• Can be used to chop or puree vegetables, so less preparation skill is
required.
Changes in shopping patterns
• More fresh ingredients may be bought in place of convenience foods.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
31
STUDENT HELPSHEETS
Increased variety of ingredients used
• Allows for the preparation of foods that may not otherwise be
attempted due to lack of skill.
Increase in leisure time
• Less time spent in food preparation may lead to an increase in leisure
time.
32
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT HELPSHEETS
Student Helpsheet 4: Practical Activities
Outcome 4 PCs (a)–(c)
Produce a selection of dishes using recent technological developments
in food preparation and cooking.
You will be asked to prepare and cook a dish or dishes to show the use
of at least four of the recent technological developments in food
preparation and cooking from the list below:
•
•
•
•
•
•
•
•
•
bread-maker
ice-cream maker
microwave oven
juicers/drink makers
food processor/food mixer
steamer
multi-cooker
health grill/toasted sandwich maker
hand-blender
You should complete sheet IA4 to show the technological
developments you will be demonstrating.
You may be able to demonstrate the use of more than one development
within one dish, for example, using a juicer to take the juice from the
fruit and then using the fruit juice to make a sorbet in the ice-cream
maker, or using a food processor to chop the extra ingredients for bread
made in the bread-maker.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
33
34
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT WORKSHEETS
Student Worksheet 1
Chilling, cook-chilling and freezing
Outcome 1 PC (a)
1.
Explain how chilling extends the shelf life of food products.
1
2.
Explain the consumer’s responsibility in making sure chilled food
is safe to eat.
1
3.
What is the difference between chilled foods and cook-chilled foods?
1
4.
What is the minimum temperature for re-heating cook-chill foods
to make sure they are safe to eat?
1
5.
Why is it important to re-heat cook-chill foods to this temperature?
1
6.
Why may frozen vegetables have a higher nutrient content than
fresh vegetables which have been stored at room temperature for
several days?
1
7.
Explain how freezing prevents the growth of micro-organisms.
1
Total possible marks: 7 marks
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
35
STUDENT WORKSHEETS
Student Worksheet 2
Drying and food additives
Outcome 1 PC (a)
1.
Explain how drying prevents the growth of micro-organisms.
1
2.
State one advantage and one disadvantage of drying foods.
Advantage
1
Disadvantage
1
3.
State one function of the following food additives.
Preservatives
Function
1
Emulsifiers
Function
1
Anti-oxidants
Function
1
4.
State two disadvantages of food additives.
Disadvantage 1
1
Disadvantage 2
1
Total possible marks: 8 marks
36
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT WORKSHEETS
Student Worksheet 3
Smart foods and modified atmosphere packaging
Outcome 1 PC (a)
1.
What are smart foods?
1
2.
Complete the following chart to show types of smart food and the
health benefits they offer the consumer. (One has been done for
you.)
Type of smart food
Health benefits to the consumer
Fat replacers
Adds texture to the food product without
adding additional kilocalories
6
3.
What is meant by the term ‘modified atmosphere packaging’?
1
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
37
STUDENT WORKSHEETS
4.
State three advantages to the consumer of foods which are sold in
modified atmosphere packaging.
Advantage 1
Advantage 2
Advantage 3
3
5.
List six foods which are currently being sold in modified
atmosphere packaging.
3
Total possible marks: 14 marks
38
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT WORKSHEETS
Student Worksheet 4
Technological developments in food preparation and cooking
Outcome 3 PC (a)
1.
Explain how a bread-maker can save time for a consumer when
making bread.
1
2.
Why may the ownership of a bread-maker alter a family’s shopping
pattern?
1
3.
Explain how an ice-cream maker can add variety to a family’s diet.
1
4.
Explain how an ice-cream maker can affect a consumer’s lifestyle
under the following headings:
Reduction in preparation skills
1
Increased variety of ingredients used
1
5.
Explain why ownership of a microwave oven might restrict the
variety in a consumer’s diet.
1
6.
Why may the use of a juicer contribute to more consumers
achieving the dietary target of eating more fruit and vegetables?
1
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
39
STUDENT WORKSHEETS
7.
Explain how a juicer can affect a consumer’s lifestyle under the
following headings:
Changes in shopping patterns
Variety in the diet
2
8.
Why does the use of a food processor reduce preparation skills
required when making the following?
Salads
Soups
2
9.
Explain the effects of using a steamer to cook vegetables on
consumers’ lifestyles under the following headings:
Time, energy and/or labour saving
Increased variety of ingredients used
2
10.
How can the use of a multi-cooker save fuel when preparing family
meals?
1
40
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT WORKSHEETS
11.
Health-grills and sandwich makers have become very popular
recently.
Explain the effects they can have on lifestyle under the following
headings:
Variety in the diet
Time, energy and/or labour saving
Increased variety of ingredients used
3
12.
Why may the ownership of a health grill or sandwich maker change
a family’s shopping patterns?
1
13.
Explain how using a hand-blender when making soup could save
time.
1
14.
Why may the ownership of a hand-blender lead to an increase in
the variety in a family’s diet?
1
Total possible marks: 20 marks
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
41
STUDENT WORKSHEETS
Student Worksheet 5
Technological developments
Place the following foods into the chart below under the correct
heading. (Some foods may be placed in more than one column.)
sandwiches, fresh pasta, fish, meat, milk, yoghurts
roast chicken, lasagnes, pizzas, soups, chicken curry,
sweet and sour pork
ice-cream, yoghurt dessert, oven chips
raisins, herbs, spices, tomatoes, apples
Chilled
Cook-chilled
Frozen
Dried
10
42
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
STUDENT WORKSHEETS
Study the box below and list three categories of food additives it
contains. Give one explanation why each additive has been used.
water, cornflour, vegetable oil, cream, chicken,
dried skimmed milk, wheat flour, flavourings, salt,
chicken fat, flavour enhancer – monosodium
glutamate, herb extracts, stabiliser – sodium
phosphate, colour – beta-carotene.
Category of food additive
Why it has been used
1
Category of food additive
Why it has been used
1
Category of food additive
Why it has been used
1
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
43
STUDENT WORKSHEETS
List two other categories of additives and, for each, give one
explanation of why it would be used in a food product.
Category of food additive
Why it has been used
1
Category of food additive
Why it has been used
1
44
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
ANSWERS
WORKSHEET ANSWERS
Student Worksheet 1 – Answers
Chilling, cook-chilling and freezing
Outcome 1 PC (a)
1.
Explain how chilling extends the shelf life of food products.
• Keeps foods at a temperature of above 1°C and below 5°C to
prevent the growth of bacteria and to extend the time during
which they remain safe to eat
• Foods are refrigerated to prevent deterioration and the growth
of micro-organisms. In this way their shelf life is lengthened
without using additives or preservatives.
1 mark for correct explanation
Total 1 mark
2.
Explain the consumer’s responsibility in making sure chilled food
is safe to eat.
• It is important that chilled foods are carried home as quickly as
possible and stored in a fridge at the correct temperature to
make sure that the temperature is not allowed to rise to a level
that would allow the growth of bacteria.
1 mark for correct explanation
Total 1 mark
3.
What is the difference between chilled foods and cook-chilled
foods?
• Cook-chilling is a commercial process where foods are cooked
by the manufacturer in a factory and then chilled quickly to
remove the heat in the food and prevent the growth of bacteria.
Chilled foods are usually raw or contain raw ingredients, for
example sandwiches.
1 mark for correct explanation
Total 1 mark
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
45
ANSWERS
4.
What is the minimum temperature for re-heating cook-chill foods
to make sure they are safe to eat?
• 82°C
1 mark for correct temperature
Total 1 mark
5.
Why is it important to re-heat cook-chill foods to this temperature?
• To make sure that the centre of the food is hot enough to kill any
bacteria present.
1 mark for correct explanation
Total 1 mark
6.
Why may frozen vegetables have a higher nutrient content than
fresh vegetables which have been stored at room temperature for
several days?
• Frozen vegetables, which are frozen immediately after
harvesting, have high levels of vitamin C while the vitamin C in
fresh vegetables oxidises when they are stored. Fresh vegetables
that are stored for a number of days also lose much of their
folic acid content while frozen vegetables do not.
1 mark for correct explanation
Total 1 mark
7.
Explain how freezing prevents the growth of micro-organisms.
• The growth rate is reduced because of the low temperature, so
the bacteria cannot multiply as quickly.
• Liquid is unavailable because it has turned to ice.
1 mark for correct explanation
Total 1 mark
Total possible marks: 7 marks
46
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
ANSWERS
Student Worksheet 2 – Answers
Drying and food additives
Outcome 1 PC (a)
1.
Explain how drying prevents the growth of micro-organisms.
• removes moisture from food so that micro-organisms cannot
multiply and so lengthens the shelf life of the food.
1 mark for correct explanation
Total 1 mark
2.
State one advantage and one disadvantage of drying foods.
Advantage
• They take up much less space than fresh, canned or frozen
foods.
• They weigh much less than fresh foods, so they are a good choice
for a back-packing or camping holiday where weight is
important.
Disadvantage
• It changes the appearance and taste of the food, and so, in some
cases, makes it unacceptable to the consumer.
1 mark for advantage
1 mark for disadvantage
Total 2 marks
3.
State one function of the following food additives.
Preservatives
Function
• to keep food longer by protecting it from micro-organisms
(bacteria, fungi and moulds)
• to increase possible transportation and storage times
• to increase the keeping qualities of seasonal crops, so that they
can be used all year long even though they are only harvested
at a specific time of year
• to extend the shelf life of products, so that they can be
distributed and sold to the consumer with a longer shelf life.
1 mark for correct explanation
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
47
ANSWERS
Emulsifiers
Function
• allows fats and oils to mix with water to make low fat spreads
and salad dressings
• give food a smooth and creamy texture
• help improve the shelf life of baked goods.
1 mark for correct explanation
Anti-oxidants
Function
• to stop food decomposing and so extend its shelf life
• to stop fats going rancid and so increase a food’s shelf life
• to protect fat soluble vitamins from oxidisation
• help prevent the browning of fruit and vegetables in air.
1 mark for correct explanation
Total 3 marks
4.
State two disadvantages of food additives.
• Some additives can cause side effects, e.g. tartrazine (E102), an
orange/yellow colour, has been linked to many food allergies
such as hyperactivity in children; some irritate sufferers from
asthma and eczema.
• The cost of producing a new food additive is expensive and this
can be passed on to the consumer.
• Consumers do not like foods which contain a large number of
additives and so sales of that product may fall.
Manufacturers often use ‘No artificial additives’ as an
advertising feature.
2 × 1 mark for disadvantages
Total 2 marks
Total possible marks: 8 marks
48
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
ANSWERS
Student Worksheet 3 – Answers
Smart foods and modified atmosphere packaging
Outcome 1 PC (a)
1.
What are smart foods?
• Foods which have been developed through the invention of new
or improved processes to provide a function never achieved by
conventional foods.
• Foods which have been developed to perform a particular
function apart from providing nutritional value.
• Foods which offer some health benefits beyond simple nutrition.
1 mark for correct explanation
Total 1 mark
2.
Complete the following chart to show types of smart food and the
health benefits they offer the consumer. (One has been done for
you.)
Type of smart food
(Trade names are
acceptable)
Health benefits to the consumer
Fat replacers
Add texture to the food product without
adding additional kilocalories
Sweeteners
Add flavour to the food product without
adding additional kilocalories
Functional foods
Reduce cholesterol/helps body fight harmful
bacteria
Meat analogues
Provide a low-fat alternative to meat/adds
meat texture to a dish without adding fat
Fortified foods
Provide extra nutrients to allow consumers
to increase their intake
Foods with a memory
Make food easier to prepare
3 × 1 mark for each type of smart food
3 × 1 mark for related health benefits
Total 6 marks
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
49
ANSWERS
3.
What is meant by the term ‘modified atmosphere packaging’?
• Food packaging where the oxygen content of the air has been
reduced to prevent the growth of micro-organisms.
• The normal composition of air is changed or ‘modified’ within a
package to prevent the growth of micro-organisms.
1 mark for correct explanation
Total 1 mark
4.
State three advantages to the consumer of foods which are sold in
modified atmosphere packaging.
• Food can be preserved without the need for food additives, and
this makes it more acceptable to many consumers.
• Preserves food without temperature reduction and so is cheaper
for shops and this cost saving may be passed on to consumers.
• It does not alter the texture or taste of the food, unlike drying,
which makes it more acceptable to consumers.
• Consumers can see the quality of the food they are buying.
1 mark for correct explanation
Total 1 mark
5.
List six foods which are currently being sold in modified
atmosphere packaging.
•
•
•
•
•
beef, pork, poultry, fish
fruit and vegetables, ready-prepared salads
baked products – bread, cakes, fruit pies, sausage rolls
ready meals – quiches, pizzas, pastas
snack foods, e.g. potato crisps, nuts
1 mark for correct explanation
Total 1 mark
Total possible marks: 10 marks
50
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
ANSWERS
Student Worksheet 4 – Answers
Technological developments in food preparation and cooking
Outcome 3 PC (a)
1.
Explain how a bread-maker can save time for a consumer when
making bread
• Using a bread-maker is much quicker than making bread by
hand.
• Most bread-makers have a delay start which means that the
appliance can be used during the night when fuel is cheaper or
at a time which is convenient to the individual.
• Most bread-makers have easy to clean, removable baking tins
which are dishwasher safe to save time in cleaning.
• Most baking tins have non-stick surfaces to make cleaning
easier which saves time
1 mark for correct explanation
Total 1 mark
2.
Why may the ownership of a breadmaker alter a family’s shopping
pattern?
• Because home-made bread is available less ready-made bread
may be bought.
• To make the bread, more individual ingredients such as flour
and yeast will require to be bought.
• Different types of cereal products can be added to some recipes,
for example, porridge oats and this may lead to an increase in
consumption of these products. This means more may have to
be bought.
1 mark for correct explanation
Total 1 mark
3.
Explain how an ice-cream maker can add variety to a family’s diet.
• More types of ice-cream can be made which leads to a greater
variety in the diet.
• Gives a greater choice of different types of ice-cream as
ingredients can be added to suit personal tastes.
• Low-fat or low sugar varieties can be made to suit individual
tastes or to increase variety.
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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ANSWERS
• Low-fat yoghurts can be used instead of cream to make
healthier varieties of traditional ice-cream which may lead to a
greater variety in the diet.
1 mark for correct explanation
Total 1 mark
4.
Explain how an ice-cream maker can affect a consumer’s lifestyle
under the following headings:
Reduction in preparation skills
• The only preparation required is to put the ingredients into the
ice-cream maker so the skills used are very basic.
• Very limited skills are required because, if measuring is
carefully carried out and the ice-cream maker set correctly, the
results will be successful.
• Some preparation of ingredients may be necessary for
individualised ice-creams, e.g. chopping of fruit, but these are
basic skills and are optional.
• The ice-cream maker make the ice-cream automatically, so no
cooking skills are required.
1 mark for correct explanation
Increased variety of ingredients used
• Different ingredients may be added to suit personal tastes
leading to an increase in the variety of ingredients used.
• Recipe books are included with most ice-cream makers which
may introduce individuals to new ideas and allow them to try
new and different flavours when making ice-cream.
1 mark for correct explanation
Total 2 marks
5.
Explain why ownership of a microwave oven might restrict the
variety in a consumer’s diet.
• As some foods are not suitable for microwave cookery this may
lead to less variety in diet if only suitable foods are bought.
• May lead to a reliance on food which can be cooked in the
microwave and an avoidance of foods which cannot.
1 mark for correct explanation
Total 1 mark
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
ANSWERS
6.
Why may the use of a juicer contribute to more consumers
achieving the dietary target of eating more fruit and vegetables?
• More exotic fruits and/or vegetables may be tried than normally
eaten.
• May be used as an alternative to fizzy drinks and so increase
consumption of fruit and vegetables.
• May make fruits and vegetables more acceptable to children,
and so lead to a greater variety in their diet.
1 mark for correct explanation
Total 1 mark
7.
Explain how a juicer can affect a consumer’s lifestyle under the
following headings:
Changes in shopping patterns
• More exotic fruit and/or vegetables may be bought.
• More fresh fruit and/or vegetables may be required leading to
more frequent shopping trips.
1 mark for correct explanation
Variety in the diet
• More exotic fruits and/or vegetables may be used than normally
eaten.
1 mark for correct explanation
Total 2 marks
8.
Why does the use of a food processor reduce preparation skills
required when making the following:
Salads
• Can be used to chop, slice or grate vegetables for salads so
preparation by hand is not required.
1 mark for correct explanation
Soups
• Less preparation required as vegetables can be roughly chopped
and processed at a later stage.
1 mark for correct explanation
Total 2 marks
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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ANSWERS
9.
Explain the effects of using a steamer to cook vegetables on
consumers’ lifestyles under the following headings:
Time, energy and/or labour saving
• Modern steamers can be pre-programmed and so can save time.
• Complete meal can be cooked in steamer saving time, energy
and labour.
• Easy to clean as most components are dishwasher safe so save
time and labour when cleaning.
1 mark for correct explanation
Increased variety of ingredients used
• May lead to an increase in the amount of fresh ingredients or
fresh vegetables used.
1 mark for correct explanation
Total 2 marks
10.
How can the use of a multi-cooker save fuel when preparing family
meals?
• Uses less fuel than many conventional methods.
• Complete meal can be cooked in multi-cooker so fuel is saved.
1 mark for correct explanation
Total 1 mark
11.
Health-grills and sandwich makers have become very popular
recently. Explain the effects they can have on lifestyle under the
following headings:
Variety in the diet
• Different ingredients can be used to suit individual tastes.
• Sandwich maker may lead to an increase in bread consumption
in the diet.
• Use of different types of bread and fillings would make for
increased variety in the diet.
1 mark for correct explanation
Time, energy and/or labour saving
• Non stick surface means less time and labour is required for
cleaning.
• Cooks both sides of the food at one time so quicker to use than a
conventional grill.
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
ANSWERS
• Easy to clean as most grill plates are removable and dishwasher
safe so save time and labour.
• Uses less fuel than conventional cooking so saves energy.
1 mark for correct explanation
Increased variety of ingredients used
• Different ingredients can be used, e.g. as sandwich fillings to
suit individual tastes.
• Different ingredients can be used as sandwich fillings which
may lead to an increased variety of ingredients used.
1 mark for correct explanation
Total 3 marks
12.
Why may the ownership of a health grill or sandwich maker change
a family’s shopping patterns?
• May lead to different foods which are suitable for cooking by
this method being bought.
1 mark for correct explanation
Total 1 mark
13.
Explain how using a hand-blender when making soup could save
time.
• Quicker than preparing foods by hand.
• Hand-blenders are cleaned by rinsing under the tap so they are
easy to clean and this saves time.
• Food does not have to be transferred to another container for
liquidising so saving time.
1 mark for correct explanation
Total 1 mark
14.
Why may the ownership of a hand-blender lead to an increase in
the variety in a family’s diet?
• Allows for the preparation of foods that may not otherwise be
attempted due to lack of skill.
1 mark for correct explanation
Total 1 mark
Total possible marks: 20 marks
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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ANSWERS
Student Worksheet 5 – Answers
Technological developments
Place the following foods into the chart below under the correct
heading.
Chilled
Cook-chilled
Frozen
Dried
sandwiches
roast chicken
roast chicken
soups
fresh pasta
lasagnes
lasagnes
raisins
fish
pizzas
chicken curry
herbs
meat
soups
sweet and sour pork
spices
milk
chicken curry
pizzas
tomatoes
yoghurts
sweet and sour pork
ice-cream
apples
yoghurt dessert
milk
oven chips
bananas
fish
meat
herbs
½ mark for each food correctly positioned
Total 10 marks
Study the box below and list three categories of food additives it
contains. Give one explanation why each additive has been used.
water, cornflour, vegetable oil, cream,
chicken, dried skimmed milk, wheat flour,
flavourings, salt, chicken fat, flavour enhancer
– monosodium glutamate, herb extracts,
stabiliser – sodium phosphate, colour – betacarotene.
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
ANSWERS
Category of food additive – Flavour enhancer
Why it has been used
• to restore flavours lost in processing
• to add flavour to foods.
Category of food additive – Flavouring
Why it has been used
• to restore flavours lost in processing
• to add flavour to foods.
Category of food additive – Stabiliser
Why it has been used
• allows fats and oils to mix with water to make low fat spreads and
salad dressings
• to give food a smooth and creamy texture
• to help improve the shelf life of baked goods.
Category of food additive – Colour
Why it has been used
• to improve the appearance of food/make it look more attractive
• to replace colour lost in processing
• to produce a consistent colour from various batches of raw material
1 mark for each correctly identified function of
three additives found in the box
Total 3 marks
FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
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ANSWERS
List two other categories of additives and, for each, give one
explanation of why it would be used in a food product.
Category of food additive – Preservatives
Why it has been used:
• to keep food longer by protecting it from micro-organisms (bacteria,
fungi and moulds)
• to increase possible transportation and storage times
• to increase the keeping qualities of seasonal crops, so that they can be
used all year long even though they are only harvested at a specific
time of year
• to extend the shelf life of products, so that they can be distributed
and sold to the consumer with a longer shelf life.
Category of food additive – Antioxidants
Why it has been used:
• to keep food longer by protecting it from micro-organisms (bacteria,
fungi and moulds)
• to increase possible transportation and storage times
• to increase the keeping qualities of seasonal crops, so that they can be
used all year long even though they are only harvested at a specific
time of year
• to extend the shelf life of products, so that they can be distributed
and sold to the consumer with a longer shelf life.
Category of food additive – Sweeteners
Why it has been used:
• to add flavour to low calorie/reduced sugar products, e.g. fizzy
drinks without the increased energy value that is associated with
sugar.
Category of food additive – Raising agents
Why it has been used:
• to lighten baked products.
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FOOD TECHNOLOGY (HOME ECONOMICS, INT 1)
ANSWERS
Category of food additive – Thickeners
Why it has been used:
• to form a gel to thicken sauces.
Category of food additive – Nutrients
• to enhance the nutritional content of food/to fortify food
• to replace nutrients lost in processing
2 × 1 mark for each of two correctly identified additives
Total 2 marks
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