Open Rubric © 2015 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria FOO1501/MO001/4/2016 60162546 Shutterstock.com images used InDesign ii FOO1501/MO001/4/2016 CONTENTS Page WELCOME �������������������������������������������������������������������������������������������������������������������������������������������������������� v LEARNING UNIT 0: WELCOME AND INTRODUCTION ������������������������������������������������������������������������������� 1 LEARNING UNIT 1: HEATING AND EQUIPMENT �������������������������������������������������������������������������������������� 13 LEARNING UNIT 2: FOOD PREPARATION BASICS ���������������������������������������������������������������������������������� 18 LEARNING UNIT 3: MILK AND CHEESE ���������������������������������������������������������������������������������������������������� 26 LEARNING UNIT 4: EGGS �������������������������������������������������������������������������������������������������������������������������� 31 LEARNING UNIT 5: STARCHES AND SAUCES ����������������������������������������������������������������������������������������� 38 LEARNING UNIT 6: CEREALS, GRAINS AND PASTAS ����������������������������������������������������������������������������� 43 LEARNING UNIT 7: FLOURS AND FLOUR MIXTURES ����������������������������������������������������������������������������� 51 LEARNING UNIT 8: QUICK BREADS ��������������������������������������������������������������������������������������������������������� 56 LEARNING UNIT 9: YEAST BREADS ��������������������������������������������������������������������������������������������������������� 60 LEARNING UNIT 10: CAKES AND COOKIES����������������������������������������������������������������������������������������������� 64 LEARNING UNIT 11: PIES AND PASTRIES ������������������������������������������������������������������������������������������������� 69 LEARNING UNIT 12: SWEETENERS ����������������������������������������������������������������������������������������������������������� 74 LEARNING UNIT 13: CONFECTIONARY PRODUCTS �������������������������������������������������������������������������������� 80 LEARNING UNIT 14: FROZEN DESSERTS ������������������������������������������������������������������������������������������������� 85 iii iv FOO1501/MO001/4/2016 WELCOME Dear Student Welcome to the module Food Preparation I, which forms part of the Bachelor in Consumer Science degree� I hope you will have an interesting and a successful academic year. I am sure that you will find the module enriching and that the skills and knowledge you gain will prove valuable to you, not only as a student, but also in your future career� This module will focus on food preparation methods and techniques� On completion of this module you will be able to classify and explain the composition, preparation and storage of different food types� As from 2016 the module will be offered online, but as an alternative you will also be receiving a printed study pack. You will find more details on how to study this module in Learning Unit 0, as well as in Tutorial Letter 101� If you are reading this online, you will see the different options that are available on this site on the left-hand side of the screen� The material that you must study is contained in the learning units� A printable PDF version of the learning units (MO001) is available in the Additional Resources tool� Tutorial Letter 101 is stored in Official Study Material� From time to time you will receive announcements, for example to remind you of a due date for an assignment� We will use the Discussions tool in the course of your studies, and you can also use it to communicate with other students� Additional Resources is a folder that contains resources relevant to this course� The schedule will remind you of important dates in the semester, for example due dates for assignments. You will find more details about these different tools in Learning Unit 0� Please read Tutorial Letter 101 if you have not done so already� After that, please go on to the learning units� Be sure to read Learning Unit 0, as it contains important information� v If you have any queries about the module, you are welcome to contact me by e-mail or telephone� You may also make an appointment to see me in my office on the Unisa Science Campus in Florida. I wish you all the best in your studies� Mr R Mathye Tel: +27116709727 Fax: +274712796 E-mail: mathyr@unisa�ac�za Office: Room 202, Calabash Building UNISA Science Campus Florida, Johannesburg vi FOO1501/MO001/4/2016 LEARNING UNIT 0: WELCOME AND INTRODUCTION The content of this unit is as follows: Page 0�1 GETTING STARTED ������������������������������������������������������������������������������������������������������������������������������� 2 0�2 LECTURER AND CONTACT DETAILS ��������������������������������������������������������������������������������������������������� 3 0�2�1 Lecturer and department ������������������������������������������������������������������������������������������������������������� 3 0�2�2 University ������������������������������������������������������������������������������������������������������������������������������������ 3 0�2�3 Student support services ������������������������������������������������������������������������������������������������������������ 4 0�3 PURPOSE AND OUTCOMES OF THE MODULE ���������������������������������������������������������������������������������� 5 0�4 HOW THE CONTENT OF THE MODULE IS ORGANISED�������������������������������������������������������������������� 5 0�5 LEARNING RESOURCES ��������������������������������������������������������������������������������������������������������������������� 6 0�6 MODULE-SPECIFIC STUDY PLAN�������������������������������������������������������������������������������������������������������� 6 0�7 HOW SHOULD YOU GO ABOUT STUDYING THIS MODULE? ������������������������������������������������������������ 7 0�7�1 0�8 0�9 Learning strategies you can apply: The SSS method ����������������������������������������������������������������� 8 0�7�1�1 Skimming ��������������������������������������������������������������������������������������������������������������������� 8 0�7�1�2 Scanning and outlining ������������������������������������������������������������������������������������������������ 9 0�7�1�3 Study-reading and active learning ������������������������������������������������������������������������������� 9 0�7�2 Managing your self-paced study time ��������������������������������������������������������������������������������������� 10 0.7.3 Finding research/scientific articles �������������������������������������������������������������������������������������������� 10 0�7�4 Plagiarism ��������������������������������������������������������������������������������������������������������������������������������� 11 ORIENTATION TO USING myUNISA ��������������������������������������������������������������������������������������������������� 11 0�8�1 The myUnisa menu options ������������������������������������������������������������������������������������������������������ 11 0�8�2 myUnisa etiquette ��������������������������������������������������������������������������������������������������������������������� 11 0�8�3 Activity 0�1: Introduce yourself �������������������������������������������������������������������������������������������������� 12 ASSESSMENT IN THIS MODULE ������������������������������������������������������������������������������������������������������� 12 1 0.1 GETTING STARTED Welcome to food preparation 1 (FOO1501), a module that is offered in Unisa’s Department of Life and Consumer Sciences� I would like to take this opportunity to wish you success with your academic year� This is an online module, which means that you will find everything you need to complete the module on this site. Check the site regularly for updates, posted announcements and additional resources uploaded throughout the semester� Rapid communications throughout the semester(s) have been made possible through myUnisa� By using the myUnisa site, you can: submit assignments (please note: it is advisable that you submit your assignment online as this will ensure that you receive feedback and comments rapidly), access your official study material, have access to the Unisa Library functions, “chat” to your lecturer or to fellow students and participate in online discussion forums, and obtain access to a variety of learning resources� Please take some time to familiarise yourself with the site so that you can get to know where the different tools and resources are� I will give you more information about this later in this learning unit� Although I would like to encourage you study this module online, we also recognise that it might be impossible for some of you to get online at all, while others among you might only be able to get online infrequently� For this reason, you can also use the print-based study pack that you will receive to study for this module� Your study material for this module includes: Your prescribed textbook 14 learning units Tutorial Letter 101 Any other tutorial letters you may receive through the year Details of your prescribed book are given in the “Prescribed books” menu option, which you can access on the left-hand side of this screen, and also in Tutorial Letter 101� Tutorial Letter 101 will be posted to you, but you can also access it on this site� You can do this by clicking on “Additional Resources” in the menu on the left� Once there, click on the Tutorial Material folder, and when that opens, select Tutorial Letter 101� 2 FOO1501/MO001/4/2016 Tutorial Letter 101 is one of the tutorial letters you will be receiving during the year. It is important that you read this tutorial letter carefully. You will also receive Tutorial Letter 201 in the course of the semester shortly after the due dates for submission of each assignment. This tutorial letter is closely linked to Tutorial Letter 101 and will provide you with a guide or feedback on the answers for the assignments. In this learning unit, I will give you an overview of and some general information about the module. I will also tell you more about how you can study in the module and how to use myUnisa, and about assessment in the module. Click on “Next” below to go to the next screen, where you will find more information about contact details. Create “Tutorial Material” folder in Additional Resources and upload TUT101 there. 0.2 LECTURER AND CONTACT DETAILS In this section I will give you my own contact details, as well as details of the Department of Life and Consumer Sciences at Unisa, which is the academic department that offers this module. I will also give you the university’s contact details, as well as some information about the student support services at Unisa, which you are welcome to make use of. Please note that whenever you contact the university, whether in writing or telephonically, you should always mention the module code and your student number. Also note that if you write a letter to Unisa, you may enclose more than one letter in an envelope, but do not address enquiries to different departments (e.g. Despatch and Library Services) in the same letter. This will cause a delay in the replies to your enquiries. Please write a separate letter to each department and mark each letter clearly for the attention of that department. Letters to lecturers may not be enclosed together with assignments. Always write your student number and the module code at the top of your letter. 0.2.1 Lecturer and department Lecturer: Mr R Mathye Telephone number: +27 11 670 9727 (during office hours 8:00–16:00) Email address: mathyr@unisa.ac.za Postal address: The Lecturer (FOO1501) Department of Life and Consumer Sciences Private Bag X6 Florida 1710 The department offering this module is the Department of Life and Consumer Science. Telephone number (Departmental Secretary): +27 11 6709727 Fax number: +27 11 471 2796 0.2.2 University Should you need to contact the university about matters not related to the content of this module, consult the publication, my Studies @ Unisa, which you received with your study material. This brochure contains information on how to contact the university (e.g. to whom you can write about different queries, important telephone and fax numbers, addresses and details of the opening and closing times of particular facilities). 3 You can also make use of the following contact routes: 0.2.3 Unisa website http://www�unisa�ac�za & http://mobi�unisa�ac�za Email (general enquiries) info@unisa�ac�za International students are urged to make use of the email address, info@unisa�ac�za study-info@unisa�ac�za queries related to application and registration assign@unisa�ac�za for assignment enquiries exams@unisa�ac�za for examination enquiries despatch@unisa�ac�za for study material enquiries finan@unisa.ac.za for student account enquiries myUnisaHelp@unisa�ac�za for assistance with myUnisa myLifeHelp@unisa�ac�za for assistance with myLife email accounts SMS 32695 – South Africa only (You will receive an autoresponse SMS with the various SMS options� The cost per SMS is R1,00� ) Fax 012 429 4150 Student support services For information about the various student support systems and services available at Unisa (e�g� student counselling, tutorial classes and language support), consult my Studies @ Unisa� h Fellow students It is always a good idea to have contact with fellow students� You can do this using the Discussion menu option on myUnisa. You can also use the Discussion forum to find out whether there are students in your area who would like to form study groups� h Library The brochure my Studies @ Unisa lists all the services offered by the Unisa Library� To log in to the library website and access the library’s online resources and services, you will be required to provide your login details, i�e� your student number and your myUnisa password� This will enable you to: request library material view and renew your library material use the library’s e-resources h Unisa Directorate for Counselling and Career Development (DCCD) DCCD supports prospective and registered students before, during and after their Unisa studies� There are resources on their website (http://www�unisa�ac�za/Default�asp?Cmd=ViewContent&ContentID=15974) as well as printed booklets that can assist you with career advice and how to develop your employability skills study skills academic literacy (reading, writing and quantitative skills) assignment submission exam preparation h The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) You will find more information about this Centre on their web page at http://www�unisa�ac�za/default�asp?Cmd =ViewContent&ContentID=19553� You can also contact Ms Vukati Ndlovu on 012 4415470� 4 FOO1501/MO001/4/2016 0.3 PURPOSE AND OUTCOMES OF THIS MODULE Food Preparation is the study of the structure, composition, chemical processes and reactions of substances in living systems� This module aims at introducing you to Food Preparation 1� The purpose of the module is to enable you to identify and describe the fundamentals and functions of some food preparation methods and ingredients as well as the utensils that are used in food preparation� More specifically, the outcome of this module is to enable you to develop the ability to apply food preparation principles and skills in a food service operation� The next section will give you a better idea about how the content of the module is structured and how the various ideas expressed in the learning outcomes are related� 0.4 HOW THE CONTENT OF THIS MODULE IS ORGANISED This module is an introductory course and deals with the fundamentals of food preparation� Essentially, in this module, you will learn about how food preparation processes work and about all that is involved in food preparation� You will also gain an understanding of how to prepare food and of the use of certain utensils in the kitchen� In learning about this, you will not only be acquiring knowledge that may be helpful in your career, but will also come to understand how important food preparation is on a day-to-day basis� We will start out in Learning Unit 1 by refreshing your knowledge of some basic cooking principles� These all play a role in the preparation of food, and so it is necessary for you to understand fundamental concepts so that you can grasp the rest of the module content� Learning Unit 1 will introduce you to heating and equipment in food preparation� Equipment used in cooking and the important role of heat in the preparation of food are discussed in this unit� Learning Units 2, 3 and 4 will focus on food preparation basics� Learning Unit 2 focuses on the methods of heating foods, handling knives, identifying and cutting food into a specific style and measuring ingredients, seasonings and flavourings. Learning Unit 3 discusses milk and cheese, the composition of milk, the nutritional value of milk, types of milk and how to purchase milk� Learning Unit 4 focuses on eggs, how eggs are composed, how to purchase them, their function in food and how they can be prepared� In Learning Unit 5 we look more deeply into these fundamental processes by examining how starches and sources play a role in food preparation, seasoning and flavouring. Learning Unit 6 focuses on the use of cereals and grains, their composition, types and uses and how they fit into food preparation� Learning Unit 7 looks at the different types of flours and flour mixtures and how they are categorised. Learning Unit 8 focuses on quick breads and how to make quick breads� Learning Unit 9 focuses on the different types of yeast breads and how to prepare and store them� Learning Unit 10 deals with the preparation of cakes and cookies, the different types thereof and how to prepare them� Learning Unit 11 discusses pies and pastries and the different types of pastries and their preparation and storage� 5 Learning Units 12, 13 and 14 focus on the types of sweeteners and how they are used in food preparation, confectionary products and frozen desserts respectively� You can go to the Table of Contents to see the names and subsections of each of the learning units� Now that you have a better idea of how the module is structured, let’s look at what your studies will involve� 0.5 LEARNING RESOURCES Your main learning resources for this module will be your prescribed textbook and the learning units� These resources will be supported by tutorial letters� The prescribed textbook to be used in conjunction with the online material is: Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� More details about the textbook are given in the menu option “Prescribed books” to the left of this screen, and also in Tutorial Letter 101� The textbook is a comprehensive guide to food preparation� You will not be required to learn the whole textbook, as I will guide you on what is needed while you are studying this module� Use the online learning material to guide you on what you need to learn� You will need to study the chapters that are mentioned at the beginning of each learning unit and any recommended reading sections. If you find a topic particularly interesting, then feel free to do further reading on that topic� 0.6 MODULE-SPECIFIC STUDY PLAN Use your my Studies @ Unisa brochure for general time management and planning skills� This is a semester module over 15 weeks and it requires at least 120 hours of study time, which means that you will have to study at least 8 hours per week for the module� The following is a recommended time schedule that you could use as a guideline for studying this module� ACTIVITY HOURS Reading and re-reading Tutorial Letter 101 and Learning Unit 0 3 Skimming learning units and textbook, forming a thorough general impression of the whole 5 First reading of Learning Units 1 to 8 and textbook 2 hours per learning unit 16 In-depth study of Learning Units 1 to 8: making mind maps and summaries, and doing learning activities 8 hours per learning unit 64 Completing two assignments (Please Note: Assignment 01 should typically take less time than Assignment 02�) 14 Examination revision 16 Writing the examination 2 Total 120 6 FOO1501/MO001/4/2016 Below is an example of how you can schedule your study plan� Week 1 (January/July) Activity (each week represents 8 hours of study time) Read and re-read Tutorial Letter 101 and Learning Unit 0� Skim through the learning units and the textbook, forming a thorough general impression of the whole� 2 Read through the learning units and the textbook and identify all key areas� 3 4 5 6 In-depth study of Learning Units 1 and 2 (make mind maps and summaries and do learning activities)� Complete and submit Assignment 01 (please note, depending on how you will submit the completed assignment, you should allow sufficient time for the assignment to reach Unisa before the due date)� 7 8 In-depth study of Learning Units 3 to 5 (make mind maps and summaries and do learning activities)� If possible, participate in the online discussion activity in Learning Unit 4� 9 10 Complete and submit Assignment 02 (please note, depending on how you will submit the completed assignment, you should allow sufficient time for the assignment to reach Unisa before the due date)� 11 12 In-depth study of Learning Units 6 to 8 (make mind maps and summaries and do learning activities)� If possible, participate in the online discussion activity in Learning Unit 7� 13 14 15 (April/October) 0.7 Revision and preparation for exam HOW SHOULD YOU GO ABOUT STUDYING THIS MODULE? Distance studies are unique, with particular requirements for success that you should not underestimate� Once you have received your study material, please plan how you will approach and complete this module� You can use the study plan in the previous section as a guideline to draw up a reasonable study schedule that can guide you through the whole module� Remember to take into consideration the due dates of the assignments as given in Tutorial Letter 101 for this module� A crucial phase in the process of understanding and learning the basics of food preparation is to articulate your ideas about the principles you are learning, both orally and in writing� Only when you have tried this process for yourself will you understand the full value of the exercise� 7 The assignments in this module will take the form of written work, and they should give you an idea of how well you are making progress in achieving the learning outcomes� You should work through the learning units, making use of the learning strategies explained in the sections that follow� Your work on each learning unit should involve the following: Skim through the unit and draw your own basic mind map of the content of the learning unit� Then expand this map as your knowledge and understanding of the unit increase� Make your own summary of every unit� Do a reflection exercise at the end of every unit. (This is explained in more detail in a later section.) As you work, build up your own study and exam preparation portfolio� This portfolio will not be assessed, but it will be an extremely valuable tool for you as you complete your assignments and revise for the examination� What is a portfolio? A portfolio is a folder/file in which you gather and compile additional and/or summarised information during the year as you work through the learning material� Your portfolio should comprise: answers to each activity in each learning unit a mind map/summary of each learning unit your marked assignments (or a copy you made prior to submitting your assignment) your reflections on each learning unit extra reading material taken from the Internet, additional books and medical and/or scientific journals a vocabulary of new words or a glossary of new terms in your own words In order to ensure that you achieve the learning outcomes of this module, you can use the learning strategies explained in the following section� After explaining these, I will also say more about managing your study time, finding articles for further reading and avoiding plagiarism. 0.7.1 Learning strategies you can apply: The SSS method There are a number of strategies that can help you study, one of which is the SSS strategy� The three techniques in the SSS strategy are skimming, scanning and outlining, and study-reading and active learning� In order to help you understand what these steps involve, I discuss the strategy in more detail in the following sections� 0.7.1.1 Skimming Skimming involves moving your eyes over a piece of text at a very fast pace in order to get a general overview of what the text is about� 1� Page through and explore� First, read the section quickly, forming a rough idea of the contents� Concentrate on headings and subheadings, bold and italic type, boxes, tables and illustrations, and – in the case of a chapter or learning unit – introductions and summaries. The outcomes for a learning unit are important� (Think of how you would page through a magazine� When starting a new study unit, scan it and concentrate on the concepts that catch your eye�) 2� Do a cursory survey� Ask yourself while you read: What key terms occur in this learning unit or chapter? Stop when you identify a key term and read carefully what is said about it� Mark it in the book or in your printed study text� What you are trying to ascertain is: Where is it? In other words, where is the information that you will need to discuss later? 8 FOO1501/MO001/4/2016 0.7.1.2 Scanning and outlining Scanning also involves moving your eyes quickly over a text, but in this case you are doing it to find specific key words or specific items of information. 3� Using the key concepts you identified during skimming, scan the chapter, learning unit or section� If you have Internet access, you can find more information on skimming and scanning here: https://www� aacc.edu/tutoring/file/skimming.pdf 4� Outline the section by starting a mind map (for the whole learning unit or chapter or for parts of it, as in starting a summary)� You are looking for items and concepts while reading the information in the section or chapter in a more evaluative way. Reflect on interrelationships between concepts. The question now is: What is the main topic of this section/unit? What are the key concepts and how do they relate to the topic? If you have access to the Internet, you can find a great deal of information about drawing mind maps, and also see examples of such maps� Some good sites to start with are the following: 5� http://www�wikihow�com/Make-a-Mind-Map http://www�mind-mapping�co�uk/make-mind-map�htm Extend your outline� Start by giving your mind map a structure� As you work through the prescribed activities of the section or chapter, keep returning to the mind map to fill in the detail. Think about the value and meaning of categories, concepts and key terms� 0.7.1.3 Study-reading and active learning 6� Study-reading and completing activities� This follows directly from the previous stages and is done carefully, thoroughly and thoughtfully� The key terms and concepts you have pinpointed have to be linked up, and here the mind map and summaries are important� (Remember to put your detailed mind map in your portfolio�) Pause while reading, consolidate what you remember and consider how new information fits in with what you already have. This will give you a good representation of the whole. Your learning will be enhanced if you are active throughout this process� Whenever you get to an activity in your study guide, complete it in full on loose pages, which you then insert into your portfolio, grouped together per section and study unit� Supplement this with your own notes from your portfolio� (You do not need to submit the activities in the portfolio to the lecturer, but these are essential for exam preparation�) Further, take time to understand what you read� Note new vocabulary words� Use a dictionary to understand the meanings of new words, or use Google to define a word for you. You could compile a page for each study unit and add it to your portfolio� 7� Communicate. If you have access to the Internet, use the Discussions tool to raise any issues you find difficult, or even just interesting. If you cannot get help from your fellow students, feel free to contact your lecturer� Also respond to other students’ postings in the Discussions tool� Communicating with others about what you are learning will help to enhance the process� 8� Reflect. At the end of every learning unit, reflect on what you have learnt. This involves asking yourself the following questions: What are the main new insights I gained in this learning unit? (Write down two or three�) What did I already know and find quite easy? Is there anything that I found difficult? What did I find difficult? Why might I have found this difficult? What can I do to resolve these difficulties? Has the new knowledge I gained perhaps changed my thinking about issues such as how the body functions and how my own health is or should be maintained and what the uses of food preparation knowledge might be in my life or career? (If so, write down your thoughts on this or discuss it with others in the Discussions tool�) 9 Reflection has a great potential to enhance your learning by making you aware of your individual learning strategies and progress, of the wider context in which you can apply your learning, and also of the impact that your learning process has had on yourself and your own circumstances� 0.7.2 Managing your self-paced study time As I mentioned in an earlier section, you require at least 120 study hours to achieve the outcomes of this module (although this time may vary substantially among individuals)� As you will have around 15 weeks to complete a semester module, you should plan to use at least eight study hours per week per module� Remember, if you have registered for more than one module you should plan time for each module accordingly� I advise you to keep a study schedule or diary so that you can have a clear idea of the time you have available for study� This will help you to manage your studies within your available time and balance study with work and family life� In Tutorial Letter 101 and on myUnisa you will find a list of due dates for various assignments, which you should keep in your normal diary� Break the large assignments into a series of smaller tasks to be completed one step at a time� 0.7.3 Finding research/scientific articles One of the easiest ways to find scientific and scholarly articles is to use the site Google Scholar, which you can access at http://scholar�google�com� On this site, you will see that there is a down arrow within the search bar where you are to enter your search terms� If you click on this arrow, you will get a menu, ”Advanced Search”, that will allow you to make your search much more specific. When you have entered your search terms and pressed “Search” (or the icon representing this – a magnifying glass), a number of websites relating to your query will appear. The advantage of using this portal is that you can access most journal references in this way� Certain journals, such as Science Direct, can be accessed only through a tertiary academic institution such as Unisa� To access this journal, you need to do the following: 1� Go to Unisa online at http://www�unisa�ac�za/� 2� Click on “Library” at the top of the page� 3� In the menu on the left-hand side of the screen, click on “search for information resources”� 4� Follow the guidelines if you are a first-time user. 5� Click on the option “find e-resources”. 6� Now click on “A-Z list of electronic resources”� 7� When you have entered one of these databases, you can search for scientific articles by typing in the relevant keywords in the “search” box. Be very specific with the keywords. One word will usually give too much information and not on the specific topic you are looking for. 8� You will need to do some independent searches yourself, as part of your portfolio, assignments and exam preparation, especially since this is a distance education course, which needs to be supplemented with information from Internet sources� Contact the Unisa Library at +27 12 4293206 or see the library website for the local branch library’s telephone number if you have any difficulties or for assistance. 10 FOO1501/MO001/4/2016 0.7.4 Plagiarism Plagiarism is regarded as an act of fraud. It occurs when a student or any other person unfairly uses or copies words or ideas of others as his or her own, uses references incorrectly or alters the sentence structure without giving credit to the other person(s). The act of plagiarism is a serious offence and you must avoid it all cost. Avoiding plagiarism Never try to pass off other people’s work (or our learning units and study material) as your own. If you want to incorporate other people’s words and ideas or our notes in your own answers, enclose these in quotation marks if you are quoting directly, and always acknowledge your source. Use the Harvard referencing method. You can search for more information on this method online; a good source is http://www.staffs.ac.uk/assets/ harvard_quick_guide_tcm44-47797.pdf. If you are unsure about the correct way to acknowledge sources, contact Unisa’s Library Information Desk. Students who do not acknowledge the source of quotations, or who plagiarise from lecture notes and outside sources or who copy someone else’s answers may be refused permission to write the examination, or may be penalised in the assignment. 0.8 ORIENTATION TO USING MYUNISA I have already outlined the advantages of online learning in section 0.1 of this learning unit. In the sections that follow, I will give you an orientation to using myUnisa. We will see how the Unisa menu options work, and refer to the rules or etiquette of online communications. Finally, you will have the opportunity to try your own hand at using one of the most important tools on myUnisa, the Discussions tool. 0.8.1 The myUnisa menu options You need to be able to use the various menu options on this course site. They will enable you to participate actively in the learning process. Click on the following links to see where the various options are located. 0.8.2 Announcements: From time to time I will use this facility to give you important information about this module. You should receive e-mail notification of new announcements placed on myUnisa. Schedule: This tool gives you access to important dates and details about events, such as examination dates and deadlines for your assignments. You will need this information to help you manage your time and plan your own schedule. Course contact: If you want to send me e-mails in connection with this module, use this tool to communicate with me. Additional resources: This tool allows you to access any additional learning support material that might help you in your studies for this module. I will send an e-mail alert or announcement to inform you if I add anything to this folder. Discussions: This tool allows us to hold discussions as if we were in a contact setting, and I hope that this will give you clarity on many of the issues that students tend to struggle with. I will set up a number of discussion forums that you can visit to discuss specific topics. There will also be a forum for students, where you can discuss issues among yourselves, or just support one another. Assessment info: This tool allows you to submit your assignments electronically and to monitor your results. If you can, please submit your assignments via myUnisa. If you do not know how to do this, consult Tutorial Letter 101. Learning units: The learning units are your main learning resource in this module and contain the content and learning activities that you need to work through to achieve the module outcomes. myUnisa etiquette myUnisa is the university’s online platform where lectures and students meet, interact and participate in an ongoing process of learning and teaching. In interacting online, always remember to be mindful of and 11 respectful towards your fellow students and your lecturers� The rules of polite behaviour on the Internet are referred to as netiquette – a term that means “online manners”. You can access the following websites to learn more about netiquette: http://networketiquette�net/ http://www�studygs�net/netiquette�htm http://www�carnegiecyberacademy�com/facultyPages/communication/netiquette�html Please observe the rules of netiquette during your normal, everyday online communications with colleagues, lecturers and friends� In particular, remember to be courteous to your fellow students when using the Discussions tool� 0.8.3 Activity 0.1: Introduce yourself At this point, I would like you to do an activity called an “ice breaker”� What is an ice breaker? The ice breaker serves a number of purposes� Among other things: It will help you to get to know the myUnisa online environment� It will help you to get to know and connect to your fellow students� To do the activity, click on the “Discussions” option in the menu on the left-hand side of the screen� From here, click on the forum “Module-related discussions”, and then on the topic “Introducing yourself”� Once inside the topic, post a short entry in which you: tell us who you are and where you live; share what food preparation means to you, and why you chose to study it� Also respond to at least one posting by one of your fellow students� 0.9 ASSESSMENT IN THIS MODULE Your work in this module will be assessed by the following: Two written assignments, which will be used to calculate a year mark that will count 30% towards your final mark One written examination of 2 hours, which will count 70% towards your final mark Please consult Tutorial Letter 101 for details about assessment in this module� Be sure to read the following information in the tutorial letter: How your assignment and exam marks will be calculated The due dates and unique numbers of your assignments How you should submit your assignments Examination periods, admission and marks Tutorial Letter 101 also contains the actual assignment questions� Remember that while Tutorial Letter 101 will be sent to you, you can also access an electronic version by using the link on this page, or by going to the “Additional Resources” folder and the “Tutorial matter” subfolder� Good luck and enjoy the course! 12 FOO1501/MO001/4/2016 LEARNING UNIT 1: HEATING AND EQUIPMENT Contents Page 1�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 14 1�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 14 1�3 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 14 1�4 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 14 1�5 1�4�1 Heating foods ���������������������������������������������������������������������������������������������������������������������������� 14 1�4�2 Food preparation equipment ����������������������������������������������������������������������������������������������������� 15 1�4�3 Measuring and mixing ��������������������������������������������������������������������������������������������������������������� 15 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 16 1�5�1 Activity 1�1 ��������������������������������������������������������������������������������������������������������������������������������� 16 1�5�2 Feedback on Activity 1�1 ����������������������������������������������������������������������������������������������������������� 16 1�5�3 Activity 1�2 ��������������������������������������������������������������������������������������������������������������������������������� 16 1�5�4 Feedback on Activity 1�2 ����������������������������������������������������������������������������������������������������������� 16 1�6 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 17 1�7 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 17 13 1.1 INTRODUCTION AND OVERVIEW Nobody really knows how cooking was discovered� However, it is important to know how to heat food properly and what the correct equipment is to use in food preparation� After this learning unit you must be able to explain the fundamentals of heating and equipment use in food preparation� Figure 1.1 Heating equipment (http://www�shutterstock�com/) 1.2 LEARNING OUTCOMES After completing this learning unit you should be able to: 1.3 explain how the heat is transferred when food is cooked recognise the different kinds of thermometers and know how to read them identify primary and auxiliary kitchen equipment and utensils that are used in the kitchen list various pots and pans and their uses list various knives and their uses discuss different measuring utensils explain the difference between mass and volume explain the difference between metric and nonmetric measurement PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 1.4 KEY POINTS IN THIS LEARNING UNIT It is important to learn and develop the ability to use appropriate utensils and apply food preparation principles and skills in a food service operation� 1.4.1 Heating foods Heating is the process of speeding up the movement of molecules, while low temperatures slow it down� Many factors are involved in the heating of foods� Heating food also involves conduction, convection, induction and radiation� For more insight on the heating of foods, study the following chapters of your prescribed book, Understanding food principles and preparation: 14 FOO1501/MO001/4/2016 Chapter: 4 Food Safety Chapter: 5 Food Preparation Basics Heading: Cooking (Heating) Heading: Heating Foods Pages: Pages: 1.4.2 85–89 101–106 Food preparation equipment Food preparation equipment can be divided into different categories as illustrated in the following diagram: FOOD PREPARATION EQUIPMENT Primary equipment Auxiliary equipment Utensils Stoves Ovens Refrigerator Dishwasher Toaster Pressure cooker Microwave Slow cooker Teaspoons Knives Forks Table spoon Serving spoons For more insight on food preparation equipment, refer to the following: Prescribed book: Understanding food principles and preparation. Appendix A 1–13: Food preparation equipment YouTube and websites Cooking course: https://www�youtube�com/watch?v=71cvSqZSwi0 Essential cooking tools: https://www�youtube�com/watch?v=n4BBdzmQnFg 1.4.3 Measuring and mixing Consistency in measuring and mixing techniques can make the difference to a recipe’s success or failure and depends on the following noticeable differences: h Mass and volume Weighing, commonly used to mean determining the mass, is a much more accurate measurement than determining volume� Consequently, it is used by many food service operations� Weight can be measured by a number of different scales� h Metric and nonmetric Metric measurements of volume are expressed in millilitres� Five different types of measuring utensils are used in food preparation� For more insight on measuring tools and techniques follow this YouTube link: Measuring tools and techniques: https://www�youtube�com/watch?v=1pVDV8QK8HQ 15 1.5 ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 1.5.1 Activity 1.1 List the various types of knives that are commonly used in kitchens, and describe how each may be used� 1.5.2 Feedback on Activity 1.1 The following types of knives are commonly used in kitchens: Utility knife : Cuts tomatoes or carves meat� Paring knife : Trims vegetables, fruits and small pieces of meat such as chicken breasts Boning knife : Debones chicken breasts, disjoints poultry, cuts between meat joints and dices raw meat� Slicing knife : Slices potions of meat including poultry� Serrated knife : Cuts tomatoes and bread� Butcher knife : Cuts raw meat� Heavy cleaver knife : Cuts through bones� Steak or scimitar knife : Cuts steaks from parts of the carcass� Oyster and clam knife : Opens shellfish. 1.5.3 a� Activity 1.2 Watch the video clip on measuring tools and techniques and answer the questions below� https://www�youtube�com/watch?v=1pVDV8QK8HQ 1.5.4 List all the measuring tools mentioned in the video clip� Explain how each one of them can be used� Feedback on Activity 1.2 1� List the measuring tools that are used in the video� 2� Explain what each tool is used for� 3� Explain how you are going to practise what you have learned� The lady in the video clip mentioned the following measuring tools: Measuring cups Measuring spoons Digital scanner Measuring bowls Measuring jug 16 FOO1501/MO001/4/2016 1.6 REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 1.7 CONCLUSION In this learning unit you were introduced to the heating of food and the use of equipment in food preparation� You also learned about the types of heat and how heat is transferred in food preparation� You were further introduced to the different materials used to measure heat� In the next learning unit we will learn the basics of food preparation, i�e� methods of heating foods, how to use different kitchen utensils and how to measure ingredients when cooking� 17 LEARNING UNIT 2: FOOD PREPARATION BASICS Contents Page 2�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 19 2�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 19 2�3 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 19 2�4 KEY POINTS IN THIS LEARNING UNIT ��������������������������������������������������������������������������������������������� 19 2�5 2�4�1 Methods of heating foods ���������������������������������������������������������������������������������������������������������� 20 2�4�2 Cutlery techniques �������������������������������������������������������������������������������������������������������������������� 20 2�4�3 Measuring the ingredients ��������������������������������������������������������������������������������������������������������� 23 2.4.4 Seasonings and flavourings ������������������������������������������������������������������������������������������������������ 24 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 24 2�5�1 Activity ��������������������������������������������������������������������������������������������������������������������������������������� 24 2�5�2 Feedback on activity ����������������������������������������������������������������������������������������������������������������� 25 2�6 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 25 2�7 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 25 18 FOO1501/MO001/4/2016 2.1 INTRODUCTION AND OVERVIEW It is essential to understand the basics of food preparation� No matter how knowledgeable and careful the chef may be, the results in terms of taste and presentation will vary from meal to meal� Factors that contribute to the differences in prepared food include the type of heat used, the cooking utensils, the quantity of food, the freshness of the ingredients and the unique tastes and preferences of individuals� Learn the basic techniques, practise as often as you can, love what you do, and you will become a master at your work� Figure 2.1 Food preparation (http://www�shutterstock�com/) 2.2 LEARNING OUTCOMES After you have studied this learning unit, you should be able to: classify the heating methods handle different types of knives measure ingredients correctly distinguish between different mixing techniques present food on a plate list the types of garnishes 2.3 PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 2.4 KEY POINTS IN THIS LEARNING UNIT It is important to learn how to apply different heating methods appropriately, to know knives and how to use them, how to apply the correct measuring and mixing techniques and how to enhance food by using seasoning and flavouring. Pictorial summary Prescribed book: Understanding food principles and preparation. Chapter: 5 Food preparation basics Page: 118 19 2.4.1 Methods of heating foods There are three methods of heating food h Moist-heat preparation Heat is transferred by water, a water-based liquid or steam� h Dry-heat preparation Heat is transferred by air, radiation, fat or metal� h Microwave Usually listed as a moist heat, microwaves actually incorporate both dry-heat (radiation) and moist-heat methods� Heating changes the molecular structure of food, destroys harmful microorganisms and alters the texture, taste, odour and appearance of food� 2.4.2 Cutlery techniques Using cutlery properly is one of the most important aspects of food preparation� For instance, knowing knives and how to use them is essential to basic food preparation� The technique varies according to the type of knife that is chosen for a particular task� Handling knives The most frequently used knife is the chef’s or French knife. This knife should be firmly held with the base of the blade between the thumb and forefinger and the other fingers wrapped around the handle. The other hand must hold the food and guide it towards the blade. Curl the fingers, keep them away from the cutting edge, and allow at least a 1,25 cm barrier of food between the blade and the fingers holding the food. Figure 2.1 below illustrates the ways of handling a knife� Figure 2.2 (http://www�shutterstock�com/) Follow this YouTube link to learn more about handling knives Knife Skills https://www�youtube�com/watch?v=Ydc_SaQ_eRQ 20 FOO1501/MO001/4/2016 Cutting styles It is very important to apply the right style when cutting food� The goal in cutting food is uniformity� Why? Because this allows even heating and gives food an appetising appearance� The size of your food service establishment will determine whether you can do everything by hand or have to rely on equipment to do the job� Time, money and labour also play a role in your decision� The different styles of cutting allow us to have different types of food shapes for convenience in food preparation, and because foods are different some require a certain style of cutting� Slicing Figure 2.3 (http://www�shutterstock�com/) To move the food under the blade while keeping the point of the blade firmly on the cutting board the base of the knife is lifted up and pushed down with a forward and backward motion� Julienne Figure 2.3 (http://www�shutterstock�com/) This method is used to cut food length-wise into thin, stick-like shapes as shown in a bowl with carrots and celery Figure 2�3 illustrates how to cut food this way� 21 Shredding Figure 2.4 (http://www�shutterstock�com/) This is method is used to cut leaf vegetables into thin strips� Figure 2�4 shows shredded vegetables� Dicing Figure 2.5 (http://www�shutterstock�com/) This method is used to cut food into even-sized cubes� Figure 2�5 illustrates diced carrots� 22 FOO1501/MO001/4/2016 Mince Figure 2.6 (http://www�shutterstock�com/) This method is used to chop food into very fine pieces. Figure 2.6 below illustrates how to cut food into fine pieces� Peeling Figure 2.7 (http://www�shutterstock�com/) This is used to remove the skin as shown in figure 2.7. Some vegetables like asparagus can be peeled with a paring knife� For more insight on cutting styles, study the following from your prescribed book: Prescribed book: Chapter: Heading: Pages: 2.4.3 Understanding food principles and preparation. 5 Food Preparation Basics Appendix A: 1–13: Food Preparation Equipment Cutlery Techniques 107–109 Measuring the ingredients Correct measuring is essential in basic food preparation� It is important to know how to use and read the general measuring units� Wet ingredients are measured by means of a transparent, graduated cup with a pour spout. Dry ingredients are measured by means of flat-topped measuring cups for levelling. 23 For greater accuracy, scales may be used to measure ingredients� There are three basic steps in measuring: acquiring the amount for a specific measurement selecting the right measuring utensil using an accurate measuring technique For more insight on measuring ingredients and techniques, study the following chapters of your prescribed book: Prescribed book: Chapter: Heading: Pages: 2.4.4 Understanding food principles and preparation. 5 Food Preparation Basics Appendix A: Food Preparation Equipment Measuring Ingredients Appendix B: Appropriate Food Measurement 109–112 Seasonings and flavourings “Enhancing the flavour of food is an art that is critical to the acceptability of foods, and restaurants can succeed or fail depending on how that art is practiced” (Amy Brown, 2015:113)� The ingredients that are used for seasoning and flavouring are commonly known as herbs and spices. These add flavour to food. More than one seasoning can be used in a dish to complement each other. The types of seasoning and flavouring are salt, herbs and spices, oil extracts, marinades, breading and batters. For more insight on seasoning and flavouring, study the following chapters of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 5 Food Preparation Basics Seasoning and Flavourings 113–117 Follow this slide share link to learn more about seasonings and flavourings: http://www�slideshare�net/ rohitmohan754/seasonings-and-flavourings 2.5 ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 2.5.1 a� Activity Complete the table below by listing the kinds of knives that are used in the kitchen in Column A and matching each one of them with a corresponding cutting style in Column B Column A: Type of knife Column B: Cutting style Utility knife Paring knife Boning knife Slicing knife Serrated 24 FOO1501/MO001/4/2016 b. Explain the difference between seasoning and flavouring. Indicate how each can be used to enhance food� 2.5.2 Feedback on activity a. Type of knife Cutting style Utility knife slicing Paring knife dicing Boning knife dicing Slicing knife julienne Serrated slicing Feedback on activity b. Seasoning is used to enhance the natural taste that is found in food� Salt is used to season food� The two most common types of salt are sea salt, which is produced as a result of the evaporation of sea water, and rock salt, which is mined from land deposits� Flavouring is an ingredient that is added to food to bring out a new flavour. This addition alters and enhances the natural taste of the food� To learn more about seasoning and flavouring, follow the slide share link on seasoning and flavouring: http://www.slideshare.net/rohitmohan754/seasonings-and-flavourings 2.6 REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 2.7 CONCLUSION In this learning unit you were introduced to and learned about the following: Basics of food preparation Heating methods The different uses of kitchen knives Different ways of measuring and mixing food, seasoning and flavouring The different utensils that are used In the next learning unit we will deal with the nutritional value of milk and the physical properties of milk as well as the effect of heat on the quality of milk� 25 LEARNING UNIT 3: MILK AND CHEESE Contents Page 3�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 27 3�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 27 3�3 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 27 3�4 KEY POINTS IN THIS LEARNING UNIT ��������������������������������������������������������������������������������������������� 27 3�5 COMPOSITION OF MILK ��������������������������������������������������������������������������������������������������������������������� 27 3�5�1 Types of milk ����������������������������������������������������������������������������������������������������������������������������� 28 3�6 HOMOGENISATION ����������������������������������������������������������������������������������������������������������������������������� 28 3�7 CHEESE������������������������������������������������������������������������������������������������������������������������������������������������ 29 3�7�1 3�8 3�9 Cheese production �������������������������������������������������������������������������������������������������������������������� 29 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 29 3�8�1 Activity 3�1 ��������������������������������������������������������������������������������������������������������������������������������� 29 3�8�2 Feedback on activity 3�1 ����������������������������������������������������������������������������������������������������������� 30 3�8�3 Activity 3�2 ��������������������������������������������������������������������������������������������������������������������������������� 30 3�8�4 Feedback on activity 3�2 ����������������������������������������������������������������������������������������������������������� 30 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 30 3�10 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 30 26 FOO1501/MO001/4/2016 3.1 INTRODUCTION AND OVERVIEW Milk is a unique beverage that provides complete protein, many of the B vitamins, vitamins A and D and calcium� Milk is not an absolutely perfect food, but it is the most complete single food known� Figure 3.1 Milk and cheese (http://www�shutterstock�com/index-in�mhtml) 3.2 LEARNING OUTCOMES After completing this learning unit, you should be able to: 3.3 briefly discuss the nutritional value of milk explain the effect of heat on the quality of milk list and recognise types of milk discuss the physical properties of milk discuss the stability factors of milk foam handle and store milk classify cheese according to its moisture content discuss the basic processes of cheese manufacturing PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 3.4 KEY POINTS IN THIS LEARNING UNIT You are going to learn about the composition of milk� 3.5 COMPOSITION OF MILK Milk is a complex food in which more than a hundred components have been identified. The exact composition of milk varies, depending on the breed of cattle, the feed used and the period of lactation� The milk available on the market, however, has a uniform composition that may vary slightly according to governmental regulations in terms of butterfat and solids content� The nutrients in milk We will now look at the general categories of nutrients in milk and the forms in which they occur: Water – almost 90% of milk is water. Proteins – the predominant types of protein found in milk are casein and whey. 27 Whey. Putting milk through an ultrafiltration process isolates whey. This liquid fraction is used by the food industry as an emulsifier and as a foaming and gelling agent. Adding milk proteins to other foods improves their texture, mouth-feel, moisture retention and flavour. Carbohydrates� Lactose or milk sugar is the primary carbohydrate found in milk� When the bacteria in milk metabolise lactose, lactic acid is produced. Lactic acid is responsible for the flavour in cheese, yogurt and sour cream� Lactose is broken down by lactase into glucose and galactose, which are easily absorbed� Fats. The fat in milk, called milk fat or butterfat, plays a role in the flavour, mouth-feel and stability of milk products. Milk contains cholesterol. The fat that is present in the cream is finely emulsified. Minerals� The major mineral in milk and milk products is calcium� Phosphorus, potassium, magnesium, sodium, chloride and sulphur are found in smaller quantities in milk and milk products� Milk is low in iron� Vitamins. Milk contains vitamins A, D, B (riboflavin) and traces of niacin. For more insight into the composition of milk, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 3.5.1 Understanding food principles and preparation. 10 Milk Composition of Milk 212–216 Types of milk There are different types of milk available. They include fluid milk, canned milk, dried milk and cultured milk as well as creams� For more insight into types of milk, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 3.6 Understanding food principles and preparation. 10 Milk Types of Milk 218–225 HOMOGENISATION To homogenise means to make uniform or the same� Because the fat is lighter than the liquid part of the milk, it rises to the surface and forms a layer of cream� When milk is homogenised, it is forced through a tiny valve under high pressure� The process breaks up the fat into very small globules, now evenly dispersed throughout the milk. A film of proteins immediately surrounds the small fat globules, so that the globules no longer adhere to one another� However, because larger areas of the fat globules are now exposed to the air, the fat in the milk may become rancid more easily� But, as all homogenised milk is also pasteurised, the fat in the milk does not become rancid� This process has no effect on nutrient content, but sensory changes do occur� You can also watch the following video clip on homogenisation and pasteurisation: https://www�youtube�com/watch?v=r0rCEBPgo5Q For more insight into homogenisation, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Page: Understanding food principles and preparation. 10 Milk Homogenisation 217 28 FOO1501/MO001/4/2016 3.7 CHEESE Cheese is a preserved food made from the curd, or solid portion, of milk� One of the most nutrient-dense foods, cheese is used daily all over the world as an ingredient to add flavour, colour and texture to prepared food or to enjoy on its own� Adding certain enzymes and/or acid to any type of milk causes the casein proteins and fat to coagulate and separate from the liquid portion or whey to form the curd� Moisture is removed from the curd to varying degrees� The curd is then treated in a variety of ways to produce different types of cheese� 3.7.1 Cheese production Five basic steps are common to the production of all varieties of cheese� No two cheese varieties are produced by exactly the same method� 1� Milk selection� Choose the appropriate milk� Pasteurised cow’s milk is the most common choice� The type of milk from which the cheese is made determines the amount of fat in the cheese� 2� Coagulation� Cheese making starts with the coagulation of the casein protein in milk� Adding enzymes or acid represents the two main methods of aiding coagulation� Visit https://www�youtube�com/watch?v=mQRIMxWXvAo to learn more about making cheese from powdered milk� 3.8 ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 3.8.1 Activity 3.1 a� Milk may be treated according to pasteurisation processes� Temperatures and times vary� The processes most commonly used by milk processors are the LTLT and HTST types� (See p192, table 9-4, in your prescribed book�) i. Define “ultrapasteurisation”: ��������������������������������������������������������������������������������������������������������� ��������������������������������������������������������������������������������������������������������� ��������������������������������������������������������������������������������������������������������� ii. Define “ultrahigh temperature” (UHT): ��������������������������������������������������������������������������������������������������������� ��������������������������������������������������������������������������������������������������������� ��������������������������������������������������������������������������������������������������������� iii. What are the benefits of sterile packaging of UHT milk? ��������������������������������������������������������������������������������������������������������� ��������������������������������������������������������������������������������������������������������� 29 ��������������������������������������������������������������������������������������������������������� ��������������������������������������������������������������������������������������������������������� iv� How should UHT milk be treated, once opened? ��������������������������������������������������������������������������������������������������������� ��������������������������������������������������������������������������������������������������������� ��������������������������������������������������������������������������������������������������������� ��������������������������������������������������������������������������������������������������������� 3.8.2 Feedback on activity 3.1 Milk is graded according to its bacterial count� The highest grade, Grade , has the lowest count� The law requires that all Grade A milk and milk products crossing state lines be pasteurized� Pasteurisation is the heating process that was originally used on wine and beer to minimize microbial growth� It was soon discovered the pasteurising milk helped reduce associated food borne illness� 3.8.3 Activity 3.2 Discuss the effects of fat content� Your answer must focus on the following aspects: i� ii� iii� iv� v� temperature cream age sugar whipping time with regard to the stability of milk foam in whipped cream 3.8.4 Feedback on activity 3.2 Study pages 218 to 219 in your prescribed textbook to learn more about different types of milk� Examples include whole milk, reduced-fat and low-fat milk and fat-free or non-fat milk� Cream is a collective of fat droplets that floats to the top of nonhomogenized whole milk. The heavier and thicker the cream is, the higher the fat content will be� An example of how to whip cream is shown in the following video: https://www�youtube�com/watch?v=XNtKdMLBqFg 3.9 REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 3.10 CONCLUSION In this learning unit you were introduced to how milk is produced and to the different types of milk� We also discussed the different classifications of cheese and the processes involved in producing cheese. 30 FOO1501/MO001/4/2016 LEARNING UNIT 4: EGGS Contents Page 4�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 32 4�2 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 32 4�3 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 32 4�4 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 32 4�5 COMPOSITION OF EGGS ������������������������������������������������������������������������������������������������������������������� 32 4�6 4�5�1 Purchasing eggs ����������������������������������������������������������������������������������������������������������������������� 33 4�5�2 Function of eggs in food ������������������������������������������������������������������������������������������������������������ 34 4�5�3 Preparation of eggs ������������������������������������������������������������������������������������������������������������������� 35 4�5�4 Storage of eggs ������������������������������������������������������������������������������������������������������������������������� 35 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 35 4�6�1 Activity ��������������������������������������������������������������������������������������������������������������������������������������� 36 4�6�2 Feedback on activity ���������������������������������������������������������������������������������������������������������������� 36 4�7 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 36 4�8 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 37 31 4.1 INTRODUCTION AND OVERVIEW The quality of protein in eggs is so high that it has become the protein standard by which researchers rate all other foods� It is a life-sustaining protein� The versatility of eggs, whether prepared on their own or in combination with other foods, makes them nearly indispensable in cooking� A sound understanding of the various roles eggs play in food preparation requires a general knowledge of eggs� We shall discuss chicken eggs� A laying hen produces one egg every 25 hours or so� Figure 4.1 Eggs (http://www�shutterstock�com/) 4.2 PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 4.3 KEY POINTS IN THIS LEARNING UNIT It is important to learn how the major components of eggs play a role in food preparation� Their size, grading and quality have implications for the decision that you need to make when purchasing them� Eggs perform various functions in food� 4.4 LEARNING OUTCOMES After completing this learning unit you should be able to: 4.5 analyse the structure and composition of an egg determine the quality of eggs evaluate the nutritional value of eggs discuss the effect of heat on eggs explain the formation of egg foam discuss the different uses of eggs in food preparation determine the most effective ways of storing eggs COMPOSITION OF EGGS In the following sections you will learn more about the composition of eggs� Structure The egg has five major components: 32 FOO1501/MO001/4/2016 Yolk The yolk makes up 30% of the egg, is located near the centre of the egg and is surrounded by the thin vitellin membrane� This membrane separates the white from the yolk� The germinal disc is visible as a very small spot on the surface of the yolk from which the chick develops in a fertilised egg� At each end of the yolk is an opaque, twisted strand called the chalaza that anchors the yolk to the membranes surrounding the albumen to hold the yolk in the centre of the egg� Albumen The albumen or egg white is a viscous, opalescent substance forming 58% of the mass of the egg� The albumen is composed of four layers of alternating viscosity: the inner thick albumen around the yolk the inner thin albumen the outer thick or firm albumen the outer thin albumen Shell membranes Inside the shell there are two membranes� One of these adheres closely to the shell� The membranes press up against the shell and protect the egg against bacterial invasion� Air cell Soon after an egg is laid, the contents shrink and the two membranes become separated by a small air space that usually appears at the larger end of the egg� The air space is used in grading to judge the approximate age of the egg� Shell A hard calcium-carbonate shell surrounds the delicate internal contents of an egg� Eggshells are not solid but porous� Carbon dioxide and moisture escape and air enters through this porous shell� A transparent substance known as a cuticle covers the shell� This protective coating blocks the pores and prevents excessive moisture loss and bacterial contamination� The cuticle is removed when the eggs are washed� Washed eggs may be coated with a thin film of edible oil for protection. For more insight on the composition of eggs, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 4.5.1 Understanding food principles and preparation. 12 Eggs Composition of Eggs 251–253 Purchasing eggs When you are purchasing eggs it is very important to inspect them for quality and consider their grading� It is also important to learn how to inspect an egg and take its size into consideration� Inspection Egg quality is determined by the egg’s characteristics, how fresh it is and its quality� Grading The following methods may be used to determine the grading of an egg: 33 h Candling Before eggs are packed, they are checked for defects by means of candling� This method is used to assess the quality of an egg without removing it from the shell� The egg is slowly rotated and simultaneously viewed under a strong, bright light� The following aspects of the egg are checked: the size and position of the air space the clearness of the egg white the position and mobility of the yolk and the shadow it casts the condition of the shell appearance When broken onto a plate, a fresh egg will have a domed yolk set in two distinct layers of egg white that appear to be a thick layer and a thin layer� In a less-than-fresh egg, the egg white becomes watery and thin, the yolk membrane weakens and the yolk tends to spread over the plate� The result is that the whole egg will appear flat. Study p228, figure 11-4, in your prescribed book. h Size The freshness of an egg is judged by the size of the air space� The older the egg, the bigger the air space� When eggs are placed in a container of cold water, a new-laid egg will sink to the bottom� It will lie there in a horizontal position because the air space is only beginning to form and is therefore small� When an egg is no longer fresh, the air space has become bigger� As a result of the larger air space, the egg stands upright in cold water with the large end uppermost� When the egg has become stale, the air space has increased so much that the egg will float when placed in cold water. For more insight into the purchasing of eggs, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 12 Eggs Purchasing Eggs 253–255 Follow this link to learn how to test if an egg is fresh: https://www�youtube�com/watch?v=E2OWXN80NZQ 4.5.2 Function of eggs in food Eggs have different functions in food and we will now look at each of these functions in more detail� Emulsifying Egg is the most widely used emulsifying agent in food preparation� It is not only a natural emulsion, but also a very efficient emulsifying agent for water and oil mixtures because it contains a high proportion of lecithin. The lecithin acts as the emulsifying component of egg yolk� It forms a permanent and stable emulsion that will not separate on standing� Examples of these permanent emulsions are mayonnaise, choux pastry, batter, dough and ice cream� Binding Egg mixed with other ingredients acts as a binding agent in many dishes� When such dishes are heated, the protein in the egg coagulates and binds the separate ingredients together� In this way the egg in dishes such as croquettes, meat fillings and stuffing holds together ingredients that would otherwise fall apart. Foaming The best eggs to use for egg-white foam are fresh eggs because they have thick egg whites which contribute to foam stability� Egg foam forms when raw eggs are beaten or whisked� Air is incorporated in the form of small bubbles surrounded by a film of protein. These air bubbles are dispersed through the water in the egg. The 34 FOO1501/MO001/4/2016 three most common stages in the whisking of egg whites into foam are foamy, soft peak, and stiff peak� Egg white whisked to the dry-foam stage is not suitable for use because such foams collapse readily and are lumpy when added to other mixtures� For more insight on the functions of eggs, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Page: 4.5.3 Understanding food principles and preparation. 12 Eggs Functions of Eggs 256 Preparation of eggs Eggs are extremely versatile and can be prepared on their own or in combination with other foods� They are easy to prepare� Adherence to the basic principles of protein cookery will enhance the appearance and palatability of egg dishes� Eggs can be prepared in a variety of ways, using either dry-heat or moist-heat methods� Dry-heat Moist-heat Fried eggs Scrambled eggs Omelettes Baking Hard or soft boil Coddling Poaching For more insight on the preparation of eggs, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Page: 4.5.4 Understanding food principles and preparation. 12 Eggs Preparation of Eggs 259 Storage of eggs Eggs begin to deteriorate as soon as they are laid, and they lose quality very rapidly at room temperature� To ensure the freshness of eggs, they may be refrigerated, frozen or dried� For more insight into the storage of eggs, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 4.6 Understanding food principles and preparation. 12 Eggs Storage of Eggs 266–267 ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 35 4.6.1 a. Activity Explain the role that egg foam plays in food preparation. b. Complete the following table by indicating the function of eggs in the different dishes: Dish Function of eggs Croquettes Ice cream Omelettes Soufflés Angel food cake 4.6.2 Feedback on activity a. The capacity of egg whites to be beaten into a foam that increases by up to six or eight times their original volume in invaluable in food preparation� Egg white foams are used to aerate and leaven a number of food products, such as puffy omelettes, soufflés, angel food cake, sponge cake and meringues. b. Dish Function of eggs Croquettes A croquette is a small, breadcrumbed, fried food roll� The mashedpotato-filled croquettes are often served as a side dish. Ice cream To thicken and stabilise food and prevent water, fat and other liquids from separating� Omelettes To increase the volume, to aerate and to leaven� Soufflés To increase the volume, to aerate and to leaven� Angel food cake To thicken and stabilise food and prevent water, fat and other liquids from separating� 4.7 REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 36 FOO1501/MO001/4/2016 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 4.8 CONCLUSION In this learning unit you were taken through the composition and functions of eggs, different ways of cooking eggs and how eggs can be purchased and stored� We also looked at methods to determine egg quality� 37 LEARNING UNIT 5: STARCHES AND SAUCES Contents Page 5�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 39 5�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 39 5�3 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 39 5�4 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 39 5�5 SOURCES OF STARCH ����������������������������������������������������������������������������������������������������������������������� 40 5�6 5�5�1 Starch transformations �������������������������������������������������������������������������������������������������������������� 40 5�5�2 Storage of starches and sauces ����������������������������������������������������������������������������������������������� 41 5.5.3 Seasoning and flavouring ��������������������������������������������������������������������������������������������������������� 41 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 41 5�6�1 Activities ������������������������������������������������������������������������������������������������������������������������������������ 42 5�6�2 Feedback on activities �������������������������������������������������������������������������������������������������������������� 42 5�7 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 42 5�8 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 42 38 FOO1501/MO001/4/2016 5.1 INTRODUCTION AND OVERVIEW Starches are complex carbohydrates and are a staple food in diets throughout the world� Carbohydrates provide as much as 65% of the calories in one’s diet� Starch is enjoyed in the form of potatoes, rice, pasta, sorghum, cereals, breads etc and provides energy� The texture, taste and appearance of many foods, for example sauces, gravies, cream soups, salad dressings and desserts are determined by starch� The video below will give you more insight into starch as a complex carbohydrate and the food types which contain starch� Visit: https://www�youtube�com/watch?v=ZbERk9e0Mk0 Figure 5.1 Starches (http://www�shutterstock�com/) 5.2 LEARNING OUTCOMES After studying this learning unit, you should be able to: 5.3 describe the basic structure of starch discuss the different characteristics of starch and how these are utilised in food preparation list and discuss the factors that influence gelatinisation define a mother sauce and a small sauce and list examples of both discuss the difference between a thickened and an unthickened sauce explain how to prepare a thickened sauce by different methods explain how to store starches and sauces PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 5.4 KEY POINTS IN THIS LEARNING UNIT You probably recognised most of the starches, and you most likely also have a very good idea of their various types� In this learning unit, we will refine this knowledge that you already have by exploring how the starches and sources work together� 39 5.5 SOURCES OF STARCH Common sources of starch are wheat, rice, potatoes, arrowroot, dried beans, peas, sago palm and corn� Starch acts as a thickening or gelling agent in food preparation� Starch in food products Starch is found in food products such as cereals (rice, wheat and maize) and the root vegetables (potatoes and cassava)� Starch functions as A thickening agent (foods that are frequently thickened with starch are soups, sauces, pie fillings and puddings) An edible film (which can be a protective coating on chewing gum, is used to bind foods such as meat products and pet foods, and also acts as a base to hold substances such as fats and oils in chocolates) Dextrose (This is used as a sweetener in confections, wine and some canned foods�) For more insight into starches and sauces, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 5.5.1 Understanding food principles and preparation. 18 Starches and Sauces Starch Characteristics 389–391 Starch transformations Starches go through changes or transformations and these processes make them valuable in food preparation� Gelatinisation When starch granules are heated in a liquid, they absorb the liquid, swell, and increase in viscosity and translucency� This process is called gelatinisation� Gelatinisation helps to improve the availability of starch for amylase hydrolysis� Gelatinisation of starch is used constantly in cooking to make the starch digestible or for thickening� The following factors affect gelatinisation: Water During the preparation of foods such as rice and pasta, enough water must be available to cover the starch, to allow for evaporation, and to allow for expansion of the starch. Sufficient water must also be available for absorption by the starch� The concentrations of amylose and amylopectin in the starch determine how much water is required� Temperature The type of starch determines the gelatinisation temperature� Gelatinisation occurs over a range of temperatures� Gelatinisation temperature of starch depends upon plant type and the amount of water, salt and sugar present� Timing Continued heating will cause the starch granules to break apart because of the stressed bonds which hold the granules together� Stirring Stirring is required at the beginning of the gelatinisation process to ensure uniform consistency and to prevent lumps from forming� Continued and vigorous stirring causes the starch granules to break, which results in a slippery starch paste with less viscosity, e�g� roux source� 40 FOO1501/MO001/4/2016 Acidity Acidity inhibits the development of large crystals, giving the confectionery a smoother texture� Sugar Sugar decreases the thickness as well as the firmness of the cooked starch product because the sugar in the mixture limits the swelling of the starch granules by competing with the granules for water� Put another way: the sugar absorbs some of the water in the mixture to enable it to dissolve, leaving less water available for the granules to absorb and swell to their full capacity� Fat The fat or protein coats the starch and prevents it from absorbing water� This delays gelatinisation� All these factors need to work in synchronic order for maximum gelatinisation to occur� Gel formation (gelation) Gelation occurs when a hot, gelatinised paste is cooked and cooled� Gelatinisation will therefore always precede gelation� Hydrogen bonding occurs during cooling (below 38˚C), when water is retained in the network of starch molecules� The gelatinised sol (suspension in a liquid) forms a gel when cooled� Only those starch grains that contain amylose are effective agents for gelling a liquid� Although amylopectin starches do not form firm gels, they are able to give thickness to a starch mixture. Retrogradation The swollen amylose molecules are attracted to each other during the cooling process� When this happens, they rebond and draw closer to each other to form a swollen starch network� For more insight into starch transformation, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 5.5.2 Understanding food principles and preparation. 18 Starches and Sauces Starch Transformation 392–394 Storage of starches and sauces As with all other grains, starches should be kept in airtight containers and stored in a cool, dry place away from light, moisture, oxygen and pests� The ingredients added to prepared starches make them prone to bacterial contamination and thus to food-borne diseases� Store prepared sauces in the refrigerator� Never leave them at room temperature for too long� 5.5.3 Seasoning and flavouring The basic seasonings are salt, pepper, spices, herbs, wine and lemon juice� Any acid product is added after gelatinisation, because acid breaks down the starch. Glaze, a highly flavoured concentrate, is added for flavour. 5.6 ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 41 5.6.1 Activities a� Discuss the role of starch in food preparation� b� What is the function of gelatinisation in food preparation? c� Prepare a table with two columns� In column A, list the factors that affect gelatinisation� In column B, explain how each factor contributes to food preparation� 5.6.2 a. Feedback on activities Your answer should reflect the following: b. Your answer should reflect the following: c. The effect of heat The availability of amylase hydrolysis Digestion and thickening Your answer should reflect the following: 5.7 Starch as a thickening agent An edible film The role that dextrose plays Water: evaporation, expansion, absorption, and the concentration of amylose and amylopectin Temperature: the role that it plays in starch transformation Stirring: timing and consistency Acidity: texture of food Sugar: consistency, the effect of water Fat: absorption REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 5.8 CONCLUSION In this learning unit you were introduced to grains, starches and sources� The different types of sources and starches were discussed in the relevant chapter� 42 FOO1501/MO001/4/2016 LEARNING UNIT 6: CEREALS, GRAINS AND PASTAS Contents Page 6�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 44 6�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 44 6�3 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 44 6�4 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 44 6�5 COMPOSITION OF CEREAL GRAINS ������������������������������������������������������������������������������������������������� 45 6�5�1 Uses of cereal grains ���������������������������������������������������������������������������������������������������������������� 45 6�5�2 Types of cereal grains ��������������������������������������������������������������������������������������������������������������� 45 6�5�3 Factors that affect the cooking time of cereals�������������������������������������������������������������������������� 48 6�6 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 49 6�7 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 49 6�8 FEEDBACK ������������������������������������������������������������������������������������������������������������������������������������������� 50 6�9 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 50 6�10 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 50 43 6.1 INTRODUCTION AND OVERVIEW Cereals are produced in every part of the world� Cereal grains are seeds from the grass family Gramineae� These seeds and their products may be regarded as “the staff of life”� Each area grows its own preferred cereal, which is usually the grain best suited to the soil and climatic conditions in the particular area� In many countries 80% to 90% of the food energy consumed is supplied by one kind of cereal� Grains are the world’s main food crops� Figure 6.1 Cereals, grains and pastas (http://www�shutterstock�com/pic) Can you identify the different foods in the picture above? I think you probably recognised most of them, and you most likely also have a very good idea of their various functions. In this learning unit, we will refine the knowledge you already have by exploring how the cereals, grains and pastas work together� 6.2 LEARNING OUTCOMES After studying this learning unit, you should be able to: 6.3 describe the structure of cereal grains and list the grains discuss the uses of cereal grains classify and define cereal products explain how to prepare some grain products and pastas discuss the storage of cereals and pastas describe the different types of pastas PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 6.4 KEY POINTS IN THIS LEARNING UNIT In this learning unit you will learn important facts about cereals, grains and pastas, and in particular: how they are composed what the different types are how they are used how they are stored 44 FOO1501/MO001/4/2016 6.5 COMPOSITION OF CEREAL GRAINS All cereal grains consist of four major parts: the husk or chaff the bran covering the starchy endosperm the germ For more insight into the composition of cereal grains, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 6.5.1 Understanding food principles and preparation. 16 Cereals, Grains and Pastas 345–347 Uses of cereal grains Cereal grains are mostly used for flour, pasta, breakfast cereals, the production of alcoholic beverages and animal feeds� Flour Flour is the fine powder obtained from crushing the endosperm of the grain. The bran and germ are also milled and added to make whole-grain flours. Why is wheat the predominant choice of grain for flour? Because it provides a protein structure that facilitates the rising of baked goods� Flour is used to make breads and an assortment of other baked products and it also plays an important role as a thickener� Pasta Pasta comes in a variety of shapes and is sold both dried and fresh� Breakfast cereal Breakfast cereal was introduced to the general public in the 1800s as a vegetarian substitute for the traditional bacon and eggs� Over 75% of breakfast cereals nowadays are the ready-to-eat types made from wheat, maize or oats� Varying kinds of breakfast cereals are available to consumers� For more insight into the uses of cereal grains, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 6.5.2 Understanding food principles and preparation. 16 Cereals, Grains and Pastas Uses of Cereal Grains 347–348 Types of cereal grains The primary grains in the world today are, in descending order of importance: wheat, rice, maize, barley, millet, sorghum, oats and rye� Wheat Classification of wheat Wheat is classified according to: species growing season texture colour 45 There are 14 different species of wheat and each of them has a number of different varieties� Only three species account for almost 90% of all the wheat grown in the world: common (soft) club durum (hard) Two major types of wheat are classified according to their growing season: Winter wheat (hard): With a high protein content for the production of leavened bread (Durum is the hardest and the highest in protein and is suitable for making pasta and certain breads�) Spring wheat (soft): With a lower protein content than winter wheat for making baked products such as cakes, pastries and biscuits� The protein content of wheat makes this cereal grain the most suitable for a variety of different baking purposes� Wheat may also be classified by colour, for example red and white, with various shades of yellow and amber in between. However, all milled flours appear white. Forms of wheat Flour is just one of many possible forms of wheat� Other forms of wheat are as follows: Table 6�1: Forms of wheat Form Definition/Description Cooking time/Uses Wheat berries Whole, not processed or milled Takes the longest time to cook Cracked wheat Berries that are ground until they crack (coarse, medium, fine) Takes about 15 minutes to cook Rolled wheat Berries, flattened between rollers Similar to rolled oats Bulgur wheat Partially steamed dried and cracked with a more pronounced flavour Ingredient in tabbouleh Farina Granulating the endosperm into a fine consistency Cream of wheat Wheat germ Germ of kernel Source of vitamin E, some Vitamin Bs and fibre Wheat bran Bran kernel Source of insoluble For more insight into wheat, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 16 Cereals, Grains and Pastas Cereal Grains Containing Gluten 349–350 Rice Rice is the staple food of half the world’s population, and 94% of the world’s rice is produced in Asia� 46 FOO1501/MO001/4/2016 Classification of rice Rice is classified according to the following criteria: Mode of cultivation lowland, wet or irrigated rice (90% of all rice is grown with its roots submerged in water highland, hills or dry rice, grown in areas with plentiful rain (hilly terrain prevents flooding.) Grain length The length in relationship to the width of the grain determines whether rice is considered long-grain, mediumgrain or short-grain rice� Texture For more insight into rice, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 16 Cereals, Grains and Pastas Rice 354–356 Maize or corn More than 50% of the world’s maize is grown in the United States (US)� Maize (or “corn” in the US) has an important place in the daily diet of most South Africans� It provides about 35% of the population’s per capita carbohydrate requirements, 31% of its protein requirements, and about 15% of its fat requirements� Maize as a food has been the most economical and versatile source of energy in South Africa for many years� Classification of maize or corn Maize is classified according to the following criteria: Colour Maize is predominantly yellow or white, but can also be red, pink, blue or black and with bands or stripes� Kernel type Dent corn accounts for 95% of all maize grown in the US� Half is sold as livestock feed and the rest is stored as a buffer against the next year’s crop, exported or used in the production of corn syrup, alcohol, starch and canned and other processed corn� Sweet corn tastes best before the milky fluid in fresh corn kernels has had a chance to harden. Flint corn produces extremely hard corn kernels and makes a good quality cornmeal� Popcorn comprises thick-walled kernels� Flour corn is white or blue and used to make flour and chips. Pod corn is non-commercial� Types of maize Maize is used for livestock feed and human food, to make alcohol, and for its seed� Table 6�2: Types of maize Form/brand Definition/description Cooking time/uses Corn on the cob and kernel corn Yellow, white or hybrid Eaten directly off the cob, or kernels are removed from the cob� Used as a vegetable in a variety of dishes 47 Form/brand Definition/description Cooking time/uses Hominy The endosperm is soaked in lye and dried, enlarged kernels of hulled (i�e� with the bran and germ removed) corn Canned or frozen Hominy grits Ground, dried hominy in small Boiled as a breakfast dish Cornmeal Coarsely ground corn Whole or degerminated, used in corn bread, with high fat content or short shelf life Cornstarch Finely ground endosperm Thickener Corn syrup Cornstarch treated with certain enzymes produces a viscious liquid consisting of fructose, glucose and other sugars Dark or light (the darker the colour, the stronger the flavour Corn oil Extracted from the germ For more insight into maize or corn, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 16 Cereals, Grains and Pastas Corn 352–354 Barley Barley is primarily used as malt in cereals and soups, for livestock feed, in the manufacture of beer and whiskey, and in salads and stews� Barley is available in different forms, such as Hulled barley Pot barley Pearled barley Flaked barley Barley grits Malt For more insight into barley, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 6.5.3 Understanding food principles and preparation. 16 Cereals, Grains and Pastas Barley 350–351 Factors that affect the cooking time of cereals Several factors affect the time required for cooking cereals: The size of the cereal particles The quantity of water used in the cooking process The previous treatment of the cereal The amount of cellulose in a particular cereal The temperature used in the cooking process (which will influence the thickening and softening of the starch) The method of cooking (e�g� whether moist or dry heat is used) 48 FOO1501/MO001/4/2016 PASTAS Pasta is an excellent source of complex carbohydrates. Pasta is predominantly made of starch flour and water. Flavourings and colourings can be added� The carotenoid pigments in durum wheat contribute to pasta’s rich, golden colour� Added egg yolks also enhance the colour� Most pastas are enriched� The highest-quality pastas are made from the higher-protein wheats� Although pasta is naturally low in fat, the fat and calorie (kcal) count goes up when it is served with sauces made from butter, oil, cream and meat� The high protein content of durum wheat flour, also called semolina, makes it the best suited for pasta production. Durum wheat can withstand the pressures of mechanical kneading and manipulation during commercial pasta production as well as the heating during preparation� Types of pasta The various types of pasta are extruded at 46˚C and dried in their own characteristic shapes. The moisture level drops from 31% to ±10%–12%. Consumption percentage of pastas: Table 6�3: Types of pasta Long goods (e�g� spaghetti, linguine) 41% Short goods (e�g� macaroni) noodles 15% Speciality items (e�g� lasagne) 13% For more insight into pasta, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 6.6 Understanding food principles and preparation. 16 Cereals, Grains and Pastas Pastas 358–361 ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 6.7 ACTIVITIES a� Discuss the factors that affect the cooking time of cereals� b� Draw a mind map of the different types of cereal grains� In your mind map you can include the following: i� ii� iii� iv� Uses Definition Classification Storage Follow this link to learn more about creating mind maps: http://www�mind-mapping�co�uk/mind-mapping-information-and-advice/how-to-make-a-mind-map/ 49 http://freemind�sourceforge�net/wiki/index�php/Main_Page https://www�edrawsoft�com/freemind�php 6.8 FEEDBACK a� Factors that affect the cooking time of cereals are: The size of the cereal particles The quantity of water used in the cooking process The previous treatment of the cereal The amount of cellulose in a particular cereal The temperature used in the cooking process (which will influence the thickening) The softening of the starch The method of cooking (e�g� whether moist or dry heat is used) 6.9 REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 6.10 CONCLUSION In this unit you were introduced to cereals, grains and pastas� Food examples were also given and discussed� Activities were given to enable you to learn more about cereals, grains and pastas� 50 FOO1501/MO001/4/2016 LEARNING UNIT 7: FLOURS AND FLOUR MIXTURES Contents Page 7�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 52 7�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 52 7�3 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 52 7�4 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 52 7�5 MILLING ������������������������������������������������������������������������������������������������������������������������������������������������ 53 7�6 7�5�1 Gluten ��������������������������������������������������������������������������������������������������������������������������������������� 53 7.5.2 Types of wheat flour ������������������������������������������������������������������������������������������������������������������ 53 7�5�3 Flour mixtures ��������������������������������������������������������������������������������������������������������������������������� 54 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 55 7�6�1 Activities ������������������������������������������������������������������������������������������������������������������������������������ 55 7�6�2 Feedback ���������������������������������������������������������������������������������������������������������������������������������� 55 7�7 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 55 7�8 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 55 51 7.1 INTRODUCTION AND OVERVIEW Since humans first discovered how to bake bread, there has been a huge increase in the variety of baked goods from basic breads (e�g� yeast and quick breads) to specialty breads, cakes and desserts� From your everyday practical knowledge as well as what you learnt at school, you probably already have a great deal of knowledge of flours and flour mixtures. Flours provide: Structure (The starch in flour strengthens the baked product through gelatinisation.) Crumb texture Flavour in baked products Figure 7.1 Flour and flour mixture (http://www�shutterstock�com/pic) 7.2 LEARNING OUTCOMES After studying this learning unit, you should be able to: 7.3 categorise a basic flour mixture’s ingredients into dry or liquid describe the five steps of the milling process list the different types of wheat flours and non-wheat flours and describe how each one is used list and discuss the uses of the different types of treated flours list the various ingredients used in flour mixtures and discuss their functions explain the differences between doughs and batters in terms of their ingredients and preparation processes explain how to store flour and flour mixtures PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 7.4 KEY POINTS IN THIS LEARNING UNIT In this unit you are going to learn about flour and how it can be used to produce baked products, and about the ingredients that are used to complement the flour. 52 FOO1501/MO001/4/2016 7.5 MILLING Milling or grinding is a process in which the grain kernel’s endosperm is ground into a fine powder known as flour. There are five steps in the milling process: Step Process Step 1: Breaking Break rollers remove the bran and germ layers from the endosperm� The result is called break flour. Step 2: Purifying Flour is moved through containers where air currents remove any remaining bran� The purified endosperm is known as middlings. Step 3: Reducing Rollers grind the middlings into flour. Step 4: Sifting The flour is then sifted in streams and these determine how the flour is classified. Step 5: Classifying Flours are classified from patent flour (fine) to straight flour (containing all the different types of streams)� For more insight into milling, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 7.5.1 Understanding food principles and preparation. 17 Flour and Flour Mixtures Milling 370–371 Gluten Gluten is a protein formed in the dough� Gluten provides the structural framework for baked products� The proteins in flour that form gluten are gliadin and glutenin. Kneading allows gluten to develop� During kneading, the starch molecules absorb water� The gluten becomes elastic and plastic and has the ability to retain water in its foam-like network� When the dough is baked, the gas trapped within expands and this causes the dough to rise� Gluten (the protein) coagulates and the dough sets in its risen form� For more insight into gluten, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 7.5.2 Understanding food principles and preparation. 17 Flour and Flour Mixtures Gluten 367–369 Types of wheat flour Flours vary according to the specific types of wheat used for their particular qualities, the blending of different combinations, and the streams selected during milling. Wheat flour is discussed here. Wheat is used to make bread because of the gluten-forming properties of wheat. Rye flour is second to wheat for bread making, but has to be mixed with about 25% wheat flour. The different types of wheat differ in their protein content� Soft wheat has the least protein and the highest starch content, and is ideal for the tender, fine crumb of cakes and pastries� 53 Hard wheat has a higher protein content and is ideal for making yeast breads� Durum wheat is milled into semolina flour, which is ideal for making pasta. Different types of flours can be obtained from different types of wheat, which are blended in different combinations with the use of selected streams. The specific type of wheat is chosen for its particular quality. For more insight into wheat flour, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 7.5.3 Understanding food principles and preparation. 17 Flour and Flour Mixtures Wheat Flour Classification 371–373 Flour mixtures Flour mixture ingredients may include leavening agents, sugar, salt, liquid, fat, eggs and in some cases commercial additives� These will be discussed in more detail in our prescribed textbook� We turn our attention to the following: Sugar The function of sugar as one the flour mixture ingredient is to sweeten baked food increase volume provide food for yeast raise temperatures and give the gluten more time to stretch add moistness and tenderness help to brown the outer crust through caramelise ensure the Maillard reaction� For more insight into wheat flour, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 17 Flour and Flour Mixtures Flour Mixture Ingredients 371–373 Salt The function of salt as one the flour mixture ingredients is to add flavour produce a firmer dough by adjusting the solubility and swelling capacity of the gluten improve volume, texture of crumb and flavour prolong shelf life Fat Fat is sometimes called shortening because when it is incorporated into a wheat flour mixture it physically interferes with the development of gluten and creates a tenderer crumb� The following are some of the functions of fat in a flour mixture: It improves volume� It adds strength, crumb and flakiness. It improves flavour and enhances colour. It prolongs shelf life� It inhibits yeast activity� 54 FOO1501/MO001/4/2016 For more insight into flour mixture ingredients, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: 7.6 Understanding food principles and preparation. 17 Flour and Flour Mixtures Flour Mixture Ingredients 374–381 ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 7.6.1 Activities a� Explain why wheat is used to make bread� b� Explain why the following flour mixtures need to be added to flour-based food products: 7.6.2 a� the role of starch in the bread and the texture of bread/yeast breads Your answer should reflect the following: 7.7 Feedback Your answer should reflect the following: b� sugar salt fat taste volume moisture, tenderness and flavour colour storage REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 7.8 CONCLUSION In this learning unit you were introduced to flours and flour mixtures. These ingredients add texture and structure to products that are baked� 55 LEARNING UNIT 8: QUICK BREADS Contents Page 8�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 57 8�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 57 8�3 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 57 8�4 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 57 8�5 PREPARATION OF QUICK BREADS ��������������������������������������������������������������������������������������������������� 57 8�6 8.5.1 The muffin method �������������������������������������������������������������������������������������������������������������������� 58 8�5�2 Varieties of quick breads ����������������������������������������������������������������������������������������������������������� 58 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 58 8�6�1 Activities ������������������������������������������������������������������������������������������������������������������������������������ 59 8�6�2 Feedback to activities ��������������������������������������������������������������������������������������������������������������� 59 8�7 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 59 8�8 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 59 56 FOO1501/MO001/4/2016 8.1 INTRODUCTION AND OVERVIEW Why are quick breads called “quick”? Because they are baked immediately after the ingredients have been mixed� There is no waiting, as in the case of yeast breads, for leavening to take place through the slow fermentation of yeast� Quick breads are leavened during baking by air, steam, and/or carbon dioxide produced through the action of baking soda or baking powder� Figure 8.1 Quick breads (http://www�shutterstock�com/pic) 8.2 LEARNING OUTCOMES After studying this learning unit, you should be able to: 8.3 describe the making of quick breads through the muffin method explain the differences between drop batters, pour batters and doughs describe how the different varieties of quick breads are prepared discuss why problems occur when quick breads are prepared PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 8.4 KEY POINTS IN THIS LEARNING UNIT In the sections that follow, I will alert you to the key points you should take note of with regard to quick breads, the preparation of quick breads and varieties of quick breads� 8.5 PREPARATION OF QUICK BREADS The two most important factors in the preparation of quick breads are: the consistency of the batter the cooking temperature How do you make a quick bread? Visit this video at https://www�youtube�com/watch?v=Er1MK6kwv3Q to learn about how to make a quick bread� 57 8.5.1 The muffin method The muffin method is used to prepare many quick breads. This method comprises three steps: Sift the dry ingredients together� Combine the moist ingredients in a separate bowl� Stir the dry and moist ingredients together with only a few strokes, until the dry ingredients are just moistened but still lumpy� Approximately ten strokes are sufficient if kneading is called for. Overkneading creates too much gluten, which causes the finished bread to be dense and heavy. The pans are normally greased, filled and baked at temperatures between 177˚C and 232˚C, depending on the type of bread. For muffin recipes visit this link: https://www�youtube�com/watch?v=52VYxUHjfQE 8.5.2 Varieties of quick breads The ratio of flour to liquid determines whether the mixture is a pour batter or a drop batter or dough. Pour batters Pour batters are quite thin and are used for: pancakes crêpes waffles popovers According to your prescribed book, flapjacks or crumpets are called “pancakes” in the United States. In South Africa we also use the word “pancakes” instead of “crêpes” and “Yorkshire puddings” instead of “popovers”� Drop batters Drop batters are thicker because they contain more flour. They are used for: muffins quick tea breads coffee cakes dumplings Dough Dough contains still more flour. It is usually lightly kneaded and used for: 8.6 biscuits (leavened) scones (leavened) unleavened breads (e.g. tortillas, chapatis, crisp flat breads and matzos). ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 58 FOO1501/MO001/4/2016 8.6.1 a� Activities What is the difference between pour batters, drop batters and dough? 8.6.2 Feedback to activities a� Your answers must reflect the following differences in the breads: Flour mixture The amount of water The ratio of flour to liquid 8.7 REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 8.8 CONCLUSION In this learning unit you were introduced to quick breads, how they are prepared and the variety of quick breads available� 59 LEARNING UNIT 9: YEAST BREADS Contents Page 9�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 61 9�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 61 9�3 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 61 9�4 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 61 9�5 PREPARATION OF YEAST BREADS��������������������������������������������������������������������������������������������������� 61 9�6 STORAGE OF YEAST BREADS ���������������������������������������������������������������������������������������������������������� 62 9�7 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 63 9�7�1 Activities ������������������������������������������������������������������������������������������������������������������������������������ 63 9�7�2 Feedback ���������������������������������������������������������������������������������������������������������������������������������� 63 9�8 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 63 9�9 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 63 60 FOO1501/MO001/4/2016 9.1 INTRODUCTION AND OVERVIEW Yeast breads are leavened with carbon dioxide that is produced by baker’s yeast, a one-celled fungus that multiplies rapidly at the right temperature and in the presence of a small amount of sugar and moisture� Figure 9.1 Yeast breads (http://www�shutterstock�com/pic) 9.2 LEARNING OUTCOMES After studying this learning unit, you should be able to: list the different ingredients for yeast bread and discuss the functions they fulfil describe how yeast breads are prepared as well as mixing methods, kneading, fermentation and baking discuss the different ingredients for the different varieties of yeast breads and describe how these breads are prepared identify the factors that affect the quality of the baked product explain how yeast breads should be stored 9.3 PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 9.4 KEY POINTS IN THIS LEARNING UNIT In this unit you are going to learn about the preparation of yeast breads and about mixing methods, types of yeast breads and methods of storage� 9.5 PREPARATION OF YEAST BREADS Introduction The ingredients that are needed to bake yeast breads are flour, yeast as a leavening agent, sugar, salt and fat and/or eggs� For more insight into the preparation of yeast bread, the ingredients and their functions, study the following table from your prescribed book: Prescribed book: Chapter: Heading: Table: Page: Understanding food principles and preparation. 20 Food Safety Yeast Breads Ingredients and their Functions 20-1 418 61 Mixing methods The four best-known mixing methods for yeast breads are the straight dough method, which requires all ingredients to be placed in a mixing bowl at the same time; the sponge method, which requires yeast and water to be mixed slightly with over one third of flour to create the foamy, bubbly mixture that looks like a sponge; the batter method, which is the simplest of all the mixing techniques and requires no kneading after the ingredients have been mixed (When the batter method is followed, the dough is not kneaded� A thin layer of flour prevents the dough from sticking.); the rapid-mix method, which is used when bread making machines and bread making kitchen appliances are used to make the task easier� All the ingredients should be at room temperature so that the desired dough consistency may be obtained� The dough must reach the desired degree of consistency because this influences the dough’s characteristics and the final quality of the baked item. Kneading Gluten develops to its maximum potential when dough is kneaded� Dough must be physically handled until it is smooth, soft and non-stick and springs back when pressed gently� More flour may be kneaded into the dough, but if too much flour is added, fermentation will take longer. The final product will then be dry and streaked or heavy. For more insight into mixing methods, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 20 Yeast Breads Mixing Methods 419–421 Fermentation – first rising After the dough has been kneaded, you grease the surface by gently rolling the sides of the dough in a lightly greased bowl� This prevents the dough from drying out as it rises� To maintain humidity and prevent drying, the dough is placed in a bowl and covered with a clean, moist dish towel, paper towel or plastic wrap� Changes during fermentation The yeast ferments and the dough doubles in size as carbon dioxide is produced by the yeast� Enzyme and pH changes are responsible for changes in the dough� The dough becomes more acidic because carbonic acid (i�e� carbon dioxide + water) is formed and because of the lactic and acetic acids produced by the yeast� The increased acidity improves the gluten’s ability to combine with water� Acid improves the flavour, extends the shelf life by inhibiting staling and mould growth and reduces the stickiness of the dough� The time it takes for the dough to rise (approximately three quarters of an hour to two hours) depends on the type and concentration of the yeast and its sugar content� 9.6 STORAGE OF YEAST BREADS Freshly baked bread is best consumed within a day or two and wheat bread and rye bread should be consumed within seven days� Completely cooled bread must be wrapped and stored in a cool, dry place� Bread and baked products start to stale as soon as they come out of the oven� 62 FOO1501/MO001/4/2016 9.7 Activities In the sections that follow I will provide an activity that is aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 9.7.1 Activities a� Describe the mixing methods� b� Explain what determines the character of a baked food product� 9.7.2 Feedback a� Your answer should reflect the four best-known methods and their descriptions. b� Your answer should reflect the following determinants: 9.8 Kneading – the effect of gluten, the amount of flour, fermentation and the physical influence of kneading Fermentation – the importance of first rising, the effect of yeast and acidity REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 9.9 CONCLUSION In this learning unit you were taken through the various types of yeast breads, their preparation and how to store them� 63 LEARNING UNIT 10: CAKES AND COOKIES Contents Page 10�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 65 10�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 65 10�3 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 65 10�4 TYPES OF CAKES ������������������������������������������������������������������������������������������������������������������������������� 65 10�4�1 Shortened cakes ����������������������������������������������������������������������������������������������������������������������� 65 10�4�2 Preparation of cakes ����������������������������������������������������������������������������������������������������������������� 66 10�4�3 Types of cookies ����������������������������������������������������������������������������������������������������������������������� 67 10�5 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 67 10�5�1 Activities ������������������������������������������������������������������������������������������������������������������������������������ 67 10�5�2 Feedback on activities �������������������������������������������������������������������������������������������������������������� 67 10�6 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 67 10�7 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 68 64 FOO1501/MO001/4/2016 10.1 INTRODUCTION AND OVERVIEW With regard to cakes and cookies, the same basic ingredients as for quick and yeast breads are combined in a flour mixture. Cakes and cookies, however, require a higher proportion of sugar, liquid and fat. The different ways and styles in which these ingredients are combined produce a range of baked goods, from the simplest cookies to the most elaborate wedding cakes� Figure 10.1 Cakes and cookies (http://www�shutterstock�com/pic) 10.2 LEARNING OUTCOMES After studying this learning unit, you should be able to: 10.3 classify types of cakes and cookies and briefly explain the differences list the different ingredients used in cake and cookie preparation and discuss the functions they fulfil describe how different cakes and cookies are prepared explain how cakes and cookies should be stored PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 10.4 TYPES OF CAKES Cakes are classified into three categories: Shortened cake: This is made with fat� Unshortened cake: Fat is not part of the ingredients� Chiffon cake: This is made by combining the ingredients of both shortened and unshortened cakes� Before you continue to the next section, watch this video clip on preparing and baking a simple chocolate cake: https://www�youtube�com/watch?v=nGsxFaG4BZI 10.4.1 Shortened cakes Shortened cakes are also known as butter or conventional cakes� Examples of shortened cakes are white, chocolate and fruit cakes� 65 Shortened cakes are normally leavened with baking powder or baking soda� Two other factors also contribute to leavening: steam generated by the liquid ingredients air incorporated into the mixture during the mixing process Unshortened cakes Unshortened cakes are also known as sponge or foam cakes� Examples of unshortened cakes are angel food or sponge cakes� The term “sponge’’ is used to describe cakes made with beaten egg whites� Unshortened cakes are normally leavened with: steam generated by the liquid ingredients air from foamed or beaten eggs Angel food cakes are made with beaten egg whites� Sponge cakes are made with beaten whole eggs (giving the cake a rich, yellow colour)� Chiffon cakes Fat, usually vegetable oil and egg yolks, is combined with cake flour, leavening agents and foamed egg whites. Examples of chiffon cakes are lemon and chocolate chiffon cakes� For more insight into types of cakes, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 23 Cakes and Cookies Types of Cake 478–481 10.4.2 Preparation of cakes The ingredients as well as the mixing of the batters for shortened and unshortened cakes are different� Different ingredients and different mixing methods produce different cakes� Flour mixtures that produce cakes and cookies are very similar to those used to make breads� However, cakes and cookies require more sugar, liquid and fat. These mixtures are sweeter, with added flavourings not normally used in breads� Ingredients The primary goal is to bake a cake that holds together, but is still tender and moist� The main ingredients in cakes are: flour sugar fat eggs milk Also visit https://www�youtube�com/watch?v=BFPdcRVBj7g for a butter cake recipe demonstration� For more insight into the preparation of cakes, study the following chapter of your prescribed book: Prescribed book: Understanding food principles and preparation. Chapter: 23 Cakes and Cookies 66 FOO1501/MO001/4/2016 Heading: Pages: Preparation of Cakes 481–488 10.4.3 Types of cookies Cookies contain many of the same ingredients as cakes, except that less water and more sugar and fat are added to the mixture� There are hundreds of cookie recipes because there is a wide range of flavouring agents that may be added. Types of cookies Dropped cookies Bar cookies Moulded cookies Rolled cookies 10.5 ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 10.5.1 Activities a� Identify the categories of cakes and give a description of each� b� Identify the categories of cookies and give a description of each� 10.5.2 Feedback on activities a� Your answer should reflect the following: b� Your answer should reflect the following: 10.6 Shortened cakes – leavening and fat Unshortened cakes – leavening and fat Chiffon cakes – leavening and fat Dropped cookies – characteristics Bar cookies – characteristics Moulded cookies – characteristics Rolled cookies – characteristics REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 67 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 10.7 CONCLUSION Cakes and cookies make an interesting difference whether it is at a function or at home� Their preparation allows for a great deal of variation, which adds to the difference that they make� You have learned about the types of cakes, the various methods of preparation and how these make a difference� 68 FOO1501/MO001/4/2016 LEARNING UNIT 11: PIES AND PASTRIES Contents Page 11�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 70 11�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 70 11�3 PRESCRIBED READING���������������������������������������������������������������������������������������������������������������������� 70 11�4 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 70 11�5 TYPES OF PASTRY������������������������������������������������������������������������������������������������������������������������������ 70 11�5�1 Preparation of pastry ����������������������������������������������������������������������������������������������������������������� 71 11�5�2 Mixing and baking ��������������������������������������������������������������������������������������������������������������������� 71 11�6 STORAGE OF PASTRY ������������������������������������������������������������������������������������������������������������������������ 71 11�7 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 72 11�7�1 Activities ������������������������������������������������������������������������������������������������������������������������������������ 72 11�7�2 Feedback on activities �������������������������������������������������������������������������������������������������������������� 72 11�8 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 72 11�9 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 73 69 11.1 INTRODUCTION AND OVERVIEW Good-quality pastry is flaky, tender and crisp and lightly browned. Making pastry is labour-intensive. Pastries are made with precisely measured ingredients, in a time- and temperature-sensitive manner, and with an artistic touch – “the true test of a chef’s skill”. Figure 11.1 Pies and pastries (http://www�shutterstock�com/pic) 11.2 LEARNING OUTCOMES After studying this learning unit, you should be able to: 11.3 classify types of pastries and briefly explain the differences list the different ingredients used in pastry preparation and discuss the functions they fulfil describe how the different pastries are prepared identify factors that affect the quality of the final baked product explain how pastry should be stored PRESCRIBED READING Brown, A, 2015� Understanding food principles and preparation� University of Hawaii, Manoa: Fifth edition� 11.4 KEY POINTS IN THIS LEARNING UNIT In the sections that follow, I will alert you to the key points you should take note of with regard to pastries, types of pastries and pies� We will also discuss the mixing of pastries� 11.5 TYPES OF PASTRY There are two basic types of pastry: Plain (or pie) pastry: This is used for pie crusts, quiches, tarts and main-dish pies� Examples of this pastry are chicken-and-mushroom pie� Puff pastry: This is a delicate pastry that puffs up� It can increase up to 8 times its original size during baking� It is used primarily in desserts� Examples of this pastry are banana pie and samosas� 70 FOO1501/MO001/4/2016 11.5.1 Preparation of pastry There are two basic types of pastry� Pastries are the most delicate of all baked products and their preparation requires considerable skill� The following issues have to be considered when pastries are prepared: correct proportions of ingredients correct preparation technique correct distribution of the fat and development of the gluten to create a crust that is flaky, tender and crisp 11.5.2 Mixing and baking The classic method for mixing plain pie pastry includes the following steps: Sift flour and salt together. Let the mixture chill� Cut cold fat into the chilled flour/salt mixture until the particles are reduced to the size of peas. Watch the following videos to learn more: https://www�youtube�com/watch?v=1siW_wm9TnA https://www�youtube�com/watch?v=FC87gs1V-Gc When baking pastry, you need to consider the following factors that can affect the quality of the final baked product: Pans Pans that help absorb the heat are best to use for pies (e.g. Pyrex glass pans or pans with dull finishes). Shiny metal pans deflect heat and thick metal pans take too long to heat. The size of the pan determines the number of pie slices� Pan placements in the oven differ for pies and puff pastries and custard-base pies� Temperature The temperature of the oven should be between 218˚C and 232˚C. Timing The type of pastry, the size of the product and the filling influence the baking time. Baking is complete when the crust is lightly and delicately browned� Watch the following video clips on how to prepare pastry: https://www�youtube�com/watch?v=1siW_wm9TnA https://www�youtube�com/watch?v=FC87gs1V-Gc 11.6 STORAGE OF PASTRY Pastries are best served fresh from the oven� However, pastries will keep longer if they are refrigerated, and some can be frozen� Table 11�2: Storage of pastry Product Storage Pastry dough Frozen for up to 6 months Unbaked pies Frozen for up to 4 months 71 Baked berry pies Frozen for 6 to 8 months Pies with milk and egg Do not freeze (milk and egg may separate) Custard and cream pies Frozen commercially, but not recommended for home freezing Pies containing milk, eggs, custard, cream and meringue Keep refrigerated to avoid bacterial growth and food-borne illness) For more insight into pastries, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Page: 11.7 Understanding food principles and preparation. 24 Storage of pastry 513 ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; examination preparation� 11.7.1 Activities a� What is considered of vital importance during the preparation of pastries? b� Explain what can impact the quality of a baked pastry� 11.7.2 Feedback on activities a� Your answer must reflect the following: b� Your answer must reflect the following: 11.8 Proportion of ingredients Preparation techniques Fat and gluten Pans Temperature Timing REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 72 FOO1501/MO001/4/2016 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 11.9 CONCLUSION In this learning unit you were introduced to pastries and pies, including the storage of pies and the mixing of pie ingredients� 73 LEARNING UNIT 12: SWEETENERS Contents Page 12�1 INTRODUCTION AND OVERVIEW ������������������������������������������������������������������������������������������������������ 75 12�2 LEARNING OUTCOMES ���������������������������������������������������������������������������������������������������������������������� 75 12�3 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 75 12�4 SUGARS ����������������������������������������������������������������������������������������������������������������������������������������������� 75 12�4�1 Types of sucrose ����������������������������������������������������������������������������������������������������������������������� 76 12�4�2 Syrups ��������������������������������������������������������������������������������������������������������������������������������������� 77 12�4�3 Alternative sweeteners �������������������������������������������������������������������������������������������������������������� 78 12�5 ACTIVITIES ������������������������������������������������������������������������������������������������������������������������������������������� 78 12�5�1 Activity ��������������������������������������������������������������������������������������������������������������������������������������� 78 12�5�2 Feedback to activities ��������������������������������������������������������������������������������������������������������������� 78 12�6 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 78 12�7 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 79 74 FOO1501/MO001/4/2016 12.1 INTRODUCTION AND OVERVIEW Every day researchers are on the lookout for new methods of extracting sweeteners from the natural plant world� Sugar cane and sugar beets are the primary sources of sucrose (table sugar)� Sugar is the most widely used sweetener in food preparation� Other types of sweeteners are syrups, sugar alcohols and alternative sweeteners� What are the functions of sugar in foods? Figure 12.1 Sweeteners (http://www�shutterstock�com/pic) 12.2 LEARNING OUTCOMES After studying this learning unit, you should be able to: 12.3 discuss the functions of natural sweeteners list different forms of sucrose discuss the differences between different syrups explain the differences between sugar alcohol and other sweeteners list alternative sweeteners and briefly discuss their sweetness compared to that of sucrose list and discuss the functions of sugar in food KEY POINTS IN THIS LEARNING UNIT In the sections that follow, I will alert you to the key points you should take note of with regard to sweeteners� 12.4 SUGARS Where does sugar come from? The process of obtaining table sugar from plants is as follows: Harvested sugarcane is washed and machine-shredded� Juice is extracted from the cane by crushing and squeezing� Water is sprayed on the cut and pulverised sugarcane� More juice flows out and is collected. Sugar beets are washed, sliced and soaked in vats of hot water to remove the sugar� The juices from both sugarcane and sugar beets are heated and concentrated in evaporation tanks to create a thick syrup that is known as molasses� Vacuum equipment lowers the boiling point of the syrup� The syrup may be concentrated without being burnt� 75 Large sugar crystals form as the solution becomes saturated� A centrifuge is used to separate the crystals from the molasses� The centrifuge spins the solution at very high speeds and separates particles and/or liquids according to their density� Sugar provides 4 calories (kcal) per gram. Once extracted from its source, sugar becomes a refined carbohydrate� By mass, sugar is the number one food additive because of its ability to sweeten� Most of the sugar is used by manufacturers of confectionary products� Other uses are foods such as tomato sauce, heavy syrup, canned fruit and nondairy creamers� The many kinds of sugar differ in terms of individual characteristics and their functions in food� Click on this link to learn how sugar is made: https://www�youtube�com/watch?v=MIgavNuBRRA Sucrose (table sugar) Sucrose is the most familiar of the sugars, the one that usually comes to mind (and is often meant) when the words “sugar” or “sweetener” are used� 12.4.1 Types of sucrose The types of sucrose are produced from refined sugar that is further processed. Glucose (dextrose) Glucose is a basic building block of most carbohydrates� It comes from fruit, vegetables, honey and corn syrup� It is the most important sugar found in blood� Glucose is used in confectionary products, fermented and other beverages, baked goods and canned fruit� Glucose is used in the baking industry� It enhances crust colour, texture and crumb, and it is a component in dry mixes� It also tempers the sweetness of sucrose� Fructose (levulose or fruit sugar) Fructose is found in fruit, honey, syrup, agave nectar, honey, molasses, maple syrup, fruit and fruit juices� Fructose is rarely used in food preparation because it causes excessive stickiness in confectionary products, overbrowning in baked products, and lower freezing temperatures in ice cream� It is primarily used in pharmaceutical products� Lactose Lactose is the primary type of sugar found naturally in the breast milk of all mammals, including humans� It is also widespread within various commercially made dairy products, but milk is its only source in nature� Different types of milk contain different percentages of lactose� Lactose intolerance is a widespread digestive problem, especially among people of African and Asian ancestry� It is found in milk and extracted from whey for commercial use in baked products� Lactose is used: to promote browning in baked products; as a filler in pills. Maltose (malt sugar) Maltose is also called malt sugar� It lends certain milk shakes and candies their characteristics malt taste� It is used primarily as a flavouring and colouring agent in the manufacture of beer. 76 FOO1501/MO001/4/2016 Maltose is used for confectionary products milk shakes flavouring colouring in beer manufacturing 12.4.2 Syrups Syrups are sugar solutions that vary in viscosity, carbohydrate concentration, flavour and price. Types of syrup Corn syrup Corn syrup is a by-product of cornstarch� It is a viscous liquid and is 75% sugar and 25% water� It is used in soft drinks and processed foods to reduce costs dry mixes for beverages sauces and instant breakfast drinks High-fructose corn syrup (HFCS) The source of high-fructose corn syrup is cornstarch treated with a glucose isomerase enzyme� The beverage industry alone uses 90% of available HFCS� Advantages: It has greater sweetening power, so that less is needed� The cost is below that of sugar� Clarity and colourlessness contribute to its industrial popularity� Honey Bees collect nectar during their flight. The nectar is converted through enzymatic action into fructose and glucose molecules� The bees deposit these molecules in honeycombs where the water evaporates to create the thick, sweet syrup known as honey� Honey is extracted from the comb and then heated to 60˚C for 30 minutes to destroy most microorganisms. It is then filtered and packed in airtight containers. Honey is also sold as unfiltered comb honey, or whipped, creamed, dried and infused. Dried, granular honey is used in baked products, confections and dry mixes� Honey in all its forms is used in all kinds of foods (e�g� pancakes, glazed pork and teas)� With regard to storage, a high sugar content prevents the growth of bacteria so that honey can be stored in a cool, dry place for years� Molasses Molasses is a thick, yellow to dark brown liquid by-product of the juice of sugar cane or beets� (Most of the sugar in molasses is sucrose�) The liquid is repeatedly boiled� To be called molasses, it must contain no more than 75% water and 5% mineral ash� Molasses is used in food preparation, baking (enhances the flavour of breads, cakes and cookies) and the manufacture of rum (the molasses is fermented)� 77 Maple syrup The juice of the maple tree is harvested� The clear, almost tasteless watery juice is boiled down at a sugarhouse� Maple syrup’s flavour and colour develop during the boiling process. Maple syrup is graded and sold by colour. The darker the colour, the more pronounced the flavour. It must contain at least 65,5% sugar. For more insight into pastries, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Page: Understanding food principles and preparation. 21 Syrup 434 12.4.3 Alternative sweeteners Despite the controversy over the safety of alternative sweeteners, they continue to be in demand by diabetics, people watching their weight, and individuals trying to prevent tooth decay� The chemical structures of alternative sweeteners vary tremendously� Their relative sweetness compared to that of sucrose also ranges over a wide spectrum� 12.5 ACTIVITIES In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 12.5.1 Activity a� Explain why fructose in used in pharmaceutical products� b� What are the functions of lactose and glucose? 12.5.2 Feedback to activities a� Your answer should reflect the effect of fructose with reference to the following: ii� iii� iv� b� Your answer should make reference to the following: i� ii� 12.6 Excessive stickiness Overbrowning Temperature Lactose – mammals, dairy products, nature and whey Food preparation and beverages REFLECTING ON YOUR LEARNING 1� Think about what you have learnt in this unit and write down the main new insights you have gained� 2� Was there anything you found particularly easy to learn in this unit? Why do you think that was? 78 FOO1501/MO001/4/2016 3� 12.7 Was there anything you found particularly difficult? Why was that? What can you do to overcome these difficulties? CONCLUSION Sugar has the ability to contribute to improved taste through its sweetening properties� It is absorbed slowly but creates a cooling sensation in the mouth when it dissolves� 79 LEARNING UNIT 13: CONFECTIONARY PRODUCTS Contents Page 13�1 INTRODUCTION AND OVERVIEW ����������������������������������������������������������������������������������������������������� 81 13�2 LEARNING OUTCOMES���������������������������������������������������������������������������������������������������������������������� 81 13�3 PRESCRIBED READING ��������������������������������������������������������������������������������������������������������������������� 81 13�4 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 81 13�5 CLASSIFICATION OF CONFECTIONARY PRODUCTS ��������������������������������������������������������������������� 82 13�6 STEPS IN CONFECTIONARY PREPARATION ����������������������������������������������������������������������������������� 82 13�6�1 Difference between crystalline sweets and noncrystalline sweets ������������������������������������������� 82 13�6�2 Activities ����������������������������������������������������������������������������������������������������������������������������������� 82 13�6�3 Activity �������������������������������������������������������������������������������������������������������������������������������������� 83 13�7 FEEDBACK ������������������������������������������������������������������������������������������������������������������������������������������83 13�7�1 Chocolate ��������������������������������������������������������������������������������������������������������������������������������� 83 3�8 FEEDBACK ������������������������������������������������������������������������������������������������������������������������������������������84 13�9 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 84 13�10 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 84 80 FOO1501/MO001/4/2016 13.1 INTRODUCTION AND OVERVIEW Sugar and its close relative, corn syrup, are the basic ingredients of almost all sweets and are essential to the confectionary production process� Confectionery is the art of making confections, which are food items that are rich in sugar and carbohydrates. Exact definitions are difficult. In general, though, confectionery is divided into two broad and somewhat overlapping categories: bakers’ confections and sugar confections https:// en�wikipedia�org/wiki/Confectionery, which is itself a secondary source� Figure 13.1 Confectionary products (http://www�shutterstock�com/pic) In this learning unit, we will refine the knowledge you already have by exploring how the confectionery process works� 13.2 LEARNING OUTCOMES When you have studied this unit, you should be able to: 13.3 classify confectionary products according to their ingredients and preparation methods explain how to prepare confectionary products explain the functions of the ingredients for preparing confectionary products discuss the difference between crystalline and noncrystalline sweets list the different categories of sweets that are available explain how sweet thermometers are used discuss the process of manufacturing chocolate discuss the different types of chocolate explain how sweets and chocolates should be stored PRESCRIBED READING Brown, A� Understanding food principles and preparation� Thomson Wadworth� ISBN 0-534-50609-7� Study the following section in your prescribed textbook: Chapter 25, p517, Heading: Confectionary products 13.4 KEY POINTS IN THIS LEARNING UNIT In this unit you will learn about the classifications of confectionary products, confectionary preparation and chocolates� 81 13.5 CLASSIFICATION OF CONFECTIONARY PRODUCTS Different sweets are eaten all over the world. They are classified according to ingredients and/or preparation method. There are two major classification schemes used by the confectionary industry, i.e. syrup phase versus fat phase and crystalline versus noncrystalline� For more insight into starches and sauces, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 25 Preparation of candy 517–529 How confectionary products are prepared (1) Ingredients Most sweets are syrup-based, meaning they are made from a simple syrup mixture (e�g� jelly beans, nougat and marshmallows). The basic ingredient of sweets is sugar with added flavourings. When chocolate or nut pastes are used, the sweets are fat-based� An example of a combined syrup- and fat-based sweet is chocolatecovered candy bars� (2) Preparation Crystalline sweets are soft, creamy and smooth (e�g� fudge and fondant)� Noncrystalline sweets are made of sugar solutions that did not crystallise (e�g� hard sweets and jelly beans)� 13.6 STEPS IN CONFECTIONARY PREPARATION There are four basic steps in confectionary preparation: i� ii� iii� iv� creating a syrup solution concentrating this solution via heating and evaporation cooling beating For more insight into confectionary products transformation, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 25 Preparation of candy 518–519 13.6.1 Difference between crystalline sweets and noncrystalline sweets Crystalline sweets are soft, smooth and creamy and are formed from sugar solutions that yield many fine, small crystals (e�g� fudge, fondant and divinity)� Noncrystalline sweets are formed from sugar solutions that did not crystallise and are amorphous, or without form� Noncrystalline sweets include caramel, toffee, hard sweets and gummy sweets� 13.6.2 Activities In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; 82 FOO1501/MO001/4/2016 deepening your understanding; gaining insight into the key points and principles; and examination preparation� 13.6.3 Activity 1� Explain how starch can play a role in the preparation of food� 2� Define “noncrystalline sweets”: �������������������������������������������������������������������������������������������������������������������������������������������������������� �������������������������������������������������������������������������������������������������������������������������������������������������������� �������������������������������������������������������������������������������������������������������������������������������������������������������� �������������������������������������������������������������������������������������������������������������������������������������������������������� 3� Define “crystalline’’: �������������������������������������������������������������������������������������������������������������������������������������������������������� 13.7 FEEDBACK The goal in preparing these sweets is to develop numerous, very fine nuclei in the syrup solution to serve as the basis of the sugar crystals� Crystals are a compilation of loosely packed sugar molecules organised around these nuclei� The rate of nuclei formation determines the size of the sugar crystal� 13.7.1 Chocolate Study p524 in Chapter 25 of your prescribed book� Chocolate is derived from the tropical cocoa or cacao tree� It is a major ingredient in many different types of sweets� 1� Obtaining chocolate liquor from cocoa beans Cocoa beans are blended into various combinations to obtain specific flavours and colours that are further developed through roasting of the beans� The hull and germ of the cocoa beans are removed until only the nibs remain� The nibs contain 54% cocoa butter� The nibs are ground very fine and heated, and the result is chocolate liquor. What is responsible for chocolate’s melt-in-the-mouth appeal and its brittle snap at room temperature? 2� Conching The chocolate’s characteristic flavour and consistency develop during conching (kneading and mixing). The process is as follows: 3� Warmed chocolate (at 21˚C to 71˚C) is kneaded and aerated by machines. Why? To increase its smoothness, viscosity and flavour. Several ingredients may be added, after which the chocolate is poured into blocks and cooled, packed and stored� Tempering The tempering process takes place after conching and before forming� Why? Because tempering gives chocolate that “snap” when it is bitten into or broken in half� This process comprises three basic steps: i� melting 83 ii� iii� cooling rewarming Types of chocolate Semi-sweet or sweet chocolate: Granulated sugar and extra cocoa butter are added to the chocolate liquor to produce the sweeter, smoother taste of semi-sweet or sweet chocolate� Milk chocolate Milk chocolate candy bars were first produced in 1875. A Swiss manufacturer added condensed milk to chocolate liquor and other ingredients. Milk chocolate has a lighter colour and a sweeter, milder flavour than other chocolates� Activity 13.2 Give other examples of the types of chocolate and briefly discuss them. �������������������������������������������������������������������������������������������������������������������������������������������������������� �������������������������������������������������������������������������������������������������������������������������������������������������������� �������������������������������������������������������������������������������������������������������������������������������������������������������� �������������������������������������������������������������������������������������������������������������������������������������������������������� 13.8 FEEDBACK Chocolate is a major ingredient for many confections� It is consumed in the form of chocolate bars, as syrup, as a coating (or centre) or as a topping� There are many different types of chocolate� For more insight, refer to Chapter 25 on pages 524 to 527 of the prescribed book� The process used in chocolate production determines the type of chocolate that will be produced� 13.9 Reflecting on your learning Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 13.10 CONCLUSION In this learning unit you were introduced to confectionary products and the preparation of confectionary products and chocolate� 84 FOO1501/MO001/4/2016 LEARNING UNIT 14: FROZEN DESSERTS Contents Page 14�1 INTRODUCTION AND OVERVIEW ����������������������������������������������������������������������������������������������������� 86 14�2 LEARNING OUTCOMES���������������������������������������������������������������������������������������������������������������������� 86 14�3 PRESCRIBED READING ��������������������������������������������������������������������������������������������������������������������� 86 14�4 KEY POINTS IN THIS LEARNING UNIT ���������������������������������������������������������������������������������������������� 86 14�5 TYPES OF FROZEN DESSERTS �������������������������������������������������������������������������������������������������������� 87 14�6 STEPS IN CONFECTIONARY PREPARATION ����������������������������������������������������������������������������������� 87 14�6�1 Activities ������������������������������������������������������������������������������������������������������������������������������������ 87 14�6�2 Activity 14�1 ������������������������������������������������������������������������������������������������������������������������������� 88 14�6�3 Preparation of frozen desserts �������������������������������������������������������������������������������������������������� 88 14�6�4 Factors that affect quality ���������������������������������������������������������������������������������������������������������� 88 14�6�5 Storage of frozen desserts �������������������������������������������������������������������������������������������������������� 88 14�7 REFLECTING ON YOUR LEARNING �������������������������������������������������������������������������������������������������� 88 14�8 CONCLUSION �������������������������������������������������������������������������������������������������������������������������������������� 88 85 14.1 INTRODUCTION AND OVERVIEW From the early days of human history, ice has been flavoured with nectar, fruit pulp and honey to be enjoyed as a special treat� Today, these commercially frozen treats are popular and commonly consumed desserts all over the world� Figure 14�1 Frozen desserts (http://www�shutterstock�com/pic) In this learning unit, we will refine the knowledge you already have by exploring how the confectionary process works� 14.2 LEARNING OUTCOMES When you have studied this unit, you should be able to: 14.3 list different types of frozen desserts list the different ingredients in the different types of frozen desserts explain how to prepare different frozen desserts discuss factors that affect the quality of frozen desserts explain the mixing and freezing methods used in the preparation of frozen desserts describe the storage of frozen desserts and the influence of temperature fluctuations on the quality of these desserts PRESCRIBED READING Brown, A� Understanding food principles and preparation� Thomson Wadworth� ISBN 0-534-50609-7� Study the following section in your prescribed textbook: Chapter 26, p534 14.4 KEY POINTS IN THIS LEARNING UNIT In this unit you will learn about frozen desserts and about the ingredients in the different types of desserts� You will also learn how prepare desserts� 86 FOO1501/MO001/4/2016 14.5 TYPES OF FROZEN DESSERTS The ingredients, especially the type and proportion of milk fat and milk solids-not-fat (MSNF) and the way in which these and other ingredients are combined, make one frozen dessert different from another� Sugar, stabilisers, emulsifiers, water, air and flavourings are added to the milk and MSNF when frozen desserts are prepared� For more insight into frozen desserts, study the following chapter of your prescribed book: Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 26 Frozen desserts 534–547 Different ingredients Ice cream Ice cream is high in fat� Ice cream is prepared by simultaneously stirring and freezing a pasteurised mix of dairy and non-dairy ingredients� Low-fat ice cream (ice milk) Contains more sugar than milk� Contains less than 7% fat� Imitation ice cream Replace the milk fat and MSNF in ice cream with other ingredients (e�g� vegetable fat, tofu, soy protein and corn oil)� Replace the sucrose with sorbitol for diabetic use� 14.6 STEPS IN CONFECTIONARY PREPARATION There are four basic steps in confectionary preparation: i� ii� iii� iv� creating a syrup solution concentrating this solution via heating and evaporation cooling beating For more insight into the making of frozen desserts, study the following chapters of your Prescribed book[another unit� Replace with relevant material�] Prescribed book: Chapter: Heading: Pages: Understanding food principles and preparation. 26 Frozen desserts 534–539 14.6.1 Activities In the sections that follow I will provide activities that are aimed at helping you to achieve the learning outcomes� It is important that you attempt all the activities� They will assist you with the following: reviewing the information that is provided in this learning unit; deepening your understanding; gaining insight into the key points and principles; and examination preparation� 87 14.6.2 Activity 14.1 Study pages 536 to 547 in your prescribed book� Describe how the basic ingredients of the following frozen desserts differ: ice cream, low-fat ice cream, imitation ice cream, frozen yoghurt, sherbet, sorbet, water ices and still-frozen dessert� Include an example of each type of dessert� 14.6.3 Preparation of frozen desserts Activity 14.2 Describe the method of preparing a frozen dessert� Feedback There are various factors that can affect the preparation of frozen desserts� It is imperative to take into consideration the factors that could affect the quality of the dessert. The flavours as well as the texture ought to be considered during when the preparation of the dessert� 14.6.4 Factors that affect quality The structure of frozen desserts depends on the crystallisation of water in a sugar mixture� Crystals are made by: 1� churning a mixture while it is in the process of freezing; or 2� placing the mixture in a mould where it is allowed to freeze� Three general factors are crucial to the quality of frozen desserts: flavour texture body 14.6.5 Storage of frozen desserts Temperature: -18 ˚C or below. Time: One to two months� Prevent the absorption of odours from other foods and exposure to moisture build-up by putting the whole container in an airtight plastic bag� For the same reason, commercial ice cream is sometimes covered with a thin, plastic film. 14.7 REFLECTING ON YOUR LEARNING Think about what you have learnt in this unit and do the following: 1� Write down the new insights you have gained in this unit� 2� List points in this unit that you found easy to learn� 3� Explain why these points were easy to learn� 4� List points in this unit that you found difficult to learn. 5� Explain why these points were difficult to learn. 6� List the steps that you might take to overcome this learning difficulty. 14.8 CONCLUSION In this learning unit you were introduced to frozen desserts� The factors that could possibly affect the preparation of frozen dessert were also discussed� 88