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Syllabus Coverage: Foundation level
Learning outcomes
Section 1 Definition
Scientific Discipline
1.1.1 Recognise that sensory analysis is a scientific discipline that
requires standardisation and appropriate controls at all stages (from
preparation of the samples to evoke the response, to measuring,
analysing and interpreting the response). And formally define sensory
evaluation as “a scientific discipline used to evoke, measure, analyse,
and interpret reactions to the characteristics of food and materials as
they are perceived by the senses of sight, smell, taste, touch, and
hearing.”
1.1.2 Express the need for careful documentation at all stages.
1.1.3 Distinguish between the scientific approach and the 'journalistic'
approach often seen on TV.
1.1.4 Differentiate between objective sensory tests and subjective
consumer tests.
1.1.5 Indicate that both food and non-food materials can be evaluated by
sensory analysis: Pasta to perfume, nougat to nappies, and fabric to
fertiliser!
Senses and sensory properties
1.2.1 Identify how all the five senses, sight, smell, taste, touch and
hearing are involved in sensory analysis.
1.2.2 Define the characteristics of a product in broad categories: appearance, texture, flavour (which includes taste and odour) and
sound.
1.2.3 Identify that a wide range of different attributes may be perceived
by the senses within these broad characteristics.
1.2.4 State that interactions between these characteristics may influence
sensory analysis.
Sensory Responses
1.3.1 Recognise that both physiological and psychological factors
affect an individual’s perception and subsequent response to stimuli.
1.3.2 Identify that people (assessors) are being used as instruments and
as such need to be standardised and calibrated.
1.3.3 Explain that the type of assessors may range from those with a
minimum of screening and selection to those considered experts on a
particular product.
1.3.4 State that the degree of training will depend on the test being
undertaken, and that descriptive profiling methods will require a greater
amount of training compared to discrimination methods.
Section 2 THE BASIC SENSES
The Sense of Sight (Vision)
2.1.1 Describe the basic structure of the eye and that rods and cone
cells on the retina convert light energy to neural impulses to the brain via
the optic nerve
2.1.2 Express the incidence of colour blindness (red/green most
common occurs in approximately 8-10 % of males and 0.4% of females)
and the need to screen for visual impairment (see section 3: The
Sensory Panel).
2.1.3 Outline how test conditions might be used to disguise some
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Session
appearance attributes so they do not influence the assessment of other
attributes e.g use of coloured lighting.
The Sense of Smell (Olfaction)
2.2.1 State that volatile molecules are sensed by the millions of hair-like
cilia that cover the nasal epithelium (located in the roof of the nasal
cavity), although the mechanism for distinguishing between different
types of odour molecule is still unclear.
2.2.2 Explain that Anosmia is the total or partial loss of the sense of
smell and can be permanent or temporary. Also be aware that selective
anosmia is insensitivity to a specific group of compounds e.g. phenolic
compounds.
2.2.3 State that for a product to have an odour/aroma, volatile molecules
must be transported in air to the nose.
2.2.4 State that the volatile molecules can enter the nose orthonasally
(by active sniffing/breathing) or retronasally (via the back of the throat
during eating)
2.2.5 State that there are a very large number of volatile compounds in
food, and a single perception can arise from a mixture of volatile
compounds e.g. strawberry aroma.
2.2.6 Review the fact that many words can be used to describe a single
compound (e.g. thymol = herb-like, green, rubber-like) and that a single
term can describe many compounds (e.g. lemon = -pinene, limonene, citral, citronellal, linalool etc.
The Sense of Taste (Gustation)
2.3.1 Describe gustation as the mechanism by which non-volatile
substances dissolved in water, oil or saliva are detected by chemical
receptors in the taste buds
2.3.2 State that taste buds are located on the surface of the tongue and
other areas of the mouth or throat
2.3.3 Explain that stimulation of taste receptors results in 5 different taste
responses - salty , sweet, acidic (sour), bitter and umami
2.3.4 Group non-volatile compounds dependent on the taste response
they elicit:
 Acidic compounds e.g. citric acid, lactic acid, acetic acid,
phosphoric acid
 Salty compounds e.g. sodium chloride, potassium chloride
 Sweet compounds e.g. sucrose, fructose, glucose, aspartame
 Bitter compounds e.g. quinine, caffeine
 Umami compounds e.g. monosodium glutamate.
2.3.5 Recognise that all areas of the tongue can be sensitive to taste
compounds but that some areas are more sensitive than others.
2.3.6 State that Aguesia, a rare neurological condition, is the total loss of
the sense of taste. Hypoguesia is partial loss of one or more of the taste
sensations.
The Sense of Touch (Tactile)
2.4.1 Explain that tactile receptors on the surface sensitivity of the lips,
tongue face and hands detect differences in force, particle size, heat and
chemical stimulus during hand and mouth touch.
2.4.2 Recall that nerve fibres in the muscles, tendons and joints sense
the tension and relaxation of the muscles and allowing the perception of
attributes such as heaviness and hardness.
2.4.3 State that texture is complex and related to food structure and can
be divided into three elements, mechanical, e.g. hardness and
chewiness; geometric e.g. graininess and crumbliness; and mouth feel
e.g. oiliness and moistness.
2.4.4 List the three stages of texture perception: Initial phase (first bite)
Masticatory phase (chewing) Residual phase (after swallowing)
2.4.5 Be aware of factors that may affect tactile perception e.g. poor
dentition, dry mouth, skin hydration, etc.
The Trigeminal Senses
2.5.1 State that the trigeminal nerve is primarily responsible for
transmitting sensations from the face (mouth, teeth and nasal cavity) to
the brain, and controls the muscles used for chewing.
2.5.2 Explain that certain chemical substances can stimulate the
trigeminal nerves situated in the mouth and nose to give hot, burning,
tingling or cooling or astringent sensations (piperine in pepper, capsaicin
in chilli pepper, carbon dioxide in fizzy drinks)
The Sense of Hearing (Audition)
2.6.1 State that sound is sensed by millions of tiny hair cells in the ear
(receptors) which are stimulated by the vibration of air from sound
waves.
2.6.2 Recognise that the noise emitted by food during eating contributes
to the perceived texture of a food.
2.6.3 Be aware that loss of hearing can occur due to illness, genetics,
age, which may affect texture perception.
Sensory Interactions
2.7.1 Describe how appearance can influence other attributes e.g. colour
-visual flavour (orange colour suggests orange flavour); colour intensity can lead to assumption about flavour intensity; unevenness of colour or
blotchy appearance may suggest poor quality or deterioration.
2.7.2 Clarify that odour combines with taste and trigeminal stimulation to
give flavour
Sensitivity
2.8.1 State that individuals differ in their sensitivity to the same
compounds (see Section 3 – The Sensory Panel)
2.8.2 Recognise that different threshold levels for individuals can be
determined through screening – detection, recognition, just noticeable
difference and terminal.
2.8.3 List factors that may affect sensitivity to smell and taste e.g.
oversaturation, aguesia, ill health, personal habits, age etc.
SECTION 3 THE SENSORY PANEL
Recruitment and Screening
3.1.1 Define the factors that will influence the recruitment and selection
of panel members e.g. management resource, test frequency, test
method, company policy.
3.1.2 State the key advantages and disadvantages of using internal and
external panel members e.g. resources, time, space.
3.1.3 Identify suitable personality and attitude factors when recruiting
panel members e.g. good team player, cosmopolitan taste preferences,
positive, committed and flexible.
3.1.4 Explain why it is important that the assessors should have at least
normal sensory acuity relative to the tests being undertaken.
3.1.5 Review how the state of health effects sensory activity and the
need to be aware of physiological restrictions relevant to the test e.g.
allergies, false teeth, migraines etc.
3.1.6 Select and apply different panel screening tests, e.g. those aimed
at determining sensory acuity, those aimed at determining impairment,
those aimed at evaluating a assessor’s potential to describe and
1.1
communicate.
3.1.7 Interpret the results of the screening tests and apply these to
selection of assessors for different sensory methodologies.
SECTION 4 GOOD PRACTICE: CONTROL OF TEST ENVIRONMENT
Test Room
1.2 1.3
4.1.1 Describe how the physical environment must work so as to minimise
bias, enhance assessors’ sensitivity and eliminate variables unconnected
with the products being analysed.
4.1.2 Recognise important considerations when designing a test facility e.g.
Locate away from areas of noise and odour and sample preparation areas.
Avoid claustrophobic design
Use of odour free easy clean materials
Pale grey or white colour for surfaces and surroundings
Necessary equipment for sample preparation
Lighting onto samples needs to be evenly distributed
The use of Northern Daylight lighting is recommended for standard
assessments. Coloured lighting is recommended when visual distractions
need to be minimized.
Control for air circulation, humidity and temperature
4.1.3 Outline important issues concerning the presentation of samples e.g.:
Odour-free and easy to clean equipment (glass, china and stainless steel
rather than plastic or wood)
Consistent portion size, representative of the sample to each panellist
Sample carriers (if used) should not mask samples attributes
Controlled serving temperature
Standard procedures e.g.controlled/standardised cooking regimes
Sample coding – commonly 3 digit random codes
Balanced, random order of presentation
Maximum number of samples per session dependent on product type
4.1.4 State the need to keep good records i.e. date codes, test required,
storage etc.
4.1.5 Identify key health and safety risks related to ingesting or handling
food and non-food products
Assessor Control
4.2.1 State the need to provide any necessary training/information for the
panel to conduct the test e.g. use of score sheets, test methods etc.
4.2.2 Explain the consequences of poor panel scheduling e.g. eating foods
at inappropriate times of day or around coffee breaks or lunchtimes
4.2.3 Recognise that certain physiological factors may influence panel
results e.g. Adaptation
4.2.4 Recognise that certain psychological factors may influence panel
results e.g.
Expectation errors, Stimulus error, Halo effect …
4.2.5 Identify that assessors must be in good health and adopt sensible
personal habits before/during sessions e.g. avoiding smoking 1-2 hour
before panel, strong coffee for 1-2 hours before panel and the use of strong
smelling cosmetics/soap.
SECTION 5 TEST AND USES
Types of test
5.1.1 Outline the three main categories of sensory test i.e. discrimination;
descriptive and preference/acceptance, and their uses.
Discrimination Tests
5.2.1 Explain that discrimination tests are used to determine if there is a
detectable difference between two types of samples being compared in the
same session.
5.2.2 Name typical discrimination tests and specify the differences between
them e.g. Paired Comparison, Triangle, Duo Trio, Tetrad.
5.2.3 Recommend the minimum number of assessors required for
commonly used discrimination tests (paired comparison, triangle test, duo
trio) and how this depends on the degree of panel training.
5.2.4 Be aware that many more assessors are required for Similarity
Tests than for Difference Tests.
5.2.5 List typical applications and limitations for discrimination tests.
Descriptive Profile Methods
5.3.1 Express that descriptive profile methods are used either to describe,
or describe and quantify, the attributes of the samples and produce a
sensory profile
5.3.2 Identify that different types of scale may be used to quantify the
individual attributes e.g. category, unstructured line, magnitude estimation,
labelled magnitude.
5.3.3 Outline the stages in the development of a sensory profile to test a set
of samples – i.e. development of vocabulary, rating of attributes, analysis of
the data).
5.3.4 Recognise that there are several established techniques
(Quantitative Descriptive Analysis, Spectrum Method, consensus profile,
qualitative profile, free-choice profile) with the same underlying basic
approaches.
5.3.5 Be aware that it is not uncommon for hybrid descriptive profile
methods consisting of a combination of elements from two or more of the
established methods to be used.
5.3.6 Recognise that the level of training is crucial for descriptive profile
tests and describe the consequences of the degree of training on the quality
of the sensory data obtained.
5.3.7 State that descriptive profile techniques require a small number of
highly trained assessors.
5.3.8 Discuss the typical applications and limitations of descriptive profile
tests.
5.3.9 Be aware of rapid descriptive methods e.g. Free Multiple Sorting,
Napping (Projective Mapping), Partial Napping, that speed up data
capture but that analysis of the data is more complex compared to
conventional profiling.
Temporal & Dynamic Methods
5.4.1 Recognise that these methods enable perception to be measured
over time.
5.4.2 Be aware that established methods are available e.g. Time Intensity
(TI), Temporal Dominance of Sensations (TDS), Progressive Profile, whilst
others are evolving e.g. Temporal Check-all-that-apply (TCATA), Temporal
Order of Sensations (TOS).
Acceptance and Preference Tests
5.5.1 Understand the difference between Acceptance and Preference
Tests.
5.5.2 State that acceptance tests e.g. 9 point hedonic scale, measure
degree of liking.
5.5.3 State that paired comparison and ranking tests can be used to
measure order of preference
5.5.4 Recognise that a large number of untrained consumers are required
for acceptance and preference tests to best represent the population.
Trained assessors should not be used for acceptance or preference tests.
SECTION 6 BASIC STATISTICAL CONCEPTS
Populations and Samples
6.1.1 State that a population refers to all the objects or individuals that
define a group of interest. For example, the population of the UK or all
consumers of a particular brand of chocolate.
6.1.2 State that a sample from a population can be defined as selected
objects or individuals chosen to represent the population. Note that it is
important to select a sample of objects or individuals that represent the
population to ensure that decisions made based on the data are as
meaningful as possible.
6.1.3 State that the mean, sometimes called an average in layman’s
language, is a measure of the middle (centre) of a set of data, and that it is
sometimes called an ‘arithmetic mean’. Understand that it is obtained by
adding up the values of all the observations and dividing by the total
number of observations. For example, the mean of 8, 4, 6, 9 and 2 is:
(8 + 4 + 6 + 9 + 2)/5 = 29/5 = 5.8
6.1.4 State that the standard deviation of a sample is a measure of the
dispersion in a set of data, and that the standard deviation allows an
assessment of how much the data points as a whole differ from the mean
value.
Probability and Hypothesis Testing
6.2.1 Be aware at its simplest level that probability is the chance of an event
happening e.g. in a Triangle Test there is a 1/3 probability of choosing the
‘odd’ sample by chance.
6.2.2 Be aware that in hypothesis testing the ‘null hypothesis’ is what
happens by chance while the ‘alternative hypothesis’ is an outcome that
has a greater than chance probability of occurring.
6.2.3 Be aware that in hypothesis testing a conclusion is reached with a
degree of confidence and thus attached to any outcome is a chance of
being wrong i.e. a risk of rejecting the null hypotheses when it is true or
accepting it when it is false.
6.2.4 State that concluding ‘no difference’ in a discrimination test does not
imply the samples are the same.
6.2.5 State that to demonstrate similarity a much larger number of
responses is required and a greater understanding of statistical principles
will be needed.