Functional Modelling Food
Lesley Pearce
Technology National Coordinator
Team Solutions
Learning intention
• To develop literacy strategies for 2.5
• To share key messages for functional
modelling level 2
Fact
• About 80% of the thousands of new food
products released in Australia (each year),
don't survive after the first twelve months."
• Suggest reasons why so many new food
products may not succeed in the market
place.
Technology 91358 (2.5)
Demonstrate understanding of how
technological modelling supports
risk management
Activity: Word definition
Word definitions for functional modelling 2.5
• In pairs one has the words the other
definitions.
• One reads out a word on the list. The other
matches with the definition
• Then the definition of
another word is read and
the other matches the word
Definitions
• Practical reasoning (what should happen)
– Social acceptability
• Functional reasoning (what could happen)
– Technical feasibility
• Modelling to manage risk
– Reducing the potential for malfunction and/or
increasing the level of success of technological
outcomes
Questions: use with following food
products
• How could modelling have been used to
decide what ‘could’ be done and what ‘should’
be done?
• How could modelling have enabled the
identification of type, severity, and probability
of risk?
• How could different forms of modelling be
used with different stakeholder groups?
Heinz EZ Squeeze
Blue Ketchup.
Marketed to
consumers as
Heinz EZ Squirt,
the blue, green,
and purple colored
ketchups
How could
modelling
have
helped to
make
decisions
about
what
should and
could be
done?
WOW! Chips
Made with Olestra, a lower-fat
oil, these chips promised all the
flavor of traditional chips, and
less of the fat. Unfortunately, the
magic oil also came with wicked
side-effects, like diarrhea and
stomach cramps. Though they
debuted in 1998 as one of the
highest selling new products,
these chips were eventually
rebranded, then pulled from
shelves and replaced with
"baked" versions of your favorite
chips.
The McLobster
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New product development always has a level of risk attached to it, and for fast
food companies like McDonald's, the pace of the business requires the constant
creation of new menu items.
McDonald's has hundreds of different products that are offered in locations
worldwide, but for every tremendously successful one like the iconic Big Mac,
there's a spectacular failure.
Why? Ineffective marketing, bad product launches and consumer reluctance for
change are common. But when you're dealing with food, there's always the
simplest of reasons: people just don't like the taste.
We've compiled 12 of the biggest failures McDonald's has ever had. Some fizzled
into obscurity, while others vanished completely.
Read more: http://articles.businessinsider.com/2011-0830/strategy/30376915_1_big-mac-product-mcdonald#ixzz21ZijL34B
Pepsi Blue
Even though Britney Spears
helped with the marketing,
Pepsi Blue met it's demise in
2004, after attempting to
compete with Vanilla Coke.
Apparently, some people
found it's berry, cotton-candy
flavor less than desirable.
Tortilla chips
http://www.youtube.com/watch?v=QzIdZGOR9vo
Watch the Youtube clip and discuss what
modelling would have had to be done to
create these tortilla chips
Group activity
Tortilla Chips: Watch the video. What
modelling do you think was required to
develop this food product?
What risks were they trying to avoid? Who
would have been the stakeholders for each
type of modelling?
Different forms of modelling are used
to manage risk
• The modelling of food processes allows
analysts not only to understand such
processes more clearly but also to control
them more closely and make predictions
about them. Modelling thus aids the search
for greater and more consistent food quality.
Specifications/criteria
• Product formulation involves a series of trials
in which test batches are evaluated against a
pre-determined set of quality criteria
• to develop an innovative food product for one
specific target market. Consider:
• Who will most likely buy the product?
• How the product will be produced?
• Will it appeal to a global market? How and why?
• Where will the ingredients come from?
• How much will it cost? (Make some comparisons
with other similar products already on the
market.)
• How will it be packaged and distributed?
• What criteria will you use to test and evaluate it?
Testing of Thai Fermented Sausage (Nham)
In Thai sausage product design experimentation, there were:
• chemical tests (pH, total acidity, volatile acidity, residual nitrite,
reducing sugars and cooked rice),
• physical tests (Instron compression, shear force and energy,
reflective colour, gas formation, water activity, weight loss)
• microbiological tests (mesophilic aerobic micro-organisms
Enterobacteriaceae, Staphylococcus aureus, yeasts and moulds),
• sensory tests (appearance, texture, flavour) and tests of
consumer acceptability.
• The product profile characteristics
were: colour, visual texture, air pockets,
firmness, juiciness, smoothness,
sourness, saltiness, spiciness, pork flavour.
Technical testing
• Technical testing varies a great deal depending on the type
of product, the testing facilities available, safety needs,
processing needs and legal regulations. The tests can be
chemical, physical or/and microbiological.
• Technical testing is also required to confirm that any food
regulations are being met, that consumer safety is ensured
and that any labelling requirements for example nutritional
value are confirmed.
• At the later stages, technical testing is developed to
monitor the product specifications for quality assurance,
and account needs to be taken of the accuracy and
reliability of the results.
Shelf life testing
• Testing shelf life is important in food design because there is usually
a target shelf life to be achieved for transport and storage in the
distribution chain as well for storage of the product by the
consumer after buying.
From previous knowledge, some predictions can be made early in
the design on the possible shelf life; foods can be divided into
short-life products (up to 10-14 days), medium-life products (up to
eight weeks) and longer-life products (up to 1-2 years). The possible
deterioration reactions in the food are identified, for example
chemical reactions like browning and loss of colour, and microbial
growth of food spoilage organisms, moulds and yeasts. It may be
necessary to carry out accelerated tests under severe conditions to
identify exactly what the deteriorative reactions are.
Sensory evaluation
• Sensory evaluation can be carried out by expert
sensory panels or by consumers. Traditionally in
product design, the expert panel determined the
differences between prototypes and the direction
of the differences, while consumer panels
evaluated the acceptance of products or
preferences between products. This meant that
consumer input did not take place until the final
stages of prototype development. But with the
acknowledged importance of the early stages of
product design, consumer panels are now used to
guide the design.
Sensory Evaluation form
Stakeholders
• Care needs to be taken when choosing the
“consumers” – are they the people who buy the
product, who prepare the meal, who eat it?
• The consumer panel gives opinions on all product
characteristics, not just sensory qualities but
others such as safety, nutrition, size, ease of use,
transport, storing and convenience. They can also
be involved in the design of the package.
Costs
• Some of the manufacturing costs comprise
raw materials, packaging, labour, depreciation
of equipment, electricity, steam, gas, water,
waste disposal and plant overheads. In many
companies, during the product design and
process development, the raw materials and
direct processing costs are continuously
determined and are part of the design.
Ethics thinking tool
Explore ethical decision-making and judgements
• Consequences – what are the benefits and risks?
• Rights and duties – what rights need to be protected
and who is responsible for this?
• Autonomy – should individuals have the right to
choose for themselves, or does one decision count for
everyone?
• Virtue – what is the ‘good’ thing to do?
• Multiple perspectives – what perspectives do groups
with other cultural, spiritual or religious views have?
Developing novel foods from taewa
The food industry in New Zealand are
looking for unique New Zealand foods
and value-added products for local and
overseas markets. Taewa – as an
indigenous food with unique
characteristics and nutritional benefits
• After testing the physical and chemical properties of 4
types of taewa, researchers found that each taewa cultivar
was suitable for industrial processing. They were able to
apply knowledge of the taewa properties to design novel
food products. The first 2 prototype products – expanded
taewa snacks and chef-ready taewa products – are ready
for marketing. They already have ideas for other products.
• Developing the idea for taewa snacks
• Potato flour is ideal for making snacks. If taewa flour is used
instead, the final product has unique colour and nutritional
benefits, cultural significance and a point of difference for
marketing. Air New Zealand was interested in lightweight,
in-flight snacks, so researchers at the Riddet Institute made
some prototypes.
McDonald's executive chef Dan Coudreaut experiments
with new ingredients
Literacy skills required in Technology
Speaking
Reading
Listening
Writing
SOLO schema
Learning: deep and surface
approaches
Subject specific thinking skills such as
essay writing skills
• Teaching Generic Skills
• Many teachers fall into the ‘content trap’. They
take curriculum content and use this exclusively
to create their scheme of work
• Generic skills are not given much, or even any
class time because they are not ‘on the syllabus’
• It is hoped these skills will be ‘picked up’
• Each subject has its own particular Generic Skills,
though there is much overlap between subjects
for technology it is about report wrting for the
externals
Questioning Strategies
• to promote thought and inspire inquiry in
students.
• When teachers prepare thought provoking
questions and incorporate them into their
lesson plans, they engage students in learning
and foster motivation and higher order
thinking skills
• It is one of the most important dimensions of
teaching and learning
• There are many types of questions. One dichotomy is the
closed vs. open question types.
• Closed questions require only a yes/no or single answer,
factual response,
• Open questions require students to reflect thoughtfully on
the subject.
• Lower order questions are usually "what" questions. They
typically test the knowledge students have about
definitions or meanings.
• Higher order questions tend to be "why" and "how"
questions which encourage students to think more deeply
about a concept or the reasons for an answer.
• challenge your students and make them think.
Research into questioning
Activity
Read Explanatory note 2 from 2.5
1. How many different aspects of evidence is
required? Number them on the AS sheet.
2. Using the given blank AS schedule fill in the
assessment criteria step ups.
3. Give an example of the evidence you are
looking for.
Activity
• Using the explanatory note 2 for 2.5
• Make a student centered question for each
criteria.
• Check you are stepping up their thinking with
each level
Literacy: Writing frames
Helping students with writing
• Differentiation: break down the difficult tasks
• Provide a ‘ladder up’
• Break the writing task
• Breaking the writing task down into a series of
tasks
• Help sheets
• Planning clocks
• Writing frames
• Showing students exemplar work and asking
them to grade this and learn from it
• Making your assessment criteria and grade
descriptors explicit and clear
• Assessment proformas
Activity
• Examine the examples of writing frames, help
sheets , planning clocks
• Discard those that you are not interseted in
• What are the strengths and weaknesses of
those you have kept for students and teachers
• Choose one in groups create a writing guide
for an external AS
• putting more time and emphasis on skills, and
reducing the time and emphasis on content,
can produce a dramatic improvement in
results
For example a skill such as planning
and writing a report
• they can form the basis of lively and vital class
discussions difficult skills can be taught
directly by continuous practice and corrective
feedback.
Strategies
• Identify the particular learning skills required for
success
• Creation of proformas and learning materials
Feedback:
• Positive initial comments
• Maximum of 3 -4 clear instructions for student
improvements
• A final encouraging comment
• Differentiation – individual targets
• More active teaching strategies
• More pair and group work, balloon debates,
role-plays etc
• Heavy emphasis on preparation of essay plans
including discussion and display of mind-map
style essay plans
• Development of study skills
Reports
• Unlike essays, reports are written in sections
with headings and sub-headings
planning proforms x1
Write the question here
For the key instructions words:
Justify, discuss, demonstrate
Question. Key instruction words? Any terms need explaining
Introduction
1st Paragraph. What is your key point?
Develop/explain your key point/understanding
Evidence to support your thinking?
1. 2.3.
2nd key point Develop/explain/include an image to support your
thinking/understanding
“If we teach today's students as we
taught yesterdays, we rob them of
tomorrow ”
John Dewey
Evaluation form
Please ensure
you fill in the
evaluation form
Thank you
•
Product testing: fruit drink powder development
Fruit drink powders are dissolved in water to give a refreshing drink. These drinks
are popular with children, and are also used as cheap drinks for large parties.
1.Identify the ingredients in fruit drink powders by reading the labels on some
powders available in the supermarket or by searching on the internet e.g.
‘Ingredient manufacturers turn powder into health gold’ by David Feder.
http://www.foodprocessing.com/articles/2008/370.html Sighted 14/11.2008.
2. Identify the important product qualities in such powdered drinks, and suggest
how you might test these product qualities with laboratory testing, with trained
sensory panel testing and with consumers.
3. Fruit drink powders are produced by mixing the ingredients so that they are
evenly dispersed and then they are packed into sachets. Identify important factors
in this processing and packing.