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H A T C H E N D H I G H S C H O O L

Food Technology

Name:__________________________________________ Tutor Gp: ________

1Year 9 Food Technology Work Book MPo Feb 2010

Year 9

Introduction

This workbook contains information to help you build on your knowledge and understanding in design and technology and to make further progress through the National Curriculum Levels.

Your work will be marked according to the schools Assessment for Learning policy, which is aimed at providing you with feedback to help you understand what you have done well and how you can improve your performance. You will be given three reports during the school year and these will include a National Curriculum (NC) level so you can track your progress.

As you work through the lessons you can tick the NC Levels that you have completed. To achieve a particular level you will need to have ticked almost the requirements for that level.

Presentation of Your Work

Write the date on the work you are completing Underline headings with a ruler Write neatly using black or blue pens Cross out mistakes neatly Draw neatly using a sharpened pencil Use colouring pencils to help you communicate your design ideas Do not doodle on your work

Organisation

In order to help you learn and to record your work you must have sufficient writing and drawing equipment for each lesson.

You must use your link book to record when you have homework and this includes buying and bringing in the ingredients and containers needed for your practical lessons.

You must learn the routines for practical work and ensure that you are able to quickly store your bags and blazer and complete your personal preparation including putting on an apron, tying back long hair and washing your hands.

You should always keep an eye on the time during practical lessons as work must be finished before the end of the lesson and all equipment washed, dried and carefully put back in the correct place.

If you are absent for a lesson you must see your teacher to find out what work you have missed and if you have to prepare for a practical lesson.

If you do not organize ingredients for practical work you will be given written work to complete. It is not possible for you to ‘help’ other students as there may not be enough for two people to complete and with written work you will be covering the programme of study for the subject.



DESIGNINGLevel 4 – To get a level 4 you need to communicate alternative ideas using words, labelled sketches and models(may include costing/nutritional analyses) showing you are aware of constraints. You must:

Produce at least 3 different ideas that meet your brief and specification. All ideas must be annotated and justified. Use pencils and rulers where appropriate and present them neatly and clearlyBe able to explain your ideas when askedProduce a model to help explain your idea (this can be a costing or nutritional analysis of a recipe idea)

Level 5 – To get a level 5 you need to complete all of the above and;

Produce a range of ideas (minimum of 4) that meet your design brief and specification and annotated the drawings (describe the ideas further) to help explain them.Make use of the skills that you been taught (focussed tasks) in all your design ideas.

Level 6 – To get a level 6 you must make models and drawings to explore and test your design & discuss your ideas with users. You must produce plans that outline alternative methods of progressing and develop detailed

criteria for your designs and use these to explore design proposals. In addition to level 5 you must;Produce 6 neat, annotated design ideasProduce a quality model to help explain your ideaProduce a survey, use this with your designs and model to find out what the end user thinks. The results of the survey should be summarised using graphs with a final conclusion.Use the survey results and revisit your brief and specification and write a “Mark II” improved versionProduce improved designs as appropriate.

Level 7 – To get a level 7 you must investigate form, function and production processes, using a variety of media. You must recognise the different needs of a range of users and develop realistic designs. In addition to level 6

you must;Present your ideas in different ways ( computer generated, text, isometric, pictorial). Evaluate and compare your ideas stating their advantages and disadvantagesProduce models to help explain your idea where appropriateProduce a detailed survey and use this with your designs and models to find out what the end user thinks. The results of the survey need to be summarised in a graph with a conclusion.Use the survey results and revisit your brief and specification to write a “Mark II” improved versionProduce improved designs as appropriate.

PLANNING TO MAKE


Level 4 – To get a level 4 you must work from your own detailed plans, modifying then where appropriate. You must;

Produce a fully annotated justification of your final idea.You complete a “Plan of Making” sheet

Level 5 – To get a level 5 you need to complete all of the above and also;

Use information about existing products when completing your annotated justification of your final ideaUse information about existing products when completing your plan of making sheet

Level 6 –In addition for level 6 you must;

Have produced a drawing (or diagrams) of your final ideaProduce your own plan of making suggesting alternative materials & manufacturing processes

Level 7 – To get a level 7 you must produce plans that predict the time needed to carry out the main stages of making products. In addition to levels 5 & 6 you must;

Produce an accurate and detailed drawing of your final idea with all the necessary information including sizes, weights etc.Produce a list of material and equipment you will needProduce your own stage by stage plan of making and include timings and health and safety considerations.


MAKING YOUR PRODUCTLevel 4 – To get a level 4 you must work with a range of tools, materials, equipment, components and processes with some precision. You will check your work as it develops and modify your approach in the

light of progress. You must;Select and work with the range of tools as shown by your teacher, using each appropriately.Work safely at all times and report any problems to the teacher immediatelyFinish the product and make it accurately


Select and work with the range of tools as shown by your teacher, using each appropriately and accuratelyCheck the progress of your product and make modifications as necessary during making.

Level 6 –To get a level 6 you must work with a range of tools, materials, equipment, components and processes and show that you understand their characteristics. You check your work as it develops and

modify your approach in the light of progress. In addition to level 5 you must;Make a note of any changes or modifications you make to your original plan. You make a note of health and safety points and check on your brief and specification during makingChoose tools needed to measure and use them accuratelyChoose tools from a range to shape and form your productChoose the most appropriate finishing techniques and finish your product to a high standardWork safely at all timesMake the product accurately and complete it to a high standard

Level 7 – To get a level 7; you must work with a range of tools, materials, equipment, components and processes and show that you understand their characteristics. You check your work as it develops and

modify your approach in the light of progress. In addition to level 6 you must;Note any modifications and the reasons for them. You note health & safety issues and predict how long stages will take. You keep a check on the brief and specificationMeasure accurately to within acceptable tolerancesShape and form carefullyChoose the most appropriate finishing techniques and finish your product to a high standard, working safely.Finish your product to a high standard in every aspect.

TESTING AND EVALUATING


Level 4 – To get a level 4 you must understand the situations in which your designs will have to function and are aware of resources as a

constraint. You evaluate your product and use different information sources. You must;Identify good points about your productIdentify areas for improvementShow that you have reflected on your design idea as it develops, and use your knowledge and previous experience in modifications


Show that you understand the situations in which your product will be usedLevel 6 – To get a level 6 you need to complete all of the above and also;

Evaluate how effectively you have researchedShow how you have used the results of your research to inform your decisions when designing and makingEvaluate your product when it is being used and identify ways of making improvements relating back to your brief and specification

Level 7 – To get a level 7 you must;

Select appropriate techniques to evaluate how your product meets the brief and specificationSelect appropriate techniques to evaluate how it meets the needs of the userUse the information from evaluation to detail how you would improve your performance and the outcome of the project.


Some Useful Spellings

DesignSafetyHealthyIngredientsWhiskingBowlMeasuringWeighingEquipmentDevelopmentResearchFood PoisoningSafetyHygiene


WHAT IS DESIGN & TECHNOLOGY?

D & T is about using different materials to design and make things to meet our needs and wants prepares you so that you can participate in tomorrow’s rapidly changing society will help you learn to think creatively so that you can solve problems and improve the quality

of life allows you to develop a range of ideas to meet our needs and wants allows you to make some of your ideas so that you can develop a range of skills involves testing and evaluating you work, both the design ideas and the practical to see of they

are suitable.

During the next two years at Hatch End High school you will be following courses in Food, Textiles and Resistant Materials as part of your timetable of lessons. At the end of Year 9, your teachers will have to award you an end of Key Stage 3 level on a scale of 1-8, and this is what you will need to be working towards in your lessons.

Course Content for Food Technology


Recap safety and hygiene knowledgeMacro nutrientsMicro nutrientsRecipe adaptationDevelop practical skills – rubbing-in mixtureUse of flow charts in food technologyFunctions of ingredientsCooking methods – stir-fryingEvaluation of existing productsSmart foodsNutritional modeling using “Food in Focus”Pre-manufactured components

Year 8 NC level

My target for Year 9 is


Remember to follow the schools Ground Rules for Behaviour for Learning



Also remember to put up your hand to ask or answer a question – do not shout out!

When the teacher is talking or one of your group is contributing to the lesson – KEEP QUIET and listen

And lastly try your very best each and every lesson.


Follow instructions, first time, every time. Keep hands, feet and objects to yourself. Be fully equipped for every lesson Arrive on time ready to learn Treat every person and your environment with respect.

BEHAVIOUR FOR LEARNING GROUND RULES

Every living animal needs food – food is essential to keep us alive and in good health

We should be aiming for a balanced diet which provides all the necessary nutrients in the correct proportions and quantities to meet our needs. It is much easier to eat a balanced diet if you have a good understanding of the nutrients and where they come from.

Nutrients have different roles to play in the way your body functions;

CARBOHYDRATES and FATSThese are rich in energy and supply the body with ENERGY

PROTEINSThese are body building and help with growth and repair of cells

VITAMINS and MINERALSThese have many different roles but in general they are protective and help to keep us healthy.

Quick Task - Match the foods to the nutrients they supply;


Carbohydrates

Mineral – Iron

Mineral - Calcium

Protein

Fats

Vitamin A

Vitamin B

Vitamin C

Vitamin D

Using either the worksheet or the internet www.nutrition.org.uk complete the table below

Nutrient Function Source

Protein

Fats

Carbohydrates

Vitamin A

Vitamin B

Vitamin C

Vitamin D


http://www.nutrition.org.uk/

Calcium

Iron

Now answer the following questions;

1. Why would a builder need more energy than an office worker?

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2. Name two cheap sources of protein.

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3. Explain why we are told to eat more fibre (NSP).

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4. Why do children require more calcium than adults?

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5. Which vitamin is needed for the absorption of calcium? If you do not obtain this vitamin from food, where else can you get it?

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6. Which vitamin is needed to help the absorption of iron?

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Guideline Daily Amounts

Guideline daily amounts are a guide to show you how much energy and key nutrients the average healthy person needs in order to have a balanced diet

Energy & Nutrients

Children (5-10 yrs)

Girls (11-14 yrs)

Boys (11-14 yrs)

Girls (15-18 yrs)

Boys(15-18 yrs)

Energy(kcals) 1800 1850 2200 2100 2750

Total Fat (g) 70 70 85 80 105

Saturated Fat (g)

20 25 25 25 35

Carbohydrate (g)

220 230 275 265 345

Sugar (g) 85 90 110 105 140

Salt (g) 4 6 6 6 6

NSP (g) (Fibre)

14 15 15 24 24

Source: www.kellogs.co.uk/health/lifestages/children/gdas/aspx


http://www.kellogs.co.uk/health/lifestages/children/gdas/aspx

Fruit Crumble Adapting the Recipe

Look at the recipe below and write in some alternative ingredients that will improve the nutritional content. Explain why the alternatives are healthier.

Traditional Recipe Healthier Alternatives Why?

500g Fresh Fruit

50g Caster Sugar

150g Plain White Flour

75g Butter

75g Caster Sugar

You may also think about trying to adapt the recipe to improve the appearance, taste or texture. What could you add to the ingredients list to do this?

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Plan of Making for Fruit Crumble

Ingredients

500g Fresh fruit50g Sugar150g Plain white flour75g Butter75g Sugar

Equipment

Weighing ScalesMixing BowlSharp KnifeChopping boardPeelerDessert SpoonButter knife

Modifications

Step By Step Method

Timings Processes

Complete Personal Preparation

Gather Ingredients and Equipment

Turn the oven on to Gas Mark 5/190ºC

Put the flour into a mixing bowl and add the butter. Use a knife to chop the butter into small pieces in the flour.Using only your fingertips rub the butter into the flour until the mixture looks like fine breadcrumbs.Stir 75g of sugar into the mixture with a spoon. Set to one side.Using a chopping board peeler and sharp knife, peel, core and slice the fruitPlace fruit in the oven proof dish in an even layer. Add 50g of sugar to the fruit.Sprinkle the crumble mixture over the fruit carefully and smooth down the surface.Place in the hot oven and cook for 30-40 minutes until the fruit is soft and the crumble a pale golden colour.WASH UP EQUIPMENT, DRY IT AND PUT IT AWAY. WIPE DOWN YOUR WORKSURFACES.

60 mins. END OF LESSON


When you make the fruit crumble you must bring in an oven proof dish.

(If you make this in lesson 5 you may not be able to cook it at school due to the health & safety risks associated with carrying a very hot dish of food. The crumble will be prepared in the lesson and you will be able to take it home to cook.)

Evaluation

In order to assess the success of your practical work and the modifications you made you will need to carry out an evaluation exercise. After you have finished making your crumble and washed up you can prepare a star profile to record what your crumble was like.

Sensory Descriptor Rating(0-5)

Plot the results of your tasting on the star profile below. Write the sensory descriptors at the end of each of the arms of the star.


Sensory Evaluation

0

1

2

3

4

5

Development of my Crumble

Write details below showing how you could improve your crumble. Even if you think it was fantastic there will still be ways to develop it even further!

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What does the word ‘function’ mean in terms of food ingredients?

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Complete the table of functions and suggest food ingredients that will perform that function.Function What does it mean Example of food

ingredientAdding Flavour

Adding colour

Adding textures

Thickening

Bulking

Sweetening

Setting

Aerating

Shortening

Binding

Plan of Making for Snack Bites


Ingredients

100g Self Raising Flour50g Caster Sugar50g Hard Margarine50g Sultanas1 Egg (or 2-3 Tblsp Milk or Water)

EquipmentBun trayWeighing ScalesWooden SpoonDessert SpoonSieveMixing Bowl

Butter KnifeForkMeasuring JugTeaspoonPaper cake casesCooling Rack

Modifications50g Currants/Raisins Raspberry Jam – When bites are on the baking tray50g Chopped Cherries make a dent in the centre and add50g Chocolate Chips half a teaspoon of raspberry jam.1 Tbsp Cocoa Powder 50g Dried Coconut

Step By Step Method

Timings Processes

3min Complete personal preparation. Wash hands, wear an apron, tie back long hair5mins 1. Turn the oven on Gas 6/200ºC

7 mins 2. Collect a greased baking tray.

12 mins 3. Weigh flour and margarine and put into a large mixing bowl. Use a butter knife to cut up the margarine into small pieces, this will also coat it with flour.

18 mins 4. Rub margarine into the flour using your fingertips until the mixture looks like fine breadcrumbs.

22 mins 5. Weigh the sugar and mixed fruit(or alternatives) and mix in using a metal spoon.

28 mins 6. Make a well in the centre of the mixture and break egg into the well and mix in to form a soft dough.

30 mins 7. Using a spoon and a knife divide the dough into small pieces and place on to the baking tray.

32 mins 8. Put into the oven for approximately 12-15 minutes or until they are golden brown.

50 mins END OF LESSON


Design Brief

A local Chinese restaurant is looking to expand the range of stir-fry dishes it offers on its menu. As a Food Technologist, you have been asked to develop a new product, then make and test it.

Stir-frying

This is the most common form of cooking in China and is very simple. The two rules are that the oil should be hot and that the food should be cooked in uniformly small, thin pieces so that the cooking can be done quickly and evenly. Vegetables form a large proportion of a stir-fry, which makes the products healthy as they contain significant amounts of NSP and Vitamin C. As only a small quantity of oil is used the energy value of the product is relatively low.

The Technique

Prepare all your ingredients so that they are uniformly small pieces

Sort out the food by density so that the items that take the longest to cook are added first, followed by those that take a shorter time to cook.

Heat a few tablespoons of oil in a wok then add the food. The food should be kept moving throughout the cooking process

so that all the food is evenly covered with hot oil. The natural juices within the food are thereby quickly sealed in

and the food should be eaten at once while still crisp.


Complete a brainstorm of all the possible ingredients you could use.

Now you have to decide on the ingredients you think will make a good stir-fry. You may make it vegetarian or you may choose to add meat. Try to think of the way it will look as well as the way it will taste. Vegetables are good for adding colour and texture. You should also think about the type of sauce to go in your recipe – a classic is soy sauce, but there are many ready-made sauces available to buy. You could also make up your own by using items such as mustard and honey. Certain items are often used in traditional stir-fries such as water chestnuts, bamboo shoots, garlic, chilli and ginger. Some add strong flavours and others add texture.

You may also wish to include a starchy accompaniment such as noodles or rice.

Remember to complete an evaluation sheet and star profile of your finished product.


Ideas for ingredients

for my stir-fry

Design BriefDesign and make your own tomato based sauce for pasta.

In order to complete the design task you need to undertake some research to identify ingredients that may be useful in your task. You will be given some pasta sauce tubs to analyse. These are existing products that have information on their labels that will provide important informationQuestion Answer

What is the name of the product?Which ingredient is present in the largest amount?Which ingredient is present in the smallest amount?How should the product be stored?What items are used for adding flavour?Is the product a complete meal? Explain your answer.How could you reduce the fat content?Is the product good value for money? Explain your answer.


Dolmio Original Bolognese Sauce 500gPrice £1.33 (£0.27/100g)

DescriptionA tasty tomato based sauce for pasta with 100% good honest ingredients. The Italian favourite. A careful balance of ripe tomatoes , basilico fresco and a touch of Italian olive oil.Calories 61(3%), Sugar 7.4g (8.2%), Fat 1.7g (2.5%), Saturates 0.3g (1.3%), Salt 1.4g (23.7%). Percentages are of an adults guideline daily amount per 125g portion.IngredientsTomatoes (76%), Tomato Puree (14%), Lemon Juice, Onion, Sugar, Olive Oil, Salt, Basil, Garlic, Herbs, Parsley, Spices.Dietary InformationFree from artificial colours, flavours and preservatives. Suitable for vegetarians.Nutrients Per 100gEnergy 208kJProtein 1.4gCarbohydrate 7.8gOf which sugars 5.9gFat 1.4gOf which saturates 0.2gFibre 0.9gSodium 0.5gManufacturerMasterfoods, Melton Mowbray, Leicestershire, LE13 0BR. www.dolmio.comPreparationAdd to mince to make a Bolognese sauceCountry of OriginProduce of the EUPackagingRecyclable glass jarStorageKeep in a cool, dry place. Once opened, refrigerate for up to 3 days, or freeze in a suitable container.

Sainsbury’s Tomato and Mascarpone Sauce 350gPrice £1.00 (£0.28/100g)

DescriptionRich tomato sauce with creamy mascarpone, traditionally served with ravioli. Microwave in 5 minutes. VegetarianIngredientsWater, Italian Tomatoes(25%), Tomato Puree, Skimmed Cow’s Milk, Single Cream*, Vegetarian Mascarpone Cheese*(6%), Medium Fat Hard Cheese*(with vegetarian rennet), Onion, Cornflour, Sugar, Salted Butter*, Garlic Puree, Basil, Salt, Black Pepper. * from cows milkDietary InformationSuitable for vegetariansNutrients Per 100gEnergy 376kJProtein 2.6gCarbohydrate 6.8gOf which sugars 3.2gFat 5.8gOf which saturates 3.7gFibre 1.2gSodium 0.21gManufacturerSainsbury’s Supermarkets Ltd., EC1N 2HTPreparationFull heating instructions are printed on the packaging. Allergy advice – Contains milk.Country of OriginUnited KingdomPackagingPlastic tub


http://www.dolmio.com/

http://www.sainsburys.com/groceries/shopping/details/product_detail.jsp?bmUID=1217852407544&NEW_NAVIGATOR%3C%3Elevel_0_id=0&NEW_NAVIGATOR%3C%3Elevel_1_id=1&NEW_NAVIGATOR%3C%3Elevel_2_id=2534374310870951&NEW_NAVIGATOR%3C%3Elevel_3_id=2534374310874901&NEW_NAVIGATOR%3C%3Elevel_4_id=2534374310875591&NEW_NAVIGATOR%3C%3Elevel_5_id=2534374316621441&NEW_NAVIGATOR%3C%3Elevel_6_id=1689949372181091%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

http://www.sainsburys.com/groceries/shopping/details/product_detail.jsp?bmUID=1217853809111&NEW_NAVIGATOR%3C%3Elevel_0_id=0&NEW_NAVIGATOR%3C%3Elevel_1_id=1&NEW_NAVIGATOR%3C%3Elevel_2_id=2534374310939561&NEW_NAVIGATOR%3C%3Elevel_3_id=2534374310866299&NEW_NAVIGATOR%3C%3Elevel_4_id=2534374311179171&NEW_NAVIGATOR%3C%3Elevel_5_id=1689949371997185%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

StorageKeep refrigerated. Full storage instructions are printed on the packaging.


Plan of Making for Tomato & Herb Pasta Sauce

Ingredients1 Onion1 Clove of Garlic2 Tblsp Olive Oil400g Tinned, Chopped Tomatoes1 Tblsp Tomato PureeSalt and PepperPinch of SugarHandful Fresh basil Leaves, Chopped or 1 level tsp dried mixed herbs

EquipmentSaucepanWooden SpoonTeaspoonTablespoonSharp KnifeChopping Board

ModificationsAdd 250g Minced BeefAdd 250g mixed chopped vegetables such as courgettes, carrots, sweetcorn, celery, kidney beansServe with 350g Pasta and top with50g grated Cheddar Cheese or Parmesan Cheese

Step By Step Method

Timings Processes

3min Complete personal preparation. Wash hands, wear an apron, tie back long hairGather ingredients and equipment together.

1. Peel the onion and garlic and chop them finely. Pour the oil into a frying saucepan and heat on the hob

2. Cook the onion and garlic in the saucepan over a low heat until they are soft Add the tinned tomatoes and tomato puree and stir well. Boil and turn down to a simmer – cook for 10 minutes to reduce it.

3. Taste and season with salt, pepper and sugar. Add chopped fresh basil or mixed herbs

4. Turn off the heat , allow to cool and place in your container. Meanwhile wash everything up, dry it, let your teacher check it, and then replace in the correct storage area.

Notes: if adding meat or other vegetables this can be done before the tomatoes are added. Remember meat must be thoroughly cooked.

If you are making pasta to go with your sauce you must put a large pan of water on the hob to boil before you start preparing your sauce. When the water is boiling add the dry pasta for 12-14 minutes. When the pasta is cooked drain in the sink using a colander.Mix with your sauce


Plan of Making for Cheese Sauce for Pasta

Ingredients250ml Milk25g Plain Flour25g MargarineSalt and PepperPinch of Mustard Powder50g Grated Cheddar Cheese

EquipmentWeighing ScalesMeasuring JugSaucepanWooden SpoonGrater

ModificationsUse Red Leicester to give an orange colourAdd dried herbs for extra flavourUse semi-skimmed or skimmed milk to reduce fat contentAdd cooked bacon to increase protein content and add flavour and texture.Add peas and sweetcorn to add texture and colourAdd a tin of tuna to add flavour and improve protein content.

Step By Step Method

Timings Processes

3min Complete personal preparation. Wash hands, wear an apron, tie back long hairGather ingredients and equipment together.

1. Put the milk, flour, margarine, salt and pepper and mustard in a saucepan on the hob

2. Bring to the boil slowly using a balloon whisk to agitate the contents of the pan constantly.

3. When the mixture thickens add the grated cheese and stir until it has melted.

4. Stir in any additional ingredients

5. Wipe work surfaces, wash up equipment, dry it and have your teacher check it. Then put it away in the correct storage area.

Notes:If you are making pasta to go with your sauce you must put a large pan of water on the hob to boil before you start preparing your sauce. When the water is boiling add the dry pasta for 12-14 minutes. When the pasta is cooked drain in the sink using a colander.Mix with your sauce.


What is a smart food? A smart food is one that has been changed from its natural state so that it

behaves in a particular way These changes can be physical or chemical They are sometimes called modern foods even though some of them have

been around for years.

Types of smart foods1. Foods with novel (new/different) molecular structure, e.g. modified starches

and sweeteners.2. Functional foods, e.g. cholesterol-lowering spreads, probiotic yoghurts,

fortified eggs3. Meat analogues, e.g. textured vegetable protein (TVP) and mycoprotein

(Quorn).4. Encapsulation technology, e.g. flavours and extra nutrients5. Modern biotechnology, e.g. genetically modified soya beans.

Novel Molecular StructureModified StarchWhen we cook at home we use wheat flour or cornflour to thicken sauces, but if food manufacturers use these ingredients on a large scale problems can occur. For example a cheese sauce made with wheat flour can breakdown into a solid and a liquid if it is cooked, cooled and reheated. If a consumer bought a cook-chilled lasagne and there was liquid coming out of the cheese sauce they would not be happy and would either complain or not buy the product again.So a food manufacturer must find a way of keeping their products stable (correct consistency). Over the years they have developed modified starches which behave in a different way to normal starchy foods, allowing a wider range of textures to be produced. Modified starches used in lots of different products including

Angel delight Hot drinks e.g. cup-a-soup Pot noodles Cook-chill meals Tins of fruit pie filling Instant custard powder and tins of custard Sauces such as a jar of tomato sauce for pasta


SweetenersIf you have drunk a ‘diet’ drink, then you will have consumed an artificial sweetener such as saccharin. These are very sweet, but are very low in calories which makes them useful for diet drinks. Canderel is another type of sweetener that can be used when preparing cakes and desserts.

Functional foodsFunctional foods are foods that contain an ingredient that gives health promoting properties.

Benecol products, including margarine and yoghurt, contain parts of plants that can stop cholesterol being absorbed by the body

Omega-3-eggs, contain Omega-3 fatty acids normally found in oily fish. Hens are fed on a diet rich in omega-3 fatty acids so that eating their eggs passes on these fatty acids, which are good for the heart.

Yakult contains live ‘good’ bacteria that are thought to improve the health of the bowel.

Meat AnaloguesMeat analogues are products that mimic the organoleptic properties (taste, texture and appearance) of meat. These meat analogues use natural ingredients such as soya beans and Quorn. They are changed during the manufacturing process so that they look, taste and feel like meat. They are an alternative to meat and are suitable for vegetarians.

TVP – Textured vegetable protein is made from bundles of soya protein, which are flavoured to taste like meat.

Quorn is a mycoprotein, which is made from tiny mushrooms. These are formed into mince and chunks so that they physically resemble meat.

Encapsulation TechnologyEncapsulation technology is when microscopic capsules are used to add extras to a product. The capsule breaks open during eating to release the central ingredient such as a nutrient or a flavour. Some sports bars are fortified with encapsulated nutrients.

Modern technologyBiotechnology is the use of biological processes to make or change a product. Some processes such as bread making, beer brewing and pickling onions have been used for years. Modern biotechnology is a little different and is when scientists genetically modify foods. Traditional breeding methods involve many generations of livestock or crops, which takes considerable amounts of time for desirable traits to be achieved, e.g. cross breeding soya plants to produce a strain that is resistant to disease. Newer modern biotechnology techniques allow scientists to identify individual genes that control particular characteristics. The selected gene can be transferred to another plant or animal to bring about a change more rapidly.


A lesson to use your ICT knowledge to find out more about encapsulation technology.

You will need to follow the instructions carefully and not be distracted by other things such as your emails, other websites and certainly no music!

Let’s get started – go to www.jellybelly.com, double click on “Our Candy” and answer the questions below;

When was the firm started and what were the original 8 flavours?

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How many flavours do they make now? ___________________________

Click on “Sports Beans” and answer the questions;

What are the added nutrients in these products?

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How much fat do they contain? _________________________________

What are the electrolytes that they contain and what do these do in the body?_________________________________________________________

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What activity burns the most energy ( you need to look under “health & fitness)_________________________________________________________

Look under “FAQ” – what extra ingredient do “Extreme Sports Beans” contain?


http://www.jellybelly.com/

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Are the beans suitable for the Jewish community? __________________

Now go to the Funstuff “Virtual Tour” and write down the main processes for making and getting jelly beans ready for sale.

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Explain in detail what “engrossing” is.

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_________________________________________________________


Look at the BeanBoozled section. What extra “gross” flavours do they have?

__________________________ ___________________________

__________________________ ___________________________

__________________________ ____________________________

__________________________ ____________________________

__________________________ ___________________________

Think up 4 new flavours that could be added to the “BeanBoozled” range. You need to choose an existing flavour and bearing in mind the colour of the bean think of a suitable gross substitute!

Existing Bean flavour New BeanBoozled flavour

Extension Task

Go to www.splenda.co.ukClick on All About Us – Our Products and answer the questions;

What is Splenda?

_________________________________________________________

_________________________________________________________

What percentage of fat, sodium, carbohydrate and protein is there in Splenda?

Fat _____ Sodium ______ Carbohydrate ______ Protein ______

Click on “Living with Diabetes” and the “Understanding Sugars”;

What is the difference between natural and added sugars?


http://www.splenda.co.uk/

________________________________________________________

________________________________________________________

________________________________________________________

Now look at the recipes section; what products have you cooked could you cook again using “Splenda”?

________________________________________________________

________________________________________________________

________________________________________________________

Now click on the ingredient IQ test and see how good you are……………. What was your score?


Take a few moments to review the work you have done and decide what level you think you are working at. Use the NC level descriptors at the front of this booklet to help you decide.

What progress do you think you are making 4 = Excellent, 3 = Good, 2 = Needs improvement, 1 =No progress

Enter a grade for effort, behaviour and homework. (Excellent, Good, Acceptable, Unacceptable)

In the comment box write what you think you need to do to improve your performance.

What level do I think I am working at?

What progress am I making?

(4 = Excellent, 3 = Good, 2 = Needs improvement, 1 =No progress)

Effort(Excellent, Good, Acceptable, Unacceptable)

Behaviour(Excellent, Good, Acceptable, Unacceptable)

Homework(Excellent, Good, Acceptable, Unacceptable)

Comment


Design Brief

To design a cereal bar snack that pupils could eat at break time in school that would be healthier than existing snacks

Activities

1. Complete a brainstorm of different ingredients that you could include

2. Write a specification for your product

3. Choose the ingredients from your brainstorm that you want to include in your snack bar – use the standard flapjack recipe

4. Write out the purpose or function of each of the ingredients in your recipe.


Plan of Making for Cereal Bars

Ingredients

100g Margarine1 Tbsp Golden Syrup100g Caster sugar50g Oats50g Self Raising Flour75g Crushed Cornflakes

Equipment

Weighing ScalesSieveMixing BowlForkButter KnifeSaucepan

Wooden SpoonBaking TinCooling Rack

Modifications50g Chopped nuts 50g Chopped Glace cherries50g Sultanas 50g Chopped Dates

Step By Step Method

Timings Processes

Complete Personal Preparation

Gather Ingredients and Equipment

Preheat oven to 180ºC/GM4 and grease and line a baking tin.

Melt margarine and syrup very gently in a saucepan

Mix the dry ingredients in a mixing bowl.

Pour on the melted margarine mixture and mix well until it is all combined together.Spread evenly in a greased tray and press down firmly

Place in the oven for about 20 minutes.

Mark into portions when still warm but leave in the tray to cool

WASH UP, DRY EQUIPMENT AND PUT AWAY IN THE CORRECT PLACE

60 mins. END OF LESSON


Specification(This is a list of criteria you want your product to have)My product will;

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Ideas for ingredients

for cereal bar

Function of Ingredients

Write the ingredients you are going to use in the left hand column and decide what their function/purpose is in the recipe and write this in the right hand column

Ingredient Function/purpose in Recipe

The function or purpose may be one of the following;Bulking item – this forms the greatest part of the ingredients e.g. flour in a cake, oats in porridge, rice in risottoFlavour – gives the product a distinctive flavourTexture – gives the product a certain texture – e.g. crunchy, chewy, Binding – helps the ingredients stick together e.g. egg in burgersEmulsifying – A ingredient that helps others hold together e.g. keeping oil and vinegar together in mayonnaiseSetting – Helps ingredients form a solid or to set e.g. gelatine in a jelly, cornflour in custard sauceSweetening – this is usually sugar but could also be syrup, honey or fruits



Look at the article on cereal bars and answer the questions below.

1. What were some of the cereals bars particularly high in?

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2. What ingredients should be avoided?

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3. If you want to avoid “added sugar” what ingredients should you be avoiding in the bars?

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4. If you wanted to eat a cereal bar as a snack what is the upper limit of the calories it provides?

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5. For cereal bars that have over 200 calories, what does the article suggest you eat with them for your lunch or breakfast?

_________________________________________________________

6. Which two bars have the lowest amount of saturated fat per 100g?

_________________________________________________________

_________________________________________________________

7. Which is the most expensive and which is the cheapest bar?

Most expensive ____________________________________________

Cheapest _____________________________________________

8. Which does the nutritionist say would be “perfect for slimmers”?


_________________________________________________________

9. Which does the nutritionist say would be “perfect for those following a gluten or wheat-free diet”?

_________________________________________________________

10. One of the bars contains prebiotic fibre. What does this do in the body?

_________________________________________________________

11. What cereal helps to reduce cholesterol?

_________________________________________________________

12. Which two bars do they recommend for lunchboxes?

_________________________________________________________

_________________________________________________________


Nutritional modelling is a way of assessing a food products nutritional worth and can be done without actually having made the product. All you need is a software programme such as “Food in Focus”, a recipe and your nutritional knowledge.

Using the basic recipe for cereal bars you can complete a modelling exercise that involves feeding the ingredients into the programme and it will analyse the nutritional quality for you. You can then review this and make changes to the recipe and see how the changes affect the nutritional quality.

Here’s what you need to do…

Find the “Food in Focus”programme by looking under;All programmesSubjects – Design & Technology – Food

You will need to log on creating a username and password. YOUR PASSWORD MUST BE AT LEAST 6 CHARACTERS OR YOU WILL FREEZE THE COMPUTER AND HAVE TO START AGAIN FROM SCRATCH ! !

1. Enter recipe analysis.2. Enter the name of your product e.g. Cereal Bar basic recipe3. Enter the number of servings – this should be six4. Click Add. This will take you to the food database that is a

listing of hundreds of ingredients. You can either scroll down the whole list or enter the name of the food. You need to be careful though. If you want to add plain white flour you should type in flour and then scroll down to find plain, white.

5. Once you have found the ingredient you need double click on it. You will also need to enter the amount used. Guidance is often given in the dialogue box on screen. NB it does not accept halves so you may have to round up.

6. Keep selecting the ingredients until you have entered the whole recipe.

7. Click on analysis and this will work out the nutritional analysis per 100g and per portion.


8. There are three options you can select – the Big 4 shows energy, protein, fat and carbohydrate. 4+4 also includes sugars, saturates, fibre and sodium. All gives you everything!

9. Using the P icon print out one copy of the nutritional analysis.10. Now click on label to enter information to create your own

food label.11. Print out the label.

You can now repeat this process but add some modifications such as adding dried fruit, nuts, honey, coconut, fresh fruit etc. You could even look at reducing the amount of sugar and fat.You need to examine your print outs and write about the differences your modifications have made. Your aim is to model a more healthy cereal bar, have you achieved this?

My modifications to the original recipe were as follows;

_________________________________________________________

_________________________________________________________

The differences are seen in the table below;

Original Cereal Bar Recipe Modified Cereal Bar Recipe

Energy EnergyProtein ProteinFat FatCarbohydrate CarbohydrateSugars SugarsSaturates SaturatesFibre FibreSodium Sodium

Explain the differences between the two recipes;

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_________________________________________________________


_________________________________________________________

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_________________________________________________________

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So, you may now have the perfect cereal bar on paper. What would you need to do next?

_________________________________________________________

_________________________________________________________

_________________________________________________________

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Cut out and paste your two cereal bar labels in the space below;

Original Recipe

Modified Recipe


Biscuits can be made by a variety of methods. The ingredients can be all mixed together, rubbed in, creamed in or the liquid ingredients melted then mixed into the dry ingredients.

Chocolate CrunchIngredients Function175g plain flour25g cocoa150g margarine25g sugar100g caster sugarWaterRemember to bring a square orround baking tin.

What method of making is being used?

Find 3 other recipes that use this method. List them.1

2

3


1. Oven 180c2. Grease baking tin3. Melt margarine and caster

sugar in the microwave4. Add flour and cocoa and

mix well5. Press into greased tin6. Brush with water and

sprinkle with sugar7. Bake 15-20 minutes8. Cut into pieces and cool

Melting momentsIngredients Function

110g soft margarine75g caster sugar1 egg yolk125g SR flour25g rolled oats6 glace cherries


Find 3 other recipes that use this method. List them1

2

3


1. Oven 160c2. Mix everything apart from

oats and cherries in a large bowl

3. Divide mixture into 18 pieces

4. Roll each into a ball and into the oats. Add a piece of cherry to each

5. Bake for 20 minutes


Viennese biscuitsIngredients Function110g soft margarine25g icing sugar110g plain flour


Find 3 other recipes that use this method. List them1

2

3


1. Oven 160c2. Cream margarine and

sugar with an electric mixer

3. Add the flour and slowly mix in.

4. Pipe onto a baking tray5. Bake for 10-15 minutes

Shrewsbury biscuitsIngredients Function100g SR flour50g caster sugar50g margarine½ egg1 tblspn currants


Find 3 other recipes that use this method. List them.

1

2

3


1. Oven 160ºc2. Put sugar and flour into a

large bowl, rub in the margarine.

3. Stir in the egg and currants

4. Roll out and use the a pastry cutter to cut out the biscuits

5. Bake for 15 minutes

The most important points to remember when making biscuits are;

Measure the ingredients accurately Cook for the required amount of time at the right temperature Grease the tins or trays carefully to prevent sticking

You should also remember that when biscuits or cookies are first taken out of the oven they will appear to be still soft. They will be soft when they are hot, it is only as they cool down that they become firmer and more biscuit-like.

You should take them carefully from the oven using oven gloves and let them stand for several minutes on top of the cooker to cool down a little. If you try and take them from the tray as soon as you have taken them from the oven you may damage them as they will be too soft to handle. Once they have cooled for a few minutes you can lift them from the trays using either a palette knife or a fish slice. They should then be placed onto a cooling rack until they are cool. You should never put hot or even warm biscuits into your container as they may go soggy as the warm air rising form them contains water vapour and this could condense onto your container and drop back onto the biscuits. They may be tempting to eat straight away but leave them until they are cold for the best eating experience!

Use a fish slice or Do not use a plastic spatula

Palette knife you may melt it!


You will be shown a video on biscuit production and you need to listen and watch carefully so that you are able to answer the following questions.

Computer Controlled Systems

1 Computers monitor most operations during biscuit production. Give 2 examples to show the use of computers.

_________________________________________________________

_________________________________________________________

Types of Dough

2. Name the two main types of biscuit dough.

___________________________ ___________________________

3. What is the difference between the two types of dough?

_________________________________________________________

_________________________________________________________

Ingredients used in biscuit making

4. Name the 3 main ingredients used in making biscuits

_______________ ___________________ __________________


5. Which type of fat is generally used and why?

_________________________________________________________

_________________________________________________________

6. What is the name of the main sugar used in making biscuits?

_________________________________________________________

_________________________________________________________

7. Glucose is known as a “reducing sugar”, what does this mean?

_________________________________________________________

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Mixing and blending/shaping

8. Why does hard dough need more mixing than short dough?

_________________________________________________________

9. Hard dough biscuits are cut from huge _______________________

________________________________ of dough.

Short dough biscuits are _______________ or _______________

Into shapes. The dough is ______________________ into a sheet

by heavy _______________________ _________________ and

carried along a conveyor belt to the _________________________


10 What happens to the “scrap dough”?

_________________________________________________________

11. What is the name of the oven used to cook the biscuits?

_________________________________________________________

A Rotary Biscuit Moulder

A Rotary Biscuit Cutter


Food packaging legislation states that food packaging must not: be hazardous to human health cause the food to deteriorate cause unacceptable changes to the substance or the quality of

the productPackaging has a number of important FUNCTIONS. It helps to IDENTIFY, CONTAIN and PROTECT food products and ingredients. You need to be aware of these different functions.

Containing the Product Packaging holds the contents together and, when sealed,

prevents spillage or loss. The products can then be TRANSPORTED, stored and displayed easily.

The packaging can be a uniform shape and size. These can be further packaged into larger boxes or shrink-wrapped for transportation.

Sometimes packaging has to hold irregular shaped items (like fruit and vegetables). These are often packed into nylon nets or plastic bags.

Crates, trays and pallets are used to load and hold packaged foods during transportation. These are often plastic to avoid contamination from splinters or staples.

Protecting the Product from… PHYSICAL DAMAGE caused by vibration, collision or being

crushed in storage or transportation. ATMOSPHERIC CONDITIONS such as temperature, light, humidity

or air controls. For example, temperature can cause fruit to over ripen.

CONTAMINATION from chemicals, micro-organisms, insects or rodents.

TAMPERING, which is a problem because products can become contaminated if they are opened by mistake and then re-closed. Tamperproof packaging is often used in manufacture.

Identification Information about the product can be printed on the packaging.

Labelling information is required by law to describe and inform consumers about products.

The presentation of the packaging at the point of sale helps attract customers to the product.

The design of the packaging, which may include the shape, colour, size, etc., is used to identify a specific manufacturer and the product range.


Designing the Labelling for your biscuits. A piece of legislation has been passed through parliament that states what must be included on food packaging

The Food Labelling Regulations 1996

← the name of the food

← a list of ingredients

← the amount of an ingredient which is named or associated with the food

← an appropriate durability indication

← any special storage conditions

← the name of business and manufacturer and in certain cases

← the place of origin

← the process used in manufacture

← instructions for use

Use the information above and design the packaging for your biscuits using the net on the next page. Remember you should include a picture of your product or have a cut-out section so that the biscuits may be seen to encourage the consumer to buy them.

You should also think up an imaginative name that will help them stand out on the supermarket shelf and sell them.

Think how much you they will sell for and if you will offer any special deals e.g. Buy one get one free…..



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Components are the parts that make up a product. For example Ready-made pastry and pie filling are components for an apple

pie. Rice and vegetable sauce are components of vegetable curry.

Pre-Manufactured Components in The Food Industry

Manufacturers buy in pre-manufactured components.These are ingredients or parts of a recipe that come ready prepared.

Examples of components used in the food industry include; Processed sauces Ready grated cheese Ready prepared vegetables

Write down 3 advantages of using these components.

_________________________________________________________

_________________________________________________________

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http://www.sainsburys.com/groceries/shopping/details/product_detail.jsp?bmUID=1217950428294&NEW_NAVIGATOR%3C%3Elevel_0_id=0&NEW_NAVIGATOR%3C%3Elevel_1_id=1&NEW_NAVIGATOR%3C%3Elevel_2_id=2534374310870951&NEW_NAVIGATOR%3C%3Elevel_3_id=2534374310874901&NEW_NAVIGATOR%3C%3Elevel_4_id=2534374310875591&NEW_NAVIGATOR%3C%3Elevel_5_id=2534374316621441&NEW_NAVIGATOR%3C%3Elevel_6_id=1689949372181123%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

Design Brief

Reports estimate that as many as one in five people are vegetarians. As a food technologist you have been asked to design and make a Pasta Bake suitable for a specific group of vegetarians.To do this you will need to use a range of components.

You will also need to; Research your target group Read the notes on vegetarians and choose one type to focus on State your chosen target group

Vegetarians

KEY POINTS

• Between 3-7% of the UK population are vegetarian, with women more likely to be so than men

• There are many interpretations of vegetarian diets; ranging from ‘semi’ vegetarian to vegan, fruitarians and macrobiotic

• Provided a vegetarian diet is well balanced, it should provide all of the nutrients needed by the body throughout life

• Most vitamins can be provided by foods of plant origin, with the exception of vitamin B12. Dietary supplements and/or fortified foods are a source of this vitamin for individuals who do not eat foods of animal origin.

TYPES OF VEGETARIAN DIETS

People follow a vegetarian diet for a variety of personal, philosophical, ecological and economical reasons. Variations in strictness of vegetarianism are largely dependent on the person’s beliefs and reasons for adopting vegetarianism. This may be for a variety of personal, philosophical, ecological and economical reasons. Some understanding of these reasons is important when considering nutritional status and also when preparing meals for vegetarians, as it may be necessary to use entirely separate utensils to prepare acceptable vegetarian dishes.


‘Semi’ or ‘demi’ vegetarian

Exclusion of red meat or all meat, but fish and other animal products are still consumed; some people also include poultry

Pesco-vegetarian

Exclusion of all red meat and poultry, but fish and other animal products are still consumed

Lacto-ovo-vegetarian

Exclusion of all meat, fish, poultry; milk, milk products and eggs are still consumed. Most UK vegetarians follow a lacto-ovo-vegetarian diet

Lacto-vegetarian

Exclusion of all meat, fish and poultry and eggs; milk and milk products are still consumed

Vegan

Exclusion of all foods of animal origin; diets comprise grains, vegetables, vegetable oils, cereals, pulses such as beans and lentils, nuts, fruit and seeds. Non-food animal products, such as leather, may also be avoided.

Fruitarian

Exclusion of all foods of animal origin as well as pulses and cereals. Diets mainly comprise raw and dried fruits, nuts, honey and olive oil. People following this type of eating pattern are at great risk of nutritional deficiency; their diets require vitamin and mineral supplementation

Macrobiotic - sometimes referred to as Zen Macrobiotic diet

The diet progresses through a series of levels, gradually eliminating all animal produce, fruit and vegetables and, at the highest level, leading to a restricted diet of cereal (brown rice) only. Fluids may also be severely restricted. Children are particularly at risk of nutritional deficiency and studies have shown that growth patterns are disrupted by the most restricted macrobiotic diets.

My target group will be

_________________________________________________________


Look at the range of pre-manufactured components below. Choose ONE of the components from each of the four boxes below to make you pasta bake and write them in the space below.

125g Pasta

FusilliPenneConchigleFarfalle

250g Ready Made Sauce

Jar/tin mushroom sauceJar/packet cheese sauceJar/packet tomato sauceJar/packet vegetable sauce

100g Filling

Frozen mixed vegetablesQuornTinned vegetablesPre-prepared mixed vegetablesGrated cheese

Topping

100g Breadcrumbs100g Grated cheese1 packet plain crisps

My four choices are;

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________


N T F E M K X E T A D Y B E S UC V B O P E N E I G Y H J O G ED Y G A O Q U X M N J R F S T DE I B F J D C S A B Y F O O H RI T S A B V S S R V N M O B Y AL E W I C L E A N H A N D S L ZC M O V N T U R F G O I P U P AW P A O Q F E C T E H U O K D HU E W R V C E R R S T N I M E YF R I D G E M C I A F Y S B F MO A R T E B I U T A M X O Z R JO T P K R J L V C W B A N D O RG U Z L M N P Q Z N I P I F S TC R O S S C O N T A M I N A T ER E T E M O M R E H T G G R A NS J K L R Y X B A K O U B O M T

The following words relating to food safety are hidden in the grid above – can you find them all?

BACTERIA FRIDGECLEAN HANDS GERMSCROSS CONTAMINATE HAZARDDEFROST HYGIENEDISINFECT TEMPERATUREFOOD POISONING THERMOMETERFOOD SAFETY USE BY DATE

Find the following tasty fruits in the grid below;

APRICOT BANANA BLACKBERRYCHERRY COOKING APPLE DATEEATING APPLE FIGS GOOSEBERRYGRAPEFRUIT GREENGAGE KUMQUAT LEMONLIME LYCHEE MANDARINMANGO MELON NECTARINE


ORANGE PAPAW PASSION FRUITPEACH PEAR PINEAPPLEPLUM RHUBARB SATSUMASTAR FRUIT STRAWBERRY TAYBERRY

N A P P A S S I O N F R U I TB A N A N A A R H U B A R B YV G K C P T I U R F E P A R GA R U O I S N E D C H E R R YL E M O N U O G A L E E T Y RC E Q K E M L N T A B H A A RT N U I A A E A E E H C Y L EI G A N P M M R S F M A B P BU A T G P A L O I A P E E A KR G O A L N O G N A L P R P CF E C P E G S D P I U E R A AR M I P F O A O R N M A Y W LA I R L Y R R E B W A R T S BT L P E I E N I R A T C E N IS A A N E L P P A G N I T A E


Complete the table to show the names and uses


America is best known for ‘junk’ food such as hamburgers and fries. Complete the puzzle to see what other foods they have given us:

1 2

3 4

5 67

8

9 10

11

Clues:1 Down: a corn meal pancake actually from Mexico.1 Across: without Columbus we would need a different bird for Christmas dinner.2 Down: The full name for KFC is ………………………………… …………………………….. chicken.3 Down: Again from Mexico, Corn chips with salsa and cheese. 4 Down: a salad made with cos lettuce, crispy croutons and Parmesan cheese.5 Down: This syrup from Canada is eaten with 6 down.6 Down: These are smaller and thicker than their European cousins.7 Across: From a medicine to the world’s most popular soft drink.8 Across: this vegetable is often eaten ‘on the cob’.9 Across: A popular drink, can be strawberry, vanilla or chocolate flavour.10 Down: This tinned meat was widely eaten during WWII.11 Across: Canned and in tomato sauce, a vegetable eaten by children.

Why is it a concern that British people are eating more and more American style meals? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

American Food

Read the following information and answer the questions that follow;

The price of food is one of the main factors which affects the food we choose. Buying food can be one of the highest expenses in a family budget, and where money is limited it can take a lot of skill and careful shopping to get the best value.

SHOPPING

If you are fortunate enough to have enough money, a car to carry your shopping home and a fridge and freezer to store food in, it is quite easy to buy food cheaply. If you have a limited income, have to carry all your food home (perhaps with a couple of small children and a pushchair), and have no freezer and a small fridge, it is not so easy to shop cheaply.

SupermarketsA large supermarket is often the cheapest place to shop, with the widest range of foods to choose from. The national chains such as Tesco, Asda, Sainsbury’s and Morrison’s compete with each other for customers all the time, which helps to improve the services they offer and keep prices down.

They often have bilk packs and larger sizes which work out quite a lot cheaper, but you can only take advantage of these if you have plenty of cupboard space for storage, a large fridge and freezer, and money to spare at the time you buy them. This can be particularly difficult for a single person, and so buying food for a single person nearly always costs more weight by weight. About 26% of British households have only one person in them.

Some supermarkets put a label with the price per 100g next to the price per packet or can, so you can see at a glance which size works out the cheapest. Without this information it would be hard to work which is the best buy without a calculator. They sell their “own label” brands, and often an even cheaper range of everyday food (such as Tesco “Basics”). It is often hard to tell the difference between these and the well known names which are a lot more expensive. The largest stores may have a café, crèche, public toilets, bank, dry


cleaners, easy parking, and cheap petrol, as well as the usual range of goods.

Other supermarkets such as Netto, Lidl and Aldi try to provide food at the very lowest price possible. They do not have such a wide choice, are not so carefully laid out, and do not have as many trained staff to help customers. However, they are hard to beat for low prices on a wide range of basic foods.

Cash and Carry StoresThese are generally located quite a way out of town and a car or other vehicle is needed to shop there. Often the store will have a membership scheme whereby customers pay an annual amount of money to be able to shop there. Quite often the items sold include food and other goods and may be bought in very large amounts rather than the usual household size. The fact that the customer buys in quantity often means the prices can be lower. Often proprietors of smaller shops buy items here for sale in their own stores.

MarketsMarkets are another sources of cheap, fresh foods, especially fruit, vegetables and meat. Prices are good and food usually fresh, though with fruit and vegetables you may have to check that the fruit and vegetables you get are as good as those on display.

Smaller ShopsSmaller shops have a difficult time competing with supermarkets, and many have closed down in recent years. They cannot often compete on price, but they are still used because they are near where people live so you do not need a car or bus trip to get there. They are often “open all hours”, although supermarkets too are extending their opening hours. You can go in and out of a small shop quickly, and don’t have to walk all the way around and then queue at a checkout if you are in a hurry.

Many small independent shops have joined a group such as “Spar” or “VG” which helps them buy and therefore sell good more cheaply than they otherwise could. Other small food shops which survive and do well are those which specialise in one kind of food, for example green grocers, bakers, specialist cheese shops.

Take-Away Food ShopsThese include Indian and Chinese take-aways, and kebab, pizza, fish and chip and sandwich shops. Take-away meals can be convenient and appetizing. Although they are not cheap, they take no time to prepare and cook, and cost you nothing in fuel.


1. It is easier to buy food cheaply if you have more money. Explain why this is.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

2. Suggest five ways of buying food more cheaply.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

3. Why are corner shops still popular even though they cost more?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

4. Name three kinds of specialist food shops in the area where your family usually shops.

_________________________________________________________

_________________________________________________________


_________________________________________________________

5. What are the advantages and disadvantages of cash and carry’s?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

6. Why do supermarkets often sell an “own brand” version of popular foods?

_________________________________________________________

_________________________________________________________

_________________________________________________________

Microwave ovens are now widely used. In most homes they are used as much for defrosting and heating already cooked frozen dishes as for actually cooking foods. They are very quick; you can thaw frozen food and heat it through in minutes instead of hours. For example, a frozen bread bun may be thawed and ready to eat in less than a minute. A frozen cooked casserole may be defrosted and heated through in perhaps 10 or 15 minutes. Because a microwave oven is so quick, it is much cheaper on fuel than a gas or electric oven, which needs to be put on for 30 minutes to heat a dish thoroughly.

A microwave oven is ideal of you have a freezer. It means you can keep a store of food in the freezer and have it hot and ready to eat quickly when you want it.

It is useful where members of the household come home for meals at different times of the day. It is also useful in households of only one or two people. You can cook a meal following the usual recipe size, which is normally for about three or four people. Then you


can eat one portion, divide the rest into separate portions, cover and freeze them, and they are ready to defrost and eat another day.A microwave oven stays much cleaner in use than an ordinary gas or electric oven. Food does not burn on or stick to the oven surfaces, which are easily kept clean by wiping with a damp cloth. Also , the dishes are easier to wash than saucepans used on the hob or in an ordinary oven, as food does not dry out or stick to the dish.

Suitable ContainersYou must not use metal dishes, foil or foil dishes in a microwave oven as this may damage it. Apart from these, sue any dishes: pottery, china, polythene, or just stand the food on kitchen paper. You can buy special plastic microwave dishes which are cheap and versatile as the food may be cooked and frozen in the same container. Some kinds can also be used in an ordinary gas or electric oven up to a certain temperature. If you are making cakes in the microwave oven, these dishes are especially useful as they are available in the shape of traditional cake tins, which of course must not be used in the microwave oven.

Foods which are being heated or cooked should usually be covered during cooking. You can use a plate, kitchen paper, or cling film for this. Always use a “food safe” cling film when heating food. It is thought that the chemicals which give ordinary cling film its clinging qualities may be absorbed by the food when it is closely wrapped and heated in the film.

Uses for the microwave ovenHeating precooked food from frozen or coldBaking a potato for a quick snack or light mealCooking frozen vegetables in a little water, saving flavour and vitaminsMaking white sauce and custardCooking sponge cakes and dark coloured cakes like chocolate cake or gingerbreadSoftening butterMelting jelly cubes or ingredients for cakes made by the melting methodStewing fruit

Browning foodFood does not become brown and crisp in a microwave oven so some foods such as bacon, chicken, and sausages can look pale and unappetising. This can be overcome by using a browning dish(quite expensive to buy). The dish is preheated in the microwave oven and food that is cooked on it becomes golden brown. Some more expensive models have a built in device similar to a grill. Cakes baked in a microwave oven do not become golden brown so recipes which


include some dark ingredients such as cocoa, brown sugar, or ginger look the most appetising.

Choosing a microwave ovenCompare the cost and features of different models. More expensive models may have electronic controls, a temperature probe to see if meat is thoroughly cooked, automatic timers to start cooking if you are out, a memory bank to store programs for recipes you use regularly. If you are unlikely to use these features often it may not be worth paying extra for them.

1. How can a microwave oven be used to save fuel when cooking?

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2. How could a microwave oven be useful to a single person who is out at work all day?

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3. Describe three ways in which a family could find a microwave oven useful.

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4. Describe two ways in which you could overcome the problem of the microwave oven not being able to brown food.

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5. What sort of dishes (a) are safe to use (b) should never be used in the microwave oven?

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6. What features could you expect to find on expensive models?

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7. Why do some microwave ovens have a turntable in them?

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The term vegetarian refers to all people who do not eat meat. Within this group are many different kinds of vegetarians; some will eat animal foods such as milk, eggs and fish, and some will not.

Lacto-vegetarians will eat milk, butter, cheese, and other dairy foods

Lacto-ovo-vegetarians will eat dairy foods, and eggs as well

Vegans do not eat any food from animal sources at all, including dairy foods.

Demi or Semi Vegetarians may eat some meats such as chicken and fish but not red meats such as beef or lamb.

Pesci Vegetarians will eat fish but not meat and meat products.

Some religious groups have vegetarian diets, including Rastafarians, Buddhists, Jains and Seventh Day Adventists.

Why do people become vegetarians?There are several reasons, apart from religious convictions. Some people feel that animals should not be killed for food, and find the thought of eating flesh distasteful. Many people feel there is unnecessary cruelty involved in intensive farming methods, in the transporting of animals (especially over long distances), and in the process of slaughter. Others are concerned about the doses of hormones and antibiotics given to animals which people are going to eat as meat. Other people feel the vegetarian diet is healthier, as it is in line with the government’s recommendations for less fat (especially animal fat) and more NSP (non-starch polysaccharide or dietary fibre). Research has shown that vegetarians are usually leaner and have lower blood pressure, less coronary heart disease, and less risk of some cancers. Some people think that in a world where many people go hungry, it is wasteful of the world’s resources to use land to rear animals for meat, when growing food crops could feed many more people.

There have been millions of healthy vegetarians throughout history. Human fossil discoveries in East Africa suggest that early humans lived entirely on a diet of nuts, grains, and vegetables. There


is archaeological evidence of a vegetarian community in the Hebrides in Scotland 8,000 years ago.

Nutrition for VegetariansLike everybody else, vegetarians need a balanced diet with a variety of foods, and preferably plenty of fresh, unprocessed foods.

Protein is needed for growth and repair of the body. A variety of plant foods can supply all the protein you need, so it is a mistake to think that animal foods are essential for protein. Good sources include bread, cereals, beans of all kinds (particularly soya beans and foods made from them, such as TVP, tofu, and soya milk), nuts, seeds, and potatoes. Dairy sources include cheese, milk, and eggs.

Carbohydrate for energy is easily provided by bread, potatoes, rice, cereals, and grains. These foods also provide plenty of NSP.

Fat for energy comes from vegetable oils, nuts, seeds, olives, and dairy products.

Minerals A varied vegetarian diet can supply all the necessary minerals. Mineral deficiencies are not seen in vegetarian populations.

Iron – Only about one fifth of the iron in the average British diet comes from meat. The rest comes from eggs, cereal foods (including bread), potatoes, green vegetables, nuts, and pulses. Vegetarians and vegans are not usually deficient in iron because they eat large amounts of these foods. The absorption or iron is helped by vitamin C, of which there is usually a good amount in a vegetarian diet. NSP, soya, tea, and coffee can all reduce the absorption of non-haem iron.

Calcium – Dairy foods supply plenty of calcium. Vegans have low intakes but there is no evidence to suggest that they suffer from a deficiency. Good plant sources include bread, leafy green vegetables, dried fruit, tofu, nuts, and seeds.

Vitamins can all be supplied by plant foods, except vitamin B12, which only occurs in animal foods. Fortified foods like soya milk, breakfast cereals, and yeast extract will supply enough vitamin B12.

Adapting recipesMany traditional recipes can easily be adapted for vegetarians. You can buy “vegi-mince” or chunks, burgers, and sausages made of soya or Quorn to use instead of meat. You could also use tofu.

Dairy productsYou can buy soya milk and margarine, or ordinary margarine (made from vegetable oil rather than fish oil), and vegetarian cheese


(made without rennet, which comes from the stomach of calves after they have been killed). Instead of dripping, lard , or suet, use vegetable oil or vegetable suet for dumplings and Christmas pudding.

Other Look for biscuits and other foods without animal fat. Use vegetable stock cubes instead of meat. Health foods shops sell many foods with the Vegetarian Society “V” symbol

1. Explain the reasons why some people become vegetarian.

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2. Suggest food for a vegetarian for one day which will provide a healthy balanced diet.

Breakfast

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Snack

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Lunch

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Snack

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Evening Meal

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Explain why your choice provides a healthy diet

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Food additives are substances added to food in small quantities while it is being prepared fro sale. If you make a habit of reading the labels on food packets you will soon realise that they are very widely used. They added for one of two main reasons;

1. To prevent food going “off”2. To try to improve its colour, texture, or flavour

Why are additives so widely used?

In its natural state, food decays and goes “off” fairly quickly. In the UK most people live in towns and cities quite a long way from where food is grown or produced. To keep it fresh until we can eat it, much of it is preserved by chilling, freezing, canning, vacuum packing, or adding preservatives. The present vast range of reasonably priced foods on our supermarket shelves includes very many preserved and processed foods.

People now expect a lot of the food they eat to be prepared and cooked in the factory so that it is ready to eat when they buy it. On the whole they spend less time preparing fresh ingredients at home and buy more food in packets, jars, cans, or frozen. Nearly all food are available like this: meat dishes, soups, vegetables, bread, cakes, biscuits, jams, sauces, and so on. For example, instead of spending time making soup by peeling, washing, cutting, and cooking fresh vegetables we may want to pour boiling water on to a packet mix and have the soup ready in minutes. Instead of making a cake with sugar, butter, eggs and flour we may go the to supermarket for a cake in a packet that was made weeks ago and is kept fresh by additives.

When foods are cooked in the factory and put into jars, cartons, tins and so on, the natural colour, flavour, and texture is often altered, so additives are used to try to improve them in these respects.

Some possible effects of food additivesMany people wonder whether additives are harmful or not. Their use is strictly controlled in the UK, and there are hundreds on the “permitted” list. However, some countries do not allow some of the additives freely used in other countries. They all have to be tested to see what effects


they may have, but it is not easy to know how much or how little of a substance may be considered “safe” or “harmful” over a long period of time. Some additives are widely used in many foods, some are used very little.

Many food manufacturers now advertise their products as “free from artificial colours or preservatives”. Natural colours such as annatto, curcumin, or beta-carotene are often used now as yellow colouring, instead of E102 tartrazine, which used to be widely used.

Reactions to food additivesMany people blame food additives for unpleasant reactions to food but research has shown that reactions to food additives are rare, probably affecting only one in 10,000 people. Adverse reactions to “ordinary” foods such as milk, egg, shellfish, nuts, soya, tea, coffee, and citrus fruits are much more common.

1. What are the two main reasons for using food additives?

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2. What are the advantages in using preservative?

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3. How do processed foods compare with freshly made food in terms of flavour and texture?

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4. Why do you think manufacturers of drinks often put “free from artificial colours and preservatives” prominently on their labels?

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5. Which cause more unpleasant reactions to foods is it “additives” or “natural” foods?

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6. List the advantages and disadvantages of using food additives

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The use of additives is controlled by the Food Safety Act 1990 which forbids the addition to food or drink of any substance which may be harmful to health. Under EU food labelling regulations, food packets must give information about the purpose of the additive and its name or agreed number. An “E” in front of a number means that the additive has been tested and is permitted for use throughout the EU. Additives without the “E” in front have the approval of the British government but not the EU.

Types of AdditiveAdditives may be grouped into four main types, according to their purpose.

Additives to preserve food or improve its keeping qualitiesThis group includes;a) Preservatives (E200 numbers). These prevent food being

spoiled by bacteria, mould, or yeasts. E.g. E202 = potassium sorbate

b) Antioxidants (E300 numbers). These prevent fats and oils from going rancid. You will often see them on snack foods like crisps, which have been fried in oil, as well as on lard and margarine packets. Examples are E320 butylated hydroxyanisole(BHA), E321 butylated hydroxytoluene(BHT)

Additives to improve the texture and consistency of foodsThis group includes;a) Emulsifiers, thickeners, and gelling agents (E400 numbers).

They may, for example stop foods like salad cream or instant dessert whips from dividing into separate layers, or make sure that jam “gels” or sets. This group also includes humectants to keep foods soft and prevent them going dry (often used in bought cakes). They include sorbitol(E420) and glycerol(E422), which is found in cake icing.

b) Anti-caking agents (E551 to E572). They prevent powders or salt from sticking or caking in the packet (e.g. sodium silicate (552) is added to icing sugar to stop it going lumpy.

Additives used to alter the appearance or taste of food or drink


This group includes;a) Colours

Yellows E100’s and E110’sReds E120’sBlues E130’sGreens E140’sBrowns and blacks E150’s

E160’s are all natural colourants rather than artificial ones and include annatto, curcumin, and beetroot red. Most food manufacturers now use natural colours because some of the synthetic ones are suspected of having harmful effects. E170’s are metal and mineral colourings.Examples of colourings used are;E142 Green S (Acid Brilliant Green BS or Lissamine Green)E150 caramel, the most used of the 52 permitted coloursE160a beta-carotene, a natural yellow colour often used in margarineE174, the silver in edible cake decorations

Baby foods are only allowed to use the three colours which are also vitamin sources (e.g. beta carotene)

b) Flavour enhancers (E600 numbers).. For example, monosodium glutamate (E621) is used to bring out the flavour in foods.

c) Sweeteners do not have E numbers but there is a list of artificial sweeteners, including saccharin, acesulfame K, and aspartame, which are permitted in the UK

Additives for miscellaneous purposesThese include anti-foaming agents to prevent pineapple juice from frothing too much, flour improvers, acids, raising agents, and glazing agents (to give a shine to confectionery)

Composition of foodsCertain regulations lay down standards for the make-up of foods. Meat products regulations state, for example that a pork sausage must contain 65% meat, but a beef sausage need only contain 50% meat. The bread and flour regulations require that all flours contain certain amounts of thiamine, niacin, iron and calcium, so these are added to all flours, except wholemeal to bring them up to the prescribed level/ Whole meal flour already contains more than these levels. The margarine regulations require that vitamins A and D are added to all margarine.


1. How is the use of food additives controlled by law?

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2. What are the four main types of additives used?

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3. What would happen to a jar of salad cream without emulsifier?

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4. What series of E numbers is given to colourants which are natural rather than artificial? Name three natural colourants.

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5. Why do you think baby foods are only allowed very few additives?

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6. What additives are added by law to flour and margarine? Why is this done?

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7. Look at some food packets and identify 15 different additives used in them.

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Log on to www.eggsedu.org.uk then ENTER SITE GO TO PUZZLES AND FUN

Task 1Play the omelette game

Task 2Go to SMART FACTS and click on “Digesting an Egg” – play the game

Task 3Go back to SMART FACTS and go to “FAQ’s About Eggs” and answer the questions below;

1. Name 3 nutrients that eggs contain

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2. Which bacteria may be in some eggs?

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3. How can you reduce the risk of food poisoning from eggs? Suggest one way

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4. Write down two ways we can store eggs safely.

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5. How can you tell if an egg is fresh?


http://www.eggsedu.org.uk/

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6. What is meant by a “Class A Egg”?

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7. What is cholesterol?

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8. What happens if you have too much cholesterol in your blood?

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9. How many calories does a large egg contain?

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10. Write down three tips for safely cooking eggs.

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Task 4Go to PUZZLES & FUN and look at EGG JOKES

Task 5Go to SMART FACTS and click on “Egg Adverts”

Write down a catchy slogan to encourage teenagers to eat more eggs

SLOGAN

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Using the space below - design a poster to match your slogan.


Food is cooked by heat energy. There are three methods by which heat can be passed to food: conduction, convection, and radiation.

ConductionHeat is conducted from molecule to molecule in solid things or liquids. For example a gas flame heats the base of the saucepan, and the heat is conducted all round the pan. Heat is conducted through food as it is cooked, e.g. heat is conducted through meat when it is roasted.

When choosing cooking vessels, it is important to understand about conduction. If a saucepan has a metal handle, then the heat will be conducted along the handle too! Wooden or plastic handles are poor conductors of heat, so they do not get hot. Hot liquids should be stirred with a wooden spoon, not a metal spoon. The metal spoon conducts the heat and gets hot.

ConvectionHeat travels round liquids and air by a process of convection currents. Hot air and liquids rise. Cold air and liquids fall. Ovens are heated by convection currents. Fridges are cooled by convection currents. Convection currents pass heat to food in cooking. Methods of cooking which use convection currents to heat up food are: boiling, deep fat frying, baking in an oven.

RadiationHeat travels from one place to another by rays. The sun, a fire, and a grill on a cooker all give out heat by rays. Food which is grilled or toasted is cooked by radiant heat

Here are some examples of the ways in which heat helps food to cook

Grilled SausagesRadiant heat travels from the grill to the food. Heat is conducted through the sausages to cook them.

Boiled EggHeat is conducted from the gas or electric ring on the hob through the saucepan to warm the water. Convection currents then carry the heat around the water to the egg. Heat is then conducted through the egg to cook it.

Jacket PotatoConvection currents carry heat around the oven to the potato. Heat is conducted through the potato to cook it.


Shallow Fried Beef BurgersHeat is conducted from the gas or electric ring on the hob through the frying pan and warms the fat. The hot fat and hot pan conduct heat to the beef burgers. Heat is then conducted through the beef burger to cook it.


1. Explain, using examples, what is meant by CONDUCTION, CONVECTION and RADIATION.

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2. What is it important to ;a) not use a saucepan with a solid metal handle?

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b) not to stir hot liquids with a metal spoon?

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