FOOD SC 3027RG - Sensory Evaluation of Foods III

Regency Park - Semester 2 - 2016

The role of sensory evaluation in marketing of food and beverages, physiological and psychological factors affecting sensory perception, relationships between sensory properties and product acceptability, measurement of sensory perception, design and conduct of sensory evaluation experiments, difference testing, preference testing, panel selection procedures, taste and aroma profiling, texture profiling, shelf life determination, sensory quality control, product development and optimisation, strategies for developing sensory evaluation programs. A range of food and beverage products will be assessed using the techniques and principles present in the lecture program.

  • General Course Information
    Course Details
    Course Code FOOD SC 3027RG
    Course Sensory Evaluation of Foods III
    Coordinating Unit School of Agriculture, Food and Wine
    Term Semester 2
    Level Undergraduate
    Location/s Regency Park
    Units 3
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange N
    Course Description The role of sensory evaluation in marketing of food and beverages, physiological and psychological factors affecting sensory perception, relationships between sensory properties and product acceptability, measurement of sensory perception, design and conduct of sensory evaluation experiments, difference testing, preference testing, panel selection procedures, taste and aroma profiling, texture profiling, shelf life determination, sensory quality control, product development and optimisation, strategies for developing sensory evaluation programs. A range of food and beverage products will be assessed using the techniques and principles present in the lecture program.
    Course Staff

    Course Coordinator: Frederick Bowring



    Dr. Fred Bowring
    Course Coordinator
    TAFESA Regency Campus, K Block, Room 02.22.03
    bowring.frederick@tafesa.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Demonstrated ability to identify solutions to problems related to the sensory analysis of food and to apply and expand upon the theoretical concepts presented in lectures.
    2 Demonstrated familiarity and competence with the practical skills and techniques used to analyse the sensory properties of food. This will include experimental planning, the preparation of suitable samples and the use of instruments e.g. viscometers and colour meters, as well as the collection of experimental data and its presentation, statistical analysis and interpretation.
    3 Ability to use terminology, appropriate to the field of sensory analysis, correctly and contextually.
    4 Ability to explain the benefits and limitations (scientific and ethical)
    of the sensory evaluation of food and be able to recommend, justify and
    critique commonly used methods of sensory analysis.
    5 Capacity to formulate foods that meet specified sensory requirements and
    which are intended to contribute to reducing community health concerns.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,2,3
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1,2,3,4,5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2,4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,2,3,4,5
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1,4,5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1,2,4,5
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures are used to deliver content relevant to the specified Knowledge Objectives and practical activities are used to enable students to achieve the specified Skill Objectives. Lectures also include open discussion, sample problems and demonstrations. Time allocated to lectures and practicals can be used for tutorials on request.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision).
    Learning Activities Summary
    Schedule Week Topic Lecture
    Week 1 Overview of sensory evaluation
    principles and techniques

    Applications of sensory evaluation

    Aspects of measurement

    Potential errors in sensory evaluation
    Week 2 Overview of sensory evaluation
    principles and techniques (continued)

    Classes of sensory tests

    Principles of good practice

    Criteria for choosing a statistical test
    Week 3 Measurement of sensory thresholds

    Magnitude of sensory stimuli

    Empirical thresholds

    Uses of threshold measurements

    Ascending forced choice methods

    Issues and assumptions
    Week 4 Discrimination testing

    Uses and limitations of discrimination tests

    Directional paired comparison tests

    One-tailed and two-tailed tests

    Simple difference test

    Triangle test

    Duo-trio tests

    Week 5 Discrimination testing (continued)

    Statistical considerations

    The binomial, chi-square and normal distributions

    Shelf-life trials

    Type 1 and Type 2 errors

    Analysing replicate data
    Week 6 Scaling

    Comparison of physical and mental scales

    Parametric and non-parametric tests

    Nominal, ordinal, interval and ratio data

    Types of scales: line and category scales

    Magnitude estimation
    Week 7

    Descriptive analysis

    Applications and limitation of descriptive analyses

    Developing sensory descriptors

    Sensory profiles

    Intensity scaling

    Descriptive test methods
    Week 8 Acceptance and preference testing

    Consumer sensory and market research

    Preference and acceptance measurement

    Preference tests

    Paired preference test

    Data analysis
    Week 9

    Acceptance and preference testing (continued)

    Using no-preference options

    Preference ranking

    The Basker test

    The Friedman test

    9-point hedonic scale
    Week 10 Sensory analysis in quality control

    Uses and limitations on quality control

    Bayes/Vanderplow chart

    False alarms

    Minimising error rates

    Strategies for good management

    Attributes of a sensory QC program

    Quality judging
    Week 11 Revision of statistical tests Worked examples of sensory analysis
    Week 12 Revision of core concepts

    Summary of key components of the course

    Discussion of questions from past exams
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Learning Outcome
    Written assignment #1 Summative Monday Week 4 15% LO 1-5
    Written assignment #2 Summative Monday Week 7 15% LO 1-5
    Written assignment #3 Summative Monday Week 11 20% LO 1-5
    Final Exam Summative To be announced 50% LO 1-5
    Assessment Detail

    The written assignments include the following tasks:

    1. Tasks that require recall of knowledge given in lectures, practicals and readings
    2. Tasks that require comprehension of unfamiliar relevant scientific text and scenarios
    3. Tasks that require the application of knowledge, laws, principles and guidelines to unfamiliar problems
    4. Tasks that require the analysis of data which is either fictitious, sourced from the literature or generated during laboratory sessions
    5. Tasks that require information to be synthesised and which conforms to a project brief, e.g. instructions for making a new food product
    6. Evaluation and critical appraisal of novel information

     

    Exemplars of answers to assignment questions will be provided.

     

    The final exam also challenges students with tasks of the type listed above. Exemplars can be viewed in past exam papers.

     

    Marking schemes for all assessment tasks are supplied. Grading of student submissions is undertaken by the lecturer.

     

    Submission
    Hard copies of assignments must be submitted to the Administration office in Corridor 2 of K Block by the date and time that will be specified. Submission dates will always be dates on which lectures are delivered to avoid the need to travel to the TAFE campus on other days. A cover sheet is required and will be provided via MyUni.  Assignments will not be accepted more than 1 week after the due date. Students are urged to contact the lecturer by email if they are unable to submit an assignment by the due date. Assignments will not be accepted after 1 week beyond the due date. Assignments are usually marked and returned with model answers 2 weeks after the due date.

    Late submission of assessments
    If an extension is not applied for, or not granted then a penalty for late submission will apply.  A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.