FOOD SC 3027RG - Sensory Evaluation of Foods III
Regency Park - Semester 2 - 2018
General Course Information
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 Coordinator: Dr Fred Bowring
Dr. Fred Bowring
TAFESA Regency Campus, K Block, Room 02.22.03
The full timetable of all activities for this course can be accessed from Course Planner.
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
Learning & Teaching Activities
Learning & Teaching ModesLectures 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.
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 measurementPotential errors in sensory evaluation
Week 2 Overview of sensory evaluation
principles and techniques (continued)
Classes of sensory tests
Principles of good practiceCriteria for choosing a statistical test
Week 3 Measurement of sensory thresholds
Magnitude of sensory stimuli
Uses of threshold measurements
Ascending forced choice methodsIssues 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
Week 5 Discrimination testing (continued)
The binomial, chi-square and normal distributions
Type 1 and Type 2 errorsAnalysing 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 scalesMagnitude estimation
Applications and limitation of descriptive analyses
Developing sensory descriptors
Intensity scalingDescriptive test methods
Week 8 Acceptance and preference testing
Consumer sensory and market research
Preference and acceptance measurement
Paired preference testData analysis
Acceptance and preference testing (continued)
Using no-preference options
The Basker test
The Friedman test9-point hedonic scale
Week 10 Sensory analysis in quality control
Uses and limitations on quality control
Minimising error rates
Strategies for good management
Attributes of a sensory QC programQuality judging
Week 11 Revision of statistical tests Worked examples of sensory analysis Week 12 Revision of core concepts
Summary of key components of the courseDiscussion of questions from past exams
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
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
The written assignments include the following tasks:
- Tasks that require recall of knowledge given in lectures, practicals and readings
- Tasks that require comprehension of unfamiliar relevant scientific text and scenarios
- Tasks that require the application of knowledge, laws, principles and guidelines to unfamiliar problems
- Tasks that require the analysis of data which is either fictitious, sourced from the literature or generated during laboratory sessions
- Tasks that require information to be synthesised and which conforms to a project brief, e.g. instructions for making a new food product
- 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.
SubmissionHard 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.
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.
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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.
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