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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 8 Food Technology Work Book MPo Feb 2010

Year 8

Introduction

This workbook contains information to help you gain knowledge and understanding in design and technology and to make 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 all 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 Do your best!

Organisation

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

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.


DESIGNING


Books in the Library and

at home Internet searches with different search

engines

Newspapers, magazines, periodicals,

journalsQuestionnaire and graphs to analyse results

Existing product analysis

Level 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 MAKELevel 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 EVALUATING6Year 8 Food Technology Work Book MPo Feb 2010

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 used


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


DesignSafetyHealthyIngredientsWhiskingBowlMeasuringWeighing

EquipmentDevelopmentResearchFood PoisoningSafetyHygieneSaladDisassembly


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 your 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

Safety and HygieneEquipmentHealthy Eating and NutritionFood choices in relation to healthy eatingDesign & Make tasksSpecificationsFlow Charts

Taste testingLabelling and packagingProperties of foodDisassembly of productsProduct developmentLots of practical work!

My Experiences of Food TechnologyUse the space below to record what you have done so far in terms of Food Technology at your Primary School and also if you help with cooking at home;

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Remember to follow the schools Ground Rules for Behaviour for Learning


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

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.


Good hygiene prevents food poisoningGood safety standards prevent accidentsThe following hygiene and safety rules will ensure that food is prepared hygienically in a safe environment

HYGIENE RULES

1. Wash your hands before preparing food and keep your nails short, clean and free from nail varnish

REASON:

2. Always tie back long hairREASON:

3. Wear a clean apronREASON:

4. Cover cuts with a clean, waterproof blue plasterREASON:

5. Never lick your fingers or utensils and then put them back into food.REASON:

6. Wash up in hot, soapy water.REASON:


SAFETY RULES

1. Do not run or fool around in the kitchen.REASON:

2. Place all bags and blazers out of the way in a safe areaREASON:

3. Carry sharp knives with the tip pointing downwardsREASON:

4. Wipe up any spills immediatelyREASON:

5. Never touch electrical appliances or sockets with wet handsREASON:

6. Remove your blazer and roll up your sleevesREASON:

7. Turn pan handles on the cooker inwards, or sideways.REASON:


Complete the table to identify the equipment and explain the use of each.


See if you can find the following pieces of equipment in the grid below;BowlSpatulaBoardPeelerJugForkGrater

SpoonWhiskWooden SpoonVegetable KnifeSqueezerScissorsSieve

PlateKettleScalesBrushPan Stand

A B C F D G R A T E R E C V F WE F O R K B O A R D H F U E L OI R P E E L E R J K I T G G U OK L E M A B R U S H R N T E U DN S Z O S P Q R S E K E T T L ES C C E P P U V Z X L D R A D NR A D T O Y Z E O W Q E R B R SO L I A O S E T O P E D F L E PS E U L N U G B H S J A A E D OS S Q P Q K G L I M N L O K G OI A I S N M C E D E U B F N E NC I L G I H V I J T K D L I R VS S M X N E O U A Q R N S F T UW H I S K W G P P Z O U R E S TI N K L M N S O P Q R O G C B AP A N S T A N D U M E A S U P B


How many times a day do you think about what you eat or drink? Next time you eat, stop and think for a minute or two. What are you choosing? Why are you choosing it? How is it affecting your body?

Doctors, nutritionists, scientists and dietitians have been studying diets in the UK and other countries for a number of years. They have found that there is a very strong link between the foods we eat and the diseases from which we suffer. They have found that poor diets and lifestyles lead to premature death from heart disease, strokes and cancer. Other illnesses that are also linked to poor diets are; obesity, tooth decay, diverticular disease and varicose veins.

The Government has published guidelines to try to encourage people to make healthy food choices. Two of these are Tips For Eating Well and The Eat well Plate

1. Base your meals on starchy foods2. Eat lots of fruit and vegetables3. Eat more fish4. Cut down on saturated fat and sugar5. Try to eat less salt - no more than 6g a day6. Get active and try to be a healthy weight7. Drink plenty of water8. Don't skip breakfast

The eatwell plate shows how much of what you eat should come from each food group. This includes everything you eat during the day, including snacks.So, try to eat:

plenty of fruit and vegetables

plenty of bread, rice, potatoes, pasta and other starchy foods – choose wholegrain varieties whenever you can

some milk and dairy foods

some meat, fish, eggs, beans and other non-dairy sources of protein

just a small amount of foods and drinks high in fat and/or sugar Look at the Eatwell plate to see how much of your food should come from each food group. You don’t need to get the balance right at every meal. But try to get it right over time such as a whole day or week.

Try to choose options that are lower in fat, salt and sugar when you can.


http://www.eatwell.gov.uk/healthydiet/eighttipssection/8tips/#cat294206%23cat294206








You and the Eatwell Plate

Think about what you ate yesterday and write the names of the foods into the correct sections of the Eatwell plate. How does it look? Did you eat a balanced plate? How could you improve it?________________________________________________________________________________

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Design Brief

Design and make a new salad that looks good and will appeal to different people. The salad and its ingredients should follow the guidelines for healthy eating and could be sold in food stores.

Ideas for ingredients

Fruits Vegetables Starchy Foods

ApplesOrangesPearsGrapesStrawberriesMangoLycheesKiwi fruitPlumsMelonLemon *Small carton orange juice *

Iceberg lettucePeppersOnionsTomatoesRadishWatercressBroccoliMushroomsCucumberCarrotChivesSweetcornSalad dressing *

Cooked potatoesCooked riceCooked pastaCooked croutonsCous cousBulgur Wheat

Protein Meat/Fish

Cooked ChickenCooked SausagesCooked BaconHam Boiled eggPrawns Grated cheeseTuna

* - you will also need to think about the ingredients with an asterisk as they can be used to dress the salad and will improve the keeping qualities i.e. prevent it drying out and will also add flavour

You should aim to make 5 or 6 choices from the ingredients listed above

Record your ideas for your salad below;

_____________________________________ ______________________________________

_____________________________________ ______________________________________

_____________________________________ ______________________________________

Remember to bring a container with a well fitting lid to take your salad home.Write the ingredients into your link book and make a note of the day for the practical lesson.

Plan of Making for a Salad21Year 8 Food Technology Work Book MPo Feb 2010

IngredientsFruits/Vegetables/Meat/Fish/Starchy FoodsSalad dressingSeasoning

EquipmentSharp knifeChopping boardSpoon

Modifications

Pre-prepared salad dressing (Ready made component)

Step By Step Method

Time(mins)

Process

5 1. Complete personal preparation – Take off blazer, roll up sleeves, wear an apron, tie back long hair and wash hands

2 2. Gather together ingredients and equipment

1 3. Wash fruit and vegetables

5 4. Peel if necessary e.g. orange, boiled egg

15 5. Chop, slice or dice foods into bite sized pieces (Remember bridge and claw grip)

2 6. Place prepared items into your container. Stir in any dressings

2 7. Place lid on container and place it in the refrigerator

10 8. Wash up, dry equipment and put it back where you found it. Empty water down sink and wipe the sink area with the dishcloth

2 9. Wipe down your work area with a dishcloth

Total = 44 END OF LESSON


Pasta, rice, noodles and potatoes all have something in common. They are classified as “starchy foods” and they all come from plants. We need starchy foods to give us energy and to fill us up. A little protein is also found in these foods.

What is a staple food?

Staple foods usually form the largest part of a meal. Different countries, are well known and celebrated for their staple foods. For example, China’s staple food is rice, while Italy’s is pasta.

Benefits of starchy foods

Starchy foods are the best way to obtain energy. Most starchy foods have the added bonus of containing vitamins, minerals and dietary fibre. (NSP). Another benefit is that they are relatively cheap.

Starchy foods can be bland – lacking in flavour. Many ready prepared meals contain starchy foods and because food producers want to tempt us to buy their products they add flavour, colour, texture and other nutrients to the starchy foods usually in the form of a sauce.

The foods below are examples of starchy foods with a sauce.


STAPLE AND STARCHY FOODS WORDSEARCH

S R A D B A R L E Y R Y Z X P I L A U QU A I M E J C U J A Y S U G T E I J L NX U H S Z A O T A T O P T E E W S L S MB G A S S U Z M S P X D E N I F E R H GP M M S R O T L S Q E K L B J P S I W WR B A A E Q T M O S T A R C H G P E V HO V J E I Q M T K J Y V W S H S A O L UA P V D H Z R D O J F Q B G N L G V O YI M J X G A E N A C E A Q S L L H S B OA I J Q E H J F R X R I Y T D E E T D RW V K P S C R I C E Z M B A S H T A Q HH D C I N O R A C A M S F O L S T P L AH P L X F P H L Q V V S C A A A I L O MU O I L A E M E L O H W G K E T C E G YP L M F P B I S M A T I R P R S S B D AA G A Q S T W N B K A Y R V E A N L N MM H T O T A T O P K E I S K C P V C T IR B E T S K A E U G P R E W H E A T H KL B D E H S I L O P N U O U B L H X W AI I A J W V C Y D R S E L D O O N Y K C

Can you find these words?

Sweet potatoPasta shellsWholemealUnpolishedRisottoPolishedMacaroniStapleWheat

MaizeRiceBarleyOatsRyeClimateStarchCerealsPotato

CassavaYamRefinedSpaghettiNoodlesBismatiPilau


Now you know that we need to eat more starchy foods you are going to plan for a practical lesson where you make a pasta bake.

Look at the groups of ingredients below to help you design your ideal pasta bake.

Pasta75g of any shaped pasta such as;

Shells Spirals Tubes

Sauce Small tin of condensed soup Small jar or packet of cheese sauce mix (read the

instructions on the packet as you may need to bring milk too)

Small jar tomato sauce

Filling Fresh vegetables e.g peppers, onion, sweetcorn,

mushrooms Tinned fish e.g tuna, salmon Cooked meat e.g. ham, sausage, bacon, chicken Cooked quorn, vegetarian sausage

Topping Breadcrumbs Grated cheese Crisps

In the space below draw a cross-section to show what your pasta bake will look like

Make sure you label your drawing clearly and colour it in

Make a note of the ingredients you will need to bring in for your practical lesson and the date it will be completed.

It is important that you bring in an oven-proof dish as well as your ingredients to cook your pasta bake in.

Food technologists often look at existing products when they are preparing to design and make a product. This helps them to find out what works well and perhaps find out if there is a gap in the market that they could fill.

You will be looking at some small cakes that have been bought from a supermarket and comparing them with a home-made version. Look at the information below about cakes bought from Sainsbury’s and answer the questions.

1. How much does one cake cost?

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2. What is the main ingredient used to make the cakes?

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3. What is the flavouring that is added to the cakes?

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4. What is the name of the product added to the cakes to improve their colour?

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5. What information has been provided for people who have to be careful what they eat? (e.g. allergies and intolerances)

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6. What percentage of a cake is made up of fat?

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7. What are the two types of carbohydrate found in the cakes?

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8. What is the percentage of fibre in the cakes?

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9. How much salt is in one cake?

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10. What is the material used for the packaging?

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11. Where should the cakes be stored?

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12. Are the cakes suitable for vegetarians?

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Sainsbury's Fairy Cakes x12

£0.99/unit£0.08/ea

DescriptionIndividual vanilla flavour cakes. Each cake provides... cal 85, fat 4.3g, sat fat 1.0g, salt trace, total sugars 6.4g. IngredientsWheat Flour, Sugar, Egg, Vegetable Oil: Rapeseed, Palm, Palm Kernel, Whey Powder, Humectant: Vegetable Glycerine, Raising Agents: Potassium Bicarbonate, Disodium Diphosphate, Sodium Hydrogen Carbonate, Natural Vanilla Flavouring, Milk Proteins (from Cows' Milk), Wheat Starch, Preservative: Potassium Sorbate, Acidity Regulator: Citric Acid, Skimmed Milk Powder (from Cows' Milk), Emulsifiers: Mono- and Diglycerides of Fatty Acids, Polyglycerol Esters of Fatty Acids, Colour: Beta-Carotene, Stabiliser: Guar Gum, Antioxidant: Calcium Lactate.Dietary InformationSuitable for VegetariansContains GlutenContains WheatContains EggsContains MilkNutrition

Per 100g Per cake

Energy 1771 kJ 354 kJ

Protein 5.9g 1.2g

Carbohydrate 51.3g 10.3g

of which sugars 31.8g 6.4g

of which starch 18.5g 3.7g

Fat 21.6g 4.3g

of which saturates 5.1g 1.0g

mono-unsaturates 10.8g 2.2g

Polyunsaturates 4.4g 0.9g

Fibre 1.0g 0.2g

Salt 0.45g trace

of which sodium 0.18g trace

ManufacturerSainsbury's Supermarkets Ltd London EC1N 2HT Country of OriginUNITED KINGDOMPackagingPlastic tray & Heat SealedStorageStore in a cool, dry place Wheat Gluten. Factory - Not suitable for nut or sesame allergy sufferers due to the methods used in the manufacture of this product.

Plan of Making for Small Cakes

Ingredients

100g Caster Sugar100g Margarine2 Medium Eggs100g Self Raising Flour

Equipment

Bun trayWeighing ScalesWooden SpoonDessert SpoonSieveMixing BowlButter Knife

ForkMeasuring JugTeaspoonPaper cake casesCooling Rack

Modifications

50g Currants/Sultanas/Raisins50g Chopped Cherries50g Chocolate Chips1 Tbsp Cocoa Powder50g Dried Coconut

Step By Step Method

Timings Processes

3min Complete personal preparation.Wash hands, wear an apron, tie back long hair

5mins 1. Turn the oven on Gas 5/180ºC

7 mins 2. Place paper cake cases in bun tray

12 mins 3. Weigh out the caster sugar and margarine and place in mixing bowl.

18 mins 4. Use a wooden spoon and cream mixture until light and fluffy.

22 mins 5. Break the egg into a small bowl or measuring jug and lightly beat with a fork. Add to mixing bowl a little at a time mixing thoroughly after each addition.

28 mins 6. Measure out flour and sieve into mixing bowl ( if using cocoa powder this should be sieved in with flour). Fold into mixture.

30 mins 7. Add any other modifications at this stage. Mixing thoroughly.

32 mins 8. Using a dessert spoon and a teaspoon portion mixture out evenly into cake cases

34 mins 9. Place tray in oven for 15 -18 minutes or until golden brown and tops spring back when pushed with a clean finger.

35 mins 10. Wash up equipment and put away. Wipe down work surface.

45 mins 11. Cool on a cooling rack.

50 mins END OF LESSON

Decorating Cakes

Many cakes are sold as decorated items. In the spaces below draw and colour in some ideas for designs that would be suitable for different occasions. State what the occasion is for each of your designs.

Occasion ___________________________ Occasion ______________________________

Occasion ___________________________ Occasion ______________________________

Draw a line from the ingredient to the function of the ingredient. The first has been done for you.

FLOUR Adds flavour to the cakes

MARGARINE Acts as a raising agent to give cakes their structure

EGG Adds bulk to cake mixtures

CASTER SUGAR Adds flavour and moisture to cakes

BAKING POWDER Traps air when beaten into cake mixture

Fill in the missing words below

Always use fresh _________________________ when making cakes. Weigh and

_______________________ ingredients ___________________________ . Follow the steps of the

Recipe____________________________ . Check the oven ______________________________

and avoid opening the oven door before the cakes are _________________________. The cakes

Should look ____________________ _______________ in colour when they are cooked and the

Texture should be __________________________ on top.

Missing words

temperature carefully ingredients cookedaccurately measure golden springy brown

A star profile or diagram is used by the food industry to describe the looks and taste of food. It is very useful for you when you are finding out about other peoples opinions of your food, or if you are assessing a range of foods. It is an easy way to compare products as you can quickly see the differences on the star diagram. You can compare several factors at once such as sweetness and juiciness of a product. These are called sensory descriptors.

A star diagram is similar to a bar chart and uses a scale of 0-5, where 5 is “very” and 0 is “not at all”. For instance is something is very fruity it would be marked as a 5.

How to draw a star profile

Think of at least 4 sensory descriptors to describe how you want you product to look, smell and taste. You also need to think what the texture will be like when it is eaten. Look at the word bank to help you decide.

smoothdryoilysweetsoftfattygrittygreasywaxysalty

succulentfruityfibrousmoistslimygranularpepperyflakywetsticky

loosejuicyhardcrumblycheeseymeatyyeastyherbycrunchysmooth

lumpydoughycrispysweetsourgolden browncolourfulwateryspicyspongy

Draw the lines of a star and write the chosen descriptors at the end of the points of the star. Mark each line of the star with a scale of 0-5. Taste a small amount of the food and decide how far it agrees with your sensory descriptor and mark a point on the scale. When all the arms of the star have been complete join up the points with a straight line. When you have finished you should write some notes on the attributes of the food and how it could be improved. For instance if you gave a score of 5 for saltiness, you may wish to reduce the amount of salt or salty ingredients in the product.

Star profile for Small Cakes

You should be able to put into practice what you have learnt about star profiles to complete the blank profile below.

Sensory Descriptor Shop Bought Cakes Homemade Cakes

Golden Brown

Spongy

Moist

Sweet

Crumbly

Buttery

Small Cakes

012345

Golden Brown

Spongy

Moist

Sweet

Crumbly

Buttery

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

You are going to learn about how designers can create a prototype product when using pastry as a casing and a range of ingredients as a filling.

Types of Pastry

There are several types of pastry available to the food technologist. These are listed below. Write down some typical products that can be made using the different types of pastry on the table below

Type of Pastry Typical Products Available

Shortcrust Pastry

Puff Pastry

Filo pastry

Choux Pastry

Hot Water Crust Pastry

Suet Pastry

Things to Think About

When developing a new product the food technologist can experiment with different ways of shaping and forming the casing and with a range of different ingredients for fillings.

Your task is to design a new product and prepare a prototype in a practical lesson. You may choose from three different types of pastry – Filo, Shortcrust and Puff pastry.

The properties of each are slightly different and you will have to take these into account when developing your product.

Shortcrust PastryCan be rolled out and cut into different shapes. Not so good for items such as spring rolls as it can be difficult to cook all the way through the different layers when rolled up. Can be used as a base and lid to hold fillings like a pie. Can be glazed using milk & egg mixture to give a golden brown finish. Usually has quite a high percentage of fat (50%)

Filo PastryVery thin and needs careful handling. Does not need to be rolled out. You will need to use several layers and use a pastry brush to apply vegetable oil between the layers so that the pastry doesn’t burn in the oven. This pastry will not rise when baked. Has quite a low fat content (8%). Very brittle when cooked.

Puff PastryCan be rolled out and cut into different shapes. Not very successful for rolling up into shapes as it tend to rise quite a lot. Can be used as a base and lid to hold fillings but the base may not cook successfully so using it just as a lid is more successful and you could use shortcrust as a base. Some mince pies are made like this. Quite a high fat content (50%).

FillingsIt will be more successful to use precooked fillings as the pastry does not take long to cook. They can be savoury or sweet fillings. They should not be too wet or this can make the pastry casing soggy. It is important not to overfill the item with filling as it may boil out and spoil the finish.

Record your ideas for your prototype product below;

Type of Pastry Type of Filling

Design Brief

The school canteen has decided that it needs to improve its range of pizzas. It has asked you to conduct some market research and design a new range of original and exciting pizzas and make and test one of your ideas.

In order to successfully accomplish this task you will need to do the following;

Analyse the design brief Gather research information Produce a design specification Plan and make a product Evaluate your work

Analysing the Design Brief

Underline the key words in the design brief. These will form the basis of a brainstorm to identify ideas and research tasks.

Gathering Research

You can do this in two different ways.

1. Carry out a questionnaire to ask your friends what they think is important about pizzas

2. Look at existing products to see what food company’s have used to make their products by studying the information on pizza packaging and menus. You may even have the chance to examine and taste a pizza from a supermarket. This is called disassembly

Analysis of Design Brief

Designing a Questionnaire

When you want to find out what people think, you ask them questions. A questionnaire is one way of organizing this information. The questionnaire must be well planned to get useful information that will help you generate some design ideas.

Tips on designing a questionnaire

Write an aim for your questionnaire, this should explain to people what you are hoping to find out.

You will probably need to ask around 10 questions

The questions should be clear - it is a good idea to get a friend to check them to make sure they make sense.

Either hand write your questionnaire or word process it.

You can ask open or closed questions. If you ask closed questions it is often a good idea to give people some options for the answers. A couple of open questions can be included where people are free to write their own answers – sometimes these take more time to collate afterwards.

Use tally boxes for your closed questions as these help organize your results neatly.

Your questionnaire may look something like this;

1. Are you male or female?

Male Female

2. Are you vegetarian?

Yes No

3. What type of base do you prefer?

Thin crust Deep Pan Stuffed Crust

Disassembling A Pizza

Disassembly means to take something apart to learn how it was made and to provide ideas for improvement.

You can do this in a variety of ways. You can look at the packaging for pizza products that are sold in the shops, you can look at information on supermarket websites and you can buy a pizza and cook it and evaluate it as well as looking at the packaging information.

Using either packaging or an actual shop bought pizza try to fill in the boxes on the diagram below;

Producing a Specification For The Pizza You Are Going To Make

A specification provides information about the product and it must meet the needs of the design brief. It is basically a list of rules about your product.

Using the information you have gathered from your questionnaire and the disassembly exercise, write a design specification for the pizza you are going to make. Use the table below to help you.

Specification Criteria Write your ideas in this column

What size will you make

What shape is it?What sort of cheese has been used?

What sort of sauce hasbeen used?

What is the pizza called?

What type of base has it got?

What toppings are used?

Which company made it?

Storage and cooking instructions?

How much does it weigh?

it?

What shape will it be?

Who is the target market?

Is it suitable for vegetarians or meat eaters?What will it taste like? (use descriptive words)

What will it look like? (use descriptive words)

What will it smell like? (use descriptive words)

How much could you sell it for?

How would you package it?

What nutrients will it contain?

Making a Pizza

You can make a pizza in a variety of different ways.

You can buy a ready made base and tomato sauce topping and then add cheese and toppings of your choice.

You could buy a packet of pizza base mix(this is a yeast dough and will require proving time) and tomato sauce topping, cheese and toppings

You could make the pizza base yourself, use a jar of tomato sauce topping, cheese and toppings

The level of skill you apply depends on the ingredients you use. Making the base is the most skillful as it involves weighing and measuring, combining raw ingredients, rolling out and shaping. You should be at a stage now in food technology where you are able to assess your own ability and you may choose any of the methods to make a pizza.

Level 3 Level 3-4 Level 4-5

Ready made pizza base

Jar of tomato sauce topping

Cheese

Toppings

Packet of pizza base mix


Cheese

Toppings

200g Plain Flour

½ tsp salt

1 Tblsp Oil

1 Teaspoon Yeast

Mixed herbs

125ml warm water


Cheese

Toppings

Plan of Making for Pizza

Ingredients

200g Plain Flour½ level tsp salt1 tblsp Olive Oil1 tsp dried yeastMixed herbs125ml warm water1 small jar Pizza Sauce Topping100g Grated Mozzarella CheeseToppings of your choice – make sure any meat is cooked not raw.

Equipment

Weighing ScalesSieveMixing BowlTeaspoonTablespoonWooden Spoon

Measuring JugBaking TrayCooling RackRolling PinSharp KnifeChopping Board

ModificationsUse wholemeal flour instead of white - to add more NSP (fibre)Use barbeque sauce instead of tomato sauce – to change the flavour and colourMix grated cheese into your pizza base mixture – to make improve the protein contentMix dried herbs into your pizza base mixture – to give more flavour

Step By Step Method

Timings Processes

Complete Personal Preparation. Gather Ingredients and Equipment

Preheat oven to 200ºC/GM6 and grease and line a baking tray

Weigh out the flour and sieve into mixing bowl, add a teaspoon of mixed herbsAdd salt and olive oil and yeast and mix with a wooden spoonAdd the warm water from a jug into the mixing bowl and stir with wooden spoon to make a dough. Be careful to watch the mixture and stop adding the water if it becomes too sticky.Knead lightly and roll out to desired shape and place onto baking tray. Remember to put it on the tray before you start adding the sauce, cheese and toppings

Spread the pizza sauce on the base and level with the back of a spoon.

Sprinkle the grated cheese on to the pizza and arrange your toppings as the final layer.

Place carefully in a hot oven for 20 25 mins. Until the base is cooked.

WASH UP EQUIPMENT, DRY IT AND PUT IT AWAY. WIPE DOWN YOUR WORKSURFACES.

60 mins. END OF LESSON

You have now completed a wide range of different tasks in food technology and you now need to spend some time reflecting on what you have learnt and to evaluate your overall performance. Using the framework below to help you, write an evaluation of your food technology work.

You may either write answers to the prompts in the table or use the prompts to write a structured piece (i.e. paragraphs and sub-headings) about your work.

You may find it useful to look back through your work book and study the level descriptors at the front of this book.

What did you make in food technology? Why do you think you made these products?

Which product did you enjoy making the most? Explain why

Did you have any problems during the practical lessons? How did you solve them?

What skills and techniques did you learn?

Have you been able to use any of these skills at home? Explain.

How could you improve your performance? (Think about the levels listed in the front of this booklet)

How would you rate your performance in the subject in terms of the level descriptors? Try to give a level for each of the following areas.

Analysis

Research

Designing

Planning

Making

Testing & Evaluation

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These pieces of work will be set for you if;

You have worked well and completed the set tasks in the lesson

You have a cover lesson

You have no ingredients for a practical lesson

FOOD TECHNOLOGY KEY WORDSC F C R R Y P G V K X Z N P T L X A O A Q Z N R E A S V M BG R O O E A R X B F F V R O U O A C N A M O M D B A C M A WR D O R M M M T S S J O W H M W J I J Q A K S B Z Q W M V BC E K S U P H D C Y T N Q V B O Z U R L Y T A P X N L E M KW D C B S R O M I O U O U S O M S Q Z E F C F W Z F G E M MG T H O N C T N T R N I A I J T A U O V T W T F I L U A I XQ R I L O Z O Y E P B T L A I N Y A Z E D C R S A X R V V YH T L G C K P N H N R A I N C U J L R L D I A R D K U F Y OH B L G A E F K T C T C T N N Q X I Z E P Z C B E G S I P PU E N U M B E R S A F I Y C U J A T G C R G E T I G B E P DX Y W U F K A V E U M F C D H O Y Y C N P K A E Y T F V C MG U A O H K J I A E G I O F H F U A X A I B B J J U N F N OD T D Y L T Q M U J Z C N E M A H S G R L L I H C T S A L BC F T D N F I B U C O E T A N B P S F E F I L F L E H S X VX U M D Z T - K I H G P R R T O O U P L R T I E Q Y P Z Y II L L L A J M E T S Y S O O U I C R Q O O F T I D I P J A KG J I U D N M F V S S V L G O Z O A G T R W Y A P O X Z R HX W E L H I G H R I S K F O O D S N V A K T R X L R M P P QJ K I V M S O E D D T S M E U L I C C V N L I I T A J Q I XK A E R A K S I R H G I H C C Z T E A T G O Q O S K S M E TA N Z B O D T O C Z Z J T N E A Q I T Q T H L L N K S S P PQ A U T A M W R C O O P T E R J B F G I M A G E B O A R D YO K G V R Y R Z S D Z N R G P S C R O C F Z I H P Z S R E ZG C F S E N L M V S J F E I X E E V F C B A D D I T I V E SD C C K C T F G X Q T T N L E N R H D S V R K T N E I B M AA D O R M X R O B S G B D I T S X Z Z C I D T U C A Y C D VL R J F J X A M A R G A I D W O L F R C M L H U O J R R K HC E W R W C X L O F C I J E V R R R V D C Z X L R A G B O RP R M J L I B U W R F Y B U V Y Y U W I B U C O I W P B H SW P K D E Y P E C O X C K D T Q V B E A I H O V C B X M K X

AdditivesAestheticsAmbientAntibacterialBacteriaBatchBlast chillBlast freezingBrandCADCAMComponentConsumerContinuous flowCook chillCook freezeCross contamination

DRVDanger zoneDietDue diligenceE numbersEHOFlow diagramHACCPHazardHigh risk areaHigh risk foodsImage boardJust in timeKey wordsLogoLow risk areaMAP

Marketable productModellingOne offOrganolepticPortionPrototypeQuality assuranceQuality controlRepetitive-flowSensoryShelf lifeSpecificationSystemTarget groupTolerance levelTraceabilityTrend

Look at the picture above and circle all the hazards you can see. Then record each hazard in the table and explain what the danger is and what might happen.

Health & Safety Hazards

No. List the hazards you have found in this column

What is the danger and possible consequence?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1-10 hazards = pretty good hazard spotting

10-20 hazards = you are getting very skilled at this!

21+ = super star hazard spotter ! Well done !

A G F U S I L L I JS V A J G F J Y P GD U R U M U A L A YK R F M J W S A R GH D A E E W Z T M RF D L C H I X I E EC S L E R Y J G S NS P E N N E V R A EB A S I L R B F N OV S T A E H W W J II T A E S H B B R NT A R N O I N O H OA D C S J R N W K RM J H C H E E S E AI S S R E P P E P CN P R O T E I N Z AS P A G H E T T I M

WORDS TO FIND;

FusilliPastaStarchWheatPeppersItalyBasilFarfalleBVitaminsParmesan

BowsSaucesDurumSpaghettiCheesePenneOnionProteinEnergyMacaroni

On the blank grid create your own food game, thinking about all the topics you have covered so far in food technology – the items you write on the squares could be related to hygiene, safety, healthy eating etc.

1

START

2 3 4 5 6 7 8

16 15 14 13 12 11 10 9

17 18 19 20 21 22 23 24

32 31 30 29 28 27 26 25

33 34 35 36 37 38 39 40

48 47 46 45 44 43 42 41

49 50 51 52 53 54 55 56

64 63 62 61 60 59 58 57

65 66 67 68 69 70 71 72

80

END

79 78 77 76 75 74 73

Rice facts

It is the staple diet of about half the world’s population – 3 billion people eat rice

Farmed for 10,000 years. Grown in moist, hot climates like India or China

Rice is an aquatic plant so fields are usually 30cm (a foot) deep in waterTakes 5,000 litres of water to grow 1kg of rice

The grain is made up of 3 main parts: germ, bran + endosperm

Milling removes the outer layers. It can be ground to form flour

Thousands of varieties:3 main groups: short, medium or long grain.

Long grain: narrow, pointed (5 times longer than wide), firm structure, keeps separate in cooking. Bran and germ removed. Basmati rice is a long grain variety. Only grown once a year in N.India, low yield. Soaked before cooking to remove excess starch.

Short grain: rounded, soft texture, sticky + glutinous when cooked.

Arborio is Italian short grain rice used in risottos.

Brown rice: Husk removed, retains bran > more fibre, takes longer to cook

Whole grain rice: Unprocessed, high in fibre

Wild rice: Seed of an aquatic grass. Grey -brown in colour, nutty flavour.

Cooked in boiling water so starch absorbs the water + swells

Low fat, high carbohydrate, gluten free

Processing:

Grain enclosed in thick husk Husk removed> brown seed = brown rice > more fibre + vit B Grains milled > remove germ + bran > whole white grain Cooked in boiling water > starch absorbs water > grain swells

gelatinisation > over cook > stick together

Easy cook > treated with steam prior to milling > partly gelatinised

Pre-cooked > after milling> cooked then dehydrated> reheated in water

Ground rice > small broken grains> ground > flour

Cooking:

Only reheat once, cool quickly, can cause food poisoning

Long grains basmati + jasmine have fragrant aromas

Short grain – Arborio > risotto, paella > grains absorb flavour

Easy cook rice: has been par- boiled. Subjected to steam-pressure process to retain nutrients, makes it harder.

Rice left in pan in which cooked will begin to stick together

Valuable vitamins + minerals can be lost if rice is rinsed after cooking although many people do this to get rid of the starchy water

Rice – FactsWhat is rice?

How many varieties are there?

How is it grown?

Where does it come from?

What climate is best for growing?

How is it processed?

What main types can we buy?

How is it cooked?

What happens to it during cooking?

What nutrients does it provide?

How should rice be stored after cooking?

Look at the table below. You will need 6 different colouring pencils. Colour each of the classes of foods in a different colour in column 1. You then have to search the grid and find 4 foods that match

that type of food – when you have found them colour them in to match the colour you have chosen for that group. For example if you have chosen red for the meat category you have to find four different types of meat and colour each red.

Meat Cheese Haddock Yoghurt Heart

Poultry Milk Chicken Cockles Tuna

Offal Oysters Snapper Kidneys Bacon

Fish Goose Pork Tongue Cod

Shellfish Beef Mussels Duck Liver

Dairy Turkey Butter Prawns Lamb

When you have finished this one try the next one on types of fruit and vegetables.

Soft Fruits

Fleshy Fruits

Citrus Fruits

Vine Fruits

From the list of different fruits choose the correct ones to fit onto the grid above;

AppleBananaBlackberryBlackcurrantGalia MelonGrapeGrapefruitHoneydew MelonLimeMangoNectarineOrangePineapplePlumStrawberry

LEAF

FRUIT

STEM

ROOT

From the list of different fruits and vegetables choose the correct ones to fit onto the grid above;

AppleAsparagusCabbageCarrotsCeleryGingerLeeksPak ChoiParsnipPeppersPotatoRhubarbSpinachSproutsStrawberryTomato

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Although he did not realize it, Stone Age man was probably the inventor of the pizza. He mixed together ground wheat and water to form a type of dough, and cooked it in discs on or between flat stones which had been heated up in the fire. Primitive man continued to bake bread in this way until the time of the ancient Egyptians, who invented the conical shaped stone oven which was similar to the modern pizza of today. They used to bake their bread by sticking them to the hot outside walls of the oven, turning them over when they fell off and cooking them on the other side. The Egyptians left no record of having made pizzas, but there are references to a type of pizza made by the Greeks and Romans, which they topped with olives, honey or various other herbs and spices.

The name “pizza” probably originated in Naples around 1000AD where flat discs of a bread-like substance were first called “picea” and the “pizza”.

Pizzas, as we know then today, can be traced back to the 1700’s. They appeared long after the introduction into Europe of the tomato which originated in Peru. Previously this “strange fruit” was used as an ornamental plant. It was later discovered that it could be put to better use. At first, pizzas were made and sold by the roadside on stalls and it was not until the early 1800’s that the first Pizzeria appeared in Naples, where people could sit down at a table and enjoy their favourite pizza accompanied by a glass of local wine.

Though well known, it is worth telling the famous story about the most renowned pizza – Pizza Margherita. In the late 1800’s Queen Margherita was resident as she was every summer, with her family at their lodge in Capodimonte Park in Naples. Having heard so much talk about an innovation called pizza, she summoned the most famous Neapolitan pizzaiuolo (pizza-maker), Don Raffaele Esposito, to court and demanded to taste this new dish, The pizzaiuolo was so proud and honoured to show off his art that, apart from preparing the usual toppings which he served nightly in his pizzeria he invented a special one, topped with mozzarella cheese, for his royal guest. (Some say it was Don Raffaele’s wife’s idea!) Queen Margherita was so taken with the special pizza that Don Raffaele named the pizza “Margherita” to commemorate the occasion. It continues to be one of the most popular pizzas in Italy today.

The majority of pizzerias in Italy are still family businesses, but chains of pizzerias have sprung up all over the western world. Naples has, however, remained the home of the pizza and even in Italy pizzas made outside this city tend to have a different flavour.

The art of pizza making depends not only on the ingredients and the handling of the dough but also on the type of oven used. A real pizza should be baked in a wood-fuelled oven next to the charcoal embers. This is what gives pizza its typical flavour. It is a great shame that present legislation in some countries does not allo0w the use of open-fire ovens in restaurants

Now answer the following questions;

1. During which period in history do we think that the pizza was invented?

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2. How was the first pizza made?

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3. How was it baked?

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4. Who invented the “stone oven” – similar to the modern pizza oven of today?

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5. What toppings did the Greeks and Romans use on their pizzas?

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6. Where did the name “pizza” come from?

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7. Where did the “tomato” originate from?

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8. Whom was “Pizza Margherita” named after in the 1800’s?

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9. Where is the home of the pizza?

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10. What type of oven should a real pizza be baked in?

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H K U J O P J G F A I E T M J B R WV S T U F F E D C R U S T A Z R E DD C M S N N Q M L M A K N R R X T LY O V M E K A K S E Y E T G W N A XV P U F X T V P Y C O D O H F X W GL A S G S U T B L P B W M E E R U PO Y I J H T B E O E S V A R D Y P YO M L X R B O L G R S O T I S G V MX I X N R C I N E R L Y O T B Z B AU Y E U S T V P E I U F G A R S I MY V O K A C P Y V G V O H J E M J BO L K N R E T E W A R A C A H O J JF M G B P H S Z G E Y O Z G W O B LA L L E R A Z Z O M H Z U H Y R R TJ C H E E S E P D R I C E N K H E JI T A L Y R Q X W P D A Q F D S A KS N O I N O J N A V T S Y T C U D DN T A T J B P T T I A D Y V L M G Q

BREADCOURGETTESFLOURMARGHERITANAPLESONIONSPIZZASTUFFEDCRUSTWHEATCHEESECRISPYHERBSMOZZARELLA

NEOPOLITANOVENPUREETOMATOCHEWYDOUGHITALYMUSHROOMSOLIVESPEPPERSSTONEGROUNDWATER

You will need access to ICT for this section

Log on to www.childrenfirst.nhs.uk/kids/healthClick on to the section called “Eat Smart” – Read this section carefullyGo to “Try Our Quiz” on the left hand side and see how many you can get correct!

Go to “Obesity Lowdown” and use the information to answer the questions below;

1. What does “obesity” mean?

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2. Being obese can cause you health problems. Name 2 of these problems

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3. How do you find out if you are overweight?

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4. Click on info “Your BMI” – Try to find out your BMI

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http://www.childrenfirst.nhs.uk/kids/health

5. Click on “Meal Planning Magic” – Brilliant Breakfasts. Why is breakfast a very important meal?

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6. Write down an example of a good breakfast.

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7. Go to “Food Science” and name the 5 food groups.

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8. Click on “How Do I Improve My Diet?” How can you improve your diet?

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9. What type of fat are dairy products high in?

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10. Why is this fat harmful?

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11. How can you reduce this type of fat in your diet? Give 2 examples.

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12. Why is fruit important in the diet?

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13. Write down 2 ways to get your “5 A Day”

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14. Why are wholegrain carbohydrates important?

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15. Give 2 examples of whole meal carbohydrates

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16. What do we mean by refined carbohydrates?

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17. Give 2 examples of refined carbohydrates.

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18. What nutrients are found in meat?

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