FOOD SC 3027RG - Sensory Evaluation of Foods III

Regency Park - Semester 2 - 2017

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.

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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
Assessment	Final exam and assignments

Course Staff

Course Coordinator: Dr Fred 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 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.

最新糖心Vlog 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 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

The 最新糖心Vlog'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 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:

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.

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 .

Student Feedback

The 最新糖心Vlog 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 最新糖心Vlog 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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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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鈥檚 disciplinary procedures.

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Maintained by:	Course Outlines Administrator

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