1. Mini Practice NEA 1
An NEA is a Non-Exam Assessment
You have two to carry out in Year 11
Task 1 – food investigation worth 15% of the overall mark
Task 2 – food preparation worth 35% of the overall mark
Your actual NEA 1 will cover 10 hours (approx. 5 weeks)
Yellow titles refer to the actual mini practice task we will be doing on raising agents in cakes.
The other slides explain the steps and assessment criteria of the NEA1

2. Food Investigation Assessment
Students will investigate the working characteristics and the functional and chemical properties of a particular ingredient through practical investigation. They will produce a report which will research into ‘how ingredients work and why’
Outcome – written or electronic report including photographic evidence
Amount – between words (approx 6-8 sides of A4)
Time – not to exceed 10 hours
Content – individually record practical investigation and draw conclusions. Could include charts, graphs and diagrams. Good use of specialist terminology
See page

3. What will your NEA 1 work look like?
Section A: Research (6 marks) (2 hrs)
Analyse the task explaining the background research
Carry out secondary research
Analyse the research and use findings to plan the practical investigation
Establish a hypothesis as a result of the research findings
Section B: Investigation (15 marks) (5 hrs)
Practical investigations which demonstrate understanding of how ingredients work and why
Record of results
Range of appropriate testing methods – eg annotated photos, labelled diagrams, tables, charts, sensory testing methods, viscosity tests
Section C: Analysis and evaluation (9 marks) (3 hrs)
Analyse and interpret results of investigations linked to research
Evaluate the hypothesis with justification
Explain how the results can be applied in practical food preparation and cooking

4. The following should be included
Analysis of the task
Explanation of how the result will help you cook and prepare food in the future
Background research related to ingredients
Research conclusions
Hypothesis
Practical investigations
Analysis of the investigations
Testing of the results
Recording of the results
Explanation and justification of conclusion
Application of results in practical food preparation and cooking

5. 4 le4 lesson practice task
We are all going to look at the same food investigation task for this mock run through and you will research and plan the investigation in groups of 4 (to save time) but you will be writing it up individually.
“Raising agents are essential when making cake products. Investigate the functional and chemical properties of raising agents when making fairy cakes’’
4 le4 lesson practice task
Lesson 1
Analysis of task and research – planning of investigations and hypothesis. Each member of your group will carry out a prac investigation.
Lesson 2
Group practical investigations – choose a practical investigation for each member of your group to carry out.
Lesson 3
Photographing results / completion of recording results.
Lesson 4
Write up analysis and evaluation
This task can be written and presented as a word document.

6. Firstly…… Begin by analysing the task and planning your research.
I can produce relevant, detailed and concise research into how ingredients work and the reasons why
I can produce relevant research into how ingredients work and the reasons why
I can produce limited research into how ingredients work and the reasons why
Analysis and research should be relevant to fairy cakes made by the creaming method / all in-one and raising agents in cakes.

7. Research assessment criteria – Section A (6 marks)
Students should:
analyse the task, explaining the background research
carry out secondary research, using different sources, focusing on the working characteristics, functional and chemical properties of the ingredients
analyse the research and use the findings to plan the practical investigation
establish a hypothesis/predict an outcome as a result of the research findings. The hypothesis should be a statement which may be proved or disproved.

8. What have you been asked to do?
Keyword analysis
Focus on the keywords within the task – what are these and what do they mean?
Raising agents are essential when making cake products. Investigate the functional and chemical properties of raising agents when making fairy cakes
What have you been asked to do?
See page 294

9. Planning…..
List or mind map the research you need to carry out before starting the practical investigation work – this should be based on the working characteristics, functions and chemical properties of the ingredients and processes in fairy cakes linked to raising agents.
What is a fairy cake? How is it made?
What are raising agents?
How are raising agents categorised?
How do raising agents work?
What is the science behind this – link this to the creaming / all in one method
What can affect the effectiveness of a raising agent?
How are sensory qualities affected by the different raising agents?
What are the sensory characteristics you would expect in a fairy cake?
Anything else you can think of?

10. You could produce a mind map of the research
You could produce a mind map of the research. This will include background research which focuses on ingredients and processes you are investigating.
Investigate the use of raising agents and the ingredients and processes in fairy cakes
See page 295

11. Research methods Only secondary research is required
Secondary – involves gathering data or information that has already been produced – eg textbooks (don’t copy but put into your own words), websites (use reliable UK sites and again no copying and pasting), multimedia (watch videos from You Tube), using prior knowledge (from this course and any other relevant courses). All sources MUST be referenced
What can you do that would be secondary research?
See page 296-7

12. Next…… You must write a summary of what you have found out from your research so you can plan your practical investigation
I can give an explanation of how the research is used to inform the investigation
I can give a limited explanation of how the research may be used to inform the investigation

13. Analysing the research
Summarise what you have found out within each piece of research you have carried out.
Check the research is relevant to your task / investigation.
See page 298

14. Aim: to plan for practical investigations
Write a prediction or Hypothesis for your practical investigations the hypothesis may be a statement which may be proved or disproved.
I can plan an investigation which relates to the research with some justification given. I have stated a hypothesis
I can show limited evidence of planning with a basic approach to the investigation and state a basic hypothesis.
See page 298

15. Planning for the practical investigations
Decide on a hypothesis
Decide on the investigations that you will carry out to test the hypothesis
Carry out a minimum of three investigation
For the practice NEA you will plan this in groups but write up and summarise your own results!
Write a prediction or Hypothesis for your practical investigations the hypothesis may be a statement which may be proved or disproved.
Plan the practical investigations and experimental work based on your research findings
Establish a clear aim for each investigation
See page

16. Section B: Investigation (15 marks)
Description
11–15
Practical investigations show detailed and high level knowledge and understanding of how ingredients work and why with a clear link to the hypothesis or prediction.
A wide range of testing has been carried out to formulate the results.
Practical investigations are recorded and meticulously explained using methods such as: graphs, tables, charts, sensory analysis methods, labelled diagrams, annotated photographic evidence.
6–10
Practical investigations/experiments show very good knowledge and understanding of how ingredients work and why with a link to the hypothesis or prediction.
A range of testing has been carried out to formulate the results.
Practical investigations are recorded with very good explanation using methods such as: graphs, tables, charts, sensory analysis methods, labelled diagrams, annotated photographic evidence.
1–5
Practical investigations/experiments show some knowledge and understanding of how ingredients work with some links to the hypothesis or prediction.
Some testing has been carried out to formulate the results.
Practical investigations are recorded with limited explanation.
Nothing worthy of credit.
Students carry out practical investigations, related to the hypothesis or prediction, which demonstrate understanding of how ingredients work and why. Students will record the results of the practical investigation.
Students should:
Investigate and evaluate how ingredients work and why through practical experimentation. Each investigation should be related to the research and have a clear aim which can then be concluded.
The number of investigations will be determined by the complexity of the investigations.
A range of appropriate testing methods should be identified and carried out to record the results eg annotated photographs, labelled diagrams, tables, charts, sensory testing methods, viscosity tests.

17. Carrying out the investigation
Plan the practicals carefully
Have a clear aim
Have a clear method of how to carry out the investigation.
Plan charts / table of how you will record results.
Mindmap different practical investigations that could be included for the task.

18. Carrying out the investigation
Ideas of different practical investigations that could be carried out for the raising agents in cakes task
Investigate level of aeration achieved between the all-in-one and Traditional creaming methods.
Investigate the comparison of creaming by hand and using an electric whisk.
Investigate the use of raising agents and the ingredients and processes in fairy cakes
Investigate the effect of
using different raising agents.
Investigate the effect of creaming
for different time spans – to compare mechanical aeration.
See page

19. Controls when carrying out the practical investigations
Examples of controls to ensure a fair test
Weigh / measure ingredients accurately using digital scales
Use cutters and templates to ensure consistent size eg. weigh raw cake samples
Cook for the same amount of time and temperature / oven shelf
Use random codes to avoid any bias eg. XZY
Serve samples at the correct and same temperature
Make sure tasters know how to fill in charts
See page 299

20. Section C: Analysis and evaluation (9 marks)
Description
7–9
Detailed, accurate interpretation and analysis of the results with justfied conclusions for all aspects of the hypothesis/investigation.
The report demonstrates an in-depth and specialist understanding of how ingredients work and why.
Detailed explanation/reflection of how the results can be applied when preparing and cooking food.
The report is communicated in a structured and coherent manner with accurate use of technical language.
4–6
Relevant interpretation and analysis of the results with conclusions of the hypothesis/investigation with some justification.
The report demonstrates good understanding of how ingredients work and why.
Explanation and review of how the results can be applied when preparing and cooking food.
The report is communicated with clarity and with use of technical language
1–3
Some analysis of the results from the hypothesis/investigation and an attempt at drawing conclusions.
The report demonstrates some understanding of how ingredients work and why.
Limited explanation of how the results can be applied when preparing and cooking food.
The report is communicated at a simplistic level with a limited use of technical vocabulary.
Nothing worthy of credit.
Students will analyse and evaluate the results of the investigation and reflect upon their findings. Explanations will demonstrate how the results can be applied in practical food preparation and cooking.
Students should:
analyse and interpret the results of the investigative work. The results will be linked to the research and data explaining the working characteristics, functional and chemical properties of the ingredient(s)
evaluate the hypothesis/prediction with justification
explain how the results/findings can be applied in practical food preparation and cooking.

21. Analysis and evaluation Recording practical investigations
You can use different methods to record your practical investigations – plan these before hand.
Examples :
Annotated photographs to show internal texture and amount of volume achieved through rising.
Sensory testing charts – ranking and rating tests
Charts and graphs – viscosity of sauces, comparison of colour charts to compare browning.
See page

22. Analysis and evaluation Concluding the task
Aim to show specialist knowledge and understanding of how ingredients work and why.
Explain and justify findings and conclusions
Show what you have learned as a result of carrying out each practical investigation
The final evaluation may summarise the main points of the investigation and relate to the hypothesis / predication
AND FINALLY…….Explain how the results can be applied to practical food preparation and cooking in the future. Make sure you have used subject specific terms throughout!
See page 304

23. Practical investigation (Monday)
What sensory criteria are we looking for in an ideal fairy cake?
Light
Well risen
Golden
Even aerated texture
Spongy
Slight crumb
Soft
Criteria sorted into sensory categories
Texture (mouth feel)
Appearance
(visual)
Flavour
Light
Even aerated texture
Good balance of sweetness
Soft
Golden
No after taste
spongy
Spongy
buttery
moist
Well risen
Slight crumb

24. Practical investigation
In your groups make your planned samples using:
50g flour
50g caster sugar
50g sunflower spread
1 egg
Oven temp: 180 oC
15 minutes
You have decided to focus investigations
on comparing mechanical aeration methods
and chemical aeration.
What are the type of investigations has
the class come up with?
SR flour Creaming verses all-in-one
Varying creaming time
Plain flour with baking powder
Plain flour with bicarb of soda
All in one by hand – all one electric whisk
All in one by hand
Control – self raising flour creaming

25. Homework Prepare your results charts for Wednesdays lesson.
Discuss with your team what sort of charts are you going to need in order to analyse and present your results.
Look at the relevant sections in your text book p

26. Homework
Use your guidance sheets to help you write up the results of this investigation –
Section B investigation results.
Describe your results. Include tables, charts and photographs etc
(Section C - Analysis and evaluation – we will do this on Monday)