1. What does this music and this picture have in common?

2. Quality Factors in Food: Taste
Introduction to Food Science

3. Remember this? Quality- Includes- Maintenance of quality-
maintenance/improvement of key attributes of the product
Includes-
color, flavor, texture, safety, healthfulness, shelf-life and convenience
Maintenance of quality-
control spoilage and degradation
Components of quality include-
the composition of the food, processing methods, packaging, & storage
Do a quick review of what quality means. Have students get out their whiteboards during their warm-up so they are ready for the lecture.
Say: On your white board, right a quick definition of quality?
Say: With your shoulder partner, write a list of is included in “quality” for example: color
Say: On your whiteboard write what two things are we trying to control by maintaining quality in our products.
Say: With your shoulder partner, list the 4 components of quality

4. Flavor Factors Taste sensations perceived by the tongue and nose:
Sweet, salty, sour, bitter, **fat
Flavor and smell used interchangeably
Difficult to measure and to agree upon
Differ in ability to detect flavors and preference
Sensory science:
finds ways to help people accurately describe flavors and other sensory properties of food
After you finish the slide give them the blank tongue handout. Give them about 5 minutes to label and color the tongue. Explain how the various areas are the first to perceive certain flavors, but the entire tongue can sense each taste just at different rates. The intensity will be the same. Also involved is the olfactory nerve in the nose. After they have colored it, let them know there is another sense that is not indicated on the tongue map, UMAMI, the taste of savoriness (glutamate and nucleotides) or fat/protein.

5. CFU
On your whiteboards, write the five primary tastes perceived by the tongue.
The five primary tastes perceived by the tongue are _________,________, _______, ________ & ___________.
The five primary tastes perceived by the tongue are salty, sweet, bitter, sour and savoriness.
Give the students think time and time to write the answer to the CFU question.
Click: Then call on non-volunteers to answer using the sentence structure.
Once you have gone through and gotten the correct answer by several students Click and then have a choral response by the entire class.

6. Flavor Factors Compounds give food characteristic aromas:
Fruity, astringency, sulfur, hot
Phenolic compounds closely related to sensory and nutritional qualities of plants
As the phenolic compounds degrade so does the food product it is in
Associate color with flavor
Red- strawberry, cherry, etc./Green-lime
Before clicking to the last part, with the last part have them pair-share with their partner.
Say: With your shoulder partner list the flavors that correspond with the color red.
Say: How about the color green.
Pick non-volunteers to give one of the things on their list
Click- validate their answers

7. Flavor Factors Flavor can also depend on:
Bacteria, yeasts, molds, enzymes, heat/cold, moisture/dryness, light, time, additives
Depending on product, these factors can be positive or negative
Can also depend on the person
Some people don’t prefer certain base flavors. For example I don’t like salty foods and I don’t add salt to my cooked food!

8. Taste Panels Groups that taste products
Professionals or consumers
Separate booths so no influencing
Everything is coded with letters and numbers
Evaluation form to complete

9. This is an example of what an evaluation form will look like
This is an example of what an evaluation form will look like. They may have questions that you answer yes or no, they may be a rate on a scale or like this one where you circle based on select wording.

10. Laboratory Exercise: Instructions
The first taster will have samples 1-5.
The second taster will have samples 6-10.
*When you are the runner you are partner #1 and will fill out the sheet. When you are the taster you are partner #2.
**It is important that when you are tasting, you hold your nose while your partner is running for the sample. You don’t want to have any sense of smell while they are smelling the sample.

11. Procedure:
Blindfold partner #2 and turn them toward the wall so that there is no cheating.
Have them hold their nose. *Do not let them release their nose until after you have recorded their first response!
Go to the table and get your first sample.
Smell it! Record what smell or flavor you observe before giving it to your partner. Record your response. Do not discuss what you smell with your partner.

12. With their nose held, have them sip sample #1.
Record what “taste” they observe while still holding their nose.
Let them release their nose. Record the “after taste” they observe.
Have partner #2 take a sip of water. Tell them to swish it around in their mouth before swallowing.
Repeat steps 2-9 for all 5 of your samples.
When you have finished, trade the blindfold and partner. Then the new feeder/recorder may come and get the first sample in the next sample set.
Repeat the steps from above.

13. Finished? When you are finished clean your work area.
Then come see the teacher for your exit slip.
The exit slip must be completed before you leave!