Course Language:
İngilizce
Course Objectives:
This courses is designed for the senior students to teach how to “develop” or “modify” a food product, and the basics of different sensory evaluation tests.
Course Content:
Theoretical and practical knowledge those are required to modify the existing food product and/or to develop new food products. Product formulation, ingredient interaction, market evaluation, sensory evaluation, consumer testing, data interpretation, safety, and regulation are covered. Panel tests and their statistical interpretations; taste, odor, color, and texture; are carried out to analyze the acceptance of new product by consumers.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
|
2,3,4,5,6,9,10,11,12,13 | A,B,C | 1,2,3,4 |
| 2- Develops prototypes | 9,12 | A,B,C | 1,2,3,4 |
| 3- Prepares and administers questionnaires | 9 | A,B,C | 1,2,3 |
| 4- Knows how to carry out the market survey | 11 | A,B,C | 1,2,3 |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction- why to develop a new food product? | |
| 2 | Steps for product formulation/alteration | |
| 3 | Importance of market survey- basic structure of questionnaires, GAP analysis, risk analysis, perceptual map | |
| 4 | Prototype development | |
| 5 | Sensory evaluation tests | |
| 6 | Mid-term | |
| 7 | Assignment- assigning the teams and the products | Market survey |
| 8 | Market survey (for the chosen product) | |
| 9 | Preparation of the first recipes and the process flow diagrams | |
| 10 | First Prototype development | |
| 11 | Sensory evaluation tests | Preparation of the sensory evaluation forms |
| 12 | Second prototype development based on the results obtained from the sensory evaluation tests | |
| 13 | Sensory evaluation tests for the second prototypes | Preparation of the sensory evaluation forms |
| 14 | Class presentations | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | Gordon W F, New food product Development: From concept to market place, CRC press, 2004 |
| Additional Resources |
O'Mahony M, Sensory evaluation of food : statistical methods and procedures, New York, Marcel Dekker, 1986
McGee H, On food and cooking : the science and lore of the kitchen, New York, Scribner, 2004 Fellow P, Food processing technology : principles and practice, 3. ed., Cambridge, Woodhead, 2009
Gaman P M, Sherrington K B, The science of food, 4. ed., Oxford, Butterworth-Heinemann, 1996
|
Material Sharing
| MATERIAL SHARING | |
| Documents | Turkish Food Codex |
| Assignments | |
| Exams | |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 3 | 70 |
| Quizzes | ||
| Assignment | 3 | 30 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 40 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | ||||||
| No | Program Learning Outcomes | Contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students study food in the context of food history, geography, culture and nutritional sciences. | |||||
| 2 | Students approach food and cooking as an art process and they are competent in the topics of design and visual presentation of food. | X | ||||
| 3 | Students have comprehensive information about food related concepts, techniques, and new product information. They have the ability to conduct research and develop ideas on these issues. | X | ||||
| 4 | Students have knowledge about the basic principles of nutrition and food science, and they apply their knowledge in the field of gastronomy. | X | ||||
| 5 | Students know and apply the international standards of food hygiene and safety. | X | ||||
| 6 | Students know all the processes related to the production of food and beverage, from the production stage to the stage of presentation. They can understand food production systems and the new approaches in this field. They have an in-depth understanding of the subject and they can identify and solve problems that may arise at this stage. They can design the physical environment, and has an understanding of the materials and technologies related to the field of gastronomy. They can take part in development of innovations in this context. | X | ||||
| 7 | Students gain knowledge about national and international cuisines. In this context, they know basic cooking techniques, they implement and develop them. | |||||
| 8 | They know the historical, geographical and cultural background of alcoholic and non-alcoholic beverages and they know the stages of production. They can use this information in menu planning, food production, etc. | |||||
| 9 | Students can develop a new food product, standardize it and execute the registration process in a scientific context. | X | ||||
| 10 | Students know the national and international regulations, professional standards and professional ethics around food and they apply them. | X | ||||
| 11 | Students know the basic concepts, theories and principles about business, economics and marketing, and they apply them. Accordance with the principles of menu planning, they can make food and beverage cost analysis, controlling and pricing, and develops a variety of menus. They can effectively manage the operations of food related businesses by applying management theories, and staff recruitment and evaluation processes. | X | ||||
| 12 | They can engage in independent studies and team work. They can communicate effectively through verbal and in written communication, and they develop good presentation skills. | X | ||||
| 13 | Students understand the effects of food on human health and society, and in this context, they follow the press and media organizations and contribute to them. | X | ||||
| 14 | Students understand and manage food-related events. | |||||
| 15 | They know world food trade, globalization, patterns of production and consumption. They know the importance of the food policies for the country's economy. | |||||
| 16 | Students know how to bake and prepare cakes and other pastries, breads, sponge and dough pastry bases, creamy sauces, fruit sauces, jellies, hot and cold desserts, ice creams and sorbets, sugar works, decorations, decoration and presentation. They are competent in making chocolate. | |||||
| 17 | Students have theoretical and practical knowledge about the production techniques of vegetables and fresh herbs used in kitchen practices and food production. | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 14 | 6 | 84 |
| Hours for off-the-classroom study (Pre-study, practice) | 9 | 3 | 27 |
| Mid-terms | 2 | 3 | 6 |
| Assignments | 3 | 10 | 10 |
| Final examination | 1 | 3 | 3 |
| Total Work Load | 150 | ||
| Total Work Load / 30 (hours) | 5 | ||
| ECTS Credit of the Course | 5 | ||
None