Year+11+Food

toc = = Junior Masterchef! Click [|here.]. .

Check out the World's Most Expensive Food [|here...] = =

=Revision:=

Your Y11 mock exam is after Christmas.

The paper is 90 minutes long and will be the same format as your Y10 exam paper.

Here is a sample design question - it is easy to get full marks for this question if you address every point of the specification clearly and differently for each idea.



=Topic 1.1 Fats= media type="custom" key="7752947" What students need to learn The dietary function and sources of the following fats: saturated unsaturated polyunsaturated essential fatty acids.

=Topic 1.2 Carbohydrates= media type="custom" key="7752949" What students need to learn The dietary function and sources of the following carbohydrates: sugar starch fibre/NSP (non-starch polysaccharides).

=Topic 1.3 Protein= media type="custom" key="7752955" What students need to learn The dietary function, sources and deficiency of the following proteins: HBV (high biological value) protein LBV (low biological value) protein.

=Topic 1.4 Vitamins= media type="custom" key="7752943" What students need to learn The dietary function ,sources and deficiency of the following vitamins: fat soluble A D water soluble B1 B2 folate/folic acid C.

=Topic 1.5 Minerals= media type="custom" key="7752961" What students need to learn The functions, sources and deficiency of the following minerals: calcium iron sodium fluoride. = = =Topic 1.6 Energy balance= What students need to learn Knowledge and understanding of the following nutritional concepts: use of energy in the body mechanical, for example, movement of muscles chemical, for example, metabolic reactions heat, for example, maintain body temperature electrical, for example, transmission of nervous impulses energy requirements age gender occupation physical activity and exercise life stage, for example, pregnancy balanced diet DRVs (dietary reference values) [|click here] energy provided from protein fat carbohydrate. = = =Topic 1.7 Dietary guidelines= What students need to learn Knowledge and understanding of the following nutritional concepts of healthy eating: eat less sugar eat less saturated and hydrogenated fat eat more fibre, starchy, low GI (glycaemic index) foods[| click here] eat less salt [|click here]

=Topic 1.8 Government recommendations= What students need to learn Knowledge and understanding of the following nutritional concepts: five-a-day [|click here] nutritional labelling [|click here] ‘eat-well-plate’ (current UK food choice model) [|click here] recommended fish intake [|click here]

=Topic 1.9 Individual nutritional requirements= What students need to learn Knowledge and understanding of the following ‘diets’, nutritional requirements, good food sources of nutrients and modification of ingredients and recipes to suit user needs: pregnancy [|click here] foods to avoid folic acid recommendation infants up to one year [|click here] toddlers up to five years and school age children [|click here] adolescents [|click here] adults senior citizens [|click here] illness and convalescence.

=Topic 1.10 Special diets= What students need to learn Knowledge and understanding of the following diets, nutritional requirements, good food sources of nutrients and modification of ingredients and recipes to suit user needs: vegetarian [|click here] vegan (no animal products eaten) lacto-ovo (will eat milk and eggs) lacto (will eat milk) ovo (will eat eggs) intolerances lactose (intolerance to a particular sugar in milk) [|click here] medical diabetes mellitus/diabetic [|click here] CHD (coronary heart disease) [|click here] obesity [|click here] allergy: nut [|click here], celiac. [|click here]

=Topic 1.11 Ethnic and religious groups= What students need to learn Knowledge and understanding of the following ethnic and religious groups food rules: Hindu faith Muslim faith Jewish faith.

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=Topic 2.1 Primary foods= What students need to learn Knowledge of the nutritional content, uses, types and functional properties of the following primary foods:
 * cereals
 * wheat
 * rice
 * maize/corn
 * oats
 * milk and dairy
 * milk
 * cream
 * cheese
 * yoghurt
 * meat and fish
 * alternative protein foods
 * Quorn™, TVP (soya), tofu
 * pulses and peanuts
 * fruit and vegetables
 * for eggs
 * pasteurised
 * liquid
 * frozen
 * dried
 * fresh
 * fats and oils
 * butter
 * margarine
 * low fat spread
 * plant oils
 * olive, corn, sunflower
 * sugar.

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=Topic 2.2 Functional properties and working characteristics= What students need to learn Knowledge and understanding of the properties and working characteristics of raw materials and ingredients and how their different functional properties affect finished products. thickening and gelatinisation setting coagulation gelation aeration foaming fermentation shortening fortification browning binding coating glazing emulsification dextrinisation caramelisation.

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=Topic 2.3 Secondary foods= See revision guide pages 49-51

What students need to learn: Knowledge and understanding that by combining primary foods dditional properties are produced:
 * increased nutrition, for example adding eggs to a dough mixture can increase protein content
 * improved organoleptic (sensory) qualities, for example changing appearance to make product more attractive, using milk to glaze pastry to produce a shiny finish, using icing to decorate a cake, grilled cheese topping on a pie
 * changing texture by addition of seeds or dried fruit, for example, seeds on top and in bread, seeds added to a dessert, for example, crunchy crumble topping
 * changing flavour, for example, adding herbs to pastry or butter, lemon or orange zest/juice to cakes, cream to sauces, spices to biscuits and sauces.

=Topic 3.1 Preservation= See text book pages 52 - 57

What students need to learn:

Knowledge and understanding of the principles of food preservation. Students require only a basic knowledge and understanding of the following: = = =Topic 3.2 Preservation methods= What students need to learn Knowledge and understanding of the methods of food preservation:
 * food spoilage click [|here]
 * natural decay, action of enzymes, contamination by microorganisms click [|here]
 * food poisoning, bacteria, toxins, infections click [|here]
 * factors affecting growth (temperature, time, food, pH, O2, moisture)
 * food hygiene, correct handling, correct cooking temperature, click [|here] and [|here]
 * correct storage of food stuffs text book page 55
 * danger zone
 * kitchen hygiene
 * personal hygiene
 * cross-contamination text book pages 52 - 57
 * The Food Safety Act 1990 click [|here]
 * The Food Hygiene (England), Regulations 2006. click [|here]

See text book pages 14-17
 * hot — heat in reducing number of microbes
 * cold — removal of heat
 * dry — removal of water
 * chemical — additives
 * packaging — modified atmosphere packaging (MAP)/vacuum
 * irradiation.

=Topic 3.3 Processing= What students need to learn An understanding of the principles of food processing:

See text book pages 12-13
 * primary
 * basic treatment of raw food materials to make them suitable for either further food processing or immediate consumption, for example, pasteurisation of milk, milling wheat, washing fruit and vegetables.


 * secondary
 * further treatment to make food materials into food products, for example, milk made into cheese, flour made into bread, meat into burgers.

=Topic 3.4 Food preparation techniques — home= What students need to learn Knowledge and understanding of names, uses, advantages/ disadvantages and safety issues of food preparation techniques used in the home:

You should know all of this from your practical work.


 * by hand, using basic equipment, small electrical equipment
 * kitchen scales, measuring jugs, spoons
 * selecting right knife for right job, for example vegetable knife, a
 * small knife for preparing fruit and vegetables
 * colander and sieves
 * grater
 * cutters
 * mixing bowls and pudding basins
 * cake tins, baking trays, bun and muffin tins, cooling tray
 * hand-held whisks
 * balloon, balloon and aerator ball, rotary, spiral (curly) and
 * French
 * electric
 * pastry brush, spatula, fish slice, palette knife, scissors
 * correct pan for correct cooking method, quantity and food material,
 * for example, wok for stir frying
 * rolling pin
 * electrical equipment
 * hand-held and free standing whisk and mixers
 * hand-held and free standing blenders
 * food processor
 * attachments, for example grater/slicer
 * bread maker
 * microwave
 * kettle
 * cleaning
 * peeling
 * size reduction
 * pulp
 * slice
 * dice
 * chop
 * grate
 * mincing
 * mixing and combining
 * blanching.

=Topic 3.5 Food processing techniques — home= What students need to learn Knowledge and understanding of names, uses, advantages/ disadvantages and safety issues of food processing techniques used in the home:

methods of cooking — moist:
 * boiling
 * poaching
 * steaming
 * stewing
 * braising

methods of cooking — dry:
 * baking
 * roasting
 * grilling
 * barbecuing

other methods:
 * frying
 * microwave
 * other processing methods
 * shaping and forming
 * piping

=Topic 3.6 Food preservation techniques — home= What students need to learn Knowledge and understanding of names, uses, advantages/ disadvantages and safety issues of food preservation techniques used in the home:
 * freezing
 * drying
 * use of oven or microwave to dry foods, for example, herbs, fruit
 * chemicals
 * acids, for example, lemon juice, vinegar
 * sugar
 * salt.

=Topic 3.7 Food preparation techniques — industry= What students need to learn Knowledge and understanding of names, uses, advantages/ disadvantages and safety issues of food preservation techniques used in industry: An awareness of the stages in the commercial manufacture of food products using machinery.

See revision guide pages 29-39
 * cleaning
 * peeling
 * sorting
 * size reduction
 * pulping
 * slicing
 * dicing
 * milling
 * grinding
 * shredding
 * chopping
 * grating
 * mixing and combining
 * blanching.

=Topic 3.8 Food processing techniques — industry= What students need to learn: Knowledge and understanding of names, uses, advantages/ disadvantages and safety issues of food processing techniques used in industry: An awareness that food materials are processed on an industrial scale using large machinery

See revision guide pages 29-39


 * silos and vats for storage of raw materials
 * materials pumped through pipes to preparation area
 * larger versions of domestic equipment, for example, mixing
 * machines, rollers
 * products moved by conveyor belt
 * depositors and injectors to dispense materials
 * traveling ovens
 * blast chillers and freezers.
 * An understanding of the concept of HACCP (Hazard Analysis and Critical Control Point).

=Topic 3.9 Food preservation techniques — industry= What students need to learn Knowledge and understanding of names, uses, advantages/ disadvantages and safety issues of food preservation techniques used in industry:

See revision guide pages 29-39


 * hot
 * pasteurisation
 * sterilisation
 * UHT (ultra heat treatment)
 * canning
 * cold
 * chilling
 * freezing
 * cook chill/freeze
 * dry
 * sun drying
 * spray drying
 * AFD (accelerated freeze drying)
 * chemical
 * preservatives
 * specialist packaging
 * MAP (modified atmosphere packaging)
 * vacuum packaging.

=Topic 3.10 Additives that change= What students need to learn Knowledge and understanding that additives and standard components are used in both home and industry food processing. Functional properties and use of the following:

See text book pages 16-17, 37, 88-89
 * sensory characteristics
 * colours
 * flavours
 * artificial sweeteners
 * herbs and spices
 * physical characteristics
 * emulsifiers
 * stabilisers
 * gelling, setting, thickening agents
 * raising agents
 * storage characteristics
 * preservatives
 * antioxidants
 * nutritional characteristics
 * food fortification and use of nutrients
 * aids to processing
 * anti-caking agents
 * other additives
 * acidity regulators and buffers.
 * Chemical names and E numbers of individual additives are not required.

=Topic 3.11 Standard components= What students need to learn A knowledge and understanding that additives and standard components are used in both home and industry food processing. Functional properties and use of the following: = = =Topic 4.1 Production methods= What students need to learn A knowledge and understanding of production methods within the food industry:
 * pastries and doughs
 * flan cases, pizza bases, pasta
 * powdered mixes
 * cake, biscuit, pastry, scone, bread
 * soups
 * sauces and gravies
 * desserts, for example, cream, custard, lemon meringue pie
 * filling, trifle
 * other standard components
 * stock cubes
 * baking powder
 * pre-blended spices
 * dried and tinned fruit.
 * Chemical names and E numbers of individual additives are not required.

one-off batch high volume
 * specialist single items, for example wedding or celebration cake
 * fixed quantities of identical items
 * for stock or to order, for example biscuits, sandwiches, ready-prepared meals, desserts, soups (not canned)
 * 24/7 production line to produce large quantities of identical items, for example bread, crisps, soft drinks.

=Topic 4.2 Product and recipe development= What students need to learn A knowledge and understanding of product and recipe development within the food industry:

specifications recipe modification sensory analysis nutritional analysis presentation standard components and uses finishing processes scaling up of recipe storage and distribution of commercial food products. = = =Topic 4.3 Technological development (modern, novel and smart materials)= What students need to learn Knowledge and understanding of technological development within the food industry. Modern/novel/smart materials: man-made modified starches functional nutraceuticals pre/probiotics novel function sweeteners stabilisers emulsifiers gelling agents specially developed meat analogues: QuornTM, tofu, soya biotechnology chymosin nano technology. Knowledge, understanding and advantages/disadvantages of GM (genetically modified) food.
 * design, product, nutritional, manufacturing
 * meeting user needs, for example, low calorie, sports, functional products, vegetarian, medical diet
 * changing ingredients to make product suitable for a special diet, for example, lactose intolerant, suitable for other cultures,
 * enrichment by adding eggs to dough mixtures
 * appeal of product, appearance, taste, texture, taste
 * enhancement of appeal of product, for example, piping and
 * glazing

=Topic 4.4 Quality= What students need to learn Knowledge and understanding of quality within the food industry: control checking quality of product during and at end of production quality control points visual inspections weight random sampling metal detector tests assurance that standards have been met product meets all points on specification quality control has been maintained throughout the process legal requirements have been met manufacture accurate weighing and measuring use of critical dimensions and tolerances design creating a design that is well planned and: is easy to make has a clear specification has a clear production process meets the need of the target group.

=Topic 4.5 Issues= What students need to learn Knowledge and understanding of issues within the food industry: moral factory farming GM Fairtrade organic environmental food miles sustainability pollution packaging cultural religious beliefs vegetarianism. = = =Topic 4.6 ICT= What students need to learn Knowledge and understanding of ICT within the food industry. Students only need to have an awareness of the uses of ICT: CAD (computer-aided design) adding pictures to text, for example, packaging clipart, scanned images, digital photographs using CAD packages, for example, product development spider diagrams, product profiles, packaging nets, food labels, design ideas databases recipes modelling nutritional databases spreadsheets scaling costing stock control CAM (computer-aided manufacture) monitors and controls the automatic production of food products based on set specifications and tolerances sensors and quality control single item production, for example, breadmaker CIM (computer-integrated manufacturing) all stages in a food production process are integrated and controlled by computer systems computers are linked in a network and control both the machinery and the flow of information during the process ICT and CAM in single item production microwave ovens, timers, breadmakers, edible icing printer.

=Topic 4.7 Packaging= What students need to learn Knowledge and understanding of packaging within the food industry: materials (use of packaging materials) glass plastic metal and foil paper and cardboard function of packaging protection safety and hygiene increase shelf life to contain contents storage attract consumer convey information uses suitability for food materials advantages and disadvantages of packaging materials specialist packaging and reasons for use MAP (modified atmosphere packaging) tamper-evident seals.

=Topic 4.8 Labelling= What students need to learn Knowledge and understanding of labelling within the food industry: legal information for consumers name of the food descriptor (describes product if name does not make this clear, for example, lasagne) any special treatment or processing, for example, smoked the ingredients (in descending order) additives instructions for use, cooking, storage date mark (use, sell by and best before) net quantity name and address of manufacture place of origin special claims allergies nutritional, for example, low in fat or high in fibre organic processing and treatments. Students only need to know that the name of the food must include an indication of its physical condition or treatment where a purchaser could be mislead if that information is omitted, for example, milk (UHT), fish (smoked), cheese (unpasteurised), vegetables (frozen).

Additional information for consumers nutritional claim (needs to be shown only if a nutritional claim is made, for example, low in fat) serving suggestion average portions opening instructions environmental issues, including disposal of waste additional claims free from range dietary guidelines. Information for retailer and manufacturer bar codes batch numbers best before, use buy and display until.

=Topic 5.1 Importance of analysing products= What students need to learn To understand why product analysis is an important part of product development: Who uses it? Why is it used?

=Topic 5.2 How to analyse food products= What students need to learn To know and understand how to analyse a food product: analysing products similar, for example a range of own brand products ready meals: curry and rice, shepherd’s pie, lasagne, pasta bake, fish pie desserts: lemon meringue pie, trifle, fruit flan comparison, for example, ordinary biscuits with low fat biscuits, own brand chocolate with market leader, value line meat product with luxury meat product consider one-off, batch and continuous products disassembly agreed set criteria sensory analysis of product and components taste, texture, smell, appearance, flavour tests paired preference, hedonic ranking, triangle, duo-trio, ranking, rating, profiling weighing of product and components method of production individual ingredients used in product investigate nutritional information from labelling from student’s own research function of ingredients generating specification for product packaging information environmental issues shelf life storage moral issues GM ingredients Fairtrade irradiated food miles cultural issues designed for a particular cultural group target market group value for money evaluation of product quality of design meeting needs of target group value for money shelf life safety choice and proportion of ingredients and components does it do what manufacturer claims it can do? design of packaging suitability promotion of product quality of manufacture organoleptic (sensory) qualities: appearance, taste, texture, smell, sound consistent quality legal requirements for safety quality of packaging construction.