Table of Contents - Gill Education

Table of Contents

Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Introduction

Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Area of Practice A: Application of Nutritional Principles

Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Area of Practice B: Food Preparation and Cooking Processes

Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Area of Practice C: Food Technology

Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Area of Practice D: Properties of Food

Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179Area of Practice E: Comparative Analysis, Including Sensory Analysis

Food Studies Assignments

Prelims 16/5/07 8:05 pm Page 3

General guidelines

• You must complete a total of five assignments.

• There are five areas of practice – A, B, C, D and E. You must do one assignment fromareas A, B, C and D. You can choose to do your last assignment from either area Aor E.

• There is a special section at the back of your journal for area E – this assignment mustbe written here.

• You must carry out the practical part of the assignment, i.e. the cooking at school. Youcan cook with a partner, but the write-up must be entirely your own work. Examinerscorrect complete school groups, so when work is very similar, it is easily spotted.

• The teacher cannot demonstrate the dish for you – you must physically cook it your-self.

• Food studies journals are sent to the Examinations Commission around the first weekof November, so you need to aim to be finished before that date.

• You cannot repeat the same dish for more than one assignment. If you do, the exam-iner must disallow all marks for one of them.

• You cannot copy chunks of information straight out of books or off the internet. Youmust put information into your own words. However, if you take small amounts ofinformation directly from another source, put quote marks around the informationand state exactly where it has been taken from, e.g. ‘A recent survey of iron levels inIrish women aged between eighteen and fifty years found that 48 per cent had inad-equate iron intakes’ (VHI healthcare website, www.vhi.ie).

CHAPTER

1 Introduction

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The food studies coursework journal is worth 20 per cent of the total marks awarded forthe Leaving Certificate Home Economics course. The same is true at both Higher andOrdinary Levels. Students sometimes lose marks because they do not follow guidelinesclosely or are not totally clear on what or how information should be presented. This book is designed to do two things:

• Guide you through the assignments, making you aware of what information isessential to a good mark and how this information can be best presented.

• Provide more detailed information than is possible in your general textbook on topics likely to be asked for in the food studies assignments.

Chapter1 16/5/07 8:06 pm Page 2

• Dishes should be made using fresh food. Do not use too many convenience foods inyour assignments, e.g. ready-to-roll pastry.

Specific guidelines

The information below relates to practice areas A, B, C and D. Practice area E will bedealt with separately.

Part 1: Investigation: Analysis/research • Always read the assignment question carefully and make sure to answer every part

of it. Use headings for each different section so that the examiner can clearly see thatyou have not left anything out. For example, if you were asked to ‘research andelaborate on the factors (dietary, economical and practical) that older people shouldconsider when planning meals’ (2006), you could answer it like this:

• You are generally then asked to investigate a range of menus/dishes suited to theassignment. If a range of menus is asked for, you should give three. If you are askedto make a list of dishes, e.g. dishes suitable for cooking in a microwave, you shouldlist as many as you can.

• Menus chosen for practice area A must be balanced, i.e. contain at least three out ofthe four food groups.


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Dietary• Elderly people need protein for repair of body cells. They should try to obtain

protein from low-fat sources such as chicken and fish.

• Many elderly people do not eat enough fibre. This can lead to constipation andother bowel disorders. They should therefore try to include fibre-rich foods suchas brown bread and rice in their diet. (etc.)

Economical • Many elderly people do not have much disposable income (currently, the non-

contributory pension is €182). It is therefore important that they make the mostof their money. They should not buy too many convenience foods, as these aregenerally more expensive than fresh foods.

• Buy cheaper cuts of meat, as they are just as nutritious as more expensive cuts.

Practical • Choose meals that are easily prepared, as physical disabilities, e.g. arthritis, may

make it difficult to cook more elaborate meals. • Choose dishes that have ingredients that are readily available. Because of lack of

transport, many elderly people have no access to large supermarkets and mustshop locally. (etc.)


• You must then separately state which dish you have chosen to make for this assign-ment and give a reason for your choice.

Part 2: Practical application• Usually equal marks are awarded for (a) listing ingredients (with quantities) (b) cost-

ings and (c) listing key equipment. Be sure not to leave any of these out.

• The work plan should be written as if you are giving instructions to someone on howto make the dish from start to finish, e.g. wash, peel and chop the carrots. It shouldnot be written in the past tense, e.g. I washed, peeled and chopped the carrots. Thework plan is a plan of what you intend to do, not an account of what you have done,and should therefore be completed before making the dish.

• You should start your work plan by explaining how you should set up and preparefor cookery class, e.g. tie up hair, wash hands, put on apron, gather equipment andingredients.

• You should number or bullet the key stages of your work plan.

• At the end, state that you will serve, wash up and evaluate. Marks may be lost if youdo not do this.

Part 3: Practical application: Implementation This part is to include the procedure followed, key factors considered and safety andhygiene factors.

Procedure followed • The work plan briefly sets out the stages involved in making the dish. In the first part

of the implementation, you should outline in more detail (using the past tense) howexactly the dish was made from start to finish.

• You should state the reasons why you did things as you go along, e.g. I stirred thesauce continuously to prevent lumping.

Key factors

• Although key factors can be written throughout the implementation, it is a good ideato give them a separate heading and list them clearly underneath.

• Key factors are stages or processes essential to the making of the dish. Students arenot always clear on exactly what a key factor is or is not. Look at the examples below:one is a key factor, the other is not.

Correct I removed the roux from the heat and added the milk gradually, making sure tostir continuously to prevent lumping.

This is a key factor.

Chapter 1: Introduction

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Incorrect I was careful to use low-fat products (milk and cheese) in this sauce because themeal is for an adult trying to lose weight.

This is not a key factor.

Safety and hygiene

• You must make one good hygiene and one good safety point. If you made, say, twohygiene points and no point on safety, only half marks would be awarded.

• General points, e.g. I washed my hands, tied up my hair and put on my apron, usu-ally only get half marks. For full marks you must make sure that points made relatedirectly to the dish you are making. Look at the examples below relating to a jam-making assignment.

Part 4: Evaluation This part is to include an evaluation of the implementation and specific require-ments of the assignment.

The evaluation is broken down into two parts:

• Evaluation of implementation, i.e. evaluating the dish itself and the actual makingof it (two good points).

• Evaluate the specific requirements of the assignment, i.e. evaluating how well thedish suits what was asked for in the assignment (two good points).

If you only look at one of the above points, then you will only be awarded half marks.

Evaluation of implementation

• Evaluate the dish itself in terms of its appearance, taste and texture.

• Evaluate your own performance in terms of your strengths and weaknesses.

• List any changes (modifications) you think you would make if you were to make thisdish again to improve its appearance, taste or texture.


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HygieneI washed the jam jars thoroughly in hot, soapy water and then sterilised them inthe oven to kill any remaining bacteria.

SafetyI wore oven gloves while pouring the jam slowly into the jars, as I am aware thatboiling jam reaches temperatures well over 100°C and I did not want it to splashmy hands and arms.


Modifications do not mean things that you did to make the dish suit the assignment,e.g. I sweetened the apples in the apple crumble with dried fruit instead of sugar tomake the dish more suited to someone on a low-sugar diet.

Make sure that your modifications do not contradict what you said already whenevaluating the dish itself or your performance, e.g. if you said that your dish wascooked properly and was attractively presented, you couldn’t then say that if you weremaking the dish again you would make sure not to burn the edges of the dish.

Specific requirements of the assignmentThis means that you must either:

• State why you think that the dish you have made suits the assignment. OR

• Sometimes the assignment states more specifically what should be evaluated, e.g.evaluate the practicability of making homemade chutney and relishes.

Either way, usually two strong points must be made for full marks.

See the sample assignments in Chapters 2 to 6 for examples of evaluations.

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Chapter 1: Introduction


CHAPTER

2 Area of Practice A

Application of Nutritional Principles

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This area of practice requires students to investigate and cook dishes suited to people onvarious special or modified diets. This chapter contains the following sections:

• A sample assignment: This gives you an idea of how to approach an assignment ofthis type and highlights areas where students can sometimes make mistakes oromissions.

• Detailed, up-to-date information is given on the dietary and food requirements ofeach of the following groups:

• Babies and toddlers.

• Children, including obese children.

• Teenagers.

• Adults, including obese adults.

• Pregnant and lactating women.

• Those at risk of cardiovascular disease and related illnesses.

• Those needing to reduce salt in their diet.

• Those with coeliac disease.

• Those with iron deficiency anaemia.

• Those needing to increase fibre in their diet.

• Those needing to increase calcium in their diet.

Suitable recipes are included for each of the groups listed above.


Sample assignment

Research indicates that too much salt in the diet can have adverse effects on aperson’s health.

• With reference to the above statement, identify the possible ill effects of a high-saltdiet.

• Research and elaborate on the factors that should be considered when planning andpreparing meals for people who wish to reduce the salt content in their diet.

• Bearing these factors in mind, investigate a range of menus (two courses) suitable forthe main meal of the day.

• Prepare, cook and serve one of the main courses that you have investigated.

• Evaluate the assignment in terms of (a) implementation and (b) the specific require-ments of the assignment. (Adapted from 2006 assignment list.)

Investigation: Analysis/research

Chapter 2: Area of Practice A: Application of Nutritional Principles

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Dietary/nutritional requirements: Officialuse only

• People who wish to reduce the salt content in their diet should alsoconsider more general nutritional guidelines, as reducing the salt contentalone will not ensure a balanced, healthy diet.

• People should generally try to ensure that their energy input (amount of foodthey eat) does not exceed their energy output (energy expenditure).

• The food or diet pyramid provides a general guide to meeting our foodrequirements and helps to ensure that all nutrient requirements are met.

• Protein, needed for the growth and repair of body cells, is obtained mainlyfrom the meat, fish, eggs and pulses group. Try to include protein fromvegetable sources, as these are generally lower in saturated fat.

• Carbohydrates are mainly obtained from the bread, cereals and potato group.It is important to eat high-fibre carbohydrates such as brown bread and riceas opposed to refined ones, e.g. white bread.

• Fat should be kept to a minimum and an effort should be made to make surethat the fats that are eaten are un/polyunsaturated.

• Adequate iron is needed for healthy blood and can be obtained from sourcessuch as lean red meat, offal and leafy green vegetables.

• Calcium is needed for healthy bones and teeth and is mainly obtained fromthe dairy group of the food pyramid.

• Vitamin C is needed for iron absorption and general health and is obtainedmainly from the fruit and vegetables group.


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Possible ill effects of a high-salt diet: Officialuse only

• It is recommended that adults should not consume any more than 4 to 6 gramsof salt per day, while children should consume even less. The Food SafetyAuthority of Ireland (2005) estimates that on average, Irish adults consume 10grams of salt or more per day, thus doubling recommended limits.

• The main effect of a high-salt diet is raised blood pressure, which can lead tocardiovascular disease and strokes. Given that approximately 41 per cent ofall deaths in Ireland are from cardiovascular disease and over 50 per cent ofthe population over 50 suffers from hypertension (FSAI, 2005), large numbers of our population need to reduce the salt content in their diets.

• High consumption of salt in young children can lead to kidney damage orfailure. Some studies indicate that it can also aggravate asthma.

• High-salt diets have also been linked with gastric ulcers, calcium loss leadingto osteoporosis and some cancers, e.g. stomach.

• Reduce or avoid adding salt during cooking or at the table. Use other highlyflavoured ingredients, such as black pepper, garlic, herbs and spices, chilli orginger, instead of salt to make dishes tastier.

• Some convenience foods such as stock cubes, sauce mixes, packet soups,tinned meats, vegetables and fish (in brine), soy sauce and gravy granuleshave a very high salt content and should be avoided.

• Meats such as boiled bacon, rashers and sausages and smoked fish are alsohigh in salt and should be avoided, or at the very least, the low-salt varietyshould be chosen.

• Snack foods such as crisps and peanuts and some breakfast cereals have largeamounts of salt and should be avoided.

• Fresh foods such as rice, pasta, meats and vegetables contain very little saltand should be used to make low-salt meals.

• Many breads contain high salt levels, so labels should be checked beforepurchase.

• Ready-made meals and takeaways are generally high in salt and theirconsumption should be very limited or avoided altogether.

Meal planning guidelines for a low-salt diet:



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Suitable menus:Official

use only

Homemade Vegetable Soup

Spaghetti Bolognese

Melon Boat

Chicken Curry

Boiled Rice

Natural Yoghurt

Poached Salmon Cutlets

Vegetables and Mash

Fresh Fruit Salad

The main course I chose to make was poached salmon cutlets served withlemon sauce, fresh market vegetables and mashed potato with chives. I felt thatthis dish was suitable for a low-salt diet for the following reasons:

• Fresh fish is a naturally low-salt food. It has a strong flavour in itself and thisis further improved by serving it with the highly flavoured lemon sauce.

• Fresh market vegetables are low in salt and add to the taste and nutritionalvalue of the meal.

• Mixing chopped chives through the mashed potato adds flavour, eliminatingthe need for salt.

Sources of information: www.vhi.ie, www.fsai.ie; Edel Conway and LornaFreeborn, Get Living!.

Choice of main course and reasons for choice:

Please take note:

• In area of practice A, all assignments must include general nutritional/dietary and meal planningguidelines as well as information more specific to the assignment for full marks.

• Use headings and bullet points throughout your answer to make it easy to read.

• For full marks, you must state exactly what you intend to cook and one good reason why you feel thedish suits the assignment.The meal must be balanced, i.e. contain at least three of the four food groups.



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Name of dish: Poached salmon served with lemon sauce, vegetables and mash

Source of recipe: Shortcuts to Success by Eilis Flood

Date of practical: 23 February 2007

Practical application: Preparation and planning

Ingredients Cost Ingredients Cost Officialuse only

2 salmon cutlets 3.18 Pinch of black pepper .02 1 2

Olive oil (for sautéing) .02 4 broccoli florets .58

2 firm tomato (flesh only) .08 4 cauliflower florets .25

2 shallot .06 1 large carrot .15

150 ml low-fat cream .68 3 medium potatoes .10

2 lemon (use 1 tbsplemon juice for sauce andkeep 2 wedges for garnish) .20 1 tbsp low-fat milk .02

2 tbsp chopped chives .35 Total 5.69

Key equipment: Two saucepans, steamer, chopping board, sharp knife,vegetable peeler, wooden spoon, potato masher, lemon juicer,measuring jug.

1. Prepare yourself and your surroundings to cook. Gather equipmentand ingredients. Weigh accurately.

2. Wash fish and pat dry. Wash vegetables and prepare for cooking.

3. Juice two lemon wedges and keep two for garnish.

4. Chop chives. Deseed and chop tomato.

5. Put potatoes on to boil in the bottom of the steamer and thecarrots on top.

6. Boil water for fish, turn down heat and add fish and allow to poach.

7. Add broccoli and cauliflower to carrots in top of steamer.

8. Make lemon sauce. Check if fish, potatoes and vegetables are cooked.

9. Drain potatoes. Mash potatoes with milk and add chives. Pour sauceover fish and serve with potatoes and vegetables. Do wash-up andevaluation.

• For full marks in this section, you must (a) list all your ingredients and the amounts needed of eachingredient (b) cost all your ingredients with a total and (c) list all the essential equipment used.

Work plan:



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• Costings can be checked at www.tesco.ie, though you will have to register with an e-mail address.

• A good work plan briefly lists how you plan to make the dish. Number your points. Make sure to stateat the beginning that you prepared yourself and your surroundings for cooking and finish by sayingyou did your wash-up and evaluation.

Implementation(To include procedure followed, key factors considered, safety and hygiene factors)

Officialuse only

01. Prepare self for cooking. Set up table, gather and weigh ingredients.

02. Wash all vegetables and prepare according to kind.

03. Remove the fish from the fridge just before use. Wash and pat dry withkitchen paper.

04. Boil water for potatoes and fish (use kettle for economy).

05. Divide the half lemon into four wedges. Juice two and keep the other twoaside for garnish.

06. Peel and chop the shallot finely. Wash and chop chives.

07. Wash, deseed and chop the tomato.

08. Put the potatoes in the bottom of the steamer, with the carrots in top part.Bring to the boil, then turn down so the potatoes are boiling gently.

9. Put boiling water from kettle into a saucepan for the fish. Bring it to theboil again on the cooker, turn it down so it is only boiling gently, then addthe fish. Allow the fish to poach for about 20 minutes or until it becomesflaky.

10. With 10 minutes remaining, add the broccoli and cauliflower to thecarrots in the top of the steamer.

11. Make lemon sauce: Sauté the shallot in a saucepan with a little olive oiluntil soft, but not brown. Add cream and stir over the heat until itthickens to the consistency of custard.

12. Stir in the lemon juice, chopped chives and tomatoes. Add a pinch ofblack pepper.

13. Check if potatoes are cooked by piercing with a fork. Remove and drainif soft in the middle. Mash with low-fat milk and mix in choppedchives.

14. Remove fish and serve on a warmed round plate with lemon saucepoured over. Garnish with wedges of lemon.

15. Heap or scoop mashed potatoes neatly onto plate beside fish togetherwith steamed vegetables. Wash up and do evaluation.

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Procedure Folowed:


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Table of Contents - Gill Education