DT Expectations Food Hygiene Food Safety Super Sarnie Project

Product Analysis Key practical skills Measuring Weighing Evaluation skills

Subjects Covered:

7.01

DT EXPECTATIONS

• Listen and follow all instructions from your teacher • Do not eat or drink unless given permission • No chewing in lessons • Have correct equipment for lessons • Record and complete all homework in your planner • Complete and hand in all homework / course work on time • Respect the views of others and be polite at all times • Walk quietly in the corridors • Put all rubbish in the bin and do not leave the units untidy • Do not leave the classroom until your teacher has dismissed you

7.02

Here is a list of Food safety rules the Bad Food Live! Chefs forgot.

Copy out the sentences and fill in the missing words from the box at the bottom of the page....

1. Never leave the fridge door open. It allows the fridge and the food to warm up, encouraging the growth of .....................

2. Dirty hands and nails spread bacteria. You should always wash your hands with warm ............water before handling food, especially after using the toilet.

3. Lots of food, like fresh meat, needs chilling to keep safe. It should be taken straight home to the .................

4. Store raw meat in sealed containers on the.............shelf of the fridge. It stops dripping onto other foods

5. Keep surfaces clean using hot soapy .............. , and a sponge or cloth that is changed regularly.

6. Always make sure kitchen utensils are............. Properly be-fore you use them.

7. ‘Use by ’ dates are there for safety reasons. Never use food after it’s ‘Use by’ date even if it looks or............. normal.

8. To avoid the spread of bacteria, don’t prepare other foods on a chopping board you have used for .......... Meat with-out it cleaning it thoroughly first.

9. It is OK to taste food while it is cooking. But don’t ........... Spoons or other utensils and put them back in the food.

10. All minced meat, like meat balls and ................, must be cooked thoroughly. You can .............. By cutting them open.

Key words to help you with the blanks!

Fridge soapy smells bottom bacteria lick check raw Water hamburgers cleaned.

7.03

Year 7 Food Hygiene and Safety homework.

Tip– Remember to put your name and the date on your homework! Task 1: Can you think of 5 or more food hygiene and safety rules: 1. 2. 3 4 5.

Task 2: Design a poster to incorporate 5 food safety rules. You must include the following to achieve the highest marks available. • ICT— Word or Publisher • A4 Paper • Colour and Pictures

7.04

In your exercise book, mind map as many different types of bread and fillings.

The’ Super Sarnie’ project.

Pitta Naan

Wholemeal

Ham Tuna

Tomato

Now put an * next to the healthy bread and fillings.

7.05

A Aes-thetics

What colour are the ingredients used in the product? What shape is the product? What are the different textures? Does the product look attractive? Why? Has the product been put together well? Does it have a good overall appearance?

C Cost

What is the retail cost for this product? Does it seem good value for money? Why? Does the price reflect any social or moral considerations (eg Fair Trade?) How much do you think it would cost to make this product?

C Customer & Market

Who may buy this product? Where will this product be used? Where will this product be used? What market is the product aimed at? What other similar products might it have to compete with?

E Environ-ment

Are recycled materials used to package this product? How is this product packaged? (Is cardboard or plastic used?)

S Safety

What safety issues have been considered when this product was designed? Are there safety issues which need to be considered (i.e. aller-gies/ bones?) What are the hygiene considerations when making this prod-uct?

S Size

Is the product suitable to eat with your fingers? Has the product got the appropriate amount of filling? Is the product suitable for a snack on the go?

F Function

What will the product be used for? How could you test the function to see it meets quality stan-dards? How could the product be improved?

M Materi-als/Manufac-turing

What are the main components of the product? (ingredients) Can this product be mass produced? Or made as a one off?

Questions for Product Analysis Before you begin a design, you need to understand what the client needs. One way to do this is analyse existing products. Here are some questions that you might ask when carrying out a product analysis. You should use these as a starting point for your investigation.

7.06

The ‘Super Sarnie’ Project

Design Brief ‘Design and make an attractive, healthy sandwich for yourself to eat’

Specification Your sandwich will be: • Prepared in 45 minutes • Healthy and tasty • Interesting to look at • Have an attractive garnish • Easy to eat with your fingers • Prepared hygienically.

Design ideas In your exercise book list 3 different ideas for sandwiches– use your mind map to help you. 1. Name of sandwich Type of bread Filling 2 Name of sandwich Type of bread Filling 3. Name of sandwich Type of bread Filling Choose one of the ideas as your Final Design and explain why you have chosen it. Does it meet the specification?

7.07

Final Design Drawing.

On a plain piece of paper in your exercise book draw your

sandwich.

You must include:

• Annotation (labels)

• Draw in pencil

• Colour with crayons not felt tips

• Title your work.

7.08

Year 7 Peer Assessment of two ‘Super Sarnies’

Your teacher will provide you with this as a A4 worksheet during your ‘super sarnie’

Take a few minutes to reflect: Does your ‘super sarnie’ meet the initial Design Brief and Design specification? Use the table to help assess how successful you were completing your ‘super sarnie’ practical.

Your sandwich:

Specification points Comments Marks out of 5

What ingredients are healthy?

What are the main flavours in your sandwich?

What is interesting about your sandwich

Is your sandwich attractive?

What garnish did you use?

How was the sandwich prepared hygienically?

Specification points

What ingredients are healthy?

What are the main flavours in the sandwich?

What is interesting about your sandwich?

Is your sandwich attractive?

What garnish did you use?

How was the sandwich prepared hygienically?

Your peer’s sandwich:

7.10

Fruit name: Sketch– cross section Cost Appearance Taste Texture

Fruit name: Sketch—cross section Cost Appearance Taste Texture

7.11

Fruit name: Sketch- cross section Cost Appearance Taste Texture

Fruit name: Sketch- cross section Cost Appearance Taste Texture

7.12

An Introduction to Flow charts in Food Technology.

A flow chart is a simple way of drawing a plan. It shows you where to start and what to do next. A flowchart is easier to follow if you use the following symbols for different parts.

Name Symbol What it shows. Terminator Beginning or end of plan Process What needs to be done.

Here is a list of operations involved in making beans on toast.. (They are not in the correct order) Wash and clean equipment Heat and stir beans Collect ingredients Put toast on a plate Wash and dry hands Put bread under grill Remove toast from the grill Check and turn toast Eat and Enjoy Pour beans into a pan Check and serve beans Spread margarine on toast, Using the symbols and the listed operations create a flow chart for beans on toast in your exercise book.

7.13

Measuring and weighing.

An essential skill that you need to know when carrying out a food practical is how to read measurements on a recipe and then how to accurately measure ingredients. You should use metric measurements (grams, kilos, millilitres and litres) but you might be used to using imperial measure-ments at home (ounces, pounds, fluid ounces and pints)

25 grams = 1 ounce

400 grams = 1 pound

1 kilogram = 1/4 pint and 5 fluid ounces

50 millilitres = 1/2 pint and 5 fluid ounces

300 millilitres = 1/2 pint and 10 fluid ounces

1 litre = 1 pint and 12 fluid ounces

The table below is a metric to imperial measurement con-version table.

In your exercise book, record findings of items weighed/measured in a table as shown below.

Item Weight/Measurement

7.14

What did I learn from this module?What did I learn from this module?What did I learn from this module?What did I learn from this module? 1.1.1.1. 2.2.2.2. 3.3.3.3.

New Skills

What new

ingredients

did I use?

Equipment I

have used.

In your exercise book copy out the above headings, mind map at In your exercise book copy out the above headings, mind map at In your exercise book copy out the above headings, mind map at In your exercise book copy out the above headings, mind map at least 5 answers for each heading.least 5 answers for each heading.least 5 answers for each heading.least 5 answers for each heading.

7.15

What 3 targets would you like to set yourself for your next module of food What 3 targets would you like to set yourself for your next module of food What 3 targets would you like to set yourself for your next module of food What 3 targets would you like to set yourself for your next module of food technology? Write in full sentences.technology? Write in full sentences.technology? Write in full sentences.technology? Write in full sentences.

Target 1 Target 2. Target 3

7.16

Please do not write in this book, use the

exercise book provided by your teacher.

Property of: Toothill School The Banks Bingham NG4 4PL

7.17

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7.19