Lab Experiment: Mixing White Sauce discussion the lab report is attached with the results and the discussion question and results.and there is a lab report
Lab Experiment: Mixing White Sauce discussion the lab report is attached with the results and the discussion question and results.and there is a lab report sample.Only experiment C is required and my part.Thank you Group Members Names
Topic: Sensory Evaluation
Lab Experiment C: Dairy and Non-Dairy Frozen Desserts
Introduction:
Sensory evaluation of food is a test method used by the food industry to evaluate food quality,
compare the company products with competitors, evaluate the acceptability of new products or
verify that reformulated products are as acceptable as the previous formulas. On sensory
analysis, people evaluate food based on their senses and personal preference (Brown, 2019).
Frozen desserts have traditionally being dairy or water based but recently more plant based, nondairy frozen desserts have become more and more popular with big names on the frozen dessert
arena creating non-dairy frozen desserts which taste is well liked by consumers.
Objectives: To determine the difference between dairy and non-dairy frozen desserts and see
which type of frozen dessert is the best.
Materials:
5 spoons for serving
16 x 5 Dixie cups
1 qt. vanilla reduced fat ice cream
1 qt. French vanilla premium ice cream
1 qt. no sugar added vanilla ice cream
1 qt. soy milk ice cream
1 qt. vanilla non-dairy (almond) ice cream
Methods:
We made a list of the ingredients that were available for our sensory test based on dairy
and non-dairy frozen desserts. The list of ingredients was displayed so that the students were
able to see what desserts that they tasted. Each member of our kitchen tasted each frozen dessert
that we had so that we were familiar with how each one tasted before we tested the other students
from other kitchens. We prepared the samples by spooning each of the frozen desserts in
separate Dixie cups and organized them in our freezer based on their type. As each student came
to test the different types of frozen desserts, one of us recorded the data from each participant
and another person gave the participants the prepared samples, which were placed in our
kitchens freezer in order to prevent the desserts from melting. Once all tests were finished, we
put away the frozen desserts and cleaned our kitchen.
Results/Calculations:
Table 1. Summary of the evaluation of dairy and non-dairy ice cream*
Product
Reduced fat vanilla
ice cream
Premium French
Vanilla ice cream
Flavor
Mouthfeel
Temperature
(perceived by
the tongue)
Sweet,
Creamy,
Cold
vanilla, milky thick
Sweet,
Heavy,
Cold
French
creamy
vanilla,
vanilla
Non-dairy (almond) Nutty,
Watery ,
Cold
vanilla ice cream
almond,
thick, light
walnut
No sugar added
Vanilla
Very thick,
Cold
vanilla ice cream
(unsweet)
thick
Soy milk vanilla ice Sweet
Grainy,
Cold
cream
(not vanilla
creamy, light
tasting),
dough,
vanilla
*This table includes results from our kitchen and 5 taste testers
Preference
(1 lowest-5
highest) +
SD
3.8 + 1.5
3-digit
code
051
4.8 + 0.4
478
3.2 + 1.2
269
3.0 + 1.1
927
2.5 + 1.5
024
Discussion:
According to our results, vanilla reduced fat ice cream, premium French vanilla ice
creams were the most preferred, and subjects claimed they were the sweetest. While on the other
hand, the non-dairy soy ice cream was the least preferred. We think many people such as our
group preferred the vanilla reduced fat ice cream just because it was so sweet and creamy. We
were expecting the reduced fat ice cream to be plain and the least sweet but it was the opposite. It
was interesting to research how reduced fat actually means more sugar added to products.
According to the study done by Sugarstacks (2014) reduced fat does not necessarily mean less
sugar than regular fat foods since low fat foods usually have more added sugars to account for
the lack of fat. On this study, the original version of Oreos cookies had less sugar than the
reduced fat version. Another article from WebMD (2016) mentions that fat free can be tasteless,
which is why food companies add flour, sugar, salt, and thickeners, which results in added
calories. As fat is being removed from food products, additives like cornstarch, refined
carbohydrates and sugar are added to make up for flavor and mouthfeel (Zaladonis, 2015).
No sugar added, almond-based and soy-based ice creams were the least preferred perhaps
because tasters perceived an unexpected after taste (almond-like or soy-like) or because the ice
cream was not as sweet as expected. In conclusion, reduced fat and reduced sugars do not
necessarily mean healthier since much of these foods are heavily refined.
Questions:
1.
Compare the flavors of the dairy and non-dairy frozen desserts.
The dairy based ice cream was preferred over the non-dairy one. The dairy ice cream had a
smoother more satisfying mouth feel and taste than the ice cream made with non-dairy milk. The
non-dairy ice creams, which were made of soy and almond milk, did not have as much of a rich
taste as the dairy-based ones and the soy and almond flavors were there. Also the texture of nondairy ice creams had a light watery feel that was not as satisfying on the taste buds as the ice
creams made of milk.
2.
What role does fat content play in dairy and non-dairy frozen desserts? Discuss effect on
flavor, texture/mouth-feel, weight, and consistency
Taste and flavor of food affects peoples preference in what they desire to eat. Fat content in
frozen desserts gives a savory mouth feel that satisfies the taste sensors (Brown, 2017). The thick
mouth-feel given by fat brings out a smoother creamier flavor as it evenly spreads out on the
tongue (Brown, 2017). This explains why the vanilla premium ice cream had the highest rating
on the hedonic scale since it had the highest amount of fat.
References:
Brown, A. C. (2019). Understanding food: principles and preparation. Boston: Cengage
Learning.
Sugarstacks. (2014). How much sugar in reduced fat foods? Retrieved from
http://www.sugarstacks.com/lowfat.htm
WebMD. (2016). Low-fat diet: Why fat-free isn’t trouble-free. Retrieved from
https://www.webmd.com/diet/guide/low-fat-diet#1
Zaladonis, C. (2015). Why you shouldn’t buy reduced fat foods. Retrieved from
Why You Shouldn’t Buy Reduced Fat Foods
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LAB EXPERIMENT
6. Flours, Starches and Leavening Agents
Purpose(s):
The purpose of this laboratory is to determine the effect of varying treatments on the
physical and chemical properties of flour, starches and leavening agents.
Principle(s):
The gliadin and glutenin (protein) content differ in various flours.
Gluten which constitutes the structure of baked products is not formed until flour is
moistened and agitated.
Varying amounts of sugar, fat, water and manipulation affect speed and degree of
gluten development.
The coagulation of stretched gluten strands that results in the typical structure found
in light baked products is due to the effect of heat.
Flour types depend on grain and degree of milling.
Starch functions as a thickening and gelling agent.
Dextrin is formed when starch is acted upon by dry heat and/or acid, thus inhibiting
gel formation or decreasing the viscosity of the gel.
Starches from various botanical sources vary in the proportion of amylose and
amylopectin, and therefore, vary in their thickening and gelling properties.
The major leavening agents are air, steam, and carbon dioxide.
Carbon dioxide as a leavening agent may be generated under several conditions:
1) Neutralization of an acid by soda; 2) Decomposition of chemicals termed
carbonates; and 3) Fermentation of sugar by yeast or other bacteria.
Alimentary pastes are derived from hard durum wheat and have high gluten content.
1
Lab Experiment A: Gluten Development (in bold)
Objective(s):
To determine the amount of gluten formed from various flours and the effect of fat and
sugar on gluten development.
Material(s):
In your kitchen:
Hair nets
Cookie Sheet
100 ml Graduated Cylinder
Pam
Water
Dietetic scale
Label tape
On the food cart/fridge:
Cake Flour
Whole Wheat Flour
Rye Flour
Granulated Sugar
Oil
All-Purpose Flour
Recipe(s):
FLOUR
WATER
SUGAR
OIL
Gluten Ball 1
125 g all-purpose
59 ml
none
none
Gluten Ball 2
132 g whole wheat
59 ml
none
none
Gluten Ball 3
96 g cake flour
59 ml
none
none
Gluten Ball 4
80 g rye
59 ml
none
none
Gluten Ball 5
125 g all purpose
59 ml
50 g
none
Gluten Ball 6
125 g all purpose
59 ml
none
47 g
Procedure(s):
1. Prepare six gluten balls using the recipe above.
2. Add water to flour and mix stir and knead until tough, rubbery dough is formed.
3. Place each dough in a double layered hairnet. Wash the starch from the dough using a
steady (gentle) stream of water from the faucet. The water will be cloudy as the starch is
removed. Wash until water is clear. This procedure takes considerable time.
2
4. Bake the gluten balls in a cookie sheet. Preheat oven to 475?F and bake for 15 minutes.
Reduce the heat to 350?F and continue baking for 30 minutes.
5. Label each gluten ball and display.
6. Based on your groups observations complete the table on the results section. You will
explain the experiment and your results to the other groups. Everyone will observe your
samples, but no tasting is involved.
Result(s)
Table: Evaluation of Food Product
Complete the chart below:
GLUTEN BALL
COLOR
SHAPE
VOLUME
INTERNAL
STRUCTURE
1
2
3
4
5
6
Question(s)
1. What characteristics of the gluten balls are affected by the amount of gluten present?
2. What function does gluten serve in baked products?
3
Lab Experiment B: Starch Paste & Gels (in bold)
Objective(s):
To determine factors which affect thickness of starch pastes and gels.
Material(s):
On the food cart/fridge:
Corn starch
All-purpose flour
Lemon Juice
Granulated Sugar
Oil
Line Spread Chart (5x)
In your kitchen:
Water
5-Beakers
Beaker Tongs
Waxed Paper
Oven Mittens
Spoons
Thermometer (5x)
Label tape
Dietetic scale
Graduated cylinder 100 ml
Procedure(s):
CAUTION: Beakers will break if you dont let them cool down before washing or if you put them
on the bench top while still hot. To prevent beakers from braking, put a kitchen rag between the
beaker and any surface. Also wait to wash beakers until cold to the touch.
1. Label each beaker 1-5 as table 1 indicates. Then following the instructions below
combine the different ingredients mentioned in table 1.
Beakers 1 to 4: Place each starch and any dry ingredient in its own beaker.
Add first amount of water. Stir. Then add second amount of water and any
other liquid ingredient. Stir to suspend the starch or flour.
Beaker 5: Brown the all-purpose flour with oil in a heavy sauce pan. Then
follow same steps than those for the other beakers.
Table 1. Samples preparation
Beaker
FLOUR/STARCH
1st amount
of Water
2nd
amount
of
Water
Sugar
Lemon
Juice Oil
1
2 tbsp Cornstarch
60 ml
180 ml
none
non
e
X
2
2 tbsp Cornstarch
60 ml
180 ml
50 g
none
X
3
2 tbsp Cornstarch
x
160 ml
x
60
ml
X
4
2 tbsp All-purpose flour
60 ml
180 ml
none
non
e
X
4
5
2 tbsp All-purpose
Flour- BROWNED
60 ml
180 ml
x
none
1
tsp
2. Place the 5-line spread charts (5) on a smooth, flat surface. Then place a square of
waxed paper over the line spread chart.
3. On each beaker place a spoon to stir and a thermometer to check cooking temperature.
4.
5.
Put beakers on griddle surface and cook at a moderate heat, stirring slowly but
constantly until the pastes reach 203?F.
Lower heat and simmer for 5 minutes.
Immediately after removing from heat, pour exactly ¼ cup of hot paste onto the center
of a square of waxed paper which is placed over the line spread chart. or line spread
chart resting on a smooth, flat surface. Let the paste stand until cool.
Compare the areas covered by the flowing starch and count the circles inside the area.
Keep the spread charts with your samples for display.
6.
7.
8. Based on your groups observations complete the table on the results section. You will
explain the experiment and your results to the other groups. Everyone will observe
your samples, but no tasting is involved.
Result(s):
Table: Evaluation of Food Product
APPERANCE
Cold
Hot
# of squares or units traveled in
10 seconds
1. Corn Starch
2. Corn Starch +
Sugar
3. Corn starch + Acid
4. All-purpose flour
5. All-purpose
browned Flour
Question(s):
1. How did browning alter the thickening ability of flour? Why?
2. Why are there differences in the thickening power of the various products? Discuss
how starches thicken sauces and the process of gelatinization.
5
Lab Experiment C: White Sauce (in bold)
Objective(s):
To evaluate methods of mixing white sauces.
Material(s):
In your kitchen:
3-Saucepans
250 ml Graduated Cylinder
Wooden Spoon
Dietetic scale
On the food cart/fridge:
Milk
Margarine
All-purpose Flour
Recipe(s): Basic White Sauce
236 ml
14 g
24 g
Milk
Flour
Margarine
Procedure(s):
1. You will be making three variations of the white sauce. Measure ingredients listed above
2.
3.
4.
5.
6.
three times.
Treatment A: Melt margarine in saucepan. Add flour to melted margarine. Add milk to
flour-margarine mixture slowly, stirring constantly. Cook over low heat until thick, stirring
constantly.
Treatment B: Place milk in saucepan. Sprinkle flour into milk and mix. Cook over low
heat until thick, stirring constantly. Add fat.
Treatment C: Place flour in saucepan. Add small amount of liquid to flour to form a smooth
paste. Add margarine and remaining liquid. Cook over low heat until thick, stirring
constantly.
Label and display products.
Based on your groups observations complete the table on the results section. You will
explain the experiment and your results to the other groups. Everyone will observe and
taste your samples.
Question(s)
1. What is a roux?
2. How would you make and acceptable cheese sauce?
3. Name at least five foods that use white or cheese sauces in the basic formula.
6
Result(s)
Table: Evaluation of Food Product
Complete the chart below:
TREATMENT
APPEARANCE
FLAVOR
A. fat in
saucepan
B. milk in
saucepan
C. flour in
saucepan
7
MOUTHFEEL
ACCEPTABILITY
Lab Experiment D: Leavening Agents: Yeast, soda/acid (in bold)
Objective(s):
To determine the amount of carbon dioxide released from Rapid Rise and Active Dry
yeast.
PART 1: Yeast
Material(s):
On the food cart/fridge:
Rapid Rise Yeast
Active Dry Yeast
Sugar
Water
1-500 ml Beaker
50 ml Graduated Cylinder
100 ml Graduated Cylinder (4x)
1000 ml Beaker
250 ml Beakers (2x)
Thermometer (2x)
Dietetic scale
In your kitchen:
Recipe(s):
Sucrose Solution:
3 g sugar
500 ml Lukewarm Water
2 yeast Mixtures:
7 grams rapid rise yeast + 35 ml Lukewarm water
7 grams Active Dry Yeast + 35 ml Lukewarm water
Procedure(s):
1. Prepare a sucrose solution by placing sugar in a beaker and add 200 ml of lukewarm
water.
2. Add each type of yeast to 35 ml lukewarm water in separate containers stir well and
3.
4.
5.
6.
7.
8.
allow the yeast solutions to stand 5 to 10 minutes.
Place 15 ml sucrose solution into each of 4, 100ml graduated cylinders.
Add 10 ml of each yeast solutions to two separated 100ml graduated cylinders from step
3.
Add 25 ml of each yeast solution to the other 2, 100ml graduated cylinders from step 3.
Label and display samples.
Allow all samples to produce foam (indication of carbon dioxide production). On the
results table below record the volume of all samples after 3, 5, 10 and 30 minutes.
Based on your groups observations complete the table on the results section. You will
explain the experiment and your results to the other groups.
Result(s)
8
Table: Carbon dioxide production
Yeast
Amount of
gas after:
3 min
5 min
10 min
30 min
Rapid rise
(10 ml)
Active dry
(10 ml)
Rapid rise
(25 ml)
Active dry
(25 ml)
Question(s):
1. Compare activity of yeast in the rapid rise and active dry forms. Describe differences in
activity.
2. Explain how yeast produces a leavening agent.
PART 2: Baking soda and acid
Objective(s):
To determine the rate of release of carbon dioxide from baking soda and acid ingredients.
Material(s):
On the food cart/fridge:
Milk
Vinegar
Buttermilk
Baking Soda
All-purpose Flour
Sugar
In your kitchen:
Test Tube Brush
Large Funnel (4x)
5 Test Tubes
Test Tube holder
Calibrated Measuring Spoons
Cold water
Procedure(s):
1. Label five test tubes 1-5 with lab tape.
2. Add the ingredient listed on table below to separate test tube.
Test Tube
Ingredient
9
1
1 tbsp Cold Water
2
1 tbsp Vinegar
3
1 tbsp flour
4
1 tbsp sugar
5
1 tbsp Milk
3. Place test tubes into rack.
4. Add ¼ tsp of baking soda to the first test tube and mix gently.
5. Observe carefully and record the time lapse between addition of baking soda to each test
tube and FIRST observation of bubbles (carbon dioxide production) on chart in the
results section.
6. Based on your groups observations complete the table on the results section. You will
explain the experiment and your results to the other groups. Everyone will observe and
taste your samples.
Result(s)
Table: Evaluation of Food Product
Complete the chart below:
INGREDIENT
Time Lapse:
addition of baking soda to first gas
evolution
Total time for all gas
evolution
Cold Water
Vinegar
Allpurpose
Flour
Sugar
Milk
Question(s)
1. Why do recipes for baked products containing acid ingredients such as buttermilk,
molasses, and chocolate also contain soda?
2. Can soda be substituted in a recipe requiring baking powder?
10
avy. of 5
5
Result(s)
Table: Evaluation of Food Product
1-5
Complete the chart below:
MOUTHFEEL
ACCEPTABILITY
TREATMENT
APPEARANCE
FLAVOR
A. fat in
saucepan
5 51
4 4
List
creamy,
3 glossy
ugly
similar /
4 glossy & / Buttery
creamy / Lighter
B. milk in
saucepan
smooth
Bultery
Battery Creamy
starchy
thick
whipped
Plain
better
Creamy
waten
charty
milly
clumpy
old
rubbery
Chalky
5 33
2
C. flour in
saucepan
liquidy
2
4 V
3 2
Discussion – why different perception if all same ingredients?
redo
Result(s)
average of 5
Table: Evaluation of Food Product
Complete the chart below:
dislike-liler
1-5
ACCEPTABILITY
TREATMENT
APPEARANCE
FLAVOR
MOUTHFEEL
light
A. fat in3
creamy
saucepan
Smooth
B. milk in
Creery
saucepan
.
starchy creang
5544
gossy .
Butterf
hick
Ugly
whipped.
Plain
beter
Glussy
Buttery
5332
Creary
lighter workery
Similar
menky
liquidy milky
clumpy
41.32
Chunky
obd
Contage chees watery
Discogpoo – cohy different perception if all Same ingredients.
Araza
C. flour in
saucepan
rubbery
Chally
7
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