OCR Design and Technology for GCSE: Food Technology

307 Pages·2009·14.222 MB·English

by  Barbara Dinicoli, Meryl Simpson, Val Fehners

BARBARA DINICOLI
MERYL SIMPSON
VAL FEHNERS
EDITOR: BOB WHITE
Orders:pleasecontactBookpointLtd,130MiltonPark,Abingdon,Oxon
OX144SB.Telephone:[phone].Fax:[phone].
Linesareopenfrom9.00amto5.00pm,MondaytoSaturday,witha24-
hourmessage-answeringservice.Youcanalsoorderthroughourwebsite
www.hoddereducation.co.uk
Ifyouhaveanycommentstomakeaboutthis,oranyofourothertitles,
[email protected]
BritishLibraryCataloguinginPublicationData
AcataloguerecordforthistitleisavailablefromtheBritishLibrary
ISBN:9780340981979
FirstEditionPublished2009
Impressionnumber 10 9 8 7 6 5 4 3 2
Year 2012 2011 2010 2009
Copyright©2009BarbaraDiNicoli,MerylSimpsonandValFehners
Allrightsreserved.Nopartofthispublicationmaybereproducedor
transmittedinanyformorbyanymeans,electronicormechanical,
includingphotocopy,recording,oranyinformationstorageandretrieval
system,withoutpermissioninwritingfromthepublisherorunderlicence
fromtheCopyrightLicensingAgencyLimited.Furtherdetailsofsuch
licences(forreprographicreproduction)maybeobtainedfromtheCopyright
LicensingAgencyLimited,ofSaffronHouse,6-10KirbyStreet,London
EC1N8TS.
HachetteUK’spolicyistousepapersthatarenatural,renewableand
recyclableproductsandmadefromwoodgrowninsustainableforests.
Theloggingandmanufacturingprocessesareexpectedtoconformtothe
environmentalregulationsofthecountryoforigin.
Coverphoto©Thinkstock/Corbis
TypesetbyFakenhamPhotosettingLtd,Fakenham,Norfolk
PrintedinItalyforHodderEducation,anHachetteUKCompany,338Euston
Road,LondonNW13BH
CONTENTS
CHAPTER 1 DESIGN PROCESS 1
1.1 Developingandwritingadesignbrief 1
1.2 Drawingupadesignspecification 5
1.3 Generating,recordingandmodellingideas 7
1.4 Productdevelopment 15
1.5 Productplanning 18
1.6 Criticalevaluationskills 22
CHAPTER 2 DIET AND NUTRITION 24
2.1 Protein 25
2.2 Fatsandoils 27
2.3 Carbohydrates 30
2.4 Vitamins 34
2.5 Minerals 37
2.6 Water 39
2.7 Diet 41
2.8 Modifyingrecipes 47
2.9 Foodchoice 50
2.10 Specialdietaryneeds 65
CHAPTER 3 NUTRIENTS FOUND IN AND STRUCTURE OF A
COMMON RANGE OF FOODS 75
3.1 Cereals 75
3.2 Fruit 79
3.3 Vegetables 80
3.4 Meat 82
3.5 Fish 85
3.6 Milk 86
3.7 Cheese 91
3.8 Eggs 92
3.9 Fatsandoils 93
3.10 Alternativeproteinfoods 96
CHAPTER 4 FUNCTION OF INGREDIENTS 98
4.1 Functionofingredients 98
4.2 Raisingagents 103
4.3 Useofadditives 104
4.4 Foodcomponents 111
CHAPTER 5 PROCESSES AND SKILLS 114
5.1 Heattransference 114
5.2 Effectsofheatondifferentfoods 123
5.3 Bakedproducts 128
5.4 Saucemakingforsweetandsavouryproducts 133
5.5 Fruitandvegetablepreparation 135
5.6 Preparationofmeat 136
5.7 Preparationoffish 137
5.8 Preparationofalternativeproteinfoods 138
5.9 Finishingtechniques 139
CHAPTER 6 USING TOOLS AND EQUIPMENT 144
6.1 Equipment 144
6.2 Foodpreparation 146
CHAPTER 7 PRESERVATION AND EXTENDING SHELF LIFE 151
7.1 Deteriorationoffood–foodspoilage 151
7.2 Storageoffood 155
7.3 Preservation 157
7.4 Packagingfood 165
CHAPTER 8 HEALTH AND SAFETY 170
8.1 Usingtoolsandequipmentsafelyandeffectively 170
8.2 Theimportanceofsafeandhygienicpracticesinthe
preparing,cooking,transportationandstorageoffood 172
8.3 Whatisriskassessment? 176
8.4 EnvironmentalHealthOfficers 191
CHAPTER 9 INDUSTRIAL PRODUCTION 192
9.1 ComputerAidedDesign(CAD) 192
9.2 ComputerAidedManufacture(CAM) 193
9.3 Commercialproductionmethods 196
9.4 Qualityassurance 198
9.5 Qualitycontrol 198
9.6 Nano-technology 199
CHAPTER 10 PRODUCT ANALYSIS 204
10.1 Determinethesuitabilityofaproductforanintendedmarket 204
10.2 Understandthechoiceofingredientsandcomponentsinarange
ofproducts 205
10.3 Understandtheprocessesusedtomaketheproduct 207
10.4 Evaluatecommerciallymanufacturedfoodproductsagainst
moral,cultural,environmentalandsustainabilityissues 207
CHAPTER 11 SUSTAINABLE DESIGN 210
11.1 Recycle 210
11.2 Reuse 212
11.3 Reduce 214
11.4 Refuse 217
11.5 Rethink 219
11.6 Repair 222
CHAPTER 12 CONTROLLED ASSESSMENT UNIT A521 –
INTRODUCTION TO DESIGNING AND MAKING 223
12.1 GCSEcontrolledassessment 223
12.2 ControlledassessmentunitA521–introductiontodesigning
andmaking 225
CHAPTER 13 UNIT A522 – SUSTAINABLE DESIGN 239
13.1 Introductiontosustainabledesign 239
13.2 The6Rs 241
13.3 Productanalysisandthedesignofproducts 249
13.4 Summary 257
CHAPTER 14 CONTROLLED ASSESSMENT UNIT A523 –
MAKING QUALITY PRODUCTS 259
CHAPTER 15 UNIT A524 – TECHNICAL ASPECTS OF DESIGNING
AND MAKING 273
This page intentionally left blank
ACKNOWLEDGEMENTS
The authors would like to thank the following: Queen’s Printer for Scotland; Figure 2.19
Nisbets Next Day Catering Equipment; GCSE Maximilian Stock Ltd/Photolibrary Group;
students at the Dronfield Henry Fanshawe Figure 2.21 © Majoros Laszlo/
school; Abel and Co for the organic vegetable iStockphoto.com; Figure 2.22
box; Robert Latimer of Latimer’s Shellfish www.purestockX.com; Figure 2.27 © Claudia
delicatessen, Whiburn; St Mary’s RC High Dewald/iStockphoto.com; Figure 2.32
School Technology Department, Chesterfield; ©Stockbyte/Photolibrary.com; Figure 2.33 ©
Alice Brashaw and Marc Boardman of St iofoto/iStockphoto.com; Figure 2.34 Digital
Mary’s High School, Chesterfiled; Sheff’s Vision; Figure 2.37 Food Collection; Figure
Special; The Simpson family for photographs; 2.38 © Tomas Bercic/iStockphoto.com; Figure
Brian Simpson for his support and patience; 2.42 © The Fairtrade Foundation; Figure 2.43
Katherine Swords for help with photography; printed with kind permission of Traidcraft;
Samantha Johnson, Rebecca Jagger, Lauar Figure 2.44 printed with kind permission of
Kelly, Nicole Radley, Emma-Jane Heaton, Traidcraft; Figure 2.45 © The Soil Association;
David Mitchell, Sarah Bierton and Natalie Figure 2.47 © Ferran Traite/iStockphoto.com;
Bradwell for providing examples of their Figure 2.49 © Carme Balcells/
work; Judith Price and Stuart Thompson at iStockphoto.com; Figure 2.50 © László
the Technology Department of Dronfield Rákoskerti/iStockphoto.com; Figure 2.51
Henry Fanshawe school; Paul DiNicoli for his Courtesy of Coeliac UK; Figure 2.52 © diego
support and Philippa DiNicoli for her help with cervo/iStockphoto.com; Figure 2.53 © Tova
ICT work. Teitelbaum/iStockphoto.com; Figure 2.55 ©
Joe Biafore/iStockphoto.com; Figure 2.57 ©
The authors and publishers would like to
Mikhail Kokhanchikov/iStockphoto.com;
thank the following for use of photographs
Figure 2.59 © Tom Marvin/iStockphoto.com;
and illustrations in this volume:
Figure 3.5 © MP – Fotolia.com; Figure 3.9 ©
Figure 1.1 © Ekaterina Jack Puccio/iStockphoto.com; photos in Table
Monakhova/iStockphoto.com; Figure 1.7 © 3.3 (from left to right) © Claudia
Gregor Lajh/iStockphoto.co; Figure 2.2 © Hung/iStockphoto.com, © purplevine –
digitalskillet/iStockphoto.com; Figure 2.13 Fotolia.com, © muddy – Fotolia.com; Figure
originally published in Delia Clarke and Betty 3.15 © Igor Dutina/iStockphoto.com; Figure
Herbert; Food Facts (Nelson Thornes; 1986) 4.2 © JMD – Fotolia.com; Figure 4.3a ©
and reproduced by kind permission of the Jovan Nikolic/iStockphoto.com; Figure 4.3b
author; Figure 2.15 © Phil Date/ Ingram; photos in Table 5.1 (from left to right)
iStockphoto.com; Figure 2.16 © Crown © Kelpfish – Fotolia.com, Ingram, © Steve
copyright material is reproduced with the Lovegrove – Fotolia.com; Figure 5.1 ©
permission of the Controller of HMSO and Studioshots/Alamy, Figure 5.4 © Jason
viii
OCRDESIGN&TECHNOLOGYFORGCSE:FOODTECHNOLOGY
Lugo/iStockphoto.com; photos in Table 5.3 all Rafa Irusta/iStockphoto.com, © Kelly
Panasonic UK; photos in Table 5.6 (from left Cline/iStockphoto.com, © Kelly
to right) © William Berry – Fotolia.com, © Cline/iStockphoto.com, © Rob Bouwman –
Elena Elisseeva – Fotolia.com, © Robert Fotolia.com, © Kelly Cline/iStockphoto.com;
Linton/iStockphoto.com; Figure 5.8 Figure 8.3 © gerenme/iStockphoto.com;
www.purestockX.com; Figure 5.9 © Monkey Figure 8.6 www.purestockx.com; Figure 8.9
Business – Fotolia.com; Figure 5.11 © Julián © Peter Scholey /Alamy; 8.10 © Dr. Heinz
Rovagnati – Fotolia.com; Figure 5.13 © Lee Linke/iStockphoto.com; 8.11 © Jonathan
Pettet/iStockphoto.com; Figure 5.14 © Alexey Heger/iStockphoto.com; 8.12 ©
Stiop/iStockphoto.com; Figure 5.145 © Kronick/iStockphoto.com; 8.13 ©
petforsberg/Alamy; Figure 5.16 © Igor Dutina webphotographeer/iStockphoto.com; photo in
– Fotolia.com; Figure 5.18 (from left to right) Table 8.7 © Colin Underhill /Alamy; Figure
© Olivier Blondeau/iStockphoto.com, © Yanik 8.15 © David J. Green /Alamy; Figure 8.16 ©
Chauvin/iStockphoto.com, © Jill Shaun Finch – Coyote-Photography.co.uk/
Chen/iStockphoto.com, © Marcus Alamy; Figure 9.3 © Dr. Heinz
Clackson/iStockphoto.com, © Elena Elisseeva Linke/iStockphoto.com; Figure 9.5 © Dr.
–Fotolia.com, © ALEAIMAGE/ Heinz Linke/iStockphoto.com; 9.6 © Steven
iStockphoto.com, © Monkey Business – Miric/iStockphoto.com; 9.7 © Dr. Heinz Linke
Fotolia.com; Figure 5.20 reproduced by kind /iStockphoto.com; 9.8 Ingram; 9.9 © Bulent
permission of OCR; tablespoon in Figure 6.1 Ince/iStockphoto.com; Figure 10. 4©
© Irochka – Fotolia.com; vegetable knife in mediablitzimages (UK) Limited/Alamy; 10.05
Figure 6.2 © KVaSS – Fotolia.com; rotary © dieter Spears/iStockphoto.com; Figure 11.1
grater in Figure 6.2 © Aleksandr Ugorenkov – Digital Vision/Photolibrary Group; Figure 11.2
Fotolia.com; rotary whisk in Figure 6.3 © © Ieva Geneviciene – Fotolia.com; Figure
Agatha Brown – Fotolia.com; blender on page 11.4 © Jill Chen/iStockphoto.com; Figure 11.5
150 © Alexandra Draghici/iStockphoto.com; © Mark Evans/iStockphoto.com; Figure 13.3
food processor on page 150 © Natalia © Olivier Blondeau/ iStockphoto.com; Figure
Bratslavsky/iStockphoto.com; bacteria in 13.6 Ingram; Figure 13.8 © Gary Unwin –
Figure 7.1 © Henrik Jonsson/ Fotolia.com; Figure 13.10 © Dawn Hudson –
iStockphoto.com; moulds in Figure 7.1 © Fotolia.com; Figure 13.11 © Fairtrade
Mike Wiggins/iStockphoto.com; Figure 7.2 © Foundation; Figure 13.12 printed with kind
Darko Radanovic/iStockphoto.com; Figure 7.3 permission of Traidcraft; Figure 15.1 ©
© Stuart Pitkin/iStockphoto.com; Figure 7.4 © vm/iStockphoto.com
Chris Dascher/iStockphoto.com; Figure 7.5 ©
All other photos in this volume taken by the
Sebastian Kaulitzki/iStockphoto.com; Figure
authors.
7.7 www.purestockX.com; Figure 7.8 Ingram;
Figure 7.9a © Tomasz Trojanowski – Illustrations by Art Construction.
Fotolia.com; Figure 7. 9b © Kelly
Cline/iStockphoto.com; Figure 7.13 © Dušan Every effort has been made to trace and
Zidar/iStockphoto.com; Figure 7.14a © acknowledge ownership of copyright. The
Ernesto Solla Domínguez/iStockphoto.com; publishers will be happy to make
Figure 7.15 © Vallentin Vassileff/ arrangements with any copyright owners that
iStockphoto.com; Figure 7.16 © broker – it has not been possible to contact.
Fotolia.com; photos in Table 7.5 (from top) ©
HOW TO GET THE MOST
OUT OF THIS BOOK
Welcome to OCR Design and Technology for GCSE Food Technology
(specification numbers J302 and J042).
The book has been designed to support you throughout your GCSE course. It
provides clear and precise guidance for each of the four units that make up the
full course qualification, along with detailed information about the subject
content of the course. It will be an extremely effective resource in helping you
prepare for both controlled assessment and examined units.
The book has been written and developed by a team of writers who have
considerable specialist knowledge of the subject area and are all very
experienced teachers.
The book:
• is student focused. The aim of the book is to help you achieve the best
possible results from your study of GCSE Food Technology
• gives clear guidance of exactly what is expected of you in both controlled
assessment and examined units
• contains examiner tips and guidance to help improve your performance in
both Controlled Assessment and examined units
• provides detailed information relating to the subject content and designing
• is designed to help you locate information quickly
• is focused on the OCR specification for GCSE Food Technology
• has relevance and value to other GCSE Food Technology courses.
The book outlines the knowledge, skills and you when undertaking both controlled
understanding required to be successful assessment and examined units.
within GCSE Food Technology. It is designed
Chapters 1–11 form the ‘body of knowledge’.
to give you a ‘body of knowledge’ which can
Chapters 12–15 give specific guidance about
be used to develop your own knowledge and
each of the units that make up the GCSE
understanding during the course and support
course.