Using Your Senses

1. Using Your Senses http://bit.ly/1hFMUpd

2. “How we experience food is a multisensory experience involving taste, feel of the food in our mouths, aroma, and the feasting of our eyes”Professor Charles Spence, Oxford University

3. The senses – the basics • Sight, smell, hearing, taste and touch • Flavour (taste and aroma/odour), appearance and texture • Taste: sweet, sour, bitter, salt and umami • Taste/odour associated with a food, e.g. meaty, garlicky • Intensity of taste, aroma and texture • Sensory vocabulary development.

4. Taste receptors Heston … Kitchen chemistry http://www.rsc.org/Education/Teachers/Resources/kitchenchemistry/00_video.htm V4 – What is flavour? V5 – Flavour, taste and aroma V6 – The taste of food

5. Taste receptors The classical "taste map" is an over simplification. Sensitivity to all tastes is distributed across the whole tongue (and indeed other regions of the mouth where there are taste buds), but some areas are more responsive to certain tastes than others. Our tongues are covered with taste buds, which are designed to sense chemicals in the mouth. Most taste buds are located in the top outer edges of the tongue, but there are also receptors at the back of the tongue as well as on the walls of the mouth and at the back of the throat. As we chew food, molecules mix with saliva, enter taste pores and interact with gustatory hairs, also known as taste receptors. This triggers nerve impulses that are transmitted to the brain.

6. Taste receptors Human tongues are covered with 2,000 to 10,000 taste buds, and each bud contains between 50 and 100 taste receptor cells. Taste buds are activated very quickly; a salty or sweet taste that touches a taste bud for even one tenth of a second will trigger a neural impulse. On average, taste buds live for about 5 days, after which new taste buds are created to replace them. As we get older, the rate of creation decreases making us less sensitive to taste.

7. Taste receptors The area of the sensory cortex that responds to taste is in a very similar location to the area that responds to smell, a fact that helps explain why the sense of smell also contributes to our experience of the things we eat. 

8. The olfactory system The olfactory system is the sensory system used for olfaction, or the sense of smell.

9. The olfactory system • As we breathe in air through our nostrils, we inhale airborne chemical molecules, which are detected by the 10 million to 20 million receptor cells embedded in the olfactory membrane of the upper nasal passage. • The olfactory receptor cells are topped with tentacle-like protrusions that contain receptor proteins. • When an odour receptor is stimulated, the membrane sends neural messages up the olfactory nerve to the brain

10. The olfactory system http://catalog.flatworldknowledge.com/bookhub/127?e=stangor-ch04_s04

11. Umami • Umami is a savoury taste, often known as the fifth taste. It is a subtle taste and blends well with other tastes. Most people do not recognise the taste unless attention is especially drawn towards it. • After eating Cheddar cheese or tomatoes, there may be a ‘savoury’ taste lingering - this is umami. • Have you tasted umami?

12. Umami and Japan • Umami was discovered by Dr Kikunae Ikeda, from Tokyo Imperial University, Japan, in 1908. He undertook research into Dashi, a traditional Japanese stock made from kombu (kelp). Japanese miso soup Clear Japanese soup with shrimp Nishime

14. Umami These are foods which all have an umami taste: • Tomatoes • Cured pork, e.g. ham, sausage, bacon • Cheddar cheese • Parmesan cheese • Meat, e.g. beef • Anchovies • Yeast or beef extract.

15. Activities – Taste and flavour Hold your nose! When eating food the odour combines with the taste to give flavour. The texture, or mouthfeel, of a food may also help us recognise what it is. An experiment to test the difference between taste and flavour involves eating a pear. Alternatively, you could use cooked bacon, cheese or cooked sausage. • Wash the pear and cut into bite sized pieces • Give each student two pieces of pear

16. Activities – Taste and flavour Hold your nose! • Ask the students to hold their noses tightly, close their eyes and eat the piece of food. Ask them if they can tell what the item is? • Ask the students to release their noses and then continue to chew? Can they now tell what the item is? • Repeat with the second sample.

17. Activities – Taste and flavour Blue jelly! Size, shape, and colour all play an important part in helping to determine the first reaction to a food. Colour in particular gives us an indication of what flavour a food might be, e.g. a red jelly is most likely to be strawberry flavour. Test your students’ sense of flavour through eating blue jelly.

18. Activities – Taste and flavour Blue jelly! • Prepare a jelly using a 12g individual sachet, or four leaves of gelatine, and one pint (570ml) of water. Vegetarian jelly can also be used successfully. Add a few drops of blue liquid food colouring • Divide the jelly mixture into five jugs and add a few drops of a different liquid flavouring, ideally colourless, into each jug • Pour a small amount of jelly into sample pots or plastic cups and leave to set • Once set, ask your students to identify the flavour of the jelly.

19. Activities – Taste and flavour Taste sensations We can detect five basic tastes. Provide a variety of ingredients for your students to try and see if they can identify each basic taste: • Bitter - tonic water • Salty - table salt • Sour - sliced lime • Sweet - caster sugar • Umami - Parmesan cheese, umami paste mixed with low-fat mayonnaise, yeast extract on toast, cooked sausages

20. Activities – Odour There are a number of easy experiments through which the students learn about the sense of smell (olfaction) and how the olfactory system works. The experiments require the students to be blindfolded, keep in mind that some people do not like to be blindfolded so they could close their eyes tightly instead.

21. Activities – Odour Memories We can recognise a variety of smells, or odours. Some smells can stir up memories. To demonstrate the sense of smell, collect several items that have distinctive smells such as: peppermint, chocolate, coffee, garlic, saw dust, lemon zest, orange peel, onion, rose flowers and place them in separate containers.

22. Activities – Odour Memories Task the students to work in pairs and see if they can: • Identify the item by smell • Describe the odour, e.g. strong, pleasant, neutral, bland or unpleasant • Describe any memories associated with the smells.

23. Activities – Odour Smell detective – how many odours can you smell? • Collect a range of natural food flavourings such as raspberry, caramel, custard, strawberry, rhubarb, coconut, rose, violet, cherry, banana, lemon, orange. • Place a couple of drops of the flavouring in about 20ml of water, task a student to smell the mixture and ask them to identify the flavouring.

24. Activities – Odour Smell detective – how many odours can you smell? • Then add one more flavour – can the student correctly identify the additional flavouring by the aroma? What if you mix three, four or more smells together?

25. Activities – Odour Smell cards • A bit like ‘scratch and sniff’ cards. • Collect a number of dried herbs and spices that have a strong smell and glue them to pieces of card. • These cards could be used for memory or matching type games or as a starter at the beginning of a lesson to identify the flavourings to be used in a recipe.

26. Sensory evaluation tests Students should be taught how to set up tasting panels for preference testing. There are a number of resources available on the Meat and Education website to support this including templates for preference and discrimination tests - http://bit.ly/1PwHRSm

27. Sensory evaluation tests Different tests are used in sensory analysis to obtain different kinds of information. These include: • Ranking – order of preference • Rating - samples scored on a scale • Paired comparison (preference) – which product is preferred and why?

28. Sensory evaluation tests Different tests are used in sensory analysis to obtain different kinds of information. These include: • Paired comparison (discrimination) – attributes are compared • Triangle – which is the odd one out? • Duo trio – which sample is the same as the control? • Product profile – intensity of sensory attributes recorded, e.g. spiciness, shortness.

29. Sensory evaluation in the food industry Sensory evaluation is used at several stages during product development and production to: • Evaluate a range of existing food products • Analyse a test kitchen sample for improvements • Gauge consumer response to a product • Check that a final product meets its original specification • Detect differences between products from different runs or batches • Monitor quality control by checking regular samples against specification.

30. Setting up a tasting area Everyone has different perceptions of tastes, so the tasters should understand that no-one has the ‘right’ answer. During a tasting session, the tasters should not talk or share ideas, or look at the expressions on the faces of the other tasters. In industry, tasting booths are used to prevent this from happening.

31. Setting up a tasting area In order to obtain reliable results, the tests are set up in a controlled way to ensure fair testing. This could include: • A quiet environment controlled by lighting and temperature • An atmosphere free from smells • Individual booths to reduce influence from other testers (you could ask your DT technician to make a tasting booth for you) • Food samples presented on or in identical sized and shaped plain containers

32. Setting up a tasting area • All samples served in the same way, at the same temperature (appropriate to the food) • Allowing each taster to sip water or eat a plain biscuit in between each tasting to clear the palate • A small number of samples presented at one time, otherwise their taste buds get tired

33. Setting up a tasting area • Coding the samples of food randomly to avoid the tasters having a preference – e.g. use three random numbers or letters, such as 327 or DTH. Avoid using single numbers such as 1,2,3 as these numbers can imply that the food has an order already • Clear instructions to the taster • Straight forward response sheets to record the results – make sure the tasters understand them.

34. Sensory activities using red meat Using sensory evaluation to modify and/or improve a dish Challenge the students to plan, prepare and make a red meat dish and to complete a sensory evaluation to identify the preferred type and level of seasoning, e.g. the students could make small quantities of Chilli con carne using fresh chilli, chilli powder and chilli flakes in varying amounts.

35. Sensory activities using red meat Using sensory evaluation to modify and/or improve a dish Students could  also reduce the fat content or increase the fibre of a meat dish and then carry out a sensory evaluation. Have the modifications changed the taste, texture, smell or appearance of the dish?

36. Sensory activities using red meat Talking about texture Sensory descriptors are used to describe the appearance, colour, taste and texture of food. • Identify words that could be used to describe the texture or mouth feel of red meat. • Divide the class into small groups or pairs and allocate a red meat recipe to each. Ask the students torecord the appearance, odour and texture (stress the importance of hygiene) before and after cooking.

37. Sensory activities using red meat Talking about texture. • Discuss the reasons why these change after cooking and how they can enhance and/or change the sensory qualities of the meat.

38. Sensory activities using red meat Leaving meat to ‘rest’ It is important to leave a steak or joint of meat to rest for a few minutes once cooked. This allows the juices, which have been driven to the centre of the meat during cooking, to be redistributed throughout the meat and be reabsorbed. As a result, the meat will lose less juice when it is cut and will be far more tender and juicy to eat.

39. Sensory activities using red meat Leaving meat to ‘rest’ To test the optimum time to leave meat to rest for the best flavour and texture: • Cut a piece of steak into four pieces • Griddle the steak over a medium heat for four minutes on each side • Place the meat on four separate clean plates • Slice one piece in half immediately and take a photograph. Then taste and evaluate using a ranking chart.

40. Sensory activities using red meat Leaving meat to ‘rest’ • Slice the remaining pieces of steak in half after two, three and four minutes. Take a photograph each time and taste. • Compare the amount of meat juice on the plate and complete a ranking test each time.

41. Sensory activities using red meat Cutting meat against the grain If you cut the meat along the length of the fibres, you increase the toughness. If you cut the meat against the grain - across those fibres - you shorten them, which makes the meat more tender. This applies to both raw and cooked meats.

42. Sensory activities using red meat Cutting meat against the grain To test how cutting meat against the grain can affect the tenderness: • Cut a piece of steak against the grain and another with the grain • Fry the pieces of steak separately in a small amount of spray oil • Taste and compare. This could be done as a paired comparison test (discrimination) or a triangle test if three steaks are used.

43. Further Meat and Education resources 50 Minute lesson packs • Red meat recipe suitable for a 50/60 minute lesson • Teacher’s notes • Two activities • Excel recipe costing spreadsheet. GCSE • Resources to support GCSE teaching and learning . www.meatandeducation.com

44. For more information on red meat, cooking, healthy eating and plenty of recipe ideas, go to: www.meatandeducation.com