共查询到18条相似文献，搜索用时 550 毫秒
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本文对食品感官检验理论和实验课教学改革的重要性及其改革内容与具体实践进行了详细论述。重点总结并介绍了在食品感官检验实验教学改革中针对学生参与准备实验,增强动手能力和严格的基本操作训练,以及对实验课程考核方式的改革,提高学生综合素质和创新能力所进行的实践性尝试。 相似文献
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本文对食品感官检验理论和实验课教学改革的重要性及其改革内容与具体实践进行了详细论述。重点总结并介绍了在食品感官检验实验教学改革中针对学生参与准备实验,增强动手能力和严格的基本操作训练,以及对实验课程考核方式的改革,提高学生综合素质和创新能力所进行的实践性尝试。 相似文献
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食品感官分析课程是高职高专食品营养与检测专业必修的一门专业技能课程,文章主要阐述了这门课程在教学改革前后教学内容、教学模式、教学方法、考核方法、教学效果等方面的异同,总结了教学实施过程中的体会。 相似文献
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在食品感官检验实验教学中,通过精心选择实验内容,开设一些综合性、设计性实验,理论联系实际,激发学生的学习热情。同时结合科研课题,拓展学生知识面,使学生的创新能力与科研素质得到了全面培养和提高。 相似文献
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针对目前食品感官评定实验教学中的不足,本项目组转换教学模式,精心安排教学内容,采用多种教学手段和方法,激发学生对本课程学习的兴趣,培养其发现问题和解决实际问题的能力.通过开放式教学及与相关专业课程融合,广泛开展课外素质拓展,全面提高学生专业综合能力. 相似文献
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食品感官评价精品课程资源建设的实践研究 总被引：1，自引：0，他引：1
通过对“食品感官评价”精品课程资源建设的研究与实践,提出要从教学内容重构、课程体系整合、教学方法创新、考核方式改革、课程资源研发等几个关键环节优化精品课程资源建设,使该课程更贴近实际应用,更有助于培养、提高学生的学习、实践、应用等综合能力,以满足应用型人才培养定位的目标要求。 相似文献
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利用模糊评判方法对八宝糯米酒的感官质量进行了综合评定.结果表明,发酵醪与辅料的最佳配比为3号样,采用此方法得到的结果不仅客观性有所增加,而且能进一步区分两种或多种食品感官质量的差别,由此,食品感官质量的模糊评定是可行的、科学的. 相似文献
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Man vs. Machine: A Junior‐Level Laboratory Exercise Comparing Human and Instrumental Detection Limits 
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下载免费PDF全文 Ryan J. Elias Helene Hopfer Amanda N. Hofstaedter John E. Hayes 《Journal of Food Science Education》2017,16(3):72-76
The human nose is a very sensitive detector and is able to detect potent aroma compounds down to low ng/L levels. These levels are often below detection limits of analytical instrumentation. The following laboratory exercise is designed to compare instrumental and human methods for the detection of volatile odor active compounds. Reference standards of 3‐mercapto‐1‐hexanol (3MH), a secondary thiol that is important to food quality, are analyzed by gas chromatography with flame ionization detection (GC‐FID), and these raw data are provided to students. Students also perform a series of 3‐alternative forced choice (3‐AFC) sensory tests to determine the human detection limits in a series of samples. For both data sets, 2 methods of data analysis (standard deviation of the response and the slope and signal‐to‐noise ratio for GC‐FID data; forced‐choice ascending concentration series method of limits and linear regression for 3‐AFC data) will be used to estimate instrumental detection limits and human thresholds. GC‐FID and 3‐AFC results are then compared by the students to demonstrate the importance of instrumental and human methods for food analysis, and to provide an experiential learning opportunity to critically think through multiple methods of analysis and compare the outcomes of those methods. In completing the laboratory exercise and discussion questions, students will gain an understanding of the advantages and disadvantages of human and instrumental measurements in food analysis, and compare the outcome of common data analysis methods for instrumental and sensory data. 相似文献
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Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores 下载免费PDF全文
下载免费PDF全文 Margaret D. Condrasky Alexa Weeks McCay Duncan Darby Julia L. Sharp Sarah F. Griffin 《Journal of Food Science Education》2018,17(2):66-71
This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs. 相似文献
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The Institute of Food Technologists’ (IFT) success skills highlight the importance of developing professional skills in the food science curriculum. On the other hand, many students in higher education report that the public school system feels disconnected and unrelated to their future. In this context, this study aimed to evaluate student's perceived importance of professional skills, as well as to enhance their awareness and confidence in them. Students in a sensory science class at the University of Illinois completed a questionnaire at the beginning, middle, and end of the semester to assess their opinion of and self‐assurance in professional skills, such as writing technical reports, providing leadership, making formal presentations, and applying critical thinking. During the semester, students received basic training and guidelines on each skill and were given assignments and activities to practice them as part of their coursework. Results showed increased knowledge about the existence of IFT core competencies, as well as an increased motivation to practice success skills regularly. They also showed an increased perceived importance of presentation skills, leadership, dealing with group conflict, researching scientific information, and library resources. Confidence in 80% of the skills increased significantly by the end of the semester, after students had been presented with opportunities to practice and discuss the skills in groups. Students were also able to relate their learning of specific success skills to different course assignments. This study concluded that a general exposure to the importance of practicing professional skills in a college setting enhanced student's experiences and awareness by connecting them to their future professional careers. 相似文献
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研究以安徽特有鹅种皖西白鹅的鹅肝为主要原料,经过反复实验得出新型鹅肝酱的制作工艺,以感官评价得出利用本土鹅种的普通鹅肝加工生产鹅肝酱时,按质量比2:1添加猪肥膘肉,同时以85℃煮制3.5 h可得到最佳感官品质的鹅肝酱. 该研究对我国本土鹅种产品深加工和开发利用具有一定参考意义. 相似文献
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Sierra M. Trudel Emily L. Winter Brenna Fitzmaurice Gina Norman Clark R. Bray 《Psychology in the schools》2023,60(2):378-400
Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD. 相似文献
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以白骨壤果实（即榄钱果）为主要原料,加工成甜酥榄钱果和五香榄钱果.结合感观评定指标,从配料、油炸温度、油炸时间等方面进行正交试验,确定甜酥榄和五香榄钱果二种最佳工艺方案,同时进行理化指标检测.结果表明,加工后的甜酥榄和五香榄二种钱果的粗脂肪质量分数分别为0.725%和136%、可溶性总糖质量分数分别为65.27%和51.40%、过氧化值分别为0.072%和0.051%,加工后的甜酥榄钱果和五香榄钱果食品粗脂肪含量、可溶性总糖含量都增加,过氧化值均未超过标准值0.25 g/100 g. 相似文献
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Alexandra J. Macbeth Hannah S. Zurier Erin Atkins Sam R. Nugen Julie M. Goddard 《Journal of Food Science Education》2021,20(1):31-47
Connecting the public to concepts in science, technology, engineering, and mathematics (STEM) is an essential for technological advancement and inspiring future scientists, impacting both the communicator and the audience's understanding of scientific topics. Without proper communication of scientific knowledge, acceptance and implementation of new technologies can be hindered. Additionally, increasing public awareness about current scientific issues through STEM engagement permits more informed policy and consumer choices, especially in the field of food science where many new food technologies are met with initial resistance by the consuming public. Here, we describe an event that introduced topics in food science to the nonexpert public, including K‐8th grade participants and their adult caregivers in an informal learning environment. This program consists of six activities that collectively introduce three areas in food science: food chemistry, food microbiology, and process engineering. Protocols are provided for each activity including a materials list (with the option to scale up or down according to event duration, event space allowances, and number of participants), learning objectives and discussion points that are adaptable to different age groups, event spaces, or budgets. Each activity has a participatory component to ensure both audience member and instructor engagement. A program designed for food science communication empowers young scientific minds to better understand complex scientific topics and could inspire them to envision a possible career in STEM fields, with the additional benefit of providing graduate students an exciting medium through which they may practice their science communication skills, potentially benefiting not only their personal academic and professional skills but also broader societal needs. 相似文献
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The aims of the study were: to identify the number of SENCOs who have received specific training on sensory integration. To determine the understanding of the eight senses and sensory integration theory and sensory strategies. Determine any common gaps in knowledge or misconceptions. Fifty-five surveys were completed. 40% of respondents had received training on sensory processing. There was a significant chi-squared correlation between those that had received training and those that stated they did not know or made guesses about what the vestibular and proprioceptive senses are important for. There was a correlation between those that had received training and those that had good knowledge of the signs of sensory hyper-responsivity. There was no statistical significance of increased knowledge on sensory hypo-responsivity between those who had and had not received training. SENCOs who rated their school as being sensory-friendly had a greater understanding of what sensory integration is important for. Pertinently, those who rated their school as being ‘sensory-friendly’ (45.5%) were 8.5 times more likely to know sensory integration is needed for self-regulation. A number of recommendations are made including the need for greater collaboration between therapists and teachers to increase understanding of sensory integration and the impact of this on a child's education and wellbeing at school. Sensory strategy programmes are to be written with teaching staff and not given by the therapist in an ‘expert’ role. Sensory integration awareness training, including why and how to utilise sensory strategies, is to be encompassed in the SENCO national qualification. 相似文献