FDSC20040 Sensory Analysis

Academic Year 2023/2024

This module is an undergraduate course designed for stage 2 BSc Food Science students. The module will focus on techniques used in industrial sensory evaluation. Sensory training will include aspects of panelist evaluation; requirements of test area equipment and facilities; analytical and subjective tests including difference testing.

This module will contribute to the development of the following COMPETENCIES that are CORE to your development as a professional in Food Science:

- APPLIED FOOD SCIENCE: SENSORY SCIENCE
This module will allow students to become familiar with analytical and affective methods of assessing sensory properties of food, utilising statistical methods. The students are expected to know how to use computers to solve real world sensory problems, be able to apply statistical principles to food science/ sensory applications. and to determine the best methods to apply sensory science to measure and assure the quality of food products.

- SUCCESS SKILLS
This module will take a multimedia approach to develop students written and oral communication skills. Students will demonstrate scientific writing skills, produce technical reports and communicate technical information to a non-technical audience using a selection of media platforms.
Students will have an opportunity to develop critical thinking and problem-solving skills through a project-led problem-based learning group project. The group work skills will ensure students begin to practice skills that will allow them to work effectively with others, in a professional manner in an environment of mutual respect, provide leadership, deal with conflict, use library resources effectively and screen appropriate on-line resources, manage time effectively and multitask efficiently.

The Continuous Assessment strategy seeks to develop Scientific writing and report writing skills in addition to discipline knowledge and problem-solving skills. Full details and marks breakdown will be given in your introductory lecture.
The three assessment elements include:
1. Sensory project: This is a multi-step group project designed to ensure students can select and design an appropriate sensory test for a given which includes planning, content resourcing, and presenting the project. This may be a group or individual project depending on access to campus facilities.
2. Sensory reports: These are prepared in class and tutorials under supervision. The documents may be written individually of prepared by the group to allow for peer-to-peer learning - this will be agreed in the first lecture session with Module coordinator.
3. Exam A: Quiz: Short answer questions will either be delivered as an individual online brightspace assessment OR as a group pubquiz format in which questions are read out in class and answered by the group. You will need good proficiency in Spoken, written and Aural English for this test.
Exam B: Data handling. This is an individual assessment of the skills developed during the practical sessions.

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Curricular information is subject to change

Learning Outcomes:

The expected specific learning outcomes for the module include:
- Distinguish between different sensory testing procedures.
- Plan a sensory test that complies with International Organisation for Standardisation (ISO standards).
-Synthesise an individual project, or a group project using individual and group contributions, describing the most appropriate test for a given product scenario, making choices based on reasoned argument using information derived throughout the module.
- Prepare Sensory Technical reports (lab reports), documenting test procedures, results analysis and conclusions.
- Peer assess the level of contribution to peer work using a secure online tool or paper surveys.

Indicative Module Content:

Human Senses - Physiology
Factors impacting food choice - psychology
Sensory Difference Tests
Sensory Descriptive Analysis
Consumer/ Market Research

Student Effort Hours: 
Student Effort Type Hours
Lectures

20
Small Group

3
Tutorial

12
Practical

16
Specified Learning Activities

18
Autonomous Student Learning

40
Total

109
Approaches to Teaching and Learning:
Teaching and learning strategy on this module is designed to facilitate a range of learning styles. It incorporates traditional delivery with problem-based learning and facilitates peer- to- peer skills transfer.
Dissemination of discipline knowledge will be done using blended learning incorporating a mix of traditional face-face lectures on-line material, and virtual classroom sessions so that students have the opportunity to ask questions and get answers rapidly.
Task- based learning will help develop Teamwork skills in a structured way ,with a number of in-class activities and peer assessment.
Problem based learning assignment will enable the students design the best approach to answer a real-world sensory problem working individually or as a team.



 
Requirements, Exclusions and Recommendations
Learning Recommendations:

Students taking this module will need some computer literacy skills, particularly with respect to Microsoft Word, Powerpoint and Microsoft Excel software programmes. Because of this taking a module such as RDEV 10020 Information Skills, or an equivalent would be useful in advance of taking this module.


Module Requisites and Incompatibles
Pre-requisite:
MATH10010 - Discrete Mathematics (BAgrSc), MATH10230 - Mathematics for Agriculture I

Additional Information:
This module will require students to implement basic statistic analysis so that some level of numeracy and computer literacy is expected. Any first year MATH modules including MATH 10010 are acceptable replacements for the listed modules.


 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Continuous Assessment: Project / SAQ / Data analysis & Problem solving/ Lab reports Varies over the Trimester n/a Graded No

100

Carry forward of passed components
Yes
 
Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Feedback is a key tool for successful learning. Post -assessment feedback ( where no further similar assessment is scheduled) will take the form of grades. Students may make an appointment to discuss assessment grades at a time convenient to bth Module Co-ordinator and the student. More important, however is feed-forward insights on your learning. This module has a scheduled series of low-stakes in-class assessments designed to promote team building and develop numeracy and writing skills. Feedback will be given during the session and prior to completing the next task so that the feedback can feed forward to inform improved performance in subsequent tasks. These tasks then build to a similar higher-stakes individual task to assess your individual competency later in the module. Feedback will take the form of description of the quality of the submission and suggestions of areas in which improvements can be made. Component grades will not be disemminated .

Name Role
Mr Eoin Campbell Tutor
Ms Lauren McGuinness Tutor
Dr Selene Pedros Garrido Tutor
Ms Puja Rauniyar Tutor
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Autumn
      
Lecture Offering 1 Week(s) - 1, 2, 3, 4, 9, 10, 11, 12 Mon 09:00 - 09:50
Lecture Offering 1 Week(s) - 1, 2, 3, 4, 9, 10, 11, 12 Mon 11:00 - 12:50
Lecture Offering 1 Week(s) - Autumn: All Weeks Wed 09:00 - 09:50
Small Group Offering 1 Week(s) - 5, 6, 7 Mon 09:00 - 09:50
Small Group Offering 2 Week(s) - 5, 6, 7 Mon 11:00 - 11:50
Small Group Offering 3 Week(s) - 5, 6, 7 Mon 12:00 - 12:50
Autumn