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Curricular information is subject to change
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.
Human Senses - Physiology
Factors impacting food choice - psychology
Sensory Difference Tests
Sensory Descriptive Analysis
Consumer/ Market Research
|Student Effort Type||Hours|
|Specified Learning Activities||
|Autonomous Student Learning||
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.
|Resit In||Terminal Exam|
• Feedback individually to students, on an activity or draft prior to summative assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities
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 .
|Mathew Marmion||Lecturer / Co-Lecturer|
|Ms Puja Rauniyar||Lecturer / Co-Lecturer|
|Ms Selene Pedros Garrido||Tutor|
|Lecture||Offering 1||Week(s) - 1, 2, 3, 4, 9, 10, 11, 12||Mon 09:00 - 09:50|
|Practical||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, 8||Mon 09:00 - 09:50|
|Small Group||Offering 2||Week(s) - 5, 8||Mon 11:00 - 11:50|
|Small Group||Offering 2||Week(s) - 6||Mon 11:00 - 11:50|
|Small Group||Offering 3||Week(s) - 5, 8||Mon 12:00 - 12:50|
|Small Group||Offering 3||Week(s) - 6||Mon 12:00 - 12:50|
|Tutorial||Offering 1||Week(s) - Autumn: All Weeks||Tues 09:00 - 09:50|
|Tutorial||Offering 2||Week(s) - Autumn: All Weeks||Wed 10:00 - 10:50|