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FDSC41080

Academic Year 2025/2026

Sensory Science (FDSC41080)

Subject:
Food Science
College:
Health & Agricultural Sciences
School:
Agriculture & Food Science
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Assoc Professor Amalia Scannell
Trimester:
Autumn
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This 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; and 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 takes a multimedia approach to develop students' written and oral communication skills. Students will need to demonstrate scientific writing skills, produce a technical report, develop a research proposal and communicate technical information to a non-technical audience using selected 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 allow students develop teamwork and leadership skills, working with others in a professional manner in an environment of mutual respect. Assignments will promote the students' effective use of library and appropriate on-line resources, and require them to manage time and multitask efficiently.

The Continuous Assessment strategy seeks to develop Scientific writing and critical thinking skills, in addition to discipline knowledge, and problem-solving skills. Full details and marks breakdown will be given in your introductory lecture.

About this Module

Learning Outcomes:

The expected specific learning outcomes for the module include:
-Understand the biological processes involved with the sensory interactions with foods
- Distinguish between different sensory testing procedures.
- Write a short research paper, documenting test procedures, results analysis and conclusions.
- 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.
-Collating information in one coherent and detailed mindmap.
-Present experimental designs in one of a range of media ( technical report, powerpoint voiced over presentation, poster, video etc)
-Self assessment using grading rubrics- to identify strengths and weaknesses of
- Self and Peer assessment of the level of contribution to peer work..

Indicative Module Content:

Human Senses - Physiology
Factors impacting food choice - psychology
Sensory Difference Tests
Sensory Descriptive Analysis
Consumer/ Market Research
Non-Food Applications of Sensory Science

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

80
Lectures

20
Small Group

10
Laboratories

9
Online Learning

10
Total

129

Approaches to Teaching and Learning:
The teaching and learning strategy on this module is designed to facilitate a range of learning styles. It incorporates traditional delivery with problem-based learning, facilitating peer-to-peer skills transfer.
Dissemination of discipline knowledge will be done using blended learning, incorporating a mix of traditional face-to-face lectures online 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 in-class activities coupled with self and peer assessment.
Problem based learning assignment will enable students to design the best approach to address real-world sensory problems.
Negotiated learning in selected components will allow students choose to work individually or as a team and select a submission style that plays to their individual or group strengths.
Use of AI in generating text is not appropriate in this module, however AI may be used to assist the research and curation elements of the assignments. Where AI is used, students are asked to be transparant about it stating which tools and how they were used.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Student Negotiated or Choice of Assessment: Students will develop a MINDMAP (15%) to explore the experimental design of a sensory research scenario. They choose to collate this information in any media (10%) and as a group or individual piece. Week 11 Graded No
25
 No
Student Negotiated or Choice of Assessment: A short answer assignment. The students can take this as a group assignment with a peer assessment component OR as an individual assessment. Week 12 Graded No
30
 No
Participation in Learning Activities: This will be assessed using information from attendance records, peer assessment of contribution, and engagement with the BrightSpace materials over the 12 weeks. Week 12 Graded No
10
 No
Reflective Assignment: Students will be asked to assess current learning status, set learning goals and reflect on their journey at the end of the module. This will be accompanied by a survey monkey questionnaire. Week 14 Graded No
10
 No
Report(s): This task will require each student to write a short research paper using discriminatory test data generated in practical sessions. Scientific writing and critical thinking will be assessed. Week 5 Graded No
25
 No

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
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Online automated feedback
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

For all group work, students will submit peer and self-assessments, which will be used to moderate the final component grades. For all assignments, an assessment rubric will be provided for students or groups to self-assess their work (this is for informational purposes only) to determine whether they are aware of the strengths and weaknesses of their submissions. Feedback will be given during group ork sessions prior to submission and summative assessment. General feedback on assignments will be given to the class, post-assessment, highlighting any misunderstandings of course material, and key weaknesses and strengths in the assignments overall. Online annotation of submissions will be made available to students once grades have been released.

Name Role
Dongli Dong Tutor
Tarryn Amber Ohlsson 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, 5, 6, 7, 9, 10, 11, 12 Mon 09:00 - 09:50
Autumn Lecture Offering 1 Week(s) - Autumn: All Weeks Wed 09:00 - 09:50
Autumn Small Group Offering 1 Week(s) - Autumn: All Weeks Mon 11:00 - 12:50
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