CUL 101 Addendum - Spartanburg Community College · Discuss the development of the modern food service industry Name key historical figures responsible for developing food service

CUL 101 Principle of Food Production 1 Pre-Req: ENG-032, MAT-032 and RDG-032 with a minimum grade of “C”.

Class 1, Lab 6, Credit 3 | Semester Year

This addendum is for reference only. Your instructor will provide a completed copy to include instructor information, drop date and course schedule dates.

Instructor Information

Name: …

Phone: …

Email: …

Office: …

Hours: …

Course Description

This is an introductory course in food preparation, including kitchen safety and sanitation. Emphasis is placed on the practical presentation of simple foods, terminology, and techniques of preparation of nutritious quality food.

Course Outcomes

1. Maintain sanitation and food safety in a kitchen. 2. Define and integrate common vocabulary of cooking terms. 3. Identify a variety of fruits, vegetables, starches, legumes and grains. 4. Prepare and critique foods using different cooking methods

Textbook(s):

Labensky, Sarah R., Priscilla Martel, and Hause, Alan M. On Cooking, Update, Boston: Pearson, 2016. ISBN: 97801345855-8

Additional Materials Needed: All items can be purchased at the campus bookstore The Book Inn

SCC Logo Chef Coat

Black and White Check Chef Pants

White Skull Cap

Black non-skid shoes

White or Black Plain T-Shirt

SCC knife kit

Digital Thermometer

Three Ring Binder

Calculator

Sharpie and Pen

NOTE: Students who do not adhere to the SCC Culinary Uniform Policy as stated in the Culinary Orientation Packet will NOT be permitted to class. A grade of ZERO will be entered in the grade book for the Day’s lab grade.

Method of Instruction

This course will consist of both lecture and lab hours. The amount will depend on the subject matter for that class.

Class Communication

Edmodo will be used for all class communication. Use the following code to login at https://www.edmodo.com/

Code:

Quizzes and Tests

There will be a quiz at the beginning of each class on the previous material. The lowest quiz grade will be dropped. Unit test will be administered on weeks 3, 5, 9 and 12. There will be a practical exam on week 8 and 13. No make-up days will be offered after the due date.

If you need to take a test prior to the testing date, consult with your instructor first to schedule a proctored test in the Exams Testing Center located in the P Dan Hull Building Rm E3.

Homework Assignments

Homework assignments, Test Your Knowledge Packets, will be assigned with each chapter.

No assignments will be accepted after the due date. All work can be turned in through Edmodo or placed under instructor’s office door on or before due date

Lab

For Lab weeks, students will be expected to prepare, prior to class, a mise en place sheet for the lab assignment. Sanitation duties will be assigned to students to be completed for each lab. There will be an opening and a closing assignment. Students will be expected to follow all kitchen sanitation, safety rules and regulations as outlined in the Culinary Orientation Packet.

Tutoring

Tutoring Lab is open to all SCC students. It is located in the P Dan Hull Building Rm 02

Attendance and Participation:

Absences from class cannot be made up. This is extremely important for LAB classes. Students are encouraged to maintain 100% attendance. If you must be absent from class, it is your responsibility to inform your instructor PRIOR to being absent. In the event of same-day illness or other emergency, please notify your instructor as soon as possible.

For more information on attendance and participation, visit the Standard SCC Course Policies at http://www.sccsc.edu/SyllabiPolicies.

Drop/Withdrawal:

Students have until ____________ to drop the course. If you withdraw from a course before or

on the Withdrawal Deadline or Drop Date, you will receive a “W.” It is the student’s

responsibility to withdraw from the course. A student who stops attending class and fails to

initiate a withdrawal will remain on the class roster. A student who does not complete an

assignment, test, or final exam in the course will receive a zero for each missing grade and the

final course grade will be calculated accordingly. For more information on adding or dropping a

course, visit the Standard SCC Course Policies at http://www.sccsc.edu/SyllabiPolicies.

https://www.edmodo.com/

http://www.sccsc.edu/SyllabiPolicies




Grading System:

A 90 - 100

B 80 - 89

C 70 - 79

D 60 - 69

F 00 - 59

Grade Calculation Method:

Quiz 20% (Failure to take Quiz on/or before assigned date will result in a 0)

Unit Test 20% (Failure to take a Unit Test on/or before assigned date will result in a 0)

Lab/Assignments 20% (No Labs Will Be Allowed to Be Made Up/or late assignments accepted)

Practical Exams (2)

20% (Failure to complete this practical on assigned date will result in a 0)

Final Exam 20% (Failure to take this test on/or before assigned date will result in a 0)

TOTAL: 100%

Standard SCC Course Policies:

Please review the Standard SCC Course Polices on the following topics:

Academic Integrity

Academic Misconduct

Add/Drop period

Appeals Process

Class Attendance

Classroom Behavior (traditional and online)

Classroom Conduct/Expectations

Lab Procedures (general SCC policy regarding this)

Services For Students with Disabilities

Online Confidentiality

Withdrawal Policy

Course Schedule

See the following pages for a detailed list of what outcomes, topics, assignments, lab activities and recipes will be covered for each week. Please pay attention to any given dates. There will be a practical exam on week 14. It will count as a Unit test. As a reminder, no make-up homework, quizzes/tests, or labs will be allowed.

The course schedule is tentative and is subject to change. When and if changes are made, you will be notified.

http://www.sccsc.edu/SyllabiPolicies/

Week One: ORIENTATION, PROFESSIONALISM, FOOD SAFETY AND SANITATION, TOOLS AND EQUIPMENT

Classroom Lecture/Activities

Orientation

Syllabus and Addendum

Student Learning Objectives:

Professionalism

Discuss the development of the modern food service industry

Name key historical figures responsible for developing food service professionalism

Explain the organization of classic and modern kitchen brigades

Appreciate the role of the professional chef in modern food service operations

Understand the attributes a student chef needs to become a professional chef

Food Safety and Sanitation

Identify the causes of food-borne illnesses

Handle foods in a safe manner

Explain and follow a HACCP system

Take appropriate actions to create and maintain a safe and sanitary working environment

Tools and Equipment

Recognize a variety of professional kitchen tools and equipment

Select and care for knives

Understand how a professional kitchen is organized

ACF Required Knowledge and Skills Competencies

Identify and use utensils, pots and pans and demonstrate safe practices using stoves, mixers, ovens, etc.


Orientation

Syllabus/Addendum

PowerPoint: Professionalism

PowerPoint: Food Safety and Sanitation

PowerPoint: Tools and Equipment

Lab Assignments:

1. Each student will observe operation of dish machine with instructor

2. Each student will observe set up and break down of three compartment sink with instructor

3. Each student will tour the waste and recycling area with custodial manager

4. Each student will complete the EQUIPMENT SAFETY USE AND CLEANING CHECK LIST with

the Instructor

5. Students will review MSDS use and availability

6. Each student will set up an assigned station in the kitchen using sanitation rules and

regulations.

7. Instructor will review the uniform policy including the history and importance of each item.

8. Instructor will review the opening and closing procedures

HOMEWORK:

Becoming a Chef

In class, discuss the variety of food-service careers and opportunities for professional training and development. Assign students to research the education and training of a major chef or culinary professional of their choice.

Each student will create a one-page professional resumé of his or her chosen food professional’s education, training and other credentials to post in the classroom (www.starchefs.com profiles some of the nation’s leading culinary figures).

Professional Development Plan

In class, share with students some of the organizations and associations that offer support, training and scholarships to culinary professionals. Ask students to identify their personal career goals and write a one-page professional development plan for attaining them. As an additional out of class activity, have students interview chefs in their area on which professional culinary organizations they belong to and why.

Handouts/Forms

Equipment Safety Use and Cleaning Checklist

CUL 101 Uniform Policy

Opening Procedures

Closing Procedures

http://www.starchefs.com/

Week Two: MENUS AND RECIPES, KNIFE SKILLS

QUIZ: Professionalism, Food Safety and Sanitation, Tools and Equipment

Lesson 1: Menus and Recipes


Appreciate the different types and styles of menus

Understand the purpose of standardized recipes

Convert recipe yield amounts

Appreciate the need for cost controls in any food service operation

Calculate food costs and percentages to determine selling prices

Perform recipe conversions

Perform the process of recipe costing

Identify the parts/components of a recipe

Describe and use a standardized recipe


Perform basic math functions


PowerPoint: Menus and Recipes

Recipe Conversion Assign groups of three students to design a menu for a three-course wedding supper for 500 people. After selecting appropriate recipes from On Cooking, each student will convert one of the recipes and compile them into a group report that will also include other factors that will need to be considered, including equipment, evaporation, possible recipe errors and each group will share the experience of recipe conversion and its challenges in a whole class discussion.

Purchasing Specification Exercise Using the recipes from the exercise above, assign the same groups of students to develop purchase specifications for three of the major ingredients required. Each student will prepare one specification sheet listing the product, menu item, desired brand or grade, product size, count, packaging requirements and any other product characteristics called for by the recipe.

Homework:

Take-home Quiz: Menus and Recipes

Using the assigned recipe from the instructor and label all parts of a standardized recipe o Answer questions

1. Describe the four types of menus. Can each type of menu offer foods à la carte, semi à la carte and/or table d’hôte? Explain your answer.

2. Discuss three factors in food preparation that affect successful recipe size changes.

3. Why is it important to calculate the portion cost of a recipe in professional food service operations? Why is the full recipe cost inadequate?

4. List several factors, other than kitchen procedures, that a chef should examine when looking for ways to control food costs.

5. Several recipe costing software programs are available online. Research two of these programs. What are their advantages and disadvantages? Why is it important for cooks to learn to calculate recipe costs without the aid of a computer?

Lesson 2: Knife Skills


Care for knives properly

Use knives properly

Cut foods into a variety of classic shapes


Demonstrate knife skills, hand tool and equipment operation, emphasizing proper safety techniques


PowerPoint: Knife Skills

Instructor Demo

Setting up a cutting board station

Caring for a knife o Sharpening a knife using a stone o Washing and Storing

Gripping a knife

Controlling a knife

Cutting with a knife o Slicing: Chiffonade, Rondelles, Diagonals, Oblique, Lozenges o Chopping: Coarse Chop Mirepoix, Finely Chopped Parsley o Cutting Sticks: Julienne, Brunoise, Batonnet, Dice (small, medium and large) o Mince: Garlic, Shallots o Dice: Small, Medium and Large, Onion o Tourner: Carrot and Potato

Parisiennes: Fruit

Mandoline: discuss the parts and its function

Lab Assignment

1. Students will perform the above cuts using the appropriate ingredients for the cut o *Vacuum seal products from lab to be used in CUL 115 and in Week Three for CUL

101 2. Using Knife Skills to Perform a Yield Percentage Test

o Assign students to work in pairs to conduct a yield test on five pounds of carrots. Have one student trim the carrots into large dice. Have one student record the weight of the product before and after trimming. Have the team calculate the yield percentage they achieved for the product.

o Call on students to share their results with the class. Encourage the students to discuss any discrepancies between the different teams.

Homework:

Take-home Quiz: Knife Skills

Week Three: MIS EN PLACE

Exam: Unit Test One Professionalism, Food Safety and Sanitation, Tools and Equipment, Menus and Recipes, and Knife Skills


Organize and plan their work more efficiently

Understand basic flavoring techniques

Prepare items needed prior to actual cooking

Set up and use the standard breading procedure


Utilize standard weights and measures to demonstrate proper scaling and measurement techniques


PowerPoint: Mis En Place

Sous-Chef for a Day Use the menus that students created as a learning exercise in Week Two MENUS AND RECIPES for this assignment. Assign students to play the role of sous-chef and to create a complete prep list of the entire mise en place required for their menus. In class, assign pairs of students to exchange their menus and lists and to find any omissions.

Instructor Demo

Using different scales

Proper way to measure dry and wet ingredients

Prepping frequently used ingredients ahead (bread crumbs, toasted spices, clarified butter)

Set up a breading station

Lab Assignments:

1. Knife Skills: 45 Minutes

2. Measuring Exercise

In class, assign pairs of students to measure the weight of one cup of flour. (Other ingredients such as sugar or nuts can be assigned to different teams.) First have each student measure the flour using a dry measuring cup. Then have the student weigh the amount of flour in each cup using an accurate digital or spring scale.

Call on students to share their results with the class. Encourage the students to discuss any discrepancies between the different teams.

3. Breading Practice Relay

Organize teams of 4-5 students in a competition that will allow them to practice the standard breading procedure using the suggested one wet hand/one dry hand method. Instead of using more costly food items, you can use slices of bread for the food item, flour and water in place of egg wash and cracker crumbs. The goal of each team should be to completely coat each item.

The team with the cleanest hands wins.

Week Four: PRINCIPLES OF COOKING, VEGETABLES

QUIZ: Mis En Place

Lesson 1: Principles of Cooking


Understand how heat is transferred to foods through conduction, convection and radiation

Understand how heat affects foods

Understand the basic principles of various cooking methods


Define and describe the sautéing process

Define and describe the processes of pan-frying and deep-frying

Define and describe the roasting and baking process


PowerPoint: Principles of Cooking

Lab Assignments:

Refer to Lab assignments in Lesson 2: Vegetables

Lesson 2: Vegetables


Identify a variety of vegetables

Purchase vegetables appropriate for their needs

Store vegetables properly

Understand how vegetables are preserved

Prepare vegetables for cooking or service

Apply various cooking methods to vegetables


Prepare a variety of foods using the sauté techniques

Evaluate the quality of sautéed items

Fry a variety of food products to their proper doneness

Evaluate the quality of fried foods

Identify a variety of fruits, vegetables, starches, legumes and grains

Prepare a variety of fruits, vegetables, starches, legumes and grains using the basic cooking methods

Evaluate the quality of prepared fruits, vegetables, starches, legumes and grains


PowerPoint: Vegetable

Instructor Demo:

Cutting Broccoli spears, Cauliflower florets, Avocados, Julienne Peppers

Shocking Vegetables

Roasting a Pepper

Tomato Concassee

Seeding a Cucumber

Cleaning Leeks

Preparing and cleaning artichokes and Asparagus

Lab Assignments:

Principles of Cooking Using vegetables from weeks two and three, Instructor Demo, plus any additional amounts needed and prepare the following recipes:

RECIPE COOKING METHOD

Grilled Vegetable Skewers Grilling

Stir Fried Asparagus w Shitake Mushrooms Sautéing

Beer Battered Onion Rings Deep-Frying

Broccoli Almondine Steaming

Braised Celery with Basil Braising

Parsnip Puree Boiling/Pureeing

Vegetable Cooking Time/Taste Experiment In class, cluster students into groups to cook fresh string beans or a similar green vegetable for different amounts of time. Have the students chill and refresh their batch of beans to sample with the class.

Have students observe the color, aroma, taste and texture differences between the vegetables at the different cooking times. Students will share their observations during a whole class discussion about appropriate cooking times for various vegetable applications.

Homework:

Take-home Quiz: Principles of Cooking, Vegetables

Week Five: EGGS AND BREAKFAST

EXAM: UNIT TEST 2 Mis En Place, Principles of Cooking, Vegetables


Understand the composition of eggs

Purchase and store eggs properly

Apply various cooking methods to eggs

Prepare pancakes and other griddlecakes

Understand and prepare various beverages typically served at breakfast

Offer customers a variety of breakfast foods


Identify and prepare a variety of breakfast meats

Evaluate the quality of prepared breakfast meats

Describe a variety of preparation techniques used in egg cookery

Cook eggs using a variety of preparation techniques

Evaluate the quality of prepared eggs

Identify and prepare a variety of breakfast batter products

Evaluate the quality of prepared breakfast batter products


PowerPoint: Eggs and Breakfast

Instructor Demo:

Eggs Cooked the Following Ways o Fried o Poached o Scrambled o Soft & hard cooked o Shirred o Omelet

Lab Assignments

RECIPES o Quiche Lorraine o Garden Frittata o Eggs Benedict o Scotch Eggs

Omelet Preparation

o Following a discussion of omelet-making techniques and filling options, have students practice making folded and French-style omelets during class time. Discuss filling ideas.

Egg Preparation

o Students will demonstrate a variety of egg cookery styles including: fried, poached, scrambled, soft/hard cooked and shirred.

Homework:

Breakfast Menus o Cluster students in groups of three to conduct a library research project outside of class

on breakfast foods and beverages in the country of their choice. o Each group will write a menu for a breakfast buffet that incorporates these foods.

Week Six: HEALTHY COOKING, SALADS AND SALAD DRESSINGS

QUIZ: Eggs and Breakfast

Lesson 1: Healthy Cooking


Identify categories of nutrients and explain their importance in a healthy diet

Identify the characteristics of a nutritious diet for healthy adults

Describe diet-planning tools available to consumers and chefs

Understand the effects of storage and preparation techniques on the nutritional value of food

Appreciate the use of alternative ingredients and substitutes in developing recipes and menus to provide guests with healthy foods and dishes for special dietary needs

Understand the range of vegetarian diets and use a variety of protein products as alternatives to meat, poultry, fish or dairy


PowerPoint: Healthy Cooking

Recipe Substitution Project o In class, discuss the information on ingredient alternative and substitutes in Table

23.5 along with the nutritional resources on the Internet detailed in this chapter. Assign students to select a recipe from On Cooking to revise with the goal of reducing the total fat, salt, sugar and/or cholesterol.

o Each student will present a written report that analyzes the pros and cons of making these substitutions to the overall flavor, quality and nutritional value of the dish.

o To extend this assignment, students can prepare their modified versions of the recipe in class and share them with the class for evaluation and discussion.

Instructor Demo

Types of Tofu

Lab Assignments:

RECIPES: o Sweet and Sour Tempeh o Falafel o Tofu and Vegetable Tabouli o Grilled BBQ Portabella Mushroom sandwich on Focaccia

Lesson 2: Salads and Salad Dressings


Identify a variety of salad greens

Prepare a variety of salad dressings

Prepare a variety of salads

Present salads attractively


Define salad dressing and describe its purposes

Identify, define, and describe the types of salad dressings

Prepare a variety of salad dressings and evaluate the quality of each

Identify a variety of common salad greens

Prepare and dress greens for a salad

Evaluate the quality of properly prepared and dressed green salad

Identify, describe, and prepare a variety of composed salads


PowerPoint: Salads and Salad Dressings

Recipe Substitution Project o In class, discuss the information on ingredient alternative and substitutes in Table

23.5 along with the nutritional resources on the Internet detailed in this chapter. Assign students to select a recipe from On Cooking to revise with the goal of reducing the total fat, salt, sugar and/or cholesterol.

o Each student will present a written report that analyzes the pros and cons of making these substitutions to the overall flavor, quality and nutritional value of the dish.

o To extend this assignment, students can prepare their modified versions of the recipe in class and share them with the class for evaluation and discussion.

Instructor Demo

Vinegar Tasting

Oil Tasting

Green identification

Washing and Drying Greens

Preparing an emulsified dressing

Lab Assignments:

RECIPES: o Mayonnaise o Salad Nicoise o Green Goddess o Panzanella o Cobb Salad o Raspberry vinaigrette

Homework

Food Nutrition Trend Report

Assign students to search newspapers, advertisements and other media, or restaurant menus, to find one example of a current nutrition trend and bring information about it from their sources to class.

In class, cluster students into small groups, asking each student to share his or her findings, and have the group determine whether or not future chefs should be concerned about this nutrition trend.

The groups will report their findings to the class, highlighting those trends they believe are insignificant and those that are most pertinent, with an explanation of their reasoning.

Week Seven: POTATOES, GRAINS AND PASTA

QUIZ: Healthy Cooking, Salads and Salad Dressings


Identify a variety of potatoes

Apply various cooking methods to potatoes

Identify a variety of grains

Apply various cooking methods to grains

Identify pasta products

Make fresh pasta

Cook pasta




Evaluate the quality of prepared fruits, vegetables, starches, legumes and grains


PowerPoint: Potatoes, Grains and Pasta

Instructor Demo:

Discuss the composition of grains and selecting grains for difference cooking methods.

Discuss and demonstrate making simmered grains

Selecting grains

Fats and cooking method

Adding liquid and simmering the grains

Discuss and demonstrate making polenta

Discuss and demonstrate making risotto

Lab Assignments

Have students identify varying potatoes, grains and pastas

RECIPES o Simmered Rice o Risotto Milanese o Classic Rice Pilaf o Polenta o Baked Potatoes o Gratin Potatoes o Deep Fried Potatoes o Basic Pasta Dough o Fettucine Carbonara

Week Eight: MIDTERM PRACTICAL EXAM

QUIZ: Potatoes, Grains and Pasta

Student Learning Objective:

Demonstrate culinary skills developed up to this point in the semester.

STATION 1:

Egg Cookery: Fried, poached and scrambled (25pts.)

STATION 2:

Risotto (25pts.)

STATION 3:

Tomato Concasse (25pts.)

STATION 4:

Knife Cuts (25pts.) o 1/8 x 1/8 x 2 inch julienne (2oz.) o Small diced one half onion o Julienne one half onion o Medium dice one potato o Brunoise one carrot

Week Nine: HORS D’OEUVRE AND CANAPES

EXAM: UNIT TEST 3 Eggs and Breakfast, Healthy Cooking, Salads and Salad Dressings, Potatoes, Grains and Pasta


Prepare and serve a variety of cold and hot hors d’oeuvre, including canapés

Choose hors d’oeuvre, including canapés that are appropriate for the meal or event


PowerPoint: Hors d ’Oeuvre and Canapés

Questions: Answer and Discuss o Discuss four guidelines that should be followed when preparing hors d’oeuvre o Identify and describe the three parts of a canapé. o Describe the differences between beluga, osetra and sevruga caviars, and explain

how these foods differ from domestic caviars. o Select several recipes for sauces and fillings from other chapters in this book that

would be suitable to use in the preparation of hors d’oeuvre. Describe the techniques and other ingredients you would use to adapt these recipes.

Instructor Demo:

Barquettes

Crostini

Platter arraignment

Lab Assignments:

RECIPES: o Crudites o Lamb Satay o Rumaki o Stuffed Wontons with Apricot Sauce o Spinach and Artichoke Dip

Homework:

Cocktail Party Menu Group Assignment o Create an hors d’oeuvre menu for a small cocktail party. Include three hot and three

cold items and explain the reasons for your selections. o Each group will present a menu of 5-7 hors d’oeuvres and canapés as well as

descriptions of its platters and presentation designs. o Each group is encouraged to gather pictures of presentation ideas to show in class.

Week Ten: DAIRY PRODUCTS, FRUITS

QUIZ: Hors d ’Oeuvre and Canapés

Lesson 1: Dairy Products


Identify, store and use a variety of milk-based products

Identify, store and serve a variety of fine cheeses


PowerPoint: Dairy Products

Instructor Demo:

Ricotta Cheese/Scratch Made

Cheese Tasting o Fresh or un-ripened cheese o Soft cheese o Semi-Soft Cheese o Firm Cheese o Hard Cheese o Goats Milk Cheese

Lab Assignments:

RECIPES: o Prepare a cheese board using cheese from tasting and fruits from instructor demo o Swiss Cheese Fondue using fruits from demo

Lesson 2: Fruits


Identify a variety of fruits

Purchase fruits appropriate for various needs

Store fruits properly

Understand how fruits are preserved

Prepare fruits for cooking or service




Evaluate the quality of prepared fruits, vegetables, starches, legumes and grain


PowerPoint: Fruits

Instructor Demo:

Segmenting citrus fruits

Zesting citrus fruits

Cutting a melon

Coring Apples

Cutting a Mango

Trimming and Slicing a Pineapple

Lab Assignments:

RECIPES: o Apple Fritters o Dried Fruit Compote o Grilled Fruit Kabobs o Mango Chutney

Organic Fruit Evaluation: o Following a discussion of the relative merits of organic versus commercially grown

fruit, students report on the price and quality of the organic fruit available at their local grocery stores.

o Organic fruit will be made available for a comparative tasting with conventionally grown fruit.

Homework:

Featuring Local Fruits o Following a discussion identifying locally grown fruits in your area, invent three ways

to feature these fruits on a restaurant menu for an out-of-class assignment. o Each student will share his or her ideas with the whole class. o As an extra challenge, make one of these recipe ideas as an entrée.

Week Eleven: FLAVORS AND FLAVORINGS, PRINCIPLES OF COOKING

QUIZ: Dairy Products and Fruits

Lesson 1: Flavors and Flavorings


Understand the basic principles of the physiology of the sense of taste and smell

Recognize a variety of herbs, spices, oils, vinegars, wines and other flavorings

Understand how to use flavoring ingredients to create, enhance or alter the natural flavors of a dish

Appreciate the flavor principles in a variety of international cuisines


Identify and use herbs, spices, oils, and vinegar, condiments, marinades and rubs


PowerPoint: Flavors and Flavorings

Instructor Demo:

Herb identification

Spice identification

Homework:

Take-Home Quiz: Flavors and Flavorings

Flavor Principles o Select an herb or spice from Chapter 6 of your textbook (see Table 6.2) to research

outside of class. o Refer to cookbooks, magazines and culinary encyclopedias to learn more about this

staple. o Present a five-minute oral presentation that details the herb’s or spice’s origins and

flavor profile, highlighting its cooking uses. Plan your presentations creatively.

Lesson 2: Principles of Cooking


Understand how heat is transferred to foods through conduction, convection and radiation

Understand how heat affects foods

Understand the basic principles of various cooking methods


Identify and use herbs, spices, oils, and vinegar, condiments, marinades and rubs

Evaluate the quality of herbs, spices, oils, vinegar, condiments, marinades and rubs


PowerPoint: Principles of Cooking

Instructor Demo:

Development of a marinade

Development of a dry rub

Lab Assignment:

Each student will be given: o 4oz. portion of protein o 8oz. portion of vegetable o 6oz. portion of grain o 8oz. portion of fruit

Each student will comprise a plate using at least three principles of cooking, an herb and a spice.

Each student needs to use either a marinade or a dry rub.

Each student needs to be prepared to describe during plate evaluation the flavor profile they used for each item.

Homework:

Take-Home Quiz: Principles of Cooking

Week Twelve: FLAVORS AND FLAVORINGS, PRINCIPLES OF COOKING Continued

EXAM: UNIT TEST 4 Hours D’Oeuvre and Canapes, Dairy Products, Fruits, Flavors and Flavorings, Principles of Cooking


Students will continue to develop their use of flavorings

Students will continue to develop their skills in the principles of cooking

Students will begin to develop their skills on plate development


Evaluate the quality of herbs, spices, oils, vinegar, condiments, marinades and rubs


Using the Descriptive Analysis Terms for the Sensory Evaluation of Foods form, students will continue to develop their understanding of flavor profiles

Instructor Demo:

Development of a plate using a protein, vegetable and starch

Discuss and demonstrate the importance of plating

Lab Assignment:

Each student will be given: o 4oz. portion of protein o 8oz. portion of vegetable o 6oz. portion of grain o 8oz. portion of fruit

Each student will comprise a plate using at least three principles of cooking, an herb and a spice.

Each student needs to use either a marinade or a dry rub. These all must differ from the techniques and flavorings used in week eleven.

Each student needs to be prepared to describe during plate evaluation the flavor profile they used for each item.

Students should be prepared to use the Descriptive Analysis Terms for the Sensory Evaluation of Foods handout.

Week Thirteen: PRACTICAL FINAL PRACTICE WEEK

Student Objective:

The objective of this week is to allow students to practice for the practical. Students are to use the critiques from this exercise to improve their food for the practical.

Procedure:

Students will prepare a mise en place, time line, and plate diagram. These items must be turned into Chef at the beginning of class.

Preparation is to include a demonstration of two vegetable cuts and a signature entrée; using recipes from On Cooking Update: By Sarah R. Labensky, Priscilla A. Martel, Alan M. Hause ISBN-13: 978-0-13-345855-8.

Students will draw their cuts, protein, vegetable and starch from a hat on week 12. The choices will be:

o Protein: Airline Chicken Breast or Pork Tenderloin utilizing the proper cooking technique of saute or grill

o Relish or Chutney: to be made up from dry fruit items on the community store room list and/or knife cuts

o Vegetable: Choice of recipe using Asparagus or Haricot Vert

o Starch: Choice of recipe using rice or potato

NOTE: o If you choose chicken on week 12, they you will cook chicken on week 13 and pork

tenderloin on week 14 and vice versa. o If you choose asparagus on week 12, they you will cook asparagus on week 13 and

haricot on week 14 and vice versa. o If you choose rice on week 12, they you will cook rice on week 13 and potatoes on

week 14 and vice versa.

The student will draw two knife cuts on week 12. These cuts must be incorporated into the final plate.

Grading Scale

Grading of the Practical will follow the detailed rubric that was handed out at the beginning of the semester.

60% ENTRÉE, STARCH AND VEGETABLE

30% VEGETABLE CUTS

10% SANITATION AND ORGANIZATION

Week Fourteen: FINAL PRACTICAL EXAM

Student Objective:

Students are to use critiques from the previous week to improve the quality of their foods. Students are required to meet all improvements from week 13 and will be graded against their critique. This is an individual test of skill.

Procedure:

Students will prepare a mise in place prior to preparation to include a demonstration of two vegetable cuts and the preparation of a signature entrée. This is to include a time line and a drawing of signature entrée.

SIGNATURE ENTRÉE WILL INCLUDE THE FOLLOWING: o Protein:

Airline Chicken Breast or Pork Tenderloin utilizing the proper cooking technique of sauté or grill

o Relish or Chutney: To be made up from dry fruit items on the community store room list and/or knife cuts

o Vegetable: Choice of recipe using Asparagus or Haricot Vert

o Starch: Choice of recipe using rice or potato

Students will proceed with a demonstration of two vegetable cuts.

Following vegetable cuts, students will prepare two identical entrée plates: One for the instructor and one for the student. Both knife cuts must be utilized in the final plate presentation.

Grading Scale

Grading of the Practical will follow the detailed rubric that was handed out at the beginning of the semester.

60% ENTRÉE, STARCH AND VEGETABLE

30% VEGETABLE CUTS

10% SANITATION AND ORGANIZATION

Week Fifteen: FINAL WRITTEN EXAM AND KITCHEN CLEAN

Students will sit for a written exam covering material that was covered in CUL 101 Food Production. The exam will consist of multiple choice and true false questions.

Students will then be given a cleaning assignment.

If the student fails to:

Complete the cleaning assignment a reduction in a letter grade from the student’s final grade will occur. Example: A to a B, B to a C etc.

Attend the cleaning week a reduction in a letter grade from the student’s final grade will occur. Example: C to a D, D to an F.

Documents

CUL 101 Addendum - Spartanburg Community College · Discuss the development of the modern food service industry Name key historical figures responsible for developing food service