Sensory Analysis - Teacher's Manual

SENSORY ANALYSIS TEACHERS MANUAL
CONTENTS
Introduction 1
SECTION 1
Sensory Analysis 2
Brief History of Sensory Analysis 2
Using the Senses in Sensory Analysis 2
Sensory Analysis in the ood Industry 5
!roduct "e#elo$%ent in the ood Industry 7
Sensory Analysis in the Ho%e Econo%ics Class 8
Guidelines for Testing in the Classroom 9
Tasting and Testing ord Ban! 1"
Trainin& 'or Tastin& and Testin& in Sensory Analysis 11
Taste #dentifi$ation Test 11
Taste #ntensity Tests 1%
SECTION (
!re'erence Tests
&aired &referen$e Test 1'
Hedoni$ (ating S$ale 2"
)ood A$tion (ating Test 25
&referen$e (an!ing Test 29
"i''erence Tests
Sim*le +ifferen$e &aired Com*arison Test %,
+ire$tional &aired Com*arison Test %9
Triangle Test ,,
+uo-Trio Test ,9
"escri$ti#e Tests
+es$ri*ti.e (an!ing Test 5,
+es$ri*ti.e (ating Test / *rofiling one *rodu$t using line s$ales 58
+es$ri*ti.e (ating Test / *rofiling t0o *rodu$ts using star diagrams '5
A**endi1 1 - Summary of Sensory Analysis Tests Suita2le for the Classroom 7,
A**endi1 2 - S$ales 75
A**endi1 % - &resentation of (esults 8"
A**endi1 , - Glossary of Terms Used in Sensory Analysis 8%
Home Economics Support Service 2004
)i*lio&ra$hy 8,
INTRO"UCTION
Sensory analysis is a ne0 to*i$ on the re.ised 3ea.ing Certifi$ate Home 4$onomi$s S$ientifi$ and
So$ial sylla2us5 This Tea$her6s 7anual and the a$$om*anying +8+ Sensory Analysis in the Home
Economics Class ha.e 2een s*e$ifi$ally designed to assist 0ith the im*lementation of this e1$iting area
0hi$h $om2ines 2oth theory and *ra$ti$al a$ti.ities5 #t is ho*ed that the +8+ 0ill introdu$e students to
the 0onderful 0orld of sensory analysis9 $reate an a0areness of the im*ortant role it *lays in all as*e$ts
of the food industry and hel* them de.elo* some of the language and s!ills of sensory analysis5 #t
should also 2e 2enefi$ial to students for the food studies *ra$ti$al $ourse0or! area of the sylla2us5
Se$tion 1 of the +8+9 0hi$h in$ludes many images from the food industry9 *ro.ides some 2a$!ground
theory on sensory analysis9 in$luding a 2rief history9 the role of the senses9 sensory analysis in the food
industry and an introdu$tion to the testing *ro$edures used5 #t also in$ludes guidelines on $arrying out
sensory analysis testing in the $lassroom5 #t is suggested that this se$tion of the +8+ 2e sho0n as a
unit to the $lass 2efore *rogressing to the se$ond se$tion5
#n Se$tion 2 students are introdu$ed to ten different sensory analysis tests5 All of the tests are stand-
alone so that the tea$her $an sele$t the *arti$ular test:s to 2e demonstrated at any gi.en time5 The
tests ha.e 2een s*e$ially tailored from industry for use in the $lassroom5 They are designed in a user-
friendly manner and are demonstrated on the +8+ using a sele$tion of e.eryday foods ;other suita2le
foods $an 2e su2stituted<5 4a$h test 2egins 0ith an e1*lanation of 0hy it might 2e used9 follo0ed 2y a
$om*rehensi.e set of instru$tions for $arrying out the *arti$ular test in the $lassroom5 This in$ludes a
list of materials re=uired ;2ased on 0or!ing grou*s of four to si1 *eo*le<9 a ste*-2y-ste* *ro$edure for
setting u* ea$h test9 instru$tions for testing and an e1*lanation of ho0 results $an 2e $ollated5
The $orres*onding ste*-2y-ste* instru$tions for ea$h test are also a.aila2le in the Tea$her6s 7anual
together 0ith the s*e$ially designed s$ore$ards 0ith instru$tions for testers and re$ord sheets for the
$ollation of results5 Tem*lates of s$ore$ards and re$ord sheets9 0hi$h $an 2e *hoto$o*ied for students9
are in$luded at the end of ea$h test5 The Tea$her6s 7anual also in$ludes some general information on
s$ales and the *resentation of results5
2
8oi$eo.er on the +8+ and all materials in the Tea$her6s 7anual are a.aila2le in 2oth 4nglish and #rish5
The materials in the 7anual $an 2e *hoto$o*ied for students for $lassroom use5
e ho*e that this *a$!age 0ill hel* ma!e learning an e1$iting and en>oya2le >ourney for all students5
SENSORY ANALYSIS
Sensory Analysis is a s$ientifi$ dis$i*line used to e.o!e9 measure9 analyse
and inter*ret rea$tions to those $hara$teristi$s of foods as they are
*er$ei.ed 2y the senses of sight9 smell9 taste9 tou$h and hearing5
Institute of Food Technoloists! "#$"%
This is a 0idely used definition9 0hi$h highlights the fa$t that all of the senses are in.ol.ed in sensory
analysis5 #t means more than >ust food tasting5 Sensory analysis is a re$ognised s$ien$e5 The term
Sensory Analysis is the 4uro*ean term used 0hereas Sensory Evaluation is the Ameri$an term5
)RIE HISTORY O SENSORY ANALYSIS
+uring the Se$ond orld ar9 food 0as restri$ted5 Ho0e.er9 follo0ing the $essation of food rationing
in 19559 the fo$us shifted to food =uality rather than =uantity5 As a.aila2ility of food in$reased *eo*le
2e$ame more dis$erning5 #n the 19'"6s9 the British Standards #nstitute set u* a 0or!ing grou* to dra0
u* standards for sensory analysis5 #n the late '"6s and early 7"6s9 fro?en9 *artly *ro$essed and ne0
food *rodu$ts 0ere de.elo*ed5 &eo*le6s lifestyles $hanged9 su*ermar!ets s*rung u* and a greater
range of foods 2e$ame a.aila2le to the $onsumer5 As a result of $onsumer e1*e$tations and food
$om*anies $om*eting for s*a$e on the su*ermar!et shel.es9 sensory analysis 2e$ame an integral *art
of food *rodu$tion5 Gro0th has 2een ra*id sin$e then and standards for setting u*9 testing and
analysing results from sensory tests in the food industry are no0 at an ad.an$ed stage5
USIN+ THE SENSES IN SENSORY ANALYSIS
Sensory analysis in.ol.es the e1amination of a *rodu$t 2y the senses i5e5 sight9 smell9 taste9 tou$h and
hearing5 The fi.e senses are used9 either indi.idually or in $om2ination9 to e1amine the $hara$teristi$s
of food5 This is done all the time either $ons$iously or su2$ons$iously 0hen $hoosing9 2uying or eating
food5
The $hara$teristi$s of a food $an 2e loo!ed at under the headings@
A**earan$e
)la.our
Aroma
%
Te1ture
Sound5
A$$earance
This is the .isual *er$e*tion of food9 0hi$h in$ludes $olour9 si?e9 sha*e9 trans*aren$y9 dullness and
gloss5 The $olour of food is .ery im*ortant e5g5 green *eas5 The sha*e9 si?e and surfa$e a**earan$e
0ill influen$e $onsumers and determine 0hether they a$$e*t or re>e$t a food5 Ane 0ould e1*e$t to find
mould in Stilton $heese 2ut not on 2read5 ilted lettu$e or $arrots that ha.e a 0i?ened a**earan$e are
not a$$e*ta2le5
Usin& the Senses in Sensory Analysis
A$$earance
Colour! Si&e! Shape
^
la#our Aro%a
S'eet! Sour Flavour! Aromatics
N 7

Te,ture Sound
(echanical and Tactile )roperties Intensity and *uality
,
Si&ht
Taste
S%ell
Touch
Hearin&
la#our
This has three $om*onents5
Adour $ontri2utes to the *leasure of eating e5g5 the smell of freshly 2a!ed 2read5
7outhfeel9 0here the ner.es in the s!in of the mouth are stimulated 2y thermal or $hemi$al
rea$tions e5g5 the $oldness of i$e $ream or the 2urning sensation of $hilli5
Taste *lays a .ital role in re$ognising9 a$$e*ting and a**re$iating food5 Taste is sensed 2y
the taste 2uds on the tongue5 There are four ty*es of taste sensation@ S-eet. Salt. Sour and
)itter5
Sour and 2itter are often $onfused5 3emon >ui$e has a sour taste 0hereas $offee has a 2itter taste5
Aro%a
Smell e.aluates the aroma of food and is im*ortant in the a**re$iation of fla.our5 A *leasant aroma
ma!es food a**etising5 To arouse a sensation of smell9 a su2stan$e must 2e in a gaseous state5 Smell
is useful in dete$ting fresh9 ran$id or o$$asionally *oisonous food5
Te,ture
Te1ture is *er$ei.ed 2y a $om2ination of senses i5e5 tou$h9 mouthfeel9 sight and hearing5 Te1ture is a
!ey =uality for many foods e5g5 the tenderness of meat9 the softness of 2read5 #t 0ould also in$lude the
$onsisten$y9 .is$osity9 2rittleness9 $he0iness and the si?e and sha*e of *arti$les in food e5g5 the te1ture
of a *ear that is gritty5
Sound
Hearing $onsiders the sounds made 2y food during *re*aration and $onsum*tion e5g5 the si??le of fried
food9 the fi?? of drin!s9 the $run$h of ra0 .egeta2les9 the $ra$!ing of hard 2is$uits5
So9 in sensory analysis9 the senses are used to measure9 analyse and inter*ret the organole*ti$ or
sensory *ro*erties of food5
5
SENSORY ANALYSIS IN THE OO" IN"USTRY
Sensory analysis testing is used $onsidera2ly in the food industry for *rodu$t de.elo*ment9 re$i*e
modifi$ation and the e.aluation of *rodu$ts5 #t also *lays a !ey role in =uality $ontrol and in the
mar!eting of *rodu$ts5 7any ty*es of sensory analysis tests ha.e 2een de.ised to fulfil a num2er of
s*e$ifi$ o2>e$ti.es5 These tests are grou*ed into three $ategories5
CATE+ORIES O SENSORY ANALYSIS TESTS
15 &referen$e Tests
25 +ifferen$e Tests
%5 +es$ri*ti.e Tests
ithin ea$h $ategory there are .arious sensory analysis tests that $an 2e $arried out5 The tests 0hi$h
are suita2le for use in the $lassroom are in$luded 2elo05
1/ !REERENCE TESTS
&referen$e tests su**ly information a2out 0hether *eo*le li!e or disli!e a *rodu$t5 &referen$e tests are
used in the food industry to determine@
if $onsumers li!e a *rodu$t
if one *rodu$t is *referred o.er another
if $onsumers intend to use a *rodu$t5
&referen$e tests are often referred to as Ba$$e*tan$eC or B$onsumerC tests5
'
!re'erence Tests Suita*le 'or Classroo% Use
&aired &referen$e Test
Hedoni$ (ating S$ale
)ood A$tion (ating Test
&referen$e (an!ing Test
(/ "IERENCE TESTS
+ifferen$e tests are used to dete$t small differen$es in foods5 +ifferen$e tests are used in the food
industry to ans0er some of the follo0ing =uestions@
does a differen$e e1istD
0ould *eo*le noti$e the differen$eD
ho0 0ould you des$ri2e the differen$eD
+ifferen$e tests are sometimes $alled Bdis$riminationC tests5
"i''erence Tests Suita*le 'or Classroo% Use
Sim*le +ifferen$e &aired Com*arison Test
+ire$tional &aired Com*arison Test
Triangle Test
+uo-Trio Test
0/ "ESCRI!TI1E TESTS
+es$ri*ti.e tests are used to des$ri2e the *er$ei.ed sensory $hara$teristi$s of *rodu$ts5 +es$ri*ti.e
tests $an 2e used in the food industry to ans0er some of the follo0ing =uestions@
0hat does the *rodu$t taste li!eD
0hat are its *er$ei.ed sensory $hara$teristi$s : attri2utesD
ho0 does a $hange in *ro$essing : *a$!aging : storage $onditions affe$t the sensory =uality
of this *rodu$tD
"escri$ti#e Tests Suita*le 'or Classroo% Use
+es$ri*ti.e (an!ing Test
+es$ri*ti.e (ating Test / one *rodu$t
+es$ri*ti.e (ating Test / t0o *rodu$ts
USES O SENSORY ANALYSIS IN THE OO" IN"USTRY
Sensory analysis testing has 2e$ome an integral *art of the food industry5 #t has many different
*ur*oses5 #t $an 2e used to@
e.aluate a range of e1isting food *rodu$ts
analyse a test !it$hen sam*le for im*ro.ement
gauge $onsumer res*onse to a *rodu$t
$he$! that a final *rodu$t meets its original s*e$ifi$ations
e.aluate differen$es in similar *rodu$ts
7
analyse s*e$ifi$ attri2utes e5g5 shortness in 2is$uits5
#t is im*ortant that the test $hosen should suit the *arti$ular *ur*ose5 8ery often more than one ty*e of
test 0ill ha.e to 2e $arried out on *rodu$ts5 Com*anies often de.elo* *rodu$ts to taste li!e another9
e5g5 o0n la2el foods to taste li!e the 2rand leader5 #f a food is designed to taste li!e another9 then a
differen$e test is used5 This may 2e follo0ed 2y a *referen$e test to find out the a$$e*ta2ility of the
ne0 *rodu$t among $onsumers5
&referen$e tests $an 2e used to resear$h ho0 a $om*any6s *rodu$t $om*ares to that of its $om*etitors5
A ran!ing test may 2e done and if the results of this are fa.oura2le to the $om*any9 this may 2e
*resented to retailers to *ersuade them to allo$ate more shelf s*a$e to the $om*any6s *rodu$t5
Cost and =uality are im*ortant fa$tors in the food industry5 A $om*any may $onsider $hanging the
su**lier of one of the ingredients in a *rodu$t for e$onomi$ reasons5 #t is im*ortant that $onsumers do
not dete$t that the *rodu$t has 2een $hanged in any 0ay5 #n this $ase the $om*any may use a *anel of
trained testers to $arry out differen$e tests to determine if the testers $an dete$t a differen$e from the
original *rodu$t5
Com*anies may $ontem*late $hanges to their e1isting *rodu$t 2ased on $onsumer demand e5g5 healthy
eating9 2y re*la$ing salt 0ith a lo0 sodium alternati.e5 #t is im*ortant that food $om*anies are attenti.e
to the demands of the $onsumer in order to retain their mar!et share5 As a result9 sensory analysis
testing is ongoing in industry5
)ood $om*anies may $arry out their o0n sensory analysis testing or they may $ontra$t a s*e$ialist
$om*any to do this for them5 (esults of sensory analysis tests are $al$ulated either manually or 2y
$om*uter *rogramme5 Statisti$al analysis is $arried out to ensure relia2ility and .alidity of the results5
!RO"UCT "E1ELO!MENT IN THE OO" IN"USTRY
#n$reased $om*etition in the food industry has led to the de.elo*ment of ne0 *rodu$ts5 There is also
$onstant re-a**raisal of e1isting *rodu$ts9 leading to im*ro.ements in e5g5 fla.our or *a$!aging5
&rodu$t de.elo*ment may in.ol.e@
Ma2in& a co%$letely ne- 'ood $roduct - de.elo*ing ideas for a ne0 *rodu$t 2y dra0ing u*
the *rodu$t *rofile e5g5 sha*e9 si?e
Modi'yin& an e,istin& 'ood $roduct - ma!ing $hanges to an original re$i*e e5g5 adding or
remo.ing an ingredient to im*ro.e fla.our or $hanging the si?e or sha*e of a *rodu$t
Matchin& an e,istin& 'ood $roduct - $o*ying other *o*ular 2randed *rodu$ts of similar ty*es5
Sta&es o' !roduct "e#elo$%ent
The *ro$ess of *rodu$t de.elo*ment in.ol.es a series of $om*le1 stages9 re=uiring the $om2ined
talents of many s*e$ialists to ma!e it su$$essful5 The main stages are outlined 2elo05
1/ "e#elo$%ent o' ideas
#deas are de.elo*ed for the ne0 *rodu$t and a s*e$ifi$ation is *rodu$ed5
(/ Testin& o' ideas on a s%all scale
#deas are tested on a small s$ale5 (esear$h is $arried out to formulate a num2er of re$i*es and
s*e$ify the ingredients to 2e used5 Se.eral .ersions are made9 altering ingredients or *ro$esses5 #n
other 0ords the *rodu$ts are *rototy*ed9 often 2y a *rofessional $hef or food $onsultant5
0/ !roduct %odi'ication
8
Trained testers e.aluate the *rodu$t 2eing de.elo*ed to ensure that it dis*lays the desired
$hara$teristi$s5 The re$i*e may need to 2e modified and further testing is $arried out5
3/ Consu%er testin&
The *rodu$t is then tested to determine $onsumer a$$e*ta2ility5
4/ inal $roduct s$eci'ication
The final *rodu$t s*e$ifi$ation is then agreed detailing the e1a$t ingredients and methods of
*rodu$tion5
5/ Lar&e scale $roduction trial
)ood s$ientists 0or! together in a *ilot *lant to determine the 2est method of *rodu$ing large
=uantities of the *rodu$t5
6/ Lar&e scale $roduction
The *rodu$t is then *rodu$ed on a large s$ale5 This is done under $ontrolled $onditions to maintain
$onsistent *rodu$t =uality5
7/ !ac2a&in& and la*ellin&
A**ro*riate *a$!aging is $hosen 2earing in mind shelf-life $onsiderations5 3a2elling is designed to
meet legal re=uirements5
8/ !roduct launch
The *rodu$t is ad.ertised and then laun$hed5
Sensory analysis testing is $arried out at many stages as the *rodu$t is 2eing de.elo*ed5
SENSORY ANALYSIS IN THE HOME ECONOMICS CLASS
#n the Home 4$onomi$s $lass9 sensory analysis is used for the follo0ing a$ti.ities@
e#aluation o' $roducts 9 dishes
$roduct de#elo$%ent and reci$e %odi'ication5
E#aluation o' !roducts
hen e.aluating *rodu$ts students may@
identify and des$ri2e the $hara$teristi$s of a food e5g5 fla.our9 a**earan$e9 sha*e
rate the $hara$teristi$s of a food e5g5 $olour - .ery *ale to .ery dar!
$om*are foods e5g5 in terms of taste5
!roduct "e#elo$%ent and Reci$e Modi'ication
#n *rodu$t de.elo*ment and re$i*e modifi$ation students may@
dra0 u* a *rodu$t *rofile that des$ri2es the desired $hara$teristi$s of a food or *rodu$t
design a *rodu$t e5g5 a range of 2is$uits for a $a!e sale
modify a re$i*e to suit the design e5g5 $hange the ingredients9 fla.our9 sha*e
$om*are a modified re$i*e 0ith an original re$i*e9 or 0ith a similar 2randed *rodu$t
9
test the end *rodu$t for a$$e*ta2ility e5g5 among their $lassmates
assess =uality assuran$e e5g5 shelf life issues su$h as ho0 the a2sor*tion of fat from a food
or the retention of moisture may affe$t *a$!aging5
TASTIN+ AN" TESTIN+ IN THE CLASSROOM
Before $arrying out sensory analysis tests as re=uired for an assignment9 it 0ould 2e im*ortant to ha.e
a $ertain amount of *re*aration done5 This $ould in$lude@
the 2asi$ theory of sensory analysis
a .o$a2ulary of des$ri*ti.e terms
guidelines for testing in the $lassroom
*ro$edure for tests a**ro*riate to the assignment5
+UI"ELINES OR TESTIN+ IN THE CLASSROOM
:here to Test
#deally testing ta!es *la$e in s*e$ial testing 2ooths5 Ho0e.er9 a =uiet area of the $lassroom9 0ith ade=uate light
and .entilation9 $ould 2e used5 4nsure ade=uate s*a$e 2et0een testers5
Testin& Session
#t is .ery im*ortant that silen$e is maintained throughout the session and that students should not dis$uss their
results5 Eee* the testing session short to a.oid fatigue5
Ti%in&
7id-morning is the 2est time 2efore any aromas of $oo!ing fill the air5 #f this is not *ossi2le9 try and ensure that
the room is odour free and 0ell .entilated5 Testers should not eat strongly fla.oured food in the thirty minutes
immediately *rior to the test5
Nu%*er in +rou$
This 0ill de*end on the si?e of the $lass5 hen arranging tests in $lass9 it is im*ortant that the *eo*le in.ol.ed in
testing the food sam*les should not 2e in.ol.ed in the $oding and arranging of sam*les9 or in the $ollating of
results for these sam*les5 This is 2e$ause they 0ill 2e familiar 0ith the $oded sam*les on the trays that they
ha.e set u*5
S$ecial "ietary Conditions
Ta!e into a$$ount students 0ith s*e$ial dietary $onditions e5g5 a $oelia$ should not test star$hy foods5
1"
Hy&iene
4nsure that the general rules of hygiene a**ly for the handling of all food sam*les5
E;ui$%ent
The si?e and sha*e of $ontainers should 2e standard5 &olystyrene $u*s9 *a*er *lates and *lasti$ s*oons are
useful e=ui*ment for testing food5 These $ould either 2e dis*osa2le or a designated set of *lasti$ e=ui*ment5
<uantity o' Sa%$le
The sam*les *resented should 2e suffi$ient in amount5 4nsure that all sam*les are uniform in $olour9 sha*e and
si?e5
Te%$erature
#t is im*ortant that all sam*les *resented are at the same tem*erature5
Codin& o' Sa%$les
Ane of the most im*ortant things a2out testing is ma!ing sure that testers are una0are of the identity of *rodu$ts9
0hi$h means that $oding is ne$essary5 This is an essential *art of e.ery test $arried out5 Sam*les $an 2e $oded
0ith geometri$ sha*es e5g5 triangle9 s=uare9 $ir$le5 They $an also 2e $oded 0ith three digit num2ers5 Codes
used should not indu$e any 2ias among testers5 )or e1am*le if sam*les are $oded A and B9 testers might feel
that sam*le A is the 2etter sam*le5 A re$ord should 2e !e*t of the arrangement of sam*les *resented to ea$h
tester5
Nu%*er o' Sa%$les
#n industry large num2ers of testers are used and tests are re*eated a num2er of times to ensure .alidity and
relia2ility5 This is not re=uired in the $lassroom situation5
Settin& o' Trays
4nsure that a glass of 0ater and : or dry $ra$!ers are in$luded on trays in order to $leanse the *alate 2et0een the
tasting of sam*les5
TASTIN+ AN" TESTIN+ :OR" )AN=
11
A$$earance la#our S%ell Te,ture Sound
A**etising
Attra$ti.e
Brittle
Burnt
Cellular
Clear
Cloudy
Cold
Colourful
Colourless
Creamy
Crum2ly
+ar!
+ry
)oamy
)resh
Grained
Greasy
Healthy
7oist
7ottled
A*a=ue
&ale
&o0dery
Shiny
Slimy
Smooth
Soggy
Sti$!y
Thi$!
Translu$ent
atery
A$idi$
Bitter
Bland
Burnt
Buttery
Creamy
)atty
Her2y
Hot
7usty
&i=uant
Salty
Shar*
Smo!ey
Sour
S*i$y
Stale
S0eet
Tangy
Tart
Tasty
Tasteless
Under$oo!ed
atery
Aromati$
Astringent
Burnt
Coffee
)ermented
)loral
)resh
)ruity
7usty
&ungent
(an$id
(oasted
Smo!ey
Sour
S*i$y
Stale
Adhesi.e
Airy
Brittle
Bu22ly
Che0y
Coarse
Cohesi.e
Cold
Cris*
Crum2ly
Crun$hy
Crystalline
+ry
4ffer.es$ent
4lasti$
)i2rous
)ine
)irm
)i??y
)la!y
)lat
)oamy
Grainy
Greasy
Gritty
Hard
Fui$y
3um*y
7oist
7ushy
&o0dery
(u22ery
Slimy
Smooth
Soft
S*ongy
Sti$!y
Tender
Tough
atery
Bu22ling
Cra$!ly
Crun$hy
Grating
)i??y
&er$olating
Si??ling
Sna**ing
TRAININ+ OR TASTIN+ AN" TESTIN+ IN SENSORY ANALYSIS
12
&anels of trained testers are used in the food industry to taste and test food *rodu$ts5 #n order to train
students in tasting and testing9 *arti$ularly in the des$ri*ti.e and differen$e tests9 it 0ould 2e useful9 as
is done in industry9 to do a fe0 *reliminary tests 0ith them5
The most useful tests 0ould 2e the taste identifi$ation test and taste intensity tests5
TASTE I"ENTIICATION TEST
Ai%> To en$ourage students to de.elo* an a0areness of the 2asi$ tastes - s0eet9 sour9 salt and 2itter5
Materials re;uired $er student
, $u*s5 Code the $u*s 19 29 % and ,5
1 glass of 0ater ;to rinse mouth<
!rocedure
15 &re*are the $u*s as follo0s@
Cu* 1 25"ml 0ater G 1 teas*5 sugar HHHHHHHHHHHH5 S0eet
Cu* 2 25"ml 0ater G I teas*5 salt HHHHHHHHHHHHH Salt
Cu* % 25"ml 0ater G 2 teas*5 lemon >ui$e HHHHHHHHH555 Sour
Cu* , 25"ml 0ater G 1""ml toni$ 0ater ;de$ar2onated< HHH555 Bitter
25 #nstru$t students to follo0 instru$tions on s$ore$ard5
Scorecard
Taste Identi'ication Test
Tray num2er HHHHH Jame HHHHHHHHHHHHHHHHHHHHHHHH5
Kou are *resented 0ith , sam*les of solutions 0hi$h re*resent the 2asi$ taste sensations of s0eet9
sour9 salt and 2itter5
Starting in any order9 $hoose a $u*9 ta!e a si* from it9 hold it in your mouth for 1" se$onds and note
the taste5
&ro$eed through the other sam*les in a similar manner9 rinsing your mouth 2et0een ea$h5
)ill in the taste identified in ea$h $ase5
Solution Taste Identi'ied
Correct -
Incorrect 1
1
2
%
,
%5 Colle$t s$ore$ards and $orre$t results5
TEM!LATES
1%
Scorecard
the taste5
Correct -
Incorrect 1
1
2
%
,
Scorecard
the taste5
Correct -
Incorrect 1
1
2
%
,
TASTE INTENSITY TESTS
1,
Taste intensity tests are used to en$ourage students to dis$riminate 2et0een $on$entrations of
*arti$ular tastes5
Taste Intensity Test
Testers are *resented 0ith three $oded sam*les
Testers must indi$ate the order of the sam*les in terms of intensity of the s*e$ified taste
Salt Intensity Test
Ai%@ To dis$riminate 2et0een the taste intensity of three solutions5
Materials re;uired *ased on si, testers
' trays
' glasses of 0ater
18 $ontainers
' s$ore$ards
!rocedure
15 Code 18 $ontainers as follo0s@
' $ontainers 0ith sym2ol E
' $ontainers 0ith sym2ol C
' $ontainers 0ith sym2ol
25 &la$e the follo0ing solutions into $oded $ontainers@
' $oded E - 25"ml 0ater
' $oded C - 25"ml 0ater G I teas*5 salt
' $oded - 25"ml 0ater G 1 teas*5 salt
ater $an 2e slightly 0arm to aid the dissol.ing of salt5
%5 Set u* trays num2ered 1 - '5 &la$e one $ontainer 0ith sym2ol E9 one 0ith sym2ol C and one 0ith
sym2ol on ea$h tray5
,5 #nstru$t testers to follo0 instru$tions on s$ore$ard5
Scorecard
Salt Intensity Test
Starting in any order9 $hoose a $u*9 ta!e a si* from it9 hold it in your mouth for at least 1" se$onds and note the
taste5
&lease indi$ate the order of the sam*les in terms of taste intensity i5e5 1 for the 0ea!est solution and % for the
strongest solution5
E LLLLLLLL C LLLLLLLL LLLLLLLL
55 Colle$t and $orre$t results5
Sour and s0eet intensity tests $an 2e $arried out in a similar manner5
15
Sour 25"ml 0ater
25"ml 0ater G 1 teas*5 lemon >ui$e
25"ml 0ater G 1 ta2les*5 lemon >ui$e
S-eet 25"ml 0ater
25"ml 0ater G 1 teas*5 sugar
25"ml 0ater G 1 ta2les*5 sugar
Scorecard
Sour Intensity Test
Starting in any order9 $hoose a $u*9 ta!e a si* from it9 hold it in your mouth for at least 1" se$onds and
note the taste5
&lease indi$ate the order of the sam*les in terms of taste intensity i5e5 1 for the 0ea!est solution and %
for the strongest solution5
Scorecard
S-eet Intensity Test
note the taste from it5
&ro$eed through all three sam*les in a similar manner9 rinsing your mouth out 2et0een ea$h5
TEM!LATES
1'
Scorecard
Salt Intensity Test
Tray num2er HHHHH Jame HHHHHHHHHHHHHHHHHH55HHHHHH5
note the taste5
Scorecard
Sour Intensity Test
note the taste5
Scorecard
S-eet Intensity Test
note the taste from it5
&ro$eed through all three sam*les in a similar manner9 rinsing your mouth out 2et0een ea$h5
!REERENCE TEST
17
!aired !re'erence Test
A *aired *referen$e test is used to e1*ress a *referen$e 2et0een t0o *rodu$ts5
Tester is *resented 0ith t0o $oded sam*les
Tester de$ides 0hi$h one they *refer
!rocedure 'or a !aired !re'erence Test
Ai%> To determine 0hi$h of t0o sam*les of Short2read is *referred 2y testers5
' trays
' glasses of 0ater
12 $ontainers
' sam*les of food A / Ste0art6s Short2read
' sam*les of food B / Gordon6s Short2read
' s$ore$ards
' re$ord sheets
!rocedure
25 Arrange short2read in $ontainers@
' $oded E - Ste0art6s Short2read
' $oded C - Gordon6s Short2read
%5 Set u* trays num2ered 1 / '5 &la$e one $ontainer 0ith sym2ol E and one 0ith sym2ol C on ea$h
tray5
Coded sam*les
Tray 1 S$ore$ard
18
Scorecard
Tray num2er HHHHH Jame HHHHHHH5HHHHHHHHHHHHHHHHHH5
#n front of you are t0o $oded sam*les5 Taste ea$h sam*le and ti$! - the sam*le that you *refer5
E C
55 Colle$t s$ore$ards and transfer results onto re$ord sheet5
'5 Count results5
75 (e.eal $odes and *resent results5
Record Sheet
ood !roduct Tic2s Total Nu%*er o' Tic2s
E
Ste0art6s
---- ,
C
Gordon6s --
2
#n the a2o.e re$ord sheet four testers ti$!ed Ste0art6s Short2read $oded E and t0o testers ti$!ed
Gordon6s Short2read $oded O5 Therefore the *referred *rodu$t 0as Ste0art6s Short2read5
85 4.aluate results5
19
TEM!LATES
Scorecard
E C
Scorecard
E C
Scorecard
E C
2"
TEM!LATES
Record Sheet
E
C
Record Sheet
E
C
Record Sheet
E
C
Record Sheet
E
C
!REERENCE TEST
21
Hedonic Ratin& Scale
(ating tests $an 2e used to find out ho0 mu$h testers li!e or disli!e a *rodu$t5 The term hedoni$
means ha.ing to do 0ith *leasure so rating s$ales to do 0ith li!es or disli!es are $alled hedoni$ rating
s$ales5
Tester is *resented 0ith one or more $oded sam*les
Tester indi$ates their degree of li!ing for ea$h *rodu$t
!rocedure 'or a Hedonic Ratin& Scale
Ai%> To determine the e1tent of li!ing for ea$h of three 2rands of +igesti.e Bis$uits5
Materials re;uired *ased on 'i#e testers
5 trays
5 glasses of 0ater
15 $ontainers
5 sam*les food A - hite &a$! +igesti.e Bis$uits
5 sam*les food B - (ed &a$! +igesti.e Bis$uits
5 sam*les food C - Blue &a$! +igesti.e Bis$uits
5 s$ore$ards
5 re$ord sheets
!rocedure
15 Code 15 food $ontainers as follo0s@
5 $ontainers 0ith sym2ol E
5 $ontainers 0ith sym2ol C
5 $ontainers 0ith sym2ol 1
25 Arrange 2is$uits in $ontainers@
5 $ontainers $oded E - hite &a$! +igesti.e Bis$uits
5 $ontainers $oded C - (ed &a$! +igesti.e Bis$uits
5 $ontainers $oded 1 - Blue &a$! +igesti.e Bis$uits
%5 Set u* trays num2ered 1 - 55 &la$e one $ontainer 0ith sym2ol E. one 0ith sym2ol C and one 0ith
sym2ol 1 on ea$h tray5

Coded sam*les

Tray 1 S$ore$ard
22
Scorecard
#n front of you are three $oded sam*les5 Taste ea$h sam*le and ti$! - ho0 mu$h you li!e or disli!e it5
E C 1
3i!e a lot LLLLLL LLLLLL LLLLLL
3i!e a little LLLLLL LLLLLL LLLLLL
Jeither li!e nor disli!e LLLLLL LLLLLL LLLLLL
+isli!e a little LLLLLL LLLLLL LLLLLL
+isli!e a lot LLLLLL LLLLLL LLLLLL
'5 Cal$ulate results5
To $al$ulate the s$ore for ea$h *rodu$t assign ea$h des$ri*tor a s$ore .alue@
li!e a lot M 5 li!e a little M , neither li!e nor disli!e M % disli!e a little M 2 disli!e a lot M 15
or! out the a.erage s$ore for ea$h *rodu$t5
Record Sheet
ood !roduct E hite &a$! +igesti.e Bis$uits
ood !roduct C (ed &a$! +igesti.e Bis$uits
ood !roduct 1 Blue &a$! +igesti.e Bis$uits
Score 1alue Assi&ned>
ood !roduct
Tester
Total
Score
A#era&e Score
;total s$ore N num2er of
testers<
1 ( 0 3 4
E 5 *ts 5 *ts , *ts , *ts 5 *ts
2% M ,5 '
5
5 *oints
C 5 *ts 2 *ts % *ts 5 *ts % *ts
18 M %5'
5
, *oints
1 1 *t 1 *t 2*ts % *ts 1 *t
8 M 15'
5
2 *oints
2%
&rodu$t E - hite &a$! +igesti.e Bis$uits 0ere li!ed a lot ;5 *ts<5
&rodu$t C - (ed &a$! +igesti.e Bis$uits 0ere li!ed a little ;, *ts<5
&rodu$t 1 - Blue &a$! +igesti.e Bis$uits 0ere disli!ed a little ;2 *ts<5
Therefore hite &a$! +igesti.e Bis$uits 0as the *referred *rodu$t5
2,
TEM!LATES
Scorecard
E C 1
Scorecard
E C 1
25
TEM!LATES
Record Sheet
ood !roduct E LLLLLLLLLLLLLLLLLLLLLLLLLLL
ood !roduct C LLLLLLLLLLLLLLLLLLLLLLLLLLL
ood !roduct 1 LLLLLLLLLLLLLLLLLLLLLLLLLLL
ood !roduct
Tester
Total
Score
A#era&e Score
testers<
1 ( 0 3 4
E
C
1
2'
Record Sheet
ood !roduct E LLLLLLLLLLLLLLLLLLLLLLLLLLL
ood !roduct C LLLLLLLLLLLLLLLLLLLLLLLLLLL
ood !roduct 1 LLLLLLLLLLLLLLLLLLLLLLLLLLL
ood !roduct
Tester
Total
Score
A#era&e Score
testers<
1 ( 0 3 4
E
C
1
!REERENCE TEST
ood Action 9 Attitude Ratin& Test
#n a food a$tion rating test a s$ale is used to determine the attitudes of testers to a food5 #t is often
referred to as a B)ACT S$ale+% The test $an 2e $arried out on one or more sam*les of food5

ood Action Ratin& Test
Tester is *resented 0ith one or more food sam*les
Tester indi$ates their attitude to the food on *re*ared s$ales
!rocedure 'or a ood Action Ratin& Test
Ai%> To determine the attitude of testers to one ty*e of Cheddar Cheese5
' trays
' glasses of 0ater
' $ontainers
' sam*les of Cheddar Cheese
' s$ore$ards
' re$ord sheets
!rocedure
27
15 &la$e the $heese sam*les in si1 $ontainers5
25 Set u* trays num2ered 1 - '5 &la$e one $ontainer on ea$h tray5
)ood sam*le
Tray 1 S$ore$ard
%5 #nstru$t testers to follo0 instru$tions on s$ore$ard5
Scorecard
Tray num2er HHHHH Jame HHHHHHH5HHHHHHHHHHHHHHHHH
Kou are *resented 0ith a food sam*le5
&lease taste the sam*le and ti$! - the 2o1 that 2est des$ri2es ho0 you feel a2out it5
# 0ould eat this e.ery o**ortunity that # had
# 0ould eat this .ery often
# li!e this and 0ould eat it no0 and then
# 0ould eat this if a.aila2le 2ut 0ould not go out of my 0ay
# don6t li!e this 2ut 0ould eat it on o$$asion
# 0ould hardly e.er eat this
# 0ould eat this only if for$ed to
,5 Colle$t s$ore$ards and transfer results onto re$ord sheet5
28
Record Sheet
Action Total Tic2s
# 0ould eat this .ery often - -
# li!e this and 0ould eat it no0 and then - - -
# 0ould eat this if a.aila2le 2ut 0ould not go out of my 0ay -
55 Count results5
'5 &resent results5
#n this $ase9 three testers 0ould eat this food no0 and thenO t0o 0ould eat it .ery often and one
0ould eat it if a.aila2le 2ut 0ould not go out of their 0ay to eat it5
TEM!LATES
Scorecard
29
Scorecard
TEM!LATES
Record Sheet
Action Total Tic2s
%"
Record Sheet
Action Total Tic2s
!REERENCE TEST
!re'erence Ran2in& Test
&referen$e ran!ing tests are used to ran! foods in order of *referen$e5 They are used 0hen t0o or
more sam*les are 2eing tested5 The num2er of sam*les used is de*endent on the tester6s attention
s*an and memory5 The tester is as!ed to assign an order to the sam*les a$$ording to his : her
*referen$e5 (an!ing tests do not determine the degree of li!ing : disli!ing for ea$h of the sam*les5
Tester is *resented 0ith a num2er of $oded sam*les
Tester ran!s sam*les in order of *referen$e
!rocedure 'or a !re'erence Ran2in& Test
Ai%> To determine 0hi$h of three different 2rands of Cho$olate Koghurt is *referred 2y testers5
' trays
' glasses of 0ater
%1
18 $ontainers
' sam*les of food A / Kello0 &a$! Cho$olate Koghurt
' sam*les of food B / (ed &a$! Cho$olate Koghurt
' sam*les of food C / Blue &a$! Cho$olate Koghurt
' s$ore$ards
' re$ord sheets
!rocedure
' $ontainers 0ith sym2ol 1
25 Arrange yoghurt in $ontainers@
' $oded E - Kello0 &a$! Cho$olate Koghurt
' $oded C - (ed &a$! Cho$olate Koghurt
' $oded 1 - Blue &a$! Cho$olate Koghurt
Coded sam*les
Tray 1 S$ore$ard
%2
Scorecard
#n front of you are three $oded sam*les5 Taste ea$h sam*le5
&lease indi$ate your *referen$e 2y *la$ing@
1
st
$hoi$e 2eside the sam*le that you *refer most
2
nd
$hoi$e 2eside your ne1t *referen$e
%
rd
$hoi$e 2eside the one you least *refer5
E LLLLLLLLLLLLLLLLLLLL C LLLLLLLLLLLLLLLLLLLL 1 LLLLLLLLLLLLLLLLLLLL
To $al$ulate the results assign ea$h $hoi$e a s$ore .alue@
1
st
$hoi$e gi.e % *oints
2
nd
$hoi$e gi.e 2 *oints
%
rd
$hoi$e gi.e 1 *oint
Cal$ulate the s$ore for ea$h *rodu$t 2y multi*lying the num2er of ti$!s in ea$h 2o1 2y the s$ore
.alue assigned to that $hoi$e as in the re$ord sheet 2elo05 The order of *referen$e is determined
from the s$ore i5e5 the *rodu$t 0ith the highest s$ore is the *referred *rodu$t5
Record Sheet
ood !roduct E Kello0 &a$! Cho$olate Koghurt
ood !roduct C (ed &a$! Cho$olate Koghurt
ood !roduct 1 Blue &a$! Cho$olate Koghurt
%%
)or ea$h tester *la$e a ti$! - in the 2o1 that $orres*onds to their $hoi$e for that *rodu$t5
Score 1alue Assi&ned@
1
st
2
nd
%
rd
$hoi$e gi.e 1 *oint
ood !roduct 1
st
choice (
nd
choice 0
rd
choice Score Ran2 Order
E
--
21%M'
--
212M,
--
211M2 12 *oints 2
nd
C
--
21%M'
---
%12M'
-
111M1 1% *oints 1
st
1
--
21%M'
-
112M2
---
%11M% 11 *oints %
rd
#n the a2o.e $ase (ed &a$! Cho$olate Koghurt 0as the grou* *referen$e9 follo0ed 2y Kello0 &a$!5
Blue &a$! Cho$olate Koghurt 0as the least *referred of the three sam*les5
TEM!LATES
%,
Scorecard
1
st
2
nd
%
rd
Scorecard
1
st
2
nd
%
rd
TEM!LATES
%5
Record Sheet
ood !roduct E ____________________
ood !roduct C ____________________
ood !roduct 1 ____________________
1
st
2
nd
%
rd
$hoi$e gi.e 1 *oint
ood !roduct 1
st
choice (
nd
choice 0
rd
E
C
1
Record Sheet
ood !roduct E ____________________
ood !roduct C ____________________
ood !roduct 1 ____________________
1
st
2
nd
%
rd
$hoi$e gi.e 1 *oint
ood !roduct 1
st
choice (
nd
choice 0
rd
E
C
1
"IERENCE TEST
%'
!aired Co%$arison Test
This test is useful 0hen $om*aring t0o ty*es of the same food e5g5 2a!ed 2eans9 yoghurt9 >ui$e et$5
There are t0o different ty*es of *aired $om*arison test@
Sim*le differen$e *aired $om*arison test - are the sam*les
differentD
+ire$tional *aired $om*arison test - 0hi$h sam*le is
s0eeter : saltierD
Si%$le "i''erence !aired Co%$arison Test
Tester is as!ed if there is a differen$e 2et0een the sam*les

!rocedure 'or a Si%$le "i''erence !aired Co%$arison Test
Ai%> To determine if testers $an dete$t a differen$e 2et0een t0o sam*les of Ba!ed Beans5
' trays
' glasses of 0ater
12 $ontainers
' sam*les of food A / Ba!ed Beans
' sam*les of food B / (edu$ed Sugar Ba!ed Beans
' s$ore$ards
' re$ord sheets
!rocedure
25 Set u* trays num2ered 1 / '5 &la$e one $ontainer 0ith sym2ol E and one $ontainer 0ith sym2ol C
on ea$h tray5
Coded sam*les
Tray 1 S$ore$ard
%7
%5 Arrange 2eans in $ontainers5 #t is im*ortant to *resent the $oded sam*les in random order on ea$h
tray5 The sam*les on the trays $an 2e the same or different5 A *ossi2le *resentation order for si1
testers is illustrated 2elo05
!resentation Order 'or Si, Trays
Tray AB Tray BA Tray AB
1 EC 2 EC % EC
Tray BA Tray AB Tray BA
, EC 5 EC ' EC
A - Ba!ed Beans
B - (edu$ed Sugar Ba!ed Beans
Scorecard
Tray num2er HHHHH Jame HHHHHHH5HHHHHHHHHHHHHHHHHH
Kou are *resented 0ith t0o $oded sam*les5 &lease taste the sam*les in the order gi.en5
Can you dete$t a differen$e 2et0een the sam*lesD
Kes LLLLLLLLLLLLLLL Jo LLLLLLLLLLLLLLL
Jote@ the taste order is al0ays s*e$ified on the s$ore$ard for a sim*le differen$e *aired $om*arison test to
ensure random tasting of food5
%8
Record Sheet
ood !roduct A> Ba!ed Beans
ood !roduct )> (edu$ed Sugar Ba!ed Beans
hen re$ording results9 transfer res*onses from the s$ore$ards 2y indi$ating 0hether testers
ans0ered Kes or Jo5 Ti$! - those that are $orre$t%
Res$onse - I' Correct
Tester 1
)ood *rodu$t A B Kes -
Code E C
Tester (
)ood *rodu$t B A Jo
Code E C
Tester 0
)ood *rodu$t A B Kes -
Code E C
Tester 3
)ood *rodu$t B A Kes -
Code E C
Tester 4
)ood sam*le A B Kes -
Code E C
Tester 5
)ood *rodu$t B A Jo
Code E C
Total nu%*er o' correct res$onses
3
'5 Count the $orre$t res*onses5
As you $an see9 four testers $orre$tly dete$ted a differen$e 2et0een the t0o sam*les5

%9
TEM!LATES
Scorecard
Scorecard
Scorecard
,"
TEM!LATES
Record Sheet
ood !roduct A> LLLLLLLLLLLLLLLLLLLL
ood !roduct )> LLLLLLLLLLLLLLLLLLLL
hen re$ording results9 transfer res*onses from the s$ore$ards 2y indi$ating 0hether testers
ans0ered Kes or Jo5 Ti$! - those that are $orre$t%
Res$onse - I' Correct
Tester 1
)ood *rodu$t A B
Code E C
Tester (
)ood *rodu$t B A
Code E C
Tester 0
)ood *rodu$t A B
Code E C
Tester 3
)ood *rodu$t B A
Code E C
Tester 4
)ood sam*le A B
Code E C
Tester 5
)ood *rodu$t B A
Code E C
,1
"IERENCE TEST
!aired Co%$arison Test
This test is useful 0hen $om*aring t0o ty*es of the same food e5g5 2a!ed 2eans9 yoghurt9 >ui$e et$5
There are t0o different ty*es of *aired $om*arison test@
Sim*le differen$e *aired $om*arison test - are the sam*les
differentD
+ire$tional *aired $om*arison test - 0hi$h sam*le is
s0eeter : saltierD
"irectional !aired Co%$arison Test
Tester is *resent 0ith t0o $oded sam*les
Tester is as!ed to determine 0hi$h of the sam*les has a greater degree of intensity in
terms of a *arti$ular $hara$teristi$
!rocedure 'or a "irectional !aired Co%$arison Test
Ai%> To determine 0hi$h of t0o sam*les of Arange Fui$e is s0eeter5
' trays
' glasses of 0ater
12 $ontainers
' sam*les of food A / Uns0eetened Arange Fui$e
' sam*les of food B / S0eetened Arange Fui$e
' s$ore$ards
' re$ord sheets
!rocedure
25 Set u* trays num2ered 1 / '5 &la$e one $ontainer 0ith sym2ol E and one 0ith sym2ol C on
ea$h tray5
Coded sam*les
,2
S$ore$ard
Tray 1
%5 Arrange orange >ui$e in $ontainers5 #t is im*ortant to *resent the $oded sam*les in random order on
ea$h tray5 A *ossi2le *resentation order for si1 testers is illustrated 2elo05
Tray AB Tray BA Tray AB
1 EC 2 EC % EC
Tray BA Tray AB Tray BA
, EC 5 EC ' EC
A - Uns0eetened Arange Fui$e
B - S0eetened Arange Fui$e
Scorecard
#n front of you are t0o $oded sam*les5
Starting 0ith the sam*le on the left9 taste ea$h sam*le and $ir$le the sam*le that is s0eeter5
Kou must ma!e a $hoi$e5 Kou may re-taste as often as you 0ish5
E C
Jote@ the taste order is al0ays s*e$ified on the s$ore$ard for a dire$tional *aired $om*arison test to ensure
random tasting of food5
,%
Record Sheet
ood !roduct A> Uns0eetened Arange Fui$e
ood !roduct )> S0eetened Arange Fui$e
hen re$ording results9 $ir$le the letter that $orres*onds 0ith the sym2ol sele$ted on the s$ore$ard5
Ti$! - the $orre$t res*onses5
- I' Correct
Tester 1
)ood *rodu$t A B
Code E C
Tester (
)ood *rodu$t B A -
Code E C
Tester 0
)ood *rodu$t A B -
Code E C
Tester 3
)ood *rodu$t B A
Code E C
Tester 4
)ood *rodu$t A B -
Code E C
Tester 5
)ood *rodu$t B A -
Code E C
Total nu%*er o' correct res$onses 3
'5 Count $orre$t res*onses5
,,
)our *eo*le $orre$tly identified the S0eetened Arange Fui$e as 2eing the s0eeter sam*le5
TEM!LATES
Scorecard
Starting 0ith the sam*le on the left9 taste ea$h sam*le and $ir$le the sam*le that is LLLLLLLLLLLLL
E C
Scorecard
Starting 0ith the sam*le on the left9 taste ea$h sam*le and $ir$le the sam*le that is LLLLLLLLLLLL
E C
Scorecard
Starting 0ith the sam*le on the left9 taste ea$h sam*le and $ir$le the sam*le that is LLLLLLLLLLLLL
E C
,5
TEM!LATE
Record Sheet
ood !roduct A> ??????????????????????????
ood !roduct )> ??????????????????????????
hen re$ording results9 $ir$le the letter that $orres*onds 0ith the sym2ol sele$ted on the s$ore$ard5
Ti$! - the $orre$t res*onses5
- I' Correct
Tester 1
)ood *rodu$t A B
Code E C
Tester (
)ood *rodu$t B A
Code E C
Tester 0
)ood *rodu$t A B
Code E C
Tester 3
)ood *rodu$t B A
Code E C
Tester 4
)ood *rodu$t A B
Code E C
Tester 5
)ood *rodu$t B A
Code E C
,'
"IERENCE TEST
Trian&le Test
The triangle test is used to see if there is a dete$ta2le differen$e 2et0een t0o similar *rodu$ts5
Trian&le Test
Tester is *resented 0ith three $oded sam*les
T0o sam*les are the same9 one is different
Tester is as!ed to identify the sam*le that is different
!rocedure 'or a Trian&le Test
Ai%> To find out if there is a dete$ta2le differen$e 2et0een t0o 2rands of Faffa Ca!es5
' trays
' glasses of 0ater
18 $ontainers
9 sam*les of food A - hite &a$! Faffa Ca!es
9 sam*les of food B - Blue &a$! Faffa Ca!es
' s$ore$ards
' re$ord sheets
!rocedure
25 Set u* trays num2ered 1 - '5 &la$e one $ontainer 0ith sym2ol E9 one 0ith sym2ol C and one
0ith sym2ol 1 on ea$h tray5

Coded sam*les
,7
S$ore$ard
Tray 1
%5 Arrange the food sam*les in ea$h $ontainer5 #n a triangle test BBalan$ed &resentation ArderC is
im*ortant5 This means that@
;i< e.ery *ossi2le $om2ination of sam*les should 2e *resented
;ii< ea$h food 2eing tested is offered an e=ual num2er of times5
#n a triangle test there are si1 *ossi2le $om2inations that $an 2e *resented5 The si1 $om2inations
are illustrated 2elo05
)alanced !resentation Order 'or Si, Trays
Tray ABA Tray AAB Tray BBA
1 EC1 2 EC1 % EC1
Tray BAB Tray ABB Tray BAA
, EC1 5 EC1 ' EC1
A - hite &a$! Faffa Ca!es
B - Blue &a$! Faffa Ca!es
An tray 1@
food $ontainer E $ontains hite &a$! Faffa Ca!es
food $ontainer C $ontains Blue &a$! Faffa Ca!es
food $ontainer 1 $ontains hite &a$! Faffa Ca!es5
By setting u* si1 trays one $an ensure that e.ery *ossi2le $om2ination of sam*les is offered5 The
sam*les are also *resented in rando% order and no tester gets the sam*les *resented in the same
se=uen$e5 4a$h food sam*le is offered an e=ual num2er of times i5e5 nine times9 so a *alanced
$resentation order is a$hie.ed5 #t is im*ortant to note that the codes on each tray re%ain the sa%eO
it is the 'ood in the container that chan&es ea$h time5
Scorecard
Trian&le Test
#n front of you are three $oded sam*les9 t0o are the same and one is different5
Starting from the left9 taste the sam*les and $ir$le the one that is different from the other t0o5
Kou may re-taste the sam*les5 Kou must ma!e a $hoi$e5
,8
E C 1
Jote@ the taste order is al0ays s*e$ified on the s$ore$ard for a triangle test to ensure random tasting of foods5
55 Colle$t s$ore$ards and transfer results onto the re$ord sheet5
Record Sheet
Trian&le Test
ood !roduct A> hite &a$! Faffa Ca!es
ood !roduct )> Blue &a$! Faffa Ca!es
hen re$ording the results $ir$le the letter that $orres*onds 0ith the sym2ol sele$ted on ea$h
s$ore$ard5
Ti$! - the a**ro*riate $olumn if the tester $orre$tly identified the sam*le that 0as different5
- I' Correct
Tester 1
)ood *rodu$t A B A -
Code E C 1
Tester (
)ood *rodu$t A A B -
Code E C 1
Tester 0
)ood *rodu$t B B A
Code E C 1
Tester 3
)ood *rodu$t B A B -
Code E C 1
Tester 4
)ood *rodu$t A B B -
Code E C 1
Tester 5
)ood *rodu$t B A A -
Code E C 1
,9
#n this $ase fi.e out of si1 *eo*le $orre$tly identified the sam*le that 0as different5
TEM!LATES
Scorecard
Trian&le Test
E C 1
Scorecard
Trian&le Test
E C 1
Scorecard
Trian&le Test
5"
E C 1
TEM!LATE
Record Sheet
Trian&le Test
ood !roduct A> LLLLLLLLLLLLLLLLLLLLLLLLLL
ood !roduct )> LLLLLLLLLLLLLLLLLLLLLLLLLL
s$ore$ard5
Ti$! - the a**ro*riate $olumn if the tester $orre$tly identified the sam*le that 0as different5
- I' Correct
Tester 1
)ood *rodu$t A B A
Code E C 1
Tester (
)ood *rodu$t A A B
Code E C 1
Tester 0
)ood *rodu$t B B A
Code E C 1
Tester 3
)ood *rodu$t B A B
Code E C 1
Tester 4
)ood *rodu$t A B B
Code E C 1
Tester 5
)ood *rodu$t B A A
51
Code E C 1
"IERENCE TEST
"uo@Trio Test
The duo-trio test is an alternati.e to the triangle test5 This test is used in the food industry 0hen
$hanges are $ontem*lated in a *rodu$t $urrently a.aila2le5 This test is *arti$ularly useful 0hen the
*rodu$t $on$erned has an intense odour or taste5
"uo@Trio Test
Tester is *resented 0ith three sam*les
T0o sam*les are $oded and one is identified as the referen$e5 #n industry the referen$e is
normally the *rodu$t $urrently 2eing manufa$tured
Tester is as!ed to identify the sam*le that is different from the referen$e
!rocedure 'or a "uo@Trio Test
Ai%> To find out if there is a dete$ta2le differen$e in taste 2et0een an Ariginal Garli$ +i* re$i*e and a
7odified Garli$ +i* re$i*e5
' trays
' glasses of 0ater
18 $ontainers
12 sam*les of food A / Ariginal Garli$ +i* re$i*e
' sam*les of food B / 7odified Garli$ +i* re$i*e
' s$ore$ards
' re$ord sheets
!rocedure
' $ontainers 0ith sym2ol (
25 Set u* trays num2ered 1 - '5 &la$e one $ontainer 0ith sym2ol (9 one 0ith sym2ol C and one
0ith sym2ol 1 on ea$h tray5
Coded sam*les
52
Tray 1 S$ore$ard
%5 Arrange the food in the $ontainers on ea$h tray5 #t is im*ortant to *resent the food in a random order
on ea$h tray5 A *ossi2le *resentation order for si1 testers is illustrated 2elo05
Tray AAB Tray ABA Tray AAB
1 (C1 2 (C1 % (C1
Tray ABA Tray AAB Tray ABA
, (C1 5 (C1 ' (C1
( - Ariginal re$i*e
A - Ariginal re$i*e
B - 7odified re$i*e
The $odes on ea$h tray remain the same5 #t is the food in the $ontainer that $hanges ea$h time5 The
food *la$ed in the $ontainer $oded ( is al0ays the referen$e food9 in this $ase the Ariginal Garli$ +i*
re$i*e5 Anly the foods in the $ontainers $oded C and 1 $hange5
Scorecard
"uo@Trio Test
Kou are *resented 0ith three sam*les9 one mar!ed ( and t0o other $oded sam*les5
Starting from the left9 taste the ( sam*le follo0ed 2y the t0o $oded sam*les in the order gi.en5
Cir$le the sam*le that is different from (5 Kou may retaste the sam*les5 Kou must ma!e a $hoi$e5
( C 1
5%
Record Sheet
"uo@Trio Test
ood !roduct A> Ariginal Garli$ +i*
ood !roduct )> 7odified Garli$ +i*
s$ore$ard5
Ti$! - the a**ro*riate $olumn if the tester $orre$tly identified the sam*le that 0as different from (5
- I' Correct
Tester 1
Code ( C 1
Tester (
Code ( C 1
Tester 0
)ood *rodu$t A A B
Code ( C 1
Tester 3
Code ( C 1
Tester 4
Code ( C 1
Tester 5
)ood *rodu$t A B A
Code ( C 1
5,
#n this $ase four testers $ould identify the sam*le that 0as different from the referen$e5
TEM!LATES
Scorecard
"uo@Trio Test
( C 1
Scorecard
"uo@Trio Test
( C 1
Scorecard
"uo@Trio Test
55
( C 1
TEM!LATE
Record Sheet
"uo@Trio Test
ood !roduct A> LLLLLLLLLLLLLLLLLLLLLL
ood !roduct )> LLLLLLLLLLLLLLLLLLLLLL
s$ore$ard5
Ti$! - the a**ro*riate $olumn if the tester $orre$tly identified the sam*le that 0as different from (5
- I' Correct
Tester 1
)ood *rodu$t A A B
Code ( C 1
Tester (
)ood *rodu$t A B A
Code ( C 1
Tester 0
)ood *rodu$t A A B
Code ( C 1
Tester 3
)ood *rodu$t A B A
Code ( C 1
Tester 4
)ood *rodu$t A A B
Code ( C 1
Tester 5
)ood *rodu$t A B A
5'
Code ( C 1
"ESCRI!TI1E TEST
"escri$ti#e Ran2in& Test
A des$ri*ti.e ran!ing test is used to ran! foods in order of intensity of a s*e$ifi$ sensory attri2ute5 A
sensory attri2ute is the term used to des$ri2e a !ey $hara$teristi$ of a food *rodu$t e5g5 s0eetness9
saltiness9 aroma : fla.our9 ran$idity9 .is$osity5
Tester is *resented 0ith a num2er of $oded sam*les
Tester ran!s sam*les in order of intensity of s*e$ified attri2ute:s
!rocedure 'or a "escri$ti#e Ran2in& Test
Ai%@ To ran! the *er$ei.ed $reaminess of three ty*es of 7il!5
' trays
' glasses of 0ater
18 $ontainers
' sam*les of food A - )ull )at 7il!
' sam*les of food B - 3o0 )at 7il!
' sam*les of food C - S!immed 7il!
' s$ore$ards
' re$ord sheets
!rocedure
25 Arrange mil! in $ontainers@
' $oded E - )ull )at 7il!
' $oded C - 3o0 )at 7il!
' $oded 1 - S!immed 7il!
57
Coded sam*les

Tray 1 S$ore$ard
,5 #nstru$t the testers to follo0 instru$tions on s$ore$ard5
Scorecard
&lease ran! the sam*les in order of $reaminess 2y *la$ing@
1
st
$hoi$e 2eside the sam*le that you $onsider to 2e the $reamiest
2
nd
$hoi$e 2eside the ne1t $reamiest
%
rd
$hoi$e 2eside the least $reamy5
To $al$ulate the results assign ea$h $hoi$e a s$ore .alue@
1
st
2
nd
%
rd
$hoi$e gi.e 1 *oint5
Cal$ulate the s$ore for ea$h *rodu$t 2y multi*lying the num2er of ti$!s in ea$h 2o1 2y the .alue
assigned to that $hoi$e as in the re$ord sheet 2elo05 The ran! order is determined from the s$ore5
Record Sheet
ood !roduct E )ull )at 7il!
ood !roduct C 3o0 )at 7il!
ood !roduct 1 S!immed mil!
1
st
2
nd
%
rd
$hoi$e gi.e 1 *oint
ood !roduct 1
st
choice (
nd
choice 0
rd
E
--
21%M'
---
%12M'
-
111M1
1% *oints 1
st
C
-- -- --
12 *oints 2
nd
58
21%M' 212M, 211M2
1
--
21%M'
-
112M2
---
%11M%
11 *oints %
rd
#n the a2o.e e1am*le the *rodu$t $oded E 0as *er$ei.ed to 2e the $reamiest mil!5 This 0as the
)ull )at 7il!5
TEM!LATES
Scorecard
&lease ran! the sam*les in order of LLLLLLLLLLLLLLLLLL 2y *la$ing@
1
st
$hoi$e 2eside the sam*le that you $onsider to 2e the LLLLLLLLLLLLLLLLLL
2
nd
$hoi$e 2eside the ne1t LLLLLLLLLLLLLLLLLL
%
rd
$hoi$e 2eside the least LLLLLLLLLLLLLLLLLL
Scorecard
1
st
2
nd
%
rd
59
Scorecard
1
st
2
nd
%
rd
TEM!LATES
Record Sheet
ood !roduct E LLLLLLLLLLLLLLLLLLLL
ood !roduct C LLLLLLLLLLLLLLLLLLLL
ood !roduct 1 LLLLLLLLLLLLLLLLLLLL
1
st
2
nd
%
rd
$hoi$e gi.e 1 *oint
ood !roduct 1
st
choice (
nd
choice 0
rd
E
C
1
Record Sheet
ood !roduct E LLLLLLLLLLLLLLLLLLLL
ood !roduct C LLLLLLLLLLLLLLLLLLLL
'"
ood !roduct 1 LLLLLLLLLLLLLLLLLLLL
1
st
2
nd
%
rd
$hoi$e gi.e 1 *oint
ood !roduct 1
st
choice (
nd
choice 0
rd
E
C
1
"ESCRI!TI1E TEST
"escri$ti#e Ratin& Tests
+es$ri*ti.e rating tests are used to e.aluate and rate *re-sele$ted sensory attri2utes in a food5
A sensory attri2ute is the term used to des$ri2e a !ey $hara$teristi$ of a food *rodu$t5
The attri2utes $an 2e rated on line scales or star dia&ra%s5
A sensory *rofile is a 0ritten des$ri*tion of the sensory attri2utes of a food5 This is $om*iled from the
ratings o2tained for the sele$ted attri2utes5
"escri$ti#e Ratin& Test A *rofiling one *rodu$t using line s$ales5
"escri$ti#e Ratin& Test
Tester is *resented 0ith one food sam*le
Tester is as!ed to rate the intensity of the *re-sele$ted attri2utes for the sam*le
!rocedure 'or a "escri$ti#e Ratin& Test
Ai%@ To $om*ile a sensory *rofile of one ty*e of Tomato Sou* using four *re-sele$ted attri2utes5
' trays
' glasses of 0ater
' $ontainers
' sam*les of Tomato Sou*
' s$ore$ards
' re$ord sheets
'1
!rocedure
15 Agree four attri2utes to 2e rated5 This is an im*ortant stage in the test and $an 2e done 2y
2rainstorming : dis$ussion 0ithin the $lass grou*5 4a$h student should ha.e a $lear understanding
of the meaning of ea$h $hosen attri2ute5
The four attri2utes agreed for the tomato sou* are@
aroma
$olour ;tomato $olour<
fla.our ;tomato fla.our<
s0eetness ;s0eet<5
25 3a2el s$ore$ard and re$ord sheet 0ith agreed attri2utes5
%5 Set u* trays num2ered 1 / '5 &la$e a sam*le of sou* on ea$h tray5
Sou* sam*le
S$ore$ard
Tray 1
Scorecard
"escri$ti#e Ratin& Test @ one $roduct
Kou are *resented 0ith a sam*le of Tomato Sou*5
&lease e.aluate and rate the sam*le for ea$h attri2ute and mar! the num2er that 2est des$ri2es your
$hoi$e on the a$$om*anying line s$ale5
1 M .ery 0ea! 2 M 0ea! % M neither 0ea! nor strong , M strong 5 M .ery strong
Attri*utes
Aroma
'2
1 2 % , 5
Tomato )la.our
1 2 % , 5
Tomato Colour
1 2 % , 5
S0eetness

1 2 % , 5
'5 Cal$ulate the a.erage s$ore for ea$h attri2ute5
Record Sheet
ood !roduct> Tomato Sou*
Attri*utes
ill in attri*utes selected 'or $ro'ile
Aro%a
To%ato
la#our
To%ato
Colour
S-eetness
Tester 1
(esults from s$ore$ard
5 % % 2
Tester (
, % 2 %
Tester 0
, 5 1 %
'%
Tester 3
5 , 2 %
Tester 4
% , 2 2
Tester 5
% % 2 1
Total score 2, 22 12 1,
A#era&e score
;total s$ore num2er of testers<
3 0/5 ( (/0
75 &resent results 2y *lotting the a.erage s$ore for ea$h attri2ute on to the line s$ales5 #t is a$$e*ta2le
to round off a.erage s$ores to the nearest 0hole num2er5
!resentation o' Results
ood !roduct> Tomato Sou*
&lease *lot the a.erage s$ore for ea$h attri2ute on the a$$om*anying line s$ales5
Attri*utes
Aroma
1 2 % , 5
Tomato )la.our
1 2 % , 5
',
Tomato Colour
1 2 % , 5
S0eetness
1 2 % , 5
85 Com*ile a sensory *rofile of the tomato sou* 2ased on the grou* result5 )or a$$urate *rofiling it is
im*ortant to use the a**ro*riate 0ords for ea$h num2er on the s$ales5
&rofile of Tomato Sou*
This sou* has a strong aroma and a strong tomato fla.our5 Ho0e.er9 it has a 0ea! tomato $olour
and a 0ea! s0eet taste5
TEM!LATE
Scorecard
Kou are *resented 0ith a sam*le of LLLLLLLLLLLLLLLLLLLL
&lease e.aluate and rate the sam*le for ea$h attri2ute and mar! the num2er that 2est des$ri2es your
$hoi$e on the a$$om*anying line s$ale5
Attri*utes
HHHHHH55
1 2 % , 5
HHHHHH55
'5
1 2 % , 5
HHHHHH55
1 2 % , 5
HHHHHH55
1 2 % , 5
TEM!LATE
Record Sheet
ood !roduct> ____________________
Attri*utes
ill in attri*utes selected 'or $ro'ile
Tester 1
Tester (
Tester 0
''
Tester 3
Tester 4
Tester 5
Total score
A#era&e score
;total s$ore num2er of testers<
TEM!LATE
'7
ood !roduct> ____________________
&lease *lot the a.erage s$ore for ea$h attri2ute on the a$$om*anying line s$ales5
Attri*utes
HHHHHH55
1 2 % , 5
HHHHHH55
1 2 % , 5
HHHHHH55
1 2 % , 5
HHHHHH55
1 2 % , 5
"ESCRI!TI1E TEST
'8
"escri$ti#e Ratin& Tests
+es$ri*ti.e rating tests are used to e.aluate and rate *re-sele$ted sensory attri2utes in a food5
A sensory attri2ute is the term used to des$ri2e a !ey $hara$teristi$ of a food *rodu$t5
The attri2utes $an 2e rated on line scales or star dia&ra%s5
A sensory *rofile is a 0ritten des$ri*tion of the sensory attri2utes of a food5 This is $om*iled from the
ratings o2tained for the sele$ted attri2utes5
"escri$ti#e Ratin& Test / *rofiling t0o *rodu$ts using star diagrams5

Tester is as!ed to rate the intensity of the *re-sele$ted attri2utes for ea$h sam*le
!rocedure 'or a "escri$ti#e Ratin& Test usin& t-o $roducts
Ai%> To $om*ile a sensory *rofile of ea$h of t0o ty*es of )ruit S$ones using si1 *re-sele$ted attri2utes5
Materials re;uired *ased on 'our testers
, trays
, glasses of 0ater
8 $ontainers
, sam*les of )ruit S$one A
, sam*les of )ruit S$one B
, s$ore$ards
, re$ord sheets
!rocedure
15 Agree si1 attri2utes5 This is an im*ortant stage in the test and $an 2e done 2y 2rainstorming or
dis$ussion 0ithin the $lass grou*5 4a$h student should ha.e a $lear understanding of the meaning
of the $hosen attri2ute5

The si1 attri2utes agreed for the s$ones are@
$olour ;golden 2ro0n<
sha*e ;e.en<
lightness ;light<
s0eetness ;s0eet<
fruitiness ;fruity<
$rum2liness ;$rum2ly<5
25 3a2el the s$ore$ard and re$ord sheet 0ith the sele$ted attri2utes5 #t is im*ortant that all s$ore$ards
'9
ha.e the attri2utes la2elled at the e1a$t same *oint on the star diagram5 Begin la2elling 2y 0riting
the first attri2ute at the B12 o6$lo$! *ositionC and then mo.e $lo$!0ise around the star 2y inserting
the remaining attri2utes in se=uen$e5
%5 Code 8 $ontainers as follo0s@
, $ontainers 0ith sym2ol E
, $ontainers 0ith sym2ol C
,5 Arrange food in the $ontainers@
, $oded E - )ruit S$one A
, $oded C - )ruit S$one B
55 Set u* trays num2ered 1 - ,5 &la$e one $ontainer 0ith sym2ol E and one $ontainer 0ith sym2ol C
on ea$h tray5
Coded sam*les
S$ore$ard
Tray 1
'5 #nstru$t testers to follo0 instru$tions on s$ore$ard5
7"
Scorecard
"escri$ti#e Ratin& Test A t-o $roducts
Tray num2er HHHHH Jame HHHHHHH5HHHHHHHHHHHHHHHHH55
Kou are *resented 0ith t0o $oded sam*les5 Beginning 0ith sam*le E9 e.aluate and rate the
attri2utes from " - 5 using the star diagram $oded E5 Begin 0ith the .isual attri2utes5 Then taste the
*rodu$t5
(e*eat the same *ro$ess 0ith sam*le $oded C5
Foin the dots to $om*lete ea$h star diagram5
ood !roduct E LLLLLLLLLLLLLLLLLLLLLLL ood !roduct C LLLLLLLLLLLLLLLLLLLLLLLLLLLL

Star diagram $oded E Star diagram $oded C
0
1
2
3
4
5
Golden 2ro0n
3ight
S0eet
4.en sha*e
Crum2ly
)ruity

0
1
2
3
4
5
Golden 2ro0n
3ight
S0eet
4.en sha*e
Crum2ly
)ruity
" M not at all 1 M 0ea! 2 M fairly % M moderate , M =uite 5 M .ery
75 Colle$t s$ore$ards and transfer ea$h tester6s result onto the re$ord sheet5
71
4a$h tester should first of all transfer their o0n results from ea$h star diagram on to the a**ro*riate
*la$es on their o0n re$ord sheet5 They must then transfer the results of ea$h tester in their grou*
onto the re$ord sheet5 A.erage s$ores for ea$h attri2ute are then $al$ulated5
Record Sheet
ood !roduct E LLLLLLLLLLLLLLLLLLLLLLLLL
Collate the results from the s$ore$ards in your grou*5
Attri*utes
)ill in attri2utes sele$ted for *rofile
+olden
)ro-n
Li&ht S-eet
E#en
Sha$e
Cru%*ly ruity
Tester 1
(esults from star diagram
, , 5 % 2 %
Tester (
% , 5 , 2 5
Tester 0
% 5 2 5 2 ,
Tester 3
, 5 % 5 2 5
Total score 1, 18 15 17 8 17
A#era&e score
;total s$ore N num2er of testers<
0/4 3/4 0/64 3/(4 ( 3/(4
ood !roduct C LLLLLLLLLLLLLLLLLLLLLLLLL
Attri*utes
+olden
)ro-n
Li&ht S-eet
E#en
Sha$e
Cru%*ly ruity
Tester 1
, % 5 % % 5
Tester (
, % , , 2 5
Tester 0
% % 5 % % ,
Tester 3
, 2 , 2 2 5
Total score 15 11 18 12 1" 19
A#era&e score
0/64 (/64 3/4 0 (/4 3/64
85 &resent results 2y *lotting the a.erage s$ores from the re$ord sheet onto the grou* star diagram5
72
#t is a$$e*ta2le to round off a.erage s$ores to the nearest 0hole num2er5
)or ea$h *rodu$t *lease *lot the a.erage s$ore for ea$h attri2ute on the star diagram5
Use a different $olour *en for ea$h *rodu$t5
+rou$ Star "ia&ra%
2
4.25
3.5
4.25
4.5
3.75
2.5
4.75
3.75
3
4.5
2.75
"
1
2
%
,
5
Golden 2ro0n
3ight
S0eet
4.en sha*e
Crum2ly
)ruity

95 Com*ile a sensory *rofile for ea$h *rodu$t 2ased on the grou* results5
7%
)or a$$urate *rofiling it is im*ortant to use the a**ro*riate 0ords for ea$h num2er on the star
diagram5
&rofile of )ruit S$one E
This fruit s$one is =uite golden 2ro0n5 #t is .ery light and is =uite s0eet5 #t has =uite an e.en sha*e9
is fairly $rum2ly and =uite fruity5
&rofile of )ruit S$one C
This fruit s$one is also =uite golden 2ro0n5 #t is moderately light and is .ery s0eet5 #t has a
moderately e.en sha*e9 is moderately $rum2ly and .ery fruity5
1"5 (e.eal $odes5
7,
TEM!LATE
Scorecard
Tray num2er HHHHH Jame HHHHHHH5HHHHHHHHHHHHHHHHH55
Kou are *resented 0ith t0o $oded sam*les5 Beginning 0ith sam*le E9 e.aluate and rate the
attri2utes from " - 5 using the star diagram $oded E5 Begin 0ith the .isual attri2utes5 Then taste the
*rodu$t5
(e*eat the same *ro$ess 0ith sam*le $oded C5
Foin the dots to $om*lete ea$h star diagram5
ood !roduct E LLLLLLLLLLLLLLLLLLLLLLL ood !roduct C LLLLLLLLLLLLLLLLLLLLLLLLL
Star diagram $oded E Star diagram $oded C
"
1
2
%
,
5

"
1
2
%
,
5
75
TEM!LATE
Record Sheet
Attri*utes
Tester 1
Tester (
Tester 0
Tester 3
Total score
A#era&e score
Attri*utes
Tester 1
Tester (
Tester 0
Tester 3
Total score
A#era&e score
7'
TEM!LATE
)or ea$h *rodu$t *lease *lot the a.erage s$ore for ea$h attri2ute on the star diagram5
Use a different $olour *en for ea$h *rodu$t5
+rou$ Star "ia&ra%
0
1
2
3
4
5
!ro'ile o' ood !roduct E
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
!ro'ile o' ood !roduct C
77
A$$endi, 1
SUMMARY O SENSORY ANALYSIS TESTS SUITA)LE OR THE CLASSROOM
Cate&ory Tests
Nu%*er o'
Sa%$les
Ai%
!re'erence
Tests
&aired &referen$e Test 2 To determine the *referred *rodu$t5
Hedoni$ (ating S$ale 1 or more
To find out ho0 mu$h a *rodu$t is
li!ed : disli!ed5
)ood A$tion (ating Test 1 or more
To determine attitude 2y indi$ating
degree of li!ing : disli!ing for a
*rodu$t5
&referen$e (an!ing Test 2 or more
To ran! *rodu$ts in order of
*referen$e5
"i''erence
Tests
Sim*le +ifferen$e
&aired Com*arison Test
2
To determine if there is a differen$e
2et0een t0o sam*les5
+ire$tional &aired
Com*arison Test
2
To determine 0hi$h of t0o sam*les
has a greater degree of intensity in
terms of a *arti$ular $hara$teristi$5
Triangle Test
% sam*les - 2 are
the same and 1 is
different5
To identify the sam*le that is
different5
+uo-Trio Test
% sam*les - 2 are
$oded and 1 is
identified as the
$ontrol : referen$e5
To identify the sam*le that is
different from the $ontrol : referen$e5
"escri$ti#e
Tests
+es$ri*ti.e (an!ing Test 2 or more
To ran! sam*les of a *rodu$t in
order of intensity of s*e$ified
attri2ute:s5
+es$ri*ti.e (ating Test
- one *rodu$t
1
To rate the intensity of *re-sele$ted
attri2utes for a food sam*le5
+es$ri*ti.e (ating Test
/ t0o *rodu$ts
2
To rate the intensity of *re-sele$ted
attri2utes for ea$h food sam*le5
A$$endi, (
78
SCALES
#n sensory analysis many different ty*es of s$ales are used5 Ho0e.er9 the $hoi$e of s$ale should 2e
$onsidered in light of the test o2>e$ti.e5
TAR+ET +ROU!S
&rodu$t de.elo*ment is fre=uently aimed at *arti$ular target grou*s5 Sim*le s$ales are used to identify
and $ollate this information5
E,a%$le 1 A +ender
7ale )emale
E,a%$le ( A A&e +rou$
15-25 2'-%5 %'-,5 ,'-55
E,a%$le 0 A "o you eat yo&hurtB
+o you eat yoghurtD
Kes
Jo
RATIN+ SCALES
7any sensory analysis tests re=uire *rodu$ts to 2e assessed and then rated on some form of s$ale5
The s$ale $hosen de*ends on the aim of the test and the *ossi2le out$ome5 #t is essential to $hoose an
a**ro*riate s$ale for the test5 There are many different rating s$ales and some of them are
inter$hangea2le5
The follo0ing are e1am*les of rating s$ales 0here the $ategories lie in a s*e$ifi$ order5 The s$ales may
$ontain num2ers9 0ords9 or a $om2ination of 2oth5 The lo0est num2er on the s$ale denotes Pless ofP
and the highest num2er denotes Pmore ofC5
E,a%$le 1 @ Nu%eric
Jot s0eet 41tremely s0eet
" 1 2 % , 5 ' 7 8 9
E,a%$le ( @ 1er*al
Jot
s0eet
Slightly
s0eet
7oderately
s0eet
8ery
s0eet
41tremely
s0eet
79
E,a%$le 0 A Hedonic
Hedoni$ s$ales e1*ress degrees of li!e or disli!e5 The term hedoni$ means ha.ing to do 0ith *leasure9
so rating s$ales to do 0ith li!es or disli!es are $alled hedoni$ rating s$ales5
Three $ommonly used hedoni$ s$ales are in$luded 2elo05
CaD acial Hedonic Scale
&i$tures are used to di.ide the s$ale5
C*D Nu%eric Hedonic Scale
Jum2ers are used to di.ide the s$ale5 The s$ale is usually a fi.e9 se.en or nine-*oint s$ale $entred
on a mid-*oint5 #n other 0ords the s$ale al0ays has an une.en num2er of *oints5 hen using this
ty*e of s$ale 0ith students it 0ould 2e im*ortant to !ee* the s$ale short5 A fi.e-*oint s$ale should
2e ade=uate5
Nu%eric Hedonic Scale

1 2 % , 5
+isli!e 3i!e
41tremely 41tremely
CcD 1er*al Hedonic Scale
ords or *hrases are used to di.ide the s$ale5 The 0ords : *hrases $hosen are used to indi$ate
the degree of li!ing for the *rodu$t5 The s$ale is usually a fi.e9 se.en or nine-*oint s$ale5
8"
hen designing .er2al s$ales for $lassroom use it is im*ortant to use 0ords that are easily
understood 2y students5
i#e@!oint 1er*al Hedonic Scale
1er*al Hedonic Scale
E C 1
3i!e .ery mu$h LLLLLL LLLLLL LLLLLL
3i!e slightly LLLLLL LLLLLL LLLLLL
+isli!e slightly LLLLLL LLLLLL LLLLLL
+isli!e .ery mu$h LLLLLL LLLLLL LLLLLL
Nine@!oint 1er*al Hedonic Scale
1er*al Hedonic Scale
E C 1
3i!e e1tremely LLLLLL LLLLLL LLLLLL
3i!e .ery mu$h LLLLLL LLLLLL LLLLLL
3i!e moderately LLLLLL LLLLLL LLLLLL
3i!e slightly LLLLLL LLLLLL LLLLLL
+isli!e slightly LLLLLL LLLLLL LLLLLL
+isli!e moderately LLLLLL LLLLLL LLLLLL
+isli!e .ery mu$h LLLLLL LLLLLL LLLLLL
+isli!e e1tremely LLLLLL LLLLLL LLLLLL
81
E,a%$le 3> Line Scales
3ine s$ales are usually re*resented as a hori?ontal line9 0ith a lo0 rating at the left-hand end of the line
and a high rating at the right-hand end of the line5
Sin&le Line Scales
" 1 2 % ,

A2sent ea! 7oderate 8ery 41treme
Series o' Line Scales
1 E #ery -ea2 ( E -ea2 0 E neither -ea2 nor stron& 3 E stron& 4 E #ery stron&
Attri*utes
Aroma
1 2 % , 5
Tomato )la.our
1 2 % , 5
Tomato Colour
1 2 % , 5
S0eetness
1 2 % , 5
82
E,a%$le 4 @ Star "ia&ra%s
Star diagrams are used to rate *arti$ular attri2utes of a food5
Ho- to dra- a star dia&ra%
;i< +ra0 three or four lines ;de*ending on the num2er of *oints re=uired<9 interse$ting at a
$entral *oint5
;ii< 3a2el *oints of the s$ale on ea$h line5 Eee* the s$ale short5 A fi.e-*oint s$ale should 2e
suffi$ient5 )or ea$h attri2ute the relati.e intensity in$reases as it goes further from the
$entre *oint5
;iii< 3a2el ea$h line 0ith the s*e$ifi$ attri2ute 2eing rated5
;i.< &la$e a dot on the num2er9 on the a**ro*riate line9 that 2est des$ri2e ea$h attri2ute5
;.< Foin u* the dots to ma!e a star sha*e5
A Si,@!oint Star "ia&ra%
"
1
2
%
,
5
Golden 2ro0n
3ight
S0eet
4.en sha*e
Crum2ly
)ruity
8%
A$$endi, 0
!RESENTATION O RESULTS
Sensory analysis test results $an 2e *resented on *ie $harts9 2ar $harts and s$ales su$h as star
diagrams5
The method of *resentation 0ill de*end on the nature of the data $olle$ted and the ty*e of analysis
re=uired5
!ie Charts
&ie $harts are 2est suited to sim*le tests 0here the tester is $arrying out one instru$tion only su$h as@
;i< 0hi$h *rodu$t is *referred
;ii< ran!ing *rodu$ts in order of *referen$e5
A *ie $hart $an 2e dra0n 2y hand or using a $om*uter *rogramme5 #t is im*ortant to la2el the *ie $hart
indi$ating a !ey for ea$h *rodu$t9 the *er$entage result for ea$h segment and the num2er of testers
in.ol.ed in the test5 An e1em*lar is illustrated 2elo05
!ie Chart Indicatin& !re'erence 'or Three "rin2s
Con$entrated
Arange Fui$e
%%Q
Uns0eetened
Arange Fui$e
27Q
)reshly
S=uee?ed
Arange Fui$e
,"Q
The results indi$ate a slight *referen$e for freshly s=uee?ed orange >ui$e and it is $lear that the
uns0eetened orange >ui$e is the least *referred5
8,
2" *arti$i*ants
)ar Charts
Bar $harts $an 2e used as an alternati.e to *ie $harts to *resent sim*le information5 They $an also 2e
used to *resent more $om*le1 data5
A 2ar $hart $an 2e dra0n 2y hand or using a $om*uter *rogramme5 Both a1es should 2e la2elled5 The
num2er or *er$entage of testers should 2e sho0n $learly on the .erti$al a1is5 The *rodu$ts or
$hara$teristi$s of *rodu$ts 2eing tested should 2e indi$ated on the hori?ontal a1is5 A !ey may 2e
re=uired to hel* identify the *rodu$ts5 41em*lars are illustrated 2elo05
E,a%$le 1
Results o' !aired !re'erence Test
Short*read
0%
20%
40%
60%
80%
100%
Butter 7argarine
&
r
e
f
e
r
e
n
$
e
s
This $hart illustrates a *referen$e for short2read made 0ith 2utter as o**osed to short2read made
0ith margarine5
85
E,a%$le (
Results o' "escri$ti#e Ratin& Test
Scones
"
1
2
%
,
5
Golden 2ro0n 4.en sha*e S0eet 3ight
Attri2utes
S
$
o
r
e
s
S$one A
S$one B
This $hart illustrates the rating of four different attri2utes of t0o ty*es of s$ones5 S$one A is more
e.en in sha*e and lighter than s$one B5 S$one B is s0eeter and slightly 2ro0ner than s$one A5
Star "ia&ra%s
hile s$ales are generally used for rating ;A**endi1 2< they $an also 2e used to *resent results5 Star
diagrams are *arti$ularly useful5
Star diagrams $an 2e used to *resent data for one or more *rodu$ts5 )urther details on star diagrams
are a.aila2le on *age 795 41em*lars are illustrated 2elo05
A *rofile $an 2e $om*iled from the information *resented on the star diagram5
E,a%$le 1 A Star "ia&ra% 'or One !roduct
)read Roll
5
2
,
%
,
5
"
1
2
%
,
5
Crusty
Bro0n
+oughy
S0eet
Jutty
Soft
" M *oor 1 M 0ea! 2 M slightly % M fairly , M =uite 5 M .ery
&rofile of Bread (oll
This 2read roll has a .ery good 2ro0n $olour5 #t is .ery $rusty outside 2ut is only slightly soft on the
inside5 #t has =uite a nutty fla.our and is fairly s0eet9 2ut is also =uite doughy5
8'
E,a%$le ( @ Star "ia&ra% 'or T-o !roducts
2
,525
%55
,525
,55
%575
255
,575
%575
%
,55
2575
"
1
2
%
,
5
Golden 2ro0n
3ight
S0eet
4.en sha*e
Crum2ly
)ruity
A$$endi, 3
+LOSSARY O TERMS USE" IN SENSORY ANALYSIS
A$$earance The .isi2le attri2utes of a food5
Attri*ute A *er$ei.ed sensory $hara$teristi$ of a food5
)alanced !resentation 4a$h food is *resented an e=ual num2er of times and the sam*les are
Order *resented in random order5
Control Sam*le of the *rodu$t 2eing tested is $hosen as a referen$e *oint
against 0hi$h all others are $om*ared5
Hedonic (elating to li!e or disli!e5
Hedonic Scale S$ales e1*ressing degrees of li!e or disli!e5
Or&anole$tic Assess%ent Using the senses to e.aluate food5
!ro'ile +es$ri*tion of the *er$ei.ed sensory attri2utes of a food5
Rando% Order The *resentation order of sam*les on ea$h tray is .aried 2et0een
testers5
Ran2in& )ood sam*les are *la$ed in order a$$ording to *referen$e or intensity
of a s*e$ified attri2ute5
87
Ratin& )ood sam*les are s$ored a$$ording to the intensity of a s*e$ified
attri2ute5
Record Sheet +o$ument used to $om*ile results from a sensory analysis test5
Re'erence Sam*le of the *rodu$t 2eing tested is $hosen as a referen$e *oint
against 0hi$h all others are $om*ared5
Scorecard Sheet that testers use to ans0er the =uestion:s as!ed in a sensory
analysis test5
Tester &erson 0ho e.aluates foods and fills out a s$ore$ard5 This *erson
may 2e trained or untrained5
)I)LIO+RA!HY
Car*enter9 (5&59 3yons9 +5H5 and Hasdell9 T5A5 ;2"""<5 ,uidelines for Sensory Analysis in Food
)roduct -evelopment and *uality Control ;2
nd
edn<5 USA@ As*en &u2li$ations5
Felline!9 B5 ;1985<5 Sensory Evaluation of Food. Theory and )ractice5 4ngland@ Hey0ood5
(idg0ell9 F5 ;1997<5 Tastin and Testin5 ;2
nd
edn<5 3ondon@ (idg0ell &ress5
Stone9 H5 and Sidel9 F535 ;199%<5 Sensory Evaluation )ractices5 A$ademi$ &ress5
88

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