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Food for Fifty, 14th Edition Test Bank

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    Online Instructor’s Manual to accompany Food for Fifty Fourteenth Edition Mary Molt, Ph.D., R.D. Associate Director, Housing and Dining Services Assistant Professor, Food Nutrition Dietetics and Health Kansas State University

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    ii Table of Contents Preface ........................................................................................................................................... iii About the Author ........................................................................................................................... iii Assignment Suggestions Part I --- Introduction to the Foodservice Industry and Serving Food in Quantity….…….1 Parts I, II, and III --- Food Production Tables and Resources...…………...…………… 5 Part III --- Foods and Food Production …………………………………………………...8 Part IV --- Recipes ………………………………………………………………………..9 Appendix ……………………………………………………………………………….. 10 Test Bank Questions Multiple Choice Questions Food Production ................................................................................................... 11 Food Safety .......................................................................................................... 15 Menu Planning ..................................................................................................... 16 Recipes .................................................................................................................. 18 Problem Solving Questions ............................................................................................... 19 Short Answer Questions General ................................................................................................................. 32 Food Safety .......................................................................................................... 35 Food Production ................................................................................................... 41 Menu Planning ..................................................................................................... 49 Service and Special Event Planning ..................................................................... 53 Key to Test Bank Questions Multiple Choice Questions ............................................................................................... 55 Problem Solving Questions .............................................................................................. 56 Short Answer Questions ................................................................................................... 65 Key to Workbook .......................................................................................................................... 70

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    iii Preface Food for Fifty is written for faculty and students to use as a resource in food production and food management courses. The resource nature of Food for Fifty implies the text can be adapted for a wide range of applications. This Instructor’s Guide includes learning activities and classroom assignments that will highlight Food for Fifty’s usefulness as a valuable foodservice management resource. The Instructor’s Guide suggests assignments that will challenge students to apply information from Part I (Introduction to Quantity Foodservice and Serving Food in Quantity), Parts II and III (Food Production Tables; Foods and Food Production), Part IV (Recipes), and Appendix. Instructors will find the assignment suggestions appropriate for designing multi-step projects suitable for homework and for in-class discussion and problem solving activities. Multiple choice, short answer, and problem-based questions have been written to aid instructors with test preparation. A key is included. We hope this Instructor’s Guide will provide information useful for designing meaningful classroom assignments and for developing test questions linked specifically to the information in Food for Fifty . About the Author The Instructor’s Guide for Food for Fifty was prepared by Mary K. Molt, PhD, RD, LD. Mary is the Associate Director of Housing and Dining Services and an Assistant Professor in the department of Food Nutrition Dietetics and Health at Kansas State University. Nearly forty-five years of experience working in a joint food management and teaching position has provided Mary with a unique talent for making classroom learning experiences relevant to the challenges students will experience in their careers. Her intention for this Instructor’s Guide is to convey some of her ideas for teaching food production management concepts.

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    1 Assignment Suggestions Part I – Introduction to Quantity Foodservice and Serving Food in Quantity Part I of Food for Fifty includes an introduction to the foodservice industry and general information for Food for Fifty’s usefulness as a recipe development and foodservice planning resource. Guidelines are included for menu planning and for planning special meals, receptions, and events. Student assignment suggestions for Part I: Foodservice Industry ▸ Interview a foodservice administrator to identify a.) foodservice challenges they have faced in the past 12 months, b.) their response to the challenges they have faced, and c.) the impact on the food production system that has resulted from any changes that were made. [Resource: Food for Fifty , Table 1.1, p. 3] ▸ Interview a foodservice administrator from two different foodservice segments. In a short 2-5 page paper compare and contrast the foodservice challenges they have experienced in the last 12 months and the strategies for responding to the challenges faced. [Resource: Food for Fifty , Tables 1.1 and 1.2, pp. 3, 4] ▸ Select (or have assigned) one challenge from Table 1.1, p. 3. Based on information from a literature review and/or interviews with foodservice administrators, write a short paper (5-7 pages) that discusses the impact the challenge has made on the foodservice industry. Present information in a five minute oral class report. [Resource: Food for Fifty , Table 1.1, p. 3. ▸ Based on information from internet research, field trips/interviews, trade magazines, National Restaurant Association publications, etc., describe the differences/similarities between foodservice establishments from each foodservice segment (commercial, noncommercial or on-site, and military). Include items as differences/similarities in menus, pricing, mission, philosophy, labor, volume, etc. [Resource: Food for Fifty , Table 1.2, p. 4, Appendix B, p. 884] ▸ Review menus that represent both the on-site and commercial segments of the foodservice industry. Write a short (3-5 page) paper that compares and contrasts a.) menus, b.) equipment requirements needed to produce the menu, and c.) skill level of production staff. [Resource: Food for Fifty , Table 1.2, p. 4; p. 28; Table 7.22 p. 209). ▸ Understanding customers wants and needs is important to good menu planning. In small groups discuss how the information in Figures 3.1, 3.2, 3.3 (p. 30, 31) and Table 3.3 (p. 34) could be used when writing and evaluating menus. What strategies could be used to learn about the eating preferences of customers? [Resource: Food for Fifty , Figures 3.2, 3.3 (pp. 30, 31) and Table 3.3 (p. 34).

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    2 Recipe Development, Construction, and Adjustment ▸ Select a home-sized recipe from a popular magazine or cookbook and identify a similar recipe [or recipes] in Food for Fifty. Write a new recipe following a standardized format by adapting the Food for Fifty recipe(s) to incorporate changes that will make the new recipe similar to the home- size recipe. [Resource: Food for Fifty , Table 1.3, p. 5; Chapter 2, p. 9; Appendix B, p. 884] ▸ Peruse a trade or popular magazine or trade association website. Identify recipes in Food for Fifty that can be adapted to make recipes similar to those in the magazines or websites. Suggest adaptations necessary to produce a product similar to the recipes identified. Following recipe writing guidelines, write a recipe that makes the adaptations to the Food for Fifty recipe. [Resource: Food for Fifty , Table 1.3, p. 5; Chapter 2, p. 9; Appendix B, p. 884] ▸ For two different recipes in each Food for Fifty recipe chapter, suggest adaptations that would change the recipes’ ethnic profile. [Resource: Food for Fifty , Tables 5.21 (p. 152-155), 5.22 (p. 157)] ▸ Recalculate recipe ingredient amounts for a few Food for Fifty recipes whose portion size increases by 25%. [Resource: Food for Fifty , Chapter 2, p. 10, Recipe Adjustment] ▸ Select a home-sized recipe from a popular magazine or cookbook. Format the home-sized recipe to be similar to a Food for Fifty recipe. Display liquid ingredients as volume and other ingredients in pounds and ounces. [Resource: Food for Fifty , Chapter 2, p. 9; Table 4.2, pp. 70-80] ▸ Choose a recipe from a non-standardized source (popular magazine, internet, or home-sized cookbook). Re-write the recipe following a standardized format for recipes. Use a similar Food for Fifty recipe as your guide. [Resource: Food for Fifty , Chapter 2, p. 9, Appendix B, p. 884] a. Use weights and/or measures for all ingredients. Identify AP and EP weights when appropriate. List ingredients in order of use. b. Describe the ingredients appropriately. For example, diced, dried, ground, fresh. c. Write all procedures using action verbs. d. Write appropriate production and post-production procedures for all time temperature controlled for safety foods (TCS). e. Calculate the recipe for 50 portions (weighing or measuring the same as a similar recipe in Food for Fifty.) ▸ Choose a recipe from a non-standardized source (popular magazine, internet, or home- sized cookbook). Compare the recipe to a similar recipe in Food for Fifty . Are the ingredient

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    3 names descriptive? If not re-write the names to be more descriptive. ▸ Choose a recipe from a non-standardized source (popular magazine, internet, or home-sized cookbook). Compare the recipe to a similar recipe in Food for Fifty . List ingredients in the correct order based on production steps. ▸ Choose several recipes, from several categories of foods from Food for Fifty and suggest recipe changes to reduce fat, sodium, and sugar. [Resource: Food for Fifty , pp. 14-16] ▸ Modify three Food for Fifty recipes from different recipe categories to emphasize healthy alternatives. [Resource: Food for Fifty , pp. 14-16, Table 3.3, p. 34] ▸ Evaluate a menu and suggest ways to increase whole grains, reduce fat, and reduce sugar. Suggest recipes from Food for Fifty that support your suggestions. [Resource: Food for Fifty , pp. 14-16] ▸ Evaluate a menu from any foodservice segment and suggest ways to incorporate principles of healthy, sustainable menus. [Resource: Food for Fifty , pp. 34, 36, www.menusofchange.org] ▸ Select a menu from an ethnic restaurant recipes from an ethnic cookbook. Identify Food for Fifty recipes that could be used to produce a similar menu or recipes. Suggest adaptations to the Food for Fifty recipes that would be necessary to achieve the desired ethnic profile. Menu Planning and Planning Special Meals, Receptions, and Events ▸ Using Food for Fifty recipes and menu planning information, plan menus for a reception/tea, coffee/brunch, and buffet style meal. [Resource: Food for Fifty , p. 28] ▸ Using Food for Fifty recipes and menu planning information, plan a non-selective menu and a selective menu for a specific age group. Adapt the menus for a different age group. [Resource: Food for Fifty , p. 28] ▸ Plan a serving table arrangement for a reception/tea, coffee/brunch, and a buffet meal. [Resource: Food for Fifty , pp. 47-49] ▸ Suggest alternative table arrangements for events with a small and large number of guests. [Resource: Food for Fifty , pp. 49-50] ▸ Suggest buffet table arrangements for rooms with various dimensions. [Resource: Food for Fifty , pp. 49-50]

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    4 ▸ Develop plate presentation instructions for a served meal. [Resource: Food for Fifty , p. 53] ▸ Observe a meal being served. Critique the plate presentation. [Resource: Food for Fifty , p. 53] ▸ Prepare an education/training program for new employees hired to serve a served banquet meal. [Resource: Food for Fifty , p. 53] ▸ Demonstrate how to set a table for a served banquet meal. [Resource: Food for Fifty , p. 51] ▸ Demonstrate correct methods for serving a meal at a banquet. [Resource: Food for Fifty , p. 53]

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    5 Parts I, II, and III -- Food Production Tables Food for Fifty includes tables and guides that students will use for ordering food, adjusting recipes, and planning, preparing, and serving food. Basic information for cooking temperatures, food equivalents and substitutions, and equipment capacity is also given. ▸ Tables 2.1, 2.2, and 2.3 – Direct-Reading Measurement Tables. These tables are useful for increasing and decreasing recipe amounts. Assignment suggestions: 1. Practice increasing and decreasing recipes using the direct-reading measurement tables. 2. Discuss briefly when Tables 2.1, 2.2, and 2.3 would be useful resources. ▸ Table 4.1 – Amounts of Food to Serve 50. This table suggests amounts of food to purchase and prepare for 50 persons, based on portion size listed in the table. Assignment suggestions: 1. Calculate amount of food to purchase when portion sizes change. 2. Calculate amount of food to purchase when the number of portions increase and/or decrease. 3. Discuss briefly a situation when Table 4.1 would be a useful resource. ▸ Table 4.2 – Food Weights and Approximate Equivalents in Measure, ▸ Table 4.10 – Weight and Approximate Measure Equivalents for Commonly Used Foods. Information in these two tables is useful when converting recipe ingredients from weight to measure or vice versa. Assignment suggestions: 1. Calculate the approximate weight for foods with a known volume. 2. Calculate the approximate measure for foods with a known weight. 3. Discuss briefly a situation when Tables 4.2 and 4.10 would be useful resources. ▸ Table 4.3 – Yield, Availability, and Storage of Fresh Fruits and Vegetables. This table provides information for determining the weight differences between as purchased fresh produce (AP) and edible portion weight after preparation (EP). Assignment suggestions: 1. Calculate EP yield for a fresh fruit or vegetable item. Compare the results with the corresponding product in Table 4.3. Discuss the reasons for any variance between actual EP percent and Table 4.3. 2. Calculate amount of fresh produce to purchase when EP weights are known. 3. Discuss briefly a situation when Table 4.3 would be a useful resource. 4. Discuss reasons for EP yields to be different from amounts in Table 4.3. Table 4.3 provides information for fresh fruit and vegetable availability. Assignment suggestions: 1. Use a menu from a restaurant, long term care facility, school, etc., and identify the produce that is appropriate to be purchased fresh. (Assume a specific season of the year). 2. Evaluate a printed menu for appropriateness served during the different seasons of the year. 3. Discuss the issues to consider when storing fruits and vegetables. 4. Suggest a storage arrangement for produce in a produce refrigerator. ▸ Table 4.8 – Basic Equivalents in Measures and Weights.

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    6 Information in this table is useful when converting measures from large units to smaller units. Assignment suggestions: 1. Calculate number of cups per gallon, quart, pint; number of teaspoons/tablespoons per cup. 2. Convert ounces, pounds, and volume measurements to metric measurements. 3. Discuss briefly a situation when Table 4.8 would be a useful resource. ▸ Table 4.12 – Metric Equivalents for Weight, Measure, and Temperature. Information in this table is useful when metric equivalents are needed for weights, measures, and temperatures. Assignment suggestions: 1. Calculate metric weights from U.S. weights and vice versa. 2. Convert temperatures from Fahrenheit to Centigrade. 3. Discuss briefly a situation when Table 4.12 would be a useful resource. ▸ Table 6.3 – Convection Oven Baking Times and Temperatures, ▸ Table 6.4 – Deep-fat Frying Temperatures, ▸ Table 7.4 – Refrigerator Defrosting Times for Meats, Seafood, and Poultry. Information in these three tables provides guidelines for thawing, baking, and frying times of foods in several food categories. Assignment suggestions: 1. Write a timing schedule for thawing, baking, and frying various foods. 2. Calculate a timing schedule for products using a conventional oven and a convection oven. 3. Discuss briefly a situation when Tables 6.3, 6.4, and 7.4 would be useful resources. ▸ Table 7.1 – Guidelines for Reducing the Risk of Food-borne Illness, ▸ Table 7.3 – Cold Food Storage Temperatures, ▸ Table 7.5 – Temperatures and Bacteria Growth, ▸ Table 7.6 – Safe Internal Temperatures for Cooked Foods, ▸ Table 7.7 – Food Serving Temperatures and Holding Times, ▸ Table 7.8 – Food Cooling and Storage Procedures, ▸ Table 7.9 – Time and Temperature Standards for Reducing Food Safety Hazards of Time/Temperature Control for Safety (TCS) foods, ▸ Table 7.12 – Time/Temperature Control for Safety (TCS) foods, These tables provide the recommended procedures and standards for reducing the safety hazards of Time/Temperature Control for Safety (TCS) foods. Assignment suggestions: 1. Using the information in Tables 7.1, 7.3, 7.5, 7.6, 7.7, 7.8, 7.9, and 7.12 prepare a safe food handling lesson for a storekeeper, cook, and service employee. Tailor the lessons so they match the traditional responsibilities for each category of employee. For example, the storekeeper lesson should include handling raw food before production, the cook during production and post production, and service during the time the food is served. 2. For this assignment, select an entree recipe from a popular magazine or home-sized cookbook. Rewrite the recipe using a format similar to recipes in Food for Fifty and include all production and post-production information that will reduce food safety hazards. ▸ Table 7.6 – Safe Internal Temperatures for Cooked Foods, ▸ Table 7.7 – Food Serving Temperatures and Holding Times.

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    7 Information in these tables provides safe end-point cooking temperatures for meats, fish, and poultry and for safe food serving temperatures and holding times. Assignment suggestions: 1. Using a recipe without the end-point cooking temperatures and the safe holding temperatures identified, add the internal cooking temperature requirements, and safe serving and holding times, for the TCS meat, fish, or poultry products (Time/Temperature Control for Safety foods). 2. Discuss the relationship between safe food and quality food. 3. Discuss briefly a situation when Tables 7.6 and 7.7 would be useful resources. ▸ Table 7.13 – Selected Bacterial, Parasitic, and Viral Food Safety Hazards, Table provides information about bacterial, parasitic, and viral food safety hazards associated with foods and methods for reducing food safety risks. 1. Using Table 7.13 develop a short education program designed to educate food production and service staff about bacterial, parasitic, and viral food safety hazards and how to control for food safety. ▸ Table 7.19 – Dipper Equivalents, ▸ Table 7.20 – Ladle Equivalents. Information in these two tables provides approximate measures and weights for dippers and ladles of various sizes. Assignment suggestions: 1. Calculate the number of ladles and/or dippers that a specified amount of food will yield. 2. Measure the number of ladles or dippers that are possible from different pan sizes and using different sized ladles or dippers. 3. Calculate yield differences when a different size dipper or ladle is used for portioning food than the recipe specifies. 4. Calculate the different weights for dippers and ladles that are measured level versus rounded. 5. Calculate the food cost per serving difference for a juice punch that is portioned using an 8 oz ladle instead of a 6 oz ladle. Information to use for calculations: food cost for 1 gallon is $5.00. 6. Discuss briefly a situation when Tables 7.19 and 7.20 would be useful resources. ▸ Table 7.21 – Recommended Mixer Bowl and Steam-Jacketed Kettle Sizes for Selected Products. This table is helpful in specifying the size of equipment to use when preparing varying product batch sizes. Assignment suggestions: 1. For different categories of recipes in Food for Fifty , identify the size of mixer bowl or steam-jacketed kettle that is most appropriate to use for making 75 and 150 portions. 2. Discuss reasons for selecting correctly sized mixer bowls or steam-jacketed kettles. Discuss problems that can occur when the wrong sized mixer bowls or steam-jacketed kettles are used. 3. Discuss briefly when Table 7.21 would be a useful resource. ▸ Table 7.17 – Pan Capacities for Baked Products, ▸ Table 7.18 – Counter Pan Capacities,

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    8 ▸ Table 4.11 – Common Can Sizes. These tables give information for pan and can size capacities. Assignment suggestions: 1. Discuss briefly when Tables 7.17, 7.18, and 4.11 would be useful resources. ▸ Table 7.22 – Large-equipment Requirements for Basic Cooking Methods. This table identifies the large equipment used for cooking foods by different cooking methods. Assignment suggestions: 1. Identify the equipment requirements to produce a specific menu. 2. Write a one day menu that can be produced in a kitchen with the following large equipment: (provide list of equipment) 3. The kitchen’s steam-jacketed kettle is being repaired and not available for making the marinara sauce. What equipment substitution would be appropriate in order to make the sauce? What recipe changes might need to be considered when using the alternate piece of equipment you selected? Part III – Foods and Food Production Part III of Food for Fifty describes common categories of foods and includes purchasing information and quantity food production fundamentals. Included also are guidelines for evaluating food quality and preparing and serving food safely. Knife and other small equipment information are included. Student assignment suggestions for Part III: ▸ Write a non-selective menu (one meal). Prepare a food production schedule for the menu (assume 50 guests). Identify on the production schedule the large equipment necessary to produce the meal. ▸ Discuss the benefits for converting spices from volume measurement to weight measurement. What reasons are there for measuring spices by volume? ▸ Discuss the reasons for weight/measure differences between different forms of dry spices (i.e., ground, leaf, whole). ▸ Peruse a trade magazine or a popular magazine ( Appendix B, p. 884 .) Discuss creative ideas for using fresh herbs in cooking and garnishing. ▸ Peruse a trade magazine or a popular magazine ( Appendix B, p. 884 ) and a recently published cookbook. Identify the flavor profile of several ethnic recipes. Identify the recipe attributes that would be associated with deliciousness. ▸ Identify the spice profile for foods from different regions of the world. Compare the spice profile of several ethnic recipes with the spice profile you have identified. ▸ Peruse a trade magazine or a popular magazine ( Appendix B, p. 884 ). Find a recipe that uses fresh herbs in a creative way. Identify a recipe in Food for Fifty that could be adapted to make a similar recipe as in the trade or popular magazine that you chose. Discuss the adaptations that would need to be made. Re-write the Food for Fifty recipe to reflect the adaptations you suggest.

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    9 ▸ Prepare a spice blend suggested in Food for Fifty (p. 156). Compare the flavor profile of the prepared spice blend with a similar purchased spice blend product. Discuss ways to use spice blends. ▸ Identify the desirable sensory attributes for a food product and evaluate the food according to the attributes identified. ▸ Write or locate a simple non-selective menu for one meal. Identify the mis en place that would help production staff be more efficient during food production. ▸ Evaluate a menu item for quality characteristics throughout the preparation steps and when served. ▸ Evaluate and compare the quality of a purchased product and a similar product made from scratch. ▸ Write a quality standard for a product in each recipe category of Food for Fifty (beverages, breads, desserts, eggs/cheese, fish/shellfish, meat, pasta/rice/cereals/grains/beans, poultry, salads/dressings, sandwiches/sauces/marinades/rubs, soups, vegetables). ▸ Discuss why product standards are helpful in producing quality food. ▸ Evaluate menus for their appropriateness to serve clientele who follow food customs/practices of different religions (Catholic, Church of Jesus Christ of the Latter Day Saints, Hindu, Jewish, Muslim, Protestant, Seventh-Day Adventist). ▸ Identify tough and tender cuts of beef. Discuss the appropriate cooking methods for tough and tender cuts of beef. ▸ Calculate the amount of edible product (EP) that is expected from: 5 lb ground beef (80% lean) (AP) and 10 lb white potatoes (AP). Calculate the amount of as purchased product (AP) that is required to yield 5 lb ground beef (EP) and 10 lb white potatoes (EP). ▸ Demonstrate correct knife skills for chopping herbs, onions, garlic. ▸ Demonstrate how to cut vegetables into different shapes. Part IV – Recipes Part IV of Food for Fifty includes standardized recipes for foods in all menu categories. Assignment suggestions for Part IV include:

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    10 ▸ Choose a recipe from a non-standardized source (popular magazine, internet, or home- sized cookbook). Compare the recipe to a similar recipe in Food for Fifty. Identify several reasons for why the recipe may not produce the same product look and quality when prepared in a commercial kitchen. ▸ Choose a recipe from a non-standardized source (popular magazine, internet, or home-sized cookbook). Compare the recipe to a similar recipe in Food for Fifty . What differences could you expect to see if both products were made and evaluated side-by-side. ▸ Following recipes and cooking timetables in Part IV, calculate production start times for roast beef, whole turkey, and roasted vegetables. Assume a 6:00 p.m. meal start time. Appendix The appendix is a useful resource for menu planning using Food for Fifty recipes and for directing food production. Assignment suggestions for the Appendix include: ▸ Plan a menu using the menu items listed in Appendix A, p. 877. ▸ Following the garnish suggestions in Appendix A, suggest appropriate garnishes for several foods in each Food for Fifty recipe category. ▸ Discuss appropriate garnishes for several Food for Fifty recipes. Are any of the garnishes selected dependent on season of the year because of produce availability and cost? ▸ Evaluate/critique the garnishment of food shown in trade magazines or popular cookbooks. ▸ Compare and contrast the food pricing methods as described in Appendix C, p. 885. ▸ Calculate yields for a variety of meats and vegetables. Use formulas in Appendix D, p. 886.

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    11 Multiple Choice Questions Food Production 1. Ethylene gas produced by some fruits and vegetables will: a. inhibit ripening of all fruits and vegetables b. inhibit ripening of some fruits and vegetables c. promote ripening of some fruits and vegetables d. promote ripening of all fruits and vegetables 2. Creaming flour, baking powder, and shortening before adding sugar, salt, liquids, and eggs is an example of what method of mixing butter or shortened cakes? a. conventional b. dough-batter c. dry blending and wetting d. muffin 3. An adequately mixed yeast dough will: a. develop a soft sticky surface b. lighten slightly in color c. spring back when touched lightly d. stretch to resemble a thin membrane 4. Quick breads are leavened by: a. baking soda, active dry yeast b. baking powder, steam c. compressed yeast, steam d. steam, hydrogenated shortening 5. The function of mixing and kneading yeast dough is to: a. develop a gluten structure that will entrap the carbon dioxide gas b. force out excess carbon dioxide so the yeast fermentation can begin c. tighten the gluten strands so the bread will rise quickly and evenly d. warm the dough to an optimal temperature for yeast fermentation 6. Very cool storage (32 o F – 45 o F) is recommended for: a. chili powder b. cinnamon c. fennel d. poppy seeds

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    12 7. The flavor and texture of yeast bread depends primarily on: a. developing the gluten structure b. the amount of carbon dioxide produced c. the oven temperature d. the fermentation process 8. Gluten structures relax when yeast dough: a. bakes to 180 o F b. is mixed until the fat completely coats the gluten strands c. reaches 105 o F - 115 o F d. rests for 10 - 15 minutes after pressing out the air bubbles 9. The color of a béchamel sauce is: a. brown b. red/orange c. white d. yellow (butter) 10. From the foods listed below, choose the most appropriate substitution: An appropriate substitution for Fresh Herbs is: a. 2/3 less of whole dried herbs (by measure, not weight) b. 1/3 less of whole dried herbs (by measure, not weight) c. 2/3 less of dry ground herbs (by measure, not weight) d. 1/3 less of dry ground herbs (by measure, not weight) An appropriate substitution for Unsweetened Chocolate is: a. butterscotch chips and molasses b. chocolate chips c. cocoa and fat d. Dutch process cocoa An appropriate substitution for Buttermilk is: a. butter and non-fat dry milk b. butter and skim milk c. lemon juice and water d. unflavored yogurt

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    13 An appropriate substitution for Brown Sugar is: a. granulated sugar and molasses b. granulated sugar and corn syrup c. granulated sugar and melted caramel d. granulated sugar and honey 11. What criterion is used for evaluating food for quality during preparation and throughout service? a. taste b. presentation c. temperature d. all of the above 12. The quantity of appetizers needed to serve customers will depend mostly on the: a. beverages being served b. nature of the group being served c. season of the year d. size and configuration of the serving table 13. Select the fat that would be best suited for sautéing (high heat). a. pure olive oil b. extra virgin olive oil c. butter d. clarified butter 14. Dry heat cooking does not include: a. broiling b. barbequing c. braising d. roasting 15. Moist heat cooking does not include: a. frying b. poaching c. en papillote d. blanching

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    14 16. The primary heat transfer for roast beef is: a. convection b. conduction c. radiation d. induction 17. What process is responsible for starch thickening a liquid? a. caramelization b. evaporation c. gelatinization d. coagulation 18. Heating egg protein is generally associated with the term: a. coagulation b. gelatinization c. Maillard reaction d. caramelization 19. What one of the following cheeses is not a fresh (un-ripened) cheese? a. Chevre b. Mascarpone c. Paneer d. Camembert 20. Ultra-high-temperature processed milk refers to: a. milk that is not considered a time/temperature control for safety food after opening. b. milk that has been heated to reduce significantly the bacteria count. c. milk that has been heated to kill all bacteria and is packaged in sterilized containers. d. milk that has been heated and chilled rapidly to preserve the natural milk flavor. 21. What one of the following is not part of a grain’s structure? a. germ b. bran c. endosperm d. sperm 22. What one of the following is a gluten free grain? a. barley b. farro c. bulgur d. buckwheat

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    15 Food Safety 23. Which method below is the least effective procedure for cooling hot food? a. Cut large food items into smaller pieces b. Pour hot thin foods (to a depth of not more than 4 inches) into chilled pans c. Set pan of food in an ice water bath, stir ice and food frequently d. Stir hot foods once or twice during cooling 24. Any food that can support rapid bacterial growth and cause food-borne illness: a. is a time/temperature control for safety food (TCS) b. is required to meet HACCP standards c. requires heating to 165°F before serving to elderly adults and young children d. all of the above 25. Foods excluded from the definition of a time/temperature control for safety (TCS) foods are foods: a. cooked to 165 o F for at least 15 minutes b. with a natural barrier such as rind on fruit c. with a pH above a 4.6 d. with water activity (A w ) below 0.85 26. A probe/stem food thermometer should be calibrated by placing the stem in: a. boiling water and adjusting the dial to 212°F b. ice and adjusting the dial to 32°F c. ice water and adjusting the dial to 32°F d. an oven and adjusting the dial to the same temperature as the oven 27. The risk of foodborne illness is best controlled when food is: a. certified natural or organic b. not reheated and served a second time c. certified antibiotic and hormone free d. held in the danger zone for 1 hour or less 28. Food contamination from parasites and microorganisms is a: a. biological hazards b. toxic hazard c. chemical hazards d. physical hazards

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    16 Menu Planning 29. The nutrition goals of the NSLP (National School Lunch Program) is to provide school aged students with: a. adequate calories and nutrients based on the Dietary Guidelines for Americans b. foods that are free of hormones and non-nutrient additives c. foods that meet government guidelines for cholesterol and non-trans fat d. low sodium fresh fruits and vegetables 30. The Dietary Guidelines for Americans is published every 5 years by: a. Department Health and Human Services and Department of Agriculture. b. FDA as part of the MyPlate initiative. c. Center for Disease Control. d. Culinary Institute of America and Harvard T.H. Chan School of Public Health as part of the Menus of Change initiative. 31. Menus that serve the same items every day are referred to as: a. Cycle menus b. Non-cycle menus c. Static menus d. Continuing menus 32. When planning a menu, choose the correct sequence for choosing categories of food: a. Plan first the desserts, followed by salads, vegetables, and then entrees b. Plan first the salads, followed by entrees, vegetables, and then desserts c. Plan first the vegetables, followed by salads, desserts, and then entrees d. Plan first the entrees, followed by vegetables, salads, and then desserts 33. “Offer versus serve” refers to: a. A provision in the food-based menu planning that allows students to choose less than all the food items offered. b. A provision in the NuMenus menu planning program that allows students to choose less than all the food items offered. c. A requirement of the National School Lunch Program (NSLP). d. A provision in the NSLP that improves child nutrition while keeping costs low.

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    17 Review the following menu before answering question 27 Orange Juice Bagel and Cream Cheese Breakfast Omelet Hot Tea or Coffee 34. Is the menu an example of: a. A la carte menu b. Non-selective menu c. Selective menu d. Table d’hote menu

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    18 Recipes 35. A standard recipe format includes: a. HACCP b. Identification of Time/Temperature Control for Safety (TCS) foods c. Portion size d. Storage and reheating instructions 36. A forecast change requires a recipe be extended from 50 to 125 servings. You choose to use the factor method for increasing the yield. The correct formula for determining the factor is: a. Divide 125 by 50 b. Divide 50 by 125 c. Multiply 50 by 2.5 d. Multiply 125 by 2.5 37. Recipe yield refers to the: a. number of servings the recipe will produce b. factor used to expand a recipe c. weight of product per pan d. number of servings per pan 38. When portioning ingredients for a recipe, it is most accurate to: a. measure ingredients b. weigh ingredients c. use EP amounts d. use AP amounts 39. Cooking times and temperatures given in recipes may vary because of the: a. amount of food in the oven b. amount of food per pan c. size of pan d. all of the above 40. In using a convection oven instead of a conventional oven, the following change(s) is/are appropriate: a. reduce the temperature setting by approximately 25 o F - 50°F b. increased the bake time by 10 - 15% c. adjust bake time based on the product category d. all of the above

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    19 Problem Solving Questions 1. You have been asked by the organizers of a charity picnic to provide purchasing advice. The organizers are planning for 100 guests to attend the event. The menu and serving size information is listed below. What amount of food would you recommend be purchased? Food items: Serving size and information: Fresh Roasted Brisket on a Bun Potato Chips Apples Celery and Carrot Sticks Ice Cream Cones Ice Tea Lemonade 4 oz meat and 1 bun per person 1 cup per person 1 apple per person (113 size) 3 - 4 sticks per person 1 #12 dipper of ice cream in a cone 14 oz paper cup, serve tea with ice 14 oz paper cup, serve lemonade with ice How much food would you recommend the picnic organizers purchase: Uncooked Brisket: Hamburger Buns: Potato Chips: Apples: Celery (AP): Carrots (AP): Ice Cream: Ice Cream Cones: Ice Tea (gal): Lemonade (gal):

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    20 2. The food production shift leader compiled a list of EP produce needed for the next day’s salad bar. A new employee in the ordering department is unsure of the AP amounts to order. Using the EP amounts listed below, how much AP product would need to be ordered? Food Item EP Amount Specified AP Amount Required Diced Avocado 10 lb __________________ Peeled Cucumbers 15 lb __________________ Head Lettuce 6 lb __________________ Tomatoes 72 slices for sandwiches __________________ Chopped Green Onions 4 lb __________________

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    21 3. Answer the following questions. 1 Tbsp of vanilla extract weighs how many ounces? ...................................................... ________ 4 oz of vanilla extract measures how many tablespoons? ................................................ ________ 4 oz of vanilla extract measures how many cups? ........................................................... ________ How many cups in a pint? ................................................................................................ ________ How many ounces in a pint? ........................................................................................... ________ How many tablespoons in a pint? ................................................................................... ________ How many ounces in a gallon? ....................................................................................... ________ How many cups in a gallon? ......................................................................................... ________ How many quarts in a gallon? ....................................................................................... ________ How many cups in a quart? ........................................................................................... ________ How many grams in an ounce? ..................................................................................... ________ How many milliliters in a cup? ..................................................................................... ________ What is the approximate weight of 1 cup of all purpose flour? .................................... ________ 8 oz lightly packed brown sugar measures approximately? .......................................... ________ A number 10 dipper weighs approximately? ................................................................. ________ How many number 10 dippers of ice cream would fit in a quart measure? .................. ________ How many number 16 dippers of ice cream would fit in a quart measure? .................. ________ A muffin recipe is calculated for 2 oz/muffins. What size of dipper should be used? ... ________

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    22 4. Adding bowl/kettle/pan sizes to recipes will reduce the chance for error resulting from employees selecting the wrong size piece of equipment. For the items listed below, what size of bowl, kettle, or pan would you recommend the employee use? What is the amount or weight of the product? a. 27 dozen Peanut Butter Cookies (p. 348) Mixing Bowl Size:_______ Amount/Weight of Product:_______ b. 20 lb uncooked Spaghetti (p. 538) Steam-Jacketed Kettle Size:_______ Amount/Weight of Product:_______ c. 120 portions of Chocolate Cake (p. 321) Mixing Bowl Size:_______ Amount/Weight of Product:_______ d. 200 servings of Split Pea Soup (p. 801) Steam-Jacketed Kettle Size:_______ Amount/Weight of Product:_______ 5. After panning White Cake (p. 314) into cake pans sized differently from those specified in the standardized recipe, 2 ½ lb of batter remained. a. What size of cake pan would you choose to bake the remainder of the batter? ________________________________________ b. Approximately how many cupcakes would the 2 ½ lb of batter yield? ________________________________________

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    23 6. An employee returning to work after being injured in a car accident has a 10 lb pound lifting restriction. Mark yes or no if the employee would be able to lift the following: a. 10 x 12 x 2 ½ inch counter pan of meat loaf: ____ yes ____no b. 18 x 26 x 2 inch pan of cake: ____ yes ____no c. 10 x 12 x 6 inch pan of soup: ____ yes ____no d. 5 quarts of hot spiced cider: ____ yes ____no e. 3 gallon tub of ice cream: ____ yes ____no f. #10 can of canned apricots: ____ yes ____no g. Two number 5 squat cans of tuna fish: ____ yes ____no h. One case of number 3 cylinder cans of tomato juice (12/cs): ____ yes ____no i. One 10 x 12 x 4 inch pan of mashed potatoes: ____ yes ____no

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    24 7. Mark the item that weighs the most (if the weight is equal, mark same): a. _____ 1 cup flour _____ 1 cup granulated sugar _____ same b. _____ 1 lb of flour _____ 1 lb of brown sugar _____ same c. _____ 1 cup fresh basil leaves (loosely packed) _____ 1 1/3 cups dried basil _____ same d. _____ 1 dozen large eggs (in shell) _____ 2 cups of fresh whole eggs out of the shell _____ same e. _____ 1 lb sifted flour _____ 1 lb unsifted flour _____ same f. _____ 2 cups of vinegar _____ 2 pints of water _____ same g. _____ 1 lb AP (raw) ground beef (80% yield) _____ 2/3 lb EP (cooked) ground beef _____ same h. _____ 1 oz vanilla extract _____ 2 Tbsp water _____ same i. _____ 1 gallon of water _____ 3 quarts of fluid whole milk _____ same j. _____ 1 ½ cups corn syrup _____ 1 ½ cups granulated sugar _____ same k. _____ 4 cups shredded cheddar cheese _____ 3 cups cottage cheese _____ same

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    25 8. Using the percentage method for increasing the yield, extend the Basic Fruit Punch recipe from 50 servings to 80 servings. Show percent calculations and ingredient amount for 80 servings. Assume no handling loss. BASIC FRUIT PUNCH 50 servings % calculations 80 servings Sugar, granulated 2 lb 8 oz Water 2 lb Orange Juice l lb 8 oz (frozen, undiluted) Lemon Juice 1 lb 8 oz (frozen, undiluted) Water 12 lb

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    26 9. For a Boy Scout fundraising event (low budget) you have been asked to prepare a customer’s “family favorite” soup recipe. For your first recipe test, you have decided to make 50 servings (8 oz/serving) and need to write the recipe in a format that the production staff can follow. Using the home-sized recipe provided: Step #1 Re-write the recipe in a format similar to Food for Fifty recipes. Standardize for commercial pans and equipment and for quantity procedures, similar to Food for Fifty recipes. Use measurements for dry and liquid ingredients similar to Food for Fifty recipes. Step #2 Extend the recipe to 50 (8 oz) servings (use either percentage or factor method). Step #3 What decisions/assumptions were necessary to make while completing this problem? What recipe changes might you expect to make during/after your first quantity test? Make the following changes to the recipe: 1. Substitute cooked chicken meat (boneless) for the chicken drumsticks. 2. Add soup base to replace flavor loss resulting from not making chicken stock. 3. Replace fresh basil with dried basil. 4. List the ingredients and production steps so they are in logical order for quantity production. Home-sized recipe for Chicken-Vegetable Soup 5 cups water 2 pounds chicken drumsticks, skinned 2 cups broccoli florets 2 cups pre-sliced mushrooms 1 1/2 cups carrots 1 cup onion 1/4 cup fresh basil 1/4 cup uncooked orzo (1 ½ oz) 1 tsp salt 1/8 teaspoons black pepper 6 tablespoons grated fresh Parmesan cheese 1. Combine water and chicken in a 3 quart casserole. Cover with lid; microwave on high for 30 minutes or until the chicken is done, stirring after 15 minutes. Drain in a colander over a bowl, reserving cooking liquid. Cool chicken slightly. Remove chicken from bones and discard bones. Shred chicken using 2 forks to measure 2 ½ cups. 2. Combine broccoli and next 4 ingredients (broccoli through basil) in casserole. Cover; microwave at high 8 minutes or until tender, stirring after 4 minutes. Add the reserved cooking liquid, chicken, pasta, salt, and pepper. Cover; microwave at high 6 minutes or until pasta is tender. Ladle soup into 6 bowls. Sprinkle each serving with cheese. Yield: 6 servings (serving size 1 cup of soup and 1 tablespoon cheese sprinkled on top).

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    27 10. The file recipe (p. 793) for Chili Con Carne yields 50 one cup bowls. For a special event you plan to serve the chili in a bread bowl. You have calculated 13 oz of chili is required to fill each bread bowl. a. Approximately how many servings of the Chili Con Carne recipe must you prepare to have enough to fill 50 bread bowls? ____________ Servings b. What factor would you use to extend the recipe? ____________ Factor

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