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On Cooking: A Textbook of Culinary Fundamentals, 6th Edition Solution Manual

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    Solution Manual to accompany On Cooking: A Textbook of Culinary Fundamentals Sixth Edition Sarah R. Labensky Alan M. Hause Priscilla A. Martel

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    TABLE OF CONTENTS CHAPTER PAGE 1 Professionalism 1 2 Food Safety and Sanitation 6 3 Nutrition 10 4 Menus and Recipes 14 5 Tools and Equipment 20 6 Knife Skills 26 7 Flavors and Flavorings 30 8 Dairy Products 43 9 Mise en Place 47 10 Principles of Cooking 51 11 Stocks and Sauces 58 12 Soups 66 13 Principles of Meat Cookery 70 14 Beef 74 15 Veal 78 16 Lamb 82 17 Pork 85 18 Poultry 88 19 Game 95 20 Fish and Shellfish 98 21 Eggs and Breakfast 106 22 Vegetables 109 23 Potatoes, Grains and Pasta 114 24 Healthy Cooking and Special Diets 120

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    25 Salads and Salad Dressings 124 26 Fruits 128 27 Sandwiches 132 28 Charcuterie 135 29 Hors d’Oeuvre 139 30 Principles of the Bakeshop 142 31 Quick Breads 147 32 Yeast Breads 150 33 Pies, Pastries and Cookies 155 34 Cakes and Frostings 159 35 Custards, Creams, Frozen Desserts and Dessert Sauces 163 36 Plate Presentation 167 37 Buffet Presentation 174

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    Chapter 1 Professionalism Chapter Overview Chefs and Restaurants, pp. 2-7 The 18th Century – Boulanger’s Restaurant, pp. 2-3 The Early 19th Century – Carême and Grande Cuisine, p. 3 The Late 19th Century – Escoffier and Cuisine Classique, p. 4 The Mid-20th Century – Point and Nouvelle Cuisine, p. 5 The 20 th and Early 21st Centuries – An American Culinary Revolution, p. 5 Modernist Cuisine, p. 6 Modern Food Service Operations, pp. 7-11 Culinary Technologies, p. 7 Food Supplies, p. 8 Consumer Concerns, p. 9 The Modern Kitchen Brigade, pp. 11- 13 The Classic Kitchen Brigade, p. 12 The Dining Room Brigade, p. 13 The Professional Chef, pp. 13-16 Knowledge, pp. 13-14 Skill, p. 14 Taste, p. 14 Judgment, p. 14 Dedication, p. 15 Professional Ethics, p.15 Pride, p. 15 Careers, p.15 Sidebars Marie-Antoine (Antonin) Carême (1783-1833), p. 3 Auguste Escoffier (1846-1935), p.4 Ferdinand Point (1897-1955), p. 5 Ferran Adrià (1962--), p. 7 Chefs Work Toward a Sustainable Future, p. 11 A Very Big Business Indeed, p. 9 The Classic Kitchen Brigade, p. 12 The Dining Room Brigade, p. 13 La Toque Blanche, p. 14

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    Learning Objectives After studying this chapter, students will be able to:  name key historical figures responsible for developing food service professionalism and describe the contributions of each (pp. 2-6)  list and describe the key stages in the development of the modern food service industry (pp. 6-13)  explain the organization of classic and modern kitchen brigades (pp. 11-13)  identify the attributes a student needs to become a successful culinary professional (pp. 13-16)  describe the importance of professional ethics for chefs and list the specific behaviors that all culinary professions should follow (pp. 13-15) Key Terms apprentices area chefs assistants back of the house back waiters brigade California cuisine captains chef chef de cuisine classic cuisine cookery cooking dining room manager ethnic cuisine executive chef expediter farm-to-table movement food service front of the house front waiters fusion cuisine gastronomy genetically modified organism (GMO) global cuisine gourmand gourmet gourmet foods grande cuisine headwaiter institutional cook judgement line cook master chef master baker master pastry chef modernist cuisine molecular gastronomy national cuisine New American cuisine nouvelle cuisine pastry chef professional cooking regional cuisine restaurateurs short-order cook skill sous-chef sustainable foodservice taste toque wine steward Questions for Discussion, p. 16 1 Summarize the contributions that chefs Carême and Escoffier made to advance the culinary arts during the 19th century. Carême’s meal would feature showpieces, dozens of courses, foods that are elaborately presented, garnished and sauced. Point’s meal would be much lighter, emphasizing natural flavors and simpler preparations. 2 Discuss two recent culinary movements and their impact on the way food is served in

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    restaurants today. Fusion cuisine combines ingredients and preparations associated with one ethnic or regional cuisine. Farm-to-table or locavore movement has influenced chefs to serve fresh seasonal foods and those grown close to their establishments Modernist cuisine movement or molecular gastronomy employs ingredients and machinery more typical of food manufacturing into restaurant kitchens 3. List and explain three technological advances affecting food preparation. Cast-iron stoves: the heat source could be approached, and the heat more easily controlled Canned foods: preservation and extended storage Transportation: increased availability, freedom from using only locally produced ingredients 4 How can a food service operation address customer concerns about where their food was grown or raised and participate in the sustainability movement? Through such practices such as composting, recycling, reducing fuel consumption, bio- degradable cleaning products, etc. 5. Discuss the societal changes that have contributed to diversification in the modern food service industry. The creation and identification of new consumer groups; the increase in the type of facilities providing food, such as schools, resorts, office complexes; the increase of women in the workforce brought an increased need for food services and the financial means to use them. 6 . Describe the kitchen brigade system. What is its significance in today’s professional kitchens? It is a system of staffing a kitchen. The executive chef leads the brigade, which includes sous- chefs, chefs de partie (station chefs) or area chefs and various assistants and apprentices. The systematic staffing and organization of personnel aids in efficient operation and avoids confusion and redundancy. 7 What are the roles of a chef, sous-chef and line cook in a modern kitchen? The chef coordinates all kitchen activities, directs training, plans menus and sets the standards of conduct. The sous-chef supervises and coordinates the preparation of foods. The line cooks are directly responsible for preparing food items as directed and may operate one or more stations, such as sauté and broiler. 8 Describe the key attributes of a culinary professional and things you can do to develop the skills, taste and judgment required in your chosen career? Knowledge, skill, taste, judgment, dedication and pride are the key attributes of a culinary professional. Knowledge and skill can be attained through schooling and apprenticeship. Taste

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    developed through experience and attention on the job. Judgement only comes through experience. Dedication comes through long hours of work and teamwork with colleagues. Joining professional organizations helps chef demonstrate their dedication to the culinary professional. Pride is manifested by attention to detail in everything from personal grooming to wearing a clean uniform each day on the job. 9 List and explain the benefits that you can enjoy by belonging to a professional culinary organization. Professional organizations provide educational and networking opportunities. By joining such associations, chefs may find new job opportunities, new products and new ideas. 10 Why do professional culinary organizations ask their members to adhere to a code of ethics? Answers vary. Ethics are a code of ways of doing things. The culinary code of ethics ensures that all culinarians conduct themselves to the highest standards of honest, fairness and integrity. 11. The James Beard Foundation recognizes and honors outstanding American chefs each year. Use outside sources to learn who was James Beard? Which chefs are currently considered some of the most outstanding in the United States? Why? www.jamesbeard.org Learning Activities Dining Trends Assign students a current restaurant food trend from this chapter (see pages 7-11) to research outside of class. Direct them to cookbooks, professional restaurant magazines and culinary industry web sites to learn more about the trend. Industry resources such as surveys done by the market research firms as well as those consulted by food marketing organization are also useful sources for this information. Each student will present a five-minute oral presentation that discusses a current example of this trend. Encourage students to plan their presentations creatively. http://www.restaurant.org The National Restaurant Association provides restaurant and food trend information to the industry. www.hartman-group.com/ provides research and consulting services to the foodservice and other industries. www.thepacker.com/ provides foodservice information to the fresh fruit and vegetable industry. Brigade de Cuisine During class time, cluster students into groups of three or four to diagram on large pieces of butcher paper the appropriate staffing and stations for two contrasting food service operations, such as:

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    Four-star restaurant/school cafeteria Café/retirement home Hotel/office complex Banquet hall/sports arena Each group will then present its kitchen and staffing plan to the whole class, explaining its reasoning. Becoming a Chef In class, discuss the variety of food-service careers and opportunities for professional training and development. Assign students to research the education and training of a major chef or culinary professional of their choice. Each student will create a one-page professional resumé of his or her chosen food professional’s education, training and other credentials to post in the classroom. www.starchefs.com profiles some of the nation’s leading culinary figures . Professional Development Plan In class, share with students some of the organizations and associations that offer support, training and scholarships to culinary professionals. Ask students to identify their personal career goals and write a one-page professional development plan for attaining them. As an additional out of class activity, have students interview chefs in their area on which professional culinary organizations they belong to and why. Sustainable Foodservice In class discuss with students the new trend of sustainable foodservice. Have students break into smaller groups to discuss and list 5 ways to protect their local environment. American Culinary Federation, Inc. is the site of the national professional organization for chefs. International Association of Culinary Professionals is the site of the international professional organization of culinary professionals. Women Chefs & Restaurateurs is the site of this organization devoted to promoting the education and advancement of women in the restaurant industry. National Restaurant Association hosts business-related information on the restaurant industry. Supplementary Materials PowerPoint Slides

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    Chapter 2 Food Safety and Sanitation Chapter Overview Sanitation, p. 18 Direct Biological Contaminants, pp. 18-25 Bacteria, pp. 19-23 Parasites, pp. 23-24 Viruses, p. 24 Funghi, p. 25 Direct Chemical Contaminants, pp. 25-26 Residual Chemicals, p. 25 Food Service Chemicals, p. 26 Toxic Metals, p. 26 Direct Physical Contaminants, p. 26 Cross-Contamination, pp. 26-32 Personal Cleanliness, pp. 27-28 Dish and Equipment Cleanliness, pp. 28-30 Food Storage, p. 30-31 Food Labeling, p. 31 Pest Management, p. 31-32 Hazard Analysis Critical Control Points (HACCP) Systems, pp. 32-35 Food Allergies and Intolerances, pp. 35-36 The Safe Worker, pp. 36-37 Personal Safety, p. 36-37 Fire Safety, p. 37 First Aid, p. 37 Sidebars Safety Alert: FAT TOM, p. 21 Safety Alert: The Temperature Danger Zone, p. 21 Safety Alert: Time and Temperature Control for Safety (TCS) Food, p. 23 Food Safety of Fruits and Vegetables, p. 25 Steps to Prevent Cross-Contamination, p. 26 Safety Alert: Tasting Food, p. 27 Safety Alert: Single-Use Gloves, p. 27 Sanitizing Solution, p. 30 Safety Alert: Chemical Storage, p. 30 Sustainable Food Safety, p. 31 Objectives After studying this chapter, students will be able to:  explain the importance of sanitation in the restaurant industry and identify the three major types of contaminants that cause food-borne illnesses (pp. 18-35)

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     identify and understand how to work with time and temperature controlled for safety (TCS) foods to prevent biological intoxications and infections (pp. 21-23)  identify chemical contaminants and ways to prevent direct chemical contamination when handling food (pp. 25-26)  identify physical contaminants and ways to prevent direct physical contamination when handling foods (p. 26)  list and follow the proper procedures to prevent cross-contamination and food- borne illnesses when handling foods (pp. 26-35)  identify the eight major food allergens and guidelines for protecting allergic guests (pp. 35-36)  explain and follow a HACCP system (pp. 32-35)  take appropriate actions to create and maintain a safe and sanitary working environment (pp. 36-37) Key Terms acid/alkali balance aerobic bacteria anaerobic bacteria anisakiasis A w biological hazard chemical contaminants chemical hazard clean contaminants contamination critical control point cross-contamination cyclospora decline or negative- growth phase direct contamination facultative fermentation fungi HACCP hepatitis A infectants infection intoxication lag phase log phase microorganisms molds negative growth phase Norovirus parasites pathogens pH physical hazard putrafactives rotate stock sanitation sanitize spores stationary phase sterilize tasting spoons temperature temperature danger zone time-and-temperature principle time/temperature controlled for safety (TCS) foods toxin-mediated infection toxins trichinosis viruses water activity Questions for Discussion, p. 38 1. Foods can be contaminated in several ways. Explain the differences between biological, chemical and physical contamination. Give an example of each. Biological: Food contains an unsafe number of disease-causing microorganisms, such as bacteria or mold. Chemical: Food is contaminated with chemicals, such as cleaners or pesticides. Physical: Food is contaminated with foreign matter, such as broken glass or metal shavings.

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    2. Under what conditions will bacteria thrive? Explain what you can do to alter these conditions. Bacteria thrive when provided with food (especially proteins), the right temperature (60° F to 120° F), time, moisture and a neutral pH (acid/alkali balance). Oxygen may or may not be necessary. Temperature is the easiest to control. Keep all potentially hazardous foods out of the temperature danger zone (41° F to 135° F). Keep hot foods hot and cold foods cold. 3. What is the temperature danger zone? What is its significance in food preparation? The temperature range, 41° F to 135° F, in which bacteria thrive. Foods must not be within this range of temperatures for more than four hours total. So, foods should be heated or cooled quickly, and only small amounts should be removed from refrigeration for fabrication or preparation. 4. In what ways can you ensure that residual chemicals do not contaminate food? Wash and peel fruits and vegetables properly to reduce exposure to residual chemicals. 5. Explain how improper or inadequate pest management can lead to food-borne illnesses. Rodents and insects carry bacteria on their bodies. These pests then contaminate any surfaces with which they come into contact. The failure to control pests, preferably by preventing infestations in the first place, can lead to food-borne illnesses. 6. Define HACCP. How is this system used in a typical food service facility? Hazard Analysis Critical Control Points is a system of managing and maintaining sanitary conditions through a rigorous process of self-inspection. Any food service facility can begin to use this system by closely examining the flow of foods through the operation, beginning with the decision to include an item on the menu. Special attention is paid to any point in this flow at which a mistake could result in the risk of contamination or bacterial growth. 6. What systems can a food service operation put into place to protect guests who may have food allergies? Provide allergy training for the staff Make list of ingredients in each dish know to service staff so they can tell the customer Train service staff in recommended ingredient substitutions Observe strict controls in the kitchen to avoid cross-contamination Clean pans and utensils thoroughly when cooking for an allergic customer or have dedicated cutting boards, tools and cookware Wash your hands and change disposable gloves when preparing food for an allergic guest Cook foods for an allergic guest first or in a separate area Learning Activities

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    Kitchen Inspection In class, discuss the benefits of health inspections in restaurants. Assign groups of 3-5 students to conduct a mock health inspection, one group per each area of your school, including the kitchens, dish areas, walk-ins, dining rooms or any other foodservice areas. Groups will list any hazards or safety violations that they see and then write up an inspection report. This report should detail the hazards they observed, describe their potential effects and make suggestions to correct the problems. Web sites for state restaurant associations are good resources for learning more about the health inspection process. www.restaurant.org posts articles from the National Restaurant Association on handling restaurant inspections as well as other food safety issues. www.fda.gov/Food/FoodborneIllnessContaminants/default.htm is an FDA site with information on specific food-borne illnesses. Applying HACCP In class, share the current menu from your school’s dining room. Assign each student to select one menu item and create a written HACCP flowchart for it. As a follow-up, students can present this information to those students responsible for preparing the menu. Research your local Health Department for statistics regarding norovirus outbreaks and produce related incidents. Supplementary Materials PowerPoint Slides

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    Chapter 3 Nutrition Chapter Overview Nutrition Basics, pp. 40-47 Essential Nutrients, p. 41 Carbohydrates, pp. 41-42 Lipids, pp. 42-43 Proteins, pp. 43-44 Vitamins, pp. 44-46 Minerals, pp. 46-47 Water, p. 46 Phytochemicals, p. 46 Tools for Healthy Eating, pp. 47-50 Dietary Guidelines for Americans, p. 48 MyPlate, p. 48 Nutrition Labeling, pp. 48-49 Menu Labeling, p. 49 Government Oversight, pp. 49-50 Nutrition, Eating Out and the Chef, pp. 50- 52 Healthful Cooking Techniques, pp. 51-52 Nutritional Analysis of Recipes, p. 52 Nutritional Analysis of Recipes, p. 52 Sidebars Energy from Essential Nutrients, p. 41 Healing Foods, p. 46 Daily Calorie Requirements, p. 48 Objectives After studying this chapter, students will be able to:  identify the major categories of nutrients and explain their importance in a healthy diet, pp. 40-47  identify the key characteristics of a nutritious diet for healthy adults, pp. 48-49  describe the effects of storage and preparation techniques on the nutritional value of food, pp. 44-45  describe diet-planning tools available to consumers and chefs, pp. 47-49  evaluate recipes and dishes using recommended dietary guidelines and food labels  apply dietary guidelines to plan and prepare menus and recipes, pp. 51-52 Key Terms amino acids antioxidants calorie cholesterol complex carbohydrates dietary fiber empty calories enzyme fat-soluble vitamins

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    flavonoids Food and Drug Administration (FDA) free radicals hydrogenated fat insoluble fiber macronutrients major minerals metabolism micronutrients monounsaturated fats nutrient dense nutrients nutrition phytochemicals polyunsaturated fats saturated fat simple carbohydrates soluble fiber trace minerals trans fat U.S. Department of Health and Human Services (HHS) unsaturated fat water-soluble vitamins Questions for Discussion, p. 52 1. 1 Identify the six categories of nutrients and list two sources for each. Carbohydrates: sugars and starches, such as those found in fruits and vegetables Fats: animal products and plant products, such as avocados and wheat germ Proteins: fish and nuts Water: fruits and beverages Vitamins: virtually all foods contain some vitamins Minerals: dairy products and grains 2. What are the differences between saturated fats and unsaturated fats? Identify two sources for each. Unsaturated fats have one (mono) or more (poly) double bonds. Found in plants and plant foods such as avocado, olives and fatty fish, they are usually liquid at room temperature. Saturated fats are found in mainly animal products such as butter, milk, eggs and meat. They are usually solid at room temperature. 3. Identify three sources of empty calories and explain the meaning of that term. Empty calories are simple carbohydrates found in food high in added sugar such as candy, cookies and sweetened soft drinks. The term means that these foods do not provide energy as well as minerals, vitamins and fiber. 4. List four ways to reduce mineral and vitamin loss when storing or preparing foods. Serve fruits and vegetables raw; avoid exposing foods to light; steam or cook them in a minimal amount of water for the shortest time possible; store food covered and refrigerated. 5. Describe the key messages in the 2015 – 2020 Dietary Guidelines for Americans. The guidelines promote healthy eating patterns by consuming a wide variety of foods and remaining physically active. They also suggest limiting sugars, fats and alcoholic

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    beverages while increasing daily intake of fruits and vegetables, whole grains and non-fat or low-fat dairy products. The guidelines emphasize adopting healthy eating habits to prevent chronic diseases. The combination of foods that one eats are called “eating patterns,” which can adapt to one’s lifestyle, cultural traditions, income level and flavor preferences. The most recent dietary guidelines take into account different eating patterns based on ethnicity and personal taste. 6. Describe the MyPlate guidance system. Explain how a chef can use it to plan well-balanced meals and how a consumer can use it to establish a healthful diet. What other diet planning tools can be used along with MyPlate? www.nal.usda.gov/fnic is the site of the Food and Nutrition Information Center. 7. Consult the nutritional information panel on a jar of prepared mayonnaise or salad dressing. Compare this with the nutritional information provided with a similar recipe in this book. Discuss the differences. Answers will vary. www.nutritiondata.com provides nutritional information on many prepared foods such as mayonnaise, salad dressing and reduced-fat versions. 8. Create a three-course dinner following the health guidelines discussed in this chapter. Discuss the ways you might use or adapt recipes in this book to conform to these guidelines. Answers will vary. Learning Activities Food Nutrition Trend Report Assign students to search newspapers, advertisements and other media, or restaurant menus, to find one example of a current nutrition trend and bring information about it from their sources to class. In class, cluster students into small groups, asking each student to share his or her findings, and have the group determine whether or not future chefs should be concerned about this nutrition trend. The groups will report their findings to the class, highlighting those trends they believe are insignificant and those that are most pertinent, with an explanation of their reasoning.

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