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

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SolutionManualto accompanyOn Cooking: A Textbook of CulinaryFundamentalsSixth EditionSarah R. LabenskyAlan M. HausePriscilla A. Martel

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TABLE OF CONTENTSCHAPTERPAGE1 Professionalism12 Food Safety and Sanitation63 Nutrition104 Menus and Recipes145 Tools and Equipment206 Knife Skills267 Flavors and Flavorings308 Dairy Products439 Mise en Place4710 Principles of Cooking5111 Stocks and Sauces5812 Soups6613 Principles of Meat Cookery7014 Beef7415 Veal7816 Lamb8217 Pork8518 Poultry8819 Game9520 Fish and Shellfish9821 Eggs and Breakfast10622 Vegetables10923 Potatoes, Grains and Pasta11424 Healthy Cooking and Special Diets120

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25 Salads and Salad Dressings12426 Fruits12827 Sandwiches13228 Charcuterie13529 Hors d’Oeuvre13930 Principles of the Bakeshop14231 Quick Breads14732 Yeast Breads15033 Pies, Pastries and Cookies15534 Cakes and Frostings15935 Custards, Creams, Frozen Desserts and Dessert Sauces16336 Plate Presentation16737 Buffet Presentation174

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

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Learning ObjectivesAfter studying this chapter, students will be able to:name key historical figures responsible for developing food serviceprofessionalism and describe the contributions of each (pp. 2-6)list and describe the key stages in the development of the modern food serviceindustry (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 culinaryprofessional (pp. 13-16)describe the importance of professional ethics for chefs and list the specificbehaviors that all culinary professions should follow (pp. 13-15)Key Termsapprenticesarea chefsassistantsback of the houseback waitersbrigadeCalifornia cuisinecaptainschefchef de cuisineclassic cuisinecookerycookingdining room managerethnic cuisineexecutive chefexpediterfarm-to-table movementfood servicefront of the housefront waitersfusion cuisinegastronomygenetically modifiedorganism (GMO)global cuisinegourmandgourmetgourmet foodsgrande cuisineheadwaiterinstitutional cookjudgementline cookmaster chefmaster bakermaster pastry chefmodernist cuisinemolecular gastronomynational cuisineNew American cuisinenouvelle cuisinepastry chefprofessional cookingregional cuisinerestaurateursshort-order cookskillsous-chefsustainable foodservicetastetoquewine stewardQuestions for Discussion, p. 161 Summarize the contributions that chefs Carême and Escoffier made to advance theculinary arts during the 19th century.Carême’smeal would feature showpieces, dozens of courses, foods that are elaboratelypresented, garnished and sauced. Point’s meal would be much lighter, emphasizing naturalflavors 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 regionalcuisine.Farm-to-table or locavore movement has influenced chefs to serve fresh seasonal foods andthose grown close to their establishmentsModernist cuisine movement or molecular gastronomy employs ingredients and machinery moretypical of food manufacturing into restaurant kitchens3. List and explain three technological advances affecting food preparation.Cast-iron stoves: the heat source could be approached, and the heat more easily controlledCanned foods: preservation and extended storageTransportation: increased availability, freedom from using only locally produced ingredients4 How can a food service operation address customer concerns about where their foodwas 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 foodservice industry.The creation and identification of new consumer groups; the increase in the type of facilitiesproviding food, such as schools, resorts, office complexes; the increase of women in theworkforce 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 professionalkitchens?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. Thesystematic staffing and organization of personnel aids in efficient operation and avoids confusionand 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 ofconduct. The sous-chef supervises and coordinates the preparation of foods. The line cooks aredirectly 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 developthe skills, taste and judgment required in your chosen career?Knowledge, skill, taste, judgment, dedication and pride are the key attributes of a culinaryprofessional. 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 throughexperience. Dedication comes through long hours of work and teamwork with colleagues. Joiningprofessional 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 cleanuniform each day on the job.9 List and explain the benefits that you can enjoy by belonging to a professional culinaryorganization.Professional organizations provide educational and networking opportunities. By joining suchassociations, 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 ofethics?Answers vary. Ethics are a code of ways of doing things. The culinary code of ethics ensures thatall culinarians conduct themselves to the highest standards of honest, fairness and integrity.11. The James Beard Foundation recognizes and honors outstanding American chefs eachyear. Use outside sources to learn who was James Beard? Which chefs are currentlyconsidered some of the most outstanding in the United States? Why?www.jamesbeard.orgLearning ActivitiesDining TrendsAssign students a current restaurant food trend from this chapter (see pages 7-11) toresearch outside of class. Direct them to cookbooks, professional restaurant magazinesand culinary industry web sites to learn more about the trend. Industry resources such assurveys done by the market research firms as well as those consulted by food marketingorganization are also useful sources for this information.Each student will present a five-minute oral presentation that discusses a current exampleof this trend. Encourage students to plan their presentations creatively.http://www.restaurant.org The National Restaurant Association provides restaurant and foodtrend information to the industry.www.hartman-group.com/provides research and consulting services to the foodservice and otherindustries.www.thepacker.com/provides foodservice information to the fresh fruit and vegetable industry.Brigade de CuisineDuring class time, cluster students into groups of three or four to diagram on large piecesof butcher paper the appropriate staffing and stations for two contrasting food serviceoperations, such as:

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Four-star restaurant/school cafeteriaCafé/retirement homeHotel/office complexBanquet hall/sports arenaEach group will then present its kitchen and staffing plan to the whole class, explainingits reasoning.Becoming a ChefIn class, discuss the variety of food-service careers and opportunities for professionaltraining and development. Assign students to research the education and training of amajor chef or culinary professional of their choice.Each student will create a one-page professional resumé of his or her chosen foodprofessional’seducation, training and other credentials to post in the classroom.www.starchefs.comprofiles some ofthe nation’s leading culinary figures.Professional Development PlanIn class, share with students some of the organizations and associations that offer support,training and scholarships to culinary professionals. Ask students to identify their personalcareer goals and write a one-page professional development plan for attaining them. Asan additional out of class activity, have students interview chefs in their area on whichprofessional culinary organizations they belong to and why.Sustainable FoodserviceIn class discuss with students the new trend of sustainable foodservice. Have studentsbreak 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 organizationfor chefs.International Association of Culinary Professionalsis the site of the internationalprofessional organization of culinary professionals.Women Chefs & Restaurateursis the site of this organization devoted to promoting theeducation and advancement of women in the restaurant industry.National Restaurant Associationhosts business-related information on the restaurantindustry.Supplementary MaterialsPowerPoint Slides

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Chapter 2Food Safety and SanitationChapter OverviewSanitation, p. 18Direct Biological Contaminants, pp. 18-25Bacteria, pp. 19-23Parasites, pp. 23-24Viruses, p. 24Funghi, p. 25Direct Chemical Contaminants, pp. 25-26Residual Chemicals, p. 25Food Service Chemicals, p. 26Toxic Metals, p. 26Direct Physical Contaminants, p. 26Cross-Contamination, pp. 26-32Personal Cleanliness, pp. 27-28Dish and Equipment Cleanliness, pp. 28-30Food Storage, p. 30-31Food Labeling, p. 31Pest Management, p. 31-32Hazard Analysis Critical Control Points(HACCP) Systems, pp. 32-35Food Allergies and Intolerances, pp. 35-36The Safe Worker, pp. 36-37Personal Safety, p. 36-37Fire Safety, p. 37First Aid, p. 37SidebarsSafety Alert: FAT TOM, p. 21Safety Alert: The Temperature Danger Zone, p. 21Safety Alert: Time and Temperature Control for Safety (TCS) Food, p. 23Food Safety of Fruits and Vegetables, p. 25Steps to Prevent Cross-Contamination, p. 26Safety Alert: Tasting Food, p. 27Safety Alert: Single-Use Gloves, p. 27Sanitizing Solution, p. 30Safety Alert: Chemical Storage, p. 30Sustainable Food Safety, p. 31ObjectivesAfter studying this chapter, students will be able to:explain the importance of sanitation in the restaurant industry and identify thethree 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 forsafety (TCS) foods to prevent biological intoxications and infections (pp. 21-23)identify chemical contaminants and ways to prevent direct chemicalcontamination when handling food (pp. 25-26)identify physical contaminants and ways to prevent direct physical contaminationwhen 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 allergicguests (pp. 35-36)explain and follow a HACCP system (pp. 32-35)take appropriate actions to create and maintain a safe and sanitary workingenvironment (pp. 36-37)Key Termsacid/alkali balanceaerobic bacteriaanaerobic bacteriaanisakiasisAwbiological hazardchemical contaminantschemical hazardcleancontaminantscontaminationcritical control pointcross-contaminationcyclosporadecline or negative-growth phasedirect contaminationfacultativefermentationfungiHACCPhepatitis Ainfectantsinfectionintoxicationlag phaselog phasemicroorganismsmoldsnegative growth phaseNorovirusparasitespathogenspHphysical hazardputrafactivesrotate stocksanitationsanitizesporesstationary phasesterilizetasting spoonstemperaturetemperature danger zonetime-and-temperatureprincipletime/temperaturecontrolled for safety(TCS) foodstoxin-mediated infectiontoxinstrichinosisviruseswater activityQuestions for Discussion, p. 381. Foods can be contaminated in several ways. Explain the differences betweenbiological, chemical and physical contamination. Give an example of each.Biological: Food contains an unsafe number of disease-causing microorganisms, such asbacteria 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 theseconditions.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 temperaturedanger 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 thisrange of temperatures for more than four hours total. So, foods should be heated or cooledquickly, and only small amounts should be removed from refrigeration for fabrication orpreparation.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-borneillnesses.Rodents and insects carry bacteria on their bodies. These pests then contaminate any surfaceswith which they come into contact. The failure to control pests, preferably by preventinginfestations 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 sanitaryconditions through a rigorous process of self-inspection. Any food service facility can begin to usethis system by closely examining the flow of foods through the operation, beginning with thedecision to include an item on the menu. Special attention is paid to any point in this flow at whicha 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 mayhave food allergies?Provide allergy training for the staffMake list of ingredients in each dish know to service staff so they can tell the customerTrain service staff in recommended ingredient substitutionsObserve strict controls in the kitchen to avoid cross-contaminationClean pans and utensils thoroughly when cooking for an allergic customer or have dedicatedcutting boards, tools and cookwareWash your hands and change disposable gloves when preparing food for an allergic guestCook foods for an allergic guest first or in a separate areaLearning Activities

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Kitchen InspectionIn class, discuss the benefits of health inspections in restaurants. Assign groups of 3-5students 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 aninspection report. This report should detail the hazards they observed, describe theirpotential effects and make suggestions to correct the problems.Web sites for state restaurant associations are good resources for learning more about thehealth inspection process.www.restaurant.org posts articles from the National Restaurant Association on handlingrestaurant inspections as well as other food safety issues.www.fda.gov/Food/FoodborneIllnessContaminants/default.htm is an FDA site withinformation on specific food-borne illnesses.Applying HACCPIn class, share the current menu from your school’s dining room. Assign each student toselect one menu item and create a written HACCP flowchart for it.As a follow-up, students can present this information to those students responsible forpreparing the menu.Research your local Health Department for statistics regarding norovirus outbreaks andproduce related incidents.Supplementary MaterialsPowerPoint Slides

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Chapter 3NutritionChapter OverviewNutrition Basics, pp. 40-47Essential Nutrients, p. 41Carbohydrates, pp. 41-42Lipids, pp. 42-43Proteins, pp. 43-44Vitamins, pp. 44-46Minerals, pp. 46-47Water, p. 46Phytochemicals, p. 46Tools for Healthy Eating, pp. 47-50Dietary Guidelines for Americans, p. 48MyPlate, p. 48Nutrition Labeling, pp. 48-49Menu Labeling, p. 49Government Oversight, pp. 49-50Nutrition, Eating Out and the Chef, pp. 50-52Healthful Cooking Techniques, pp. 51-52Nutritional Analysis of Recipes, p. 52Nutritional Analysis of Recipes, p. 52SidebarsEnergy from Essential Nutrients, p. 41Healing Foods, p. 46Daily Calorie Requirements, p. 48ObjectivesAfter studying this chapter, students will be able to:identify the major categories of nutrients and explain their importance in a healthydiet, 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 valueof 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. 51-52Key Termsamino acidsantioxidantscaloriecholesterolcomplex carbohydratesdietary fiberempty caloriesenzymefat-soluble vitamins

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flavonoidsFood and DrugAdministration (FDA)free radicalshydrogenated fatinsoluble fibermacronutrientsmajor mineralsmetabolismmicronutrientsmonounsaturated fatsnutrient densenutrientsnutritionphytochemicalspolyunsaturated fatssaturated fatsimple carbohydratessoluble fibertrace mineralstrans fatU.S. Department ofHealth and HumanServices (HHS)unsaturated fatwater-soluble vitaminsQuestions for Discussion, p. 521.1 Identify the six categories of nutrients and list two sources for each.Carbohydrates: sugars and starches, such as those found in fruits and vegetablesFats: animal products and plant products, such as avocados and wheat germProteins: fish and nutsWater: fruits and beveragesVitamins: virtually all foods contain some vitaminsMinerals: dairy products and grains2.What are the differences between saturated fats and unsaturated fats? Identify twosources for each.Unsaturated fats have one (mono) or more (poly) double bonds. Found in plants andplant foods such as avocado, olives and fatty fish, they are usually liquid at roomtemperature.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 ascandy, cookies and sweetened soft drinks. The term means that these foods do notprovide energy as well as minerals, vitamins and fiber.4.List four ways to reduce mineral and vitamin loss when storing or preparingfoods.Serve fruits and vegetables raw; avoid exposing foods to light; steam or cookthem in a minimal amount of water for the shortest time possible; store foodcovered and refrigerated.5.Describe the key messages in the2015–2020 Dietary Guidelines for Americans.The guidelines promote healthy eating patterns by consuming a wide variety of foods andremaining 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-fator low-fat dairy products.The guidelines emphasize adopting healthy eating habits to prevent chronic diseases.The combinationof foods that one eats are called “eating patterns,” which can adapt toone’s lifestyle,cultural traditions, income level and flavor preferences. The most recentdietary guidelines take into account different eating patterns based on ethnicity andpersonal taste.6.Describe the MyPlate guidance system. Explain how a chef can use it to planwell-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 saladdressing. Compare this with the nutritional information provided with a similarrecipe in this book. Discuss the differences.Answers will vary.www.nutritiondata.com provides nutritional information on many prepared foods such asmayonnaise, salad dressing and reduced-fat versions.8.Create a three-course dinner following the health guidelines discussed in thischapter. Discuss the ways you might use or adapt recipes in this book to conformto these guidelines.Answers will vary.Learning ActivitiesFood Nutrition Trend ReportAssign students to search newspapers, advertisements and other media, or restaurantmenus, to find one example of a current nutrition trend and bring information about itfrom their sources to class.In class, cluster students into small groups, asking each student to share his or herfindings, and have the group determine whether or not future chefs should be concernedabout this nutrition trend.The groups will report their findings to the class, highlighting those trends they believeare insignificant and those that are most pertinent, with an explanation of their reasoning.

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