Solution Manual for On Cooking: A Textbook of Culinary Fundamentals, 5th Edition

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Online Solution Manualto accompanyOn Cooking UpdateFifth EditionSarah R. LabenskyPriscilla A. MartelAlan M. Hause

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Chapter 1ProfessionalismChapter OverviewChefs and Restaurants, pp. 4-7The 18th Century–Boulanger’s Restaurant, pp.4-5The Early 19th Century–Carême and GrandeCuisine, p. 5The Late 19th Century–Escoffier and CuisineClassique, p.6The Mid-20th Century–Point and NouvelleCuisine, pp. 6-7The Late 20th Century–An American CulinaryRevolution, p. 7Influences on Modern Food ServiceOperations, pp. 8-11New Technologies, pp. 8-10New Foods, p. 10New Concerns, pp. 10-11New Consumers, p. 11New Careers, p. 11The Food Service Operation, pp. 11-13The Modern Kitchen Brigade, pp. 11-13The Professional Chef, pp. 13-15Knowledge, pp. 13-14Skill, p. 14Taste, p. 14Judgment, p. 14Dedication, p. 15Pride, p. 15SidebarsMarie-Antoine (Antonin) Carême (1783-1833), p. 5Auguste Escoffier (1846-1935), p.6Ferdinand Point (1897-1955), p.7Gaston Lenôtre (1920-2008), p. 8Ferran Adrià (1962--), p. 9Sustainable Foodservice, p. 10A Very Big Business Indeed, p. 11The Classic Kitchen Brigade, p. 12The Dining Room, p. 13On Experience, p. 13La Toque Blanche, p. 141

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ObjectivesAfter studying this chapter, students will be able to:Discuss the development of the modern food service industry (pp. 4-13)Name key historical figures responsible for developing food serviceprofessionalism (pp. 5,6,7,8,9)Explain the organization of classic and modern kitchen brigades (pp. 11-13)Appreciate the role of the professional chef in modern food service operations (p.11)Understand the attributes a student chef needs to become a professional chef (pp.13-15)Key Termsapprenticesarea chefsassistantsback of the houseback waitersbrigadecaptainschefchef de cuisineclassic cuisinecookerycookingdining room managerethnic cuisineexecutive chefexpediterfarm-to-table movementfood servicefront of the housefront waitersfusion cuisinegastronomyglobal cuisinegourmandgourmetgourmet foodsgrande cuisineheadwaiterinstitutional cookjudgementline cookmaster chefmaster bakermaster pastry chefmolecular gastronomynational cuisineNew American cuisinenouvelle cuisinepastry chefprofessional cookingregional cuisinerestaurateursshort-order cookskillsous-chefsustainable foodservicetastetoquewine stewardQuestions for Discussion, p. 151. 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.2. What are the roles of a chef, sous-chef and line cook in a modern kitchen?2

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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.3. Describe the differences in a meal prepared by Carême and one prepared by Point.Carême’s meal 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.4. 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 ingredients5. 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. The newspapers in most large cities as well as national food magazines publishrestaurant reviews. Use the Internet to find restaurant reviews from a city other than theone in which you live. Select one or two restaurants where you would like to dine thenext time you visit that city. Why did you select these particular establishments?Some sources for restaurant reviews include:http://www.usnpl.com/links to the web site of newspapers and other media in each statein the United States.http://gourmetspot.com/restaurants.htmlinks to restaurant reviews from various print andinternet sources.www.gayot.com/provides restaurant reviews for major cities in the United States.7. The James Beard Foundation recognizes and honors outstanding American chefs eachyear. Who was James Beard? Which chefs are currently considered some of the mostoutstanding in the United States? Why?www.jamesbeard.org8. How does sustainability impact the environment?Through such practices such as composting, recycling, reducing fuel consumption, bio-degradable cleaning products, etc.Learning Activities3

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Dining 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.www.npd.com/Harry Balzer and the NPD Group provide restaurant and food trend informationto 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: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’s education, training and other credentials to post in the classroom.www.starchefs.comprofiles some of the 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.4

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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 Slides5

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Chapter 2Food Safety and SanitationChapter OverviewDirect Contamination, pp. 18-26Biological Contaminants, pp. 18—25Chemical Contaminants, pp. 25-26Physical Contaminants, p.26Cross-Contamination, pp. 26-30Reducing Cross-Contamination, pp. 27-30HACCP Systems, pp. 31-33Critical Control Points, p.31The Safe Worker, pp. 34-35Personal Safety, p. 34Fire Safety, pp. 34-35First Aid, p. 35SidebarsThe Food-Borne Crisis in America, p. 21The Temperature Danger Zone, p. 21Potentially Hazardous or Time/Temperature Controlled for Safety Foods, p. 22Mad Cow Disease, p. 24Norovirus, p. 24Fresh cut Produce, p. 25Foot-and-Mouth Disease, p. 25Steps to Prevent Cross-Contamination, p. 26Safety Alert: Major Food Allergens, p. 27Sustainable Food Safety, p. 31Storage and Food Labeling, p. 34ObjectivesAfter studying this chapter, students will be able to:Identify the causes of food-borne illnesses (pp. 18-26)Handle foods in a safe manner (pp. 26-30)Explain and follow a HACCP system (pp. 30-33)Take appropriate actions to create and maintain a safe and sanitary workingenvironment (pp. 34-35)Key Termsacid/alkali balanceaerobicanaerobicanisakiasisbacteriabiological hazard6

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chemical contaminantschemical hazardcleancontaminationcritical control pointcross-contaminationcyclosporadecline or negative-growth phasedirect contaminationfacultativefermentationHACCPhepatitis Aintoxicationinfectionlag phaselog phasemicroorganismsmoisturemoldsnegative growth phaseNorovirusNorwalk virusOSHAparasitespathogenpathogenicpHphysical hazardpotentially hazardousfood (PHF)putrafectivesrotate stocksanitarysanitationsanitizesporesstationary phasesterilizetasting spoonstemperaturetemperature danger zonetime-and-temperatureprincipletime/temperaturecontrolled for safety(TCS) foodstoxin-mediated infectiontoxinstrichinosisviruseswater activityQuestions for Discussion, p. 351. 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.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. Explain how improper or inadequate pest management can lead to food-borneillnesses.7

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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.5. 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. Visit the websites of the U.S. Department of Agriculture and the Food and DrugAdministration. What is the Model Food Code? What types of programs do theseagencies offer for training consumers about food safety?www.usda.govwww.fda.govwww.fda.gov/Food/FoodSafety/RetailFoodProtection/FoodCode/default.htmis a USDAsite with the online text of the current Model Food Code.7. Half of all food borne illness is linked to fresh produce. What steps should be taken toprevent this.Wash whole produce before cutting to remove field soilClean and sanitize all equipmentRefrigerate produce immediatelyLearning ActivitiesKitchen 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/FoodSafety/FoodborneIllness/default.htmis 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.8

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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 Slides9

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Chapter 3Menus and RecipesChapter OverviewThe Menu, pp. 38-40Type of Menus, pp. 38-39Menu Language. pp. 39-40Standardized Recipes, p. 40Measurements and Conversions, pp. 40-42Measurement Formats, pp. 40-41Measurement Systems, pp. 41-42Converting Grams and Ounces, p. 42Recipe Conversions, pp. 43-45Converting Total Yield, p. 43Converting Portion Size, pp. 43-44Additional Conversion Problems, pp. 44-45Calculating Unit Costs and Recipe Costs,pp. 45-48Unit Costs, pp. 45-46Yield Percentage, pp. 46-47Recipe Costs, p. 47Selling Prices, pp. 47-48Controlling Food Costs, pp. 48-50SidebarsThe Tasting Menu, p. 39Consumer Safety Menu Advisories, p.40Fannie Merritt Farmer (1857-1915), p. 41Note on Measurements, p. 42ObjectivesAfter studying this chapter, students will be able to:Appreciate the different types and styles of menus (pp. 38-40)Understand the purpose of standardized recipes (p. 40)Convert recipe yield amounts (pp. 43-45)Appreciate the need for cost controls in any food service operation (pp. 48-50)Key Termsà la carteas-purchased (A.P.)costs or pricesCalifornia menuconversion factor (C.F.)cost per portioncountcoursecycle menuday partedible portion (E.P.)entréeFIFO (first in, first out)food cost percentagefood productionhybrid menu10

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inventorymarket menumeasurementsmenu languagemenu planningnutritional statementsoverhead costsparstock (par)plate costportion sizereciperecipe costingselling pricesemi à la cartestandardized recipestatic or fixed menutable d’hôte or prix fixetasting menutotal recipe costtrimunit cost or pricesweightvolumeyieldyield percentageyield testQuestions for Discussion, p. 501. Describe the four types of menus. Can each type of menu offer foods à la carte, semi àla carte and/or table d’hôte? Explain your answer.Static or fixed: The same foods are offered every day.Cycle: The menu covers a set time period and then repeats.Market: The menu is based on the product availability during a specific time period.Hybrid: Combines two or more menu types.All four menu types can offer foods à la carte, semi à la carte or table d’hôte because thesecategories indicate only how items are ordered and priced.2. Discuss three factors in food preparation that affect successful recipe size changes.Equipment: Changing a recipe may require changing the equipment used.Evaporation: A change in the cooking vessel may alter the rate of evaporation, which may changethe cooking time and alter the strength of the seasonings.Recipe errors: Errors that weren’t apparent when small quantities were prepared may become bigproblems when the recipe size is increased.3. Why is it important to calculate the portion cost of a recipe in professional food serviceoperations? Why is the full recipe cost inadequate?Unless the entire recipe is sold as a “portion,” you must calculate the cost per portion in order todetermine an appropriate selling price.4. List several factors, other than kitchen procedures, that a chef should examine whenlooking for ways to control food costs.Food costs may be excessive because of poor menu design, a lack of control over purchasing orordering, a breakdown in proper receiving procedures, improper food storage, inconsistentportion sizes, problems with the front-of-the-house staff or a failure to record sales properly. Mostof these problems can be corrected with proper training and supervision.5. Several recipe costing software programs are available online. Research two of theseprograms. What are their advantages and disadvantages? Why is it important for cooks tolearn to calculate recipe costs without the aid of a computer?11

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For example:www.calcmenu.com/www.resortsoftware.com/www.culinarysoftware.com/prod0001.htmhttp://www.chef365.com/Learning ActivitiesMenu Design IIn class, cluster students into small groups and provide a menu from a different restaurantfor each group. Ask the groups to identify the type of menu and to critique the languageand overall design. (If the menus are from restaurants that would not be familiar to thestudents, ask them to describe what they imagine the décor, service and presentationswould be based solely on the appearance of the menu.)During a follow-up discussion on menus, the groups will share their observations.Menu Design IIAssign students to create mock-up menus for their own imagined restaurants that includeeverything from the cover to the item descriptions.Post each menu in the classroom with a comment sheet and ask the whole class toprovide written feedback for revision.Each student will revise his or her menu and submit it for grading.Recipe ConversionAssign groups of three students to design a menu for a three-course wedding supper for500 people. After selecting appropriate recipes fromOn Cooking, each student willconvert one of the recipes and compile them into a group report that will also includeother factors that will need to be considered, including equipment, evaporation, possiblerecipe errors and time.Each group will share the experience of recipe conversion and its challenges in a wholeclass discussion.Purchasing Specification ExerciseUsing the recipes from the exercise above, assign the same groups of students to developpurchase specifications for three of the major ingredients required. Each student willprepare one specification sheet listing the product, menu item, desired brand or grade,product size, count, packaging requirements and any other product characteristics calledfor by the recipe.Each group will share the experience of developing purchasing specifications in a wholeclass discussion.12

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Recipe ConventionsHave students review the recipe conventions used in On Cooking discussed on pages xvii– xviii.Restaurant ReviewAssign students to eat at a restaurant of their choice (according to what they can afford)and observe what takes place. Students will present their research in the form of a onepage restaurant review. They may even include a score using stars or other rating system.The review should include the restaurant name, the type of cuisine and style of service.Extra credit can be given for a copy of the menu.Students should observe the way they were greeted, the promptness and quality of theservice and the overall cleanliness of the dining room. Issues they should address includethe quality of the presentation and flavor of the food. Was it delivered promptly? Was itserved appropriately (hot or cold)? Did the menu offer the right amount of menu itemsand variety? Was the quality of the food justified by the price charged? Would theyrecommend the restaurant to family or friends? What would they recommend therestaurant do to improve any faults?Have the students shared their reviews with the class. Students should be encouraged torevisit their reviews at the completion of their studies in order to evaluate their ownunderstanding of the dining experience. Students may want to keep a journal of theirdining experiences while they are taking this course.Supplementary MaterialsHandout: Recipe Costing Form (Blank)PowerPoint Slides13

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RECIPE COSTING FORMMenu Item ______________________________________Date ___________Total Yield _______________________ Portion Size _____________________COSTINGREDIENTQUANTITYA.P. $Yield %E.P. $RECIPECOSTTotal Recipe Cost $ _____________________Number of Portions _____________________Cost per Portion $ ______________________14

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