Skip to content
Textbook Guides

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

Solution Manual for On Cooking: A Textbook of Culinary Fundamentals, 5th Edition is your go-to resource for solving complex textbook problems with clear solutions and explanations.

Preview 16 of 255 pages

See the first 16 pages exactly as they appear in the document.

  1. Page 1
    Read page 1 as text

    Online Solution Manual to accompany On Cooking Update Fifth Edition Sarah R. Labensky Priscilla A. Martel Alan M. Hause

  2. Page 2
  3. Page 3
    Read page 3 as text

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

  4. Page 4
    Read page 4 as text

    Objectives After 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 service professionalism (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 Terms apprentices area chefs assistants back of the house back waiters brigade 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 global cuisine gourmand gourmet gourmet foods grande cuisine headwaiter institutional cook judgement line cook master chef master baker master pastry chef 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. 15 1. 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. 2. What are the roles of a chef, sous-chef and line cook in a modern kitchen? 2

  5. Page 5
    Read page 5 as text

    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. 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 elaborately presented, garnished and sauced. Point’s meal would be much lighter, emphasizing natural flavors 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 controlled Canned foods: preservation and extended storage Transportation: increased availability, freedom from using only locally produced ingredients 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. The newspapers in most large cities as well as national food magazines publish restaurant reviews. Use the Internet to find restaurant reviews from a city other than the one in which you live. Select one or two restaurants where you would like to dine the next 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 state in the United States. http://gourmetspot.com/restaurants.htm links to restaurant reviews from various print and internet 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 each year. Who was James Beard? Which chefs are currently considered some of the most outstanding in the United States? Why? www.jamesbeard.org 8. How does sustainability impact the environment? Through such practices such as composting, recycling, reducing fuel consumption, bio- degradable cleaning products, etc. Learning Activities 3

  6. Page 6
    Read page 6 as text

    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. www.npd.com/ Harry Balzer and the NPD Group provide 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: 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. 4

  7. Page 7
    Read page 7 as text

    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 5

  8. Page 8
    Read page 8 as text

    Chapter 2 Food Safety and Sanitation Chapter Overview Direct Contamination, pp. 18-26 Biological Contaminants, pp. 18—25 Chemical Contaminants, pp. 25-26 Physical Contaminants, p.26 Cross-Contamination, pp. 26-30 Reducing Cross-Contamination, pp. 27-30 HACCP Systems, pp. 31-33 Critical Control Points, p.31 The Safe Worker, pp. 34-35 Personal Safety, p. 34 Fire Safety, pp. 34-35 First Aid, p. 35 Sidebars The Food-Borne Crisis in America, p. 21 The Temperature Danger Zone, p. 21 Potentially Hazardous or Time/Temperature Controlled for Safety Foods, p. 22 Mad Cow Disease, p. 24 Norovirus, p. 24 Fresh cut Produce, p. 25 Foot-and-Mouth Disease, p. 25 Steps to Prevent Cross-Contamination, p. 26 Safety Alert: Major Food Allergens, p. 27 Sustainable Food Safety, p. 31 Storage and Food Labeling, p. 34 Objectives After 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 working environment (pp. 34-35) Key Terms acid/alkali balance aerobic anaerobic anisakiasis bacteria biological hazard 6

  9. Page 9
    Read page 9 as text

    chemical contaminants chemical hazard clean contamination critical control point cross-contamination cyclospora decline or negative- growth phase direct contamination facultative fermentation HACCP hepatitis A intoxication infection lag phase log phase microorganisms moisture molds negative growth phase Norovirus Norwalk virus OSHA parasites pathogen pathogenic pH physical hazard potentially hazardous food (PHF) putrafectives rotate stock sanitary 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. 35 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. 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. Explain how improper or inadequate pest management can lead to food-borne illnesses. 7

  10. Page 10
    Read page 10 as text

    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. 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 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. Visit the websites of the U.S. Department of Agriculture and the Food and Drug Administration. What is the Model Food Code? What types of programs do these agencies offer for training consumers about food safety? www.usda.gov www.fda.gov www.fda.gov/Food/FoodSafety/RetailFoodProtection/FoodCode/default.htm is a USDA site 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 to prevent this. Wash whole produce before cutting to remove field soil Clean and sanitize all equipment Refrigerate produce immediately Learning Activities 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/FoodSafety/FoodborneIllness/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. 8

  11. Page 11
    Read page 11 as text

    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 9

  12. Page 12
    Read page 12 as text

    Chapter 3 Menus and Recipes Chapter Overview The Menu, pp. 38-40 Type of Menus, pp. 38-39 Menu Language. pp. 39-40 Standardized Recipes, p. 40 Measurements and Conversions, pp. 40-42 Measurement Formats, pp. 40-41 Measurement Systems, pp. 41-42 Converting Grams and Ounces, p. 42 Recipe Conversions, pp. 43-45 Converting Total Yield, p. 43 Converting Portion Size, pp. 43-44 Additional Conversion Problems, pp. 44-45 Calculating Unit Costs and Recipe Costs, pp. 45-48 Unit Costs, pp. 45-46 Yield Percentage, pp. 46-47 Recipe Costs, p. 47 Selling Prices, pp. 47-48 Controlling Food Costs, pp. 48-50 Sidebars The Tasting Menu, p. 39 Consumer Safety Menu Advisories, p.40 Fannie Merritt Farmer (1857-1915), p. 41 Note on Measurements, p. 42 Objectives After 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 Terms à la carte as-purchased (A.P.) costs or prices California menu conversion factor (C.F.) cost per portion count course cycle menu day part edible portion (E.P.) entrée FIFO (first in, first out) food cost percentage food production hybrid menu 10

  13. Page 13
    Read page 13 as text

    inventory market menu measurements menu language menu planning nutritional statements overhead costs parstock (par) plate cost portion size recipe recipe costing selling price semi à la carte standardized recipe static or fixed menu table d’hôte or prix fixe tasting menu total recipe cost trim unit cost or prices weight volume yield yield percentage yield test Questions for Discussion, p. 50 1. Describe the four types of menus. Can each type of menu offer foods à la carte, semi à la 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 these categories 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 change the cooking time and alter the strength of the seasonings. Recipe errors: Errors that weren’t apparent when small quantities were prepared may become big problems when the recipe size is increased. 3. Why is it important to calculate the portion cost of a recipe in professional food service operations? 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 to determine an appropriate selling price. 4. List several factors, other than kitchen procedures, that a chef should examine when looking for ways to control food costs. Food costs may be excessive because of poor menu design, a lack of control over purchasing or ordering, a breakdown in proper receiving procedures, improper food storage, inconsistent portion sizes, problems with the front-of-the-house staff or a failure to record sales properly. Most of these problems can be corrected with proper training and supervision. 5. Several recipe costing software programs are available online. Research two of these programs. What are their advantages and disadvantages? Why is it important for cooks to learn to calculate recipe costs without the aid of a computer? 11

  14. Page 14
    Read page 14 as text

    For example: www.calcmenu.com/ www.resortsoftware.com/ www.culinarysoftware.com/prod0001.htm http://www.chef365.com/ Learning Activities Menu Design I In class, cluster students into small groups and provide a menu from a different restaurant for each group. Ask the groups to identify the type of menu and to critique the language and overall design. (If the menus are from restaurants that would not be familiar to the students, ask them to describe what they imagine the décor, service and presentations would be based solely on the appearance of the menu.) During a follow-up discussion on menus, the groups will share their observations. Menu Design II Assign students to create mock-up menus for their own imagined restaurants that include everything from the cover to the item descriptions. Post each menu in the classroom with a comment sheet and ask the whole class to provide written feedback for revision. Each student will revise his or her menu and submit it for grading. Recipe Conversion Assign groups of three students to design a menu for a three-course wedding supper for 500 people. After selecting appropriate recipes from On Cooking , each student will convert one of the recipes and compile them into a group report that will also include other factors that will need to be considered, including equipment, evaporation, possible recipe errors and time. Each group will share the experience of recipe conversion and its challenges in a whole class discussion. Purchasing Specification Exercise Using the recipes from the exercise above, assign the same groups of students to develop purchase specifications for three of the major ingredients required. Each student will prepare one specification sheet listing the product, menu item, desired brand or grade, product size, count, packaging requirements and any other product characteristics called for by the recipe. Each group will share the experience of developing purchasing specifications in a whole class discussion. 12

  15. Page 15
    Read page 15 as text

    Recipe Conventions Have students review the recipe conventions used in On Cooking discussed on pages xvii – xviii. Restaurant Review Assign 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 one page 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 the service and the overall cleanliness of the dining room. Issues they should address include the quality of the presentation and flavor of the food. Was it delivered promptly? Was it served appropriately (hot or cold)? Did the menu offer the right amount of menu items and variety? Was the quality of the food justified by the price charged? Would they recommend the restaurant to family or friends? What would they recommend the restaurant do to improve any faults? Have the students shared their reviews with the class. Students should be encouraged to revisit their reviews at the completion of their studies in order to evaluate their own understanding of the dining experience. Students may want to keep a journal of their dining experiences while they are taking this course. Supplementary Materials Handout: Recipe Costing Form (Blank) PowerPoint Slides 13

  16. Page 16
    Read page 16 as text

    RECIPE COSTING FORM Menu Item ______________________________________ Date ___________ Total Yield _______________________ Portion Size _____________________ COST INGREDIENT QUANTITY A.P. $ Yield % E.P. $ RECIPE COST Total Recipe Cost $ _____________________ Number of Portions _____________________ Cost per Portion $ ______________________ 14

239 more pages in the full document

Unlock it once and it stays in your library, ready to chat with or turn into flashcards.

Unlock the full document

More Other Subjects study materials

See all

Study this document with CramX

Once it is in your library, every tool can work from it.