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Food Processing
ACTIVITY 1:
To be able to describe the term processing in terms of the technological process.
Introduction
The term processing covers a wide area. It has to do with the processing of materials and/or products into another final form or product. It entails the processing of anything, e.g. the processing of wheat into flour and then into bread, the processing of wood into furniture and the processing of material into clothing. In this module we will focus on food. In grade 9 we will focus on resistant materials (wood, metal, plastic and paper).
You will have the opportunity to plan and construct a food stall for the coming World Fair. The stall must represent a specific country and produce and sell the fast foods of that country. Before you can start, it is important that you obtain more information about kitchen utensils, safety, hygiene, first aid, measurement and the various food groups.
1.1 Define the term processing .
1.2 Give two examples of processing done in your town/area and give a brief description of each.
1.3 Use one of the examples in 1.2 and now describe the term processing in terms of the technological process. Use the terms design, make . . . . .
| LO 1.5 | LO 2.2 | |||||||||
ACTIVITY 2:
To be able to describe the utensils generally used in food processing, as well as the function of each.
| LO 1.10 | ||||
| Learning Outcomes(LOs) | |
| LO 1 | |
| TECHNOLOGICAL PROCESSES AND SKILLS The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technology. | |
| This is demonstrated when the learner: | |
| investigates:1.1 investigates the background context, the nature of the need, the environmental situation, and the people concerned when given a problem, need or opportunity set in a nationally relevant context; | |
| 1.3 develops and performs practical tests in the technological areas (Structures, Processing, and Systems and Control); | |
| 1.4 uses appropriate technologies and methods to: | |
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| designs:1.5 writes or communicates a short and clear statement or a design brief in response to a given identified situation for the development of a product or system; | |
| 1.6 lists product and design specifications and constraints for a solution to an identified or given problem, need or opportunity based on most of the design key words listed below: | |
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| 1.7 generates several alternative solutions and writes notes, ideas that show some links to the design brief and specifications; | |
| makes:1.9 develops a plan for making that outlines all of the following: | |
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| 1.10 chooses and uses appropriate tools and materials to make products by measuring, marking, cutting or separating, shaping or forming, joining or combining, and finishing different materials accurately using appropriate techniques; | |
| 1.12 uses safe working practices and shows awareness of efficient ways of using materials and tools; | |
| evaluates: 1.13 tests and evaluates the products or systems with objectivity, based on objective criteria linked to the design brief, specifications and constraints, and suggests sensible improvements or modifications; | |
communicates: 1.15 presents ideas using two-dimensional or three dimensional sketches, circuit diagrams or systems diagrams that include all of the following features:
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| LO 2 | |
| TECHNOLOGICAL KNOWLEDGE AND UNDERSTANDING The learner will be able to understand and apply relevant technological knowledge ethically and responsibly. | |
| This is demonstrated when the learner: | |
| structures:2.1 demonstrate knowledge and understanding of frame structures: | |
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| processing:2.2 demonstrates a knowledge and understanding of how materials can be processed to change or improve their properties by adapting them to suit particular purposes: | |
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ACTIVITY 1
Introduction:
1.1 Processing can involve any material or product that undergoes a process in order to form a new product. That entails the processing, combining, colouring, packaging, etc. of materials and products.
1.2 Any example that is distinctive of your environment, e.g. grapes to wine, wheat to bread, etc. can be used.
ACTIVITY 2
Group 1: Measuring Utensils
| Utensil(s) | Function |
| 1. Measuring spoons | To measure small amounts of liquids or dry ingredients. |
| 2. Measuring cup | To measure small amounts of dry ingredients. |
| 3. Measuring jug | To measure liquids and dry ingredients. |
| 4. Scales | To measure dry and solid ingredients. |
Group 2: Mixing Utensils
| 1. Mixing-bowl | To mix cake mixtures and mixtures for scones, bread or biscuits. |
| 2. Wooden spoon | To stir or beat starch or milk mixtures; to rub ingredients through a sieve. |
| 3. Spatula | To fold stiffly beaten egg whites into a mixture; to apply icing; to turn flapjacks. |
| 4. Dough scraper | To scrape mixtures out of bowls, dishes and saucepans so that there is no wastage; to scrape leftovers out of plates and dishes before washing the dishes. |
| 5. Balloon whisk | To beat (whisk) eggs and other liquid mixtures. |
Group 3: Cooking Utensils
| 1. Saucepan | To cook, steam or simmer food; to make sauces or gravies; to cook jam. |
| 2. Double boiler | To cook food by steaming it, e.g. egg custard, rice or fish. |
Group 4: Baking- and Grilling Utensils
| 1. Baking tray | To bake scones and biscuits. |
| 2. Bread and cake tins | To bake cakes and bread. |
Group 5: Sundries
| 1. Sieve | To sieve flour and dry ingredients. |
| 2. Colander | To drain rice and vegetables, to wash lettuce and other vegetables. |
| 3. Grater | To grate vegetables, cheese, nuts, orange peel. |
| 4. Kettle | To boil water. |
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