FDSC20040

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Academic Year 2025/2026

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Sensory Analysis (FDSC20040)

Subject: : Food Science

College: : Health & Agricultural Sciences

School: : Agriculture & Food Science

Level: : 2 (Intermediate)

Credits: : 5

Module Coordinator: : Assoc Professor Amalia Scannell

Trimester: : Autumn

Mode of Delivery: : Blended

Internship Module: : No

How will I be graded? : Letter grades

Curricular information is subject to change.

This module is an undergraduate course, designed for stage 2 BSc Food Science students. The module will focus on techniques used in industrial sensory evaluation. Sensory training will include aspects of panelist evaluation; requirements of test area equipment and facilities; and analytical and subjective tests including difference testing. \ \ This module will contribute to the development of the following COMPETENCIES that are CORE to your development as a professional in Food Science:\ \ - APPLIED FOOD SCIENCE: SENSORY SCIENCE\ This module will allow students to become familiar with analytical and affective methods of assessing sensory properties of food, utilising statistical methods. The students are expected to know how to use computers to solve real-world sensory problems, be able to apply statistical principles to food science/ sensory applications. and to determine the best methods to apply sensory science to measure and assure the quality of food products.\ \ - SUCCESS SKILLS\ This module takes a multimedia approach to develop students' written and oral communication skills. Students will need to demonstrate scientific writing skills, produce a technical report, develop a research proposal and communicate technical information to a non-technical audience using selected media platforms.\ Students will have an opportunity to develop critical thinking and problem-solving skills through a project-led problem-based learning group project. The group work skills will ensure students begin to practice skills that will allow them to work effectively with others, in a professional manner in an environment of mutual respect, provide leadership, deal with conflict, use library resources effectively and screen appropriate on-line resources, manage time effectively and multitask efficiently.\ \ The Continuous Assessment strategy seeks to develop Scientific writing and report writing skills, in addition to discipline knowledge, and problem-solving skills. Full details and marks breakdown will be given in your introductory lecture.\ The three assessment elements include: \ 1. Sensory project: Plan and present a sensory research proposal. This is a multi-step group project designed to ensure students can select and design an appropriate sensory test for a given real-world scenario. Students may opt to complete this assignment as a group or individually, depending on access to campus facilities. This decision is negotiated in week 1 of term.\ \ 2. Sensory technical report: This is prepared in class and tutorials under supervision and can be undertaken individually, or prepared by the group to allow for peer-to-peer learning - this will be agreed in the first lecture session with Module coordinator.\ \ 3. In-class TEST : This Test will comprise of Short answer questions, and data handling/ calculations. The test will either be delivered as an individual or group brightspace assessment which will be taken in person in class, under supervision. You will need good proficiency in spoken, written and Aural English for this test.\ Exam B: Data handling. This is an individual assessment of the skills developed during the practical sessions. The test will take place in week 9

About this Module

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What will I learn?

Learning Outcomes:

The expected specific learning outcomes for the module include:\ - Distinguish between different sensory testing procedures. \ - Plan a sensory test that complies with International Organisation for Standardisation (ISO standards). \ -Synthesise an individual project, or a group project using individual and group contributions, describing the most appropriate test for a given product scenario, making choices based on reasoned argument using information derived throughout the module.\ - Prepare Sensory Technical reports (lab reports), documenting test procedures, results analysis and conclusions. \ - Peer assess the level of contribution to peer work using a secure online tool or paper surveys.

Indicative Module Content:

Human Senses - Physiology\ Factors impacting food choice - psychology\ Sensory Difference Tests\ Sensory Descriptive Analysis\ Consumer/ Market Research

How will I learn?

Student Effort Hours:

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Approaches to Teaching and Learning:

Teaching and learning strategy on this module is designed to facilitate a range of learning styles. It incorporates traditional delivery with problem-based learning and facilitates peer- to- peer skills transfer.\ Dissemination of discipline knowledge will be done using blended learning incorporating a mix of traditional face-face lectures on-line material, and virtual classroom sessions so that students have the opportunity to ask questions and get answers rapidly.\ Task- based learning will help develop Teamwork skills in a structured way ,with a number of in-class activities and peer assessment.\ Problem based learning assignment will enable the students design the best approach to answer a real-world sensory problem working individually or as a team.\ \ \ \

Am I eligible to take this module?

Requirements, Exclusions and Recommendations

Learning Recommendations:\

Students taking this module will need some computer literacy skills, particularly with respect to Microsoft Word, Powerpoint and Microsoft Excel software programmes. Because of this taking a module such as RDEV 10020 Information Skills, or an equivalent would be useful in advance of taking this module.

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Module Requisites and Incompatibles

Pre-requisite:\ MATH10010 - Discrete Mathematics (BAgrSc), MATH10230 - Mathematics for Agriculture I \ \ Additional Information:\ This module will require students to implement basic statistic analysis so that some level of numeracy and computer literacy is expected. Any first year MATH modules including MATH 10010 are acceptable replacements for the listed modules.\ \ \  \

How will I be assessed?

Assessment Strategy

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Carry forward of passed components

Yes

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What happens if I fail?

Please see Student Jargon Buster for more information about remediation types and timing. \

Assessment feedback

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment\ • Group/class feedback, post-assessment\ • Peer review activities\ • Self-assessment activities\

How will my Feedback be Delivered?

Feedback is a key tool for successful learning. Post -assessment feedback ( where no further similar assessment is scheduled) will take the form of grades. Students may make an appointment to discuss assessment grades at a time convenient to bth Module Co-ordinator and the student. More important, however is feed-forward insights on your learning. This module has a scheduled series of low-stakes in-class assessments designed to promote team building and develop numeracy and writing skills. Feedback will be given during the session and prior to completing the next task so that the feedback can feed forward to inform improved performance in subsequent tasks. These tasks then build to a similar higher-stakes individual task to assess your individual competency later in the module. Feedback will take the form of description of the quality of the submission and suggestions of areas in which improvements can be made. Component grades will not be disemminated .

Associated Staff

When is this module offered?

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.

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