Food for Fifty, 14th Edition Test Bank

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Online Instructor’s Manualto accompanyFood for FiftyFourteenth EditionMary Molt, Ph.D., R.D.Associate Director, Housing and Dining ServicesAssistant Professor, Food Nutrition Dietetics and HealthKansas State University

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iiTable of ContentsPreface ...........................................................................................................................................iiiAbout the Author ...........................................................................................................................iiiAssignment SuggestionsPart I --- Introduction to the Foodservice Industry and Serving Food in Quantity….…….1Parts I, II, and III --- Food Production Tables and Resources...…………...……………5Part III --- Foods and Food Production …………………………………………………...8Part IV --- Recipes ………………………………………………………………………..9Appendix ……………………………………………………………………………….. 10Test Bank QuestionsMultiple Choice QuestionsFood Production ................................................................................................... 11Food Safety .......................................................................................................... 15Menu Planning ..................................................................................................... 16Recipes .................................................................................................................. 18Problem Solving Questions............................................................................................... 19Short Answer QuestionsGeneral ................................................................................................................. 32Food Safety .......................................................................................................... 35Food Production ................................................................................................... 41Menu Planning ..................................................................................................... 49Service and Special Event Planning ..................................................................... 53Key to Test Bank QuestionsMultiple Choice Questions ............................................................................................... 55Problem Solving Questions .............................................................................................. 56Short Answer Questions ................................................................................................... 65Key to Workbook .......................................................................................................................... 70

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iiiPrefaceFood for Fiftyis written for faculty and students to use as a resource in food production and foodmanagement courses. The resource nature ofFood for Fiftyimplies the text can be adapted for awide range of applications. This Instructor’s Guide includes learning activities and classroomassignments that will highlightFood for Fifty’susefulness as a valuable foodservice managementresource.The Instructor’s Guide suggests assignments that will challenge students to apply information fromPart I (Introduction to Quantity Foodservice and Serving Food in Quantity), Parts II and III (FoodProduction Tables; Foods and Food Production), Part IV (Recipes), and Appendix. Instructors willfind the assignment suggestions appropriate for designing multi-step projects suitable for homeworkand for in-class discussion and problem solving activities.Multiple choice, short answer, and problem-based questions have been written to aid instructorswith test preparation. A key is included. We hope this Instructor’s Guide will provide informationuseful for designing meaningful classroom assignments and for developing test questions linkedspecifically to the information inFood for Fifty.About the AuthorThe Instructor’s Guide forFood for Fiftywas prepared by Mary K. Molt, PhD, RD, LD. Mary isthe Associate Director of Housing and Dining Services and an Assistant Professor in the departmentof Food Nutrition Dietetics and Health at Kansas State University. Nearly forty-five years ofexperience working in a joint food management and teaching position has provided Mary with aunique talent for making classroom learning experiences relevant to the challenges students willexperience in their careers. Her intention for this Instructor’s Guide is to convey some of her ideasfor teaching food production management concepts.

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1Assignment SuggestionsPart I – Introduction to Quantity Foodservice and Serving Food in QuantityPart I ofFood for Fiftyincludes an introduction to the foodservice industry and general informationforFood for Fifty’susefulness as a recipe development and foodservice planning resource.Guidelines are included for menu planning and for planning special meals, receptions, and events.Student assignment suggestions for Part I:Foodservice Industry▸Interview a foodservice administrator to identify a.) foodservice challenges they have faced inthe past 12 months, b.) their response to the challenges they have faced, and c.) the impact on thefood production system that has resulted from any changes that were made.[Resource:Food for Fifty, Table 1.1, p. 3]▸Interview a foodservice administrator from two different foodservice segments. In a short 2-5page paper compare and contrast the foodservice challenges they have experienced in the last 12months and the strategies for responding to the challenges faced. [Resource:Food for Fifty, Tables1.1 and 1.2, pp. 3, 4]▸Select (or have assigned) one challenge from Table 1.1, p. 3. Based on information from aliterature review and/or interviews with foodservice administrators, write a short paper (5-7 pages)that discusses the impact the challenge has made on the foodservice industry. Present informationin a five minute oral class report.[Resource:Food for Fifty, Table 1.1, p. 3.▸Based on information from internet research, field trips/interviews, trade magazines, NationalRestaurant Association publications, etc., describe the differences/similarities between foodserviceestablishments from each foodservice segment (commercial, noncommercial or on-site, andmilitary). Include items as differences/similarities in menus, pricing, mission, philosophy, labor,volume, etc.[Resource:Food for Fifty, Table 1.2, p. 4, Appendix B, p. 884]▸Review menus that represent both the on-site and commercial segments of the foodserviceindustry. Write a short (3-5 page) paper that compares and contrasts a.) menus, b.) equipmentrequirements needed to produce the menu, and c.) skill level of production staff.[Resource:Food for Fifty, Table 1.2, p. 4; p. 28; Table 7.22 p. 209).▸Understanding customers wants and needs is important to good menu planning. In small groupsdiscuss how the information in Figures 3.1, 3.2, 3.3 (p. 30, 31) and Table 3.3 (p. 34) could be usedwhen writing and evaluating menus. What strategies could be used to learn about the eatingpreferences of customers?[Resource:Food for Fifty, Figures 3.2, 3.3 (pp. 30, 31) and Table 3.3 (p. 34).

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2Recipe Development, Construction, and Adjustment▸Select a home-sized recipe from a popular magazine or cookbook and identify a similar recipe[or recipes] inFood for Fifty.Write a new recipe following a standardized format by adapting theFood for Fiftyrecipe(s) to incorporate changes that will make the new recipe similar to the home-size recipe.[Resource:Food for Fifty, Table 1.3, p. 5; Chapter 2, p. 9; Appendix B, p. 884]▸Peruse a trade or popular magazine or trade association website. Identify recipes inFood forFiftythat can be adapted to make recipes similar to those in the magazines or websites. Suggestadaptations necessary to produce a product similar to the recipes identified. Following recipewriting guidelines, write a recipe that makes the adaptations to theFood for Fiftyrecipe.[Resource:Food for Fifty, Table 1.3, p. 5; Chapter 2, p. 9; Appendix B, p. 884]▸For two different recipes in eachFood for Fiftyrecipe chapter, suggest adaptations that wouldchange the recipes’ ethnic profile.[Resource:Food for Fifty, Tables 5.21 (p. 152-155), 5.22 (p. 157)]▸Recalculate recipe ingredient amounts for a fewFood for Fiftyrecipes whose portion sizeincreases by 25%.[Resource:Food for Fifty, Chapter 2, p. 10, Recipe Adjustment]▸Select a home-sized recipe from a popular magazine or cookbook. Format the home-sizedrecipe to be similar to aFood for Fiftyrecipe. Display liquid ingredients as volume and otheringredients in pounds and ounces.[Resource:Food for Fifty, Chapter 2, p. 9; Table 4.2, pp. 70-80]▸Choose a recipe from a non-standardized source (popular magazine, internet, or home-sizedcookbook). Re-write the recipe following a standardized format for recipes. Use a similarFood forFiftyrecipe as your guide.[Resource:Food for Fifty, Chapter 2, p. 9, Appendix B, p. 884]a.Use weights and/or measures for all ingredients. Identify AP and EP weights whenappropriate. List ingredients in order of use.b.Describe the ingredients appropriately. For example, diced, dried, ground, fresh.c.Write all procedures using action verbs.d.Write appropriate production and post-production procedures for all timetemperature controlled for safety foods (TCS).e.Calculate the recipe for 50 portions (weighing or measuring the same as a similarrecipe inFood for Fifty.)▸Choose a recipe from a non-standardized source (popular magazine, internet, or home-sized cookbook). Compare the recipe to a similar recipe inFood for Fifty. Are the ingredient

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3names descriptive? If not re-write the names to be more descriptive.▸Choose a recipe from a non-standardized source (popular magazine, internet, or home-sizedcookbook). Compare the recipe to a similar recipe inFood for Fifty. List ingredients in the correctorder based on production steps.▸Choose several recipes, from several categories of foods fromFood for Fiftyand suggest recipechanges to reduce fat, sodium, and sugar.[Resource:Food for Fifty, pp. 14-16]▸Modify threeFood for Fiftyrecipes from different recipe categories to emphasize healthyalternatives.[Resource:Food for Fifty, pp. 14-16, Table 3.3, p. 34]▸Evaluate a menu and suggest ways to increase whole grains, reduce fat, and reduce sugar.Suggest recipes fromFood for Fiftythat support your suggestions.[Resource:Food for Fifty, pp. 14-16]▸Evaluate a menu from any foodservice segment and suggest ways to incorporate principles ofhealthy, sustainable menus.[Resource:Food for Fifty, pp. 34, 36, www.menusofchange.org]▸Select a menu from an ethnic restaurant recipes from an ethnic cookbook. IdentifyFood forFiftyrecipes that could be used to produce a similar menu or recipes. Suggest adaptations to theFood for Fiftyrecipes that would be necessary to achieve the desired ethnic profile.Menu Planning and Planning Special Meals, Receptions, and Events▸UsingFood for Fiftyrecipes and menu planning information, plan menus for a reception/tea,coffee/brunch, and buffet style meal.[Resource:Food for Fifty, p. 28]▸UsingFood for Fiftyrecipes and menu planning information, plan a non-selective menu and aselective menu for a specific age group. Adapt the menus for a different age group.[Resource:Food for Fifty, p. 28]▸Plan a serving table arrangement for a reception/tea, coffee/brunch, and a buffet meal.[Resource:Food for Fifty, pp. 47-49]▸Suggest alternative table arrangements for events with a small and large number of guests.[Resource:Food for Fifty, pp. 49-50]▸Suggest buffet table arrangements for rooms with various dimensions.[Resource:Food for Fifty, pp. 49-50]

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4▸Develop plate presentation instructions for a served meal.[Resource:Food for Fifty, p. 53]▸Observe a meal being served. Critique the plate presentation.[Resource:Food for Fifty, p. 53]▸Prepare an education/training program for new employees hired to serve a served banquet meal.[Resource:Food for Fifty, p. 53]▸Demonstrate how to set a table for a served banquet meal.[Resource:Food for Fifty, p. 51]▸Demonstrate correct methods for serving a meal at a banquet.[Resource:Food for Fifty, p. 53]

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5Parts I, II, and III -- Food Production TablesFood for Fiftyincludes tables and guides that students will use for ordering food, adjusting recipes,and planning, preparing, and serving food. Basic information for cooking temperatures, foodequivalents and substitutions, and equipment capacity is also given.▸Tables 2.1, 2.2, and 2.3 – Direct-Reading Measurement Tables.These tables are useful for increasing and decreasing recipe amounts. Assignment suggestions:1.Practice increasing and decreasing recipes using the direct-reading measurement tables.2.Discuss briefly when Tables 2.1, 2.2, and 2.3 would be useful resources.▸Table 4.1 – Amounts of Food to Serve 50.This table suggests amounts of food to purchase and prepare for 50 persons, based on portion sizelisted in the table. Assignment suggestions:1.Calculate amount of food to purchase when portion sizes change.2.Calculate amount of food to purchase when the number of portions increase and/or decrease.3.Discuss briefly a situation when Table 4.1 would be a useful resource.▸Table 4.2 – Food Weights and Approximate Equivalents in Measure,▸Table 4.10 – Weight and Approximate Measure Equivalents for Commonly Used Foods.Information in these two tables is useful when converting recipe ingredients from weight to measureor vice versa. Assignment suggestions:1.Calculate the approximate weight for foods with a known volume.2.Calculate the approximate measure for foods with a known weight.3.Discuss briefly a situation when Tables 4.2 and 4.10 would be useful resources.▸Table 4.3 – Yield, Availability, and Storage of Fresh Fruits and Vegetables.This table provides information for determining the weight differences between as purchased freshproduce (AP) and edible portion weight after preparation (EP). Assignment suggestions:1.Calculate EP yield for a fresh fruit or vegetable item. Compare the results with thecorresponding product in Table 4.3. Discuss the reasons for any variance between actual EPpercent and Table 4.3.2.Calculate amount of fresh produce to purchase when EP weights are known.3.Discuss briefly a situation when Table 4.3 would be a useful resource.4.Discuss reasons for EP yields to be different from amounts in Table 4.3.Table 4.3provides information for fresh fruit and vegetable availability.Assignment suggestions:1.Use a menu from a restaurant, long term care facility, school, etc., and identify the producethat is appropriate to be purchased fresh. (Assume a specific season of the year).2.Evaluate a printed menu for appropriateness served during the different seasons of the year.3.Discuss the issues to consider when storing fruits and vegetables.4.Suggest a storage arrangement for produce in a produce refrigerator.▸Table 4.8 – Basic Equivalents in Measures and Weights.

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6Information in this table is useful when converting measures from large units to smaller units.Assignment suggestions:1.Calculate number of cups per gallon, quart, pint; number of teaspoons/tablespoons per cup.2.Convert ounces, pounds, and volume measurements to metric measurements.3.Discuss briefly a situation when Table 4.8 would be a useful resource.▸Table 4.12 – Metric Equivalents for Weight, Measure, and Temperature.Information in this table is useful when metric equivalents are needed for weights, measures, andtemperatures. Assignment suggestions:1.Calculate metric weights from U.S. weights and vice versa.2.Convert temperatures from Fahrenheit to Centigrade.3.Discuss briefly a situation when Table 4.12 would be a useful resource.▸Table 6.3 – Convection Oven Baking Times and Temperatures,▸Table 6.4 – Deep-fat Frying Temperatures,▸Table 7.4 – Refrigerator Defrosting Times for Meats, Seafood, and Poultry.Information in these three tables provides guidelines for thawing, baking, and frying times of foodsin several food categories. Assignment suggestions:1.Write a timing schedule for thawing, baking, and frying various foods.2.Calculate a timing schedule for products using a conventional oven and a convection oven.3.Discuss briefly a situation when Tables 6.3, 6.4, and 7.4 would be useful resources.▸Table 7.1 – Guidelines for Reducing the Risk of Food-borne Illness,▸Table 7.3 – Cold Food Storage Temperatures,▸Table 7.5 – Temperatures and Bacteria Growth,▸Table 7.6 – Safe Internal Temperatures for Cooked Foods,▸Table 7.7 – Food Serving Temperatures and Holding Times,▸Table 7.8 – Food Cooling and Storage Procedures,▸Table 7.9 – Time and Temperature Standards for Reducing Food Safety Hazards ofTime/Temperature Control for Safety (TCS) foods,▸Table 7.12 – Time/Temperature Control for Safety (TCS) foods,These tables provide the recommended procedures and standards for reducing the safety hazards ofTime/Temperature Control for Safety (TCS) foods. Assignment suggestions:1.Using the information in Tables 7.1, 7.3, 7.5, 7.6, 7.7, 7.8, 7.9, and 7.12 prepare asafe foodhandlinglesson for a storekeeper, cook, and service employee. Tailor the lessons so theymatch the traditional responsibilities for each category of employee. For example, thestorekeeper lesson should include handling raw food before production, the cook duringproduction and post production, and service during the time the food is served.2.For this assignment, select an entree recipe from a popular magazine or home-sizedcookbook. Rewrite the recipe using a format similar to recipes inFood for Fiftyand includeall production and post-production information that will reduce food safety hazards.▸Table 7.6 – Safe Internal Temperatures for Cooked Foods,▸Table 7.7 – Food Serving Temperatures and Holding Times.

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7Information in these tables provides safe end-point cooking temperatures for meats, fish, andpoultry and for safe food serving temperatures and holding times. Assignment suggestions:1.Using a recipe without the end-point cooking temperatures and the safe holdingtemperatures identified, add the internal cooking temperature requirements, and safe servingand holding times, for the TCS meat, fish, or poultry products (Time/Temperature Controlfor Safety foods).2.Discuss the relationship between safe food and quality food.3.Discuss briefly a situation when Tables 7.6 and 7.7 would be useful resources.▸Table 7.13 – Selected Bacterial, Parasitic, and Viral Food Safety Hazards,Table provides information about bacterial, parasitic, and viral food safety hazards associated withfoods and methods for reducing food safety risks.1.Using Table 7.13 develop a short education program designed to educate food productionand service staff about bacterial, parasitic, and viral food safety hazards and how to controlfor food safety.▸Table 7.19 – Dipper Equivalents,▸Table 7.20 – Ladle Equivalents.Information in these two tables provides approximate measures and weights for dippers and ladlesof various sizes. Assignment suggestions:1.Calculate the number of ladles and/or dippers that a specified amount of food will yield.2.Measure the number of ladles or dippers that are possible from different pan sizes and usingdifferent sized ladles or dippers.3.Calculate yield differences when a different size dipper or ladle is used for portioning foodthan the recipe specifies.4.Calculate the different weights for dippers and ladles that are measured level versusrounded.5.Calculate the food cost per serving difference for a juice punch that is portioned using an 8oz ladle instead of a 6 oz ladle. Information to use for calculations: food cost for 1 gallon is$5.00.6.Discuss briefly a situation when Tables 7.19 and 7.20 would be useful resources.▸Table 7.21 – Recommended Mixer Bowl and Steam-Jacketed Kettle Sizes for SelectedProducts.This table is helpful in specifying the size of equipment to use when preparing varying productbatch sizes. Assignment suggestions:1.For different categories of recipes inFood for Fifty, identify the size of mixer bowl orsteam-jacketed kettle that is most appropriate to use for making 75 and 150 portions.2.Discuss reasons for selecting correctly sized mixer bowls or steam-jacketed kettles. Discussproblems that can occur when the wrong sized mixer bowls or steam-jacketed kettles areused.3.Discuss briefly when Table 7.21 would be a useful resource.▸Table 7.17 – Pan Capacities for Baked Products,▸Table 7.18 – Counter Pan Capacities,

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8▸Table 4.11 – Common Can Sizes.These tables give information for pan and can size capacities. Assignment suggestions:1.Discuss briefly when Tables 7.17, 7.18, and 4.11 would be useful resources.▸Table 7.22 – Large-equipment Requirements for Basic Cooking Methods.This table identifies the large equipment used for cooking foods by different cooking methods.Assignment suggestions:1.Identify the equipment requirements to produce a specific menu.2.Write a one day menu that can be produced in a kitchen with the following large equipment:(provide list of equipment)3.The kitchen’s steam-jacketed kettle is being repaired and not available for making themarinara sauce. What equipment substitution would be appropriate in order to make thesauce? What recipe changes might need to be considered when using the alternate piece ofequipment you selected?Part III – Foods and Food ProductionPart III ofFood for Fiftydescribes common categories of foods and includes purchasinginformation and quantity food production fundamentals. Included also are guidelines for evaluatingfood quality and preparing and serving food safely. Knife and other small equipment informationare included. Student assignment suggestions for Part III:▸Write a non-selective menu (one meal). Prepare a food production schedule for the menu(assume 50 guests). Identify on the production schedule the large equipment necessary to producethe meal.▸Discuss the benefits for converting spices from volume measurement to weight measurement.What reasons are there for measuring spices by volume?▸Discuss the reasons for weight/measure differences between different forms of dry spices (i.e.,ground, leaf, whole).▸Peruse a trade magazine or a popular magazine (Appendix B, p. 884.) Discuss creative ideas forusing fresh herbs in cooking and garnishing.▸Peruse a trade magazine or a popular magazine (Appendix B, p. 884) and a recently publishedcookbook. Identify the flavor profile of several ethnic recipes. Identify the recipe attributes thatwould be associated with deliciousness.▸Identify the spice profile for foods from different regions of the world. Compare the spiceprofile of several ethnic recipes with the spice profile you have identified.▸Peruse a trade magazine or a popular magazine (Appendix B, p. 884). Find a recipe that usesfresh herbs in a creative way. Identify a recipe inFood for Fiftythat could be adapted to make asimilar recipe as in the trade or popular magazine that you chose. Discuss the adaptations thatwould need to be made. Re-write theFood for Fiftyrecipe to reflect the adaptations you suggest.

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9▸Prepare a spice blend suggested inFood for Fifty(p. 156). Compare the flavor profile of theprepared spice blend with a similar purchased spice blend product. Discuss ways to use spiceblends.▸Identify the desirable sensory attributes for a food product and evaluate the food according to theattributes identified.▸Write or locate a simple non-selective menu for one meal. Identify themis en placethat wouldhelp production staff be more efficient during food production.▸Evaluate a menu item for quality characteristics throughout the preparation steps and whenserved.▸Evaluate and compare the quality of a purchased product and a similar product made fromscratch.▸Write a quality standard for a product in each recipe category ofFood for Fifty(beverages,breads, desserts, eggs/cheese, fish/shellfish, meat, pasta/rice/cereals/grains/beans, poultry,salads/dressings, sandwiches/sauces/marinades/rubs, soups, vegetables).▸Discuss why product standards are helpful in producing quality food.▸Evaluate menus for their appropriateness to serve clientele who follow food customs/practices ofdifferent religions (Catholic, Church of Jesus Christ of the Latter Day Saints, Hindu, Jewish,Muslim, Protestant, Seventh-Day Adventist).▸Identify tough and tender cuts of beef. Discuss the appropriate cooking methods for tough andtender cuts of beef.▸Calculate the amount of edible product (EP) that is expected from: 5 lb ground beef (80% lean)(AP) and 10 lb white potatoes (AP). Calculate the amount of as purchased product (AP) that isrequired to yield 5 lb ground beef (EP) and 10 lb white potatoes (EP).▸Demonstrate correct knife skills for chopping herbs, onions, garlic.▸Demonstrate how to cut vegetables into different shapes.Part IV – RecipesPart IV ofFood for Fiftyincludes standardized recipes for foods in all menu categories.Assignment suggestions for Part IV include:

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10▸Choose a recipe from a non-standardized source (popular magazine, internet, or home-sized cookbook). Compare the recipe to a similar recipe inFood for Fifty.Identify several reasonsfor why the recipe may not produce the same product look and quality when prepared in acommercial kitchen.▸Choose a recipe from a non-standardized source (popular magazine, internet, or home-sizedcookbook). Compare the recipe to a similar recipe inFood for Fifty. What differences could youexpect to see if both products were made and evaluated side-by-side.▸Following recipes and cooking timetables in Part IV, calculate production start times for roastbeef, whole turkey, and roasted vegetables.Assume a 6:00 p.m. meal start time.AppendixThe appendix is a useful resource for menu planning usingFood for Fiftyrecipes and for directingfood production. Assignment suggestions for the Appendix include:▸Plan a menu using the menu items listed in Appendix A, p. 877.▸Following the garnish suggestions in Appendix A, suggest appropriate garnishes for severalfoods in eachFood for Fiftyrecipe category.▸Discuss appropriate garnishes for severalFood for Fiftyrecipes. Are any of the garnishesselected dependent on season of the year because of produce availability and cost?▸Evaluate/critique the garnishment of food shown in trade magazines or popular cookbooks.▸Compare and contrast the food pricing methods as described in Appendix C, p. 885.▸Calculate yields for a variety of meats and vegetables. Use formulas in Appendix D, p. 886.

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11Multiple Choice QuestionsFood Production1.Ethylene gas produced by some fruits and vegetables will:a.inhibit ripening of all fruits and vegetablesb.inhibit ripening of some fruits and vegetablesc.promote ripening of some fruits and vegetablesd.promote ripening of all fruits and vegetables2.Creaming flour, baking powder, and shortening before adding sugar, salt, liquids, and eggs is anexample of what method of mixing butter or shortened cakes?a.conventionalb.dough-batterc.dry blending and wettingd.muffin3.An adequately mixed yeast dough will:a.develop a soft sticky surfaceb.lighten slightly in colorc.spring back when touched lightlyd.stretch to resemble a thin membrane4.Quick breads are leavened by:a.baking soda, active dry yeastb.baking powder, steamc.compressed yeast, steamd.steam, hydrogenated shortening5.The function of mixing and kneading yeast dough is to:a.develop a gluten structure that will entrap the carbon dioxide gasb.force out excess carbon dioxide so the yeast fermentation can beginc.tighten the gluten strands so the bread will rise quickly and evenlyd.warm the dough to an optimal temperature for yeast fermentation6.Very cool storage (32oF – 45oF) is recommended for:a.chili powderb.cinnamonc.fenneld.poppy seeds

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127.The flavor and texture of yeast bread depends primarily on:a.developing the gluten structureb.the amount of carbon dioxide producedc.the oven temperatured.the fermentation process8.Gluten structures relax when yeast dough:a.bakes to 180oFb.is mixed until the fat completely coats the gluten strandsc.reaches 105oF - 115oFd.rests for 10 - 15 minutes after pressing out the air bubbles9.The color of a béchamel sauce is:a.brownb.red/orangec.whited.yellow (butter)10.From the foods listed below, choose the most appropriate substitution:An appropriate substitution forFresh Herbsis:a.2/3 less of whole dried herbs (by measure, not weight)b.1/3 less of whole dried herbs (by measure, not weight)c.2/3 less of dry ground herbs (by measure, not weight)d.1/3 less of dry ground herbs (by measure, not weight)An appropriate substitution forUnsweetened Chocolateis:a.butterscotch chips and molassesb.chocolate chipsc.cocoa and fatd.Dutch process cocoaAn appropriate substitution forButtermilkis:a.butter and non-fat dry milkb.butter and skim milkc.lemon juice and waterd.unflavored yogurt

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13An appropriate substitution forBrown Sugaris:a.granulated sugar and molassesb.granulated sugar and corn syrupc.granulated sugar and melted carameld.granulated sugar and honey11.What criterion is used for evaluating food for quality during preparation and throughoutservice?a.tasteb.presentationc.temperatured.all of the above12.The quantity of appetizers needed to serve customers will depend mostly on the:a.beverages being servedb.nature of the group being servedc.season of the yeard.size and configuration of the serving table13. Select the fat that would be best suited for sautéing (high heat).a.pure olive oilb.extra virgin olive oilc.butterd.clarified butter14. Dry heat cooking does not include:a.broilingb.barbequingc.braisingd.roasting15. Moist heat cooking does not include:a.fryingb.poachingc.en papilloted.blanching

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1416. The primary heat transfer for roast beef is:a.convectionb.conductionc.radiationd.induction17. What process is responsible for starch thickening a liquid?a.caramelizationb.evaporationc.gelatinizationd.coagulation18. Heating egg protein is generally associated with the term:a.coagulationb.gelatinizationc.Maillard reactiond.caramelization19. What one of the following cheeses is not a fresh (un-ripened) cheese?a.Chevreb.Mascarponec.Paneerd.Camembert20. Ultra-high-temperature processed milk refers to:a.milk that is not considered a time/temperature control for safety food after opening.b.milk that has been heated to reduce significantly the bacteria count.c.milk that has been heated to kill all bacteria and is packaged in sterilized containers.d.milk that has been heated and chilled rapidly to preserve the natural milk flavor.21. What one of the following is not part of a grain’s structure?a.germb.branc.endospermd.sperm22. What one of the following is a gluten free grain?a.barleyb.farroc.bulgurd.buckwheat

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15Food Safety23.Which method below is the least effective procedure for cooling hot food?a.Cut large food items into smaller piecesb.Pour hot thin foods (to a depth of not more than 4 inches) into chilled pansc.Set pan of food in an ice water bath, stir ice and food frequentlyd.Stir hot foods once or twice during cooling24.Any food that can support rapid bacterial growth and cause food-borne illness:a.is a time/temperature control for safety food (TCS)b.is required to meet HACCP standardsc.requires heating to 165°F before serving to elderly adults and young childrend.all of the above25.Foods excluded from the definition of a time/temperature control for safety (TCS) foods arefoods:a.cooked to 165oF for at least 15 minutesb.with a natural barrier such as rind on fruitc.with a pH above a 4.6d.with water activity (Aw) below 0.8526. A probe/stem food thermometer should be calibrated by placing the stem in:a.boiling water and adjusting the dial to 212°Fb.ice and adjusting the dial to 32°Fc.ice water and adjusting the dial to 32°Fd.an oven and adjusting the dial to the same temperature as the oven27. The risk of foodborne illness is best controlled when food is:a.certified natural or organicb.not reheated and served a second timec.certified antibiotic and hormone freed.held in the danger zone for 1 hour or less28. Food contamination from parasites and microorganisms is a:a.biological hazardsb.toxic hazardc.chemical hazardsd.physical hazards

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16Menu Planning29.The nutrition goals of the NSLP (National School Lunch Program) is to provide school agedstudents with:a.adequate calories and nutrients based on the Dietary Guidelines for Americansb.foods that are free of hormones and non-nutrient additivesc.foods that meet government guidelines for cholesterol and non-trans fatd.low sodium fresh fruits and vegetables30. The Dietary Guidelines for Americans is published every 5 years by:a.Department Health and Human Services and Department of Agriculture.b.FDA as part of the MyPlate initiative.c.Center for Disease Control.d.Culinary Institute of America and Harvard T.H. Chan School of Public Health as part of theMenus of Change initiative.31. Menus that serve the same items every day are referred to as:a.Cycle menusb.Non-cycle menusc.Static menusd.Continuing menus32.When planning a menu, choose the correct sequence for choosing categories of food:a.Planfirstthe desserts, followed by salads, vegetables, and then entreesb.Planfirstthe salads, followed by entrees, vegetables, and then dessertsc.Planfirstthe vegetables, followed by salads, desserts, and then entreesd.Planfirstthe entrees, followed by vegetables, salads, and then desserts33.“Offer versus serve” refers to:a.A provision in the food-based menu planning that allows students to choose less than all thefood items offered.b.A provision in the NuMenus menu planning program that allows students to choose lessthan all the food items offered.c.A requirement of the National School Lunch Program (NSLP).d.A provision in the NSLP that improves child nutrition while keeping costs low.

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17Review the following menu before answering question 27Orange JuiceBagel and Cream CheeseBreakfast OmeletHot Tea or Coffee34.Is the menu an example of:a.A la carte menub.Non-selective menuc.Selective menud.Table d’hote menu

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18Recipes35. A standard recipe format includes:a.HACCPb.Identification of Time/Temperature Control for Safety (TCS) foodsc.Portion sized.Storage and reheating instructions36.A forecast change requires a recipe be extended from 50 to 125 servings. You choose to usethefactor methodfor increasing the yield. The correct formula for determining thefactoris:a.Divide 125 by 50b.Divide 50 by 125c.Multiply 50 by 2.5d.Multiply 125 by 2.537.Recipe yield refers to the:a.number of servings the recipe will produceb.factor used to expand a recipec.weight of product per pand.number of servings per pan38.When portioning ingredients for a recipe, it is most accurate to:a.measure ingredientsb.weigh ingredientsc.use EP amountsd.use AP amounts39.Cooking times and temperatures given in recipes may vary because of the:a.amount of food in the ovenb.amount of food per panc.size of pand.all of the above40.In using a convection oven instead of a conventional oven, the following change(s) is/areappropriate:a.reduce the temperature setting by approximately 25oF - 50°Fb.increased the bake time by 10 - 15%c.adjust bake time based on the product categoryd.all of the above

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19Problem Solving Questions1.You have been asked by the organizers of a charity picnic to provide purchasing advice. Theorganizers are planning for 100 guests to attend the event. The menu and serving size informationis listed below. What amount of food would you recommend be purchased?Food items:Serving size and information:Fresh Roasted Brisket on a BunPotato ChipsApplesCelery and Carrot SticksIce Cream ConesIce TeaLemonade4 oz meat and 1 bun per person1 cup per person1 apple per person (113 size)3 - 4 sticks per person1 #12 dipper of ice cream in a cone14 oz paper cup, serve tea with ice14 oz paper cup, serve lemonade with iceHow much food would you recommend the picnic organizers purchase:Uncooked Brisket:Hamburger Buns:Potato Chips:Apples:Celery (AP):Carrots (AP):Ice Cream:Ice Cream Cones:Ice Tea (gal):Lemonade (gal):

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202.The food production shift leader compiled a list of EP produce needed for the next day’s saladbar. A new employee in the ordering department is unsure of the AP amounts to order. Using theEP amounts listed below, how much AP product would need to be ordered?Food ItemEP Amount SpecifiedAP Amount RequiredDiced Avocado10 lb__________________Peeled Cucumbers15 lb__________________Head Lettuce6 lb__________________Tomatoes72 slices for sandwiches__________________Chopped Green Onions4 lb__________________

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213.Answer the following questions.1 Tbsp of vanilla extract weighs how many ounces? ...................................................... ________4 oz of vanilla extract measures how many tablespoons? ................................................ ________4 oz of vanilla extract measures how many cups? ........................................................... ________How many cups in a pint? ................................................................................................ ________How many ounces in a pint?........................................................................................... ________How many tablespoons in a pint?................................................................................... ________How many ounces in a gallon?....................................................................................... ________How many cups in a gallon?......................................................................................... ________How many quarts in a gallon?....................................................................................... ________How many cups in a quart?........................................................................................... ________How many grams in an ounce?..................................................................................... ________How many milliliters in a cup?..................................................................................... ________What is the approximate weight of 1 cup of all purpose flour?.................................... ________8 oz lightly packed brown sugar measures approximately?.......................................... ________A number 10 dipper weighs approximately?................................................................. ________How many number 10 dippers of ice cream would fit in a quart measure?.................. ________How many number 16 dippers of ice cream would fit in a quart measure?.................. ________A muffin recipe is calculated for 2 oz/muffins. What size of dipper should be used? ... ________

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224.Adding bowl/kettle/pan sizes to recipes will reduce the chance for error resulting fromemployees selecting the wrong size piece of equipment. For the items listed below, what size ofbowl, kettle, or pan would you recommend the employee use? What is the amount or weight of theproduct?a. 27 dozen Peanut Butter Cookies (p. 348)Mixing Bowl Size:_______Amount/Weight of Product:_______b. 20 lb uncooked Spaghetti (p. 538)Steam-Jacketed Kettle Size:_______Amount/Weight of Product:_______c. 120 portions of Chocolate Cake (p. 321)Mixing Bowl Size:_______Amount/Weight of Product:_______d. 200 servings of Split Pea Soup (p. 801)Steam-Jacketed Kettle Size:_______Amount/Weight of Product:_______5.After panning White Cake (p. 314) into cake pans sized differently from those specified in thestandardized recipe, 2 ½ lb of batter remained.a.What size of cake pan would you choose to bake the remainder of the batter?________________________________________b.Approximately how many cupcakes would the 2 ½ lb of batter yield?________________________________________

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236.An employee returning to work after being injured in a car accident has a 10 lb pound liftingrestriction. Markyesornoif the employee would be able to lift the following:a.10 x 12 x 2 ½ inch counter pan of meat loaf:____ yes____nob.18 x 26 x 2 inch pan of cake:____ yes____noc.10 x 12 x 6 inch pan of soup:____ yes____nod.5 quarts of hot spiced cider:____ yes____noe.3 gallon tub of ice cream:____ yes____nof.#10 can of canned apricots:____ yes____nog.Two number 5 squat cans of tuna fish:____ yes____noh.One case of number 3 cylinder cans of tomato juice (12/cs):____ yes____noi.One 10 x 12 x 4 inch pan of mashed potatoes:____ yes____no

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247.Mark the item that weighs the most (if the weight is equal, mark same):a._____ 1 cup flour_____ 1 cup granulated sugar_____ sameb._____ 1 lb of flour_____ 1 lb of brown sugar_____ samec._____ 1 cup fresh basil leaves (loosely packed)_____ 1 1/3 cups dried basil_____ samed._____ 1 dozen large eggs (in shell)_____ 2 cups of fresh whole eggs out of the shell_____ samee._____ 1 lb sifted flour_____ 1 lb unsifted flour_____ samef._____ 2 cups of vinegar_____ 2 pints of water_____ sameg._____ 1 lb AP (raw) ground beef (80% yield)_____ 2/3 lb EP (cooked) ground beef_____ sameh._____ 1 oz vanilla extract_____ 2 Tbsp water_____ samei._____ 1 gallon of water_____ 3 quarts of fluid whole milk_____ samej._____ 1 ½ cups corn syrup_____ 1 ½ cups granulated sugar_____ samek._____ 4 cups shredded cheddar cheese_____ 3 cups cottage cheese_____ same

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258.Using thepercentage methodfor increasing the yield, extend the Basic Fruit Punch recipe from50 servings to 80 servings. Show percent calculations and ingredient amount for 80 servings.Assume no handling loss.BASIC FRUIT PUNCH50 servings% calculations80 servingsSugar, granulated2 lb 8 ozWater2 lbOrange Juicel lb 8 oz(frozen, undiluted)Lemon Juice1 lb 8 oz(frozen, undiluted)Water12 lb

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269.For a Boy Scout fundraising event (low budget) you have been asked to prepare a customer’s“family favorite” soup recipe. For your first recipe test, you have decided to make 50 servings(8 oz/serving) and need to write the recipe in a format that the production staff can follow. Usingthe home-sized recipe provided:Step #1Re-write the recipe in a format similar toFood for Fiftyrecipes. Standardize forcommercial pans and equipment and for quantity procedures, similar toFood forFiftyrecipes. Use measurements for dry and liquid ingredients similar toFood forFiftyrecipes.Step #2Extend the recipe to 50 (8 oz) servings (use either percentage or factor method).Step #3What decisions/assumptions were necessary to make while completing this problem?What recipe changes might you expect to make during/after your first quantity test?Make the following changes to the recipe:1.Substitute cooked chicken meat (boneless) for the chicken drumsticks.2.Add soup base to replace flavor loss resulting from not making chicken stock.3.Replace fresh basil with dried basil.4.List the ingredients and production steps so they are in logical order for quantity production.Home-sized recipe forChicken-Vegetable Soup5cups water2pounds chicken drumsticks, skinned2cups broccoli florets2cups pre-sliced mushrooms1 1/2 cups carrots1cup onion1/4 cup fresh basil1/4 cup uncooked orzo (1 ½ oz)1 tsp salt1/8 teaspoons black pepper6 tablespoons grated fresh Parmesan cheese1.Combine water and chicken in a 3 quart casserole. Cover with lid; microwave on high for 30minutes or until the chicken is done, stirring after 15 minutes. Drain in a colander over a bowl,reserving cooking liquid. Cool chicken slightly. Remove chicken from bones and discard bones.Shred chicken using 2 forks to measure 2 ½ cups.2.Combine broccoli and next 4 ingredients (broccoli through basil) in casserole. Cover;microwave at high 8 minutes or until tender, stirring after 4 minutes. Add the reserved cookingliquid, chicken, pasta, salt, and pepper. Cover; microwave at high 6 minutes or until pasta is tender.Ladle soup into 6 bowls. Sprinkle each serving with cheese. Yield: 6 servings (serving size 1 cupof soup and 1 tablespoon cheese sprinkled on top).

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2710.The file recipe (p. 793) for Chili Con Carne yields 50 one cup bowls. For a special event youplan to serve the chili in a bread bowl. You have calculated 13 oz of chili is required to fill eachbread bowl.a.Approximately how many servings of the Chili Con Carne recipe must you prepareto have enough to fill 50 bread bowls?____________ Servingsb.What factor would you use to extend the recipe?____________ Factor

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