Sensorial perception. Gastronomy.

-Form the student in the fundamentals, terminology, methodology and applications of sensory analysis.
-To know the relationship between gastronomy and sensory perception.

Theory
1.-Introduction to sensory analysis.
2.-Selection and training of a panel of taster.
3.-Discriminatory tests
4.-Descriptive tests.
5.-Hedonic studies: selection of consumers and tests.
6.-Effect of culinary technology on sensory characteristics of food
7.-Gastronomic culture and sensory analysis
8.-Case study development.
Practices
1.- Tests of sensory evaluation of acuity.
2.- Taster panel selection tests.
3.- Discriminatory tests.
4.- Descriptive tests.
5.- Culinary treatments and sensory analysis.

-AENOR. (2010). Análisis sensorial. Normas UNE. 2.ª edición. Editorial: AENOR
-ANZALDUA MORALES, A. (1994). La evaluación sensorial de los alimentos en la teoría y la práctica. Ed. Acribia. S.A.
-BURGARD, D.R. KUZNICKI, J.T. (1990). Chemometrics: Chemical and Sensory Data.. Ed. CRC, Pres. Inc. (Ref. QUA-132).
-BI, J. (2006). Sensory discrimination tests and measurements. Statistical principles, procedures and tables.
-CARPENTER, ROLAND P. LYON, DAVID H. HASDELL, TERRY A. (2002). Análisis sensorial en el desarrollo y control de la calidad de alimentos Editorial: ACRIBIA, S.A
-GACULA, M.C., (1993). Jr. Desing and Analysis of sensory optimization. Ed Food & Nutrition Press, Inc.
-HOUGH, G. (2010). Sensory shelf life estimation of food products. Ed. CRC Press, cop.
-IBAÑEZ, F.C. Y BARCINA, Y. (2000). Análisis sensorial de alimentos: métodos y aplicaciones.
-KEMP, S. E.; HOLLOWOOD, T.; HORT, J. (2009). Sensory evaluation: a practical handbook. Ed. Wiley-Blackwell.
-LAWLESS, H.T. (1991). Sensory Science Theory and Applications in Foods. Ed. Marcel Dekker, Inc.
-LAWLESS, H. T.; HEYMANN, H. (2010). Sensory evalutation of food : principles and practices (2nd). Ed. Springer.
-LEA, P.; NAES, T. and RODBOTTEN, M. (1997). Analysis of Variance for Sensory Data.Ed. John Wiley & Sons, Inc.
-LYON, D.H; FRANCOMBE, M.A.; HASDELL, T.A. and LAWSON, K. (1992). Guidelines for sensory Analysis in food Product. Developmen and Quality Control. Ed. Capman y Hall.
-MACFIE, H.J.H. y THOMSON, D.M.H. (1994). Measurement of Food Preferences. Ed. Blackie Academic & Professional. Chapman y Hall.
-MEILGAARD, CIVILLE, CARR. (1991). Sensory Evaluation Techniques. Ed. CRC Press, Inc.
-MILBER O. UREÑA PERALTA, MATILDE DÀRRIGO HUAPAYA, OCTAVIA GIRÓN MOLINA. (1999). Evaluación Sensorial de los alimentos. Aplicación didactica. Ed. Agraria
-MOSKOWITZ, H.D.R. (1985). New Directions for Product Testing and Sensory Analysis of Food. Ed. Food And Nutrition Press, Inc.
-MOSKOWITZ, H.R; BECKLEY, J.H. and RESURRECCION, A.V.A. (2006). Sensory and consumer research in food product design and development. ISBN: 0-8138-1632-7. Ed. IFT Press, acaba de llegar
-O`MAHONY, M. (1986). Sensory Evaluation of Food-Statistical Methods and Procedures. Ed. Marcel Dekker Inc.
-PIGGOT, J.R. (1988). Sensory Analysis of Food. 2ª Ed. Ed. Elsevier Applied Science.
-PIGGOT, J.R. Sensory Science Theory and Application in Foods. Ed. Marcel Dekker.
-PIGGOTT, J.R. (1986). Statistical Procedures in Food Research. Ed. Elsevier. (Ref. E-266).
–SANCHO, J.; BOTA E.; DE CASTRO, J.J. (1999). Introducción al Análisis Sensorial de los Alimentos. Edicions Universitat de Barcelona.
-SSHA, ISHA. (1990). Evaluation Sensorielle. Ed. Tec & Doc. Lavoisier. (Ref. H-299).
-STONE, H. y SIDEL, J.L. (1993). Sensory Evaluation Practices. Ed. Academic Press, Inc.

Basic and general competences
CG4 - Know the methods and technologies of production and packaging that allow to obtain safer, healthier and more ecological foods, as well as to know their repercussion in the global quality of the food.
CG6 - Being able to intervene in the design and development of healthier foods.
CG7 - Develop skills and abilities in the analysis and statistical treatment of physical, chemical, microbiological and sensorial data of food.
CG11 - Acquire training to develop the research activity, being able to formulate hypotheses, collect and interpret information to solve problems following the scientific method, and understanding the importance and limitations of scientific thinking in the aspects related to nutrition, security and food technology.
CB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and / or application of ideas, often in a research context
CB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
CB8 - That students are able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgments
CB9 - That students know how to communicate their conclusions and the knowledge and ultimate reasons that sustain them to specialized and non-specialized audiences in a clear and unambiguous way
CB10 - That students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.

Cross-disciplinary competences
CT1 - Capacity for analysis and synthesis.
CT2 - Ability to organize and plan.
CT3 - Ability to work as a team.
CT5 - Ability to use information and communication technologies.
CT6 - Ability to search, analyze and manage information from different sources.
CT7 - Ability to solve problems.
CT8 - Ability to make decisions.
CT13 - Demonstrate initiative and entrepreneurial spirit.
CT14 - Ability to apply knowledge to practice.

Specific competences
CE3 - Understand the fundamentals, terminology and methodology of food sensory analysis, and be able to design programs for the selection and training of sensory judges.
CE4 - Design and plan a complete sensory test applied to the food industry and gastronomy, and properly interpret the results obtained after the application of statistical techniques.

ME1: Lectures. In them the teacher will develop the content of the theoretical program reflected in this guide, using the didactic and audiovisual resources that he deems appropriate, and favoring the participation of the students.
ME2: Seminars. Exposure of group work (ME6) or individual (ME5).
ME3: Practices. Practical classes in the tasting room.
ME4: Group tutorials. Resolution of problems related to theoretical contents.
ME8: Individual Tutorials
All student tasks (study, works, readings) will be guided by academic staff in group tutoring sessions (ME4) or individual (ME8).
Virtual USC (Moodle) is a fundamental resource in support of teaching.

The evaluation system is continuous (SE3).
It is sufficient for the student to actively attend the lectures, to the interactive classes and that make an academic work (SE4) (written memory and oral presentation) to overcome the matter, being a mandatory condition attendance to practical classes (SE5).
The score will be as follows:
-Continuous evaluation including attendance at lectures: 35%
-practical classes: 40%
-carrying out of academic works: 25%
Only a test (SE1) will be carried out, when the student does not meet the minimum required to pass the subject (5.0). This examination will include questions on all the aspects developed in the matter (lectures, practices and works).
Continuous assessment (SE3) will be based on the work and exercises proposed in the classes (whether done individually by the students or in groups), as well as the active participation and contributions of the student in the classroom and in the practices.
35% will be obtained by the active participation in the master classes and seminars, evaluating the following competences: CB8, CG4, CG6, CG7.
40% will correspond to the realization, participation and valuation of specific knowledge of the master classes applied to the practical classes. The following competencies will be evaluated: CB7, CB10, CG4, CG6, CG7, CG11, CT5, CT6, CT7, CT8, CT14, CE3 y CE4.
The remaining 25% will be obtained from individual or group work or case studies and exposed in class or tutorials, with the following competencies being assessed: CB6, CB9, CG11, CT1, CT2, CT3, CT13 y CT14
In cases of fraudulent performance of exercises or tests, the provisions of the “Regulations for evaluating student academic performance and reviewing grades will apply.
The evaluation system will be exactly the same regardless of the type of teaching used (face-to-face or virtual), with the only difference that the evaluation activities will be carried out, as established by the competent authorities, either face-to-face in the classroom or remotely through the telematic means available at the USC.

The total number of hours of work of the student in a subject organized in ECTS credits is equal to 25 x nº ECTS. The presence and working hours of the student will be distributed as follows:
—Lectures: 1.5 hours of work per hour of lecture (15 hours attendance / 37.5 hours of autonomous work).
—Seminars: 1.5 hours for each face-to-face session of seminars (6 hours face-to-face / 9 hours of autonomous work).
—Practices: 3 hours for each face-to-face session (21 hours face-to-face / 63 hours of self-employment).
-Individual work: 11.5 hours autonomous work.
-Individual tutoring: 1 hour autonomous work (1 hour face-to-face / 1 hour of autonomous work).
-Total attendance hours: 43.
-Total hours of study and personal work: 107.

-Participate actively, constructively and respectfully in classes, seminars and practices.
-To prepare and complement the contents that is working on the subject with the recommended basic and complementary bibliography.
-Develop autonomous search habits for scientific information.
-To take advantage of the available resources for the student, the university library.
-Develop autonomous search habits for scientific information.
-Take advantage of the available resources for the student in the university library.
-Regularly consult the virtual classroom of the subject and make use of it.

The subject is taught in the two official languages of the Autonomous Community.

EVALUATION SYSTEM
In cases of fraudulent performance of exercises or tests, the provisions of the “Regulations for evaluating student academic performance and reviewing grades” will apply.