7/8 Technology and DEPARTMENT OF EDUCATION

Livelihood Education
FOOD PROCESSING
Quarter 1-Module 8
Sugar and Acid Concentration
TLE_AFFP912SC-IVe-f-3
Food Processing – Grade 7/8
Quarter 1 – Module 8:
(Sugar and Acid Concentration)

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Published by the Department of Education - Region III

Secretary : Leonor M Briones
Undersecretary : Analyn M. Sevilla
Assistant Secretary : Alberto T. Escobarte

Development Team of the Module

Author : Randy B. Bernabe
Language Reviewer : Paula B. Mendoza
Content Editor : Ma. Elena B. Pangilinan
Illustrator : Randy B. Bernabe
Layout Artist : Randy B. Bernabe

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Joel I. Vasallo, PhD
EPS – Technology and Livelihood Education
Joannarie C. Gracia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Food Processing – Grade 8
Supplementary Learning Resource

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 7/8
Technology and
Livelihood Education
Module 8
PROCESSING FOOD BY SUGAR
CONCENTRATION
(Sugar and Acid Concentration)
TLE_AFFP912SC-IVe-f-3
 TABLE OF CONTENTS

What I Need to Know ……….................................................................. 3

What I Know ………............................................................................. 3
Lesson 1: Sugar and Acid Concentration …...….…………..………….. 4
What’s In ……….………………………………………………………........ 4
What’s New ……………………………………………………………....... 4
What Is It …………………………………………………………………… 4
What’s More ……….............................................................................. 7
What I Have Learned ………................................................................... 8
What Can I Do ………............................................................................. 9
Assessment ………............................................................................... 9
Additional Activities ………..................................................................... 10
Answer Key ………................................................................................ 12
References ………................................................................................. 13
 Introductory Message

For the facilitator:

Welcome to the Food Processing 7/8 Project CAP-LRE Processing Food by Sugar
Concentration (Sugar and Acid Concentration).
This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator, in helping the learners meet the standards
set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints
in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

Welcome to the Food Processing 7/8 Project CAP-LRE Processing Food by Sugar
Concentration (Sugar and Acid Concentration)!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or competencies

What I Need to Know
you are expected to learn in the module.

This part includes an activity that aims to check what

you already know about the lesson to take. If you get
What I Know
all the answers correct (100%), you may decide to skip
this module.

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 This is a brief drill or review to help you link the current
What’s In lesson with the previous one.

In this portion, the new lesson will be introduced to you

What’s New in various ways; a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion of the lesson.
What is It This aims to help you discover and understand new
concepts and skills.
This comprises activities for independent practice to
What’s More solidify your understanding and skills of the topic.
You may check the answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank sentence/paragraph
What I Have Learned to be filled in to process what you learned from the
lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities enrich your knowledge or skill of the lesson learned .

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:
References This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 What I Need to Know
This module provides varied activities that will help you to understand the preparation
of acid, pectin, and sugar mixture for jellies, jams and marmalades. This lesson discusses
the different testing pectin content and testing the fruit acidity.
At the end of this module, you are expected to:
LO 3. Perform acid, pectin and sugar mixture (Sugar and Acid Concentration);
(TLE_AFFP912SC-IVe-f-3)
• Define and discuss sugar and acid concentration of fruit according to
specification; and
• Determine and calculate the required amount of sugar and acid concentration in
some fruits in making fruit preserve according to specifications..

What I Know
Multiple Choice
Directions: Read the statement carefully. Choose and write the letter of correct answer in your
Answer Sheet.

1. Is a condiment that is a thick, viscous liquid consisting primarily of a solution of

sugar in water.
A. Sugar C. Brine
B. Syrup D. Molasses
2. The % acid of fruit juices is called _______________?
A. Tritable C. Acidity
B. Tritable acidity D. Fruit acid
3. Which of the following can result to health of too much intake of sugar?
A. Tooth decay C. Heart disease
B. Diabetes D. All of the above
4. Is an organic compound in the form of carbohydrate.
A. Salt C. Lipids
B. Sugar D. Glycerin
5. What kind of sugar is also known as monosaccharides?
A. Simple sugar C. Complex sugar
B. Double sugar D. Low sugar

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 What’s In
Let us see if you have really understood our previous topic by answering this
questions. Write your answer on your Answer Sheet.

• Name the three (3) Test to get the Pectin content

• How will you determine the pectin content of fruit and the acidity of fruit juice?

What’s New
Jumble Letters
Directions: Arrange the letter/s to complete each word below and use in a sentence. Write
your answer in your Answer Sheet.

1. R G A S U
2. S V E P T R O N I E R A
3. I D A C
4. V A S E P R E V E T I R
5. N R O C N I N T A T O C E
6. E L B A T I R T
7. O C R O M S I R M G I A N
8. M S A J
9. M A M A R L A E D
10. Y P S U R
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

Notes to the Teacher

The activities in this module are arranged from simple to complex to help the learner
gradually master the desired learning competency. Give him/her the needed support and
guidance so that he/she will be able to perform the tasks to prepare him/her later on sugar
and acid concentration.

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 (Sugar and Acid Concentration)

What is It

How to Preserve Foods using Sugar?

Firstly, we need to understand what sugar really is!
Sugar is an organic compound in the form of carbohydrate. There are different types of sugar:
• simple sugars known as monosaccharides, which includes glucose (dextrose),
fructose (fruit sugar) and galactose.
• double sugars joined by a glyosidic link - 2 monosaccharides joined together are called
disaccharides, which includes sucrose (table/granulated sugar).
Sugar has a very long history in food. Sugar has been used extensively in the
preservation of fruits such as apples and pears and in the production of a wide range of
products such as jams and jellies, fruit juice and sweetened products such as condensed milk.
Action of Sugar
When sugar is added to foods it binds to the water in the foods reducing the amount of
water that is available for the growth of microorganisms. Like salt water also has an osmotic
effect i.e. when foods are placed in a concentrated sugar solution water is drawn out of the
cells of foods and microorganisms so that microorganisms can no longer survive.
Different ways of using sugar to preserve foods. One way to use sugar is to desiccate
fruits by drying them and then packing them with pure sugar. Fruits which are traditionally
preserved through this method include ginger, cherries and the peel of citrus fruits.
Alternatively, foods may be stored in a sugar syrup or cooked in sugar until they crystalize.
To produce jams and marmalade, fruits are initially boiled to reduce the water content
of fruit and to reduce contaminating microorganisms. Sugar is then added to the fruit to prevent
the regrowth of bacteria.
Sugar is also used with salt to preserve certain foods especially fish and meat. Sugar
may either be added to salt to create a dry mixture which covers food or may be dissolved in
a liquid to make a brine to surround the food. Adding sugar to a salty brine helps to confer a
sweetness to meat and fish and also helps to reduce the harsh flavor of salt.
A syrup is a condiment that is a thick, viscous liquid consisting primarily of a solution
of sugar in water, containing a large amount of dissolved sugars but showing little tendency to
deposit crystals. Its consistency is similar to that of molasses.

Considerations when using sugar in home preservation

While sugar can act as a preservative in a controlled water tight environment such as
a sealed jar, sugar itself attracts moisture so where water is available e.g. moisture in the air,
sugar will attract water and the resulting environment will become more attractive to
microorganisms such as yeast.
The value of sugar in food preservation is dependent on the amount of sugar used and
adding too little sugar to a food will still enable the development of microorganisms. This is
seen in the production of jams and jellies where adding too little sugar promotes the growth of
mold and yeast.
As with salt, adding too much sugar to food affects the health benefits of the food.
• sugar and sugary foods are a primary source of dental caries (tooth decay).

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 • sugar provides us with empty calories- that is calories but no additional nutrients.
• an excess consumption of sugar is associated with obesity and conditions associated
with obesity such as diabetes and heart disease.
Due to the health effects of sugar you may consider reducing the amount of sugar used
in home food preservation but remember that any reduction in the sugar concentration of a
product can make a food more susceptible to microorganisms. In addition, while the use of an
artificial sweetener to replace sugar can help retain the taste of a product, artificial sweeteners
do not have the same preservative action of sugar, this is why sugar free jams and marmalade
must also be refrigerated to aid their preservation.
The flavor quality of fruits is largely determined by the sugar-acid ratio, but it remains
uncertain how sugar- and/or acid-metabolizing enzymes regulate the sugar-acid ratio of fruit
juices and further affect the fruit quality. The sweetness and acidities is largely determined by
the type and quantity of sugars as well as associated organic acid content and the sugar-acid
ratio of the fruit. Among them, the sugar-acid ratio reflects the relative contents of sugars and
acids, thus is considered to be an important indicator for the flavor quality of citrus fruits

Adjustment of Sugar and Acid Concentration

Jams, jellies and syrups must have the right sugar concentration. Fruit juices on the
other hand, must have the desired sugar acid proportion to give the best quality products.
Hence, knowing how to determine and adjust the sugar and acid concentration is important
he preparation of products.
A. Brix/Acid Ratio
The Brix/acid Ratio is sweetness – to – tartness relationship. It gives a ratio compared
with unity which forms a comparative scale for the acceptability of juice concentrates. The Brix
unit is the concentration of dissolved solids in an aqueous solution or the % Soluble solids
(%SS). The acid unit is the concentration of citric acid in the citric juice.
B. Methods for Calculating Brix/Acids Ratio

1.Sugar Concentration
The Pearson Square Method is widely used to determine and calculate the degree Brix.
Here is how it performs:
Initial % SS % Purity of Sugar

Desired SS

(b) Difference between % purity sugar (a) Difference between

and desired % SS initial % SS and desired
Desired % SS

Sample Calculation:

The % purity of sucrose is assumed to be 100%. Let us say you will make a syrup with the
concentration of 65% and water is 0% SS. Given a certain weight of juice or water, you can

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determine the weight of needed sugar to add for obtaining the desired % SS by using the
formula below:

(required brix) a X (weight of juice or water) = required amount of sugar to be added

(desired concentration) b

Problem:

How much sugar is needed to add if the water is 20 kg to make a syrup with 35◦ brix
concentration?

Solution:

% SS water 0
% purity of sugar 100
Weight of water 20 kgs.
Required ◦ Brix 35

0◦ 100%

35◦

65◦ 35◦

35__ X 20 = 10.8 kgs. of sugar

65

Findings:
Therefore, to get syrup with 35◦ brix concentration, add 10.8 kg sugar to 20 kg of water.

2. Acid Concentration

The % acid of fruit juices is called tritable acidity. Tritable is an important factor for
flavor quality. The product may be rejected if too high in acid, if too low, the flavor is bland
and unappealing. Hence, adjusting fruit juices to the desired acidity is important.

The acidity of fruit juices can be determined by titration. A certain weight of sample is tritable
with 0.1 normal sodium hydroxide solutions gives light pink color The acid concentration can
be determined by using this formula:

% of Acid = Volume of NaOH x Normality of NaOh x 0.6 x 100

Weight of sample
The initial % acid must be known so that the fruit juice can be adjusted to desired acidity by
using Pearson square:

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 % Initial acid % purity of citric acid

Desired Acidity

(a)Difference between (b) Difference between

% purity of citric acid and Initial % acid and
desired % acid desired % acid

Problem:
• Insert problem and on determining acid concentration

Solution:
% initial acid 0
Desired acid 3.2 %
% purity of citric acid 100 %
Weight of juice 20 kg

15% 100%

3.2 %

11.8% 96.8 %

_11.8%_ X 20 kg
96.8%

= 0.122% X 20kg

= 2.44 kg

As a general rule, the higher the acid content, the less sugar required; the higher the
pectin content, the more sugar to add. For fruit juices that are rich in pectin, add ¾ to 1
cup sugar per cup of fruit juice is recommended. If fruit juices have moderate amount of
pectin, add less sugar, Fruit juices with small pectin content should not be utilized for jelly
making unless added with concentrated pectin that are available in the market.
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 What’s More
Fill in the Box
Directions: Fill in the box with the correct answer from the lesson above. Write your answer in
your Answer Sheet.

2 Types of Sugar

2 Methods of Calculating Brix/Acid

Ratio

Fill Me In
Directions: Share your learnings from the lesson above by completing the sentence below.
Copy and Write your answer in your Answer Sheet.

I have learned as a general rule, the higher the________________, the __________ sugar
required; the higher the ______________ content, the more ___________ to add.

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 What I Can Do
Problem Solving
Directions: Solve the following questions. Show your solution using Pearson Square Method
in your Answer Sheet.

1. The % purity of granulated sugar is assumed to be 100%. Let us say you will make a syrup
with the concentration of 75% and water is 0% SS. Given a certain weight of juice or water,
you can determine the weight of needed sugar to add for obtaining the desired % SS by using
the formula below:
(required brix) a X (weight of juice or water) = required amount of sugar to be added
(desired concentration) b

Problem:
How much sugar is needed to add if the water is 15 liters to make a syrup with 45◦ brix
concentration?

Assessment
Multiple Choice

Directions: Read the statement carefully. Choose and write the letter of correct answer in
your Answer Sheet.
1. Is a condiment that is a thick, viscous liquid consisting primarily of a solution of
sugar in water.
A. Sugar C. Brine
B. Syrup D. Molasses
2. The % acid of fruit juices is called _______________?
A. Tritable C. Acidity
B. Tritable acidity D. Fruit acid
3. Which of the following can result to health of too much intake of sugar?
A. Tooth decay C. Heart disease
B. Diabetes D. All of the above
4. Is an organic compound in the form of carbohydrate.
A. Salt C. Lipids
B. Sugar D. Glycerin
5. What type of sugar is also known as monosaccharides?
A. Simple sugar C. Complex sugar
B. Double sugar D. Low sugar

10
 Additional Activity
True or False

Directions: Write TRUE is the statement is correct, and FALSE if the statement is wrong.
Write your answer in your Answer Sheet.

1. The value of sugar in food preservation is dependent on the amount of sugar used and
adding too little sugar to a food will still enable the development of microorganisms.
2. Adding too much sugar to food affects the health benefits of the food.
3. Syrup is a combination of sugar and water.
4. As a general rule, the higher the acid content, the more sugar required.
5. The flavor quality of fruits is largely determined by the sugar-acid concentration.
6. Sugar has been used extensively in the preservation of fruits in the production of a wide
range of products such as jams and jellies’
7. Sugar is an inorganic compound in the form of carbohydrate.
8. Simple sugar is also called monosaccharides.
9. Other name for sucrose is table or granulated sugar.
10. Using artificial sweeteners do not have the same preservative action of sugar.

Comments / Suggestions

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Answer Key

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 References

Books:
Fruit and Vegetable Processing, Revised Edition, pp.78-79 2.
Philippine Foods, Their Processing and Manufacture, by Mendoza, Jose M. pp. 101-102 3.
Preservation of the Philippine Foods By Leon, Sonia Y. de, Guzman, Martilde. , pp-123
Guzman, Matilde P., Claudio, Virginia S., De Leon, Sonia Y (1986). Basic Foods for Filipinos.
Manila, Philippines: Merriam & Webster Bookstore, Inc.
Lagua, Rosalinda T., Cruel, Carmelita P., Claudio, Virginia S., (1977). Food Preservation
for Filipinos. Quezon City Philippines,. GMS Publishing Corporation.
Technology and Livelihood Education. Agriculture and Fishery. Food Processing NC II
Competency Based Learning Materials (CBLM) Sugar Concentration.

Website:
https://www.acsedu.co.uk/Info/Alternative-Living/Self-Sufficiency/Sugar-in-Food-
Preserving.aspx
https://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-29452015000400835
https://www.coursehero.com/file/34735814/experiment-1-jellydocx/
https://slideplayer.com/slide/7629474/
https://www.pickyourown.org/food_acidity.htm

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 For inquiries or feedback, please write or call:

Department of Education – Region III

Learning Resource Management Section (LRMS)
Diosdado Macapagal Government Center
Maimpis, City of San Fernando (P)

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