STUDENT

WORKBOOK

Culinary Arts | Baking

STUDENT
INFORMATION
Name

D.O.B

NRIC

Age

Address

Phone No.

Email

Emergency Contact

PROGRAMME
Name

Intake Year: Month:

ABOUT THE STUDENT WORKBOOK

This workbook consists of all the theory assignments needed to

be completed by students in order to obtain the level: Diploma /
Advanced Diploma.

For Level: Advanced Diploma

To be completed: Assignment 01 - Assignment 36

For Level: Diploma

To be completed: Assignment 01 - Assignment 21

REQUIREMENTS

The assignments are PASS or FAIL only. Students are required

to obtain at least 65% correct for each assignment in order to
PASS.

The assignments must be completed within the timeframe

given by the instructor, under the supervision of the
instructor.

All assignments must only be hand-written on the space

given in this workbook.

The assignments must be completed by the students

themselves in order to demonstrate their theory knowledge
understanding.
INSTRUCTOR'S ROLE

To introduce each assignment and make sure that the

students understand what is required to do.

To make sure the work is carried out in class, under your

supervision.

To collect, mark and grade the student's work.

To record the student's performance in the STUDENT'S

LOGBOOK.

To assist students if there are any questions or problems.

STUDENT'S ROLE

To complete the work in a timely manner

To comply with the rules and requirements.

Make sure your handwriting is neat and tidy.

Do not leave blanks and try your best to complete the work.

Seek help from your instructor if necessary.

Keep this book and do not lose it as this book act as an

evidence of your studies.
DECLARATION

I declare that all the work submitted is a true

representation of my own work. I do not attempt to
fake or cheat in any of the assignments.

Student Name

Date

Signature

I confirm that the student's work was conducted under

the specific conditions and context and is valid.

Instructor Name

Date

Signature
 ASSIGNMENT 1
CHAPTER / TOPIC: THE FOOD SERVICE INDUSTRY
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
sous vide / molecular gastronomy / executive chef / chef de cuisine / sous chef / chef
de partie / saucier / poissonier / entremetier / rotisseur / grillardin / garde manger /
pâtissier / aboyeur / line cook / nouvelle cuisine / fusion cuisine

PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. Identify and elaborate the eight behavioral characteristics food service personnel
should develop and maintain to achieve the highest standards of professionalism.
Q2. Identify and describe three skill levels of food production personnel.
Q3. Factors that affect the way a kitchen is organized.
Q4. Who is Escoffier and what are the two major contributions of him?
Q5. Name and describe the major developments that have significantly changed the
food service industry in the 20th century.
Q6. If a culinary arts student in a professional school studies hard, works diligently,
get top grades and shows real dedication, he or she will be qualified to be a chef upon
graduation. Identify if the statement is true or false and explain your answer.

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 ASSIGNMENT 2
CHAPTER / TOPIC: SANITATION AND SAFETY
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
cross-contamination / infection / parasite / salmonella / trichinosis / hazard / pathogen /
bacteria / staph / sanitize / aerobic / anaerobic / facultative / botulism / intoxication /
allergen / HACCP
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. Identify safe workplace habits that minimize the likelihood of fires and falls.
Q2. Describe steps to prevent food poisoning and food-borne illness in personal
hygiene, food handling and storage techniques, cleaning and sanitizing techniques and
pest control.
Q3. What are the ideal conditions for bacterial growth and how do we protect against
bacteria?
Q4. Identify and elaborate the three types of food hazards.
Q5. Your customer had symptoms of nausea, vomiting, stomach cramps, diarrhea and
prostration after consuming food cooked by you. Which bacteria disease is likely
occurring? What could probably be eaten by the customer? How do you prevent it
from happening again?

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 ASSIGNMENT 3
CHAPTER / TOPIC: TOOLS AND EQUIPMENT
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. Describe and compare the three knife materials. At the end, give your opinion on
which material will you prefer.
Q2. Which knife is considered the most frequently used in the kitchen and describe it.
Q3. Besides the knife mentioned in Q2, name and describe other knives available
Q4. Provide a detailed explanation about i) vertical mixers, ii) Range tops.
Q5. Identify the differences between kitchen utensils and equipment.
Q6. Identify the do’s and don’ts associated with the safe and efficient use of i)
conventional ovens, ii) convection ovens. Find out the differences between them.
Q7. Please explain the three types of deep fryers mentioned in the textbook, identify
the do’s and don’ts and explain the general cleaning procedure of this equipment.
Q8. In your opinion, are all models of equipment alike? Give your answer and explain.
Q9. What are the characteristics of a good and poor cooking utensil? What are the two
factors that may probably affect a pan’s ability to cook evenly?
Q10. In your opinion, what are the three types of materials you prefer to purchase as
your cooking pan and explain your answer.

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 ASSIGNMENT 4
CHAPTER / TOPIC: BASIC PRINCIPLES OF COOKING & FOOD SCIENCE

INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
caramelization / gelatinization / fibre / coagulation / smoke point / Maillard reaction /
connective tissues / microwave / deglaze / volatile / herb / spice / radiation / denature
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. Your customers complain that your French fries are too greasy and soggy. How
can you correct the problem?
Q2. Define deep-fry and pressure frying. Describe the guidelines for deep-frying.
Q3. Name and describe the components of foods and explain what happens to them
when they are cooked.
Q4. Name and describe three ways which heat is transferred to food in order to cook
and three factors that affect cooking time.
Q5. Arrange the cooking terms (pg.75) into 3 groups: moist-heat methods, dry-heat
methods with fat, dry-heat methods without fat. Then, list five food or ingredients that
could be cooked for each group.
Q6. Describe the differences between primary and supporting flavour. Select any
recipe and explain the function of each ingredient indicating which are primary
flavours and which are secondary flavours.
Q7. Explain the differences between a seasoning and a flavouring ingredient and give
5 examples of each.

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 ASSIGNMENT 5
CHAPTER / TOPIC: MISE EN PLACE

INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
Mise en place / chop / concasser / emincer / chateau / noisette / parisienne / cocotte /
allumette / batonnet / brunoise / julienne / rondelle / panko / batter / blanch / mince

PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. List five guidelines to observe when sharpening a chef’s knife.
Q2. Define convenience foods in the context of mise en place and list 8 guidelines for
their use.
Q3. Explain the difference in preparation requirements for set meal service and
extended meal service.
Q4. Describe basic precooking and marinating procedures.
Q5. Define 5 general steps used in planning mise en place.
Q6. Describe in detail how to set up a breading station and how to use it to bread beef
cutlets.
Q7. In your opinion, why do food service operations prepare mise en place?

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 ASSIGNMENT 6
CHAPTER / TOPIC: STOCK AND SAUCES

INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen
PART 1: CULINARY TERMINOLOGY
o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
Stock / broth / mirepoix / sachet / bouquet garni / venting / glace de viande / glace de
volaille / slurry / blond roux / whitewash / au sec / monter au beurre / fond lie / demi-
glace / coulis / clarified butter / beurre manie / relish / chutney
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1.1 The stockpot is often considered a good way to use trimmings from meats and
vegetables. Do you agree? Explain.
Q1.2 Explain the importance of blanching bones before making stocks.
Q1.3 Why should stock bot be boiled? Should a stock pot be covered? Why or why
not?
Q2. Name the five leading sauce and their ingredients. List at least two small sauces
made from each.
Q5. Explain the procedure for cooling stock and why is it important.
Q6.1 What precautions are necessary when making hollandaise to avoid overcooking
the eggs or curdling the sauce?
Q6.2 What are the guidelines for preparing hollandaise?
Q7. Why is it necessary to be able to thicken a sauce with a roux without making
lumps if the sauce is going to be strained anyway?

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 ASSIGNMENT 7
CHAPTER / TOPIC: SOUPS

INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
Consommé / raft / coagulation / clarification / clearmeat / bisque / puree soup
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. Describe in detail the three basic categories of soup and give 3 examples for
each.
Q2. State the procedures for holding soup for service and for serving soups at the
proper temperatures.
Q3. Explain the procedure for cooling stock and why is it important.
Q4.1 What are the most important characteristics of a good consommé?
Q4.2 Why is it important not to boil consommé during clarification?
Q4.3 What is the function of egg whites, mirepoix and tomato product in clearmeat?
Q5. Using method 1, describe how you would prepare cream of watercress soup
(pg.223).
Q6. Describe the procedure for preparing consommé.
Q7. In your opinion, are stocks and broths the same? Why?

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 ASSIGNMENT 8
CHAPTER / TOPIC: UNDERSTANDING VEGETABLES
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
al dente / pigment / anthoxanthins / flavonoids / anthocyanins / chlorophyll /
carotenoids / sieve size / batch cooking / blanch-and-chill
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. Give two reasons for not adding baking soda to the cooking water for green
vegetables.
Q2. Besides appearance, why is proper uniform cutting of vegetables important?
Q3. What are some advantages of steam-cooking vegetables over boiling or
simmering?
Q4. Discuss the reasons for cooking green vegetables in a large quantity of water and
in just enough water to cover.
Q5. How are you able to control flavour loss in cooking vegetables?
Q6. What are the six factors that contributes to nutrient losses during cooking
vegetables?
Q7. What are the standards used to judge the quality of cooked vegetables?
Q8. How do you evaluate the freshness of tomatoes?
Q9. Please list the 9 categories of vegetables and give 2 examples for each category.

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 ASSIGNMENT 9
CHAPTER / TOPIC: COOKING VEGETABLES
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. What are the steps in the procedure for boiling vegetables?
Q2. What are the steps in the procedure for steaming vegetables? for pan-steaming
vegetables?
Q3. Vegetables to be puréed should be cooked to what doneness? What equipment is
used to purée vegetables? List other guidelines for making puréed vegetables.
Q4. What are the steps in the procedure for sautéing vegetables? How is sautéing
similar to stir-frying, and how is it different?
Q5. What are the steps in the procedure for pan-frying vegetables?
Q6. What are some common examples of braised vegetables? Describe the cooking
procedure for each of these examples.
Q7. Why are greens such as spinach not well suited to cooking in a compartment
steamer?
Q8. Why is it important to drain vegetables well before combining with a cream sauce?
Q9. Describe briefly how you would make breaded, fried onion rings rather than onion
rings with batter.

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 ASSIGNMENT 10
CHAPTER / TOPIC: POTATOES
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen
PART 1: CULINARY TERMINOLOGY
o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
waxy potato / russet / all-purpose / new potato / solanine / duchesse potatoes
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. What are the differences between waxy and starchy potatoes? Give examples of
each, and indicate what kinds of preparation each is appropriate for.
Q2. How do you check potatoes for quality?
Q3. How should potatoes be stored?
Q4. What guidelines should be observed when boiling potatoes?
Q5. What are the steps in the basic procedure for making potato purée?
Q6. What are potato croquettes? How are they made?
Q7. If mature, starchy potatoes are best for puréeing (mashed, duchesse, etc.), then
why doesn’t everyone use russets or Idahos, which are the starchiest?
Q8. Why is it not a good idea to put parisienne potatoes on your menu unless you are
also serving a puréed potato product?

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 ASSIGNMENT 11
CHAPTER / TOPIC: LEGUMES, GRAINS, PASTA & OTHER STARCHES
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
legume / haricot bean / lentil / dal / endosperm / bran / germ / parboiled or converted
rice / Arborio rice / polenta / hominy / bulgur / pasta / commercial dried pasta /
macaroni / semolina / egg pastas / rice noodles / couscous / al dente
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. What is the main difference between cooking dried kidney beans and dried lentils?
Q2. Describe the three basic methods for cooking grains.
Q3. Should rice be washed before cooking? always, sometimes, or never?
Q4. Describe the procedure for making cheese ravioli, starting with a freshly made
piece of pasta dough.
Q5. What are the three major types of dried legumes? Give examples of each.
Q6. What are the steps in the basic procedure for preparing dried legumes?
Q7. How should grains and grain products be stored?
Q8. What are the quality factors to look for in commercial pasta?
Q9. How should pasta be cooked for à la carte service?
Q10. What procedure should be used if pasta is to be cooked ahead in quantity?
Q11. What are the major kinds and shapes of commercial pasta?

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 ASSIGNMENT 12
CHAPTER / TOPIC: COOKING METHODS FOR MEAT, POULTRY & FISH
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen
PART 1: CULINARY TERMINOLOGY
o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
roast / bake / barbecue / broil / grill / sauté / deglaze / pan-fry / deep-fry / simmer /
poach / court bouillon / shallow-poaching / cuisson / à la nage / steam / braise / pot
roast / fricassée / blanquette / sous vide
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. List four advantages of roasting at a low temperature.
Q2. What is the purpose of basting?
Q3. Which steaks require the highest broiler temperature, thick ones or thin ones?
steaks to be cooked rare or steaks to be cooked well done?
Q4. Why is it important not to overload the pan when sautéing foods?
Q5. What standards can be used to evaluate the quality of steamed items?
Q6. What are the steps in the basic sous vide cooking procedures?
Q7. What standards can be used to evaluate the quality of simmered and poached
items?
Q8. What standards can be used to evaluate the quality of pan-fried & deep fried
items?

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 ASSIGNMENT 13
CHAPTER / TOPIC: UNDERSTANDING MEATS AND GAMES
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
marbling / Cryovac / tripe / carry-over-cooking / butcher / doneness / larding / barding
/ fabricate / venison / game / hare / sweetbreads / collagen / gras-double
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. Describe the composition and structure of meat and explain how they relate to
meat selection and cooking methods.
Q2. Explain the effect that aging has on meat and identify the two primary aging
methods.
Q3. What should be the proper way to store fresh meat and frozen meat?
Q4. Explain the available forms of meat and games.
Q5. Identify the primal cut of beef and lamb and list the major fabricated cuts obtained
from each of them.
Q6. Which of the following cuts are you more likely to braise? Which might you roast?
[Beef chuck, corned beef brisket, lamb shanks, ground pork, veal rib, beef strip loin,
beef rib, lamb leg, pork shoulder]

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 ASSIGNMENT 14
CHAPTER / TOPIC: COOKING MEATS AND GAMES

INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen
PART 1: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1.1 List four advantages of roasting at a low temperature.
Q1.2 When might you use high temperatures for roasting?
Q1.3 Should meat be roasted with fat side up or fat side down?
Q2. What is the purpose of basting?
Q3. Which steak require the highest broiler heat, thick ones or thin ones? Steaks to be
cooked rare or steaks to be cooked well done?
Q4. What are the guidelines of sauteing beef?
Q5. When plating a grilled steak with a sauce, how should the sauce be added to the
plate?
Q6. What are the steps in the basic procedure for pan-broiling meats?
Q7. What are the steps in the procedure for making a classic meat fricassee?

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 ASSIGNMENT 15
CHAPTER / TOPIC: UNDERSTANDING POULTRY AND GAME BIRDS

INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen
PART 1: CULINARY TERMINOLOGY
o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
Free-range / inspection / roaster / hen / fowl / guinea / squab / quail / partridge /
pheasant / ratite / ostrich / emu / trussing / light meat / dark meat / magret / supreme /
organic

PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. How should fresh and frozen poultry be stored?
Q2. Describe the five methods for determining doneness in poultry items.
Q3. Why is the breast section often so dry when whole chickens and turkeys are
roasted? Please suggest the ways to remedy this problem.
Q4. Explain the differences between light meat and dark meat and describe how these
differences affect cooking.
Q5. Give a brief description of each of the following classes of poultry. Be sure to
mention relative tenderness and approximate size.
[Rock Cornish game hen, hen or fowl, roaster duckling, broiler/fryer, yearling turkey]
Q6. What is the purpose of trussing poultry?
Q7. Why are most game birds better if not cooked until well done?

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 ASSIGNMENT 16
CHAPTER / TOPIC: COOKING POULTRY AND GAME BIRDS

INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1.1 Describe the three roasting methods discussed in this chapter: low-temperature
roasting, searing and high-temperature roasting. When is each used?
Q2. True or false: Chicken should be broiled at a lower temperature than steaks.
Explain your answer.
Q3.1 Guidelines for making dressings for roasts.
Q3.2 Give three reasons for baking dressing in a separate pan rather than stuffing it into
roast poultry.
Q4. What are the differences between simmering and poaching? Describe each
procedure as it is applied to poultry items.
Q5. What poultry items are best for deep-frying? At what temperature should they be
fried?
Q6. Why is it difficult to cook large chicken pieces by deep-frying? How can this problem
be solved?

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 ASSIGNMENT 17
CHAPTER / TOPIC: UNDERSTANDING FISH AND SHELLFISH

INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen
PART 1: CULINARY TERMINOLOGY
o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
Lean and fat fish / anadromous / catadromous / mollusks / crustacean / cephalopod /
tomalley / surimi / flat fish / round fish / adductor muscle / prawn / scampi

PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1.1 Explain how the cooking qualities of fish are affected by its lack of connective
tissue.
Q1.2 Identify the appropriate cooking methods for fat and lean fish.
Q1.3 Determine doneness in cooked fish.
Q2.1 List and describe the major market forms of fresh fish.
Q2.2 How do you determine the freshness of fishes?
Q2.3 How to store fish and fish products.
Q3. Explain handling, storage and ways to determine freshness of lobsters.
Q4. How does opening oysters differ from opening clams and how is it similar?
Q5. What are the differences between filleting flatfish and round fish? Describe.

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 ASSIGNMENT 18
CHAPTER / TOPIC: COOKING FISH AND SHELLFISH

INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen
PART 1: CULINARY TERMINOLOGY
o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
Court bouillon / seviche / fish tartare / meuniere / shallow poaching / submersion
method / étuver / fish carpaccio

PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. Identify the precautions a cook should take to ensure that raw fish is safe to eat.
Q2.1 Describe two methods for making a finished sauce out of the cooking liquid
(fumet and wine) used for poaching fillets.
Q2.2 What is one advantage of using the oven to poach fish?
Q2.3 What techniques can you use for lifting whole poached fish out of court bouillon
without breaking it or damaging its appearance?
Q3. What major precaution must be taken when baking or broiling lean fish?
Q4. Which side of a fish fillet is the presentation side?
Q5. What is seviche? How is it made?
Q6. What are five safety guidelines for serving raw fish items?
Q7. What are the steps in the basic procedure for poaching fish in court bouillon
(submersion poaching)? Describe guidelines for success in poaching fish in court
bouillon.

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 ASSIGNMENT 19
CHAPTER / TOPIC: SALAD DRESSINGS & SALADS
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
winterized oil / strength of acidity / verjus / Roquefort cheese / vinaigrette / temporary
emulsion / appetizer salad / accompaniment salad / main-course salad / separate-
course salad / dessert salad / full slip / vegetable salad / bound salad / fruit salad /
composed salad / gelatin salad
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. List three or four salads that may be served as appetizers, as accompaniments, as
main dishes, as separate-course salads, and as desserts. Give reasons for your
choices.
Q2. When you are making mayonnaise, you should take a number of precautions to
make sure a good emulsion is formed. Name as many as you can. If you forget one of
these and your mayonnaise breaks, what can you do?
Q3. How can you ensure salad greens will be crisp?
Q4. What guidelines should be kept in mind when planning and setting up a salad bar?
Q5. What is a bound salad? What are the guidelines for making bound salads?
Q6. What are the four parts of a salad? Do all salads have all four parts?
Q7. What are the basic guidelines for arranging salads?
Q8. What are the procedures for quantity salad production?

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 ASSIGNMENT 20
CHAPTER / TOPIC: SANDWICHES
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
pullman loaf / simple sandwich (hot or cold) / multi-decker sandwich / club sandwich /
open-faced sandwich (hot or cold) / tea sandwich / wrap / grilled sandwich / deep-fried
sandwich / pizza / panino
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. What kinds of spread are used for sandwiches? What is their purpose?
Q2. What are the major kinds of hot and cold sandwiches?
Q3. How is a typical sandwich station set up and organized? What equipment is used?
Q4. What are the steps in the procedure for making simple cold sandwiches in
quantity?
Q5. Why are most sandwiches cut before serving?
Q6. If you cannot get daily bread delivery, what are some measures you can take to
ensure that the bread in the sandwiches you serve is always fresh?

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 ASSIGNMENT 21
CHAPTER / TOPIC: BREAKFAST PREPARATIONS
INSTRUCTION:
1. Mode: Individual
2. Date of submission:
3. Assignment allowed to be completed in:
I. Hand-written: Write on answer sheet, dark blue / black pen

PART 1: CULINARY TERMINOLOGY

o Each term must include a complete explanation or definition to indicate the
student’s level of understanding.
Yolk / white / shell / curdle / sunny side up / basted / over easy / over medium / over
hard / baked egg / frittata / soufflé / custard / quiche / breakfast sausage / Grade AA
eggs
PART 2: QUESTION
o Each question must be answered with sufficient key points and may include
additional elaborations to support your answers.
Q1. What are the three components of a whole shell egg? Describe each of these
components.
Q2. How should egg products be stored?
Q3. What are five guidelines to keep in mind when whipping egg white foams?
Q4. Give two reasons for being careful not to add too much vinegar to the poaching
water for eggs.
Q5. Which grade of egg would you choose to prepare poached eggs? hard-cooked
eggs? fried eggs? scrambled eggs? Why?
Q6. What precautions might you take if you were making French toast from thick
slices of French bread?
Q7. How does pancake batter differ from waffle batter?
Q8. What are the steps in the procedure for poaching eggs?

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